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The Inside Out Group Model: Teaching Groups in Mindfulness-Based Programs

Mindfulness, 2019-07, Vol.10 (7), p.1315-1327

2019

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Essential Resources for Mindfulness Teachers

1st, 2021

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Mindfulness-based programmes and 'bigger than self' issues: protocol for a scoping review

BMJ open, 2023-03, Vol.13 (3), p.e067819-e067819

2023

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Associations Between Resilience and the Well-Being of Mothers of Children with Autism Spectrum Disorder and Other Developmental Disabilities

Journal of autism and developmental disorders, 2018-04, Vol.48 (4), p.1108-1121

2018

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Challenging behaviours in adults with an intellectual disability: A total population study and exploration of risk indices

British journal of clinical psychology, 2017-03, Vol.56 (1), p.16-32

2017

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Using Matched Groups to Explore Child Behavior Problems and Maternal Well-Being in Children with Down Syndrome and Autism

Journal of autism and developmental disorders, 2010-05, Vol.40 (5), p.610-619

2010

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‘I just don’t fit anywhere’: support experiences and future support needs of individuals with Asperger syndrome in middle adulthood

Autism : the international journal of research and practice, 2012-09, Vol.16 (5), p.532-546

2012

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"I'm not a patient, I'm a person": The Experiences of Individuals With Intellectual Disabilities and Challenging Behavior-A Thematic Synthesis of Qualitative Studies

Clinical psychology (New York, N.Y.), 2013-12, Vol.20 (4), p.469-488

2013

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Social support, coping, and positive perceptions as potential protective factors for the well-being of mothers of children with intellectual and developmental disabilities

International journal of developmental disabilities, 2018-10, Vol.64 (4-5), p.288-296

2018

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The Impact of Delivering Mindfulness-Based Programmes in Schools: A Qualitative Study

Journal of child and family studies, 2020-09, Vol.29 (9), p.2623-2636

2020

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“I’m Not Sure I Can See Myself in This World”: Experience of Mindfulness Teacher Training among Trainees from Diverse Backgrounds

Mindfulness, 2024-06, Vol.15 (6), p.1415-1428

2024

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Brief Report: Fathers’ and Mothers’ Ratings of Behavioral and Emotional Problems in Siblings of Children with Autism Spectrum Disorder

Journal of autism and developmental disorders, 2014-05, Vol.44 (5), p.1230-1235

2014

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The Inside Out Group Model: Teaching Groups in Mindfulness-Based Programs

Mindfulness, 2019-07, Vol.10 (7), p.1315-1327

2019

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Mindfulness as a Potential Moderator Between Child Behavior Problems and Maternal Well-Being

American journal on intellectual and developmental disabilities, 2023-11, Vol.128 (6), p.411-424

2023

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‘Finding the person you really are … on the inside’: Compassion focused therapy for adults with intellectual disabilities

Journal of intellectual disabilities, 2018-06, Vol.22 (2), p.135-153

2018

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"Children will leave school with these life skills, which I think is amazing": an interview study exploring teachers' experiences of implementing a health and wellbeing curriculum

Pastoral care in education, 2024-07, Vol.42 (3), p.269-289

2024

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Social Behavior and Characteristics of Autism Spectrum Disorder in Angelman, Cornelia de Lange, and Cri du Chat Syndromes

American journal on intellectual and developmental disabilities, 2013-07, Vol.118 (4), p.262-283

2013

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Mixed Experiences of a Mindfulness-Informed Intervention: Voices from People with Intellectual Disabilities, Their Supporters, and Therapists

Mindfulness, 2019-09, Vol.10 (9), p.1828-1841

2019

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Outcomes of a Behavioral Education Model for Children With Autism in a Mainstream School Setting

Behavior modification, 2012-05, Vol.36 (3), p.298-319

2012

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Evidence for the Protective and Compensatory Functions of Resilience in Children with Intellectual and Developmental Disabilities

Advances in neurodevelopmental disorders, 2018-06, Vol.2 (2), p.216-223

2018

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Using the Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC) in Supervision

Global advances in health and medicine, 2021, Vol.10, p.2164956121989949-2164956121989949

2021

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"We are all there silently coping." The hidden experiences of parents of adults with Asperger syndrome

Journal of intellectual & developmental disability, 2012-09, Vol.37 (3), p.237-247

2012

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Can We Agree What Skilled Mindfulness-Based Teaching Looks Like? Lessons From Studying the MBI:TAC

Global advances in health and medicine, 2020, Vol.9, p.2164956120964733-2164956120964733

2020

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Cornelia de Lange syndrome: Extending the physical and psychological phenotype

American journal of medical genetics. Part A, 2010-05, Vol.152A (5), p.1127-1135

2010

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Leaders on a Mindfulness-Based Program: Experience, Impact, and Effect on Leadership Role

Human arenas: an Interdisciplinary journal of psychology, culture, and meaning, 2022-12, Vol.5 (4), p.783-801

2022

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The Inside Out Group Model: Teaching Groups in Mindfulness-Based Programs

Essential Resources for Mindfulness Teachers

Mindfulness-based programmes and 'bigger than self' issues: protocol for a scoping review

Associations Between Resilience and the Well-Being of Mothers of Children with Autism Spectrum Disorder and Other Developmental Disabilities

Challenging behaviours in adults with an intellectual disability: A total population study and exploration of risk indices

Using Matched Groups to Explore Child Behavior Problems and Maternal Well-Being in Children with Down Syndrome and Autism

‘I just don’t fit anywhere’: support experiences and future support needs of individuals with Asperger syndrome in middle adulthood

"I'm not a patient, I'm a person": The Experiences of Individuals With Intellectual Disabilities and Challenging Behavior-A Thematic Synthesis of Qualitative Studies

Social support, coping, and positive perceptions as potential protective factors for the well-being of mothers of children with intellectual and developmental disabilities

The Impact of Delivering Mindfulness-Based Programmes in Schools: A Qualitative Study

“I’m Not Sure I Can See Myself in This World”: Experience of Mindfulness Teacher Training among Trainees from Diverse Backgrounds

Brief Report: Fathers’ and Mothers’ Ratings of Behavioral and Emotional Problems in Siblings of Children with Autism Spectrum Disorder

The Inside Out Group Model: Teaching Groups in Mindfulness-Based Programs

Mindfulness as a Potential Moderator Between Child Behavior Problems and Maternal Well-Being

‘Finding the person you really are … on the inside’: Compassion focused therapy for adults with intellectual disabilities

"Children will leave school with these life skills, which I think is amazing": an interview study exploring teachers' experiences of implementing a health and wellbeing curriculum

Social Behavior and Characteristics of Autism Spectrum Disorder in Angelman, Cornelia de Lange, and Cri du Chat Syndromes

Mixed Experiences of a Mindfulness-Informed Intervention: Voices from People with Intellectual Disabilities, Their Supporters, and Therapists

Outcomes of a Behavioral Education Model for Children With Autism in a Mainstream School Setting

Evidence for the Protective and Compensatory Functions of Resilience in Children with Intellectual and Developmental Disabilities

Using the Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC) in Supervision

"We are all there silently coping." The hidden experiences of parents of adults with Asperger syndrome

Can We Agree What Skilled Mindfulness-Based Teaching Looks Like? Lessons From Studying the MBI:TAC

Cornelia de Lange syndrome: Extending the physical and psychological phenotype

Leaders on a Mindfulness-Based Program: Experience, Impact, and Effect on Leadership Role

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