Lisa Flook
Biographic Data
| ID | 169227 |
|---|---|
| NAME | Lisa Flook |
| GIVEN NAMES | Lisa |
| FAMILY NAME | Flook |
| SIGNATURE | FLOOK L |
| AFFILIATIONS | University of Wisconsin–Madison |
| ORCID | 0000-0001-7832-090X |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 97 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Feasibility, Acceptability, and Preliminary Effectiveness of a Mindfulness-Based Critical Consciousness Training Program for Teachers
Mindfulness training enhances students’ executive functioning and social emotional skills
More research is needed to understand the effects of school-based mindfulness programs in the years before adolescence, which represent a critical juncture and transitional period of development. The present study investigated mindfulness with elementary school students using random assignment and objective measures. The sample included 292 5 th graders from 21 classrooms randomly assigned to an 8-week mindfulness training or wait-list control gr…
Mindfulness and connection training during preservice teacher education reduces early career teacher attrition 4 years later
Educating teachers to enact the science of learning and development
Drawing on recent syntheses of the emerging science of learning and development and its implications for school practice, this article examines the kinds of preparation teachers need to enact such practices. We synthesize research on how children learn and develop and research on how effective preparation programs support teachers in developing the knowledge, skills, and dispositions associated with developing the whole child. This includes the “…
Exploring the figured worlds of mindfulness and teaching
In the high-pressure world of education, mindfulness practices have been offered to help teachers and students to handle stress and manage their emotions. Here we describe how two fifth-grade teachers experienced a mindfulness intervention, using the construct of figured worlds. We explore how they negotiated mindfulness in their practice, illustrating the power of an anthropological look at a typically psychological construct
Integrating mindfulness and connection practices into preservice teacher education results in durable automatic race bias reductions
Brief breath awareness training yields poorer working memory performance in the context of acute stress
Mindfulness-based interventions that span multiple sessions over time appear to confer psychological benefits. However, the effects of brief periods of mindfulness meditation training are less clear, particularly on measures of cognitive functioning. This study assessed whether brief mindfulness practice (breath awareness) or training in two other contemplative practices – loving-kindness and gratitude – differentially impact working memory perfo…
Implications for educational practice of the science of learning and development
This article draws out the implications for school and classroom practices of an emerging consensus about the science of learning and development, outlined in a recent synthesis of the research. Situating the review in a developmental systems framework, we synthesize evidence from the learning sciences and several branches of educational research regarding well-vetted strategies that support the kinds of relationships and learning opportunities n…
Promoting prosocial behavior and self-regulatory skills in preschool children through a mindfulness-based kindness curriculum
Self-regulatory abilities are robust predictors of important outcomes across the life span, yet they are rarely taught explicitly in school. Using a randomized controlled design, the present study investigated the effects of a 12-week mindfulness-based Kindness Curriculum (KC) delivered in a public school setting on executive function, self-regulation, and prosocial behavior in a sample of 68 preschool children. The KC intervention group showed g…
Mindfulness for Teachers: A Pilot Study to Assess Effects on Stress, Burnout, and Teaching Efficacy
Despite the crucial role of teachers in fostering children's academic learning and social–emotional well‐being, addressing teacher stress in the classroom remains a significant challenge in education. This study reports results from a randomized controlled pilot trial of a modified Mindfulness‐Based Stress Reduction course ( mMBSR ) adapted specifically for teachers. Results suggest that the course may be a promising intervention, with participan…
Effects of Mindful Awareness Practices on Executive Functions in Elementary School Children
A school-based program of mindful awareness practices (MAPs) was evaluated in a randomized control study of 64 second- and third-grade children ages 7–9 years. The program was delivered for 30 minutes, twice per week, for 8 weeks. Teachers and parents completed questionnaires assessing children's executive function immediately before and following the 8-week period. Multivariate analysis of covariance on teacher and parent reports of executive fu…
Daily family conflict and emotional distress among adolescents from Latin American, Asian, and European backgrounds
The authors employed a daily diary method to assess daily frequencies of interparental and parent-adolescent conflict over a 2-week period and their implications for emotional distress across the high school years in a longitudinal sample of 415 adolescents from Latin American, Asian, and European backgrounds. Although family conflict remained fairly infrequent among all ethnic backgrounds across the high school years, its impact on emotional dis…
Lessons Learned from “Integrating” Intensive Family-based Interventions into Medical Care Settings for Mothers Living with HIV/Aids and their Adolescent Children
Classroom Social Experiences as Predictors of Academic Performance
A model linking children's peer acceptance in the classroom to academic performance via academic self-concept and internalizing symptoms was tested in a longitudinal study. A sample of 248 children was followed from 4th to 6th grade, with data collected from different informants in each year of the study to reduce respondent bias. A path analysis supported the model; a lack of peer acceptance in the classroom in 4th grade predicted lower academic…
Daily family conflict and emotional distress among adolescents from Latin American, Asian, and European backgrounds
The authors employed a daily diary method to assess daily frequencies of interparental and parent-adolescent conflict over a 2-week period and their implications for emotional distress across the high school years in a longitudinal sample of 415 adolescents from Latin American, Asian, and European backgrounds. Although family conflict remained fairly infrequent among all ethnic backgrounds across the high school years, its impact on emotional dis…
Promoting prosocial behavior and self-regulatory skills in preschool children through a mindfulness-based kindness curriculum
Self-regulatory abilities are robust predictors of important outcomes across the life span, yet they are rarely taught explicitly in school. Using a randomized controlled design, the present study investigated the effects of a 12-week mindfulness-based Kindness Curriculum (KC) delivered in a public school setting on executive function, self-regulation, and prosocial behavior in a sample of 68 preschool children. The KC intervention group showed g…
Classroom Social Experiences as Predictors of Academic Performance
A model linking children's peer acceptance in the classroom to academic performance via academic self-concept and internalizing symptoms was tested in a longitudinal study. A sample of 248 children was followed from 4th to 6th grade, with data collected from different informants in each year of the study to reduce respondent bias. A path analysis supported the model; a lack of peer acceptance in the classroom in 4th grade predicted lower academic…
Classroom Social Experiences as Predictors of Academic Performance
A model linking children's peer acceptance in the classroom to academic performance via academic self-concept and internalizing symptoms was tested in a longitudinal study. A sample of 248 children was followed from 4th to 6th grade, with data collected from different informants in each year of the study to reduce respondent bias. A path analysis supported the model; a lack of peer acceptance in the classroom in 4th grade predicted lower academic…
Lessons Learned from “Integrating” Intensive Family-based Interventions into Medical Care Settings for Mothers Living with HIV/Aids and their Adolescent Children
Daily family conflict and emotional distress among adolescents from Latin American, Asian, and European backgrounds
The authors employed a daily diary method to assess daily frequencies of interparental and parent-adolescent conflict over a 2-week period and their implications for emotional distress across the high school years in a longitudinal sample of 415 adolescents from Latin American, Asian, and European backgrounds. Although family conflict remained fairly infrequent among all ethnic backgrounds across the high school years, its impact on emotional dis…
Effects of Mindful Awareness Practices on Executive Functions in Elementary School Children
A school-based program of mindful awareness practices (MAPs) was evaluated in a randomized control study of 64 second- and third-grade children ages 7–9 years. The program was delivered for 30 minutes, twice per week, for 8 weeks. Teachers and parents completed questionnaires assessing children's executive function immediately before and following the 8-week period. Multivariate analysis of covariance on teacher and parent reports of executive fu…
Mindfulness for Teachers: A Pilot Study to Assess Effects on Stress, Burnout, and Teaching Efficacy
Despite the crucial role of teachers in fostering children's academic learning and social–emotional well‐being, addressing teacher stress in the classroom remains a significant challenge in education. This study reports results from a randomized controlled pilot trial of a modified Mindfulness‐Based Stress Reduction course ( mMBSR ) adapted specifically for teachers. Results suggest that the course may be a promising intervention, with participan…
Promoting prosocial behavior and self-regulatory skills in preschool children through a mindfulness-based kindness curriculum
Self-regulatory abilities are robust predictors of important outcomes across the life span, yet they are rarely taught explicitly in school. Using a randomized controlled design, the present study investigated the effects of a 12-week mindfulness-based Kindness Curriculum (KC) delivered in a public school setting on executive function, self-regulation, and prosocial behavior in a sample of 68 preschool children. The KC intervention group showed g…
Implications for educational practice of the science of learning and development
This article draws out the implications for school and classroom practices of an emerging consensus about the science of learning and development, outlined in a recent synthesis of the research. Situating the review in a developmental systems framework, we synthesize evidence from the learning sciences and several branches of educational research regarding well-vetted strategies that support the kinds of relationships and learning opportunities n…
Brief breath awareness training yields poorer working memory performance in the context of acute stress
Mindfulness-based interventions that span multiple sessions over time appear to confer psychological benefits. However, the effects of brief periods of mindfulness meditation training are less clear, particularly on measures of cognitive functioning. This study assessed whether brief mindfulness practice (breath awareness) or training in two other contemplative practices – loving-kindness and gratitude – differentially impact working memory perfo…
Integrating mindfulness and connection practices into preservice teacher education results in durable automatic race bias reductions
Mindfulness and connection training during preservice teacher education reduces early career teacher attrition 4 years later
Educating teachers to enact the science of learning and development
Drawing on recent syntheses of the emerging science of learning and development and its implications for school practice, this article examines the kinds of preparation teachers need to enact such practices. We synthesize research on how children learn and develop and research on how effective preparation programs support teachers in developing the knowledge, skills, and dispositions associated with developing the whole child. This includes the “…
Exploring the figured worlds of mindfulness and teaching
In the high-pressure world of education, mindfulness practices have been offered to help teachers and students to handle stress and manage their emotions. Here we describe how two fifth-grade teachers experienced a mindfulness intervention, using the construct of figured worlds. We explore how they negotiated mindfulness in their practice, illustrating the power of an anthropological look at a typically psychological construct
Mindfulness training enhances students’ executive functioning and social emotional skills
More research is needed to understand the effects of school-based mindfulness programs in the years before adolescence, which represent a critical juncture and transitional period of development. The present study investigated mindfulness with elementary school students using random assignment and objective measures. The sample included 292 5 th graders from 21 classrooms randomly assigned to an 8-week mindfulness training or wait-list control gr…
Feasibility, Acceptability, and Preliminary Effectiveness of a Mindfulness-Based Critical Consciousness Training Program for Teachers
Psychology (12 works) · Mindfulness (9 works) · Developmental psychology (8 works) · Early Childhood Education and Development (8 works) · Clinical Psychology (7 works) · Mindfulness and Compassion Interventions (7 works) · Psychiatry (5 works) · Social Psychology (5 works) · Child and Adolescent Psychosocial and Emotional Development (4 works) · Pedagogy (4 works)