AA.VV. (2022). Linea Guida sulla gestione dei Disturbi Specifici dell’Apprendimento. Pubblicata nel Gennaio 2022 dal Sistema Nazionale delle Linee Guida.
Adler A. (2016). Teaching well-being increases academic performance: Evidence from Bhutan, Mexico, and Peru. [Ph.D. dissertation]. University of Pennsylvania.
Afeli, S. A. (2019). Academic accommodation strategies for pharmacy students with Specific learning disorder: What else can be done? Currents in Pharmacy Teaching and Learning. 11(8), 751-756.
Alloway, T. P., Carpenter, R. K. J. T. E., & Psychologist, D. (2020). The relationship among children’s learning disabilities, working memory, and problem behaviors in a classroom setting: Three case studies. Educational and Developmental Psychologist, 37(1), 4-10.
American Psychiatric Association (2013). Diagnostic and statistical manual of mental disorders. 5th Edn. Arlington, VA: American Psychiatric Publishing.
Andersen, E., Geiger, P., Schiller, C., Bluth, K., Watkins, L., Zhang, Y., & Gaylord, S. (2021). Effects of mindfulness-based stress reduction on experimental pain sensitivity and cortisol responses in women with early life abuse: A randomized controlled trial. Psychosomatic Medicine, 83(6), 515-527.
Aro, T., Eklund K., Eloranta A.-K., Närhi V., Korhonen E., & Ahonen T. (2019). Associations between childhood learning disabilities and adult-age mental health problems, lack of education, and unemployment. Journal of Learning Disabilities, 52(1), 71–83.
Bergen-Cico, D., & Cheon, S. (2014). The mediating effects of mindfulness and self-compassion on trait anxiety. Mindfulness, 5(5),505–519.
Biswal, K., & Srivastava, K. B. (2022). Mindfulness-based practices, psychological capital, burnout and performance anxiety. Development and Learning in Organizations: An International Journal, 36(6), 4-7.
Brueggemann, A. (2014). Diagnostic Assessment of Learning Disabilities in Childhood. New York: Springer.
Chen, Z., Allen, T. D., & Hou, L. (2020). Mindfulness, empathetic concern, and work–family outcomes: Adyadic analysis. Journal of Vocational Behavior,119(2), 5-12.
Conversano, C., Di Giuseppe, M., Miccoli, M., Ciacchini, R., Gemignani, A., Orrù, G., 2020. Mindfulness, age and gender as protective factors against psychological distress during COVID-19 pandemic. Front. Psychol. 11, 1900.
Cornoldi, C., Di Caprio, R., De Francesco, G., & Toffalini, E. (2019). The discrepancy between verbal and visuoperceptual IQ in children with a specific learning disorder: An analysis of 1624 cases. Research in Developmental Disabilities. 87, 64-72.
Creswell, J. D., Lindsay, E. K., Villalba, D. K., & Chin, B. (2019). Mindfulness training and physical health: mechanisms and outcomes. Psychosomatic medicine, 81(3), 224-232.
Crovetto, F., Crispi, F., Borras, R., Paules, C., Casas, R., Martín-Asuero, A., & Gratacós, E. (2021). Mediterranean diet, Mindfulness-Based StressReduction and usual care during pregnancy for reducing fetal growth restriction and adverse perinatal outcomes: IMPACT BCN (Improving Mothers for a better PrenAtal Care Trial BarCeloNa): a study protocol for a randomized controlled trial. Trials, 22(1), 1-14.
Danitz, S. B., & Orsillo, S. M. (2014). The mindful way through the semester: An investigation of the effectiveness of an acceptance-based behavioral therapy program on psychological wellness in first-year students. Behavior Modification, 38(4),549-566.
Emerson LM, de Diaz NN, Sherwood A, Waters A, Farrell L. (2020). Mindfulness interventions in schools: Integrity and feasibility of implementation. International Journal of Behavioral Development; 44(1): 62-75.
Floyd, F. J., & Olsen, D. L. (2017). Family-peer linkages for children with intellectual disability and children with Specific learning disorder. Journal of Applied Developmental Psychology. 52, 203-211.
Gilmour, A. (2020). Teacher certification area and the academic outcomes of students with learning disabilities or emotional/behavioral disorders. The Journal of Special Education, 54 (1), 40-50.
Gordon, J. L., Halleran, M., Beshai, S., Eisenlohr-Moul, T. A., Frederick, J., & Campbell, T. S. (2021). Endocrine and psychosocial moderators of mindfulness-based stress reduction for the prevention of perimenopausal depressive symptoms: A randomized controlled trial. Psychoneuroendocrinology, 130(2), 5-12.
Grossman, P. & Niemann, L. (2016). Mindfulness-based stress reduction and health benefits and psychological well-being: a metanalysis. Journal of Psychosomatic Research, 57, 35-43.
Hess, D. (2018). Mindfulness-Based Interventions for Hematology and Oncology Patients with Pain. Hematology/Oncology Clinics of North America. 32(3), 493-504
Iaia M, Vizzi F, Carlino MD, Turi M, Marinelli CV and Angelelli P (2024) Specific learning disabilities and associated emotional-motivational profiles: a study in Italian university students. Front. Psychol. 15:1365980.
Joshanloo M, Jovanović V, Park J. Differential relationships of hedonic and eudaimonic well-being with self-control and long-term orientation1. Japan Psychol Res. 2021;63(1):47–57.
Kabat-Zinn, J. (2005). mindfulness Coming to our senses: Healing ourselves and the world through. Hachette UK
Kohut, A.S., Stinson, J., Davies-Chalmers, C., Ruskin, D., Wyk, M.V. (2017). Mindfulness-Based Interventions in Clinical Samples of Adolescents with Chronic Illness: A Systematic Review. The Journal of Alternative and Complementary Medicine. 23(8): 581-589.
Kriakous, S. A., Elliott, K. A., Lamers, C., & Owen, R. (2020). The effectiveness of mindfulness-based stress reduction on the psychological functioning of healthcare professionals: A systematic review. Mindfulness, 1-28.
Krik,S. Gallaghe, J. Cileman, M. &Anastasiow, N. (2014). Educating exceptio Children Boston: Houghton Mifflin Company.
Kuo, J. R., Zeifman, R. J., Morrison, A. S., Heimberg, R. Goldin, P. R., & Gross, J. J. (2021). The moderating effects of anger suppression and anger expression on cognitive behavioral group therapy and mindfulness-based stress reduction among individuals with social anxiety disorder. Journal of Affective Disorders, 285, 127-135.
Majeed, M.H., Ali, A.A., Sudak, D.M. (2018). Mindfulness-based interventions for chronic pain: Evidence and applications. Asian Journal of Psychiatry. 32: 79-83.
Marini, M., Di Filippo, G., Bonuomo, M., Torregiani, G., and Livi, S. (2023). Perceiving oneself to be integrated into the peer group: a protective factor against victimization in children with learning disabilities. Brain Sci. 13:263.
Matud MP, López-Curbelo M, Fortes D. Gender and psychological well-being. Int J Environ Res Public Heal. 2020;16(19):1–11.
Mesurado B, Guerra P, Richaud MC, Rodriguez LM. (2019). Effectiveness of prosocial behavior interventions: a meta-analysis. Psychiatry and neuroscience update, 259-271
Mettler J*, Khoury B, Zito S, Sadowski I, Heath N (2023). Mindfulness-based programs and school adjustment: A systematic review and meta-analysis Journal of School Psychology Volume 97, April 2023, Pages 43-62.
Norton, E. S., Beach, S. D., & Gabrieli, J. D. (2015). Neurobiology of dyslexia. Current Opinion in Neurobiology, 30(2), 73-78.
Opree, S. J., Buijzen, M., & Van Reijmersdal, E. A. (2018). Development and validation of the psychological well-being scale for children (PWB-c). Societies, 8(1), 18.
Oz B, Ardiç B. (2023). The role of inflammation in children with specific learning disorders. Ann Indian Psychiatry [Epub ahead of print] [cited 2023 Mar 7].
Parsons D, Gardner P, Parry S, Smart S. Mindfulness-based approaches for managing stress, anxiety and depression for health students in tertiary education: a scoping review. Mindfulness. 2022;13(1):1–16.
Perry-Parrish, C., Copeland-Linder, N., Webb, L., & Sibinga, E. M. (2016). Mindfulness-Based Approaches for Children and Youth, Current Problems in Pediatric and Adolescent Health Care. 46(6), 172-178.
Robyn, L. Max H. Liliana J, L. (2021). A mindfulness-based promotive coping program improves well-being in college undergraduates. Anxiety, Stress, & Coping an International Journal. 34 (6), 690-703
Sainio, P. J., Eklund, K. M., Ahonen, T. P., & Kiuru, N. H. (2019). The role of learning difficulties in adolescents’ academic emotions and academic achievement. Journal of Learning Disabilities, 52(4), 287-298.
Segal, Z. V., Williams, M., & Teasdale, J. (2018). Mindfulness-based cognitive therapy for depression. New York: Guilford Press.
Siew, T, L. Kheng, S, L. Venus, T. Wah, Y, L. (2021). Mindfulness-based intervention to promote psychological wellbeing in. people with epilepsy: A randomized controlled trial. Epilepsy & Behavior, 118 (2), 107915- 107925
The, T. P., Ngoc, T. P., Van, T. H., Nishijo, M., Ngoc, N. T., Thi, H. V., & Nishijo, H. (2020). Effects of perinatal dioxin exposure on learning abilities of 8-year-old children in Vietnam. International journal of hygiene and environmental health, 223(1), 132-141.
Tomba, E., Tecuta, L., Schumann, R., & Ballardini,D. (2017). Does psychological well-being change following treatment? An exploratory study on outpatients with eating disorders. Comprehensive psychiatry, 74, 61-69.
Tran, M. A. Q., Vo-Thanh, T., Soliman, M., Ha, A. T., & Van Pham, M. (2024). Could mindfulness diminish mental health disorders? The serial mediating role of self-compassion and psychological well-being. Current Psychology, 43(15), 13909-13922.
Umut, A, Esra, A. (2021). The mediating role of solution focused thinking in relation between mindfulness and psychological well-being in university students. Journal of Eating Disorders, 41, 8052–8061.
Vu, T., Vo-Thanh, T., Chi, H., Nguyen, N. P., Nguyen, D. V., & Zaman, M. (2022). The role of perceived workplace safety practices and mindfulness in maintaining calm in employees during times of crisis. Human Resource Management, 61(3), 315–333.
-Willcutt, E. G., Boada, R., Riddle, M. W., Chhabildas, N., DeFries, J. C., & Pennington, B. F. (2011). Colorado Learning Difficulties Questionnaire: validation of a parent-report screening measure. Psychological assessment, 23(3), 778-786.
Wingert R, j. Jones C, J. Swoap, R, A. Wingert, M, H (2022). Mindfulness-based strengths practice improves well-being and retention in undergraduates: a preliminary randomized controlled trial. Journal of American College Health. 70 (3), 783-790.
Yang, C. C., Barrós-Loscertales, A., Li, M., Pinazo, D., Borchardt, V.,Ávila, C., & Walter, M. (2019). Alterations in brain structure and amplitude of low-frequency after 8 weeks of mindfulness meditation training in meditation-naïve subjects. Scientific Reports, 9(1), 10977.
Yosep I, Mardhiyah A & Sriati A (2023) Mindfulness Intervention for Improving Psychological Wellbeing Among Students During COVID-1 Pandemic: A Scoping Review, Journal of Multidisciplinary Healthcare, 1425-1437.