Mindfulness Skills and Psychological Inflexibility: Two Useful Tools for a Clinical Assessment for Adolescents with Internalizing Behaviors

[1] Achenbach Thomas M.(1995)Empirically based assessment and taxonomy: Applications to clinical research Psychological Assessment 7 261-274

[2] Achenbach TM(2008)Multicultural assessment of child and adolescent psychopathology with ASEBA and SDQ instruments: Research findings, applications, and future directions Journal of Child Psychology and Psychiatry and Allied Disciplines 49 251-275

[3] Becker A(2010)Emotion-regulation strategies across psychopathology: a meta-analytic review Clinical Psychology Review 30 217-237

[4] Döpfner M(2013)Adolescent subthreshold depression and anxiety: psychopathology, functional impairment and increased suicide risk Journal of Child Psychology and Psychiatry 54 670-677

[5] Heiervang E(2008)Mindfulness meditation may lessen anxiety, promote social skills, and improve academic performance among adolescents with learning disabilities Complementary Health Practice Review 13 34-45

[6] Roessner V(2011)Preliminary psychometric properties of the acceptance and action questionnaire–II: a revised measure of psychological inflexibility and experiential avoidance Behavior Therapy 42 676-688

[7] Steinhausen HC(2007)Mindfulness: theoretical foundations and evidence for its salutary effects Psychological Inquiry 18 211-237

[8] Rothenberger A(2011)Assessing adolescent mindfulness: validation of an adapted mindful attention awareness scale in adolescent normative and psychiatric populations Psychological Assessment 23 1023-1033

[9] Aldao A(2005)Dimensional versus categorical classification of mental disorders in the fifth edition of the diagnostic and statistical manual of mental disorders and beyond: comment on the special section Journal of Abnormal Psychology 114 551-556

[10] Nolen-Hoeksema S(2010)Mindfulness-based approaches with children and adolescents: a preliminary review of current research in an emergent field Journal of Child and Family Studies 19 133-144

[1] Achenbach Thomas M.(1995)Empirically based assessment and taxonomy: Applications to clinical research Psychological Assessment 7 261-274

[2] Achenbach TM(2008)Multicultural assessment of child and adolescent psychopathology with ASEBA and SDQ instruments: Research findings, applications, and future directions Journal of Child Psychology and Psychiatry and Allied Disciplines 49 251-275

[3] Becker A(2010)Emotion-regulation strategies across psychopathology: a meta-analytic review Clinical Psychology Review 30 217-237

[4] Döpfner M(2013)Adolescent subthreshold depression and anxiety: psychopathology, functional impairment and increased suicide risk Journal of Child Psychology and Psychiatry 54 670-677

[5] Heiervang E(2008)Mindfulness meditation may lessen anxiety, promote social skills, and improve academic performance among adolescents with learning disabilities Complementary Health Practice Review 13 34-45

[6] Roessner V(2011)Preliminary psychometric properties of the acceptance and action questionnaire–II: a revised measure of psychological inflexibility and experiential avoidance Behavior Therapy 42 676-688

[7] Steinhausen HC(2007)Mindfulness: theoretical foundations and evidence for its salutary effects Psychological Inquiry 18 211-237

[8] Rothenberger A(2011)Assessing adolescent mindfulness: validation of an adapted mindful attention awareness scale in adolescent normative and psychiatric populations Psychological Assessment 23 1023-1033

[9] Aldao A(2005)Dimensional versus categorical classification of mental disorders in the fifth edition of the diagnostic and statistical manual of mental disorders and beyond: comment on the special section Journal of Abnormal Psychology 114 551-556

[10] Nolen-Hoeksema S(2010)Mindfulness-based approaches with children and adolescents: a preliminary review of current research in an emergent field Journal of Child and Family Studies 19 133-144