Joshua C. Felver
Assistant Professor, Psychology
Postdoctoral fellowship, Clinical Psychology Training Consortium, Alpert Medical School of Brown University
Predoctoral internship, Child clinical and pediatric psychology, Boston Children's Hospital-Harvard Medical School
Ph.D., School Psychology, University of Oregon
M.S., Special Education, University of Oregon
B.A., Psychology, University of Rochester
*Dr. Felver will be reviewing school psychology program graduate applications for Fall 2016 admission
Research and Teaching Interests
Dr. Felver's research focuses on interventions to promote self-regulation, with special focus on mindfulness interventions. He is interested in how mindfulness interventions can be implemented in public school settings with students and teachers to support academic functioning and classroom behavior, and in families to improve parent-child communication and parent emotional regulation.
Dr. Felver is interested in teaching students to apply the scientific knowledge they gain “in the classroom” to their experiences “in the real world,” and, conversely, to let their life experiences guide their academic interests and future educational goals. This approach to teaching yields students who understand course material at a deep level and who think critically about their learning experiences. He is interested in teaching courses broadly related to youth development and child-family intervenions.
Please visit the Mind Body Laboratory website to learn more about Dr. Felver's current research projects.
Felver, J. C., Tipsord, J. M., *Morris, M. J., Racer, K. H., & Dishion, T. J. (in press). The effects of mindfulness-based intervention on children’s attention regulation. Journal of Attention Disorders. doi: 10.1177/1087054714548032
Felver, J. C., Celis-DeHoyos, E., Tezanos, K., & Singh, N. (in press). A systematic review of mindfulness-based interventions for youth in school settings. Mindfulness. doi: 10.1007/s12671-015-0389-4
Felver, J. C., Frank, J. L., & McEachern, A. D. (2014). Effectiveness, acceptability, and feasibility of the Soles of the Feet mindfulness-based intervention with elementary school students. Mindfulness, 5, 589–597. doi:10.1007/s12671-013-0238-2
Felver, J. C., Doerner, E., Jones, J., Kaye, N. & Merrell, K. M. (2013). Mindfulness in school psychology: Applications for intervention and research. Psychology in the Schools, 50, 531-547. doi:10.1002/pits.21695
Dishion, T. J., Felver-Gant, J. C., Abdullaev, Y., & Posner, M. I. (2011). Self-regulation and adolescent drug use: Translating developmental science and neuroscience into prevention practice. In M. Bardo, D. Fishbein, & R Milich (Eds.), Inhibitory Control and Drug Abuse Prevention: From Research to Translation. (pp. 281-301). New York: Springer.