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Syracuse University, College of Arts and Sciences

Joshua C. Felver

Felver portrait

Assistant Professor


474 Huntington Hall



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

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.

Representative Publications (*indicates graduate student advisee)

Felver, J. C., *Clawson, A. J., *Bodo, M. L., Brier-Kennedy, E., Janack, P., & DiFlorio, R. (in press). School-based mindfulness intervention supports adolescent resiliency: A randomized control pilot study. International Journal of School and Educational Psychology.

Felver, J. C., *Clawson, A. J., *Helminen, E. C., *Koelmel, E. L., *Morton, M. L., & *Sinegar, S. E. (in press). Reconceptualizing the Measurement of Mindfulness. In Grimes, D., Lin, H., & Wang, Q. (Eds.), Empirical Studies of Contemplative Practices. New York: Nova Science Publishers.

Felver, J. C., Felver, S. L., Margolis, K. L., Ravitch, N. K., Romer, N., & Horner, R. H. (2017) Effectiveness and social validity of the Soles of the Feet mindfulness-based intervention with special education students. Contemporary School Psychology, 21, 358-368. doi: 10.1007/s40688-017-0133-2

Felver, J. C., Jones, R., Killam, M. A., Kryger, C., Race, K., & McIntyre, L. L. (2017). Contemplative intervention reduces physical interventions for children in residential psychiatric treatment. Prevention Science, 18, 164-173. doi: 10.1007/s11121-016-0720-x

Felver, J. C., Tipsord, J. M., Morris, M. J., Racer, K. H., & Dishion, T. J. (2017). The effects of mindfulness-based intervention on children’s attention regulation. Journal of Attention Disorders, 21, 872-881. doi: 10.1177/1087054714548032