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Syracuse University, College of Arts and Sciences

Joshua C. Felver

Felver portrait

Assistant Professor

Psychology

474 Huntington Hall

315.443.2354

jcfelver@syr.edu


Education

Postdoctoral fellowship, Alpert Medical School of Brown University

Predoctoral internship, Harvard Medical School

Ph.D., University of Oregon

M.S., University of Oregon

B.A., University of Rochester

Research and Teaching Interests

Dr. Felver's research focuses on the development, implementation, and evaluation of mindfulness-based programming (MBP) in school and community settings. He is particularly interested in exploring mechanistic biomarkers of stress, and in examining health outcomes among diverse and at-risk populations. Please visit the Mind Body Laboratory website to learn more about Dr. Felver's current research projects.

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 undergraduate courses broadly related to youth development and mindfulness. As the Director of Clinical in the School Psychology training program, he is interested in teaching graduate coursework in evidence-based practice to support children, adolescents, families, and school personnel.

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