1
Vuijk, Patricia, Bul, Kim, Buil, Marieke, Rauws, Marloes, Curie, Keshia, Amesz, Charlotte, Weerheijm, Ron, Riper, Heleen
Veröffentlicht in: Vuijk , P , Bul , K , Buil , M , Rauws , M , Curie , K , Amesz , C , Weerheijm , R & Riper , H 2024 , ' Effectiveness of a blended school-based mindfulness program for the prevention of co-rumination and internalizing problems in Dutch secondary school girls : a cluster randomized controlled trial ' , Trials , vol. 25 , 40 , pp. 1-16 . https://doi.org/10.1186/s13063-023-07885-x;
2024
Veröffentlicht in: Vuijk , P , Bul , K , Buil , M , Rauws , M , Curie , K , Amesz , C , Weerheijm , R & Riper , H 2024 , ' Effectiveness of a blended school-based mindfulness program for the prevention of co-rumination and internalizing problems in Dutch secondary school girls : a cluster randomized controlled trial ' , Trials , vol. 25 , 40 , pp. 1-16 . https://doi.org/10.1186/s13063-023-07885-x;
2024
2
Vuijk, Patricia, Bul, Kim, Buil, Marieke, Rauws, Marloes, Curie, Keshia, Amesz, Charlotte, Weerheijm, Ron, Riper, Heleen
Veröffentlicht in: Trials ; volume 25, issue 1 ; ISSN 1745-6215;
2024
Veröffentlicht in: Trials ; volume 25, issue 1 ; ISSN 1745-6215;
2024
3
Hoogendijk, Kirsten, Holland, Judith G., Tick, Nouchka T., Hofman, Adriaan W. H., Severiens, Sabine E., Vuijk, Patricia, Maras, Athanasios, van Veen, Dolf
Veröffentlicht in: Hoogendijk , K , Holland , J G , Tick , N T , Hofman , A W H , Severiens , S E , Vuijk , P , Maras , A & van Veen , D 2020 , ' Effect of Key2Teach on Dutch teachers' relationships with students with externalizing problem behavior : A randomized controlled trial ' , European Journal of Psychology of Education , vol. 35 , no. 1 , pp. 111-135 . https://doi.org/10.1007/s10212-019-00415-x;
2020
Veröffentlicht in: Hoogendijk , K , Holland , J G , Tick , N T , Hofman , A W H , Severiens , S E , Vuijk , P , Maras , A & van Veen , D 2020 , ' Effect of Key2Teach on Dutch teachers' relationships with students with externalizing problem behavior : A randomized controlled trial ' , European Journal of Psychology of Education , vol. 35 , no. 1 , pp. 111-135 . https://doi.org/10.1007/s10212-019-00415-x;
2020
4