Joshua C. Felver, PhD ABPP
Joshua C. Felver, PhD ABPP
Extension Associate
Bronfenbrenner Center for Translational Research

Biography

Joshua C. Felver, PhD ABPP (he/him) is Extension Associate faculty of the College of Human Ecology’s Bronfenbrenner Center for Translational Research at Cornell University. He is a licensed psychologist with specialist board certification from the American Board of Professional Psychology. He took his PhD in School Psychology from the University of Oregon, and completed his clinical training in pediatric psychology at Harvard Medical School (pre-doctoral internship) and in child clinical psychology at Alpert Medical School of Brown University (postdoctoral fellowship). He was previously faculty and Director of Clinical Training in the Psychology Department at Syracuse University. His programmatic research involves developing, implementing, and exploring biomechanisms of mindfulness-based programs in school and community settings to address health disparities in diverse and at-risk populations. He has written more than 40 peer-reviewed publications, is a former Associate Editor for Mindfulness and Journal of Child and Family Studies, and is the co-author of the book Mindfulness in the Classroom (New Harbinger Publications).

Research interests

  • Developing, implementing, and exploring biomechanisms of mindfulness-based programming in school and community settings to promote health equity
  • School-based mental health and social-emotional learning (SEL)
  • Clinical and translational science; implementation science; and community-based research methodology

Not working with students at this time.

My programmatic research involves mindfulness-based programming (MBP), with particular emphasis on designing, implementing, evaluating, and exploring biomechanisms of MBP in community settings to promote health equity. My programmatic research: (1) advances MBP implementation science; (2) develops and evaluates MBP in community settings for historically marginalized and at-risk populations; and (3) investigates MBP biomechanisms, particularly stress. My transdisciplinary scholarship (h-index=20; see Google Scholar profile) spans the fields of psychology, neuroscience, psychophysiology, implementation science, and education; and includes 40 peer-reviewed manuscripts (17 as first author, 14 as senior author), 6 book chapters, and 1 book.

I employ innovative and diverse research methodology, including: community-based randomized clinical trials (RCT); experimental single-case research designs; laboratory-based psychophysiological experiments; qualitative analyses; and systematic reviews and meta-analyses. My applied research is primarily conducted in public school systems and focuses on supporting diverse and at-risk populations to promote mental health and health equity.

My current research projects include:

  • Brief, daily, school-based mindfulness programming for student academic skills, behavior, and social-emotional wellness
  • Mindfulness-based programming to support teacher wellness
  • Biomechanisms of mindfulness-based programming in pediatric populations
  • Therapeutic Crisis Intervention for Schools

My approach to teaching and advising reflects my identity as a scientist-practitioner. As a scientist-practitioner, I draw from research to guide my applied practices, and conversely, I use insights gained during applied practice to guide the development of future research questions. As a teacher, I strive to engender these same qualities in my students by urging them 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. I also draw from empirically supported pedagogical best-practices to inform my teaching. My teaching goal is to provide exceptional teaching and mentorship by encouraging students to connect and apply their knowledge to their lived experience and goals, with emphasis on application of scientific knowledge as a vehicle for promoting health equity and social justice.

HE2300: Introduction to Clinical and Translational Science

HE3300: Proseminar in Clinical and Translational Science

For a full list of publications (n = 40), see Google Scholar profile (h-index = 21)

* indicates graduate advisee, Felver senior author

Felver, J. C., *Clawson, A. J., *Ash, T. L., & Wang, Q. (in press). Effects of brief mindfulness practice on reading performance among racially minoritized adolescents. School Psychology. https://pubmed.ncbi.nlm.nih.gov/37917455/

*Cary, E. L., Bergen-Cico, D., *Sinegar, S., Schutt, M. K., *Helminen, E. C., & Felver, J. C., (2023). Self-regulation mediates effects of adapted Mindfulness-Based Stress Reduction on anxiety among college students. Journal of American College Health. https://doi.org/10.1080/07448481.2023.2201843

*Ash, T., Yamashita, S., *Helminen, E., & Felver, J. C. (2023). Teachers' Racial Biases in Disciplinary Decisions: The Role of Mindfulness. Journal of School Psychology, 96, 75-87. https://doi.org/10.1016/j.jsp.2022.11.003

Felver, J. C., *Cary, E. L., *Helminen, E. C., Schutt, M. K., Gould, L. F., Greenberg, M. T., Roeser, R. W., Baelen, R. N., & Schussler, D.L. (2023). Identifying Core Program Components of Mindfulness-Based Programming for Youth: Delphi Approach Consensus Outcomes. Mindfulness, 14, 279–292. https://doi.org/10.1007/s12671-022-02015-1

*Helminen, E. C., *Ash, T. L., *Cary, E. L., *Sinegar, S. E., Janack, P., DiFlorio, R., & Felver, J. C. (2023). Gender differences in the stress-buffering effects of mindfulness facets on substance use among low-income adolescents. Addictive Behaviors, 136, 1-6. https://doi.org/10.1016/j.addbeh.2022.107491

Clinical Certification and License as a practicing child and adolescent psychologist

  • State of New York Licensed Psychologist
  • American Board of Professional Psychology

2015, Postdoctoral fellowship, Child Clinical Psychology (APA accredited), Alpert Medical School of Brown University

2013, Predoctoral internship, Child Clinical and Pediatric Psychology (APA accredited), Harvard Medical School

2013, PhD, School Psychology (APA accredited), University of Oregon

2010, MS, Special Education, University of Oregon

2005, BA, Psychology, University of Rochester

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