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CORRECTION article

Front. Educ., 07 November 2018
Sec. Educational Psychology
Volume 3 - 2018 | https://doi.org/10.3389/feduc.2018.00097
This article is part of the Research Topic How Can Education Better Support the Mental Health & Wellbeing of Young People? Contributions from Developmental Psychopathology & Educational Effectiveness Research View all 13 articles

Corrigendum: A Mindfulness-Based Intervention for Students With Psychiatric Disorders in a Special Education Curriculum: A Series of n-of-1 Trials on Internalized and Externalized Symptoms

This article is a correction to:

  1. A Mindfulness-Based Intervention for Students With Psychiatric Disorders in a Special Education Curriculum: A Series of n-of-1 Trials on Internalized and Externalized Symptoms

    1. Read original article
\r\nCatherine Malboeuf-Hurtubise,*Catherine Malboeuf-Hurtubise1,2*Genevive Taylor,Geneviève Taylor2,3Linda Paquette,Linda Paquette2,4Eric LacourseEric Lacourse5
  • 1Department of Psychology, Bishop's University, Sherbrooke, QC, Canada
  • 2Research Unit on Mindfulness (GRIPA), Montreal, QC, Canada
  • 3Department of Education and Pedagogy, Université du Québec à Montréal, Montreal, QC, Canada
  • 4Department of Health Sciences, Université du Québec à Chicoutimi, Saguenay, QC, Canada
  • 5Department of Sociology, Université de Montréal, Montreal, QC, Canada

A Corrigendum on
A Mindfulness-Based Intervention for Students With Psychiatric Disorders in a Special Education Curriculum: A Series of n-of-1 Trials on Internalized and Externalized Symptoms

by Malboeuf-Hurtubise, C., Taylor, G., Paquette, L., and Lacourse, E. (2018). Front. Educ. 3:66. doi: 10.3389/feduc.2018.00066

In the original article, we neglected to include the funder Bishop's University, Publication Grant, to Catherine Malboeuf-Hurtubise.

In the published article, there was an error regarding the affiliation(s) for Catherine Malboeuf-Hurtubise. As well as having affiliation(s) 2, Catherine Malboeuf-Hurtubise should also have Department of Psychology, Bishop's University, Sherbrooke, QC, Canada (added as affiliation 1). Please also note that, by adding a new affiliation, other consequent affiliation numbers have changed (as indicated above). The authors apologize for these errors and state that this does not change the scientific conclusions of the article in any way. The original article has been updated.

Conflict of Interest Statement

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Keywords: school psychology, mindfulness-based interventions, psychiatric disorders, internalized symptoms, externalized symptoms, mental health

Citation: Malboeuf-Hurtubise C, Taylor G, Paquette L and Lacourse E (2018) Corrigendum: A Mindfulness-Based Intervention for Students With Psychiatric Disorders in a Special Education Curriculum: A Series of n-of-1 Trials on Internalized and Externalized Symptoms. Front. Educ. 3:97. doi: 10.3389/feduc.2018.00097

Received: 09 October 2018; Accepted: 19 October 2018;
Published: 07 November 2018.

Approved by:

Frontiers in Education Editorial Office, Frontiers Media SA, Switzerland

Copyright © 2018 Malboeuf-Hurtubise, Taylor, Paquette and Lacourse. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

*Correspondence: Catherine Malboeuf-Hurtubise, Q2F0aGVyaW5lLm1hbGJvZXVmLWh1cnR1YmlzZUB1YmlzaG9wcy5jYQ==

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