Publications

 

Dorjee, D., Nguyen, T., & Märtins, O. (2025, June 4). Inventory of Modes of Existential Awareness  (IMEA): A new tool for assessing distinct self-transcendent and non-dual awareness states. https://doi.org/10.31219/osf.io/smqeg_v2

Stark, H., Dorjee, D., Trautwein, F., Frank, P., Cooper, K., Lutz, M., … Schmidt, S. (2025, February 21). Is the self a blind spot in our approaches to achieving sustainability?. https://doi.org/10.31219/osf.io/hs23f_v1

Šumec, R., Filip, P., Vyhnálek, M., Katina, S., Dorjee, D., Hort, J., & Sheardová, K. (2025). Present Mind in the Ageing Brain: Neural Associations of Dispositional Mindfulness in Cognitive Decline. Mindfulness, 16(1), 76-90.

Dorjee, D. (2024, November 4). Conceptualising Child and Adolescent Mental Health and Wellbeing Neurodevelopment:  An Integrative Brain Networks Framework. https://doi.org/10.31234/osf.io/7vx45

Stubbs, J., Dorjee, D., Nash, P., & Foulkes, L. (2024). Students’ perceptions of studying A-levels: factors facilitating and frustrating positive learning experiences. Journal of Further and Higher Education, 48(1), 70-80.

Wang, Q., & Dorjee, D. (2024, April 22). Humanity-Oriented Trait as a Predictor of Psychological Wellbeing, Mind- Wandering, and Self-Regulation. https://doi.org/10.31219/osf.io/zam6r

Wimmer, L., Isherwood, K. R., Parkinson, J., & Dorjee, D. (2023). Relating dispositional mindfulness and long-term mindfulness training with executive functioning, emotion regulation, and well-being in pre-adolescents. Psychological Studies, 68(4), 534-553.

Stubbs, J. E., Dorjee, D., Nash, P., & Foulkes, L. (2023). ‘A completely different ballgame’: female A-level students’ experiences of academic demands, stress and coping. Pastoral Care in Education, 41(4), 473-491.

Nguyen, T. U., & Dorjee, D. (2022). Impact of a mindfulness‐based school curriculum on emotion processing in Vietnamese pre‐adolescents: An event‐related potentials study. Developmental Science, 25(6), e13255. https://doi.org/10.1111/desc.13255

Dorjee, D. and Roeser, R.W. (2022). ‘The science of flourishing in child and adolescent development: description, explanation and implications for prevention and promotion’ in Ergas, O., Gilead, T. and Singh, N.C. (eds.) Education and human Flourishing, in Reimagining education: The International Science and Evidence based Education Assessment [Duraiappah, A.K., Atteveldt, N.M. van et al. (eds.)]. New Delhi: UNESCO MGIEP https://d1c337161ud3pr.cloudfront.net/files%2F442bb0ba-025b-463b-832a-a7b358f0b5fc_1.3.pdf 

Kaunhoven, R. J., & Dorjee, D. (2021). Mindfulness versus cognitive reappraisal: the impact of mindfulness-based stress reduction (MBSR) on the early and late brain potential markers of emotion regulation. Mindfulness, 12, 2266-2280. https://doi.org/10.1007/s12671-021-01692-8

Levit-Binnun, N., Arbel, K., & Dorjee, D. (2021). The mindfulness map: A practical classification framework of mindfulness practices, associated intentions, and experiential understandings. Frontiers in psychology, 12, 727857. https://doi.org/10.31231/osf.io/hjp6z

Dorjee, D. (2021, March 17). The Covid-19 pandemic, political polarisation, climate change and the useless class: Why fostering wellbeing capacities should be part of the solution. MindRxiv.  https://doi.org/10.31231/osf.io/qtkyr

Dorjee, D. (2020). Psychophysiology of Meditation. In Farias, M., Brazier, D. & Lalljee, M. 'The Oxford Handbook of Meditation'. Oxford University Press.

Hanley, A., Dorjee, D., & Garland, E. (2020). Mindfulness Training Encourages Self-Transcendent States via Decentering. Psychology of Consciousness: Theory, Research, and Practice.

Wimmer, L., & Dorjee, D. (2020). Toward Determinants and Effects of Long-Term Mindfulness Training in Pre-Adolescence: A Cross-Sectional Study Using Event-Related Potentials. Journal of Cognitive Education and Psychology.

Jiga, K., Kaunhoven, R. J., & Dorjee, D. (2019). Feasibility and efficacy of an adapted mindfulness-based intervention (MBI) in areas of socioeconomic deprivation (SED). Mindfulness, 10(2), 325-338.

Frostadottir, A. D., & Dorjee, D. (2019). Effects of Mindfulness Based Cognitive Therapy and Compassion Focused Therapy on Symptom Change, Mindfulness, Self-Compassion, and Rumination in Clients With Depression, Anxiety, and Stress. Frontiers in Psychology, 10, 1099.

Hutchinson, J. K., Huws, J. C., & Dorjee, D. (2018). Exploring experiences of children in applying a school-based mindfulness programme to their lives. Journal of Child and Family Studies, 27(12), 3935-3951.

Sanger, K.L., Thierry, G.L., Dorjee. D. (2018). Effects of school-based mindfulness training on emotion processing and well-being in adolescents: Evidence from event-related potentials. Developmental Science. Doi: 10.1111/desc.12646

Ruijgrok-Lupton, P. E., Crane, R. S., & Dorjee, D. (2018). Impact of mindfulness-based teacher training on MBSR participant well-being outcomes and course satisfaction. Mindfulness, 9(1), 117-128.

Dorjee, D. (2017). Psychology and Neuroscience of Meditation in Everyday Life. London, UK: Routledge.

Kaunhoven, R. & Dorjee, D. (2017). How does mindfulness modulate self-regulation in preadolescent children? An integrative neurocognitive review. Neuroscience & Biobehavioral Reviews.

Dorjee, D. (2016). Defining contemplative science: The metacognitive self-regulatory capacity of the mind, context of meditation practice and modes of existential awareness. Frontiers in Psychology.

Sanger, K. L., & Dorjee, D. (2016). Mindfulness training with adolescents enhances metacognition and the inhibition of irrelevant stimuli: Evidence from event-related brain potentials. Trends in Neuroscience and Education, 5(1), 1-11.

Bennett, K., & Dorjee, D. (2016). The impact of a mindfulness-based stress reduction course (MBSR) on well-being and academic attainment of sixth-form students. Mindfulness, 7(1), 105-114.

Vickery, C. E., & Dorjee, D. (2016). Mindfulness training in primary schools decreases negative affect and increases meta-cognition in children. Frontiers in Psychology, 6, 2025.

Dorjee, D.; Lally, N.; Darrall-Rew, J.; & Thierry, G. (2015) Dispositional mindfulness and semantic integration of emotional words: Evidence from event-related brain potentials. Neuroscience Research. 97, 45-51.

Sanger, K. L., & Dorjee, D. (2015). Mindfulness training for adolescents: A neurodevelopmental perspective on investigating modifications in attention and emotion regulation using event-related brain potentials. Cognitive, Affective, & Behavioral Neuroscience, 1-16.

Perry & Dorjee'13 - Mindfulness in the Workplace pilot study. Unpublished research report.

Dorjee, D. (2013). Mind, Brain and the Path to Happiness: A Guide to Buddhist mind training and neuroscience of meditation. Routledge: London, UK.

Dorjee, D., Garrett, M. F., & Harnish, R. M. (2013). Mandatory processing of implied content: Lessons from context effects on implicitures. International Review of Pragmatics, 5(2), 217-232.

Dorjee, D., & Bowers, J. S. (2012). More on fMRI and the locus of perceptual learning. Cortex, 48(4), 519-520.

Dorjee, D., & Bowers, J. S. (2012). What can fMRI tell us about the locus of learning? Cortex, 48(4), 509-514.

Wu, Y. J., Athanassiou, S., Dorjee, D., Roberts, M., & Thierry, G. (2012). Brain potentials dissociate emotional and conceptual cross-modal priming of environmental sounds. Cerebral Cortex, 22(3), 577-583.

Damian, M. F., Dorjee, D., & Stadthagen-Gonzalez, H. (2011). Long-term repetition priming in spoken and written word production: Evidence for a contribution of phonology to handwriting. Journal of Experimental Psychology: Learning, Memory, and Cognition, 37(4), 813.

Dorjee, D., Devenney, L., & Thierry, G. (2010). Written words supersede pictures in priming semantic access: a P300 study. Neuroreport, 21(13), 887-891.

Dorjee, D. (2010). Kinds and dimensions of mindfulness: Why it is important to distinguish them. Mindfulness, 1(3), 152-160.