Journal Articles
Carroll, Annemaree, Hepburn, Stevie-Jae and Bower, Julie (2022). Mindful practice for teachers: relieving stress and enhancing positive mindsets. Frontiers in Education, 7 954098. doi: 10.3389/feduc.2022.954098
Wanjagua, Rachael, Hepburn, Stevie‐Jae, Faragher, Rhonda, John, Shaji Thomas, Gayathri, K., Gitonga, Margaret, Meshy, Cecylia Francis, Miranda, Lucena and Sindano, Devis (2022). Key learnings from
COVID
‐19 to sustain quality of life for families of individuals with
IDD. Journal of Policy and Practice in Intellectual Disabilities, 19 (1), 72-85. doi: 10.1111/jppi.12415
Hepburn, Stevie-Jae, Carroll, Annemaree and McCuaig, Louise (2021). The relationship between mindful attention awareness, perceived stress and subjective wellbeing. International Journal of Environmental Research and Public Health, 18 (23) 12290, 12290. doi: 10.3390/ijerph182312290
Hepburn, Stevie-Jae, Carroll, Annemaree and McCuaig, Louise (2021). Promoting stress management and wellbeing for teachers, a pilot study. Frontiers in Education, 6 744227. doi: 10.3389/feduc.2021.744227
Hepburn, Stevie-Jae, Carroll, Annemaree and McCuaig, Louise (2021). Exploring a complementary stress management and wellbeing intervention model for teachers: participant experience. International Journal of Environmental Research and Public Health, 18 (17) 9009, 9009. doi: 10.3390/ijerph18179009
Hepburn, Stevie-Jae, Carroll, Annemaree and McCuaig-Holcroft, Louise (2021). A complementary intervention to promote wellbeing and stress management for early career teachers. International Journal of Environmental Research and Public Health, 18 (12) 6320, 6320. doi: 10.3390/ijerph18126320
Hepburn, Stevie-Jae and McMahon, Mary (2017). Pranayama meditation (yoga breathing) for stress relief: is it beneficial for teachers?. The Australian Journal of Teacher Education, 42 (9), 142-159. doi: 10.14221/ajte.2017v42n9.9
Thesis
Hepburn, Stevie-Jae (2020). Integrated wellbeing for teachers: a mixed-methods study investigating attention awareness, perceived stress and subjective wellbeing and a complementary intervention for pre-service and early career teachers. PhD Thesis, School of Education, The University of Queensland. doi: 10.14264/8e30a51