We examined facets of mindfulness (describing, awareness, non-judging, and non-reactivity), three dimensions of negative self-compassion (self-judgment, isolation, and overidentification), self-efficacy, and gender as predictors of depression, anxiety, stress, and well-being among 204 undergraduates in the USA. Although there is overlap across these phenomena, previous research has not examined them together. Describing, non-judging, and awareness (inversely), as well as isolation and self-judgment, predicted depression. Only mindful non-judging and non-reactivity predicted anxiety (inversely). Non-judging, awareness, and non-reactivity (inversely), as well as isolation, predicted stress. Mindful describing and non-judging, together with self-efficacy and gender, predicted well-being. After accounting for self-efficacy, self-compassion, and gender, facets of mindfulness contributed unique variance in predicting depression, anxiety, stress, and well-being. We confirmed the importance of mindful non-judging in predicting distress (inversely) and well-being and identified the particular contributions of mindful describing for depression (inversely) and well-being. We established the value of mindful non-reactivity (inversely) for anxiety and stress. Additionally, we confirmed the relevance of self-judgment and isolation for depression and of isolation for stress. Finally, we established self-efficacy and gender as predictors of well-being. The preceding findings speak to the importance of investigating mindfulness, self-compassion, self-efficacy, and gender together in predicting depression, anxiety, stress, and well-being.
We examined coping self-efficacy as one potential mediator of the relationship between four specific mindfulness skills (observing, describing, acting with awareness, and accepting without judgment) and emotion regulation difficulties. Participants were 180 undergraduate students (M age = 21.13; 71 % female; 82 % Caucasian) who completed self-report measures for course credit. Pearson correlations, independent samples t test, and ANOVAs were used to examine bivariate relationships between study variables. Simple mediation was examined in a path analysis framework by testing the indirect effect of mindfulness skills on emotion regulation difficulties through coping self-efficacy. Results indicated that a greater use of describing, acting with awareness, and accepting without judgment were associated with greater coping self-efficacy, and coping self-efficacy partially mediated the relationship between each of those skills and emotion regulation difficulties (indirect effects: b weight = −0.26 to −0.29, p < 0.01). The mindfulness skill of observing was not related to coping self-efficacy or emotion regulation difficulties. Findings suggest that coping self-efficacy partially explains the relationships between mindfulness and emotion regulation difficulties. Clinicians administering mindfulness-based interventions should be aware of the role of coping self-efficacy in the relationship between mindfulness and emotion regulation.
Interviews with 4 gifted learning-disabled boys, (aged 9 to 12), their parents, and their teachers identified themes in their social/emotional development including interpersonal relationships, self-concept, and learning characteristics. Unique characteristics included a powerful fear of failure, inconsistent social skills, and a fluctuating self image. Educational implications are drawn. (DB)
Enhancing Quality of Life (QOL) has long been an explicit or implicit goal for individuals, communities, nations, and the world. But defining QOL and measuring progress toward meeting this goal have been elusive. Diverse “objective” and “subjective” indicators across a range of disciplines and scales, and recent work on subjective well-being (SWB) surveys and the psychology of happiness have spurred interest. Drawing from multiple disciplines, we present an integrative definition of QOL that combines measures of human needs with subjective well-being or happiness. QOL is proposed as a multi-scale, multi-dimensional concept that contains interacting objective and subjective elements. We relate QOL to the opportunities that are provided to meet human needs in the forms of built, human, social and natural capital (in addition to time) and the policy options that are available to enhance these opportunities. Issues related to defining, measuring, and scaling these concepts are discussed, and a research agenda is elaborated. Policy implications include strategies for investing in opportunities to maximize QOL enhancement at the individual, community, and national scales.
The present study examined how teachers' psychological experiences of burnout and efficacy as well as perceptions of curriculum supports (e.g., coaching) were associated with their implementation dosage and quality of Promoting Alternative Thinking Strategies, a social emotional curriculum. Results revealed that teachers' psychological experiences and perceptions of curriculum supports were associated with implementation. Teacher burnout was negatively associated and efficacy was positively associated with implementation dosage. Teachers who perceived their school administration as more supportive reported higher implementation quality, and positive perceptions of training and coaching were associated with higher levels of implementation dosage and quality. Teachers who reported the highest levels of burnout and the most negative perceptions of curriculum supports reported the lowest levels of implementation dosage and quality. The findings suggest that both individual and organizational factors are related to self-reported implementation and may be important to address in order to maximize the effectiveness of school-based curricula. (Contains 5 tables.)
Zotero Collections:
- Buddhist Contemplation by Applied Subject,
- Contemplation by Applied Subject,
- Contemplation by Tradition,
- Psychology and Buddhist Contemplation,
- Science and Buddhist Contemplation,
- Buddhist contemplation in other areas of life,
- Psychology and Contemplation,
- Science and Contemplation,
- Buddhist Contemplation
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I teach undergraduate and graduate students in the area of Buddhism. I also teach Buddhist practice outside the academy. Buddhist literature and philosophy is in many ways a natural context in which to take advantage of the current interest and growing refinement of contemplative studies in higher education. Yet, because of the academy’s interestingly complex relationship with religion, especially in a Department of Religion, I have also often felt reluctant to teach meditation in courses precisely because they do focus on Buddhist traditions.
<p>ABSTRACT: Many programs have been developed to help schools enhance students' health and reduce the prevalence of drug use, violence, and high-risk sexual behaviors. How should educators choose among these? This article describes selection criteria based on theory, research, and best educational practice that identify key social and emotional learning (SEL) competencies and program features. The SEL competencies for students include 17 skills and attitudes organized into four groups: awareness of self and others; positive attitudes and values; responsible decision making; and social interaction skills. The 11 program features critical to the success of school-based SEL programs emphasize curriculum design, coordination with larger systems, educator preparation and support, and program evaluation. Developed by the Collaborative to Advance Social and Emotional Learning (CASEL), the SEL framework can be used to guide selection of research-based prevention programs that address health, substance abuse, violence prevention, sexuality, character, and social skills.</p>
Zotero Collections:
AbstractThis paper chronicles students? experiences of transformative sustainability learning through ?epistemological stretching? ? a pedagogical orientation which focuses on expanding the ways of knowing that someone respects, understands, and/or engages with. With a particular emphasis on decolonizing relations between humans and the more-than-human, epistemological stretching enables students to articulate and critically engage with the epistemologies of their academic fields, gain new(old) perspectives on relations with the more-than-human, and interact with Indigenous knowledges in more effective and ethical ways. Students in this study experienced powerful learning outcomes in the following areas: reconceptualization of relationships, acknowledgement and deconstruction of power, and worldview bridging. Some students also received validation for ways of knowing that they previously engaged in but were unsure about expressing in academic contexts.
CONTEXT: Tibetan medicine offers an ancient, timely model for the promotion of health and treatment of disease by teaching individuals to make healthy lifestyle choices. This holistic model consists of analyzing one's unique constitution and recommending supportive lifestyle modifications. An experienced Tibetan medicine practitioner is the gold standard for constitutional assessment. Because few Tibetans practice Tibetan medicine in the United States, research-based tools with content and criterion validity are needed for self-assessment.OBJECTIVE: To test the validity of and refine the Constitutional Self-Assessment Tool (CSAT) and Lifestyle Guidelines Tool (LGT).
DESIGN: Mixed methods pilot study conducted in three phases.
SETTING: Tibetan Medical Institute (TMI) of His Holiness the Dalai Lama, Dharamsala, India and the University of Minnesota, a U.S. research University.
PARTICIPANTS: Six TMI senior faculty; 88 students at the university.
METHODS: Phase 1: TMI faculty evaluated the tools' content validity. Phase 2: 59 students completed the CSAT, had a Tibetan medicine consultation, completed the LGT, and answered qualitative questions. Phase 3: 29 students studying Tibetan medicine followed a modified phase 2 method. Quantitative and phenomenological analyses were performed to investigate the CSAT's criterion validity (agreement of CSAT results and consultations) and refine the tools.
RESULTS: The tools were shown to have high content validity. Phase 2 CSAT had 51% agreement and 0.24 kappa statistic, suggesting fair criterion validity. Phase 3-refined CSAT had 76% agreement and 0.50 kappa statistic, suggesting moderate criterion validity.
CONCLUSION: The refined CSAT and LGT in Appendix A and B demonstrate the potential for additional research and use in integrated care.
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