This study examines the agreement across informant pairs of teachers, parents, and students regarding the students' social-emotional learning (SEL) competencies. Two student subsamples representative of the social skills improvement system (SSIS) SEL edition rating forms national standardization sample were examined: first, 168 students (3rd to 12th grades) with ratings by three informants (a teacher, a parent, and the student him/herself) and a second group of 164 students who had ratings by two raters in a similar role--two parents or two teachers. To assess interrater agreements, two methods were employed: calculation of q correlations among pairs of raters and effect size indices to capture the extant rater pairs differed in their assessments of social-emotional skills. The empirical results indicated that pairs of different types of informants exhibited greater than chance levels of agreement as indexed by significant interrater correlations; teacher-parent informants showed higher correlations than teacher-student or parent-student pairs across all SEL competency domains assessed, and pairs of similar informants exhibited significantly higher correlations than pairs of dissimilar informants. Study limitations are identified and future research needs outlined.
Cultivating a Culture of Learning: Contemplative Practices, Pedagogy, and Research in Education illustrates portraits of practice from a variety of teacher education programs, bringing together a rich collection of voices from diverse settings. Authors share their first-hand experience of cultivating a culture of learning as teacher educators and employing contemplative practices in their work with educators. Contemplative practices, pedagogy, and research are analyzed as essential components of cultivating cultures of learning in classrooms. Several chapters offer innovative models, pedagogy, and courses utilizing contemplative practices. The authors in this book advocate and express the importance of creating spaces where the inner life and qualities such as intuition, creativity, silence, and heart-centered learning are valued and work in partnership with cognitive and rational ways of knowing and being in the world. Authors explore challenges faced institutionally, with students, and personally. The insights and challenges shared in these portraits of practice are intended to stimulate conversation and engender future pedagogy and research in the field of contemplative education.
Cultivating a Culture of Learning: Contemplative Practices, Pedagogy, and Research in Education illustrates portraits of practice from a variety of teacher education programs, bringing together a rich collection of voices from diverse settings. Authors share their first-hand experience of cultivating a culture of learning as teacher educators and employing contemplative practices in their work with educators. Contemplative practices, pedagogy, and research are analyzed as essential components of cultivating cultures of learning in classrooms. Several chapters offer innovative models, pedagogy, and courses utilizing contemplative practices. The authors in this book advocate and express the importance of creating spaces where the inner life and qualities such as intuition, creativity, silence, and heart-centered learning are valued and work in partnership with cognitive and rational ways of knowing and being in the world. Authors explore challenges faced institutionally, with students, and personally. The insights and challenges shared in these portraits of practice are intended to stimulate conversation and engender future pedagogy and research in the field of contemplative education.
In Washington's Ward 7, where only 33 percent of students graduate from high school, a program called Life Pieces to Masterpieces is sending nearly 100 percent of its graduates to college or post-secondary education.
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This study examined the effects of experiential learning courses on the well-being of undergraduate students (n = 76, 77.6% female, 67.1% White). A repeated-measures design was used to compare changes in resilience, mindfulness, emotional reappraisal, and social connectedness across three different course formats. All students saw increases in mindfulness; social connectedness was particularly sensitive to the course format. Through integrating academic and experiential learning, students can experience steady increases in multiple components of well-being.
This study evaluated the efficacy of a newly developed, home-based depression intervention for people with epilepsy. Based on mindfulness-based cognitive therapy (MBCT), the eight-session, weekly intervention was designed for group delivery via the Internet or telephone. Forty participants were randomly assigned to intervention or waitlist. Depressive symptoms and other outcomes were measured at baseline, after intervening in the intervention group (~ 8 weeks), and after intervening in the waitlist group (~ 16 weeks). Depressive symptoms decreased significantly more in the intervention group than the waitlist group; Internet and telephone did not differ. This effect persisted over the 8 weeks when those waitlisted received the intervention. Knowledge/skills increased significantly more in the intervention than the waitlist group. All other changes, though not significant, were in the expected direction. Findings indicate that distance delivery of group MBCT can be effective in reducing symptoms of depression in people with epilepsy. Directions for future research are proposed.
BackgroundMindfulness-based approaches for adults are effective at enhancing mental health, but few controlled trials have evaluated their effectiveness or cost-effectiveness for young people. The primary aim of this trial is to evaluate the effectiveness and cost-effectiveness of a mindfulness training (MT) programme to enhance mental health, wellbeing and social-emotional behavioural functioning in adolescence.
Methods/design
To address this aim, the design will be a superiority, cluster randomised controlled, parallel-group trial in which schools offering social and emotional provision in line with good practice (Formby et al., Personal, Social, Health and Economic (PSHE) Education: A mapping study of the prevalent models of delivery and their effectiveness, 2010; OFSTED, Not Yet Good Enough: Personal, Social, Health and Economic Education in schools, 2013) will be randomised to either continue this provision (control) or include MT in this provision (intervention). The study will recruit and randomise 76 schools (clusters) and 5700 school students aged 12 to 14 years, followed up for 2 years.
Discussion
The study will contribute to establishing if MT is an effective and cost-effective approach to promoting mental health in adolescence.
OBJECTIVE: To assess the effect of a meditation training program, Mindfulness-Based Stress Reduction (MBSR), on depressive symptoms, psychological status, and disease activity in patients with rheumatoid arthritis (RA) through a randomized, waitlist-controlled pilot study.METHODS: Participants were randomized to either an MBSR group, where they attended an 8-week course and 4-month maintenance program, or to a waitlist control group, where they attended all assessment visits and received MBSR free of charge after study end. Participants received usual care from their rheumatologists throughout the trial. Self-report questionnaires were used to evaluate depressive symptoms, psychological distress, well-being, and mindfulness. Evaluation of RA disease activity (by Disease Activity Score in 28 joints) included examination by a physician masked to treatment status. Adjusted means and mean changes in outcomes were estimated in mixed model repeated measures analyses.
RESULTS: Sixty-three participants were randomized: 31 to MBSR and 32 to control. At 2 months, there were no statistically significant differences between groups in any outcomes. At 6 months, there was significant improvement in psychological distress and well-being (P = 0.04 and P = 0.03, respectively), and marginally significant improvement in depressive symptoms and mindfulness (P = 0.08 and P = 0.09, respectively). There was a 35% reduction in psychological distress among those treated. The intervention had no impact on RA disease activity.
CONCLUSION: An 8-week MBSR class was not associated with change in depressive symptoms or other outcomes at 2-month followup. Significant improvements in psychological distress and well-being were observed following MBSR plus a 4-month program of continued reinforcement. Mindfulness meditation may complement medical disease management by improving psychological distress and strengthening well-being in patients with RA.
OBJECTIVE: To assess the effect of a meditation training program, Mindfulness-Based Stress Reduction (MBSR), on depressive symptoms, psychological status, and disease activity in patients with rheumatoid arthritis (RA) through a randomized, waitlist-controlled pilot study.METHODS: Participants were randomized to either an MBSR group, where they attended an 8-week course and 4-month maintenance program, or to a waitlist control group, where they attended all assessment visits and received MBSR free of charge after study end. Participants received usual care from their rheumatologists throughout the trial. Self-report questionnaires were used to evaluate depressive symptoms, psychological distress, well-being, and mindfulness. Evaluation of RA disease activity (by Disease Activity Score in 28 joints) included examination by a physician masked to treatment status. Adjusted means and mean changes in outcomes were estimated in mixed model repeated measures analyses.
RESULTS: Sixty-three participants were randomized: 31 to MBSR and 32 to control. At 2 months, there were no statistically significant differences between groups in any outcomes. At 6 months, there was significant improvement in psychological distress and well-being (P = 0.04 and P = 0.03, respectively), and marginally significant improvement in depressive symptoms and mindfulness (P = 0.08 and P = 0.09, respectively). There was a 35% reduction in psychological distress among those treated. The intervention had no impact on RA disease activity.
CONCLUSION: An 8-week MBSR class was not associated with change in depressive symptoms or other outcomes at 2-month followup. Significant improvements in psychological distress and well-being were observed following MBSR plus a 4-month program of continued reinforcement. Mindfulness meditation may complement medical disease management by improving psychological distress and strengthening well-being in patients with RA.
<p>In this article, we advance the perspective that distinct emotions amplify different moral judgments, based on the emotion’s core appraisals. This theorizing yields four insights into the way emotions shape moral judgment. We submit that there are two kinds of specificity in the impact of emotion upon moral judgment: domain specificity and emotion specificity. We further contend that the unique embodied aspects of an emotion, such as nonverbal expressions and physiological responses, contribute to an emotion’s impact on moral judgment. Finally, emotions play a key role in determining which issues acquire moral significance in a society over time, in a process known as moralization (Rozin, 1999). The implications of these four observations for future research on emotion and morality are discussed. Keywords embodiment, emotion, moral judgment, moralization Emotions are inherently subjective. They arise as the result of personal appraisals, and disrupt seemingly more orderly, deliberate forms of judgment and reasoning. From this perspective, emotions would seem to be inappropriate guides to decisions about moral conduct and virtuous character.</p>
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Women experiencing severe perinatal mental illness during pregnancy or postpartum have unique needs when psychiatric hospitalization is indicated. Although many countries have established mother-baby psychiatric units, similar facilities have not been available in the US. In 2011, the University of North Carolina at Chapel Hill inaugurated the first Perinatal Psychiatry Inpatient Unit in the US. We describe the unique characteristics of the patient population and report clinical outcomes guiding development and refinement of treatment protocols. Ninety-two perinatal patients were admitted between September 2011 and September 2012, and 91 completed self-report measures at admission and discharge. Perinatal unipolar mood disorder was the most frequent primary diagnosis (60.43 %), and 11 patients (12 %) were admitted with psychosis. The data document clinically and statistically significant improvements in symptoms of depression, anxiety, and active suicidal ideation between admission and discharge (p < 0.0001), as assessed by the Edinburgh Postnatal Depression Scale, Patient Health Questionnaire, and Generalized Anxiety Disorder Scale. Overall functioning was also improved, demonstrated by a significant mean difference of -10.96 in total scores of the Work and Social Adjustment Scale (p < 0.0001). Data suggest that delivering specialized and targeted interventions for severe maternal mental illness in a safe and supportive setting produces positive patient outcomes.
The objective of this study was to assess the effectiveness of an 8-week mindfulness-based cognitive therapy (MBCT) group intervention to reduce psychological distress as well as to strengthen self-esteem, resilience, and general well-being for individuals living with a chronic illness and/or other health challenges. This pilot study employed a pre–posttest design to evaluate the outcome of the intervention for individuals receiving care in a Community and Family Medicine department and a Women’s Health Centre located in an urban downtown hospital. A total of 42 patients were enrolled in the study and 35 participants completed the intervention. Thirty-five of 42 enrolled participants completed the intervention. Twenty-eight participants completed the pretest and posttest assessments, which demonstrated statistically significant improvement on most outcome measures, including the Center for Epidemiological Studies–Depression Rating Scale (CES-D), Depression Anxiety Stress Scale (DASS), Affect Balance Scale (ABS), the Resilience Scale (RS), and the Five-Item World Health Organization Well-Being Index (WHO-5). Large effect sizes were observed for the CES-D, the ABS, and the DASS Stress subscale. Observed improvements were sustained at 4 weeks posttreatment. Results are consistent with studies indicating that MBCT offers promise in alleviating psychological distress for those who are seeking care in primary health care settings. Continued focus on how to best implement MBCT in primary health care, particularly for those with comorbid physical and mental health conditions, supports the World Health Organization’s recommendation to integrate evidence-based mental health care within primary health care to promote equitable access to care for those most in need.
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We investigated the impact of mindfulness training (MT) on working memory capacity (WMC) and affective experience. WMC is used in managing cognitive demands and regulating emotions. Yet, persistent and intensive demands, such as those experienced during high-stress intervals, may deplete WMC and lead to cognitive failures and emotional disturbances. We hypothesized that MT may mitigate these deleterious effects by bolstering WMC. We recruited 2 military cohorts during the high-stress predeployment interval and provided MT to 1 (MT, n = 31) but not the other group (military control group, MC, n = 17). The MT group attended an 8-week MT course and logged the amount of out-of-class time spent practicing formal MT exercises. The operation span task was used to index WMC at 2 testing sessions before and after the MT course. Although WMC remained stable over time in civilians (n = 12), it degraded in the MC group. In the MT group, WMC decreased over time in those with low MT practice time, but increased in those with high practice time. Higher MT practice time also corresponded to lower levels of negative affect and higher levels of positive affect (indexed by the Positive and Negative Affect Schedule). The relationship between practice time and negative, but not positive, affect was mediated by WMC, indicating that MT-related improvements in WMC may support some but not all of MT's salutary effects. Nonetheless, these findings suggest that sufficient MT practice may protect against functional impairments associated with high-stress contexts.
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We investigated the impact of mindfulness training (MT) on working memory capacity (WMC) and affective experience. WMC is used in managing cognitive demands and regulating emotions. Yet, persistent and intensive demands, such as those experienced during high-stress intervals, may deplete WMC and lead to cognitive failures and emotional disturbances. We hypothesized that MT may mitigate these deleterious effects by bolstering WMC. We recruited 2 military cohorts during the high-stress predeployment interval and provided MT to 1 (MT, n = 31) but not the other group (military control group, MC, n = 17). The MT group attended an 8-week MT course and logged the amount of out-of-class time spent practicing formal MT exercises. The operation span task was used to index WMC at 2 testing sessions before and after the MT course. Although WMC remained stable over time in civilians (n = 12), it degraded in the MC group. In the MT group, WMC decreased over time in those with low MT practice time, but increased in those with high practice time. Higher MT practice time also corresponded to lower levels of negative affect and higher levels of positive affect (indexed by the Positive and Negative Affect Schedule). The relationship between practice time and negative, but not positive, affect was mediated by WMC, indicating that MT-related improvements in WMC may support some but not all of MT's salutary effects. Nonetheless, these findings suggest that sufficient MT practice may protect against functional impairments associated with high-stress contexts.
BackgroundWe examined the experiences of incarcerated adolescent males (N = 29) who participated in a one‐day meditation retreat and 10‐week meditation programme.
Method
Self‐report surveys assessing mindfulness, self‐regulation, impulsivity and stress; behavioural assessments; and focus group data were examined.
Results
We observed significantly higher scores in self‐regulation (p = .012) and psychometric markers demonstrated psychological enhancement. No behavioural change was observed. Six themes emerged: enhanced well‐being, increased self‐discipline, increased social cohesiveness, expanded self‐awareness, resistance to meditation and future meditation practice.
Conclusions
Early evidence suggests that meditation training for incarcerated youth is a feasible and promising intervention.
Exploring Spirituality and Culture in Adult and Higher Education is written from the unique perspective of teacher, researcher, and author Elizabeth Tisdell who has extensive experience dealing with culture, gender, and educational equity issues in secular adult and higher education classrooms, and formerly in pastoral and religious education settings on college campuses. This important book discusses how spiritual development is informed by culture and how this knowledge is relevant to teaching and learning. For educators, an understanding of how spirituality is informed by culture, and how spirituality assists in meaning-making, can aid in their efforts to help their students educational experiences become more transformative and culturally relevant.
Although one-third of enrolled U.S. undergraduate college students are non-White, little is known about risk factors for suicidal behavior among racial and ethnic minority students. Thus, we set out to determine psychosocial factors associated with recurrent suicidal ideation among racially and ethnically diverse college students with a history of suicide attempt. From 2012–2013, 1,734 racially and ethnically diverse college students completed an on-line survey of suicidal behavior and associated factors.Depression, hopelessness, rejection sensitivity, and mindfulness, as well as past-year discrimination, ethnic identification, and acculturative stress were measured using well-validated self-report instruments. The Beck Scale for Suicide Ideation was used to assess current suicidal ideation. A subsample of 118 college students who self-reported a past suicide attempt were selected for the current analysis. Logistic regression analysis was used to test associations between risk factors and the presence of suicidal ideation, and linear regression analysis was used to test factors associated with suicidal ideation severity among those who reported current suicidal ideation.Depression was significantly related to both the presence and severity of current suicidal ideation. Mindfulness, and in particular awareness of present moment experience, was also inversely associated with ideation severity.We found depression and mindlessness were associated with suicidal ideation severity among a sample of diverse college students at high risk for suicidal behavior due to a past suicide attempt. Factors unique to the minority experience, such as acculturative stress, were not associated with current suicidal ideation. Implications for suicide prevention are discussed.
Humanity’s survival on this planet seems more uncertain than ever. But what happens when we look at ourselves through other creatures’ eyes?
BACKGROUND: Treatment-related symptoms and decreased health-related quality of life (HRQoL) frequently occur during chemotherapy for breast cancer. Although research findings suggest that yoga can reduce symptoms and Improve HRQoL after treatment, potential benefits of yoga during chemotherapy have received minimal attention.OBJECTIVE: To estimate accrual, adherence, study retention, and preliminary efficacy of a yoga intervention compared with an active control group for breast cancer patients during chemotherapy.
METHODS: Women with stage I-III breast cancer were recruited from 3 community cancer clinics and randomized to 10 weeks of gentle yoga or wellness education. Depressive symptoms, fatigue, sleep, and HRQoL were assessed at baseline, mid-intervention (Week 5), and after intervention (Week 10).
RESULTS: 40 women aged 29-83 years (median, 48 years; 88% white) were randomized to yoga (n = 22) or wellness education (n = 18). The groups did not differ significantly on baseline characteristics, adherence, or study retention. Participant feedback was positive and comparable between groups. Meaningful within-group differences were identified For sleep adequacy and quantity in yoga participants and for somnolence in wellness-education participants.
LIMITATIONS: Small sample size and lack of a usual-care control group.
CONCLUSIONS: This study established Feasibility of a community-based randomized trial of yoga and an active comparison group for women undergoing chemotherapy for breast cancer. Preliminary efficacy estimates suggest that yoga improves sleep adequacy Symptom severity and interference remained stable during chemotherapy for the yoga group and snowed a trend toward increasing in the control group. The study highlighted obstacles to multisite yoga research during cancer treatment.
FUNDING/SPONSORSHIP: National Cancer Institute (3U10 CA081851, PI; Shaw; R25 CA122061, PI: Avis); Translational Science Institute, Wake Forest School of Medicine.
This study examined neural activation during the experience of compassion, an emotion that orients people toward vulnerable others and prompts caregiving, and pride, a self-focused emotion that signals individual strength and heightened status. Functional magnetic resonance images (fMRI) were acquired as participants viewed 55 s continuous sequences of slides to induce either compassion or pride, presented in alternation with sequences of neutral slides. Emotion self-report data were collected after each slide condition within the fMRI scanner. Compassion induction was associated with activation in the midbrain periaqueductal gray (PAG), a region that is activated during pain and the perception of others’ pain, and that has been implicated in parental nurturance behaviors. Pride induction engaged the posterior medial cortex, a region that has been associated with self-referent processing. Self-reports of compassion experience were correlated with increased activation in a region near the PAG, and in the right inferior frontal gyrus (IFG). Self-reports of pride experience, in contrast, were correlated with reduced activation in the IFG and the anterior insula. These results provide preliminary evidence towards understanding the neural correlates of important interpersonal dimensions of compassion and pride. Caring (compassion) and self-focus (pride) may represent core appraisals that differentiate the response profiles of many emotions.
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Forgiveness and mindfulness have both been associated with a variety of salutary health-related outcomes. Though thought to be related to one another, very little empirical work has examined the association of forgiveness and mindfulness, including in the context of health. Consistent with theory regarding the forgiveness–health association and the definition of health behavior, we hypothesized that mindfulness would play a role in the relationship between forgiveness and health. Cross-sectional mediation-based analyses were conducted on data collected from a sample of 368 undergraduate students in southern Appalachia. Participants were 73.64% female and 88.32% Caucasian, with an average age of 21.62 years. Mindfulness played a role in the association of forgiveness of self, forgiveness of others, and forgiveness of situations with physical health status, somatic symptoms, mental health status, and psychological distress. In the context of the forgiveness–health association, mindfulness may play a primary role for forgiveness of others and largely a secondary role for forgiveness of self and forgiveness of situations. The role of mindfulness may be explained by the (un)forgiveness–energy hypothesis, such that forgiveness may allow energy to be invested in mindful processes. Religious/spiritual diversity may impact the association of forgiveness and mindfulness. As this study may be the first to examine mindfulness as a health behavior and only the second empirical study to explicitly examine the association between forgiveness and mindfulness, more research is needed to understand the relationships among forgiveness, mindfulness, and health.
People with chronic diseases are at high risk for depression, resulting in a need for effective and accessible treatment options. Project UPLIFT is a program based on cognitive-behavioral therapy and mindfulness that is aimed at reducing depressive symptoms among people with epilepsy. It is designed to be delivered to small groups of people over the phone or Internet. This study describes the formative and process evaluations of Project UPLIFT; the purpose of these evaluations was to assess the acceptability and feasibility of the program, looking at both the program components and delivery methods. The formative evaluation, conducted prior to program implementation, included nine participants in three focus groups. The process evaluation included qualitative comments and responses to the Client Satisfaction Questionnaire from 38 Project UPLIFT pilot study participants. Overall, the results from both evaluations indicate that participants felt that Project UPLIFT was acceptable and perceived to be beneficial.
The purpose of this study was to introduce mindfulness meditation, a recommended adjunctive treatment for trauma in juvenile justice-involved youth, to incarcerated young women and collect narrative commentary about their experiences to answer the following research questions: What is the experience of incarcerated young women who participate in Internet-based mindfulness meditation classes? How do incarcerated young women apply mindfulness meditation to life in a juvenile justice facility? Participants attended bi-weekly guided meditation sessions and wrote about their experiences after each session in a journal. Three coders used open-coding content analysis to identify topics and themes across 38 journal entries. The primary theme, found in 61% of entries, described the difficulties of living in a juvenile justice facility, providing context for the descriptions found in 58% of entries regarding the usefulness of mindfulness meditation to cope with those difficulties. This study highlights the challenges of living in a correctional institution as a young woman and the barriers such settings pose to the wellbeing and healthy development of their residents. It also points to mindfulness meditation as an operative method of supporting these highly traumatized young women until that time when alternatives to incarceration can be identified.
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