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.
In Emotional Intelligence: A New Vision for Educators, Goleman makes the case for incorporating emotional intelligence into classrooms and schools, and guides viewers through scenes from a school in Hillsborough, CA, that was among the first in the country to adopt an emotional literacy curriculum. Although emotional intelligence is no longer a new idea, it is no less relevant or significant to education today as it was when it was first introduced. In fact, recent research and studies lend support to the case for teaching students emotional intelligence skills. The data show that test scores and grade point averages increase significantly and disciplinary actions decrease when schools implement social and emotional learning (SEL) programs that promote emotional intelligence. This video will help educators understand what emotional intelligence means, why it matters, and how they can help students develop the social and emotional skills that account for emotional intelligence. When Daniel Goleman's groundbreaking book, Emotional Intelligence: Why it can matter more than IQ, was first released in the mid-1990s, it quickly became a best-seller and changed the way many people think about what it means to be smart. Challenging the prevailing preeminence of IQ as the standard of excellence in life, Goleman argued that emotional intelligence, comprised of five key non-cognitive skills, has a greater bearing on success in life than cognitive intelligence, which is measured by IQ. The concept of emotional intelligence, which Harvard Business Review called "a ground-breaking, paradigm-shattering idea," has profound implications for education. Drawing from research in the fields of neuroscience and psychology, Goleman concluded that, unlike IQ emotional intelligence, or "EQ" is not set in ones genes. Instead, it is shaped by experience and can be strengthened through explicit teaching of social and emotional skills. He argued that teaching children emotional intelligence skills was a powerful way to improve both academic performance and behavior.
In Emotional Intelligence: A New Vision for Educators, Goleman makes the case for incorporating emotional intelligence into classrooms and schools, and guides viewers through scenes from a school in Hillsborough, CA, that was among the first in the country to adopt an emotional literacy curriculum. Although emotional intelligence is no longer a new idea, it is no less relevant or significant to education today as it was when it was first introduced. In fact, recent research and studies lend support to the case for teaching students emotional intelligence skills. The data show that test scores and grade point averages increase significantly and disciplinary actions decrease when schools implement social and emotional learning (SEL) programs that promote emotional intelligence. This video will help educators understand what emotional intelligence means, why it matters, and how they can help students develop the social and emotional skills that account for emotional intelligence. When Daniel Goleman's groundbreaking book, Emotional Intelligence: Why it can matter more than IQ, was first released in the mid-1990s, it quickly became a best-seller and changed the way many people think about what it means to be smart. Challenging the prevailing preeminence of IQ as the standard of excellence in life, Goleman argued that emotional intelligence, comprised of five key non-cognitive skills, has a greater bearing on success in life than cognitive intelligence, which is measured by IQ. The concept of emotional intelligence, which Harvard Business Review called "a ground-breaking, paradigm-shattering idea," has profound implications for education. Drawing from research in the fields of neuroscience and psychology, Goleman concluded that, unlike IQ emotional intelligence, or "EQ" is not set in ones genes. Instead, it is shaped by experience and can be strengthened through explicit teaching of social and emotional skills. He argued that teaching children emotional intelligence skills was a powerful way to improve both academic performance and behavior.
In Emotional Intelligence: A New Vision for Educators, Goleman makes the case for incorporating emotional intelligence into classrooms and schools, and guides viewers through scenes from a school in Hillsborough, CA, that was among the first in the country to adopt an emotional literacy curriculum. Although emotional intelligence is no longer a new idea, it is no less relevant or significant to education today as it was when it was first introduced. In fact, recent research and studies lend support to the case for teaching students emotional intelligence skills. The data show that test scores and grade point averages increase significantly and disciplinary actions decrease when schools implement social and emotional learning (SEL) programs that promote emotional intelligence. This video will help educators understand what emotional intelligence means, why it matters, and how they can help students develop the social and emotional skills that account for emotional intelligence. When Daniel Goleman's groundbreaking book, Emotional Intelligence: Why it can matter more than IQ, was first released in the mid-1990s, it quickly became a best-seller and changed the way many people think about what it means to be smart. Challenging the prevailing preeminence of IQ as the standard of excellence in life, Goleman argued that emotional intelligence, comprised of five key non-cognitive skills, has a greater bearing on success in life than cognitive intelligence, which is measured by IQ. The concept of emotional intelligence, which Harvard Business Review called "a ground-breaking, paradigm-shattering idea," has profound implications for education. Drawing from research in the fields of neuroscience and psychology, Goleman concluded that, unlike IQ emotional intelligence, or "EQ" is not set in ones genes. Instead, it is shaped by experience and can be strengthened through explicit teaching of social and emotional skills. He argued that teaching children emotional intelligence skills was a powerful way to improve both academic performance and behavior.
In Emotional Intelligence: A New Vision for Educators, Goleman makes the case for incorporating emotional intelligence into classrooms and schools, and guides viewers through scenes from a school in Hillsborough, CA, that was among the first in the country to adopt an emotional literacy curriculum. Although emotional intelligence is no longer a new idea, it is no less relevant or significant to education today as it was when it was first introduced. In fact, recent research and studies lend support to the case for teaching students emotional intelligence skills. The data show that test scores and grade point averages increase significantly and disciplinary actions decrease when schools implement social and emotional learning (SEL) programs that promote emotional intelligence. This video will help educators understand what emotional intelligence means, why it matters, and how they can help students develop the social and emotional skills that account for emotional intelligence. When Daniel Goleman's groundbreaking book, Emotional Intelligence: Why it can matter more than IQ, was first released in the mid-1990s, it quickly became a best-seller and changed the way many people think about what it means to be smart. Challenging the prevailing preeminence of IQ as the standard of excellence in life, Goleman argued that emotional intelligence, comprised of five key non-cognitive skills, has a greater bearing on success in life than cognitive intelligence, which is measured by IQ. The concept of emotional intelligence, which Harvard Business Review called "a ground-breaking, paradigm-shattering idea," has profound implications for education. Drawing from research in the fields of neuroscience and psychology, Goleman concluded that, unlike IQ emotional intelligence, or "EQ" is not set in ones genes. Instead, it is shaped by experience and can be strengthened through explicit teaching of social and emotional skills. He argued that teaching children emotional intelligence skills was a powerful way to improve both academic performance and behavior.
Presenting at the Mind and its Potential conference, Dr Daniel Siegel MD speaks about Interpersonal Neurobiology, an interdisciplinary view of life experience that draws on over a...
Meet Edna Reinhardt and some of her students from 'Over the moon yoga and dance studios'. In this video ten boys and girls from five to twelvew years old demonstrate a selection of ygoa postures that are artfully arranged into four comprehensive yoga sequences.
Maria Perez is a Senior Associate and Director of Sustainable Design for Gensler, an integrated architecture, design, planning and consulting firm of 5,000+ professionals networked across 46 global offices. In this role, she serves as one of the firm’s leading sustainability ambassadors and promoters, engaging staff, clients, and the public on innovative and sustainable design, construction, and operational thinking.
Background It is proposed that some individuals with Autism Spectrum Disorder (ASD) can ‘compensate’ for their underlying difficulties (e.g. in theory of mind; ToM), thus demonstrating relatively few behavioural symptoms, despite continued core cognitive deficits. The mechanisms underpinning compensation are largely unexplored, as is its potential impact on mental health. This study aimed to estimate compensation patterns in ASD, by contrasting overt social behaviour with ToM task performance, in order to compare the characteristics of ‘Low’ and ‘High’ Compensators. Methods A total of 136 autistic adolescents, from the ongoing Social Relationships Study, completed a range of cognitive tasks, the Autistic Diagnostic Observation Schedule (ADOS) and a self-report anxiety questionnaire. Participants were assigned compensation group status; High Compensators demonstrated good ADOS scores despite poor ToM performance, while Low Compensators demonstrated similarly poor ToM, accompanied by poor ADOS scores. Results High Compensators demonstrated better IQ and executive function (EF), but greater self-reported anxiety, compared with Low Compensators. Such differences were not found when comparing individuals who had good versus poor ADOS scores, when ToM performance was good. Other core autistic characteristics (weak central coherence, nonsocial symptoms) did not differentiate the High and Low Compensators. Conclusions IQ, EF and anxiety appear to be implicated in the processes by which certain autistic young people can compensate for their underlying ToM difficulties. This tendency to compensate does not appear to reflect the severity of ‘hit’ for ASD per se, suggesting that well-compensated individuals are not experiencing a milder form of ASD. The construct of compensation in ASD has implications for research and clinical practice.
Introduction to the Hawn Foundation's The MindUp Program.
Can the mind heal the body? The Buddhist tradition says yes—and now many Western scientists are beginning to agree. Healing Emotions is the record of an extraordinary series of encounters between the Dalai Lama and prominent Western psychologists, physicians, and meditation teachers that sheds new light on the mind-body connection. Topics include: compassion as medicine; the nature of consciousness; self-esteem; and the meeting points of mind, body, and spirit. This edition contains a new foreword by the editor.
This week on the Alchemized Life Podcast we welcome LaRayia Gaston, founder of Lunch On Me - a Los Angeles based non-profit dedicated to ending starvation while providing opportunities to enrich the mind, body and spirit of LA's homeless community.Lunch On Me brings nutritious and organic meals to skid row six days a week, every week and reach 10,000 people a month. They distribute organic food that would otherwise be wasted in order to create delicious and quality meals. Their initiative also includes yoga classes, community parties and healing gatherings for women. They believe that radical self-love is the foundation for permanent healing.
In this episode, we talk about LaRayia's story and how she started Lunch on Me. We talk about the importance of sharing different wellness tools for those in need and the why it's necessary to making a change in homelessness. In this episode you’ll also learn about ways to cultivate connection in your own communities to inspire change and remove separation.
The Anthropocene isn’t officially recognized as a geological epoch, but some scientists believe it’s necessary to mark the ways that humans have affected Earth’s geology and ecosystems, starting with the Great Acceleration prompted by a nuclear blast test in New Mexico in 1945.
<p>This is the website for the International Society for the Study of Subtle Energies and Energy Medicine (ISSSEEM). The purpose of the institute is to explore the nature and use of the subtle energies for the purpose of health. The society serves as a network for scholars, scientists, clinicians, therapists wishing to pursue the study of subtle energies colloboratively through the organization of conferences and the publication of both a quartely magazine and peer-reviewed, scientific journal. This website includes information on membership in the society, recent and upcoming events and conferences, as well as paper abstracts, and details about how to order tapes of past conference and issues of the society's journal. (Zach Rowinski 2004-10-06)</p>
<p>See also <a href="http://www.issseem.org/MainFrame.html#aboutISSSEEM" target="_blank"">About ISSSEEM.</a></p>
This searchable online resource also has a browseable timeline of philosophy and a keyword index, the entries of both of which are linked to their respective encyclopedia articles. (Steven Weinberger 2004-07-14)
This English-language online general encyclopedia has a topical index with links to the individual articles. In addition, it has links to other online encyclopedias. (Steven Weinberger 2004-07-14)
In this interview, we welcome Ian Gough to discuss his most recent book Heat, Greed and Human Need: Climate Change, Capitalism, and Sustainable Wellbeing. Here, Ian describes his initial concerns over the evident gap between the climate change agenda and social policy over the last decade. Ian’s work aims to blend together economy, ecology, social policy, and politics into a conclusive analysis by which at once to explain climate change and the consequences it poses to all of humanity. He discusses the importance of eco-social policies (combining climate policies and social policies) with examples such as social pricing of utilities, higher taxes on luxury items, or reduced work schedules to enhance people’s lives. Like many, Ian is worried about the consumption rate of wealthy nations and discusses his idea of ‘recomposing consumption’ as an intermediate strategy, which means to recompose our ideas of consumption to reduce pointless luxuries and improve the production of necessities to enhance wellbeing. He uses the example of 46 million people driving SUVs in the United States. The World Bank found that if all these SUVs were swapped for European cars, enough electricity could be generated within this emissions envelope to supply all the people on the planet with power. While SUVs are not a necessity, electricity is, and Ian stresses our need to start thinking about this on a world scale.Ian spent over 30 years teaching Social Policy at Manchester University before moving onto the University of Bath, where he is now Emeritus Professor of Social Policy. He is the Professional Research Fellow at the Center for the Analysis of Social Exclusion (CASE) and an associate at the Grantham Research Institute on Climate Change and the Environment (GRI). He studied Economics and the University of Cambridge in the early 1960s.
Breast cancer is the most prevalent type of invasive cancer attacking women in the United States. Last year alone some 213,000 women were diagnosed with the disease. The good news is that two million women have survived. Many women with breast cancer seek complementary interventions that will enhance their quality of life. Yet research is lacking whether these programs such as yoga, also benefit immune function.A new study of breast cancer survivors practicing Iyengar yoga – a form of yoga that incorporates all of the components of physical fitness and focuses on structural alignment of the body as well as mental relaxation – has found that breast cancer survivors who practice yoga have changes in the way their immune cells respond to activation signals, which may be important for understanding how physical activity and meditative practices benefit the immune system. The function of genes in immune cells can be regulated by proteins called transcription factors. Transcription factor nuclear factor-kappa B (NF-κB) is linked to immune cell activation and to the stress response.
It stands to reason that an ecosystem that has been altered by non-native and invasive species should be restored to its original condition. Not so fast, some scientists suggest. The "novel ecosystems" created by alien plants still provide habitat for some key species. Like the birds that find nesting places on the Zumwalt Prairie in northeastern Oregon. Early white settlers planted non-native grasses and grazed livestock, then abandoned some of the sites. And some birds are just fine with the
Now, in "Love Your Monsters," Latour, who is a 2010 Breakthrough Senior Fellow, turns his gaze squarely to the question of technology to protect the planet from ecological crisis. Where many American environmental philosophers draw on the German philosopher Martin Heidegger to reject technological solutions as one-dimensional, Latour rejected Heidegger's assumptions in We Have Never Been Modern. Technology does not disenchant the world, Latour argued, depriving it of mystery and magic and spirit. "The gods are in here, too," Latour quotes the Greek philosopher Heraclitus saying, in reference to human made machines.
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