The growth factors basic fibroblast growth factor (bFGF) and insulin-like growth factor 1 (IGF-I) have been implicated in the pathophysiology of atherosclerosis and restenosis. The Tibetan herbal preparation PADMA-28 (a mixture of 22 plants which is used as an anti-atherosclerosis agent) was tested for its ability to inhibit the mitogenic activity of bFGF and IGF-I, growth factors involved in restenosis, atherosclerosis and tumour progression. DNA synthesis and proliferation of vascular smooth muscle cells, in response to serum bFGF, thrombin, or combinations thereof, were abrogated in the presence of microgram amounts of both the aqueous and organic, partially purified, extracts of PADMA-28. These fractions also inhibited IGF-I-mediated proliferation, migration and invasion of tumour cells responsive to IGF-I. The inhibition by PADMA 28 was reversible upon removal of the PADMA extracts, indicating that the effects were not related to cell toxicity. These and other properties (i.e., anti-oxidant activity) of PADMA-28 may be responsible for its beneficial effect as an anti-atherosclerotic agent, suggesting that this herbal preparation may have potential applications in the prevention of intimal hyperplasia and arterial stenosis secondary to coronary angioplasty and bypass surgery, as well as in the prevention and treatment of other vascular diseases and tumour growth and metastasis.
Pain can be modulated by several cognitive techniques, typically involving increased cognitive control and decreased sensory processing. Recently, it has been demonstrated that pain can also be attenuated by mindfulness. Here, we investigate the underlying brain mechanisms by which the state of mindfulness reduces pain. Mindfulness practitioners and controls received unpleasant electric stimuli in the functional magnetic resonance imaging scanner during a mindfulness and a control condition. Mindfulness practitioners, but not controls, were able to reduce pain unpleasantness by 22% and anticipatory anxiety by 29% during a mindful state. In the brain, this reduction was associated with decreased activation in the lateral prefrontal cortex and increased activation in the right posterior insula during stimulation and increased rostral anterior cingulate cortex activation during the anticipation of pain. These findings reveal a unique mechanism of pain modulation, comprising increased sensory processing and decreased cognitive control, and are in sharp contrast to established pain modulation mechanisms.
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This article presents a pilot project implementing a mindfulness–based stress reduction program among traumatized youth in foster and kinship care over 10 weeks. Forty-two youth participated in this randomized controlled trial that used a mixed-methods (quantitative, qualitative, and physiologic) evaluation. Youth self-report measuring mental health problems, mindfulness, and stress were lower than anticipated, and the relatively short time-frame to teach these skills to traumatized youth may not have been sufficient to capture significant changes in stress as measured by electrocardiograms. Main themes from qualitative data included expressed competence in managing ongoing stress, enhanced self-awareness, and new strategies to manage stress. We share our experiences and recommendations for future research and practice, including focusing efforts on younger youth, and using community-based participatory research principles to promote engagement and co-learning.
This exploratory study examined factors that contribute to psychological distress within racial majority and minority undergraduate students. Using a dataset obtained from a larger study (Danitz, Suvak, & Orsillo, 2016), we explored the relationship between acceptance, academic values, and psychological distress across these two groups. Participants included 186 undergraduate students (71.5% self-identified as White) enrolled in a private urban university located in the northeastern U.S. Results revealed no significant differences in psychological distress or acceptance across majority/minority groups. Racial majority students who endorsed higher acceptance and educational values reported psychological well-being, although this relationship was less robust in minority students. The implications of these findings for future research are discussed.
Behaviors that warrant school discipline (e.g., fighting, victimizing peers) is detrimental to school climate and the learning process. This study examines the effectiveness of preventing school disciplinary incidents in middle school through an experiential, social and emotional learning (SEL) program. A community youth development organization, two public middle schools in low-income communities and a local university collaborated to design and deliver the program to all seventh-grade students in social studies curricula. This article describes the design of the intervention and its effect on students' suspensions, skipping class, and failing grades. The results of this study indicate that a school-based SEL service-learning program may reduce disciplinary incidents for middle school students. Other attitudes and skills, however, did not change significantly in the anticipated direction. This research demonstrates the effect of SEL curricula and service-learning programs embedded in school coursework. Implications for practice and research include understanding mechanisms of change in SEL processes.
The current study evaluated the effects of the culturally adapted Jóvenes Fuertes (Strong Teens) Social-Emotional Learning (SEL) program on the social-emotional outcomes of Latino English language learners (ELLs). A quasi-experimental design with random assignment by classrooms was used to assess the intervention's effects on students' knowledge of SEL and resiliency. A sample of 102 Spanish-dominant Latino ELLs enrolled in middle or high school participated in this study. The results indicated significant intervention effects on SEL knowledge and social-emotional resiliency. The findings are discussed in terms of their implications for preventive, culturally responsive SEL programs in school settings.
Objective: Chronic pain is a disabling illness, often comorbid with depression. We performed a randomized controlled pilot study on mindfulness-based cognitive therapy (MBCT) targeting depression in a chronic pain population.Method: Participants with chronic pain lasting ≥ 3 months; DSM-IV major depressive disorder (MDD), dysthymic disorder, or depressive disorder not otherwise specified; and a 16-item Quick Inventory of Depressive Symptomatology-Clinician Rated (QIDS-C16) score ≥ 6 were randomly assigned to MBCT (n = 26) or waitlist (n = 14). We adapted the original MBCT intervention for depression relapse prevention by modifying the psychoeducation and cognitive-behavioral therapy elements to an actively depressed chronic pain population. We analyzed an intent-to-treat (ITT) and a per-protocol sample; the per-protocol sample included participants in the MBCT group who completed at least 4 of 8 sessions. Changes in scores on the QIDS-C16 and 17-item Hamilton Depression Rating Sale (HDRS17) were the primary outcome measures. Pain, quality of life, and anxiety were secondary outcome measures. Data collection took place between January 2012 and July 2013.
Results: Nineteen participants (73%) completed the MBCT program. No significant adverse events were reported in either treatment group. ITT analysis (n = 40) revealed no significant differences. Repeated-measures analyses of variance for the per-protocol sample (n = 33) revealed a significant treatment × time interaction (F1,31 = 4.67, P = .039, η2p = 0.13) for QIDS-C16 score, driven by a significant decrease in the MBCT group (t18 = 5.15, P < .001, d = 1.6), but not in the control group (t13 = 2.01, P = .066). The HDRS17 scores did not differ significantly between groups. The study ended before the projected sample size was obtained, which might have prevented effect detection in some outcome measures.
Conclusions: MBCT shows potential as a treatment for depression in individuals with chronic pain, but larger controlled trials are needed.
Objective: Chronic pain is a disabling illness, often comorbid with depression. We performed a randomized controlled pilot study on mindfulness-based cognitive therapy (MBCT) targeting depression in a chronic pain population.Method: Participants with chronic pain lasting ≥ 3 months; DSM-IV major depressive disorder (MDD), dysthymic disorder, or depressive disorder not otherwise specified; and a 16-item Quick Inventory of Depressive Symptomatology-Clinician Rated (QIDS-C16) score ≥ 6 were randomly assigned to MBCT (n = 26) or waitlist (n = 14). We adapted the original MBCT intervention for depression relapse prevention by modifying the psychoeducation and cognitive-behavioral therapy elements to an actively depressed chronic pain population. We analyzed an intent-to-treat (ITT) and a per-protocol sample; the per-protocol sample included participants in the MBCT group who completed at least 4 of 8 sessions. Changes in scores on the QIDS-C16 and 17-item Hamilton Depression Rating Sale (HDRS17) were the primary outcome measures. Pain, quality of life, and anxiety were secondary outcome measures. Data collection took place between January 2012 and July 2013.
Results: Nineteen participants (73%) completed the MBCT program. No significant adverse events were reported in either treatment group. ITT analysis (n = 40) revealed no significant differences. Repeated-measures analyses of variance for the per-protocol sample (n = 33) revealed a significant treatment × time interaction (F1,31 = 4.67, P = .039, η2p = 0.13) for QIDS-C16 score, driven by a significant decrease in the MBCT group (t18 = 5.15, P < .001, d = 1.6), but not in the control group (t13 = 2.01, P = .066). The HDRS17 scores did not differ significantly between groups. The study ended before the projected sample size was obtained, which might have prevented effect detection in some outcome measures.
Conclusions: MBCT shows potential as a treatment for depression in individuals with chronic pain, but larger controlled trials are needed.
ContextTong Len meditation is an important therapeutic tool in the Tibetan medicine, and it can be used for self-healing and/or to heal others. Currently, in the West, there is no scientific study concerning the efficacy of a Tong Len distant healing effect on psychological disorders in cancer patients.
Objectives
To evaluate a distant healing effect of Tong Len meditation on stress, anxiety, depression, fatigue, and self-perceived quality of life in cancer patients. These psychological objectives were chosen as a consequence of the limited scientific literature of present day.
Design
We performed a double-blind randomized controlled trial on 103 cancer patients with tumors. Overall, 12 meditators used Tong Len in aid of 52 patients randomly selected as experimental group, while the remaining 51 patients constituted the control group. Patients and meditators did not know each other. All patients completed profile of mood states (POMS) and European Quality of Life—5 dimensions (EQ-5D) questionnaires before treatment (T0), after two (T1) and three months of treatment (T2), and one month after treatment cessation (T3).
Results
With regard to the parameters related to depression, a statistically significant improvement (P = .003) was observed in the treatment group compared to controls. On the other hand, the vigor/activity parameter saw significant improvements in the control group (P = .009). Both groups exhibited significant improvements in the other factors assessed in the POMS and EQ-5D questionnaires.
Conclusions
This study did not provide sufficient evidence supporting an efficacy of Tong Len meditation in distant psychological healing as compared to a control condition. The research highlighted some psychological improvements through Tong Len distant meditation in a group of patients unknown to meditators. Therefore, the enhancement detected in most parameters in both treatment and control groups raises interest on in-depth analysis and evaluation of distant meditation on cancer patients to mitigate psychological problems caused by the disease.
CONTEXT: Tong Len meditation is an important therapeutic tool in the Tibetan medicine, and it can be used for self-healing and/or to heal others. Currently, in the West, there is no scientific study concerning the efficacy of a Tong Len distant healing effect on psychological disorders in cancer patients.OBJECTIVES: To evaluate a distant healing effect of Tong Len meditation on stress, anxiety, depression, fatigue, and self-perceived quality of life in cancer patients. These psychological objectives were chosen as a consequence of the limited scientific literature of present day.
DESIGN: We performed a double-blind randomized controlled trial on 103 cancer patients with tumors. Overall, 12 meditators used Tong Len in aid of 52 patients randomly selected as experimental group, while the remaining 51 patients constituted the control group. Patients and meditators did not know each other. All patients completed profile of mood states (POMS) and European Quality of Life-5 dimensions (EQ-5D) questionnaires before treatment (T0), after two (T1) and three months of treatment (T2), and one month after treatment cessation (T3).
RESULTS: With regard to the parameters related to depression, a statistically significant improvement (P = .003) was observed in the treatment group compared to controls. On the other hand, the vigor/activity parameter saw significant improvements in the control group (P = .009). Both groups exhibited significant improvements in the other factors assessed in the POMS and EQ-5D questionnaires.
CONCLUSIONS: This study did not provide sufficient evidence supporting an efficacy of Tong Len meditation in distant psychological healing as compared to a control condition. The research highlighted some psychological improvements through Tong Len distant meditation in a group of patients unknown to meditators. Therefore, the enhancement detected in most parameters in both treatment and control groups raises interest on in-depth analysis and evaluation of distant meditation on cancer patients to mitigate psychological problems caused by the disease.
ObjectivesMindfulness-based stress reduction (MBSR) has been shown to improve mental health and reduce stress in a variety of adult populations. Here, we explore the effects of a school-based MBSR program for young urban males.
Participants and methods
In fall 2009, 7th and 8th graders at a small school for low-income urban boys were randomly assigned to 12-session programs of MBSR or health education (Healthy Topics—HT). Data were collected at baseline, post-program, and three-month follow-up on psychological functioning; sleep; and salivary cortisol, a physiologic measure of stress.
Results
Forty-one (22 MBSR and 19 HT) of the 42 eligible boys participated, of whom 95% were African American, with a mean age of 12.5 years. Following the programs, MBSR boys had less anxiety (p = 0.01), less rumination (p = 0.02), and showed a trend for less negative coping (p = 0.06) than HT boys. Comparing baseline with post-program, cortisol levels increased during the academic terms for HT participants at a trend level (p = 0.07) but remained constant for MBSR participants (p = 0.33).
Conclusions
In this study, MBSR participants showed less anxiety, improved coping, and a possible attenuation of cortisol response to academic stress, when compared with HT participants. These results suggest that MBSR improves psychological functioning among urban male youth.
To be successful in school and life individuals need to learn to understand and manage their emotions, get along with others and exercise good judgment. Children and youth who are deaf or hard of hearing have long been considered a population at risk for not developing age-appropriate social-emotional skills. The purpose of this study was to identify, review, and summarize the intervention research addressing social and emotional learning with children and youth who are deaf or hard of hearing. We examined the research published in professional peer-reviewed journals between the years 1996 and 2017. Eight hundred and nineteen articles on the topic were reviewed. A total of 11 intervention studies were identified. A summary of each study as well as recommendations for future research are provided.
Examined how aspects of social-emotional learning (SEL)-specifically, emotion knowledge, emotional and social behaviors, social problem-solving, and self-regulation-clustered to typify groups of children who differ in terms of their motivation to learn, participation in the classroom, and other indices of early school adjustment and academic success. 275 four-year-old children from private day schools and Head Start were directly assessed and observed in these areas, and preschool and kindergarten teachers provided information on social and academic aspects of their school success. Three groups of children were identified: SEL Risk, SEL Competent-Social/Expressive, and SEL Competent-Restrained. Group members differed on demographic dimensions of gender and center type, and groups differed in meaningful ways on school success indices, pointing to needed prevention/intervention programming. In particular, the SEL Risk group could benefit from emotion-focused programming, and the long-term developmental trajectory of the SEL Competent-Restrained group requires study.
Social-emotional competence--it is a critical part of every child's school success, and just like any academic subject, children need instruction in it. Developed by a top expert, these proven curricula will help promote the social-emotional competence and resilience of children and adolescents. Divided into four age levels from kindergarten through high school, these innovative social and emotional learning curricula are filled with engaging, thought-provoking class activities that help students develop vital skills they will use for the rest of their lives: understanding emotions, managing anger, relieving stress, solving interpersonal problems, and much more. Each Strong Kids curriculum is: (1) easy for non-mental-health experts; (2) evidence-based; (3) a great way to boost academic skills; (4) brief enough to fit into any program; (5) age-appropriate; (6) effective for all children in any setting; and (7) low-cost and low-tech. Lessons in each curriculum include optional, easily adaptable scripts, sample scenarios and examples, creative activities, and "booster" lessons that reinforce what students learned. Every school and early intervention program will benefit from the lasting effect of these four curricula: strong, resilient students with fewer mental health and behavior problems and better academic outcomes. After a foreword (Hill M. Walker), this book is divided into three sections: (1) Introduction and Overview; (2) The "Strong Start" Curriculum; and (3) Appendices, consisting of "Strong Start" Booster Lesson 1; "Strong Start" Booster Lesson 2; and recommended "Strong Start" Literature List.
Mobile devices, such as laptops, smartphones and tablets, are ubiquitous in lectures. Students report to use their mobile devices for lecturerelated activities (e.g. taking notes). Observational data shows, that students use mobile device mainly for lecture-unrelated activities, like Facebook or playing games. So currently, mobile devices seem to distract learners from the lecture and ultimately hinder student-teacher interaction. In this study, we investigated how students (n = 75) use their mobile devices (N = 80) in a traditional lecture setting when supported with the technological support system “Backstage” or not. Backstage entails functions for quizzing students (Audience-ResponseSystem) and a backchannel allowing students to interact with each other, commenting on slides, asking questions, and providing feedback to lecturers. The results show that this technology increases students’ focus on lecture-related activities.
ABSTRACTTheory of Mind (ToM) refers to the ability to attribute mental states to the self and others in order to explain and predict social behaviour. Meta-analytic results have shown a decline in ToM abilities in healthy older adults. Recent research has also highlighted the possibility of enhancing older adults’ ToM performance through group conversations focused on mental states. Our aim was to determine whether the extent to which older people benefited from a ToM training was predicted by performance on a battery of executive functioning tasks, on baselines in ToM tasks, on verbal knowledge. Forty-three older adults (60–84 years) participated in a three-session ToM training programme that has previously shown to be effective in improving ToM ability. Results showed that verbal knowledge predicted training gains in practiced ToM tasks. In addition, age, executive functions and baseline performance predicted training gains in non-practiced ToM tasks. Results are discussed in light of the amplification model.
The study explored how the meaning of prosocial behavior changes over toddlerhood. Sixty-five 18- and 30-month-olds could help an adult in 3 contexts: instrumental (action based), empathic (emotion based), and altruistic (costly). Children at both ages helped readily in instrumental tasks. For 18-month-olds, empathic helping was significantly more difficult than instrumental helping and required greater communication from the adult about her needs. Altruistic helping, which involved giving up an object of the child?s own, was the most difficult for children at both ages. Findings suggest that over the 2nd year of life, prosocial behavior develops from relying on action understanding and explicit communications to understanding others? emotions from subtle cues. Developmental trajectories of social-cognitive and motivational components of early helping are discussed.
Mental health in the Tibetan refugee community has been studied extensively, but like most research on political violence, these studies focus almost exclusively on trauma. Studies suggest this exile community seems to be unusually resilient; but from where does this capacity to thrive stem? On the basis of ethnographic research in Dharamsala, India, conducted over 14 months, this article demonstrates how Tibetans conceive of resilience as a learned and active process of making the mind more “spacious” and “flexible.” Drawing on extended participant observation and in-depth interviews with 80 Tibetan refugees, this work explores why negative emotions associated with trauma exposure are considered toxic and how many Tibetans exposed to political violence engage in a Buddhist practice known as “mind training” (<i>lojong</i> in Tibetan) to abate its harmful effects. Attending to culturally sanctioned responses to political violence and displacement, this study challenges the notion that trauma is a universal experience.
"Strong Start K-2" is a social-emotional learning curriculum, designed for use with children in kindergarten through grade 2. The objectives of this study were twofold. First, authors aimed to evaluate the feasibility and quality of "Strong Start" implementation. Additionally authors examined the effect of "Strong Start" on first grade students' perceptions of emotion and teacher ratings of social behavior and affect. Results suggested that "Strong Start" was implemented with integrity, and that significant increases in student knowledge about emotion situations and significant decreases in student internalizing behaviors were associated with exposure to the program. Limitations of this study as well as directions for future research are discussed.
This case study investigates the effectiveness of online peer dialogue journaling. The authors developed this learning strategy for elementary preservice teachers to reflect on their tutoring experiences and to provide support to their journal partners using an Internet discussion forum. The participants were asked to fill in two questionnaires, before and after they participated in writing online peer dialogue journals. The journal entries posted by the participants were also collected. The findings suggest that most participants responded favorably to this strategy. It facilitates technology integration, promotes interactive learning, and supports reflective practices in the dialogic form. The authors also raise several issues that need to be further addressed by teacher educators. (Contains 2 tables.)
Ecosystems are capital assets: When properly managed, they yield a flow of vital goods and services. Relative to other forms of capital, however, ecosystems are poorly understood, scarcely monitored, and--in many important cases--undergoing rapid degradation. The process of economic valuation could greatly improve stewardship. This potential is now being realized with innovative financial instruments and institutional arrangements.
BackgroundThe primary objective of this randomised controlled trial (RCT) is to establish the effectiveness of a novel online quality of life (QoL) intervention tailored for people with late stage (≥ 10 episodes) bipolar disorder (BD) compared with psychoeducation. Relative to early stage individuals, this late stage group may not benefit as much from existing psychosocial treatments. The intervention is a guided self-help, mindfulness based intervention (MBI) developed in consultation with consumers, designed specifically for web-based delivery, with email coaching support.
Methods/design
This international RCT will involve a comparison of the effectiveness and cost-effectiveness of two 5-week adjunctive online self-management interventions: Mindfulness for Bipolar 2.0 and an active control (Psychoeducation for Bipolar). A total of 300 participants will be recruited primarily via social media channels. Main inclusion criteria are: a diagnosis of BD (confirmed via a phone-administered structured diagnostic interview), no current mood episode, history of 10 or more mood episodes, no current psychotic features or active suicidality, under the care of a medical practitioner. Block randomisation will be used for allocation to the interventions, and participants will retain access to the program for 6 months. Evaluations will be conducted at pre- and post- treatment, and at 3- and 6- months follow-up. The primary outcome measure will be the Brief Quality of Life in Bipolar Disorder Scale (Brief QoL.BD), collected immediately post-intervention at 5 weeks (T1). Secondary measures include BD-related symptoms (mania, depression, anxiety, stress), time to first relapse, functioning, sleep quality, social rhythm stability and resource use. Measurements will be collected online and via telephone assessments at baseline (T0), 5 weeks (T1), three months (T2) and six months (T3). Candidate moderators (diagnosis, anxiety or substance comorbidities, demographics and current treatments) will be investigated as will putative therapeutic mechanisms including mindfulness, emotion regulation and self-compassion. A cost-effectiveness analysis will be conducted. Acceptability and any unwanted events (including adverse treatment reactions) will be documented and explored.
Discussion
This definitive trial will test the effectiveness and cost-effectiveness of a novel QoL focused, mindfulness based, online guided self-help intervention for late stage BD, and investigate its putative mechanisms of therapeutic action.
The last twenty years have witnessed an important movement in the aspirations of public policy beyond meeting merely material goals towards a range of outcomes captured through the use of the term 'wellbeing'. Nonetheless, the concept of wellbeing is itself ill-defined, a term used in multiple different contexts with different meanings and policy implications. Bringing together a range of perspectives, this volume examines the intersections of wellbeing and place, including immediate applied policy concerns as well as more critical academic engagements. . Conceptualisations of place, context and settings have come under critical examination, and more nuanced and varied understandings are drawn out from both academic and policy-related research. Whilst quantitative and some policy approaches treat place as a static backdrop or context, others explore the interrelationships of emotional, social, cultural and experiential meanings that are both shape place and are shaped in place. Similarly, wellbeing may be understood as a relatively stable and measurable entity or as a more situation-dependent and relational effect. The book is structured into two sections: essays that explore the dynamics that determine wellbeing in relation to place and essays that explore contested understandings of wellbeing both empirically and theoretically.
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