<p>A translation of the Kabbalah for the layperson includes a compact presentation of each primary text and features a practical analysis and vital historical information that offers insight into the various aspects of Jewish mysticism.</p>
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Social emotional learning (SEL) is being promoted as a universal approach to preventing mental health problems and promoting academic success. Indeed, SEL curricula have been shown to produce positive outcomes for students. However, many studies indicate that SEL curricula work the best for students who at baseline need it the most. These findings raise questions regarding whether SEL programs are associated with universal benefits across the full spectrum of students. Considering this, the purpose of this study was to utilize a theoretically-informed approach to constructing groups of students according to their baseline status on mental health-related measures and examining the degree to which a widely adopted SEL program is associated with positive outcomes for each of these sub-groups of students. Specifically, the dual continua model of mental health was used to create four categories by assessing functioning on two intersecting dimensions (well-being and psychopathology). As part of a larger study, data from teacher surveys measuring student mental health functioning (N = 7,185) of early elementary age students were collected, and this dissertation examined how student functioning changes on both continua in response to receiving universal SEL instruction from the Second Step� curriculum. Chi-squared tests and generalized logistic regression modeling with mixed effects were performed to analyze data and examine differential treatment outcomes based on student functioning at baseline. Results indicated that universal effects were not as strong as expected across dual continua groups, and students with low well-being at baseline benefited the most. Students with high well-being did not demonstrate significant treatment effects. Future implications about the utility of the dual continua model and universal SEL programs in schools, as well as potential directions in research is discussed.
Being mindful of depressing thoughts disempowers themMeditation becomes particularly powerful when it's combined with a cognitive therapy
Mindfulness and other meditations can work as well as pills but without the side effects
Being mindful of depressing thoughts disempowers themMeditation becomes particularly powerful when it's combined with a cognitive therapy
Mindfulness and other meditations can work as well as pills but without the side effects
Contemplative pedagogy is a way for instructors to: empower students to integrate their own experience into the theoretical material they are being taught in order to deepen their understanding; help students to develop sophisticated problem-solving skills; support students’ sense of connection to and compassion for others; and engender inquiries into students’ most profound questions. Contemplative practices are used in just about every discipline—from physics to economics to history—and are found in every type of institution. Each year more and more faculty, education reformers, and leaders of teaching and learning centers seek out best practices in contemplative teaching, and now can find them here, brought to you by two of the foremost leaders and innovators on the subject. This book presents background information and ideas for the practical application of contemplative practices across the academic curriculum from the physical sciences to the humanities and arts. Examples of contemplative techniques included in the book are mindfulness, meditation, yoga, deep listening, contemplative reading and writing, and pilgrimage, including site visits and field trips.
A conceptual analysis is offered that differentiates four types of motivation for community involvement: egoism, altruism, collectivism, and principlism. Differentiation is based on identification of a unique ultimate goal for each motive. For egoism, the ultimate goal is to increase one's own welfare; for altruism, it is to increase the welfare of another individual or individuals; for collectivism, to increase the welfare of a group; and for principlism, to uphold one or more moral principles. As sources of community involvement, each of these four forms of motivation has its strengths; each also has its weaknesses. More effective efforts to stimulate community involvement may come from strategies that orchestrate motives so that the strengths of one motive can overcome weaknesses of another. Among the various possibilities, strategies that combine appeals to either altruism or collectivism with appeals to principle may be especially promising.
A growing body of research suggests educators need to focus on cultivating social and emotional competencies that youth will need to thrive in the new knowledge economy (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011). For marginalized urban youth, in particular, few have derived programs and interventions to assist with these competencies. This study illuminates the perspectives of 9 African American youth at risk for academic failure taking part in the Fulfill the Dream (FTD) program. FTD is a social and emotional learning curriculum emphasizing social justice and critical consciousness through the utilization of hip-hop culture. Information regarding the nature of the collaboration of this research project and recommendations for education professionals working with marginalized youth are discussed.
The advent of the Internet, with sophisticated algorithmic search engines, has made accessing information as easy as lifting a finger. No longer do we have to make costly efforts to find the things we want. We can “Google” the old classmate, find articles online, or look up the actor who was on the tip of our tongue. The results of four studies suggest that when faced with difficult questions, people are primed to think about computers and that when people expect to have future access to information, they have lower rates of recall of the information itself and enhanced recall instead for where to access it. The Internet has become a primary form of external or transactive memory, where information is stored collectively outside ourselves.Owing to Internet search, we are more likely to encode “where” aspects of memory rather than “what.”
Owing to Internet search, we are more likely to encode “where” aspects of memory rather than “what.”
<p>With each eye fixation, we experience a richly detailed visual world. Yet recent work on visual integration and change direction reveals that we are surprisingly unaware of the details of our environment from one view to the next: we often do not detect large changes to objects and scenes ('change blindness'). Furthermore, without attention, we may not even perceive objects ('inattentional blindness'). Taken together, these findings suggest that we perceive and remember only those objects and details that receive focused attention. In this paper, we briefly review and discuss evidence for these cognitive forms of 'blindness'. We then present a new study that builds on classic studies of divided visual attention to examine inattentional blindness for complex objects and events in dynamic scenes. Our results suggest that the likelihood of noticing an unexpected object depends on the similarity of that object to other objects in the display and on how difficult the priming monitoring task is. Interestingly, spatial proximity of the critical unattended object to attended locations does not appear to affect detection, suggesting that observers attend to objects and events, not spatial positions. We discuss the implications of these results for visual representations and awareness of our visual environment.</p>
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The studies of human and environment interactions usually consider the extremes of environment on individuals or how humans affect the environment. It is well known that physical activity improves both physiological and psychological well-being, but further evidence is required to ascertain how different environments influence and shape health. This review considers the declining levels of physical activity, particularly in the Western world, and how the environment may help motivate and facilitate physical activity. It also addresses the additional physiological and mental health benefits that appear to occur when exercise is performed in an outdoor environment. However, people’s connectedness to nature appears to be changing and this has important implications as to how humans are now interacting with nature. Barriers exist, and it is important that these are considered when discussing how to make exercise in the outdoors accessible and beneficial for all. The synergistic combination of exercise and exposure to nature and thus the ‘great outdoors’ could be used as a powerful tool to help fight the growing incidence of both physical inactivity and non-communicable disease.
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- Buddhist Contemplation by Applied Subject,
- Contemplation by Applied Subject,
- Contemplation by Tradition,
- Psychotherapy and Buddhist Contemplation,
- Health Care and Buddhist Contemplation,
- Health Care and Contemplation,
- Emotions and Contemplation,
- Psychology and Contemplation,
- Science and Contemplation,
- Buddhist Contemplation
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.
Seven studies using experimental and naturalistic methods reveal that upper-class individuals behave more unethically than lower-class individuals. In studies 1 and 2, upper-class individuals were more likely to break the law while driving, relative to lower-class individuals. In follow-up laboratory studies, upper-class individuals were more likely to exhibit unethical decision-making tendencies (study 3), take valued goods from others (study 4), lie in a negotiation (study 5), cheat to increase their chances of winning a prize (study 6), and endorse unethical behavior at work (study 7) than were lower-class individuals. Mediator and moderator data demonstrated that upper-class individuals’ unethical tendencies are accounted for, in part, by their more favorable attitudes toward greed.
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GDP has long been used as a measure of a population’s wellbeing, but there is a growing interest among policymakers and researchers to go “Beyond GDP” (Fleurbaey 2009) – to find better measures of a person’s actual lived experience than the value of her income or expenditure.
<p>Imaging techniques provide ways of knowing structure and function in biology at different scales. The multidisciplinary nature and rapid advancement of imaging sciences requires imaging education to begin early in the biology curriculum. Guided by the National Institutes of Health (NIH) Roadmap initiatives, we incorporated a nanoimaging, molecular imaging, and medical imaging teaching unit into three 1-h class periods of an introductory course on ways of knowing biology. Activities were derived from NIH Roadmap initiatives in nanomedicine, regenerative medicine, and nuclear medicine. The course materials we describe contributed positively to student learning gains in quantifying and interpreting images, in characterizing imaging methods that provide ways of knowing biological structure and function, and in understanding scale in biology and imaging. The NIH Roadmap provides a useful context to educate students about the multidisciplinary imaging continuum.</p>
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Introduction: Depression and anxiety disorders are highly prevalent among primary care patients. Group visits provide a way of delivering interventions to multiple patients at the same time. Group visits for depression and anxiety present an opportunity to expand the reach of behavioral health services for primary care patients. The goal of the current study was to evaluate the implementation of an acceptance and mindfulness-based group for primary care patients with depression and anxiety. Methods: Adult family medicine patients with Patient Health Questionnaire–9 (PHQ-9) and/or Generalized Anxiety Disorder Scale–7 (GAD-7) scores > 5 were eligible for the group. The group was held biweekly in the family medicine practice with rolling enrollment. The PHQ-9 and GAD-7 were administered at every visit, and changes in depression and anxiety symptoms were analyzed using multilevel modeling. We evaluated feasibility, acceptability/satisfaction, penetration, and sustainability. Results: Over the course of 19 months, 50 patients were referred to the group, and 29 enrolled. The median number of visits attended was four among those who attended more than one group visit. Results revealed that depression and anxiety symptoms decreased significantly over the first four visits attended (d = −.26 and −.19, respectively). Patients who attended more than one group reported high satisfaction. The group was sustainable after the research funding ended; however, penetration was low. Discussion: A rolling enrollment group for patients with depression and anxiety that utilized mindfulness- and acceptance-based treatment principles is feasible to implement in a primary care setting but is not without challenges. Recommendations for ways to enhance implementation and future research are provided.
Memory for a recent event can be expressed explicitly, as conscious recollection, or implicitly, as a facilitation of test performance without conscious recollection. A growing number of recent studies have been concerned with implicit memory and its relation to explicit memory. This article presents an historical survey of observations concerning implicit memory, reviews the findings of contemporary experimental research, and delineates the strengths and weaknesses of alternative theoretical accounts of implicit memory. It is argued that dissociations between implicit and explicit memory have been documented across numerous tasks and subject populations, represent an important challenge for research and theory, and should be viewed in the context of other dissociations between implicit and explicit expressions of knowledge that have been documented in recent cognitive and neuropsychological research. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
This investigation evaluated the role of mindfulness‐based attention in concurrently predicting anxiety and depressive symptomatology and perceived health functioning in a community sample of 170 young adults (95 females; mean age (Mage) = 22.2 years, SD = 7.6). Partially consistent with prediction, results indicated that, relative to negative and positive affectivity and emotional expression and processing associated with approach‐oriented coping, mindfulness‐based attention incrementally predicted anhedonic depressive, but not anxious arousal, symptoms. Additionally, consistent with prediction, mindfulness‐based attention demonstrated incremental validity in relation to perceived health, and the degree of impairment of health in terms of physical and mental functioning. Results are discussed in relation to the construct development of mindfulness‐based attention, and specifically, the role(s) of this factor in emotional and physical health processes.
Experiential learning in meditation and self-awareness can be valuably integrated into the college and university curriculum. Along with this promotion of experiential learning, greater attention should also be brought to the wisdom and diversity that students with disabilities bring to the college campus. A course was offered at a state university in the South in the fall of 2001 that aimed to address both of these educational goals. The course, entitled “Contemplative Practice, Health Promotion, and Disability on Campus: An Experiential Seminar in Partnership with Disability Support Services,” was developed through support from a Contemplative Practice Fellowship from the American Council of Learned Societies. The experiential course content involved mindfulness meditation and somatic education. The course was open to all students, but students with disabilities were particularly welcomed. The following article describes the nature of the course, its development, and the results. The course syllabus is provided in the appendix.
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Experiential learning in meditation and self-awareness can be valuably integrated into the college and university curriculum. Along with this promotion of experiential learning, greater attention should also be brought to the wisdom and diversity that students with disabilities bring to the college campus. A course was offered at a state university in the South in the fall of 2001 that aimed to address both of these educational goals. The course, entitled “Contemplative Practice, Health Promotion, and Disability on Campus: An Experiential Seminar in Partnership with Disability Support Services,” was developed through support from a Contemplative Practice Fellowship from the American Council of Learned Societies. The experiential course content involved mindfulness meditation and somatic education. The course was open to all students, but students with disabilities were particularly welcomed. The following article describes the nature of the course, its development, and the results. The course syllabus is provided in the appendix.
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