First published in 1991, Romantic Ecology reassesses the poetry of William Wordsworth in the context of the abiding pastoral tradition in English Literature. Jonathan Bate explores the politics of poetry and argues that contrary to critics who suggest that the Wordsworth was a reactionary who failed to represent the harsh economic reality of his native Lake District, the poet’s politics were fundamentally ‘green’. As our first truly ecological poet, Wordsworth articulated a powerful and enduring vision of human integration with nature which exercised a formative influence on later conservation movements and is of immediate relevance to great environmental issues today. Challenging the orthodoxies of new historicist criticism, Jonathan Bate sets a new agenda for the study of Romanticism in the 1990s.
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.
Conscious experience is fluid; it rarely remains on one topic for an extended period without deviation. Its dynamic nature is illustrated by the experience of mind wandering, in which attention switches from a current task to unrelated thoughts and feelings. Studies exploring the phenomenology of mind wandering highlight the importance of its content and relation to meta-cognition in determining its functional outcomes. Examination of the information-processing demands of the mind-wandering state suggests that it involves perceptual decoupling to escape the constraints of the moment, its content arises from episodic and affective processes, and its regulation relies on executive control. Mind wandering also involves a complex balance of costs and benefits: Its association with various kinds of error underlines its cost, whereas its relationship to creativity and future planning suggest its potential value. Although essential to the stream of consciousness, various strategies may minimize the downsides of mind wandering while maintaining its productive aspects.
Research shows that a socially-emotionally supportive setting is the solution to increasing student achievement. The SEL Solution helps students and adults master critical social-emotional skills, encourages student leadership, provides effective and compassionate behavior management strategies, and increases student success.
Research shows that a socially-emotionally supportive setting is the solution to increasing student achievement. The SEL Solution helps students and adults master critical social-emotional skills, encourages student leadership, provides effective and compassionate behavior management strategies, and increases student success.
In this article, Jonathan Cohen argues that the goals of education need to be reframed to prioritize not only academic learning, but also social, emotional, and ethical competencies. Surveying the current state of research in the fields of social-emotional education, character education, and school-based mental health in the United States, Cohen suggests that social-emotional skills, knowledge, and dispositions provide the foundation for participation in a democracy and improved quality of life. Cohen discusses contemporary best practices and policy in relation to creating safe and caring school climates, home-school partnerships, and a pedagogy informed by social-emotional and ethical concerns. He also emphasizes the importance of scientifically sound measures of social-emotional and ethical learning, and advocates for action research partnerships between researchers and practioners to develop authentic methods of evaluation. Cohen notes the gulf that exists between the evidence-based guidelines for social-emotional learning, which are being increasingly adopted at the state level, and what is taught in schools of education and practiced in preK-12 schools. Finally, he asserts that social, emotional, ethical, and academic education is a human right that all students are entitled to, and argues that ignoring this amounts to a social injustice. (Contains 3 tables and 14 notes.)
<p>In this paper we integrate claims and findings concerning the social functions of emotions at the individual, dyadic, group, and cultural levels of analysis. Across levels of analysis theorists assume that emotions solve problems important to social relationships in the context of ongoing interactions. Theorists diverge, however, in their assumptions about the origins, defining characteristics, and consequences of emotions, and in their preferred forms of data. We illustrate the differences and compatibilities among these levels of analysis for the specific case of embarrassment. We close by suggesting research strategies that incorporate a social-functional perspective.</p>
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Factor analysis of Hogan's Empathy Scale, scored in Likert format, yielded four factors: Social Self-Confidence, Even Temperedness, Sensitivity, and Nonconformity. Correlations with 16 different personality measures and a set of 12 adjective rating scales confirmed the factors' unique psychological meanings. Empathy subscales, created from items loading primarily on one factor, accounted for roughly equal amounts of variance in Hogan's original Q-set empathy criterion, although the Sensitivity and Nonconformity factors appeared to be slightly more important. Implications discussed include ways to improve the scoring of the Empathy Scale for future research and several broader measurement issues: the costs and benefits of using sophisticated statistics, the importance of manifest item content, and the importance of scale homogeneity.
This blog written by a rising senior at Cornell takes as its start an uncited article from The Chronicle of Higher Education that describes institutional efforts to design curricula wherein students reflect on their values, behaviors, and assumptions. It features commentary from students and faculty who support and who question the efficacy and appropriateness of such an educational focus, which is never explicitly named “contemplative.”
Objective: To systematically evaluate the safety, feasibility, and effect of exercise among women with stage II+ breast cancer. Data Sources: CINAHL, Cochrane, Ebscohost, MEDLINE, Pubmed, ProQuest Health and Medical Complete, ProQuest Nursing and Allied Health Source, Science Direct and SPORTDiscus were searched for articles published before March 1, 2017. Study Selection: Randomized, controlled, exercise trials involving at least 50% of women diagnosed with stage II+ breast cancer were included. Data Extraction: Risk of bias was assessed and adverse event severity was classified using the Common Terminology Criteria. Feasibility was evaluated by computing median (range) recruitment, withdrawal, and adherence rates. Meta-analyses were performed to evaluate exercise safety and effects on health outcomes only. The influence of intervention characteristics (mode, supervision, duration and timing) on exercise outcomes were also explored. Data Synthesis: There were no differences in adverse events between exercise and usual care (risk difference: <0.01 ([95% CI: -0.01, 0.01], P=0.38). Median recruitment rate was 56% (1%-96%), withdrawal rate was 10% (0%-41%) and adherence rate was 82% (44%-99%). Safety and feasibility outcomes were similar, irrespective of exercise mode, supervision, duration, or timing. Effects of exercise for quality of life, fitness, fatigue, strength, anxiety, depression, body mass index and waist circumference compared with usual care were significant (standardized mean difference range: 0.17-0.77, P<0.05). Conclusion: The findings support the safety, feasibility, and effects of exercise for those with stage II+ breast cancer, suggesting that national and international exercise guidelines appear generalizable to women with local, regional, and distant breast cancer. (C) 2018 by the American Congress of Rehabilitation Medicine
Two replication studies test in Canada a field theory of the effect of consciousness on social change. The exogenous variable is the number of participants in the largest North American group practice of the Transcendental Meditation and TM-Sidhi program, in Iowa. The first study indicated a significant reduction in violent deaths (homicide, suicide, and motor vehicle fatalities), using both time series intervention analysis and transfer function analysis methods, in weeks following change in the exogenous variable during the period 1983 to 1985. The second study, using time series intervention analysis, gave during and after intervention periods a significant improvement in quality of life on an index composed of the behavioral variables available on a monthly basis for Canada from 1972 to 1986 - homicide, suicide, motor vehicle fatalities, cigarette consumption, and workers' days lost due to strikes. Implications of the findings for theory and social policy are noted briefly.
In the past twenty years there has been a proliferation of targeted school-based social and emotional learning (SEL) interventions. However, the lived experience of young peoples' participation is often elided, while the potential for interventions to confer unintended and even adverse effects remains under-theorised and empirically under-explored. This paper reports findings from a qualitative case study of students' participation in a targeted SEL intervention, the Student Assistance Programme. Data was generated with four secondary schools in Wales, with 41 students (age 12-14) taking part in the study. Findings indicate that students' identification for participation in the intervention and their reaction to the group composition may lead to harmful effects. Four iatrogenic processes were identified: (1) identification may be experienced as negative labelling resulting in rejection of the school (2) the label of SEL failure may serve as a powerful form of intervention capital, being employed to enhance students' status amongst peers. Possession of this capital is contingent on continued resistance of the intervention (3) targeting of discrete friendship groups may lead to the construction of intervention "outsiders" as students seek safety through the reification of pre-exiting relationships (4) students may seek to renegotiate positioning within targeted friendships groups by "bragging" about and reinforcing anti-school activities, leading to deviancy amplification.
A growing body of research suggests that mindfulness- and acceptance-based principles can increase efforts aimed at reducing human suffering and increasing quality of life. A critical step in the development and evaluation of these new approaches to treatment is to determine the acceptability and efficacy of these treatments for clients from nondominant cultural and/or marginalized backgrounds. This special series brings together the wisdom of clinicians and researchers who are currently engaged in clinical practice and treatment research with populations who are historically underrepresented in the treatment literature. As an introduction to the series, this paper presents a theoretical background and research context for the papers in the series, highlights the elements of mindfulness- and acceptance-based treatments that may be congruent with culturally responsive treatment, and briefly outlines the general principles of cultural competence and responsive treatment. Additionally, the results of a meta-analysis of mindfulness- and acceptance-based treatments with clients from nondominant cultural and/or marginalized backgrounds are presented. Our search yielded 32 studies totaling 2,198 clients. Results suggest small (Hedges' g = .38, 95% CI = .11 – .64) to large (Hedges' g = 1.32, 95% CI = .61 – 2.02) effect sizes for mindfulness- and acceptance-based treatments, which varied by study design.
A growing body of research suggests that mindfulness- and acceptance-based principles can increase efforts aimed at reducing human suffering and increasing quality of life. A critical step in the development and evaluation of these new approaches to treatment is to determine the acceptability and efficacy of these treatments for clients from nondominant cultural and/or marginalized backgrounds. This special series brings together the wisdom of clinicians and researchers who are currently engaged in clinical practice and treatment research with populations who are historically underrepresented in the treatment literature. As an introduction to the series, this paper presents a theoretical background and research context for the papers in the series, highlights the elements of mindfulness- and acceptance-based treatments that may be congruent with culturally responsive treatment, and briefly outlines the general principles of cultural competence and responsive treatment. Additionally, the results of a meta-analysis of mindfulness- and acceptance-based treatments with clients from nondominant cultural and/or marginalized backgrounds are presented. Our search yielded 32 studies totaling 2,198 clients. Results suggest small (Hedges' g = .38, 95% CI = .11 – .64) to large (Hedges' g = 1.32, 95% CI = .61 – 2.02) effect sizes for mindfulness- and acceptance-based treatments, which varied by study design.
<p>'Wisdom Energy' is a simple and compelling introduction to Buddhism by two Tibetan lamas renowned for their insight and skill in teaching Westerners. Containing an entire meditation course, it goes to the heart of basic Buddhist practice adn discusses the meaning and purpose of meditation, the causes of dissatisfaction and unhappiness, and the methods for subduing them and gaining control over our minds and lives. 'Wisdom Energy' preserves the power, humor, and directness of the lamas' first teaching tour of North America in the 1970s, giving the reader the feeling of an intimate audience with two of Buddhism's greatest teachers.</p>
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