The phenomenon of empathy entails the ability to share the affective experiences of others. In recent years social neuroscience made considerable progress in revealing the mechanisms that enable a person to feel what another is feeling. The present review provides an in-depth and critical discussion of these findings. Consistent evidence shows that sharing the emotions of others is associated with activation in neural structures that are also active during the first-hand experience of that emotion. Part of the neural activation shared between self- and other-related experiences seems to be rather automatically activated. However, recent studies also show that empathy is a highly flexible phenomenon, and that vicarious responses are malleable with respect to a number of factors—such as contextual appraisal, the interpersonal relationship between empathizer and other, or the perspective adopted during observation of the other. Future investigations are needed to provide more detailed insights into these factors and their neural underpinnings. Questions such as whether individual differences in empathy can be explained by stable personality traits, whether we can train ourselves to be more empathic, and how empathy relates to prosocial behavior are of utmost relevance for both science and society.
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Deity yoga is the meditative practice of imagining oneself as an ideal being, fully endowed with compassion, wisdom, and their resultant altruistic activities. The idea is that by imagining being a Buddha one gets closer to actually achieving Buddhahood. Tantric Techniques offers a complete system of Tantric meditation comparing the views of three seminal Tibetan authors on deity yoga and on issues such as how to safeguard against psychological inflation and how to use negative emotions on the path.
Empathy plays an important role in comprehensive nursingcare. Empathy outcome research shows that exposure to an
empathetic person has a palliative and even healing effect
on patients. Teaching nurses how to communicate with
empathy is crucial to unleash the true potential that
empathy has to transform and heal. Four active listening
skills and six compassion-based skills are defined. A
suggested training rubric appropriate for use in multiple
training contexts is provided.
<p>The dictionary is unique, as far as I know, in that each lexical item has a sentence in English and the same sentence in Tibetan using the lexical item. (David Germano 2007-12-13, revised by Bill McGrath 2008-02-05)</p>
<p>This book first presents the final exposition of special insight by Tsong-kha-pa, the founder of the Ge-luk-pa order of Tibetan Buddhism, in his 'Medium-Length Exposition of the Stages of the Path', as well as the sections on the object of negation and ont he two truths in his 'Illumination of the Thought: Extensive Explanation of (Chandrakirti's) "Supplement to (Nagarjuna's) 'Treatise on the Middle.'"' It then details the views of his predecessor Dol-på-pa Shay-rap Gyel-tsen, the seminal author of philosophical treatises of the Jo-nang-pa order, as found in his 'Mountain Doctrine', followed by an analysis of Tsong-kha-pa's reactions. By contrasting the two systems - Dol-på-pa's doctrine of other-emptiness and Tsong-kha-pa's doctrine of self-emptiness - both views emerge more clearly, contributing to a fuller picture of reality as viewed in Tibetan Buddhism.</p>
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This study sought to examine tai-chi as an anxiety-reducing method to increase self-efficacy and improve performance among baccalaureate nursing students experiencing a patient care simulation. The sample included 63 nursing students enrolled in a traditional or second-degree nursing program. The study used a randomized control group pretest-posttest design. Students in the experimental group experienced significant reductions in cognitive and somatic anxiety, along with an increase in self-efficacy and improved performance. Tai-chi can be an effective technique to reduce anxiety and improve self-efficacy and performance among nursing students in simulations.
The value of mindfulness-based methods in an undergraduate field placement was investigated in relation to the acquisition of self-care and other basic clinical competencies. The participants were 22 students in an applied behavioral analysis course, which included a mindfulness-based training module, and 20 students enrolled in an experimental psychology course without mindfulness training. The Mindfulness Attention and Awareness Scale, the Freiberg Mindfulness Inventory, and the Kentucky Inventory of Mindfulness Skills were used as measurements before and after intervention. Mindfulness-trained participants kept records and were asked to share their personal experiences during supervision and an exit interview. Results demonstrated that training significantly increased mindfulness. Qualitative data indicated enhanced self-care, attention to well-being, self-awareness, active involvement acquiring skills, and empathy and compassion. The need to expand the utility of mindfulness to the realm of education and the importance of including comparison groups with other self-care modules for future studies were discussed.
Examined extent to which meditation and relaxation techniques are used by secondary school counselors as group counseling component for treating adolescents with behavior problems. Findings from 57 secondary school counselors revealed that few respondents used such techniques. Recommends that counselors change their roles, enhance counseling skills, and remain abreast of counseling research to provide for students needs. (NB)
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