The present study examined how teachers' psychological experiences of burnout and efficacy as well as perceptions of curriculum supports (e.g., coaching) were associated with their implementation dosage and quality of Promoting Alternative Thinking Strategies, a social emotional curriculum. Results revealed that teachers' psychological experiences and perceptions of curriculum supports were associated with implementation. Teacher burnout was negatively associated and efficacy was positively associated with implementation dosage. Teachers who perceived their school administration as more supportive reported higher implementation quality, and positive perceptions of training and coaching were associated with higher levels of implementation dosage and quality. Teachers who reported the highest levels of burnout and the most negative perceptions of curriculum supports reported the lowest levels of implementation dosage and quality. The findings suggest that both individual and organizational factors are related to self-reported implementation and may be important to address in order to maximize the effectiveness of school-based curricula. (Contains 5 tables.)
Patients and referrers are increasingly seeking effective psychological treatments for depression as an alternative or adjunct to antidepressant medication. This paper describes a new group-based psychological intervention for major depressive disorder—the Say ‘Yes’ to Life (SYTL) program. This program integrates evidence-based interventions from cognitive behavior therapy (CBT) and positive psychology, spans 20 2-hour sessions, and is offered to groups of up to 14 participants.
Patients and referrers are increasingly seeking effective psychological treatments for depression as an alternative or adjunct to antidepressant medication. This paper describes a new group-based psychological intervention for major depressive disorder—the Say ‘Yes’ to Life (SYTL) program. This program integrates evidence-based interventions from cognitive behavior therapy (CBT) and positive psychology, spans 20 2-hour sessions, and is offered to groups of up to 14 participants.
Parents and schools working together to build students' social, emotional, and academic skills can accomplish far more than either group working alone. Both schools and parents can contribute in unique ways to make the partnership fruitful. Handouts included with this packet offer small things that all parents can consider doing. When done on a regular basis with children, these actions can make a significant difference in children's well-being and social and emotional learning (SEL). Handouts include: "10 Things You Can Do at Home," "10 Things You Can Do with Your School," "Tips for Parents," and "'Books for Parents." Parents' views on SEL programs being used at their children's schools based on a series of interviews with parents, and suggested resources are also included.
Parents and schools working together to build students' social, emotional, and academic skills can accomplish far more than either group working alone. Both schools and parents can contribute in unique ways to make the partnership fruitful. Handouts included with this packet offer small things that all parents can consider doing. When done on a regular basis with children, these actions can make a significant difference in children's well-being and social and emotional learning (SEL). Handouts include: "10 Things You Can Do at Home," "10 Things You Can Do with Your School," "Tips for Parents," and "'Books for Parents." Parents' views on SEL programs being used at their children's schools based on a series of interviews with parents, and suggested resources are also included.
<p>The article offers an emic perspective to facilitate an understanding of a woman's performance as a healer and her actions with the devotees in Nepal. The author argues that this kind of understanding is qualitatively different from and ideally prior to explanation in social science. The article attempts to show something of an informants' perspective through a description of Ma and her devotees oriented around these people's own concepts of illness and the supernatural in the discussion of healing. (Rajeev Ranjan Singh 2007-02-06)</p>
What will students need to know and be able to do in order to thrive in our fast-changing, complex, and interconnected world? For educators today, this is a driving question and one which social and emotional learning (SEL) addresses in a systematic way. SEL also provides a structure for organizing education to ensure students are equipped for the global future they will inherit. The purpose of this chapter is to explore how SEL can serve as an organizing framework to optimize education. We define social and emotional competencies and review evidence-based SEL programming in schools, including recent research on the efficacy of SEL programs and specific program design characteristics. We conclude with case examples and anecdotes of implementation of SEL in school systems.
The purpose of the CASEL State Scan is to support the development of high-quality standards for social and emotional learning (SEL), preschool through high school, across the country (Dusenbury, Zadrazil, Weiss-berg & Mart, 2011). This brief summarizes recent findings from CASEL's State Scan (Dusenbury, Newman, Weissberg, Goren, Domitrovich & Mart, in press), which reviewed the research literature on learning standards generally to identify key components of high-quality standards and assessed the status of each state in developing well-articulated learning standards for SEL, preschool through high school. This brief also provides recommendations to support development of high-quality SEL standards, including examples from states identified as part of CASEL's State Scan. We conclude with a discussion of CASEL's plans for advancing high-quality standards for SEL nationwide.
Background: The Norwegian municipal welfare system provides home healthcare and residential services to a growing population of older people. The skills and competence of the personnel providing these services need to keep pace with demand, and continuing education is vital. A concern, though, is the way positivist knowledge permeates both education and healthcare services; recognising other types of knowledge, such as tacit knowledge together with practical wisdom, is important to complement the focus on evidence-based practice. Aims and objectives: This article addresses the need for healthcare professionals to develop open-minded reflection in writing and in action, as keys to expressing tacit knowledge and thus making it more visible. Moreover, tacit knowledge may also represent practical wisdom, or phronesis'. The aim is to bring forward examples of the often invisible and unrecognised expertise held by experienced nurses and other healthcare professionals. Method: This discussion paper is based on reflection notes written by students doing continuing education in advanced gerontology. Some of the situational dilemmas that students bring forward in their texts are retold, and these stories represent traces of tacit care knowledge, and practical wisdom or phronesis. Findings: Reflection may strengthen students' ethical autonomy and imagination, which is important in healthcare professionals' caregiving. Reflective writing is part of the educational pathway and contributes to the development of personal tacit knowledge and wisdom. The experiences put forward in the student's stories become part of their ability to act and care; this embodied knowledge is understood as part of what phronesis might be. Implications for practice: Fostering healthcare professionals' self-awareness through reflection can help them come to a realisation and understanding that opens up new alternatives for action Reflection may increase awareness of care restrictions due to organisational structures
Remarkably little has been published on what works or does not work in online basic writing (BW) instruction. Internet-based learning is not a natural fit for BW students, and instructors planning hybrid or distance learning courses face a difficult task, with little theory to guide them. This article reviews current research and advice on three key questions about web-based learning in general: how online learning affects the teaching role, what kinds of assignments are appropriate to this medium, and how teachers can best promote the sort of student self-reflection important to academic success. BW teachers are encouraged to consider carefully how best to translate general Web-based teaching/learning theory into praxis tailored to their specific students and then to share the results, so that their questions, their experiences, and the experiences of their students begin to play a larger role in the online education debate. (Contains 3 notes.)
In this study, the authors both developed and validated a self-report mindfulness measure, the Toronto Mindfulness Scale (TMS). In Study 1, participants were individuals with and without meditation experience. Results showed good internal consistency and two factors, Curiosity and Decentering. Most of the expected relationships with other constructs were as expected. The TMS scores increased with increasing mindfulness meditation experience. In Study 2. criterion and incremental validity of the TMS were investigated on a group of individuals participating in 8-week mindfulness-based stress reduction programs. Results showed that TMS scores increased following treatment, and Decentering scores predicted improvements in clinical outcome. Thus, the TMS is a promising measure of the mindfulness state with good psychometric properties and predictive of treatment outcome. Keywords: Toronto Mindfulness Scale; self-report assessment: mindfulness; meditation; psychometric characteristics
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ObjectivesThis study examined the construct and criterion validity of the Mindful Attention Awareness Scale (MAAS) in cancer outpatients, using matched community members as controls.
Methods
Cancer outpatients (n=122) applying for enrollment in a mindfulness-based stress reduction (MBSR) program completed the MAAS and measures of mood disturbance and stress. Local community members (n=122) matched to the patients on gender, age, and education level completed the same measures.
Results
The single-factor structure of the MAAS was invariant across the groups. Higher MAAS scores were associated with lower mood disturbance and stress symptoms in cancer patients, and the structure of these relations was invariant across groups.
Conclusions
The MAAS appears to have appropriate application in research examining the role of mindfulness in the psychological well-being of cancer patients, with or without comparisons to nonclinical controls.
In this brief we use the CASEL reviews of evidence-based programs to answer the question, "What do teachers and other adults actually need to do in the classroom and school to help students achieve the goals laid out in social and emotional learning (SEL) standards?" Specifically, we identify and describe four approaches that have been success-fully used to promote social and emotional development in students. One approach uses free-standing lessons that provide step-by-step instructions to teach students' social and emotional competencies. The second approach uses general teaching practices to create classroom and schoolwide conditions that facilitate and support social and emotional development in students. A third approach integrates skill instruction or practices that support SEL within the context of an academic curriculum. The fourth approach provides school leaders with guidance on how to facilitate SEL as a schoolwide initiative. The identification of these four approaches and types of strategies that support each one should help school leaders and teachers develop a comprehensive plan for developing students' social and emotional competencies.
Recent research suggests that engagement in environmentally-friendly behavior can feel good. Current explanations for such a link do not focus on the nature of environmentally-friendly behavior itself, but rather propose well-being is more or less a side-benefit; behaviors that benefit environmental quality (e.g., spending one's money on people rather than products) also tend to make us feel good. We propose that the moral nature of environmentally-friendly behavior itself may elicit positive emotions as well, because engaging in this behavior can signal one is an environmentally-friendly and thus a good person. Our results show that engagement in environmentally-friendly behavior can indeed affect how people see themselves: participants saw themselves as being more environmentally-friendly when they engaged in more environmentally-friendly behavior (Study 1). Furthermore, environmentally-friendly behavior resulted in a more positive self-image, more strongly when it was voluntarily engaged in, compared to when it was driven by situational constraints (Study 2). In turn, the more environmentally-friendly (Study 1) and positive (Study 2) people saw themselves, the better they felt about acting environmentally-friendly. Together, these results suggest that the specific self-signal that ensues from engaging in environmentally-friendly behavior can explain why environmentally-friendly actions may elicit a good feeling.
"The first pre- and postnatal book geared specifically to experienced yoga practitioners--from an established author, with contributions from the leaders in the field. You've been practicing yoga for years. It is a part of the way you live, move, and breathe. And then. you get pregnant. Pregnancy can throw any woman a curve ball. Even established and experienced yoga practitioners will likely find that their body, mind, and practice are challenged during pregnancy, birth, and motherhood. This book is the yoga practitioner's companion through this period, offering practical advice, step-by-step asana sequences, pranayama practices, and meditation techniques, all of which are designed to help new mothers connect more deeply to their experience and prepare for their journey--physically, mentally, and spiritually. Grounded in both ancient wisdom and contemporary knowledge, Yoga Mama covers each trimester, labor and birth, and the postpartum years. The beautifully photographed sequences include modifications and suggestions to accommodate a growing belly and to address the concerns or challenges that may arise during this time. Holistic and ayurvedic medicine perspectives help women understand what is happening in their bodies at every juncture, and personal stories connect them to pregnant women everywhere. Through practice, self-reflection, and learning how to let go, yoga gives us the opportunity to be an active, informed participant in the birthing of our baby and a healthy, happy parent. Yoga Mama is the perfect companion for the experienced yoga practitioner during her pregnancy and on into motherhood. This pre- and postnatal book offers practical advice and inspiration, asana sequences, pranayama practices, and meditation techniques, all of which speak to and help new mothers connect more deeply to their experience and prepare for their journey--physically, mentally, and spiritually. Grounded in ancient wisdom and contemporary knowledge, the book covers each trimester, labor and birth, and the postpartum years. It includes: Flowing sequences that emphasize self-awareness and promote strength, flexibility, and balance -- Modifications that accommodate a pregnant woman's growing belly, recalibrate her balance, and honor fluctuations in her energy levels -- Mini sequences for
"The first pre- and postnatal book geared specifically to experienced yoga practitioners--from an established author, with contributions from the leaders in the field. You've been practicing yoga for years. It is a part of the way you live, move, and breathe. And then. you get pregnant. Pregnancy can throw any woman a curve ball. Even established and experienced yoga practitioners will likely find that their body, mind, and practice are challenged during pregnancy, birth, and motherhood. This book is the yoga practitioner's companion through this period, offering practical advice, step-by-step asana sequences, pranayama practices, and meditation techniques, all of which are designed to help new mothers connect more deeply to their experience and prepare for their journey--physically, mentally, and spiritually. Grounded in both ancient wisdom and contemporary knowledge, Yoga Mama covers each trimester, labor and birth, and the postpartum years. The beautifully photographed sequences include modifications and suggestions to accommodate a growing belly and to address the concerns or challenges that may arise during this time. Holistic and ayurvedic medicine perspectives help women understand what is happening in their bodies at every juncture, and personal stories connect them to pregnant women everywhere. Through practice, self-reflection, and learning how to let go, yoga gives us the opportunity to be an active, informed participant in the birthing of our baby and a healthy, happy parent. Yoga Mama is the perfect companion for the experienced yoga practitioner during her pregnancy and on into motherhood. This pre- and postnatal book offers practical advice and inspiration, asana sequences, pranayama practices, and meditation techniques, all of which speak to and help new mothers connect more deeply to their experience and prepare for their journey--physically, mentally, and spiritually. Grounded in ancient wisdom and contemporary knowledge, the book covers each trimester, labor and birth, and the postpartum years. It includes: Flowing sequences that emphasize self-awareness and promote strength, flexibility, and balance -- Modifications that accommodate a pregnant woman's growing belly, recalibrate her balance, and honor fluctuations in her energy levels -- Mini sequences for
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