Psychological inflexibility and mindfulness represent two constructs that have garnered a great deal of interest in recent years as central components in the conceptualization of many new cognitive and behavioral therapies. Nonetheless, though theoretically related, relatively little is known regarding associations between these two constructs and consensus models of trait personality such as the Big Five. The current study therefore aimed to more fully elucidate associations among these three domains within a relatively large, diverse undergraduate sample (N = 429). Mindfulness was negatively associated with Neuroticism and positively associated with Conscientiousness while psychological inflexibility was positively associated with Neuroticism and negatively associated with Conscientiousness. Further, while Conscientiousness evidenced the strongest contribution to mindfulness, Neuroticism evidenced the strongest contribution to psychological inflexibility. Better elucidating how psychological inflexibility and mindfulness differentially relate to Big Five personality traits expands the nomological network surrounding these constructs and begins to reveal common processes underlying psychopathology and health behaviors.
Mindfulness-based interventions (MBIs) can reduce teachers’ stress. The purpose of this mixed-method study, conducted within the context of a randomized-control trial of an MBI for teachers, was to examine four potential ways by which the MBI reduced teacher stress, including by (1) increasing their efficacy for regulating emotion on the job; (2) improving their ways of coping with stress at work; (3) increasing their efficacy for forgiving colleagues and students at work following conflict, as well as the tendency to do so; and (4) increasing teachers’ tendency to feel compassion for people generally, and for challenging students in particular. Public school teachers (n = 59) were randomized to an MBI or a waitlist control condition. They completed surveys at pre/post/follow-up and interviews at post-program designed to assess their coping with work stressors and their appraisals of their most challenging students. Survey data showed that efficacy beliefs and the tendency to forgive changed from pre/post for teachers in the MBI, and partially mediated reductions in stress from baseline to 4-month follow-up. Interview results showed a trend for teachers in the MBI to report more adaptive strategies for coping with job stress, and a tendency to evaluate challenging students in a more positive affective light. Implications for MBIs in teacher professional development are discussed.
Mindfulness-based interventions (MBIs) can reduce teachers’ stress. The purpose of this mixed-method study, conducted within the context of a randomized-control trial of an MBI for teachers, was to examine four potential ways by which the MBI reduced teacher stress, including by (1) increasing their efficacy for regulating emotion on the job; (2) improving their ways of coping with stress at work; (3) increasing their efficacy for forgiving colleagues and students at work following conflict, as well as the tendency to do so; and (4) increasing teachers’ tendency to feel compassion for people generally, and for challenging students in particular. Public school teachers (n = 59) were randomized to an MBI or a waitlist control condition. They completed surveys at pre/post/follow-up and interviews at post-program designed to assess their coping with work stressors and their appraisals of their most challenging students. Survey data showed that efficacy beliefs and the tendency to forgive changed from pre/post for teachers in the MBI, and partially mediated reductions in stress from baseline to 4-month follow-up. Interview results showed a trend for teachers in the MBI to report more adaptive strategies for coping with job stress, and a tendency to evaluate challenging students in a more positive affective light. Implications for MBIs in teacher professional development are discussed.
Objective: Depression affects about 16% of the U.S. population over a lifetime. People with chronic diseases have especially high rates of comorbid depression; 32% to 48% of people with epilepsy experience depression. This study evaluated the efficacy of a mindfulness-based cognitive therapy intervention for preventing major depressive disorder (MDD) episodes in people with epilepsy. Method: Participants (n = 128) were adults from Georgia, Michigan, Texas, and Washington with epilepsy and mild/moderate depressive symptoms. The 8-session weekly Project UPLIFT intervention, based on mindfulness-based cognitive therapy, was group-delivered via Web or telephone. Using a randomized, controlled crossover design, participants were assigned to Project UPLIFT or a treatment-as-usual (TAU) waitlist and assessed at baseline, and after intervening in the intervention group (∼10 weeks) and in the TAU group (∼20 weeks). Assessments included valid self-report measures of depression and MDD, knowledge/skills, and satisfaction with life. Results: The incidence of MDD episodes (new or relapse) from baseline to interim assessment was significantly lower in the intervention condition (0.0%) than in TAU (10.7%). Depressive symptoms decreased significantly more in the intervention condition than in TAU; Web and telephone did not differ. Change in knowledge/skills mediated the effect, which persisted over the 10 weeks of follow-up. Knowledge/skills and life satisfaction increased significantly more in the intervention condition than in TAU. Conclusions: Distance delivery of group mindfulness-based cognitive therapy can prevent episodes of MDD, reduce symptoms of depression, and increase life satisfaction in people with epilepsy. This intervention is easily modified for persons with other chronic diseases and other disparity populations.
It's hard to always show compassion -- even to the people we love, but Robert Thurman asks that we develop compassion for our enemies. He prescribes a seven-step meditation exercise to extend compassion beyond our inner circle.
Recent experimental research has revealed forms of human behavior involving interaction among unrelated individuals that have proven difficult to explain in terms of kin or reciprocal altruism. One such trait, strong reciprocity is a predisposition to cooperate with others and to punish those who violate the norms of cooperation, at personal cost, even when it is implausible to expect that these costs will be repaid. We present evidence supporting strong reciprocity as a schema for predicting and understanding altruism in humans. We show that under conditions plausibly characteristic of the early stages of human evolution, a small number of strong reciprocators could invade a population of self-regarding types, and strong reciprocity is an evolutionary stable strategy. Although most of the evidence we report is based on behavioral experiments, the same behaviors are regularly described in everyday life, for example, in wage setting by firms, tax compliance, and cooperation in the protection of local environmental public goods.
BackgroundThis article will look at the viability of the inclusion of mindfulness into the nursing curriculum. In nursing, the environment rarely allows the time for contemplation, though reflection is encouraged specifically in regard to the care we confer on our patients and how that impacts on us professionally. Student nurses are taught to hide their feelings to a point where they cannot find it themselves under their professional armour. Mindfulness is a possible way of bridging this gap.
Discussion
Our nursing code is geared to safeguard the patient from any harm as well as our colleagues but little is done or said in support of our own personal psychological or emotional health. The helping professions are restricted by legislation which has had an impact of fostering caution and fearfulness. In using mindfulness it can be seen as a possibility in building a bridge between what actually happens in a nurse's professional life and the possibility of reengaging with that internal emotional space. If student nurses begin to incorporate mindfulness techniques, in reality this should make a difference. This was experienced with students doing these exercises, who reported anecdotally feeling more centred. As they have progressed in the course feedback from the students using the techniques has been positive not only for the students but also for them using the skills in a clinical setting, benefiting patients.
Conclusion
Mindfulness has been used as a part of the modality of health care. It is clear that mindfulness is another way of dealing with the stressors of the modern heath service in which the students are being introduced. Incorporating this coping strategy into the curriculum ensures that students will have the tools to deal with the stressors of the course, which in turn will enhance the student experience.
<p>People's capacities to categorize, interpret, and go "beyond the information given" readily lead to the stereotyping and dehumanization that escalate and entrench group conflict. This paper focuses on opposing partisans' tendency to exaggerate their opponent's extremism and the magnitude of their conflict. It is possited that opposing partisans follow a straightforward inferential path--here called "naive realism"--To conclusions about their opponent's attitudes and preferences. In testing this naive realism hypothesis, the attitudes of opposing partisans to the conflicts over abortion, racial violence, criminal justice, government budget cuts, and the Western Canon are surveyed. The paper first presents research documenting bias, then considers how imagined extremism intensifies social conflicts, and then concludes by discussing how partisans with power, compared to those without, judge their conflicts in more biased ways but themselves are judged more accurately.</p>
Zotero Collections:
A feasibility study evaluated five adapted Mindfulness-based Cognitive Therapy (MBCT) groups that were delivered to staff in a National Health Service (NHS) mental health Trust as part of a staff health and wellbeing initiative. Using an uncontrolled design typical of a feasibility study, recruitment, retention and acceptability of the groups were assessed. Effectiveness was also measured at pre- and post-therapy, and at 3-month follow-up, using quantitative methods. In addition, qualitative methods were used to explore staff experiences of the groups. Results demonstrated high levels of feasibility, and significant improvements in staff perceived stress and self-compassion at both post-therapy and follow-up. Qualitative data suggested many staff felt the groups had improved their physical and emotional health, their ability to manage stress at work and the quality of their work with patients and of their relationships with colleagues. Although Mindfulness-based Stress Reduction (MBSR) has typically been used to help manage staff stress, these results are promising for the use of an adapted MBCT with this population. Challenges and factors contributing to these outcomes are discussed.
Family Acro Yoga is a playful blend of partner yoga and acrobatics. The DVD includes Partner Poses, which are mutually beneficial for both partners, and Flying Poses, which are a highlight for kids.Family Acro Yoga is a time to bond as a family, to play and enjoy physical contact. Kids of all ages and parents enjoy the creative challenges and playful aspects. It’s
all about heart connection. Family Acro Yoga develops strength, flexibility, balance, concentration, trust, presence, and joy.
Taught and narrated by Bridget Van Block, kid yoga teacher and mother of two.
<p>The article presents estimates of fertility trends in Nepal for the period 1977-95, derived from two national surveys: the 1991 Nepal fertility, family planning, and health survey (NFFPHS) and the 1996 Nepal family health survey (NFHS). Various fertility measures are estimated, including age-specific fertility rates (ASFRs), the total fertility rate (TFR), period parity progression ratios (PPPRs), and the total fertility rate and the total marital fertility rate derived from PPPRs (TFRp) and (TMFRp). The article concludes that fertility has been declining somewhat more slowly than commonly thought. The total fertility rate is estimated to have declined from 5.80 to 4.95 between 1977 and 1995. It declined more rapidly in urban areas than in rural areas, and more rapidly among women with more than a primary education than among women with a primary education or less.</p>
Commonly proposed definitions of the "anthropocene" suggest that significant human alteration of the Earth system is connected to fossil fuel consumption coinciding with the Industrial Revolutions of the 18th and 19th centuries, or global change resulting from the "Great Acceleration" following the Second World War. Although evidence for earlier, anthropogenically-driven environmental changes are acknowledged, they are seen as qualitatively different. This perspective is also prevalent in conservation and ecological discussions of human impacts on tropical forests. A growing body of archaeological and historical evidence demonstrates, however, that humans influenced physical, chemical, and biological systems through large regions of tropical forest starting as early as 45,000 years ago. This evidence challenges the idea, prevalent in global scenarios of anthropogenic land cover change, that human influence on tropical forests was limited until the colonial or industrial era. This paper reviews the role of tropical forests in the Earth system and, through a synthesis of archaeological data, critiques the prevailing view of anthropogenic influence on tropical forests in the pre-industrial world. We suggest that any definition of the anthropocene should account for the long history of human modifications to tropical forests. Archaeological and palaeoenvironmental research in these ecosystems is also critical to the broader debates in the social and natural sciences around the onset and utility of the anthropocene concept, and the potential for long-term, sustainable occupation of tropical forest environments.
With Michael Pollan, Eric Schlosser, Richard Lobb, Vince Edwards. An unflattering look inside America's corporate controlled food industry.
?Theory of mind,? the ability to make inferences about others' mental states, seems to be a modular cognitive capacity that underlies humans' ability to engage in complex social interaction. It develops in several distinct stages, which can be measured with social reasoning tests of increasing difficulty. Individuals with Asperger's syndrome, a mild form of autism, perform well on simpler theory of mind tests but show deficits on more developmentally advanced theory of mind tests. We tested patients with bilateral damage to orbito-frontal cortex (n = 5) and unilateral damage in left dorsolateral prefrontal cortex (n = 5) on a series of theory of mind tasks varying in difficulty. Bilateral orbito-frontal lesion patients performed similarly to individuals with Asperger's syndrome, performing well on simpler tests and showing deficits on tasks requiring more subtle social reasoning, such as the ability to recognize a faux pas. In contrast, no specific theory of mind deficits were evident in the unilateral dorsolateral frontal lesion patients. The dorsolateral lesion patients had difficulty only on versions of the tasks that placed demands on working memory.
What can a pesticide pump, a jar full of sand, or an old calico print tell us about the Anthropocene—the age of humans? Just as paleontologists look to fossil remains to infer past conditions of life on earth, so might past and present-day objects offer clues to intertwined human and natural histories that shape our planetary futures. In this era of aggressive hydrocarbon extraction, extreme weather, and severe economic disparity, how might certain objects make visible the uneven interplay of economic, material, and social forces that shape relationships among human and nonhuman beings?Future Remains is a thoughtful and creative meditation on these questions. The fifteen objects gathered in this book resemble more the tarots of a fortuneteller than the archaeological finds of an expedition—they speak of planetary futures. Marco Armiero, Robert S. Emmett, and Gregg Mitman have assembled a cabinet of curiosities for the Anthropocene, bringing together a mix of lively essays, creatively chosen objects, and stunning photographs by acclaimed photographer Tim Flach. The result is a book that interrogates the origins, implications, and potential dangers of the Anthropocene and makes us wonder anew about what exactly human history is made of.
We are living in the Anthropocene age, in which human influence on the planet is so profound – and terrifying – it will leave its legacy for millennia. Politicians and scientists have had their say, but how are writers and artists responding to this crisis?
We are living in the Anthropocene age, in which human influence on the planet is so profound – and terrifying – it will leave its legacy for millennia. Politicians and scientists have had their say, but how are writers and artists responding to this crisis?
This chapter explores how the "Old Story" and the "New Story" of civilization grapple with the idea of God. It concludes that the "New Story" that the structure, origin, and beauty of the universe all point to the fact that God is.
The Earth has entered a new age—the Anthropocene—in which humans are the most powerful influence on global ecology. Since the mid-twentieth century, the accelerating pace of energy use, greenhouse gas emissions, and population growth has thrust the planet into a massive uncontrolled experiment. The Great Acceleration explains its causes and consequences, highlighting the role of energy systems, as well as trends in climate change, urbanization, and environmentalism.More than any other factor, human dependence on fossil fuels inaugurated the Anthropocene. Before 1700, people used little in the way of fossil fuels, but over the next two hundred years coal became the most important energy source. When oil entered the picture, coal and oil soon accounted for seventy-five percent of human energy use. This allowed far more economic activity and produced a higher standard of living than people had ever known—but it created far more ecological disruption.
We are now living in the Anthropocene. The period from 1945 to the present represents the most anomalous period in the history of humanity’s relationship with the biosphere. Three-quarters of the carbon dioxide humans have contributed to the atmosphere has accumulated since World War II ended, and the number of people on Earth has nearly tripled. So far, humans have dramatically altered the planet’s biogeochemical systems without consciously managing them. If we try to control these systems through geoengineering, we will inaugurate another stage of the Anthropocene. Where it might lead, no one can say for sure.
This handbook addresses the educational uses of mindfulness in schools. It summarizes the state of the science and describes current and emerging applications and challenges throughout the field. It explores mindfulness concepts in scientific, theoretical, and practical terms and examines training opportunities both as an aspect of teachers' professional development and a means to enhance students' social-emotional and academic skills. Chapters discuss mindfulness and contemplative pedagogy programs that have produced positive student outcomes, including stress relief, self-care, and improved classroom and institutional engagement. Featured topics include: A comprehensive view of mindfulness in the modern era. Contemplative education and the roots of resilience. Mindfulness practice and its effect on students' social-emotional learning. A cognitive neuroscience perspective on mindfulness in education that addresses students' academic and social skills development. Mindfulness training for teachers and administrators. Two universal mindfulness education programs for elementary and middle school students. The Handbook of Mindfulness in Education is a must-have resource for researchers, graduate students, clinicians, and practitioners in psychology, psychiatry, education, and medicine, as well as counseling, social work, and rehabilitation therapy.
This handbook addresses the educational uses of mindfulness in schools. It summarizes the state of the science and describes current and emerging applications and challenges throughout the field. It explores mindfulness concepts in scientific, theoretical, and practical terms and examines training opportunities both as an aspect of teachers’ professional development and a means to enhance students’ social-emotional and academic skills. Chapters discuss mindfulness and contemplative pedagogy programs that have produced positive student outcomes, including stress relief, self-care, and improved classroom and institutional engagement.
Pages |