The book has two audiences: prison inmates who want to start practicing Buddhism and volunteers from American sanghas who want to work with prison dharma groups. The book discusses the basics of meditation, compassion and precept practice within the correctional facility context. Whitney discusses some of the history of Buddhist involvement in American prisons as well as the history of constitutional interpretations of religious freedom as applied to inmates. The book is meant to be as practical as possible and it emphasizes Buddhism in action — through the precepts, peacemaking and sangha building inside and out.
Many childhood and adolescent stress-related symptoms have a psychophysiological component that involves muscular tension and/or autonomic nervous system dysfunction. Examples of this include recurrent headache, chest pain, abdominal pain, syncope, and dizziness. After a careful medical and psychosocial evaluation, the clinician may identify many patients who are appropriate for the application of stress reduction techniques such as progressive muscular relaxation, meditation, biofeedback, and relaxation/mental imagery (self-hypnosis). This review describes these techniques and their application with selected children and adolescents.
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Clinicians and training programs strive to implement evidencebased practices and manualized treatments with fidelity. However, the constraints of a local setting may limit the extent to which this is possible. In the current study, an adapted model of an evidencebased social-emotional learning small group curriculum, the Incredible Years Children's Small Group Training Series (WebsterStratton, 2004), was implemented and evaluated in an elementary school setting. Results of the study demonstrated statistically significant decreases in problem behaviors and intensity of problem behaviors, as rated by teachers. Teachers also reported improvement in classroom behavior, emotion regulation, problemsolving, and friendship skills, as well as a high overall level of satisfaction with the intervention itself. Discussion of the results includes a review of the strengths and limitations associated with outcome research in a naturalistic setting, suggestions to consider when adapting evidencebased programs, and recommendations for future research. [ABSTRACT FROM AUTHOR]; Copyright of Psychology in the Schools is the property of John Wiley & Sons, Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Mindfulness training (MT) is a form of mental training in which individuals engage in exercises to cultivate an attentive, present centered, and non-reactive mental mode. The present study examines the putative benefits of MT in University students for whom mind wandering can interfere with learning and academic success. We tested the hypothesis that short-form MT (7 h over 7 weeks) contextualized for the challenges and concerns of University students may reduce mind wandering and improve working memory. Performance on the sustained attention to response task (SART) and two working memory tasks (operation span, delayed-recognition with distracters) was indexed in participants assigned to a waitlist control group or the MT course. Results demonstrated MT-related benefits in SART performance. Relative to the control group, MT participants had higher task accuracy and self-reported being more "on-task" after the 7-week training period. MT did not significantly benefit the operation span task or accuracy on the delayed-recognition task. Together these results suggest that while short-form MT did not bolster working memory task performance, it may help curb mind wandering and should, therefore, be further investigated for its use in academic contexts.
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Mindfulness training (MT) is a form of mental training in which individuals engage in exercises to cultivate an attentive, present centered, and non-reactive mental mode. The present study examines the putative benefits of MT in University students for whom mind wandering can interfere with learning and academic success. We tested the hypothesis that short-form MT (7 h over 7 weeks) contextualized for the challenges and concerns of University students may reduce mind wandering and improve working memory. Performance on the sustained attention to response task (SART) and two working memory tasks (operation span, delayed-recognition with distracters) was indexed in participants assigned to a waitlist control group or the MT course. Results demonstrated MT-related benefits in SART performance. Relative to the control group, MT participants had higher task accuracy and self-reported being more “on-task” after the 7-week training period. MT did not significantly benefit the operation span task or accuracy on the delayed-recognition task. Together these results suggest that while short-form MT did not bolster working memory task performance, it may help curb mind wandering and should, therefore, be further investigated for its use in academic contexts.
During the last decade the research literature has shown a growing interest in teacher stress and teacher self-efficacy and how these constructs are related. In this chapter, we review current research on relations between teacher stress and teacher self-efficacy, how these constructs are influenced by the school context, and how they relate to teacher engagement and well-being. Teacher stress and teacher self-efficacy are consistently shown to be negatively related and to predict teachers’ cognitive, emotional, and behavioral responses differently. For example, teacher stress correlates negatively with teacher job satisfaction and job commitment, but positively with burnout and teacher attrition, whereas teacher self-efficacy correlates positively with teacher job satisfaction and job commitment, but negatively with burnout and teacher attrition. We propose a model of relations between stressors in the school environment, social support, teacher self-efficacy, teacher stress, and outcome variables such as work engagement and burnout. We then report an interview study which examines experiences of stress and self-efficacy among senior teachers who chose early retirement after long periods of sick leave and teachers who were still teaching and thriving at the ages of 63 and 65.
INTRODUCTION: Herbal medicine and other forms of complementary and alternative medicine (CAM) are used to treat symptoms of psychiatric disorders in the United States, including anxiety and mood problems. In Traditional Tibetan Medicine anxiety and depression are commonly treated with an herbal compound known as Agar-35.OBJECTIVE: The objective of this pilot study was to explore whether Agar-35 tea would improve anxiety, affect, stress, and rumination.
METHODS: Undergraduate psychology students (N=14) were randomized to drink either Agar-35 tea (n=6) or placebo tea (n=8) for 7 nights.
RESULTS: The results indicated that Agar-35 significantly reduced participants' negative affect compared to placebo, U = 6.0, p = .019, effect size, r = .63. Further, Agar-35 also reduced anxiety (trending toward significance), U = 10.0, p = .071, effect size, r = .48.
CONCLUSION: In accordance with its use in Tibetan Medicine, these preliminary findings suggest that Agar-35 may benefit aspects of psychological health.
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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We compared the relative effects of 5 weeks of either concentration or loving-kindness meditation (CM, LKM) on mindfulness (including two subscales—presence and acceptance) and affect using a multiple baseline ABA design. Hierarchical linear modeling (HLM) indicated that 48–71 % of the total variance was attributable to individual differences. While meditating, CM practitioners experienced progressive increases in mindfulness and acceptance, while LKM practitioners exhibited increases in mindfulness, presence, and positive affect. When practitioners ceased meditation, those in the CM condition declined in mindfulness, acceptance, and positive affect throughout the cessation period. Individuals in the LKM group showed a progressive decrease in presence and a singular drop in negative affect immediately following meditation. There was a dissociation between acceptance and presence, with CM influencing the former and LKM the latter. Because mindfulness and positive affect did not decrease after the meditation period for the LKM group, these results suggest that LKM may induce more enduring changes in these variables. However, while meditation-specific HLMs indicated differences between meditation types, a combined HLM with both meditation conditions showed no group differences in the meditation or cessation phases of the study. More substantial were individual differences in response to meditation; these point to the necessity of using either large sample sizes in group means testing for meditation research or techniques permitting individual-based analysis such as HLM and single-subject designs.
Comprehensive survey of the music of ethnic Tibetans, together with briefer accounts of smaller groups of the Xizang Zizhiqu/Tibet Autonomous region: Monpa, Lhoba, and Sherpa. Tibetan terminology is given in Hanyu Pinyin; a glossary matches terms to their equivalents in common-use and Wylie transcriptions of Tibetan.
In humans and other animals, sufficient unilateral damage to the sensorimotor cortex can cause impairments in the opposite forelimb and the development of a hyper-reliance on the nonimpaired limb. This hyper-reliance is adaptive to the extent that it contributes to functional compensation for lesion-induced impairments. We have found that unilateral lesions of the forelimb region of the sensorimotor cortex (FLsmc) in rats, or callosal transections, cause neurons of the opposite motor cortex to become exceptionally responsive to changes in forelimb behavior. This enhanced responsiveness might facilitate learning of compensatory strategies with the nonimpaired forelimb after unilateral FLsmc lesions. The possibility that these lesions facilitate learning with the nonimpaired forelimb was addressed in this study. Rats were required to learn a skilled forelimb reaching task after either unilateral FLsmc lesions or sham operations. The trained limb in animals with lesions was the nonimpaired limb. Compared with shams, rats with unilateral lesions had a greater rate of acquisition and asymptotic performance level on the task, which was especially evident on more difficult trials. Quantitative measures of microtubule associated protein-2 (MAP2) immunostained dendrites indicated an enhancement of training-induced dendritic cytoskeletal changes in the motor cortex opposite lesions. Thus, unilateral FLsmc lesions facilitate learning of at least some types of motor skills using the nonimpaired forelimb as well as some of the neuronal changes associated with this learning. This facilitation could be a substrate underlying behavioral compensation for unilateral FLsmc damage and may contribute to the phenomenon of learned nonuse of the impaired limb.
This study evaluated the degree to which a range of social emotional learning skills--academic self-efficacy, academic motivation, social connections, importance of school, and managing psychological and emotional distress and academic stress--could be used as an indicator of future academic outcomes. Using a sample of 4,797 from a large urban school district, we found that high school students classified as performing in the lowest 25% of their grade reported lower social emotional skills than students classified in the top 25% of academic performers by the end of the 8th grade. Two variables, perceived importance of attending college and psychological and physical stress, accounted for nearly 26% of the variance in cumulative high school GPA after controlling for 9th-grade GPA. Finally, the results indicated that a combination of 5 social emotional learning subscales effectively discriminated between students making positive progress towards high school graduation and those identified as having dropped out of or failed more than 14% of their courses.
As a research neuroscientist, Lise Eliot has made the study of the human brain her life's work. But it wasn't until she was pregnant with her first child that she became intrigued with the study of brain development. She wanted to know precisely how the baby's brain is formed, and when and how each sense, skill, and cognitive ability is developed. And just as important, she was interested in finding out how her role as a nurturer can affect this complex process. How much of her baby's development is genetically ordained--and how much is determined by environment? Is there anything parents can do to make their babies' brains work better--to help them become smarter, happier people? Drawing upon the exploding research in this field as well as the stories of real children, What's Going On in There? is a lively and thought-provoking book that charts the brain's development from conception through the critical first five years. In examining the many factors that play crucial roles in that process, What's Going On in There? explores the evolution of the senses, motor skills, social and emotional behaviors, and mental functions such as attention, language, memory, reasoning, and intelligence.
Objective: Mindfulness-Based Stress Reduction (MBSR) is a clinical program, developed to facilitate adaptation tomedical illness, which provides systematic training in mindfulness meditation as a self-regulatory approach to stress reduction and emotion management. There has been widespread and growing use of this approach within medical settings in the last 20 years, and many claims have been made regarding its efficacy. This article will provide a critical evaluation of the available state of knowledge regarding MBSR and suggestions for future research. Methods: A review of the current literature available within the medical and social sciences was undertaken to provide an evaluation regarding what we know about the construct of mindfulness, the effectiveness of MBSR, and mechanisms of action. Results: There has been a paucity of research and what has been published has been rife with methodological problems. At present, we know very little about the effectiveness of this approach. However, there is some evidence that suggests that it may hold some promise. Conclusions: The available evidence does not support a strong endorsement of this approach at present. However, serious investigation is warranted and strongly recommended.
OBJECTIVEMindfulness-Based Stress Reduction (MBSR) is a clinical program, developed to facilitate adaptation to medical illness, which provides systematic training in mindfulness meditation as a self-regulatory approach to stress reduction and emotion management. There has been widespread and growing use of this approach within medical settings in the last 20 years, and many claims have been made regarding its efficacy. This article will provide a critical evaluation of the available state of knowledge regarding MBSR and suggestions for future research.
METHODS
A review of the current literature available within the medical and social sciences was undertaken to provide an evaluation regarding what we know about the construct of mindfulness, the effectiveness of MBSR, and mechanisms of action.
RESULTS
There has been a paucity of research and what has been published has been rife with methodological problems. At present, we know very little about the effectiveness of this approach. However, there is some evidence that suggests that it may hold some promise.
CONCLUSIONS
The available evidence does not support a strong endorsement of this approach at present. However, serious investigation is warranted and strongly recommended.
We evaluate the boundary of the Anthropocene geological time interval as an epoch, since it is useful to have a consistent temporal definition for this increasingly used unit, whether the presently informal term is eventually formalized or not. Of the three main levels suggested – an ‘early Anthropocene’ level some thousands of years ago; the beginning of the Industrial Revolution at ∼1800 CE (Common Era); and the ‘Great Acceleration’ of the mid-twentieth century – current evidence suggests that the last of these has the most pronounced and globally synchronous signal. A boundary at this time need not have a Global Boundary Stratotype Section and Point (GSSP or ‘golden spike’) but can be defined by a Global Standard Stratigraphic Age (GSSA), i.e. a point in time of the human calendar. We propose an appropriate boundary level here to be the time of the world's first nuclear bomb explosion, on July 16th 1945 at Alamogordo, New Mexico; additional bombs were detonated at the average rate of one every 9.6 days until 1988 with attendant worldwide fallout easily identifiable in the chemostratigraphic record. Hence, Anthropocene deposits would be those that may include the globally distributed primary artificial radionuclide signal, while also being recognized using a wide range of other stratigraphic criteria. This suggestion for the Holocene–Anthropocene boundary may ultimately be superseded, as the Anthropocene is only in its early phases, but it should remain practical and effective for use by at least the current generation of scientists.
We present a treatment program (The Family Wheel) designed to integrate wilderness therapy interventions with family therapy for the treatment of troubled adolescents. The Family Wheel program was conducted in the high desert of southern Idaho. Participation in this four-day program required parents and their adolescent children to engage in an intensive experiential family therapy while camping and trekking in the wilderness. An evaluation of the program revealed positive outcomes for the programs' participants. The theory, research, and pragmatics of conducting such an innovative program are discussed.
<p>Abstract: William James pursued far-ranging enquiries in America across the fields of psychology, philosophy and religious studies between 1890 and 1910. Historical and comparative overlaps emerge between James and Buddhism from these pursuits. This article first sets out James' own nineteenth-century American context. There follows James' own more explicit references to Buddhism, which particularly focused on the meaning of the term 'religion' and on specific elements of Buddhist teachings. In turn comes a substantive comparative look at certain themes in both James and Buddhism, namely, 'consciousness', 'integration' and 'criteria of truth claims'. The common functionalist tendencies in James and Buddhism are highlighted. Finally, the article attempts a wider look at the interaction between American thought and Buddhism during the twentieth century. This interaction is exemplified by John Dewey, Charles Hartshorne, Daisetz Suzuki, Kitaro Nishida and David Kalupahana, and also across the fields of psychology, pragmatism and process philosophy. In all of these areas James emerges as a significant figure for studying American thought and Buddhism.</p>
Those who watch others work through the stretches, poses and meditation that come with yoga only see part of an ancient practice that has...
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