Mindfulness strategies for managing cravings involve present-moment, nonjudgmental awareness of cravings without acting on them, while suppression involves pushing cravings out of awareness. Few studies have investigated individual differences in responding to these strategies. The current study examined whether individual differences in anxiety sensitivity moderate responsiveness to mindfulness versus suppression for coping with smoking cravings. Participants (N=61) utilized a mindfulness or suppression strategy to manage cravings during cue exposure to cigarettes and were evaluated for self-efficacy 7 days later. Greater anxiety sensitivity after cue exposure was associated with increased self-efficacy in the suppression condition. This suggests that anxiety-sensitive individuals who utilize suppression may cope better with cravings, at least in the early days after learning these strategies.
Poor well-being in university students is a serious concern. Using self-kindness – an attitude of understanding and benevolence in times of adversity or failure – may be key to enabling students to maintain well-being despite the pressures inherent to their student role. This study aimed to test a theoretically guided model of how self-kindness, along with the ability to be in the present moment and the experience of receiving social support, contribute to well-being in university students. Participants were 6195 university students who completed a web-based survey. Structural equation modelling analyses confirmed our hypotheses, showing that: (a) receiving social support is important to the capacity for self-kindness both directly and indirectly through the ability to ‘be present’; and (b) the relationship between social support and well-being is partially mediated by the practices of self-kindness and being present. Overall, the model explained 39% of the variance in student well-being. These findings have implications for our understanding of well-being in university students, as well as the importance of considering self-kindness, on its own, as a target for intervention.
Anxiety leads to derangement in physical and mental health. Anxiety levels are more in full time housewives than working women. There is a need for simple, easy treatment for anxiety to alleviate the burden on health caused by anxiety. Yoga is among the top ten complementary and alternative medicine therapies. Our study aimed to determine the anxiety levels in apparently healthy full time housewives and to study the effects of Yoga on anxiety levels among them. Present study is a comparative interventional study. Study was conducted on 50 apparently healthy full time housewives (20-50 years) who attended one month Yoga camp. Hamilton Anxiety (HAMA) Scale was used to evaluate anxiety levels before and at the end of the yoga camp. Statistical analysis was done by Paired t test using SPSS 9.0. The baseline pulse rate, SBP, DBP were 82.90 +/- 4.25 bpm, 124.84 +/- 11.022 mm Hg, 85.20 +/- 10.81 mm Hg respectively. After four weeks yoga camp there was statistically significant lowering of pulse rate (77.58 +/- 3.86 bpm), SBP (117.92 +/- 6.76 mm Hg), DBP (78.68 +/- 6.62 mm Hg). Before yoga training, percentage distributions of subjects with mild, moderate and severe anxiety were 6%, 18% and 76% respectively. At the end of four week yoga training, percentage distributions of subjects with mild, moderate and severe anxiety were 44.23%, 19.23% and 36.53% respectively. There was highly significant (p = 0.000) difference in the mean values of total score before (33.71 +/- 4.90) and after (26.93 +/- 4.53) yoga. These results indicate that there was a reduction in the severity of anxiety from severe to moderate and mild indicating decrease in anxiety following yoga. Based on the results of our study, we conclude that regular yogic practices and adapting and implementing the principals and philosophy of yoga in day to day life may decrease the anxiety level.
Anxiety leads to derangement in physical and mental health. Anxiety levels are more in full time housewives than working women. There is a need for simple, easy treatment for anxiety to alleviate the burden on health caused by anxiety. Yoga is among the top ten complementary and alternative medicine therapies. Our study aimed to determine the anxiety levels in apparently healthy full time housewives and to study the effects of Yoga on anxiety levels among them. Present study is a comparative interventional study. Study was conducted on 50 apparently healthy full time housewives (20-50 years) who attended one month Yoga camp. Hamilton Anxiety (HAMA) Scale was used to evaluate anxiety levels before and at the end of the yoga camp. Statistical analysis was done by Paired t test using SPSS 9.0. The baseline pulse rate, SBP, DBP were 82.90 +/- 4.25 bpm, 124.84 +/- 11.022 mm Hg, 85.20 +/- 10.81 mm Hg respectively. After four weeks yoga camp there was statistically significant lowering of pulse rate (77.58 +/- 3.86 bpm), SBP (117.92 +/- 6.76 mm Hg), DBP (78.68 +/- 6.62 mm Hg). Before yoga training, percentage distributions of subjects with mild, moderate and severe anxiety were 6%, 18% and 76% respectively. At the end of four week yoga training, percentage distributions of subjects with mild, moderate and severe anxiety were 44.23%, 19.23% and 36.53% respectively. There was highly significant (p = 0.000) difference in the mean values of total score before (33.71 +/- 4.90) and after (26.93 +/- 4.53) yoga. These results indicate that there was a reduction in the severity of anxiety from severe to moderate and mild indicating decrease in anxiety following yoga. Based on the results of our study, we conclude that regular yogic practices and adapting and implementing the principals and philosophy of yoga in day to day life may decrease the anxiety level.
ObjectiveParkinson's disease is associated with high rates of depression. There is growing interest in non-pharmacological management including psychological approaches such as Cognitive Behaviour Therapy. To date, little research has investigated whether processes that underpin cognitive models of depression, on which such treatment is based, apply in patients with Parkinson's disease. The study aimed to investigate the contribution of core psychological factors to the presence and degree of depressive symptoms.
Methods
104 participants completed questionnaires measuring mood, motor disability and core psychological variables, including maladaptive assumptions, rumination, cognitive-behavioural avoidance, illness representations and cognitive-behavioural responses to symptoms.
Results
Regression analyses revealed that a small number of psychological factors accounted for the majority of depression variance, over and above that explained by overall disability. Participants reporting high levels of rumination, avoidance and symptom focusing experienced more severe depressive symptoms. In contrast, pervasive negative dysfunctional beliefs did not independently contribute to depression variance.
Conclusion
Specific cognitive (rumination and symptom focusing) and behavioural (avoidance) processes may be key psychological markers of depression in Parkinson's disease and therefore offer important targets for tailored psychological interventions.
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Schools are searching for innovative ways to meet the unique academic, social-emotional, and behavioral needs of adolescents, many of whom face serious personal and family challenges. An innovative practice that is currently being introduced into school settings is meditation. Types of meditation offered in school-based settings include mindfulness meditation, the relaxation response, and Transcendental Meditation. These practices, as cognitive-behavioral interventions that are available for use by social workers and other school professionals, help students to enhance academic and psychosocial strengths and improve self-regulation capacities and coping abilities. This article defines meditation and meditative practices, reviews the literature showing the benefits and challenges of offering meditation to adolescents in a school-based setting, and describes the relevance of these practices for adolescents. The article also discusses implications for school social workers, teachers, and school administrators and reflects on the current research and future efforts toward building the research base for the promising practice of meditation in schools.
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Highlights the importance of designing integrated, coordinated social contexts to foster children's development. Summarizes effective program characteristics and guidelines for building lasting partnerships. Six types of involvement (parenting, communicating, volunteering, learning at home, decision making, and collaborating with the community) involve different partnership practices. Schools can follow a five-step implementation process. (11 endnotes) (MLH)
A School for Healing: Alternative Strategies for Teaching At-Risk Students describes an alternative school that dealt with students who were expelled or suspended from public school and who perceived themselves as victims of injustice. It was assumed that they misinterpreted the facts of various situations or chose inappropriate strategies to correct real injustices. The task of the school was to help the students learn multiple perspectives for interpreting the actions of others and to teach them more appropriate ways of resolving injustices. Four students in the school relate their problems and describe, through a qualitative research interview process, how the school helps them. The book describes specific strategies the school used and concludes with suggestions to those who wish to establish a similar program.
A School for Healing: Alternative Strategies for Teaching At-Risk Students describes an alternative school that dealt with students who were expelled or suspended from public school and who perceived themselves as victims of injustice. It was assumed that they misinterpreted the facts of various situations or chose inappropriate strategies to correct real injustices. The task of the school was to help the students learn multiple perspectives for interpreting the actions of others and to teach them more appropriate ways of resolving injustices. Four students in the school relate their problems and describe, through a qualitative research interview process, how the school helps them. The book describes specific strategies the school used and concludes with suggestions to those who wish to establish a similar program.
School leaders are tasked with creating equitable and inclusive learning environments for all students. Social justice reflects the mindset that inequities are not natural or acceptable, as such injustices stemming from implicit bias are inherently rejected from being the norm by social justice leaders. School leadership that embodies a social justice orientation can work to reduce and remediate the impact of implicit bias on students in schools through relationships, flexibility, and morality – all of which are embodied in several practical strategies used by school leaders working to lessen the effects of implicit bias in their schools. Implicit bias can lead to detriments to academics through teacher expectations, teacher traits, curricular bias, and student access; inequitable discipline through the determination of misbehaviors, reactions to behaviors, and behavioral outcomes; and to long-term deficits as evidenced by the school-to-prison pipeline. Fortunately, school leaders can use strategies that involve decision-making supports, information building, contact between different groups, and mindful thinking to inhibit the impact of implicit bias on students in their schools. Leadership for social justice can support the reduction of the impact of implicit bias in schools through a transformative interpretation of social justice that is conscious of monolithic or close-minded, mental models and common problems associated with social justice orientations such as “get-it-ness,” arguing, suffering, and clique-ing. The transformative lens to social justice focuses leaders on use of relationships, flexibility, and morality to create the positive change needed for school equity and inclusivity. Healthy relationships foster positive interactions that can help to overcome deficit thinking. Flexibility refers to the ability of leaders to use multiple orientations to make inclusive decisions. Morality enables leaders to work with empathy that goes beyond any personal views of victimization toward an anti-oppression growth mindset. Relationships, flexibility, and morality paired with decision-making supports, information building, intergroup contact, and mindfulness create a conceptual framework for informed practice where school leaders for social justice can work under transformative practices with evidence-based strategies to reduce the impact of implicit bias on students in K-12 schools.
Objective: To report experimental impacts of a universal, integrated school-based intervention in social-emotional learning and literacy development on change over 1 school year in 3rd-grade children's social-emotional, behavioral, and academic outcomes. Method: This study employed a school-randomized, experimental design and included 942 3rd-grade children (49% boys; 45.6% Hispanic/Latino, 41.1% Black/African American, 4.7% non-Hispanic White, and 8.6% other racial/ethnic groups, including Asian, Pacific Islander, Native American) in 18 New York City public elementary schools. Data on children's social-cognitive processes (e.g., hostile attribution biases), behavioral symptomatology (e.g., conduct problems), and literacy skills and academic achievement (e.g., reading achievement) were collected in the fall and spring of 1 school year. Results: There were main effects of the 4Rs Program after 1 year on only 2 of the 13 outcomes examined. These include children's self-reports of hostile attributional biases (Cohen's d = 0.20) and depression (d = 0.24). As expected based on program and developmental theory, there were impacts of the intervention for those children identified by teachers at baseline with the highest levels of aggression (d = 0.32-0.59) on 4 other outcomes: children's self-reports of aggressive fantasies, teacher reports of academic skills, reading achievement scaled scores, and children's attendance. Conclusions: This report of effects of the 4Rs intervention on individual children across domains of functioning after 1 school year represents an important first step in establishing a better understanding of what is achievable by a schoolwide intervention such as the 4Rs in its earliest stages of unfolding. The first-year impacts, combined with our knowledge of sustained and expanded effects after a second year, provide evidence that this intervention may be initiating positive developmental cascades both in the general population of students and among those at highest behavioral risk. (Contains 4 tables and 3 figures.)
This edited volume provides theoretical and practical resources relating to the ‘STEPWISE’ curricular and instructional framework. ‘STEPWISE’ is the acronym for Science & Technology Education Promoting Wellbeing for Individuals, Societies & Environments. It is a framework for organizing teaching and learning domains in ways that prioritize personal and social actions to address ‘critical socioscientific issues’ — that is, controversial decisions by powerful individuals/groups about science and technology (and related fields) that may adversely affect individuals, societies and/or environments. The book contains chapters written by and/or with teachers who have used STEPWISE to guide their instructional practices, as well as chapters written by education scholars who have used a range of theoretical lenses to analyze and evaluate STEPWISE — and, in several cases, described ways in which it relates to (or could relate to) their practices and/or ways in which the framework might logically be amended. Overall, this book offers educators, policy makers and others with resources useful for arranging science and technology education in ways that may assist societies in addressing significant potential personal, social and/or environmental problems — such as dramatic climate change, preventable human diseases, species losses, and social injustices — associated with fields of science and technology.
<p>Spiritual concerns are highly relevant, but often ignored, in psychotherapy in general and in suicide in particular. This article presents Internet data and clinical case material bearing on the topic, and describes an innovative therapeutic intervention administered in a group-workshop format with suicide survivors and mental health professionals. The technique incorporates relaxation and mindfulness meditation, with the addition of guided meditation in search of inner wisdom. Results of the group intervention are described and illustrated. Many participants reported a significant positive experience including connection to knowledge that was highly relevant to them in their current state of life. Whether such insights were experienced as coming from within (a deeper part of the self) or from an external source (a guiding figure or presence), indications are that guided meditation can be a powerful resource for therapists and their clients, suicidal and otherwise. Possible applications in diverse populations and settings, as well as the need for further research, are discussed.</p>
<p>This book is a comprehensive analysis and overview of psychologist Carl Jung's ideas and commentaries on Buddhism. Provided here are all four of his main essays on Zen and Tibetan Buddhism and psychology, together with a published transcript of Jung's talk with the Japanese Zen master Shin'ichi Hisamatsu and the surrounding letters and symposium that followed their meeting. These essays and transcripts provide the basis for extensive analysis of Jung and Buddhism in a total of nine essays by religious scholars, psychologists, and Buddhists. Covered by the authors are Jung's theory of individuation, the concept of synchronicity, the Buddhist view of the self, Tantric Buddhism, Freud, psychoanalysis, and application of Jungian concepts to Buddhist ideas of the tathāgatagarbha (Buddha-essence), the Bodhisattva, and the figure of the ḍākiṇī. (Zach Rowinski 2005-01-05)</p>
Depression in parents impairs parenting and increases the risk of psychopathology among their children. Prevention and intervention could be informed by knowledge of the mechanisms that break the inter-generational transmission of psychopathology and build resilience in both parents and their children. We used data from two independent studies to examine whether higher levels of self-compassion were associated with better parenting and fewer emotional and behavioral problems in children of parents with a history of depression. Study 1 was a pilot trial of mindfulness-based cognitive therapy that included 38 parents with recurrent depression. Study 2 was a longitudinal study that consisted of 160 families, including 50 mothers and 40 fathers who had a history of depression. Families were followed up approximately 16 months after the first assessment (time 2; n = 106 families). In both studies, self-compassion was assessed with the Self-Compassion Scale. Parents reporting higher levels of self-compassion were more likely to attribute the cause of their children’s behavior to external factors, were less critical, and used fewer distressed reactions to cope with their children’s emotions. Parents’ self-compassion was longitudinally associated with children’s internalizing and externalizing problems, but these associations became nonsignificant after controlling for child gender, parent education, and depressive symptoms. Future larger scale and experimental designs need to examine whether interventions intended to increase self-compassion might reduce the use of negative parenting strategies and thereby the inter-generational transmission of psychopathology.
Self-compassion involves being touched by and open to one’s own suffering, not avoiding or disconnecting from it, generating the desire to alleviate one’s suffering and to heal oneself with kindness. Self-compassion also involves offering nonjudgmental understanding to one’s pain, inadequacies, and failures, so that one’s experience is seen as part of the larger human experience. This chapter will provide an overview of theory and research on self-compassion and its link to psychological well-being, which is the goal of clinical practice. It will discuss what self-compassion is and what it is not (e.g., a form of weakness, selfishness, etc.), and provide empirical evidence to support these distinctions. Finally, it will discuss methods that have been developed to teach individuals how to be more self-compassionate in their daily lives, some clinical implications of self-compassion training, and future directions for research.
<p>Human beings can be proactive and engaged or, alternatively, passive and alienated, largely as a function of the social conditions in which they develop and function. Accordingly, research guided by self-determination theory has focused on the social–contextual conditions that facilitate versus forestall the natural processes of self-motivation and healthy psychological development. Specifically, factors have been examined that enhance versus undermine intrinsic motivation, self-regulation, and well-being. The findings have led to the postulate of three innate psychological needs—competence, autonomy, and relatedness—which when satisfied yield enhanced self-motivation and mental health and when thwarted lead to diminished motivation and well-being. Also considered is the significance of these psychological needs and processes within domains such as health care, education, work, sport, religion, and psychotherapy.</p>
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BACKGROUND: Although hatha yoga has frequently been recommended for patients with bipolar disorder (BD) and there is preliminary evidence that it alleviates depression, there are no published data on the benefits-and potential risks-of yoga for patients with BD. Thus, the goal of this study was to assess the risks and benefits of yoga in individuals with BD. METHODS: We recruited self-identified yoga practitioners with BD (N=109) to complete an Internet survey that included measures of demographic and clinical information and open-ended questions about yoga practice and the impact of yoga. RESULTS: 86 respondents provided sufficient information for analysis, 70 of whom met positive screening criteria for a lifetime history of mania or hypomania. The most common styles of yoga preferred were hatha and vinyasa. When asked what impact yoga had on their life, participants responded most commonly with positive emotional effects, particularly reduced anxiety, positive cognitive effects (e.g., acceptance, focus, or "a break from my thoughts"), or positive physical effects (e.g., weight loss, increased energy). Some respondents considered yoga to be significantly life changing. The most common negative effect of yoga was physical injury or pain. Five respondents gave examples of specific instances or a yoga practice that they believed increased agitation or manic symptoms; five respondents gave examples of times that yoga increased depression or lethargy. CONCLUSIONS: Many individuals who self-identify as having BD believe that yoga has benefits for mental health. However, yoga is not without potential risks. It is possible that yoga could serve as a useful adjunctive treatment for BD.
In this article we review the emerging literature on the self-transcendent emotions. We discuss how the self-transcendent emotions differ from other positive emotions and outline the defining features of this category. We then provide an analysis of three specific self-transcendent emotions—compassion, gratitude, and awe—detailing what has been learned about their expressive behavior, physiology, and likely evolutionary origins. We propose that these emotions emerged to help humans solve unique problems related to caretaking, cooperation, and group coordination in social interactions. In our final section we offer predictions about the self-transcendent emotions that can guide future research.
Social-emotional (SE) skills in the early developmental years of children influence outcomes in psychological, behavioral, and learning domains. The adult ratings of a child's SE skills can be influenced by sex stereotypes. These rating differences could lead to differential conclusions about developmental progress or risk. To ensure that differences between boys and girls in SE skills are accurate, validity evidence should support that differences are not based on such issues as stereotypes influencing ratings. Differential item functioning (DIF) analysis allows for the assessment of group differences in item responses while controlling for ability. This study utilized a new multilevel Mantel-Haenszel (MMH) DIF procedure to examine sex differences in item responses for examiner ratings of children's SE skills on the Brigance Inventory of Early Development III SE scale. Of 50 items examined, 4 were identified as large DIF items. The scores do not appear to be influenced by item-level rating distortions based on sex stereotypes.
Patient–physician interactions significantly contribute to placebo effects and clinical outcomes. While the neural correlates of placebo responses have been studied in patients, the neurobiology of the clinician during treatment is unknown. This study investigated physicians’ brain activations during patient–physician interaction while the patient was experiencing pain, including a ‘treatment‘, ‘no-treatment’ and ‘control’ condition. Here, we demonstrate that physicians activated brain regions previously implicated in expectancy for pain–relief and increased attention during treatment of patients, including the right ventrolateral and dorsolateral prefrontal cortices. The physician’s ability to take the patients’ perspective correlated with increased brain activations in the rostral anterior cingulate cortex, a region that has been associated with processing of reward and subjective value. We suggest that physician treatment involves neural representations of treatment expectation, reward processing and empathy, paired with increased activation in attention-related structures. Our findings further the understanding of the neural representations associated with reciprocal interactions between clinicians and patients; a hallmark for successful treatment outcomes.
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