CONTEXT:Mindfulness meditation has been shown to effectively mitigate the negative effects of stress among nursing professionals, but in countries like Brazil, these practices are relatively unexplored.
OBJECTIVE:
To evaluate the effects of a Stress Reduction Program (SRP) including mindfulness and loving kindness meditation among nursing professionals working in a Brazilian hospital setting.
DESIGN:
Pilot study with a mixed model using quantitative and qualitative methods was used to evaluate a group of participants. The quantitative data were analyzed at three different time points: pre-intervention, post-intervention, and follow-up. The qualitative data were analyzed at post-intervention.
SETTING:
Hospital São Paulo (Brazil).
PARTICIPANTS:
Sample 13 nursing professionals, including nurses, technicians, and nursing assistants working in a hospital.
INTERVENTION:
Participants underwent mindfulness and loving kindness meditation during a period of six weeks.
INSTRUMENTS:
Perceived Stress Scale (PSS), Maslach Burnout Inventory (MBI), Beck Depression Inventory (BDI), State-Trait Anxiety Inventory (STAI), Satisfaction With Life Scale (SWLS), Self-Compassion Scale (SCS), WHOQOL-BREF quality of life assessment, and Work Stress Scale (WSS). Qualitative data were collected via a group interview following six weeks participation in the SRP.
RESULTS:
The quantitative analyses revealed a significant reduction (P < .05) between pre-intervention and post-intervention scores for perceived stress, burnout, depression, and anxiety (trait). These variables showed no significant differences between post-intervention and follow-up scores. The WHOQOL-BREF revealed significant increase (P < .05) just in the physical and psychological domains at post-intervention scores, which remained at the follow-up. Qualitative results showed improvement in the reactivity to inner experience; a more attentive perception of internal and external experiences; greater attention and awareness of actions and attitudes at every moment; and a positive influence of the SRP in nursing activities.
This paper presents a critical and systematic review of 52 articles published from 2000 to 2012 about research conducted in Turkey concerning adolescents' social and emotional learning needs. In correspondence with international research, articles were examined across three categories in which adolescent needs could be addressed by educational programmes. The categories examined were attitudes toward self and others, positive social behaviours, and social skills. In conclusion, we summarise several trends along with gaps that researchers need to address to derive stronger implications for policy-making and for curriculum development that links more directly with social and emotional learning in Turkey.
Interoception refers to the conscious perception of body signals. Mindfulness is a meditation practice that encourages individuals to focus on their internal experiences such as bodily sensations, thoughts, and emotions. In this study, we selected a behavioral measure of interoceptive sensitivity (heartbeat detection task, HBD) to compare the effect of meditation practice on interoceptive sensitivity among long term practitioners (LTP), short term meditators (STM, subjects that completed a Mindfulness-Based Stress Reduction (MBSR) program) and controls (non-meditators). All participants were examined with a battery of different tasks including mood state, executive function and social cognition tests (emotion recognition, empathy and theory of mind).
BACKGROUND: This review supersedes the original Cochrane review first published in 2008 (Huertas-Ceballos 2008).Between 4% and 25% of school-aged children complain of recurrent abdominal pain (RAP) severe enough to interfere with their daily activities. No organic cause for this pain can be found on physical examination or investigation for the majority of such children. Although many children are managed by reassurance and simple measures, a large range of psychosocial interventions involving cognitive and behavioural components have been recommended. OBJECTIVES: To determine the effectiveness of psychosocial interventions for reducing pain in school-aged children with RAP. SEARCH METHODS: In June 2016 we searched CENTRAL, MEDLINE, Embase, eight other databases, and two trials registers. We also searched the references of identified studies and relevant reviews. SELECTION CRITERIA: Randomised controlled trials comparing psychosocial therapies with usual care, active control, or wait-list control for children and adolescents (aged 5 to 18 years) with RAP or an abdominal pain-related functional gastrointestinal disorder defined by the Rome III criteria were eligible for inclusion. DATA COLLECTION AND ANALYSIS: We used standard methodological procedures expected by Cochrane. Five review authors independently selected studies, assessed them for risk of bias, and extracted relevant data. We also assessed the quality of the evidence using the GRADE approach. MAIN RESULTS: This review includes 18 randomised controlled trials (14 new to this version), reported in 26 papers, involving 928 children and adolescents with RAP between the ages of 6 and 18 years. The interventions were classified into four types of psychosocial therapy: cognitive behavioural therapy (CBT), hypnotherapy (including guided imagery), yoga, and written self-disclosure. The studies were carried out in the USA, Australia, Canada, the Netherlands, Germany, and Brazil. The majority of the studies were small and short term; only two studies included more than 100 participants, and only five studies had follow-up assessments beyond six months. Small sample sizes and the degree of assessed risk of performance and detection bias in many studies led to the overall quality of the evidence being rated as low to very low for all outcomes.For CBT compared to control, we found evidence of treatment success postintervention (odds ratio (OR) 5.67, 95% confidence interval (CI) 1.18 to 27.32; Z = 2.16; P = 0.03; 4 studies; 175 children; very low-quality evidence), but no evidence of treatment success at medium-term follow-up (OR 3.08, 95% CI 0.93 to 10.16; Z = 1.85; P = 0.06; 3 studies; 139 children; low-quality evidence) or long-term follow-up (OR 1.29, 95% CI 0.50 to 3.33; Z = 0.53; P = 0.60; 2 studies; 120 children; low-quality evidence). We found no evidence of effects of intervention on pain intensity scores measured postintervention (standardised mean difference (SMD) -0.33, 95% CI -0.74 to 0.08; 7 studies; 405 children; low-quality evidence), or at medium-term follow-up (SMD -0.32, 95% CI -0.85 to 0.20; 4 studies; 301 children; low-quality evidence).For hypnotherapy (including studies of guided imagery) compared to control, we found evidence of greater treatment success postintervention (OR 6.78, 95% CI 2.41 to 19.07; Z = 3.63; P = 0.0003; 4 studies; 146 children; low-quality evidence) as well as reductions in pain intensity (SMD -1.01, 95% CI -1.41 to -0.61; Z = 4.97; P < 0.00001; 4 studies; 146 children; low-quality evidence) and pain frequency (SMD -1.28, 95% CI -1.84 to -0.72; Z = 4.48; P < 0.00001; 4 studies; 146 children; low-quality evidence). The only study of long-term effect reported continued benefit of hypnotherapy compared to usual care after five years, with 68% reporting treatment success compared to 20% of controls (P = 0.005).For yoga therapy compared to control, we found no evidence of effectiveness on pain intensity reduction postintervention (SMD -0.31, 95% CI -0.67 to 0.05; Z = 1.69; P = 0.09; 3 studies; 122 children; low-quality evidence).The single study of written self-disclosure therapy reported no benefit for pain.There was no evidence of effect from the pooled analyses for any type of intervention on the secondary outcomes of school performance, social or psychological functioning, and quality of daily life.There were no adverse effects for any of the interventions reported. AUTHORS' CONCLUSIONS: The data from trials to date provide some evidence for beneficial effects of CBT and hypnotherapy in reducing pain in the short term in children and adolescents presenting with RAP. There was no evidence for the effectiveness of yoga therapy or written self-disclosure therapy. There were insufficient data to explore effects of treatment by RAP subtype.Higher-quality, longer-duration trials are needed to fully investigate the effectiveness of psychosocial interventions. Identifying the active components of the interventions and establishing whether benefits are sustained in the long term are areas of priority. Future research studies would benefit from employing active control groups to help minimise potential bias from wait-list control designs and to help account for therapist and intervention time.
OBJECTIVE: The aim of this trial was to evaluate the effects of yoga on health-related quality of life in patients with colorectal cancer.METHODS: Patients with non-metastatic colorectal cancer were randomly assigned to a 10-week yoga intervention (90 min once weekly) or a waitlist control group. Primary outcome measure was disease-specific quality of life (Functional Assessment of Cancer Therapy - Colorectal [FACT-C]) at week 10. Secondary outcome measures included FACT-C subscales: spiritual well-being (FACT - Spirituality); fatigue (FACT - Fatigue); sleep disturbances (Pittsburgh Sleep Quality Inventory); depression and anxiety (Hospital Anxiety and Depression Scale); body awareness (Scale of Body Connection); and body-efficacy expectations (Body-Efficacy Expectations Scale). Outcomes were assessed at week 10 and week 22 after randomization.
RESULTS: Fifty-four patients (mean age 68.3 ± 9.7 years) were randomized to yoga (n = 27; attrition rate 22.2%) and control group (n = 27; attrition rate 18.5%). Patients in the yoga group attended a mean of 5.3 ± 4.0 yoga classes. No significant group differences for the FACT-C total score were found. Group differences were found for emotional well-being at week 22 (∆ = 1.59; 95% CI = 0.27,2.90; p = 0.019), sleep disturbances at week 22 (∆ = -1.08; 95% CI = -2.13, -0.03; p = 0.043), anxiety at week 10 (∆ = -1.14; 95% CI = -2.20, -0.09; p = 0.043), and depression at week 10 (∆ = -1.34; 95% CI = -2.61, -0.8; p = 0.038). No serious adverse events occurred in the yoga group, while liver metastases were diagnosed in one patient in the control group.
CONCLUSION: This randomized trial found no effects of yoga on health-related quality of life in patients with colorectal cancer. Given the high attrition rate and low intervention adherence, no definite conclusions can be drawn from this trial.
Objective: Mindfulness-based cognitive therapy (MBCT) has recently been proposed as a treatment option for chronic depression. The cognitive behavioral analysis system of psychotherapy (CBASP) is the only approach specifically developed to date for the treatment of chronically depressed patients. The efficacy of MBCT plus treatment-as-usual (TAU), and CBASP (group version) plus TAU, was compared to TAU alone in a prospective, bicenter, randomized controlled trial. Method: One hundred and six patients with a current DSM–IV defined major depressive episode and persistent depressive symptoms for more than 2 years were randomized to TAU only (N = 35), or to TAU with additional 8-week group therapy of either 8 sessions of MBCT (n = 36) or CBASP (n = 35). The primary outcome measure was the Hamilton Depression Rating Scale (24-item HAM-D, Hamilton, 1967) at the end of treatment. Secondary outcome measures were the Beck Depression Inventory (BDI; Beck, Steer, & Brown, 1996) and measures of social functioning and quality of life. Results: In the overall sample as well as at 1 treatment site, MBCT was no more effective than TAU in reducing depressive symptoms, although it was significantly superior to TAU at the other treatment site. CBASP was significantly more effective than TAU in reducing depressive symptoms in the overall sample and at both treatment sites. Both treatments had only small to medium effects on social functioning and quality of life. Conclusions: Further studies should inquire whether the superiority of CBASP in this trial might be explained by the more active, problem-solving, and interpersonal focus of CBASP.
<p><strong>Creator's Description:</strong> The myth of the Chinese princess Kong jo's geomantic divination of Tibet prior to the founding of the Central Temple of Lhasa (Lha sa gtsug lag khang) – and in particular the striking image of the land of Tibet as a "supine demoness" – has been the object of considerable academic comment. Generally, it has been read as a metaphor either of monastic Buddhism's misogynist tendencies, or of its superposition over putative religious precursors. In this article, the difficulties that attend these interpretations of the supine demoness image are assessed when examined within the context of the princess's wider divination, as presented in Tibetan mythic histories such as the <em>Ma ni bka' 'bum</em>, <em>The Clear Mirror of Royal Genealogy</em>, and the <em>Pillar Testament (Bka' chems ka khol ma)</em>, and in particular when it is viewed within the context of the Valley's actual topographic structure. In light of these, it is proposed that both the supine demoness image and the other elements of Kong jo's divination should be understood as it has always been presented by Tibetan sources – as part of an established tradition of Chinese geomancy, a tradition which has itself been re-organized as a medium for Buddhist themes of liberation.</p>
Empathy for another’s physical pain has been demonstrated in humans [1] and mice [2]; in both species, empathy is stronger between familiars. Stress levels in stranger dyads are higher than in cagemate dyads or isolated mice [2, 3], suggesting that stress might be responsible for the absence of empathy for the pain of strangers. We show here that blockade of glucocorticoid synthesis or receptors for adrenal stress hormones elicits the expression of emotional contagion (a form of empathy) in strangers of both species. Mice and undergraduates were tested for sensitivity to noxious stimulation alone and/or together (dyads). In familiar, but not stranger, pairs, dyadic testing was associated with increased pain behaviors or ratings compared to isolated testing. Pharmacological blockade of glucocorticoid synthesis or glucocorticoid and mineralocorticoid receptors enabled the expression of emotional contagion of pain in mouse and human stranger dyads, as did a shared gaming experience (the video game Rock Band) in human strangers. Our results demonstrate that emotional contagion is prevented, in an evolutionarily conserved manner, by the stress of a social interaction with an unfamiliar conspecific and can be evoked by blocking the endocrine stress response.
This volume offers a historical and critical analysis of the emerging field of the learning sciences, which takes an interdisciplinary approach to understanding and improving how children and adults learn. It features a wide range of authors, including established scholars who founded and guided the learning sciences through the initial turbulence of forming a new line of academic inquiry, as well as newcomers who are continuing to shape the field. This diversity allows for a broad yet selective perspective on what the learning sciences are, why they came to be, and how contributors conduct their work. Reflections on the Learning Sciences serves both as a starting point for discussion among scholars familiar with the discipline and as an introduction for those interested in learning more. It will benefit graduate students and researchers in computer science, educational psychology, instructional technology, science, engineering, and mathematics.
<p>A review by Dan Martin of 'Bri-gung Chos-rje 'Jig-rten-mgon-po, et al., <em>Prayer Flags</em> (translated by Khenpo Rin-poche Könchog Gyaltsen); and of Kun-dga'-rin-chen, <em>The Garland of Mahamudra Practices</em> (translated by Khenpo Rinpoche and Katherine Rogers).</p>
<p>A short review of <em>Flora of the Langtang and Cross Section Vegetation Survey Central Zone</em>, Bulletin of the Department of Medicinal Plants Nepal, No. 6.</p>
<p>A review by Dan Martin of P. Kværne, <em>Tibet: Bon Religion</em>.</p>
<p>A review by Dan Martin of R. Moacanin, <em>Jung's Psychology and Tibetan Buddhism, Western and Eastern Paths to the Heart</em>.</p>
<p>A review by Dan Martin of Tsang Nyön Heruka, <em>The Life of Marpa the Translator – Seeing Accomplishes All</em>, translated by the Nālandā Translation Committee under the direction of Chögyam Trungpa.</p>
Zotero Collections:
This chapter explores three context and education system factors that are implicated in educators’ experiences of stress in the workplace: occupational support, interpersonal relationships, and educational policy changes. More precisely, the first factor concerns occupational support provided to educators to conduct their work with a specific focus on principals’ provision of autonomy support. Autonomy support stems from self-determination theory and refers to the extent to which an authority figure supports individuals’ self-determination in a particular context. The second factor concerns the relational context of teaching with a focus on educators’ relationships with students and colleagues. The third factor concerns the impact of systemic factors in educational policy. For this, we have focused on the impacts of standardized testing and educational innovations. Together, the three overarching factors represent defining features of school and educational systems that shape educators’ work and their experiences of stress in that environment. Overall, our aim is to broaden understanding of the role that schools and educational systems play in educators’ psychological functioning at work.
It is well-documented that university students have an increased risk in developing psychological problems because they face multiple stressors. Cognitive, behavioral, and mindfulness-based stress prevention programs were shown to reduce symptoms of anxiety, depression, and perceived stress in university students. However, little is known of their effect on resource activation. Additionally, most validated interventions are unidimensional, i.e., including one stress-coping approach. In this study, we investigated the short-term effects of a multidimensional stress prevention program on students' quality of life, psychological symptoms and resources, and resilience factors against stress. Using an experimental design, 64 healthy undergraduate students (56 women), between 18 and 34 years old (M = 21.34, SD = 2.53), from the University of Fribourg, Switzerland, were randomly allocated either to the intervention or the wait-list control group. The intervention group participated in a multidimensional stress prevention program, integrating mindfulness-based activities, cognitive and behavioral strategies, social skills, and emotional regulation exercises. The program consisted of eight 2-h weekly sessions. Before and after the intervention, participants completed self-reported questionnaires evaluating quality of life; psychological symptoms such as depression, anxiety, social anxiety, and interpersonal problems; as well as psychological resources like self-efficacy, sense of coherence, self-compassion, and social support, presented online. A standardized clinical interview was performed at pre- and post-measurement times. To analyze the sort-term effects of the program, we used mixed, two-factorial ANOVAs (per-protocol analyses). In accordance with our hypotheses, our results showed significant reduction of psychological symptoms, including anxiety, interpersonal problems, and symptoms of pain; a significant increase in quality of life, sense of coherence, and self-compassion in students who participated in the intervention program compared to the control group, (all p < 0.05). No significant results were found for symptoms of depression, social anxiety, self-efficacy, and social support. These preliminary findings indicate specific short-term effects of our multidimensional stress prevention program on psychological symptoms and on quality of life as well as promising effects on psychological resources and factors associated with resilience against stress. Future studies should investigate the long-term effects of the intervention as well as the effects in clinical samples.
<p>The author argues that the prevalence of a high percentage of long-distance labor migration and market problems indicate that most rural households are not in a position to benefit from the growth of urban centers in Nepal. The article discusses the significance of towns for rural livelihoods in Nepal. The article is based on two case studies from western Nepal and the introduction of urbanization. The article contains tabulated data of urban growth on the basis of CBS 2001, rural-urban disparities in living standards, and CBS 1996. It includes a map of the study area. (Rajeev Ranjan Singh 2006-10-10)</p>
A fundamental aspect of all biological systems is cooperation. Cooperative interactions are required for many levels of biological organization ranging from single cells to groups of animals1,2,3,4. Human society is based to a large extent on mechanisms that promote cooperation5,6,7. It is well known that in unstructured populations, natural selection favours defectors over cooperators. There is much current interest, however, in studying evolutionary games in structured populations and on graphs8,9,10,11,12,13,14,15,16,17. These efforts recognize the fact that who-meets-whom is not random, but determined by spatial relationships or social networks18,19,20,21,22,23,24. Here we describe a surprisingly simple rule that is a good approximation for all graphs that we have analysed, including cycles, spatial lattices, random regular graphs, random graphs and scale-free networks25,26: natural selection favours cooperation, if the benefit of the altruistic act, b, divided by the cost, c, exceeds the average number of neighbours, k, which means b/c > k. In this case, cooperation can evolve as a consequence of ‘social viscosity’ even in the absence of reputation effects or strategic complexity.
Relatively little attention has been given to understanding different social and emotional behavior (SEB) profiles among students and their links to important educational outcomes. We applied latent profile analysis to identify SEB profiles among kindergarten students based on five SEBs: cooperative, socially responsible, helpful, anxious, and aggressive-disruptive behavior. In Study 1, we identified SEB profiles among the population of students who attended kindergarten in New South Wales (NSW; Australia's most populous state comprising Australia's largest education jurisdictions), Australia in 2012 (N = 100,776). We also examined whether profile membership was differentially associated with students' socioeducational characteristics (gender, age group, language background, neighborhood socioeconomic status, and learning disability status). Results revealed four different SEB profiles: social-emotional prosocial (SE-Prosocial), SE-Anxious, SE-Aggressive, and SE-Vulnerable groups. Profile membership was associated with the socioeducational characteristics in different ways (e.g., female and older students tended to be in the SE-Prosocial profile). In Study 2, we undertook replication with a different sample of children who attended kindergarten in 2009 in NSW (n = 52,661). We also examined whether the SEB profiles were associated with academic achievement in Grades 3 and 5 using standardized test scores. Results revealed the same four profiles as Study 1 and similarities in how profile membership was associated with the socioeducational characteristics. Moreover, profiles were associated with significantly different levels of achievement in Grades 3 and 5--highest for the SE-Prosocial and lowest for the SE-Vulnerable profiles. Together, the findings have implications for healthy student development and academic intervention.
Social and emotional learning (SEL) involves instructional approaches that endeavour to foster individuals’ social and emotional competence and promote classroom and school cultures that are safe, caring, and encourage participation. Over the past two decades, there has been growing interest in schooling that attends not only to students’ academic development, but also their social and emotional development. SEL has been recognised as one way to achieve this. The current chapter provides an overview of SEL, including important conceptual underpinnings for the area, key definitions of the five well-accepted social and emotional competencies that are promoted in SEL, and positive student and teacher outcomes associated with effective SEL implementation. The chapter also provides important contextual characteristics relevant to SEL implementation and research in Australia and the Asia-Pacific. Finally, the chapter concludes with a discussion of important research implications for the region, as well as for the world more broadly. In sum, it is hoped that this chapter will help to extend awareness of and effective practice in SEL to best promote social and emotional competence and healthy school and community climates.
This chapter explores the possible relationships between students’ social and emotional competencies, motivation, engagement, and achievement in the context of an autonomy-supportive environment. At the core of students’ social and emotional learning are social and emotional competencies (SECs; e.g., social awareness, relationship skills). The present chapter broadens the view on SECs by considering novel constructs from the psycho-educational literature: basic psychological need satisfaction, adaptability, and academic buoyancy. Importantly, when SECs are effectively taught it leads to positive academic and non-academic outcomes. With the aim of promoting these positive outcomes, researchers have endeavored to better understand the climates that promote students’ SECs. Harnessing perspectives from social and emotional learning, self-determination theory, and the broaden-and-build theory of positive emotions, we propose an autonomy-supportive environment as one that can promote the SECs. We further contend that by supporting SECs through an autonomy-supportive environment, motivation, engagement, and achievement can be positively influenced. Finally, given the hypothesized relationships, this chapter also briefly reviews avenues for further development of students’ SECs, and more generally, their social and emotional learning.
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