OBJECTIVE: To compare yoga and relaxation as treatment modalities at 10 and 16 weeks from study baseline to determine if either of modality reduces subject stress, anxiety, blood pressure and improve quality of life. DESIGN: A randomised comparative trial was undertaken comparing yoga with relaxation. PARTICIPANTS: One hundred and thirty-one subjects with mild to moderate levels of stress were recruited from the community in South Australia. INTERVENTIONS: Ten weekly 1- h sessions of relaxation or hatha yoga. MAIN OUTCOME MEASURES: Changes in the State Trait Personality Inventory sub-scale anxiety, General Health Questionnaire and the Short Form-36. RESULTS: Following the 10 week intervention stress, anxiety and quality of life scores improved over time. Yoga was found to be as effective as relaxation in reducing stress, anxiety and improving health status on seven domains of the SF-36. Yoga was more effective than relaxation in improving mental health. At the end of the 6 week follow-up period there were no differences between groups in levels of stress, anxiety and on five domains of the SF-36. Vitality, social function and mental health scores on the SF-36 were higher in the relaxation group during the follow-up period. CONCLUSION: Yoga appears to provide a comparable improvement in stress, anxiety and health status compared to relaxation.
OBJECTIVE: To compare yoga and relaxation as treatment modalities at 10 and 16 weeks from study baseline to determine if either of modality reduces subject stress, anxiety, blood pressure and improve quality of life. DESIGN: A randomised comparative trial was undertaken comparing yoga with relaxation. PARTICIPANTS: One hundred and thirty-one subjects with mild to moderate levels of stress were recruited from the community in South Australia. INTERVENTIONS: Ten weekly 1- h sessions of relaxation or hatha yoga. MAIN OUTCOME MEASURES: Changes in the State Trait Personality Inventory sub-scale anxiety, General Health Questionnaire and the Short Form-36. RESULTS: Following the 10 week intervention stress, anxiety and quality of life scores improved over time. Yoga was found to be as effective as relaxation in reducing stress, anxiety and improving health status on seven domains of the SF-36. Yoga was more effective than relaxation in improving mental health. At the end of the 6 week follow-up period there were no differences between groups in levels of stress, anxiety and on five domains of the SF-36. Vitality, social function and mental health scores on the SF-36 were higher in the relaxation group during the follow-up period. CONCLUSION: Yoga appears to provide a comparable improvement in stress, anxiety and health status compared to relaxation.
This chapter proposes ecospirituality as the missing dimension in Education for Sustainability. The period 2005–2014 is the UNESCO Decade for Education for Sustainable Development, and the transdisciplinary field of Education for Sustainability (EfS) has the goal of fostering an environmental stewardship approach to life on Earth. But EfS rarely includes a spiritual dimension which has the potential to ground students’ experience in a recasting of the I-It to an I-Thou relationship with Nature. Extreme consumerism, burgeoning human population, and spiritual impoverishment have led to a radical disconnection of humans from Nature, and many young people fear the future, believing themselves to be powerless to change direction. While the exploitation of Nature has underpinnings in the Abrahamic religions which privilege the human over the rest of creation, in recognition of the convergence of cosmology, ecology, and spirituality through ecospirituality, religions are beginning to recast themselves to take account of the global ecological crisis. Thomas Berry (2000) describes this recasting as “moments of grace,” where humanity begins to understand its deep connection within the evolution of the universe and that human wellbeing is intimately entwined with the wellbeing of Earth’s ecosystems. Indeed humans would seem to be born with an empathetic orientation toward Nature. Thus, positive age-appropriate ecospiritual experiences are critical for developing concern for the environment, without which children may develop “ecophobia” (Sobel, 1999). The chapter concludes with a discussion of approaches and resources for ecospirituality education.
STUDY OBJECTIVES: Obstructive sleep apnea (OSA) is associated with significant alterations in neuronal integrity resulting from either hypoxemia and/or sleep loss. A large body of imaging research supports reductions in gray matter volume, alterations in white matter integrity and resting state activity, and functional abnormalities in response to cognitive challenge in various brain regions in patients with OSA. In this study, we used high-density electroencephalography (hdEEG), a functional imaging tool that could potentially be used during routine clinical care, to examine the regional distribution of neural activity in a non-clinical sample of untreated men and women with moderate/severe OSA.DESIGN: Sleep was recorded with 256-channel EEG in relatively healthy subjects with apnea-hypopnea index (AHI) > 10, as well as age-, sex-, and body mass index-matched controls selected from a research population initially recruited for a study on sleep and meditation.
SETTING: Sleep laboratory.
PATIENTS OR PARTICIPANTS: Nine subjects with AHI > 10 and nine matched controls.
INTERVENTIONS: N/A.
MEASUREMENTS AND RESULTS: Topographic analysis of hdEEG data revealed a broadband reduction in EEG power in a circumscribed region overlying the parietal cortex in OSA subjects. This parietal reduction in neural activity was present, to some extent, across all frequency bands in all stages and episodes of nonrapid eye movement sleep.
CONCLUSION: This investigation suggests that regional deficits in electroencephalography (EEG) power generation may be a useful clinical marker for neural disruption in obstructive sleep apnea, and that high-density EEG may have the sensitivity to detect pathological cortical changes early in the disease process.
This chapter presents an overview of the multifaceted characteristics of intellectually gifted students, their social and emotional needs, and ways of scaffolding their social and affective growth for academic engagement from an Australian perspective. Generally, gifted students experience and respond to external influences quite differently to many of their same-age peers of average ability due to their asynchronous chronological and intellectual development and their social and emotional complexities. This asynchrony has implications for their social interactions, social and emotional learning (SEL) needs, programming, and provisions. Research reiterates that their unique characteristics require accurate identification and supportive educational provisions to enable the holistic development of their intellectual, social, and emotional growth. Recognising the unique characteristics and needs of gifted students and helping them to extend their skills to develop SEL competencies are preludes to enhancing their academic achievement, while consecutively promoting their personal well-being and healthy relationships.
Natural ecosystems perform fundamental life-support services upon which human civilization depends. However, many people believe that nature provides these services for free and therefore, they are of little or no value. While we do not pay for them, we pay significantly for their loss in terms of wastewater treatment facilities, moratoriums on greenhouse gases, increased illnesses, reduced soil fertility and losses in those images of nature that contribute to our basic happiness. Little is understood about the well-being benefits of the natural environment and its ecosystem services. The interwoven relationship of ecosystems and human well-being is insufficiently acknowledged in the wider philosophical, social, and economic well-being literature. In this article, we discuss an approach to examine human well-being and the interactions of its four primary elements—basic human needs, economic needs, environmental needs, and subjective well-being—and ecosystem services.
This article examines how social emotional learning contributes to bullying prevention efforts in schools. Bullying behavior is impacted by multiple levels of the social-ecology of schools. Social emotional learning (SEL) is a structured way to improve a wide range of students' social and emotional competencies and impact bullying at the individual and peer levels of the school social-ecology. SEL has been shown to be an effective component in comprehensive bullying prevention interventions and other interventions targeting problems such as substance abuse. SEL programs have also been shown to improve student skills, reduce problem behaviors, and increase academic achievement. This article discusses how skills taught in SEL programs contribute to bullying prevention and shows the research links between SEL skills and bullying. Specific suggestions are provided for teachers of ways to support student skill acquisition and strengthen the gains provided by SEL programs.
ObjectivesMindfulness-based stress reduction (MBSR) has been shown to improve mental health and reduce stress in a variety of adult populations. Here, we explore the effects of a school-based MBSR program for young urban males.
Participants and methods
In fall 2009, 7th and 8th graders at a small school for low-income urban boys were randomly assigned to 12-session programs of MBSR or health education (Healthy Topics—HT). Data were collected at baseline, post-program, and three-month follow-up on psychological functioning; sleep; and salivary cortisol, a physiologic measure of stress.
Results
Forty-one (22 MBSR and 19 HT) of the 42 eligible boys participated, of whom 95% were African American, with a mean age of 12.5 years. Following the programs, MBSR boys had less anxiety (p = 0.01), less rumination (p = 0.02), and showed a trend for less negative coping (p = 0.06) than HT boys. Comparing baseline with post-program, cortisol levels increased during the academic terms for HT participants at a trend level (p = 0.07) but remained constant for MBSR participants (p = 0.33).
Conclusions
In this study, MBSR participants showed less anxiety, improved coping, and a possible attenuation of cortisol response to academic stress, when compared with HT participants. These results suggest that MBSR improves psychological functioning among urban male youth.
The old Indian literature describes a technique known as Sutra-Neti. That is, passing a catheter or similar material through the nose and out of the mouth as a means of clearing the airway. One of our patients adapted this method, tying the catheter end to end, in order to control his severe snoring and obstructive sleep apnoea. This was effective for several months. He subsequently responded well to a uvulopalatopharyngoplasty.
What does it mean for teachers to understand their students? For those of who teach gifted and talented students, teachers strive to understand how they think differently than their age-peers typically do. These teachers develop curriculum that fosters what is unique about their thinking. But to understand students fully, they need also to understand how they feel--feel about their learning, about their talents, about their place in the classroom. This article is an introduction to a special issue on social and emotional development of gifted students to the readers of "Gifted Child Today" ("GCT"). The collection of articles in this special issue makes the point that whenever students' minds are engaged, their social/emotional needs are engaged also.
Aim: To evaluate the impact and process of introducing Circle Solutions (Circles) in six primary schools. Rationale: Many frameworks for social and emotional learning (SEL) aim to develop individual skills. Circle Solutions is based on a collective approach with a specific pedagogy. This paper explores the impact that Circle Solutions have on belonging and inclusion. Method: Teachers in six primary schools were trained in Circle Solutions and asked to run the intervention once a week for up to six months, with three additional schools providing a waitlist control condition. A mixed-method approach was used to evaluate changes in pupils social-emotional skills, behaviour and connectedness. Five teachers completed the Teacher Attitudes to Social Emotional Learning survey (TASEL) prior to and following the intervention. 157 pupils completed a modified version of the California Healthy Kids Survey (CHKS) plus two open-ended questions. Findings: Although quantitative findings did not indicate statistically significant differences, qualitative responses suggested that the introduction of Circle Solutions increased inclusiveness and valuing of others, developed students' emotional awareness, enhanced a positive sense of self and stimulated student engagement. Teachers increased their sense of efficacy for teaching social emotional skills and identified improvements in teacher-student relationships as well as in student confidence, peer relationships, empathy, kindness, and student engagement. Limitations: Issues with systemic implementation were identified. Conclusion: Circle Solutions appears to have the potential to improve relationships, contributing to more connected and inclusive classrooms where children feel valued and appreciate others. Consideration needs to be given to sustainability and methodology in the evaluation of such programmes. There is a role for educational psychologists in establishing and supporting this intervention as happened throughout this study. [ABSTRACT FROM AUTHOR]; Copyright of Educational & Child Psychology is the property of British Psychological Society 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.)
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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114 participants in four groups practiced 25 minutes of progressive muscle relaxation, yoga stretching, imagery, or a control task. Before and after training, participants took state versions of the Smith Quick Stress Test (which measures Somatic Stress, Negative Affect, and Worry) and the Smith R-State Inventory (which measures relaxation-related states Disengagement, Physical Relaxation, Mental Relaxation, Strength and Awareness, Joy, Love and Thankfulness, and Prayerfulness). After training, all took both the Verbal and Figural forms of the Torrance Tests of Creative Thinking. At posttest, groups' scores did not differ on Creativity; however, when compared with yoga stretching, imagery trainees had lower posttest scores on Negative Affect. Both yoga stretching and imagery trainees displayed higher scores on self-reported Physical Relaxation than did controls. Progressive muscle relaxation trainees had lower scores on Somatic Stress than controls. Paradoxically, for all relaxation trainees, Disengagement (feeling "distant, far away, indifferent") correlated positively with both Negative Affect and Physical Relaxation, suggesting that disengagement in relaxation may not lead to relaxation-induced anxiety but may help one cope with such anxiety.
114 participants in four groups practiced 25 minutes of progressive muscle relaxation, yoga stretching, imagery, or a control task. Before and after training, participants took state versions of the Smith Quick Stress Test (which measures Somatic Stress, Negative Affect, and Worry) and the Smith R-State Inventory (which measures relaxation-related states Disengagement, Physical Relaxation, Mental Relaxation, Strength and Awareness, Joy, Love and Thankfulness, and Prayerfulness). After training, all took both the Verbal and Figural forms of the Torrance Tests of Creative Thinking. At posttest, groups' scores did not differ on Creativity; however, when compared with yoga stretching, imagery trainees had lower posttest scores on Negative Affect. Both yoga stretching and imagery trainees displayed higher scores on self-reported Physical Relaxation than did controls. Progressive muscle relaxation trainees had lower scores on Somatic Stress than controls. Paradoxically, for all relaxation trainees, Disengagement (feeling "distant, far away, indifferent") correlated positively with both Negative Affect and Physical Relaxation, suggesting that disengagement in relaxation may not lead to relaxation-induced anxiety but may help one cope with such anxiety.
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.)
Although primary care settings represent strategic locations to address mental health disparity among Latinos in the USA, there has been strikingly little empirical work on risk processes for anxiety/depression among this population. The present investigation examined the interactive effects of subjective social status and mindful attention in relation to anxiety and depressive symptoms and disorders among a low-income Latino sample in primary care (N = 384; 86.7% female; 38.9 years [SD = 11.4]). Results provided empirical evidence of an interaction between subjective social status and mindful attention for depressive, social anxiety, and anxious arousal symptoms as well as anxiety/depressive disorders. Inspection of the significant interactions revealed that subjective social status was related to greater levels of depression/anxiety among persons with lower levels of mindful attention. Together, these data provide novel empirical evidence for the clinically relevant interplay between subjective social status and mindful attention regarding a relatively wide array of negative emotional states among Latino primary care patients.
W. Wilson's (1967) review of the area of subjective well-being (SWB) advanced several conclusions regarding those who report high levels of "happiness." A number of his conclusions have been overturned: youth and modest aspirations no longer are seen as prerequisites of SWB. E. Diener's (1984) review placed greater emphasis on theories that stressed psychological factors. In the current article, the authors review current evidence for Wilson's conclusions and discuss modern theories of SWB that stress dispositional influences, adaptation, goals, and coping strategies. The next steps in the evolution of the field are to comprehend the interaction of psychological factors with life circumstances in producing SWB, to understand the causal pathways leading to happiness, understand the processes underlying adaptation to events, and develop theories that explain why certain variables differentially influence the different components of SWB (life satisfaction, pleasant affect, and unpleasant affect).
<p>The authors look at the question of subjective well being in psychology. Psychologists have been investigating happiness and subjective well-being since at least 1967 when W. Wilson's published an overview of the topic. The contemporary authors acknowledge past efforts but offer an alternative approach that emphasizes a wider range of inner factors and how they interact with external circumstances. The authors also seek to move away from explaining subjective well-being based on demographic data, like gender, age, socio-economic background etc. and to focus more on basic processes and psychological factors. The authors wish to look at certain "adaptive" processes such as habituation and coping methods in order to illuminate how these processes operate to produce subjective well-being. In the end, the authors seek a more rigorous understanding of subjective well-being that will allow them to make robust predictions and theories based on knowing its components and their causal operations. (Zach Rowinski 2004-08-01)</p>
OBJECTIVE:Mindfulness based relapse prevention (MBRP) has demonstrated efficacy in alleviating substance use, stress, and craving but how MBRP works for marginalized young adults has not been investigated. The current study used a novel rolling group format for MBRP as an additional intervention for young adults in residential treatment. We tested the hypothesis that MBRP (plus Treatment as usual (TAU)) would reduce stress, craving, and substance use among young adults in residential treatment relative to treatment-as-usual plus 12-step/self-help meetings (TAU only). Further, we examined whether reduced stress during treatment was a potential mechanism of change operating in MBRP.
METHOD:
Seventy-nine young adults (Mage = 25.3,SD = 2.7;35 % female) were randomly assigned to MBRP (n = 44) or TAU (n = 35). Follow-up assessments were conducted bi-monthly for self-reported measures of stress, craving, and substance use.
RESULTS:
At treatment completion young adults receiving MBRP had lower substance use (d = -0.58, [-0.91, -0.26]), craving (d = -0.58, [-1.0, -0.14]), and stress (d = -0.77 [-1.2, -0.30]) relative to TAU condition. Reduced stress during treatment partially mediated observed outcome differences between MBRP and TAU for substance use (βindirect = -0.45 [-0.79, -0.11]).
CONCLUSIONS:
Results suggest that MBRP is a useful and appropriate intervention for marginalized young adults. Further, our results suggest that the effects of MBRP on long-term substance use outcomes may be partially explained by reduced stress.
In a world where water is everything, Sustainable Nation follows three individuals who are doing their part to bring sustainable water solutions to an increasingly thirsty planet.
School staff who supervise playgrounds, hallways, cafeterias, study halls, parking lots, and hangout areas can apply school-wide positive behavior support strategies to keep these common areas safe.
Drawing on literature from environmental psychology, the present study examined place attachment as a second-order factor and investigated its relationships with place satisfaction and visitors' low and high effort pro-environmental behavioural intentions. Confirmatory factor analysis and structural equation modelling were used to test a model using a sample of 452 visitors at the Dandenong Ranges National Park, in Australia. Results supported the four-dimensional second-order factor of place attachment and indicated (a) positive and significant effects of place attachment on both low and high effort pro-environmental behavioural intentions of park visitors, (b) a significant and positive influence of place attachment on place satisfaction, (c) a significant and positive effect of place satisfaction on low effort pro-environmental behavioural intentions, and (d) a negative and significant influence of place satisfaction on high effort pro-environmental behavioural intentions. The main theoretical contribution relates to the inclusion of the four dimensions of place attachment in a single model. Findings are discussed with respect to their applied and theoretical relevance.
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