Objective: Clinical decision-making regarding the prevention of depression is complex for pregnant women with histories of depression and their health care providers. Pregnant women with histories of depression report preference for nonpharmacological care, but few evidence-based options exist. Mindfulness-based cognitive therapy has strong evidence in the prevention of depressive relapse/recurrence among general populations and indications of promise as adapted for perinatal depression (MBCT-PD). With a pilot randomized clinical trial, our aim was to evaluate treatment acceptability and efficacy of MBCT-PD relative to treatment as usual (TAU). Method: Pregnant adult women with depression histories were recruited from obstetric clinics at 2 sites and randomized to MBCT-PD (N = 43) or TAU (N = 43). Treatment acceptability was measured by assessing completion of sessions, at-home practice, and satisfaction. Clinical outcomes were interview-based depression relapse/recurrence status and self-reported depressive symptoms through 6 months postpartum. Results: Consistent with predictions, MBCT-PD for at-risk pregnant women was acceptable based on rates of completion of sessions and at-home practice assignments, and satisfaction with services was significantly higher for MBCT-PD than TAU. Moreover, at-risk women randomly assigned to MBCT-PD reported significantly improved depressive outcomes compared with participants receiving TAU, including significantly lower rates of depressive relapse/recurrence and lower depressive symptom severity during the course of the study. Conclusions: MBCT-PD is an acceptable and clinically beneficial program for pregnant women with histories of depression; teaching the skills and practices of mindfulness meditation and cognitive–behavioral therapy during pregnancy may help to reduce the risk of depression during an important transition in many women’s lives.
School personnel encounter numerous occupational stressors unique to their profession, and these stressors place educators at risk of job-related stress and burnout. Given the prevalence of stress and burnout among school personnel, concrete interventions designed to address the unique demands and enhance coping resources of school personnel are necessary. One promising mindfulness-based intervention (MBI) for school personnel, Cultivating Awareness and Resilience in Education (CARE), is introduced and explored. Using semi-structured interviews, the current study investigated how participants applied mindfulness strategies learned through the mindfulness-based intervention CARE. Participants reported shifting their emotional reactivity and approach to students by applying mindfulness through (1) present-centered awareness of emotions, (2) emotional reappraisal of situations, and (3) use of metaphors introduced through the CARE program. Results suggest that the CARE program is a promising approach to support school personnel experiencing stress and burnout.
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.)
BackgroundThe Support, Education, and Research in Chronic Heart Failure (SEARCH) study was designed to assess the impact of a mindfulness-based psychoeducational intervention on clinical outcomes, depression, and quality of life in patients with chronic heart failure (CHF). Although research has shown that psychosocial factors including depression are important risk factors for adverse events in patients with CHF, no large clinical trials have investigated the efficacy of psychosocial interventions to reduce these factors in this population.
Methods
This was a prospective cohort study of 208 adults with left ventricular ejection fraction ≤40% and CHF geographically assigned to treatment or control groups with follow-up at 3, 6, and 12 months. Treatment groups met weekly for 8 consecutive weeks for training in mindfulness meditation, coping skills, and support group discussion.
Results
Subjects had a mean age of 61 years, left ventricular ejection fraction 26%, and median New York Heart Association class II. The majority were treated with angiotensin-converting enzyme inhibitors (80%) and β-blockers (86%). At baseline, patients in the treatment group had more severe CHF with higher New York Heart Association class (P = .0209) and more severe psychological distress (Center of Epidemiology—Depression, Profile of Mood States; P < .05). When compared with controls, treatment resulted in lower anxiety (Profile of Mood States, P = .003), depression (Center of Epidemiology—Depression, P = .05), improved symptoms (Kansas City Cardiomyopathy Questionnaire symptom scale, P = .033) and clinical scores (Kansas City Cardiomyopathy Questionnaire clinical score, P = .024) over time. There were no treatment effects on death/rehospitalization at 1 year.
Conclusions
An 8-week mindfulness-based psychoeducational intervention reduced anxiety and depression; this effect was attenuated at 1 year. Importantly, the intervention led to significantly better symptoms of CHF at 12 months compared to control subjects. Our results suggest that interventions of this type might have a role in optimal therapy for CHF.
The aim of this descriptive study was to examine teachers beliefs about emotions in the classroom and factors related to these beliefs, namely teacher background characteristics and the implementation of an emotion-focused social-emotional learning (SEL) program the Roots of Empathy (ROE). Participants included 58 elementary school teachers from a Western Canadian city (n = 40) and the Isle of Man (n = 18) who hosted the ROE program or comprised the control group. Participants completed self-report measures assessing emotion beliefs (Bonds, Expressiveness, Instruction/Modeling, Protect, and Display/Control), background characteristics (grade level taught and years of teaching experience), and ROE program implementation (number of subject areas and frequency). Results indicated grade level taught (primary versus intermediate) and years of teaching experience were significantly related to some emotion beliefs dimensions. Instruction/Modeling beliefs were significantly higher for experienced teachers than novice teachers. Protect beliefs were significantly higher for primary grade teachers than intermediate grade teachers. Display/Control beliefs were significantly higher for intermediate grade teachers than primary grade teachers. Particular emotion beliefs were also significantly associated with teachers reports of ROE program implementation. Teachers Expressiveness beliefs were positively correlated with the frequency with which they implemented activities. Teachers Protect beliefs were negatively correlated with, and Display/Control beliefs were positively correlated with, the number of subject areas in and frequency with which implementation occurred. These findings support and extend research investigating teacher-related factors associated with implementation. Suggestions concerning the need for SEL training and support are made to enhance the effectiveness of emotion-focused SEL programs.
A social and emotional learning curriculum embedded in freshman seminar content can support freshmen in the transition from high school to college. As such, the university participating in this study has increased the number of students taking freshman seminars. To accommodate the increase in social and emotional learning sections, several nonclinical faculty members were invited to teach the seminar which required training in the curriculum. The purpose of this study was an exploratory assessment of the process of teaching the social and emotional learning curriculum to determine the perceived impact of both the training and teaching experience on the faculty members and their teaching styles. This was a qualitative study, using a systematic thematic content analysis of transcribed interviews. Results indicated the emergence of several themes that highlighted a transformative learning experience for the faculty and indicated that there is a parallel process in teaching and learning.
Mounting evidence suggests the pervasiveness of stress and insidiousness of burnout in the teaching profession (Blase, 1986; Chubbuck & Zembylas, 2008; Eskridge & Coker, 1985; Larrivee, 2012; Spilt, Koomen, & Thijs, 2011; Vandenberghe & Huberman, 1999). Exposure to chronic stressors can have a negative cascading effect on a teacher's mental, physical, emotional, and spiritual well-being. While the inherent stressors of the profession cannot be avoided, this body of work explores how a mindfulness-based training program designed for teachers ("Present Teacher"[TM] Training) allows them to transform stress into opportunities for cultivating a healthy, authentic, and purpose-driven "teacher Presence." A phenomenological exploration of what it means to "be" and "become" a mentally, physically, emotionally, and spiritually healthy teacher "through" the stress inherent in the profession holds great potential for learning how to support a teacher's holistic well-"being"-ness. This study utilized a post-intentional phenomenological research design (Vagle, 2018) to explore the cultivation of the phenomenon of "teacher Presence" through the integration of different phenomenological material. Vagle's (2018) whole-part-whole analysis of the phenomenological material was used to capture provocations and pathic productions of the phenomenon. The primary research question in this post-intentional phenomenological exploration was: How might cultivating teacher Presence take shape in mindfulness work for teachers? The three primary "pathic productions" that were produced and explored in depth through this three paper dissertation are: (1) creating the micro-miracle moment: slowing down fast-paced teacher time to "be" present; (2) cultivating teacher self-trust and intuition in moments of uncertainty and risk; and (3) "burning in" to human service oriented work through the "Infinite Well-Being Integration Model." This study illuminates the myriad ways a teacher's "being"-ness in the present moment entangles with one's trajectory of "becoming" one's most authentic and healthy self "through" the professional practice of teaching. It is suggested that an integrated approach to teacher preparation and in-service professional development that supports the mind (i.e., mental agility), body (i.e., emotional agility), and spirit (i.e., awareness of self) to be beneficial in preparing teachers for the courageous and commendable inner "and" outer work they are called to engage. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Teaching Yoga to children is a fulfilling but challenging journey, particularly in poverty-stricken urban school districts. The physical, mental, and emotional impact of poverty on children has serious implications for their academic achievement. Introducing Yoga as part of their regular school experience shows tremendous potential for helping students navigate challenges that interfere with learning. This article helps teachers and therapists understand the experience of providing Yoga and mindfulness programs in urban elementary schools and provides specific information on ways to ensure successful program implementation, including a sample class description, activity instructions, and best practices in training teachers and teaching.
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Mindfulness has been described as an orienting of attention to the present moment, with openness and compassion. Individuals displaying high trait mindfulness exhibit this tendency as a more permanent personality attribute. Given the numerous physical and mental health benefits associated with mindfulness, there is a great interest in understanding the neural substrates of this trait. The purpose of the current research was to examine how individual differences in trait mindfulness associated with functional connectivity in five resting-state networks related to cognition and attention: the default mode network (DMN), the salience network (SN), the central executive network (CEN), and the dorsal and ventral attention networks (DAN and VAN). Twenty-eight undergraduate participants completed the Five-Facet Mindfulness Questionnaire (FFMQ), a self-report measure of trait mindfulness which also provides scores on five of its sub-categories (Observing, Describing, Acting with Awareness, Non-judging of Inner Experience, and Non-reactivity to Inner Experience). Participants then underwent a structural MRI scan and a 7-min resting state functional MRI scan. Resting-state data were analyzed using independent-component analyses. An analysis of covariance (ANCOVA) was performed to determine the relationship between each resting state network and each FFMQ score. These analyses indicated that: (1) trait mindfulness and its facets showed increased functional connectivity with neural regions related to attentional control, interoception, and executive function; and (2) trait mindfulness and its facets showed decreased functional connectivity with neural regions related to self-referential processing and mind wandering. These patterns of functional connectivity are consistent with some of the benefits of mindfulness-enhanced attention, self-regulation, and focus on present experience. This study provides support for the notion that non-judgmental attention to the present moment facilitates the integration of regions in neural networks that are related to cognition, attention, and sensation.
Purpose: The main objective of this study was to investigate the prevalence of complementary and alternative medicine (CAM) use, types and reasons for use, and determinants of use among survivors of childhood cancer. Methods: An interviewer-based survey of CAM use was administered to 197 survivors or their guardians. Demographic data, CAM therapies used, purpose and referral for use, and communication about use was collected. Results: A total of 115 (58%) survivors reported using CAM in survivorship, 72% of which used biologically based therapies. The majority of therapies were used for relaxation and stress management (15%), referred for use by the parent (25%), reported as very effective (62%), and initiated 0 to 4 years after completion of cancer treatment (41%). Among CAM users, young adults used manipulative and body-based therapies [odds ratio (OR) = 3.3; 95% confidence interval (CI), 1.4-7.8] and mind-body therapies (OR = 2.8, 95% CI: 1.2-6.4) more than children. Use of mind-body therapies was associated with not attending religious services regularly (OR = 2.4; P < 0.01). Half (51%) of all CAM therapies were disclosed to the physician. Conclusions: Survivors of childhood cancer frequently use CAM for health promotion and mitigation of physical and psychological conditions. Clinicians should consider the role of CAM in the adoption of healthy lifestyles among this population.
The authors examine the facet structure of mindfulness using five recently developed mindfulness questionnaires. Two large samples of undergraduate students completed mindfulness questionnaires and measures of other constructs. Psychometric properties of the mindfulness questionnaires were examined, including internal consistency and convergent and discriminant relationships with other variables. Factor analyses of the combined pool of items from the mindfulness questionnaires suggested that collectively they contain five clear, interpretable facets of mindfulness. Hierarchical confirmatory factor analyses suggested that at least four of the identified factors are components of an overall mindfulness construct and that the factor structure of mindfulness may vary with meditation experience. Mindfulness facets were shown to be differentially correlated in expected ways with several other constructs and to have incremental validity in the prediction of psychological symptoms. Findings suggest that conceptualizing mindfulness as a multifaceted construct is helpful in understanding its components and its relationships with other variables.
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The authors examine the facet structure of mindfulness using five recently developed mindfulness questionnaires. Two large samples of undergraduate students completed mindfulness questionnaires and measures of other constructs. Psychometric properties of the mindfulness questionnaires were examined, including internal consistency and convergent and discriminant relationships with other variables. Factor analyses of the combined pool of items from the mindfulness questionnaires suggested that collectively they contain five clear, interpretable facets of mindfulness. Hierarchical confirmatory factor analyses suggested that at least four of the identified factors are components of an overall mindfulness construct and that the factor structure of mindfulness may vary with meditation experience. Mindfulness facets were shown to be differentially correlated in expected ways with several other constructs and to have incremental validity in the prediction of psychological symptoms. Findings suggest that conceptualizing mindfulness as a multifaceted construct is helpful in understanding its components and its relationships with other variables.
The authors examine the facet structure of mindfulness using five recently developed mindfulness questionnaires. Two large samples of undergraduate students completed mindfulness questionnaires and measures of other constructs. Psychometric properties of the mindfulness questionnaires were examined, including internal consistency and convergent and discriminant relationships with other variables. Factor analyses of the combined pool of items from the mindfulness questionnaires suggested that collectively they contain five clear, interpretable facets of mindfulness. Hierarchical confirmatory factor analyses suggested that at least four of the identified factors are components of an overall mindfulness construct and that the factor structure of mindfulness may vary with meditation experience. Mindfulness facets were shown to be differentially correlated in expected ways with several other constructs and to have incremental validity in the prediction of psychological symptoms. Findings suggest that conceptualizing mindfulness as a multifaceted construct is helpful in understanding its components and its relationships with other variables.
Teaching social-emotional skills to secondary students has been linked to higher student achievement, more positive student motivation and more socially acceptable classroom behaviors (Elias & Arnold, 2006; Weissburg et al., 2003; Kress et al., 2004). Much of the current literature on social-emotional learning (SEL) focuses on research. This piece provides educators with a plan for teaching key social and emotional skills in secondary mathematics classrooms using three key "entry points": (1) the redefining of "lesson planning," (2) the establishment of an SEL-conducive climate, and (3) the inclusion of student refection and self-assessment.
Reputation systems promote cooperation and deter antisocial behavior in groups. Little is known, however, about how and why people share reputational information. Here, we seek to establish the existence and dynamics of prosocial gossip, the sharing of negative evaluative information about a target in a way that protects others from antisocial or exploitative behavior. We present a model of prosocial gossip and the results of 4 studies testing the model's claims. Results of Studies 1 through 3 demonstrate that (a) individuals who observe an antisocial act experience negative affect and are compelled to share information about the antisocial actor with a potentially vulnerable person, (b) sharing such information reduces negative affect created by observing the antisocial behavior, and (c) individuals possessing more prosocial orientations are the most motivated to engage in such gossip, even at a personal cost, and exhibit the greatest reduction in negative affect as a result. Study 4 demonstrates that prosocial gossip can effectively deter selfishness and promote cooperation. Taken together these results highlight the roles of prosocial motivations and negative affective reactions to injustice in maintaining reputational information sharing in groups. We conclude by discussing implications for reputational theories of the maintenance of cooperation in human groups.
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Prosociality is fundamental to social relationships, but providing it indiscriminately risks exploitation by egoists. Past work demonstrates that individuals avoid these risks through a more selective form of prosociality, cooperating less and sharing fewer resources with egoists (e.g. Axelrod & Hamilton, 1981). The evolution of cooperation. Science, 211(4489), 1390–1396). We extend this work to explore whether individuals experience reduced prosocial affective and physiological responses to egoists in situations where they are suffering. In two studies, participants learned of a target’s egoistic or non-egoistic traits, and then encountered the target suffering. Suffering egoists evoked less compassion in others than non-egoists and elicited physiological responses that diverged from patterns associated with compassion and social engagement (reduced heart rate and greater respiratory sinus arrhythmia activity). Participants' feelings of distrust toward egoists explained these attenuated emotional and physiological responses. These results build upon studies of prosocial behavior by suggesting that individuals experience reduced prosocial emotional and physiological responses toward suffering egoists.
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This dissertation examines a contemporary genre of Tibetan medical writings that seek to integrate Tibetan medical and biomedical notions of “hormones” in the reproductive bodies of women. The analytical lens of ‘gender’ plays a significant role in this dissertation, specifically the ways in which medical and Buddhist language and literature surrounding the Tibetan integration of biomedical notions of hormones deeply implicates modern-day Tibetan national, ethnic, and religious identities. This dissertation provides overviews and analyses of a selection of recently published Tibetan medical works that research methods to integrate and articulate biomedical notions of ‘hormones’ into the Tibetan medical system. These works include book-length commentaries, medical journal articles, book chapters, and home reference books that focus on women’s health. This dissertation analyzes the relationship between establishing medical authority with the practice of textual research in present-day Tibetan medical writing in ‘Chinese Tibet,’ and how ‘hormones’ are the central point of intersection and integration between the Tibetan medical and biomedical systems. Many present-day Tibetan medical authors turn to Buddhist thought, and specifically the texts and language of Tantra, to explicate and articulate the Tibetan understanding of hormones. In their research into the authoritative and classical texts of their traditions, the majority of the authors discussed within this dissertation argue that it can be definitively established that the classical Indo-Tibetan medical and Buddhist writers and experts ‘knew’ about the very subtle substances circulating throughout the body that are today known in biomedicine as “hormones.”
"Children (and adults) live in a fast-paced, demanding and stressful world. It is often difficult to slow-down our children's minds and bodies. This book was written to teach children to take a pause in their lives, to stop activity, to understand quiet time, and to think about what they are doing and where they are going"--
"Children (and adults) live in a fast-paced, demanding and stressful world. It is often difficult to slow-down our children's minds and bodies. This book was written to teach children to take a pause in their lives, to stop activity, to understand quiet time, and to think about what they are doing and where they are going"--
BACKGROUND: More than a third of the approximately 10 million women with histories of interpersonal violence in the United States develop posttraumatic stress disorder (PTSD). Currently available treatments for this population have a high rate of incomplete response, in part because problems in affect and impulse regulation are major obstacles to resolving PTSD. This study explored the efficacy of yoga to increase affect tolerance and to decrease PTSD symptomatology.METHOD: Sixty-four women with chronic, treatment-resistant PTSD were randomly assigned to either trauma-informed yoga or supportive women's health education, each as a weekly 1-hour class for 10 weeks. Assessments were conducted at pretreatment, midtreatment, and posttreatment and included measures of DSM-IV PTSD, affect regulation, and depression. The study ran from 2008 through 2011.
RESULTS: The primary outcome measure was the Clinician-Administered PTSD Scale (CAPS). At the end of the study, 16 of 31 participants (52%) in the yoga group no longer met criteria for PTSD compared to 6 of 29 (21%) in the control group (n = 60, χ²₁ = 6.17, P = .013). Both groups exhibited significant decreases on the CAPS, with the decrease falling in the large effect size range for the yoga group (d = 1.07) and the medium to large effect size decrease for the control group (d = 0.66). Both the yoga (b = -9.21, t = -2.34, P = .02, d = -0.37) and control (b = -22.12, t = -3.39, P = .001, d = -0.54) groups exhibited significant decreases from pretreatment to the midtreatment assessment. However, a significant group × quadratic trend interaction (d = -0.34) showed that the pattern of change in Davidson Trauma Scale significantly differed across groups. The yoga group exhibited a significant medium effect size linear (d = -0.52) trend. In contrast, the control group exhibited only a significant medium effect size quadratic trend (d = 0.46) but did not exhibit a significant linear trend (d = -0.29). Thus, both groups exhibited significant decreases in PTSD symptoms during the first half of treatment, but these improvements were maintained in the yoga group, while the control group relapsed after its initial improvement.
DISCUSSION: Yoga significantly reduced PTSD symptomatology, with effect sizes comparable to well-researched psychotherapeutic and psychopharmacologic approaches. Yoga may improve the functioning of traumatized individuals by helping them to tolerate physical and sensory experiences associated with fear and helplessness and to increase emotional awareness and affect tolerance.
TRIAL REGISTRATION: ClinicalTrials.gov identifier: NCT00839813.
BACKGROUND: More than a third of the approximately 10 million women with histories of interpersonal violence in the United States develop posttraumatic stress disorder (PTSD). Currently available treatments for this population have a high rate of incomplete response, in part because problems in affect and impulse regulation are major obstacles to resolving PTSD. This study explored the efficacy of yoga to increase affect tolerance and to decrease PTSD symptomatology.METHOD: Sixty-four women with chronic, treatment-resistant PTSD were randomly assigned to either trauma-informed yoga or supportive women's health education, each as a weekly 1-hour class for 10 weeks. Assessments were conducted at pretreatment, midtreatment, and posttreatment and included measures of DSM-IV PTSD, affect regulation, and depression. The study ran from 2008 through 2011.
RESULTS: The primary outcome measure was the Clinician-Administered PTSD Scale (CAPS). At the end of the study, 16 of 31 participants (52%) in the yoga group no longer met criteria for PTSD compared to 6 of 29 (21%) in the control group (n = 60, χ²₁ = 6.17, P = .013). Both groups exhibited significant decreases on the CAPS, with the decrease falling in the large effect size range for the yoga group (d = 1.07) and the medium to large effect size decrease for the control group (d = 0.66). Both the yoga (b = -9.21, t = -2.34, P = .02, d = -0.37) and control (b = -22.12, t = -3.39, P = .001, d = -0.54) groups exhibited significant decreases from pretreatment to the midtreatment assessment. However, a significant group × quadratic trend interaction (d = -0.34) showed that the pattern of change in Davidson Trauma Scale significantly differed across groups. The yoga group exhibited a significant medium effect size linear (d = -0.52) trend. In contrast, the control group exhibited only a significant medium effect size quadratic trend (d = 0.46) but did not exhibit a significant linear trend (d = -0.29). Thus, both groups exhibited significant decreases in PTSD symptoms during the first half of treatment, but these improvements were maintained in the yoga group, while the control group relapsed after its initial improvement.
DISCUSSION: Yoga significantly reduced PTSD symptomatology, with effect sizes comparable to well-researched psychotherapeutic and psychopharmacologic approaches. Yoga may improve the functioning of traumatized individuals by helping them to tolerate physical and sensory experiences associated with fear and helplessness and to increase emotional awareness and affect tolerance.
TRIAL REGISTRATION: ClinicalTrials.gov identifier: NCT00839813.
When children can't cope, challenges become stressors, and anxiety replaces anticipation. Our kids can't enjoy childhood to the fullest, and their long-term resilience is compromised. This recording offers concrete, easily taught practices to help your clients and students learn to access their inner resources, calm their anxiety, transform their relationship to stress, and thrive even when life is challenging. What anxiety is telling us: Listening to the messages of the body, Our Stress Response and harnessing its power, Agency and Personal Power: Practices to teach our minds how strong we are, Connect activity to gain perspective and orient to the present moment: Five Senses, Practice, Breathe Activity to Soothe the Nervous System: Resistance Breathing, Movement Practices to Enhance Sense of Agency and Strength: Mountain Pose Exploration, Feeling My Strength, Focus Activity to Practice Grounding and Stabilizing: Body Connection Focus Practice, Relaxation Practice to Rest and Repair: Restorative Yoga Poses, Repairing the Mind-Body Communication System: Embodiment and its relationship to anxiety reduction.
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