Many healing traditions have used breath as vehicle for healing. Two specific healing initiatives are used as illustrations of how breath is both a subtle organizing property and a material manifestation. Singing, in the context of music therapy, organizes intentionally the physiological abilities of another person as they recover from coma. The second healing initiative is that of Qigong Yangsheng for the treatment of asthma. Here breathing is also used as an intentional activity, this time by the patient to improve his or her own breathing abilities and to heal what is essentially a breathing problem, the material manifestation of air-flow.Breathing is a central principle in communication and healing and forms the basis of many therapeutic disciplines. Perhaps we can encourage our clinician colleagues toward be aware of their breathing and be less aware of their machines.
Given the limited success of conventional treatments for veterans with posttraumatic stress disorder (PTSD), investigations of alternative approaches are warranted. We examined the effects of a breathing-based meditation intervention, Sudarshan Kriya yoga, on PTSD outcome variables in U.S. male veterans of the Iraq or Afghanistan war. We randomly assigned 21 veterans to an active (n = 11) or waitlist control (n = 10) group. Laboratory measures of eye-blink startle and respiration rate were obtained before and after the intervention, as were self-report symptom measures; the latter were also obtained 1 month and 1 year later. The active group showed reductions in PTSD scores, d = 1.16, 95% CI [0.20, 2.04], anxiety symptoms, and respiration rate, but the control group did not. Reductions in startle correlated with reductions in hyperarousal symptoms immediately postintervention (r = .93, p < .001) and at 1-year follow-up (r = .77, p = .025). This longitudinal intervention study suggests there may be clinical utility for Sudarshan Kriya yoga for PTSD.
Biological systems are particularly prone to variation, and the authors argue that such variation must be regarded as important data in its own right. The authors describe a method in which individual differences are studied within the framework of a general theory of the population as a whole and illustrate how this method can be used to address three types of issues: the nature of the mechanisms that give rise to a specific ability, such as mental imagery; the role of psychological or biological mediators of environmental challenges, such as the biological bases for differences in dispositional mood; and the existence of processes that have nonadditive effects with behavioral and physiological variables, such as factors that modulate the response to stress and its effects on the immune response.
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Objective: The present research examined the effects of a mindfulness-based intervention to foster healthy eating. Specifically, we tested whether a brief mindfulness manipulation can prevent the portion size effect, and reduce overeating on unhealthy snacks when hungry. Methods: 110 undergraduate participants (MAge=20.9±2.3; MBMI=22.3±2.5) were served a small or a large portion of chocolate chip cookies after listening to an audio book or performing a mindfulness exercise (i.e., body scan). Current level of hunger was assessed unobtrusively on a visual analog scale before the eating situation. Main outcome measure: Calorie intake from chocolate chip cookies. Results: When presented with a large compared to a small portion, participants consumed more cookies (+83kcal). This was not affected by the mindfulness intervention or by hunger. However, while control participants ate more unhealthy food when hungry than when not hungry (+67kcal), participants in the mindfulness condition did not (+1kcal). Conclusions: Findings confirm the prevalence and robustness of the portion size effect and suggest that it may be independent from awareness of internal cues. Prevention strategies may benefit more from targeting awareness of the external environment. However, mindfulness-based interventions may be effective to reduce effects of hunger on unhealthy food consumption.
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<p>Professor George has ventured into a comparatively unchartered area seeking, as he does, to explore the art and concept of performance in Buddhism -- more specially in the context of Buddhist meditation and theatre. Spelling out the epistemology of performance in all its different connotations and definitional nuances, his study opens out an astonishingly vast panorama of the Buddhist theatrical practices in Sri Lanka, China, Japan, Nepal, Tibet . . . and goes on to demonstrate how, within this panorama, three kinds of theatrical practice can be identified, each corresponding to one of the three paths open to a Buddhist: the karma path, the Bodhisattva option, and enlightenment, and each representative of one of the three main cultures of Buddhism -- the Hinayana, Mahayana, Vajrayana. Supported by extensive endnotes and bibliographic references, Dr. George's book also carries a range of case studies of the art of performance in Buddhism, with definitive examples, among others, of the Sri Lankan Kandy dance and Karma drama, Tibetan Chams and Chod, and Japanese Noh.</p>
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<p>An article about titles of Sakyas and Vajracaryas as an important indicator of ideological claims. (Mark Turin 2004-06-16)</p>
Never before have so many teachers from all Buddhist traditions—Zen, Vajrayana, Theravada, Vipassana; from the West and the East—come together to offer a unified response to a matter of utmost urgency. This watershed volume is at the same time a clarion call to action and a bright beacon of hope.With contributions from: His Holiness the Dalai Lama, the Seventeenth Karmapa, Sakya Trizin, Dudjom Rinpoche, Chatral Rinpoche, Ato Rinpoche, Dzongsar Khyentse Rinpoche, Thrangu Rinpoche, Dzigar Kongtrul Rinpoche, Chokyi Nyima Rinpoche, Ringu Tulku Rinpoche, Tsoknyi Rinpoche, Robert Aitken, Joanna Macy, Bhikkhu Bodhi, Joseph Goldstein, Taigen Dan Leighton, Susan Murphy, Matthieu Ricard, Hozan Alan Senauke, Lin Jensen, and Thich Nhat Hanh.
<p>In this chapter of the book <em>Psychology and Buddhism: From Individual to Global Community</em>, the author suggests that not only does Buddhist mindfulness meditation allow the individual to develop a calmness that allows for a greater clarity of comprehension and an ability arrest impulsive behaviors, mindfulness also can be seen to have a social function. In the complex social environments, mindfulness allows the individual to take a step back and better observe and attend to the diversity of experiences, viewpoints, and feelings, and of oneself and others. (Zach Rowinski 2005-01-02)</p>
This is a translation with detailed introduction of the Cakrasamvara Tantra, one of the most important of Indian Buddhist tantras.
<p>This is a translation with detailed introduction of the Cakrasamvara Tantra, one of the most important of Indian Buddhist tantras.</p>
The Cambridge Handbook of Consciousness is the first of its kind in the field, and its appearance marks a unique time in the history of intellectual inquiry on the topic. After decades during which consciousness was considered beyond the scope of legitimate scientific investigation, consciousness re-emerged as a popular focus of research towards the end of the last century, and it has remained so for nearly 20 years. There are now so many different lines of investigation on consciousness that the time has come when the field may finally benefit from a book that pulls them together and, by juxtaposing them, provides a comprehensive survey of this exciting field. An authoritative desk reference, which will also be suitable as an advanced textbook.
Behavioral trajectories during middle childhood are predictive of consequential outcomes later in life (e.g., substance abuse, violence). Social and emotional learning (SEL) programs are designed to promote trajectories that reflect both growth in positive behaviors and inhibited development of negative behaviors. The current study used growth mixture models to examine effects of the Positive Action (PA) program on behavioral trajectories of social-emotional and character development (SECD) and misconduct using data from a cluster-randomized trial that involved 14 schools and a sample of predominately low-income, urban youth followed from 3rd through 8th grade. For SECD, findings indicated that PA was similarly effective at improving trajectories within latent classes characterized as "high/declining" and "low/stable". Favorable program effects were likewise evident to a comparable degree for misconduct across observed latent classes that reflected "low/rising" and "high/rising" trajectories. These findings suggest that PA and perhaps other school-based universal SEL programs have the potential to yield comparable benefits across subgroups of youth with differing trajectories of positive and negative behaviors, making them promising strategies for achieving the intended goal of school-wide improvements in student outcomes.
Behavioral trajectories during middle childhood are predictive of consequential outcomes later in life (e.g., substance abuse, violence). Social and emotional learning (SEL) programs are designed to promote trajectories that reflect both growth in positive behaviors and inhibited development of negative behaviors. The current study used growth mixture models to examine effects of the Positive Action (PA) program on behavioral trajectories of social-emotional and character development (SECD) and misconduct using data from a cluster-randomized trial that involved 14 schools and a sample of predominately low-income, urban youth followed from 3rd through 8th grade. For SECD, findings indicated that PA was similarly effective at improving trajectories within latent classes characterized as "high/declining" and "low/stable". Favorable program effects were likewise evident to a comparable degree for misconduct across observed latent classes that reflected "low/rising" and "high/rising" trajectories. These findings suggest that PA and perhaps other school-based universal SEL programs have the potential to yield comparable benefits across subgroups of youth with differing trajectories of positive and negative behaviors, making them promising strategies for achieving the intended goal of school-wide improvements in student outcomes.
A leading scientist argues that we must consider deploying climate engineering technology to slow the pace of global warming. Climate engineering—which could slow the pace of global warming by injecting reflective particles into the upper atmosphere—has emerged in recent years as an extremely controversial technology. And for good reason: it carries unknown risks and it may undermine commitments to conserving energy. Some critics also view it as an immoral human breach of the natural world. The latter objection, David Keith argues in A Scientist's Case for Climate Engineering, is groundless; we have been using technology to alter our environment for years. But he agrees that there are large issues at stake. A leading scientist long concerned about climate change, Keith offers no naïve proposal for an easy fix to what is perhaps the most challenging question of our time; climate engineering is no silver bullet. But he argues that after decades during which very little progress has been made in reducing carbon emissions we must put this technology on the table and consider it responsibly. That doesn't mean we will deploy it, and it doesn't mean that we can abandon efforts to reduce greenhouse gas emissions. But we must understand fully what research needs to be done and how the technology might be designed and used. This book provides a clear and accessible overview of what the costs and risks might be, and how climate engineering might fit into a larger program for managing climate change.
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