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Over the past several decades, researchers have become increasingly interested in understanding how primates understand the behavior of others. One open question concerns whether nonhuman primates think about others? behavior in psychological terms, that is, whether they have a theory of mind. Over the last ten years, experiments conducted on the free-ranging rhesus monkeys (Macaca mulatta) living on Cayo Santiago have provided important insights into this question. In this review, we highlight what we think are some of the most exciting results of this body of work. Specifically we describe experiments suggesting that rhesus monkeys may understand some psychological states, such as what others see, hear, and know, but that they fail to demonstrate an understanding of others? beliefs. Thus, while some aspects of theory of mind may be shared between humans and other primates, others capacities are likely to be uniquely human. We also discuss some of the broader debates surrounding comparative theory of mind research, as well as what we think may be productive lines for future research with the rhesus macaques of Cayo Santiago. Am. J. Primatol. 78:106?116, 2016. ? 2016 Wiley Periodicals, Inc.
Disseminating mindfulness-based cognitive therapy (MBCT), an evidence-based group treatment, in the workplace may help employees who have recovered from depression to prevent depressive relapse and stay well. Employees’ potential confidentiality concerns about participating in a group-based workplace MBCT intervention may be alleviated by delivering MBCT in alternative formats that would maintain the employees’ anonymity. The aim of the current study was to determine the stated preferences of employees from large healthcare organizations for four different MBCT delivery methods (i.e., group, online group, individual, and individual via the telephone). We determined the stated preferences of 151 health authority employees for the four MBCT delivery methods using a discrete choice experiment comprised of 18 choice sets of five attributes. A latent class model was used to evaluate the heterogeneity of respondents' preferences. This analysis suggested that four classes existed in the sample. The most important preferences were the effectiveness of MBCT, the type of interaction, face-to-face delivery, and receipt of MBCT on their own time. These results suggest strong preferences for the four different MBCT delivery methods. The presence of latent classes also shows that preferences for alternative modes of delivery vary in association with differences in sociodemographic variables between groups of employees. The overall findings of this study have the potential to influence the development of institutional programs that could make workplace MBCT more appealing to a greater number of employees, thereby improving participant uptake, decreasing the potential for depressive relapse, and minimizing absenteeism.
The purpose of the present study was to assess the efficacy of a culturally adapted version of the Strong Start intervention program on the social-emotional outcomes of African American male students. Externalizing behavior problems of children, specifically African American males, are of great concern for schools. Punitive discipline polices such as expulsion and suspension have proved to be ineffective and harmful. Consequently, school-based social-emotional learning (SEL) interventions have been proposed to teach children coping skills that can help them increase positive social behaviors and emotional regulation. Sixty-one African American male students enrolled in an urban elementary school participated in this intervention. This study employed a randomized delayed treatment control design. Results indicated positive effects in the areas of self-regulation and self-competence. However the intervention did not have an impact on student's empathy, responsibility, or externalizing behavior. Implications are discussed in terms of developing culturally relevant school-based interventions for African American males.
The current study explores the potential buffering effect of trait mindfulness on the impact of racism on anxiety symptomology in an African-American sample. Fifty-seven participants completed a questionnaire packet containing measures of anxious arousal and stress (general anxiety) symptoms, trait mindfulness, and experience of racist events. Results indicated that trait mindfulness moderated the relationship between past-year frequency of racist events and anxious arousal. Specifically, the relationship between past-year frequency of racist events and anxious arousal was significantly positive at low levels of trait mindfulness and not significant at high levels of trait mindfulness. The clinical implications of these findings and future research directions are discussed.
This study contains an exploration of the use of mask-making and mindfulness training as components of an expressive arts group intervention designed to help youth understand and manage their stress. With the assistance of a school counselor, six eighth-grade students, who were having difficulty managing stress, were identified and participated in a 12-hour group intervention over the course of six weeks. Participants were assessed pre- and post-intervention and at a three-week follow-up on measures of self-efficacy, depression, anxiety, and stress. The group intervention resulted in significant self-reported reductions of anxiety and stress at the three-week follow-up.
Palaeontologists characterize mass extinctions as times when the Earth loses more than three-quarters of its species in a geologically short interval, as has happened only five times in the past 540 million years or so. Biologists now suggest that a sixth mass extinction may be under way, given the known species losses over the past few centuries and millennia. Here we review how differences between fossil and modern data and the addition of recently available palaeontological information influence our understanding of the current extinction crisis. Our results confirm that current extinction rates are higher than would be expected from the fossil record, highlighting the need for effective conservation measures.
Mindfulness-based cognitive therapy (MBCT) was introduced in 1995 to address the problem of recurrent depression. MBCT is based on the notion that meditation helps individuals effectively deploy and regulate attention to effectively manage and treat a range of psychological symptoms, including emotional responses to stress, anxiety, and depression. Several studies demonstrate that mindfulness approaches can effectively reduce negative emotional reactions that result from and/or exacerbate psychiatric difficulties and exposure to stressors among children, adolescents, and their parents. Mindfulness may be particularly relevant for youth with maladaptive cognitive processes such as rumination. Clinical experience regarding the utility of mindfulness-based approaches, including MBCT, is being increasingly supported by empirical studies to optimize the effective treatment of youth with a range of challenging symptoms. This paper provides a description of MBCT, including mindfulness practices, theoretical mechanisms of action, and targeted review of studies in adolescents.
"In this helpful book, you'll learn how to seamlessly infuse social and emotional learning into your middle school English language arts curriculum. With the growing emphasis on student assessment and learning outcomes, many teachers find they lack the time and the encouragement to begin implementing SEL techniques into their instruction. This book offers a solution in the form of practical lesson plans--all of which can be implemented without tedious preparation and all of which are designed to boost self-awareness, self-management, social awareness, and other key SEL skills. Your students will discover how to... - Practice mindfulness and think positively. - Exert self-control and employ self-management skills, - Become independent thinkers and make sound decisions, - Be resilient and develop a growth mindset, - Improve relationship skills and avoid bullying, - Be authentic and develop leadership skills, - And much more! Each activity is ELA-focused, so students will develop social emotional learning while meeting key literacy objectives such as reading a nonfiction speech, looking closely at symbolism, analyzing Shakespearean sonnets, and more. The book also includes reproducible tools for classroom use. You can photocopy them or downloaded them as eResources from www.routledge.com/9781138345263"--
Mindfulness meditation is a useful adjunct to behavioral and medical interventions to manage a range of symptoms, including psychological and physical responses to stress, anxiety, depression, and disruptive behavior. Mindfulness approaches can be taught to children, adolescents, and their parents to improve self-regulation, particularly in response to stress. Mindfulness may be particularly relevant for youth and families who have an increased risk for exposure to chronic stress and unique stressors associated with medical and/or social-contextual considerations. Moreover, mindfulness parenting techniques can augment traditional behavioral approaches to improve children׳s behavior through specific parent–child interactions. A growing body of empirical studies and clinical experience suggest that incorporating mindfulness practices will enable clinicians to more effectively treat youth and their families in coping optimally with a range of challenging symptoms.
YED Talk Podcasts - Yoga Voices is about sharing insights and inspiration from Yoga Teachers around the world. Enjoy and be inspired.
Theory of Mind (ToM) has received significant research attention. Traditional ToM research has provided important understanding of how humans reason about mental states by utilizing shared world knowledge, social cues, and the interpretation of actions; however, many current behavioral paradigms are limited to static, "third-person" protocols. Emerging experimental approaches such as cognitive simulation and simulated social interaction offer opportunities to investigate ToM in interactive, "first-person" and "second-person" scenarios while affording greater experimental control. The advantages and limitations of traditional and emerging ToM methodologies are discussed with the intent of advancing the understanding of ToM in socially mediated situations.
Objective—This report presents national estimates of the use of complementary health approaches among children aged 4–17 years in the United States. Selected modalities are compared for 2007 and 2012 to examine changes over time. Methods—Data from the 2007 and 2012 National Health Interview Survey (NHIS) were analyzed for this report. The combined sample included 17,321 interviews with knowledgeable adults about children aged 4–17 years. Point estimates and estimates of their variances were calculated using SUDAAN software to account for the complex sampling design of NHIS. Differences between percentages were evaluated using two-sided significance tests at the 0.05 level. Results—The use of complementary health approaches among children did not change significantly since 2007 (from 12.0% in 2007 to 11.6% in 2012). However, one approach, the use of traditional healers, showed a statistically significant decrease in use, from 1.1% in 2007 to 0.1% in 2012. No other significant decreases were identified. An increase in the use of yoga was observed during this period (from 2.3% in 2007 to 3.1% in 2012). Nonvitamin, nonmineral dietary supplements; chiropractic or osteopathic manipulation; and yoga, tai chi, or qi gong were the most commonly used complementary health approaches in both 2007 and 2012. Also consistent between 2007 and 2012 was that complementary health approaches were most frequently used for back or neck pain, head or chest cold, anxiety or stress, and other musculoskeletal conditions.
Yoga, meditation, and use of chiropractors are types of complementary health approaches developed outside of mainstream Western medicine (1-2). Although complementary health approaches as a whole are not widely used among children, previous work has established a rise in the use of selected approaches over time (3). This report presents the most recent national estimates of use of the three most prevalent approaches during the past 12 months, among children aged 4-17 years in the United States. Comparable estimates from 2012 are also included to examine changes over time.
Juvenile idiopathic arthritis (JIA) is a chronic rheumatic disease associated with pain, stiffness, and psychosocial difficulties. The purpose of this case study was to investigate the impact of a yoga intervention on pain and morning stiffness in an adolescent female with JIA. A secondary aim was to assess the impact of this intervention on self-efficacy, mindfulness, health-related quality of life, and disease activity. A 17-y-old female with JIA participated in 3 yoga groups and home yoga practice with a digital video disc. She engaged in daily self-monitoring of pain and stiffness and completed questionnaires assessing psychosocial functioning and disease activity at pre- and postintervention, and psychosocial functioning at 3-mo follow-up. Primary outcomes were evaluated using quasi-experimental single-case design structure (ie, ABAB), with emphasis on the report of means. Results suggested that yoga reduced pain intensity, stiffness intensity, and duration of morning stiffness. Outcomes for disease activity also suggested improvements. Modest changes were revealed on psychosocial outcome measures, however not consistently in the direction of hypotheses. Anecdotal reports from the participant indicated acceptability of the intervention and improvements in pain and stiffness attributed to engaging in the yoga intervention. More research is warranted to further explore the impact of yoga for youth with JIA as an adjunctive component of multidisciplinary treatment targeting pain, stiffness, disease activity, and psychosocial factors.