Identifying factors relevant for successful implementation of school-based interventions is essential to ensure that programs are provided in an effective and engaging manner. The perspectives of two key stakeholders critical for identifying implementation barriers and facilitators - students and their classroom teachers - merit attention in this context and have rarely been explored using qualitative methods. This study reports qualitative perspectives of fifth and sixth grade participants and their teachers of a 16-week school-based mindfulness and yoga program in three public schools serving low-income urban communities. Four themes related to program implementation barriers and facilitators emerged: program delivery factors, program buy-in, implementer communication with teachers, and instructor qualities. Feedback from students and teachers is discussed in the context of informing implementation, adaptation, and future development of school-based mindfulness and yoga programming in urban settings.
Identifying factors relevant for successful implementation of school-based interventions is essential to ensure that programs are provided in an effective and engaging manner. The perspectives of two key stakeholders critical for identifying implementation barriers and facilitators - students and their classroom teachers - merit attention in this context and have rarely been explored using qualitative methods. This study reports qualitative perspectives of fifth and sixth grade participants and their teachers of a 16-week school-based mindfulness and yoga program in three public schools serving low-income urban communities. Four themes related to program implementation barriers and facilitators emerged: program delivery factors, program buy-in, implementer communication with teachers, and instructor qualities. Feedback from students and teachers is discussed in the context of informing implementation, adaptation, and future development of school-based mindfulness and yoga programming in urban settings.
Objective: The efficacy and acceptability of existing psychological interventions for health anxiety (hypochondriasis) are limited. In the current study, the authors aimed to assess the impact of mindfulness-based cognitive therapy (MBCT) on health anxiety by comparing the impact of MBCT in addition to usual services (unrestricted services) with unrestricted services (US) alone. Method: The 74 participants were randomized to either MBCT in addition to US (n = 36) or US alone (n = 38). Participants were assessed prior to intervention (MBCT or US), immediately following the intervention, and 1 year postintervention. In addition to independent assessments of diagnostic status, standardized self-report measures and assessor ratings of severity and distress associated with the diagnosis of hypochondriasis were used. Results: In the intention-to-treat (ITT) analysis (N = 74), MBCT participants had significantly lower health anxiety than US participants, both immediately following the intervention (Cohen's d = 0.48) and at 1-year follow-up (d = 0.48). The per-protocol (PP) analysis (n = 68) between groups effect size was d = 0.49 at postintervention and d = 0.62 at 1-year follow-up. Mediational analysis showed that change in mindfulness mediated the group changes in health anxiety symptoms. Significantly fewer participants allocated to MBCT than to US met criteria for the diagnosis of hypochondriasis, both immediately following the intervention period (ITT 50.0% vs. 78.9%; PP 47.1% vs. 78.4%) and at 1-year follow-up (ITT 36.1% vs. 76.3%; PP 28.1% vs. 75.0%). Conclusions: MBCT may be a useful addition to usual services for patients with health anxiety.
There is growing recognition that humans are faced with a critical and narrowing window of opportunity to halt or reverse some of the key indicators involved in the environmental crisis. Given human activities’ scale and impact, as well as the overly narrow perspectives of environmental research's dominant natural sciences, a major effort is necessary to place the perspectives and insights of the humanities’ and social sciences’ perspectives and insights at the forefront. Such effort will require developing integrated approaches, projects, and institutions that truly do so. This article's goal is to help mobilize the social sciences and the humanities on the topic of sustainability transitions, but also call for a meaningful research agenda to acknowledge the profound implications of the advent of the Anthropocene epoch. We formulate the need for an innovative research agenda based on a careful consideration of the changing human condition as linked to global environmental change. The humanities and social sciences will need to change and adapt to this pressing, historic task.
<p>The transfiguration of ontology through structural coupling, an autopoesis of ego and mediation, produces consequent large-scale changes in human culture. The Web is assuming the role of the collective mind of humanity; soon all of our "knowing" will be in reference to it. Interaction with our artifacts makes us inseparable from them; our tools inform our ontology.</p>
Recurrent distressing intrusive images are a common experience in hypochondriasis. The aim of the current study was to assess the impact of mindfulness-based cognitive therapy (MBCT) for hypochondriasis on the occurrence and nature of distressing intrusive imagery in hypochondriasis. A semistructured interview was used to assess intrusive imagery, and an adapted version of the Southampton Mindfulness Questionnaire (SMQ) was used to assess participants’ relationship with their intrusive images. A consecutive series of participants (N = 20) who were receiving MBCT for hypochondriasis as part of an ongoing research program were assessed prior to participating in an 8-week MBCT intervention, immediately following the intervention, and at 3-month follow-up. As compared to the baseline assessment, the frequency of intrusive images, the distress associated with them, and the intrusiveness of the images were all significantly reduced at the post-MBCT assessment. Participants’ adapted SMQ scores were significantly increased following the MBCT intervention, suggesting that participants’ relationship with their intrusive images had changed in that they had developed a more “mindful” and compassionate response to the images when they did occur. Effect sizes from pre- to post-intervention were medium to large (Cohen’s d = 0.75–1.50). All treatment gains were maintained at 3-month follow-up. Results suggest that MBCT may be an effective intervention for addressing intrusive imagery in hypochondriasis.
Using a cross-sectional design, we examined the relationship between naturally occurring levels of mindfulness and rumination in students (n = 164). As predicted, we found that, when controlling for current depressive symptoms and prior history of depression, mindfulness was significantly negatively correlated with rumination, but it was only associated with the extent to which rumination was experienced as uncontrollable, not with global levels of rumination. Furthermore, mindfulness moderated the relationship between global levels of rumination and uncontrollability of rumination, consistent with the suggestion that high dispositional mindfulness reduces the extent to which ruminative reactions tend to escalate into self-perpetuating and uncontrollable ruminative cycles.
<p>This is a review by Mark Turin of Kanak Mani Dixit and Shastri Ramachandan, <em>State of Nepal</em>.</p>
<p>This is a review by Mark Turin of Robert Powell, <em>Himalayan Drawings</em>.</p>
OBJECTIVES:Pain-related cognitive content (what people think about pain) and cognitive processes (how people think about pain; what they do with their pain-related thoughts) and their interaction are hypothesized to play distinct roles in patient function. However, questions have been raised regarding whether it is possible or practical to assess cognitive content and cognitive process as distinct domains. The aim of this study was to determine the extent to which measures that seem to assess mostly pain-related cognitive content, cognitive processes, and content and process, are relatively independent from each other and contribute unique variance to the prediction of patient function.
MATERIALS AND METHODS:
Individuals with chronic low back pain (N=165) participating in an ongoing RCT were administered measures of cognitions, pain, and function (depressive symptoms and pain interference) pretreatment.
RESULTS:
Analyses provided support for the hypothesis that cognitive content and cognitive process, while related, can be assessed as distinct components. However, the measure assessing a cognitive process-mindfulness-evidenced relatively weak associations with function, especially compared with the stronger and more consistent findings for the measures of content (catastrophizing and self-efficacy).
DISCUSSION:
The results provide preliminary evidence for the possibility that mindfulness could have both benefits and costs. Research to evaluate this possibility is warranted.
The present study examined how teachers' psychological experiences of burnout and efficacy as well as perceptions of curriculum supports (e.g., coaching) were associated with their implementation dosage and quality of Promoting Alternative Thinking Strategies, a social emotional curriculum. Results revealed that teachers' psychological experiences and perceptions of curriculum supports were associated with implementation. Teacher burnout was negatively associated and efficacy was positively associated with implementation dosage. Teachers who perceived their school administration as more supportive reported higher implementation quality, and positive perceptions of training and coaching were associated with higher levels of implementation dosage and quality. Teachers who reported the highest levels of burnout and the most negative perceptions of curriculum supports reported the lowest levels of implementation dosage and quality. The findings suggest that both individual and organizational factors are related to self-reported implementation and may be important to address in order to maximize the effectiveness of school-based curricula. (Contains 5 tables.)
Our objective was to conduct the first randomized controlled trial of the efficacy of a group mindfulness program aimed at reducing and preventing depression in an adolescent school-based population. For each of 12 pairs of parallel classes with students (age range 13–20) from five schools (N = 408), one class was randomly assigned to the mindfulness condition and one class to the control condition. Students in the mindfulness group completed depression assessments (the Depression Anxiety Stress Scales) prior to and immediately following the intervention and 6 months after the intervention. Control students completed the questionnaire at the same times as those in the mindfulness group. Hierarchical linear modeling showed that the mindfulness intervention showed significantly greater reductions (and greater clinically significant change) in depression compared with the control group at the 6-month follow-up. Cohen's d was medium sized (>.30) for both the pre-to-post and pre-to-follow-up effect for depressive symptoms in the mindfulness condition. The findings suggest that school-based mindfulness programs can help to reduce and prevent depression in adolescents.
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Our objective was to conduct the first randomized controlled trial of the efficacy of a group mindfulness program aimed at reducing and preventing depression in an adolescent school-based population. For each of 12 pairs of parallel classes with students (age range 13–20) from five schools (N = 408), one class was randomly assigned to the mindfulness condition and one class to the control condition. Students in the mindfulness group completed depression assessments (the Depression Anxiety Stress Scales) prior to and immediately following the intervention and 6 months after the intervention. Control students completed the questionnaire at the same times as those in the mindfulness group. Hierarchical linear modeling showed that the mindfulness intervention showed significantly greater reductions (and greater clinically significant change) in depression compared with the control group at the 6-month follow-up. Cohen's d was medium sized (>.30) for both the pre-to-post and pre-to-follow-up effect for depressive symptoms in the mindfulness condition. The findings suggest that school-based mindfulness programs can help to reduce and prevent depression in adolescents.
<p>Five studies investigated the cognitive and emotional processes by which self-compassionate people deal with unpleasant life events. In the various studies, participants reported on negative events in their daily lives, responded to hypothetical scenarios, reacted to interpersonal feedback, rated their or others' videotaped performances in an awkward situation, and reflected on negative personal experiences. Results from Study 1 showed that self-compassion predicted emotional and cognitive reactions to negative events in everyday life, and Study 2 found that self-compassion buffered people against negative self-feelings when imagining distressing social events. In Study 3, self-compassion moderated negative emotions after receiving ambivalent feedback, particularly for participants who were low in self-esteem. Study 4 found that low-self-compassionate people undervalued their videotaped performances relative to observers. Study 5 experimentally induced a self-compassionate perspective and found that self-compassion leads people to acknowledge their role in negative events without feeling overwhelmed with negative emotions. In general, these studies suggest that self-compassion attenuates people's reactions to negative events in ways that are distinct from and, in some cases, more beneficial than self-esteem.</p>
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ABSTRACT Recent interest in interactive video game technology (IVGT) has spurred the notion that exercise from this technology may have meaningful physiological and psychological benefits for children and adolescents. The purpose of this study was to examine the short-term psychological effects of interactive video game exercise in young adults and whether IVGT participation was capable of improving mood as has been shown for traditional forms of exercise. In addition, we were interested in comparing both actual physical exercise output and perceived exertion of that output across the exercise conditions. One-hundred and sixty-eight college students were assigned to one of three 30-minute conditions: (1) interactive video game cycle ergometer exercise, (2) regular cycle ergometer exercise, or (3) a video game-only control condition. Positive and negative mood (PANAS; Watson, Clark, & Tellegen, 1988) was assessed before and twice-after experimental conditions, and measures of actual and perceived physical exertion were collected at five-minute intervals across exercise conditions. Participants in the video-game control had higher post-activity negative affect immediately and 10-minutes post activity than either exercise group. In addition, exercise condition participants had higher positive mood at 10-minutes post activity compared to the video game control participants. Results do not support IVGT mood benefits over other forms of exercise, but do support immediate affective benefits of exercise compared to sedentary activity. It is concluded that while there is potential for interactive video-game based applications to elicit affective benefits, there is a need to examine circumstances under which these benefits are most likely to occur.
An eye-opening and vital account of the future of our earth and our civilisation if current rates of global warming persist, by the highly acclaimed author of ‘High Tide’.Picture yourself a few decades from now, in a world in which average temperatures are three degrees higher than they are now. On the edge of Greenland, rivers ten times the size of the Amazon are gushing off the ice sheet into the north Atlantic. Displaced victims of North Africa's drought establish a new colony on Greenland's southern tip, one of the few inhabitable areas not already crowded with environmental refugees. Vast pumping systems keep the water out of most of Holland, but the residents of Bangladesh and the Nile Delta enjoy no such protection. Meanwhile, in New York, a Category 5-plus superstorm pushes through the narrows between Staten Island and Brooklyn, devastating waterside areas from Long Island to Manhattan. Pakistan, crippled by drought brought on by disappearing Himalayan glaciers, sees 27 million farmers flee to refugee camps in neighbouring India. Its desperate government prepares a last-ditch attempt to increase the flow of the Indus river by bombing half-constructed Indian dams in Kashmir. The Pakistani president authorises the use of nuclear weapons in the case of an Indian military counter-strike. But the biggest story of all comes from South America, where a conflagration of truly epic proportions has begun to consume the Amazon…
Alien as it all sounds, Mark Lynas's incredible new book is not science-fiction; nor is it sensationalist. The six degrees of the title refer to the terrifying possibility that average temperatures will rise by up to six degrees within the next hundred years. This is the first time we have had a reliable picture of how the collapse of our civilisation will unfold unless urgent action is taken.
Most vitally, Lynas's book serves to highlight the fact that the world of 2100 doesn't have to be one of horror and chaos. With a little foresight, some intelligent strategic planning, and a reasonable dose of good luck, we can at least halt the catastrophic trend into which we have fallen. But the time to act is now.
Identifies the dual development of independence and interdependence as a template for thinking about social and emotional education for children. Suggests integrating social, emotional, and academic learning to foster the child's individuality. Discusses Montessori's belief that personal freedom and responsibility are built on a foundation of social responsibility. (DLH)
The article explores the ways by which social and emotional learning (SEL) can support a public health approach to education. It cites the benefits of SEL programs to children. Topics covered include the importance of SEL for positive outcomes, the components of a public health approach to education and the effective approach to SEL which can maximize outcomes for children.
Social life requires people to predict the future: people must anticipate others' thoughts, feelings, and actions to interact with them successfully. The theory of predictive coding suggests that the social brain may meet this need by automatically predicting others' social futures. If so, when representing others' current mental state, the brain should already start representing their future states. To test this hypothesis, we used fMRI to measure female and male human participants' neural representations of mental states. Representational similarity analysis revealed that neural patterns associated with mental states currently under consideration resembled patterns of likely future states more so than patterns of unlikely future states. This effect manifested in activity across the social brain network and in medial prefrontal cortex in particular. Repetition suppression analysis also supported the social predictive coding hypothesis: considering mental states presented in predictable sequences reduced activity in the precuneus relative to unpredictable sequences. In addition to demonstrating that the brain makes automatic predictions of others' social futures, the results also demonstrate that the brain leverages a 3D representational space to make these predictions. Proximity between mental states on the psychological dimensions of rationality, social impact, and valence explained much of the association between state-specific neural pattern similarity and state transition likelihood. Together, these findings suggest that the way the brain represents the social present gives people an automatic glimpse of the social future.SIGNIFICANCE STATEMENT When you see a ball in flight, your brain calculates, not just its static visual features such as size and shape, but also predicts its future trajectory. Here, we investigated whether the same might hold true in the social world: when we see someone flying into a rage, does our brain automatically predict their social trajectory? In this study, we scanned participants' brain activity while they judged others' mental states. We found that neural activity associated with a given state resembled activity associated with likely future states. Additionally, unpredictable sequences of states evoked more brain activity than predictable sequences, consistent with monitoring for, and updating from, prediction errors. These results suggest that the social brain automatically predicts others' future mental states.
<p>The article reports on the introduction of a state-of-the-art mammography machines into the developing country of Nepal. The objective of this case study is to evaluate the use of this machine in the context of a western medical system that is significantly under-developed in terms of its extent and institutionalization. The particular case selected for the study is appropriate because the various ways in which the machine can be used reflect the differences between a highly institutionalized, resource-rich environment and an environment in which the medical system is poorly established and resource poor. (Rajeev Ranjan Singh 2007-02-27)</p>
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