This article provides a description of a clinical project that used combined Tai Chi and mindfulness-based stress reduction as an educational program. The 5-week program demonstrated that sustained interest in this material in middle school–aged boys and girls is possible. Statements the boys and girls made in the process suggested that they experienced well-being, calmness, relaxation, improved sleep, less reactivity, increased self-care, self-awareness, and a sense of interconnection or interdependence with nature. The curriculum is described in detail for nurses, teachers, and counselors who want to replicate this type of instruction for adolescent children. This project infers that Tai Chi and mindfulness-based stress reduction may be transformational tools that can be used in educational programs appropriate for middle school–aged children. Recommendations are made for further study in schools and other pediatric settings.
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This article provides a description of a clinical project that used combined Tai Chi and mindfulness-based stress reduction as an educational program. The 5-week program demonstrated that sustained interest in this material in middle school–aged boys and girls is possible. Statements the boys and girls made in the process suggested that they experienced well-being, calmness, relaxation, improved sleep, less reactivity, increased self-care, self-awareness, and a sense of interconnection or interdependence with nature. The curriculum is described in detail for nurses, teachers, and counselors who want to replicate this type of instruction for adolescent children. This project infers that Tai Chi and mindfulness-based stress reduction may be transformational tools that can be used in educational programs appropriate for middle school–aged children. Recommendations are made for further study in schools and other pediatric settings.
This article provides a description of a clinical project that used combined Tai Chi and mindfulness-based stress reduction as an educational program. The 5-week program demonstrated that sustained interest in this material in middle school–aged boys and girls is possible. Statements the boys and girls made in the process suggested that they experienced well-being, calmness, relaxation, improved sleep, less reactivity, increased self-care, self-awareness, and a sense of interconnection or interdependence with nature. The curriculum is described in detail for nurses, teachers, and counselors who want to replicate this type of instruction for adolescent children. This project infers that Tai Chi and mindfulness-based stress reduction may be transformational tools that can be used in educational programs appropriate for middle school–aged children. Recommendations are made for further study in schools and other pediatric settings.
OBJECTIVE: To determine the feasibility of a randomized controlled trial of the effect of a tai chi program on quality of life and exercise capacity in patients with COPD.METHODS: We randomized 10 patients with moderate to severe COPD to 12 weeks of tai chi plus usual care (n = 5) or usual care alone (n = 5). The tai chi training consisted of a 1-hour class, twice weekly, that emphasized gentle movement, relaxation, meditation, and breathing techniques. Exploratory outcomes included disease-specific symptoms and quality-of-life, exercise capacity, pulmonary function tests, mood, and self-efficacy. We also conducted qualitative interviews to capture patient narratives regarding their experience with tai chi.
RESULTS: The patients were willing to be randomized. Among 4 of the 5 patients in the intervention group, adherence to the study protocol was excellent. The cohort's baseline mean ± SD age, percent-of-predicted FEV1, and ratio of FEV1 to forced vital capacity were 66 ± 6 y, 50 ± 12%, and 0.63 ± 0.14, respectively. At 12 weeks there was significant improvement in Chronic Respiratory Questionnaire score among the tai chi participants (1.4 ± 1.1), compared to the usual-care group (−0.1 ± 0.4) (P = .03). There were nonsignificant trends toward improvement in 6-min walk distance (55 ± 47 vs –13 ± 64 m, P = .09), Center for Epidemiologic Studies Depression Scale (−9.0 ± 9.1 vs −2.8 ± 4.3, P = .20), and University of California, San Diego Shortness of Breath score (−7.8 ± 3.5 vs −1.2 ± 11, P = .40). There were no significant changes in either group's peak oxygen uptake.
CONCLUSIONS: A randomized controlled trial of tai chi is feasible in patients with moderate to severe COPD. Tai chi exercise as an adjunct to standard care warrants further investigation. (ClinicalTrials.gov registration NCT01007903)
Every great project needs people who get lots of stuff done - reliably and fast.
The quality of teachers' relationships with children is a key predictor of children's later social emotional competence and academic achievement. Interventions to increase mindfulness among teachers have focused primarily on the impacts on teachers' subjective well-being, but not on the quality of their relationships with children. Furthermore, none of these interventions have involved preschool teachers. To consider the potential of mindfulness-based interventions to improve the quality of teachers' relationships with preschool-aged children, we examined data from an online survey of 1001 classroom teachers in 37 Pennsylvania Head Start Programs. Using path analysis we investigated the association between teachers' dispositional mindfulness and the quality of their relationships with children (conflict and closeness). We further examined whether this association was mediated by teacher depressive symptoms and moderated by perceived workplace stress. Higher levels of dispositional mindfulness among teachers were associated with higher quality relationships with children (less conflict and greater closeness). The association between greater dispositional mindfulness and less conflict was partially mediated by lower depressive symptoms, and the conditional direct effect of mindfulness on conflict was stronger when perceived workplace stress was lower. These findings suggest that preschool teachers who have higher levels of dispositional mindfulness may experience higher quality relationships with children in their classrooms. Interventions to increase levels of dispositional mindfulness among early childhood educators may improve their well-being along with the quality of their relationships with children, potentially impacting children's educational outcomes. The potential impacts of such interventions may be even stronger if structural and systemic changes are also made to reduce workplace stress.
The quality of teachers' relationships with children is a key predictor of children's later social emotional competence and academic achievement. Interventions to increase mindfulness among teachers have focused primarily on the impacts on teachers' subjective well-being, but not on the quality of their relationships with children. Furthermore, none of these interventions have involved preschool teachers. To consider the potential of mindfulness-based interventions to improve the quality of teachers' relationships with preschool-aged children, we examined data from an online survey of 1001 classroom teachers in 37 Pennsylvania Head Start Programs. Using path analysis we investigated the association between teachers' dispositional mindfulness and the quality of their relationships with children (conflict and closeness). We further examined whether this association was mediated by teacher depressive symptoms and moderated by perceived workplace stress. Higher levels of dispositional mindfulness among teachers were associated with higher quality relationships with children (less conflict and greater closeness). The association between greater dispositional mindfulness and less conflict was partially mediated by lower depressive symptoms, and the conditional direct effect of mindfulness on conflict was stronger when perceived workplace stress was lower. These findings suggest that preschool teachers who have higher levels of dispositional mindfulness may experience higher quality relationships with children in their classrooms. Interventions to increase levels of dispositional mindfulness among early childhood educators may improve their well-being along with the quality of their relationships with children, potentially impacting children's educational outcomes. The potential impacts of such interventions may be even stronger if structural and systemic changes are also made to reduce workplace stress.
This fun, hands-on guide is designed to build skills through meditation and breathing exercises that can help kids reduce stress, calm down, relax, and more.
Discover the four levels of traditional Tibetan healing science with this preventive health care manual for people of any age, culture, and physical type.• Includes material on little-known therapies such as Pancha Karma and Kum Nye, as well as guidelines for nutrition, longevity, detoxification, and meditation.• Author has studied with many of the best-known Tibetan and Ayurvedic physicians alive today. Tibetan medicine was probably the first truly integrated system of ancient healing science. From the seventh to the tenth centuries, Tibetan kings encouraged physicians from India, China, Nepal, Persia, and Greece to teach their traditional medical sciences to Tibetan physicians, who at that time were primarily influenced by Ayurveda and shamanic healing modalities. This cross-cultural marriage of the greatest healing traditions makes Tibetan medicine ideally adaptable to Western health needs. Tibetan Ayurveda provides a comprehensive guide to the four levels of traditional Tibetan medicine with a wealth of traditional health practices and teachings. Much of the contemporary material on Tibetan medicine focuses solely on herbal medicine and acupuncture; Tibetan Ayurveda goes beyond these to look at other important forms of treatment such as Pancha Karma for detoxification and rejuvenation and Kum Nye for integrating mind and body. A self-profile test is included to allow readers to determine their own health needs and embark on the path toward realizing their full potential for health and well-being.
Discover the four levels of traditional Tibetan healing science with this preventive health care manual for people of any age, culture, and physical type.• Includes material on little-known therapies such as Pancha Karma and Kum Nye, as well as guidelines for nutrition, longevity, detoxification, and meditation.• Author has studied with many of the best-known Tibetan and Ayurvedic physicians alive today. Tibetan medicine was probably the first truly integrated system of ancient healing science. From the seventh to the tenth centuries, Tibetan kings encouraged physicians from India, China, Nepal, Persia, and Greece to teach their traditional medical sciences to Tibetan physicians, who at that time were primarily influenced by Ayurveda and shamanic healing modalities. This cross-cultural marriage of the greatest healing traditions makes Tibetan medicine ideally adaptable to Western health needs. Tibetan Ayurveda provides a comprehensive guide to the four levels of traditional Tibetan medicine with a wealth of traditional health practices and teachings. Much of the contemporary material on Tibetan medicine focuses solely on herbal medicine and acupuncture; Tibetan Ayurveda goes beyond these to look at other important forms of treatment such as Pancha Karma for detoxification and rejuvenation and Kum Nye for integrating mind and body. A self-profile test is included to allow readers to determine their own health needs and embark on the path toward realizing their full potential for health and well-being.
<p><strong>Publisher's Description:</strong> This is the first major publication in the West to study modernity and its impact on contemporary Tibet. Based on field work by researchers from the fields of anthropology, sociology, environmental science, literature, art and linguistics, it presents essays on education, economics, childbirth, environment, caste, pop music, media and painting in Tibetan communities today. The findings emerge from studies carried out in Ladakh, Golok, Lhasa, Xining, Shigatse and other areas of the Tibetan world. It will provide important and sometimes surprising results for students of Tibet, China, Himalayan studies, as well as an important contribution to our understandings of modernity and development in the modern world.</p>
This account of of the Sakya (sa skya) political system is derived from discussions between the authors and and members of the Sakya royal family at the University of Washington in the early 1960s. The focus is on systems of government, as well as Sakya monastery. The most useful information concerns the early twentieth century.(Kevin Vose 2004-04-06)
<p>This account of of the Sakya (sa skya) political system is derived from discussions between the authors and and members of the Sakya royal family at the University of Washington in the early 1960s. The focus is on systems of government, as well as Sakya monastery. The most useful information concerns the early twentieth century.(Kevin Vose 2004-04-06)</p>
Highly elevated concentrations of total mercury (THg) and methylmercury (MeHg) were found in the municipal sewage in Tibet. Material flow analysis supports the hypothesis that these elevated concentrations are related to regular ingestion of Hg-containing Traditional Tibetan Medicine (TTM). In Tibet in 2015, a total of 3600 kg of THg was released from human body into the terrestrial environment as a result of TTM ingestion, amounting to 45% of the total THg release into the terrestrial environment in Tibet, hence substantially enhancing the environmental Hg burden. Regular ingestion of TTM leads to chronic exposure of Tibetans to inorganic Hg (IHg) and MeHg, which is 34 to 3000-fold and 0-12-fold higher than from any other known dietary sources, respectively. Application of a human physiology model demonstrated that ingestion of TTM can induce high blood IHg and MeHg levels in the human body. Moreover, 180 days would be required for the MeHg to be cleared out of the human body and return to the initial concentration i.e. prior to the ingestion of 1 TTM pill. Our analysis suggests that high Hg level contained in TTM could be harmful to human health and elevate the environmental Hg burden in Tibet.
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<p>This two-year longitudinal study investigated the effect of participation in a special university curriculum, whose principal innovative feature is twice-daily practice of the Transcendental Meditation (TM) and TM-Sidhi program, on performance on Cattell's Culture Fair Intelligence Test (CFIT) and Hick's reaction time. These measures are known to be correlated with general intelligence. One hundred college men and women were the subjects—45 from Maharishi International University (MIU) and 55 from the University of Northern Iowa (UNI). The experimental group (MIU) improved significantly on the CFIT (t=2.79, P<0.005); choice reaction time (t=9.10, P<0.0001); SD of choice reaction time (t=11.39, P<0.0001), and simple reaction time (t=2.11, P<0.025) over two years compared to the control group, which showed no improvement. Possible confounds of subject's age, education level, level of interest in meditation, father's education level, and father's annual income were controlled for using analysis of covariance and stepwise regression. The results replicate the findings of previous longitudinal studies on intelligence test scores at MIU, and indicate that participation in the MIU curriculum results in improvements in measures related to general intelligence.</p>
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- Practices of Hindu Contemplation,
- Contemplation by Applied Subject,
- Contemplation by Tradition,
- Scientific Studies of Transcendental Meditation,
- Transcendental Meditation (TM),
- Theories of Learning and Contemplation,
- Higher Education and Contemplation,
- Education and Contemplation,
- Hindu Contemplation
Objective: To examine whether metacognitive psychological skills, acquired in mindfulness-based cognitive therapy (MBCT), are also present in patients receiving medication treatments for prevention of depressive relapse and whether these skills mediate MBCT's effectiveness. Method: This study, embedded within a randomized efficacy trial of MBCT, was the first to examine changes in mindfulness and decentering during 6–8 months of antidepressant treatment and then during an 18-month maintenance phase in which patients discontinued medication and received MBCT, continued on antidepressants, or were switched to a placebo. In total, 84 patients (mean age = 44 years, 58% female) were randomized to 1 of these 3 prevention conditions. In addition to symptom variables, changes in mindfulness, rumination, and decentering were assessed during the phases of the study. Results: Pharmacological treatment of acute depression was associated with reductions in scores for rumination and increased wider experiences. During the maintenance phase, only patients receiving MBCT showed significant increases in the ability to monitor and observe thoughts and feelings as measured by the Wider Experiences (p < .01) and Decentering (p < .01) subscales of the Experiences Questionnaire and by the Toronto Mindfulness Scale. In addition, changes in Wider Experiences (p < .05) and Curiosity (p < .01) predicted lower Hamilton Rating Scale for Depression scores at 6-month follow-up. Conclusions: An increased capacity for decentering and curiosity may be fostered during MBCT and may underlie its effectiveness. With practice, patients can learn to counter habitual avoidance tendencies and to regulate dysphoric affect in ways that support recovery.
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