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Social and emotional learning (SEL) has become a growing phenomenon in the educational field ever since emotional intelligence was connected to IQ (Elias and Moceri, 2012). Past research revealed that 60% of children entering kindergarten have the necessary cognitive skills needed to succeed while only 40% have the necessary emotional competencies needed to succeed (Ashdown and Bernard, 2011). Many schools are now implementing social and emotional learning programs to help further students social-emotional competencies. This study investigated the effects of SEL programs on students academic achievement and reveals several positive relationships between the two. The second part of the study focused on components of successful SEL programs revealing that how the program is implemented can greatly affect the outcome. These findings add to previous research in the field of SEL while also providing educators with information on how to improve the educational experience for students through SEL programs.
BACKGROUND: With increasingly aged populations worldwide, the quality of life and psychosocial wellbeing of older adults, especially those with chronic disease, become of increasing importance. There are multiple studies on the use of internal Qigong, a popular mind-body exercise commonly practiced by older adults. However, the effectiveness of internal Qigong on quality of life, depressive symptoms, and self-efficacy on older adults remains unclear.OBJECTIVES: To review updated evidence to determine the effectiveness of internal Qigong interventions on quality of life, depressive symptoms, and self-efficacy among community-dwelling older adults with chronic disease.
METHOD: Six databases (PubMed, CENTRAL, CINAHL, Embase, Scopus, CNKI) were systematically searched for studies from January 2008 to December 2018 in English and Chinese. Relevant randomised controlled trials (RCTs) were screened and assessed for risk of bias by two independent reviewers. A meta-analysis on study outcomes of quality of life, depressive symptoms and self-efficacy using the RevMan 5.3 software was performed.
RESULTS: The search retrieved 3439 records. After screening, a total of 13 RCTs with 1340 participants were included in this review. Meta-analysis revealed a significant effect favouring internal Qigong on the quality of life (combined MD = 3.72; 95% CI: 2.27-5.18; p = 0.0001) compared to controls. No significant effects were found for depressive symptoms and self-efficacy. Low heterogeneity among the studies was found for quality of life, whereas high heterogeneity was shown for depressive symptoms and self-efficacy.
CONCLUSION: Internal Qigong appears to have potential benefits on overall quality of life among community-dwelling older adults with chronic disease. The findings of this study suggest potential use of internal Qigong as an adjunct activity for chronic disease management. Future research may enhance the rigour of trials and explore theoretical underpinnings behind Qigong.
This exploratory study examined the perceived benefits of mindfulness meditation (MM) for compensatory alternative high school students. An 8-week school-based MM program was provided to high school students (N = 35; 19 boys and 16 girls). Concept mapping, a mixed-method approach, was used to collect and analyze the data. This process yielded eight clusters representing the perceived benefits of meditation for students: improved stress management, enhanced self-awareness, enhanced emotional coping, enhanced ability to pay attention, improved state of mind, more time spent being calm, improved school climate, and enhanced student engagement. These clusters encompass three broad domains of perceived benefits for students including intrapersonal, psychosocial, and systemic benefits. Students rated the potential for meditation to relieve stress and to improve school climate as particularly important for them. These findings may be used when planning school-based meditation programs and may serve as a useful guide for researchers studying meditation practices for youth.
The advent of the Internet, with sophisticated algorithmic search engines, has made accessing information as easy as lifting a finger. No longer do we have to make costly efforts to find the things we want. We can “Google” the old classmate, find articles online, or look up the actor who was on the tip of our tongue. The results of four studies suggest that when faced with difficult questions, people are primed to think about computers and that when people expect to have future access to information, they have lower rates of recall of the information itself and enhanced recall instead for where to access it. The Internet has become a primary form of external or transactive memory, where information is stored collectively outside ourselves.Owing to Internet search, we are more likely to encode “where” aspects of memory rather than “what.”
Owing to Internet search, we are more likely to encode “where” aspects of memory rather than “what.”
Social-emotional learning in early childhood sets the stage for students' future behaviors in schools. The current study examined the effects of a social-emotional skills curriculum on the behavior of students in an early childhood program. The children received instruction in social and emotional skills using the "Connecting with Others: Lessons for Teaching Social and Emotional Competence" program. Pre-test and post-test scores for the BASC-2 Rating Scale and the Connecting with Others Rating Scale were used to determine if the children demonstrated progress in their behaviors by the end of the intervention. The results indicated that the social skills curriculum "Connecting with Others: Lessons for Teaching Social and Emotional Competence" was associated with positive changes in the children's behaviors.
The American Medical Association defines an "impaired physicain" as one who is unable to fulfill professional or personal responsibilities because of psychiatric illness, alcoholism, or drug dependency.1 Although this definition addresses only substance abuse and mental illness, medical problems that affect judgment and performance could compromise the ability to provide reasonable medical care, thus causing impairment. Likewise, issues surrounding clinical competency, such as medical knowledge, medical judgment, and clinical decision making, can compromise judgment and performance.
This article describes a feminist-informed reflective teaching project enacted by a group of social work faculty at Texas State University-San Marcos. Utilizing Schon's notion of reflection-in-action, faculty formed a participatory action research group to implement reflective techniques to further their professional development as new teachers and better prepare social work students for practice in the social work profession. This project guided the participants in establishing academic identity through the creation of a supportive academic setting and peer collegiality. The group met monthly to share reflective teaching journals (RTJs), participate in intergroup dialogue, and engage in contemplative practices, such as meditation and visualization. Methods of data collection and analysis included content analysis of the intergroup dialogue sessions. Findings from the project reinforced Kolb's experiential learning cycle, in which new insights gained from reflection were integrated back into the classroom. This article presents these important insights and suggests replication of this project to promote reflective teaching in social work education and to help prepare new social work faculty for success in academia. [ABSTRACT FROM AUTHOR]; Copyright of Social Work Education is the property of Routledge 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.)
Schools are searching for innovative ways to meet the unique academic, social-emotional, and behavioral needs of adolescents, many of whom face serious personal and family challenges. An innovative practice that is currently being introduced into school settings is meditation. Types of meditation offered in school-based settings include mindfulness meditation, the relaxation response, and Transcendental Meditation. These practices, as cognitive-behavioral interventions that are available for use by social workers and other school professionals, help students to enhance academic and psychosocial strengths and improve self-regulation capacities and coping abilities. This article defines meditation and meditative practices, reviews the literature showing the benefits and challenges of offering meditation to adolescents in a school-based setting, and describes the relevance of these practices for adolescents. The article also discusses implications for school social workers, teachers, and school administrators and reflects on the current research and future efforts toward building the research base for the promising practice of meditation in schools.
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The study of emotional signaling has focused almost exclusively on the face and voice. In 2 studies, the authors investigated whether people can identify emotions from the experience of being touched by a stranger on the arm (without seeing the touch). In the 3rd study, they investigated whether observers can identify emotions from watching someone being touched on the arm. Two kinds of evidence suggest that humans can communicate numerous emotions with touch. First, participants in the United States (Study 1) and Spain (Study 2) could decode anger, fear, disgust, love, gratitude, and sympathy via touch at much-better-than-chance levels. Second, fine-grained coding documented specific touch behaviors associated with different emotions. In Study 3, the authors provide evidence that participants can accurately decode distinct emotions by merely watching others communicate via touch. The findings are discussed in terms of their contributions to affective science and the evolution of altruism and cooperation.
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Informed by her work with NYC students, Crystal McCreary developed a yoga and mindfulness curriculum that she’s shared in a wide range of settings – with youth in public and private schools and even in detention centers.