The Earth has reached a tipping point. Runaway climate change, the sixth great extinction of planetary life, the acidification of the oceans—all point toward an era of unprecedented turbulence in humanity's relationship within the web of life. But just what is that relationship, and how do we make sense of this extraordinary transition? Anthropocene or Capitalocene? offers answers to these questions from a dynamic group of leading critical scholars who challenge the conventional practice of dividing historical change and contemporary reality into "Nature" and "Society," demonstrating the possibilities offered by a more nuanced and connective view of human environment-making, joined at every step with and within the biosphere. In distinct registers, the authors frame their discussions within a politics of hope that signal the possibilities for transcending capitalism, broadly understood as a "world-ecology" that joins nature, capital, and power as a historically evolving whole.
Mindfulness-based interventions have exploded in popularity due to their success in treating everything from everyday stress to more serious mental health conditions such as depression, anxiety, and post-traumatic stress disorder (PTSD).This breakthrough book provides professionals with a comprehensive, session-by-session guide to teaching mindfulness, complete with the scripts and training materials needed to teach introductory mindfulness in a wide variety of settings, despite theoretical background. Mindfulness—once an ancient practice honed in Buddhist monasteries—is now a mainstream, evidence-based, secular intervention employed by trained health and mental health professionals worldwide. The rapid spread of mindfulness increasingly involves psychologists, physicians, social workers, therapists, counselors, spiritual advisers, life coaches, and education professionals trained in their respective disciplines. Additionally, research continues to show that mindfulness is an effective treatment for anxiety, depression, stress, pain relief, and many other illnesses.If you are a professional interested in teaching mindfulness, this book will provide you with everything you need to get started right away. The introductory, six-week protocol outlined in this book is easy-to-use, and can be implemented in a variety of settings, ranging from an outpatient mental health clinic to an inpatient oncology clinic, from a substance abuse recovery program to educational settings. In addition, this book will tell you what to bring to each class; provides outlines for each session; offers scripts to help you differentiate the weekly meditative practices; and provides invaluable resources for further study and professional development. If you’re looking to integrate mindfulness into your professional work, this is your go-to guide.
Mindfulness-based interventions have exploded in popularity due to their success in treating everything from everyday stress to more serious mental health conditions such as depression, anxiety, and post-traumatic stress disorder (PTSD). This breakthrough book provides professionals with a comprehensive, session-by-session guide to teaching mindfulness, complete with the scripts and training materials needed to teach introductory mindfulness in a wide variety of settings, despite theoretical background.Mindfulness—once an ancient practice honed in Buddhist monasteries—is now a mainstream, evidence-based, secular intervention employed by trained health and mental health professionals worldwide. The rapid spread of mindfulness increasingly involves psychologists, physicians, social workers, therapists, counselors, spiritual advisers, life coaches, and education professionals trained in their respective disciplines. Additionally, research continues to show that mindfulness is an effective treatment for anxiety, depression, stress, pain relief, and many other illnesses.
If you are a professional interested in teaching mindfulness, this book will provide you with everything you need to get started right away. The introductory, six-week protocol outlined in this book is easy-to-use, and can be implemented in a variety of settings, ranging from an outpatient mental health clinic to an inpatient oncology clinic, from a substance abuse recovery program to educational settings.
In addition, this book will tell you what to bring to each class; provides outlines for each session; offers scripts to help you differentiate the weekly meditative practices; and provides invaluable resources for further study and professional development. If you’re looking to integrate mindfulness into your professional work, this is your go-to guide.
Mindfulness-based interventions have exploded in popularity due to their success in treating everything from everyday stress to more serious mental health conditions such as depression, anxiety, and post-traumatic stress disorder (PTSD). This breakthrough book provides professionals with a comprehensive, session-by-session guide to teaching mindfulness, complete with the scripts and training materials needed to teach introductory mindfulness in a wide variety of settings, despite theoretical background.Mindfulness—once an ancient practice honed in Buddhist monasteries—is now a mainstream, evidence-based, secular intervention employed by trained health and mental health professionals worldwide. The rapid spread of mindfulness increasingly involves psychologists, physicians, social workers, therapists, counselors, spiritual advisers, life coaches, and education professionals trained in their respective disciplines. Additionally, research continues to show that mindfulness is an effective treatment for anxiety, depression, stress, pain relief, and many other illnesses.
If you are a professional interested in teaching mindfulness, this book will provide you with everything you need to get started right away. The introductory, six-week protocol outlined in this book is easy-to-use, and can be implemented in a variety of settings, ranging from an outpatient mental health clinic to an inpatient oncology clinic, from a substance abuse recovery program to educational settings.
In addition, this book will tell you what to bring to each class; provides outlines for each session; offers scripts to help you differentiate the weekly meditative practices; and provides invaluable resources for further study and professional development. If you’re looking to integrate mindfulness into your professional work, this is your go-to guide.
Mindfulness-based interventions have exploded in popularity due to their success in treating everything from everyday stress to more serious mental health conditions such as depression, anxiety, and post-traumatic stress disorder (PTSD). This breakthrough book provides professionals with a comprehensive, session-by-session guide to teaching mindfulness, complete with the scripts and training materials needed to teach introductory mindfulness in a wide variety of settings, despite theoretical background.Mindfulness—once an ancient practice honed in Buddhist monasteries—is now a mainstream, evidence-based, secular intervention employed by trained health and mental health professionals worldwide. The rapid spread of mindfulness increasingly involves psychologists, physicians, social workers, therapists, counselors, spiritual advisers, life coaches, and education professionals trained in their respective disciplines. Additionally, research continues to show that mindfulness is an effective treatment for anxiety, depression, stress, pain relief, and many other illnesses.
If you are a professional interested in teaching mindfulness, this book will provide you with everything you need to get started right away. The introductory, six-week protocol outlined in this book is easy-to-use, and can be implemented in a variety of settings, ranging from an outpatient mental health clinic to an inpatient oncology clinic, from a substance abuse recovery program to educational settings.
In addition, this book will tell you what to bring to each class; provides outlines for each session; offers scripts to help you differentiate the weekly meditative practices; and provides invaluable resources for further study and professional development. If you’re looking to integrate mindfulness into your professional work, this is your go-to guide.
Background: Traditional Indian Ayurvedic medicine uses complex treatment approaches, including manual therapies, lifestyle and nutritional advice, dietary supplements, medication, yoga, and purification techniques. Ayurvedic strategies are often used to treat osteoarthritis (OA) of the knee; however, no systematic data are available on their effectiveness in comparison with standard care. The aim of this study is to evaluate the effectiveness of complex Ayurvedic treatment in comparison with conventional methods of treating OA symptoms in patients with knee osteoarthritis. Methods and design: In a prospective, multicenter, randomized controlled trial, 150 patients between 40 and 70 years, diagnosed with osteoarthritis of the knee, following American College of Rheumatology criteria and an average pain intensity of >= 40 mm on a 100 mm visual analog scale in the affected knee at baseline will be randomized into two groups. In the Ayurveda group, treatment will include tailored combinations of manual treatments, massages, dietary and lifestyle advice, consideration of selected foods, nutritional supplements, yoga posture advice, and knee massage. Patients in the conventional group will receive self-care advice, pain medication, weight-loss advice (if overweight), and physiotherapy following current international guidelines. Both groups will receive 15 treatment sessions over 12 weeks. Outcomes will be evaluated after 6 and 12 weeks and 6 and 12 months. The primary endpoint is a change in the score on the Western Ontario and McMaster University Osteoarthritis Index (WOMAC) after 12 weeks. Secondary outcome measurements will use WOMAC subscales, a pain disability index, a visual analog scale for pain and sleep quality, a pain experience scale, a quality-of-life index, a profile of mood states, and Likert scales for patient satisfaction, patient diaries, and safety. Using an adapted PRECIS scale, the trial was identified as lying mainly in the middle of the efficacy-effectiveness continuum. Discussion: This trial is the first to compare the effectiveness of a complex Ayurvedic intervention with a complex conventional intervention in a Western medical setting in patients with knee osteoarthritis. During the trial design, aspects of efficacy and effectiveness were discussed. The resulting design is a compromise between rigor and pragmatism.
<p>This dictionary is a translation into English of the papers an anonymous Italian missionary had prepared toward a Tibetan-Italian dictionary. Alphabetical order is highly irregular e.g. gnang is put under 'g'. The only source can be assumed to be the Italian Missionaries field work. This dictionary was used by JÄSCHKE, Heinrich August. (Nathan Hill 2007-12-13, revised by Bill McGrath 2008-01-03)</p>
Introduction Mindfulness is one of the potential alternative interventions for children with attention-deficit hyperactivity disorder (ADHD). Some evidence suggests that mindfulness is related to changes in brain regions associated with ADHD. The potential benefits of mindfulness on children with ADHD, as well as the feasibility of this intervention approach, are warranted through prior local and foreign studies. This study aims to evaluate the effect of mindfulness-based group intervention for children with ADHD and their respective parents through a robust research design.Methods and analysis This study will adopt a randomised controlled trial design including 140 children aged 8–12 years with ADHD together with one of their parents (n=140). These families will be randomised into intervention group (n=70) who will be offered the MYmind programme delivered by trained healthcare professionals, and an active control group (n=70) who will be offered the CBT programme. The intervention includes 8 weekly 90 min group sessions for children with ADHD (aged 8–12 years) and their respective parents. The primary and secondary outcomes will include children’s attention, ADHD-related symptoms, behaviours, executive function and mindfulness levels measured by validated objective measures and parent’s reported instruments. Parents’ parental stress, parenting styles, ADHD related symptoms, well-being, rumination level and mindfulness levels will also be measured. Analysis is by intention to treat. The effects of intervention will be evaluated by comparing outcomes between the two arms, as well as comparing outcomes within subject through comparing measurements at baseline (T0), immediately after the 8 week intervention (T1) and at 3 (T2) and 6 (T3) months postintervention.
Ethics and dissemination Ethics approval has been granted by the Joint Chinese University of Hong Kong – New Territories East Cluster Clinical Research Ethics Committee (The Joint CUHK-NTEC CREC). Participants will be required to sign informed consent form from both parents and children. Findings will be reported in conferences and peer-reviewed publications in accordance with recommendations of Consolidated Standards of Reporting Trials.
By relying on various theoretical paradigms, extant research has developed several measurement tools for the assessment of individual environmental identity. One of the most important such tools is the Inclusion of Nature in Self measure (INS; Schultz, 2001). In comparison to other measures, the INS is very concise and easy to administer. However, because of its single-item nature, its psychometric properties and applicability domains are limited in scope. The present research proposes a four-item development of the INS – the Extended Inclusion of Nature in Self (EINS) scale. In Study 1, we explore the relevance of spatial metaphors in the assessment of self-nature connection. Based on the insights from this study, we develop an extended version of the INS and investigate its dimensionality, reliability, and validity across 5 studies. Our studies converge in suggesting that the proposed EINS is psychometrically stronger than the original INS, compares well in criterion-related validity to extant verbal scales, and has broader research applicability.
The aim of this qualitative study was to investigate the subjective experiences of 29 university students who participated in an 8-week mindfulness-based stress reduction (MBSR) program for academic evaluation anxiety. Participants who self-referred to the Student Counseling Service underwent individual semi-structured interviews about how they experienced the personal relevance and practical usefulness of taking the MBSR program. Interviews were transcribed and analyzed through a team-based explorative-reflective thematic approach based on a hermeneutic-phenomenological epistemology. Five salient patterns of meaning (themes) were found: (1) finding an inner source of calm, (2) sharing a human struggle, (3) staying focused in learning situations, (4) moving from fear to curiosity in academic learning, and (5) feeling more self-acceptance when facing difficult situations. We contextualize these findings in relation to existing research, discuss our own process of reflexivity, highlight important limitations of this study, and suggest possible implications for future research.
The aim of this qualitative study was to investigate the subjective experiences of 29 university students who participated in an 8-week mindfulness-based stress reduction (MBSR) program for academic evaluation anxiety. Participants who self-referred to the Student Counseling Service underwent individual semi-structured interviews about how they experienced the personal relevance and practical usefulness of taking the MBSR program. Interviews were transcribed and analyzed through a team-based explorative-reflective thematic approach based on a hermeneutic-phenomenological epistemology. Five salient patterns of meaning (themes) were found: (1) finding an inner source of calm, (2) sharing a human struggle, (3) staying focused in learning situations, (4) moving from fear to curiosity in academic learning, and (5) feeling more self-acceptance when facing difficult situations. We contextualize these findings in relation to existing research, discuss our own process of reflexivity, highlight important limitations of this study, and suggest possible implications for future research.
This essay examines the content and significance of the notion of "identification" as it appears in the works of theorists of deep ecology. It starts with the most frequently expressed conception of identification—termed "identification-as-belonging"—and distinguishes several different variants of it. After reviewing two criticisms of deep ecology that appear to target this notion, it is argued that there is a second, less frequently noticed type of identification that appears primarily in the work of Arne Naess—"identification-as-kinship." Following this analysis, it is suggested that identification-as-kinship may be less vulnerable to the criticisms that are aimed at identification-as-belonging
Investigations of brain substrates for social cognition have polarized in two camps. The simulation camp focuses on so-called shared circuits (SCs) that are involved in one's own actions, sensations and emotions and in perceiving those of others [ 1 , 2 ]. The theory of mind (ToM) camp emphasizes the role of midline structures in mentalizing about the states of others [ 3 ]. Scientific energy has often flown into fruitless arguments about which camp is closer to the truth [ 4 ], but the true questions for contemporary social neuroscience should be (i) why do investigators find different sets of areas to be most prominent, and (ii) how do the two sets of brain areas interact? Here we propose a highly speculative model that complements the view of Uddin et al.[ 5 ] to stimulate and canalize future empirical work into a direction we believe to be promising.
OBJECTIVE: Stressful events enhance risk for weight gain and adiposity. Ghrelin and leptin, two hormones that are implicated in appetite regulation, may link stressful events to weight gain; a number of rodent studies suggest that stressors increase ghrelin production. The present study investigated the links among daily stressors, ghrelin and leptin, and dietary intake in humans. METHOD: Women (n=50) completed three study appointments that were scheduled at least 2 weeks apart. At each visit, women arrived fasting and ate a standardized breakfast and lunch. Blood samples were collected 45min after each meal. Women completed a self-report version of the Daily Inventory of Stressful Events (DISE) at each appointment. Two composites were created from the DISE data, reflecting the number of stressors that did and did not involve interpersonal tension. RESULTS: Women who experienced more stressors involving interpersonal tension had higher ghrelin and lower leptin levels than those who experienced fewer interpersonal stressors. Furthermore, women who experienced more interpersonal stressors had a diet that was higher in calories, fat, carbohydrates, protein, sugar, sodium, and fiber, and marginally higher in cholesterol, vegetables (but not fruits), vitamin A, and vitamin C. Stressors that did not involve interpersonal tension were unrelated to ghrelin and leptin levels or any of the dietary components examined. CONCLUSIONS: These data suggest that ghrelin and leptin may link daily interpersonal stressors to weight gain and obesity.
OBJECTIVE: Stressful events enhance risk for weight gain and adiposity. Ghrelin and leptin, two hormones that are implicated in appetite regulation, may link stressful events to weight gain; a number of rodent studies suggest that stressors increase ghrelin production. The present study investigated the links among daily stressors, ghrelin and leptin, and dietary intake in humans. METHOD: Women (n=50) completed three study appointments that were scheduled at least 2 weeks apart. At each visit, women arrived fasting and ate a standardized breakfast and lunch. Blood samples were collected 45min after each meal. Women completed a self-report version of the Daily Inventory of Stressful Events (DISE) at each appointment. Two composites were created from the DISE data, reflecting the number of stressors that did and did not involve interpersonal tension. RESULTS: Women who experienced more stressors involving interpersonal tension had higher ghrelin and lower leptin levels than those who experienced fewer interpersonal stressors. Furthermore, women who experienced more interpersonal stressors had a diet that was higher in calories, fat, carbohydrates, protein, sugar, sodium, and fiber, and marginally higher in cholesterol, vegetables (but not fruits), vitamin A, and vitamin C. Stressors that did not involve interpersonal tension were unrelated to ghrelin and leptin levels or any of the dietary components examined. CONCLUSIONS: These data suggest that ghrelin and leptin may link daily interpersonal stressors to weight gain and obesity.
There is a well-documented evidence base for the beneficial effects of mindfulness-based interventions for various health issues, and research has increasingly explored the role of mindfulness in nonclinical contexts. While the Five Facet Mindfulness Questionnaire (FMMQ) was widely used to study dispositional mindfulness, no work has investigated the unique contributions of each mindfulness facet to depression, anxiety, and stress in a general population. The present study used psychometrically refined FFMQ and Depression, Anxiety and Stress Scale (DASS) scores obtained from a sample (n = 400) of equal number of students and general population. Multiple linear regression analysis was conducted to investigate predictive values of mindfulness facets to psychological distress variables. Nonjudgmental attitude was the strongest predictor of lower levels of depression, anxiety, and stress across both students and general population with standardized β ranging from − .32 to − .46. Nonreactivity was the second strongest predictor for stress and depression, but Acting with Awareness was a significant predictor for anxiety and stress in students only. Overall, mindfulness facets were stronger predictors of lower DASS scores in students compared to general population. Relationships between some mindfulness facets and distress variables differ between students and general population and therefore may not be generalizable across these populations.
There is a well-documented evidence base for the beneficial effects of mindfulness-based interventions for various health issues, and research has increasingly explored the role of mindfulness in nonclinical contexts. While the Five Facet Mindfulness Questionnaire (FMMQ) was widely used to study dispositional mindfulness, no work has investigated the unique contributions of each mindfulness facet to depression, anxiety, and stress in a general population. The present study used psychometrically refined FFMQ and Depression, Anxiety and Stress Scale (DASS) scores obtained from a sample (n = 400) of equal number of students and general population. Multiple linear regression analysis was conducted to investigate predictive values of mindfulness facets to psychological distress variables. Nonjudgmental attitude was the strongest predictor of lower levels of depression, anxiety, and stress across both students and general population with standardized β ranging from − .32 to − .46. Nonreactivity was the second strongest predictor for stress and depression, but Acting with Awareness was a significant predictor for anxiety and stress in students only. Overall, mindfulness facets were stronger predictors of lower DASS scores in students compared to general population. Relationships between some mindfulness facets and distress variables differ between students and general population and therefore may not be generalizable across these populations.
There is a well-documented evidence base for the beneficial effects of mindfulness-based interventions for various health issues, and research has increasingly explored the role of mindfulness in nonclinical contexts. While the Five Facet Mindfulness Questionnaire (FMMQ) was widely used to study dispositional mindfulness, no work has investigated the unique contributions of each mindfulness facet to depression, anxiety, and stress in a general population. The present study used psychometrically refined FFMQ and Depression, Anxiety and Stress Scale (DASS) scores obtained from a sample (n = 400) of equal number of students and general population. Multiple linear regression analysis was conducted to investigate predictive values of mindfulness facets to psychological distress variables. Nonjudgmental attitude was the strongest predictor of lower levels of depression, anxiety, and stress across both students and general population with standardized β ranging from − .32 to − .46. Nonreactivity was the second strongest predictor for stress and depression, but Acting with Awareness was a significant predictor for anxiety and stress in students only. Overall, mindfulness facets were stronger predictors of lower DASS scores in students compared to general population. Relationships between some mindfulness facets and distress variables differ between students and general population and therefore may not be generalizable across these populations.
<p>Making Sense of Tantric Buddhism fundamentally rethinks the nature of the transgressive theories and practices of the Buddhist Tantric traditions, challenging the notion that the Tantras were "marginal" or primitive and situating them instead -- both ideologically and institutionally -- within larger trends in mainstream Buddhist and Indian culture. Critically surveying prior scholarship, Wedemeyer exposes the fallacies of attributing Tantric transgression to either the passions of lusty monks, primitive tribal rites, or slavish imitation of Saiva traditions. Through comparative analysis of modern historical narratives -- that depict Tantrism as a degenerate form of Buddhism, a primal religious undercurrent, or medieval ritualism -- he likewise demonstrates these to be stock patterns in the European historical imagination. Through close analysis of primary sources, Wedemeyer reveals the lived world of Tantric Buddhism as largely continuous with the Indian religious mainstream and deploys contemporary methods of semiotic and structural analysis to make sense of its seemingly repellent and immoral injunctions. Innovative, semiological readings of the influential Guhyasamaja Tantra underscore the text's overriding concern with purity, pollution, and transcendent insight -- issues shared by all Indic religions -- and a large-scale, quantitative study of Tantric literature shows its radical antinomianism to be a highly managed ritual observance restricted to a sacerdotal elite. These insights into Tantric scripture and ritual clarify the continuities between South Asian Tantrism and broader currents in Indian religion, illustrating how thoroughly these "radical" communities were integrated into the intellectual, institutional, and social structures of South Asian Buddhism.</p>
Zotero Collections:
- Practices Specific to Tibetan Buddhism,
- Buddhist Contemplation by Applied Subject,
- Contemplation by Tradition,
- Tantric communities,
- Community and Buddhist Contemplation,
- Practices of Buddhist Contemplation,
- Generation phase (utpattikrama, kyerim),
- Perfection phase (nispannakrama, dzokrim),
- Buddhist Contemplation
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