Background: Chronic pelvic pain in adolescents accounts for 10% of outpatient gynecology visits, and 70% of adolescent patients whose pelvic pain is unresponsive to initial therapy have endometriosis. To date, there has been no published research investigating the use of acupuncture for adolescents with chronic pelvic pain and/or endometriosis. Methods: This paper presents two case reports describing the impact of a course of acupuncture on adolescent girls with endometriosis-related chronic pelvic pain of more than 1 year. Results: Both patients, undergoing between 9 and 15 treatments over a 7- to 12-week period, experienced modest improvement in pain as measured by oral self-reports of pain on a scale from 1 to 10, as well as selfor family-reported improvement in headaches, nausea and fatigue. No adverse effects were reported. Conclusions: These case reports provide preliminary evidence that acupuncture may be an acceptable and safe adjunct treatment therapy for some adolescents with endometriosis-related pelvic pain refractory to standard antiendometriosis therapies. These observations suggest that a prospective, randomized controlled trial of the safety and efficacy of acupuncture for this population may be warranted.
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Objective/Background: Hospitalization can contribute to common sleep difficulties in children. Interventions aimed at hospitalized children need to be developed and piloted with rigorous evaluative methods. The primary purpose of this study was to examine the feasibility and acceptability of a behavioral-educational intervention aimed at increasing nighttime sleep for hospitalized children. Participants: Hospitalized children aged 4–10 years and their caregivers. Methods: A pilot randomized, controlled trial with concealed-group allocation was conducted. Forty-eight hospitalized children (ages 4–10) and their caregivers were randomized to either the Relax to Sleep (RTS) intervention group (n = 24) or the Usual Care (UC) comparison group (n = 24). The RTS intervention was comprised of a one-on-one educational session for the parent that was guided by a standardized booklet containing information on sleep and instructions for training the child in the use of a diaphragmatic breathing exercise. UC participants received no information about sleep or relaxation. Children wore actigraphs for 3 days and nights and completed sleep diaries. Outcome measures included feasibility, acceptability, and sleep outcomes. Results: Parental reports indicated they enjoyed the discussion on sleep, found the information helpful, and their child found diaphragmatic breathing easy to use, and would use it again in the future. Children in the RTS group averaged 50 minutes more nighttime sleep, and had less wake after sleep onset time compared to children in the UC group. Conclusion: Sleep is critically important to children’s health and well-being and should be given important consideration during hospitalization. Although the results of this pilot trial seem promising, more interventional studies are needed.
After mindfulness is defined, a brief history of the research on the topic to date is reviewed. This work essentially falls into 3 categories: health, business, and education. Considerations of mindlessness as a social issue are then addressed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
The Depression Workbook (2nd. edition) is for personal use by adults, family members, supporters and health care providers. It can be used as a guide for mental health recovery groups and programs. To make this book easily accessible it should be included in libraries. Health care providers will benefit from having a reference copy and copies to loan to the people they support.
The Depression Workbook (2nd. edition) is for personal use by adults, family members, supporters and health care providers. It can be used as a guide for mental health recovery groups and programs. To make this book easily accessible it should be included in libraries. Health care providers will benefit from having a reference copy and copies to loan to the people they support.
Mindfulness is a state of mind which can serve to enhance our health, our performance, and our well‐being. It is best achieved when we are conscious and present, when we recognize the power of our mindsets, and when we proactively seek to view situations not from our old patterned and defaulted ways, but from new angles and possibilities. In the context of stress, mindfulness can be particularly useful. In this chapter, we work to move beyond a mindless view of stress that focuses only on stress's deleterious effects into a mindful view of stress by highlighting the growing body of research demonstrating that stress can have enhancing effects on health, performance, and well‐being. In uncovering this more balanced view of stress, we present research and theory supporting that the degree to which stress produces beneficial or harmful effects depends largely on the mindset through which stress is viewed (i.e., whether the experience of stress is expected to have debilitating or enhancing effects). Moreover, we discuss how mindfulness—including the Western (Langerian) and the ancient Eastern‐derived perspectives—offers effective and powerful tools to access and alter our mindsets deliberately and to flexibly utilize stress as a resource for growth and well‐being.
What happens to a vegetarian who moves to the Alaskan Frontier?Eating Alaska is a serious and humorous film about connecting to where you live and eating locally. Made by a former city dweller now living on an island in Alaska and married to fisherman, deer hunter and environmental activist, it is a journey into food politics, regional food traditions, our connection to the wilderness and to what we put into our mouths.
In this quest for the "right thing" to eat, the filmmaker stops by a famer's market in the lower 48 stocked with fresh local fruits and vegetables and then heads back to Alaska, climbing mountains with women hunters, fishing for wild salmon and communing with vegans. She visits a grocery store with kids to study labels and heads to the Arctic to talk with Inupiat teens in a home economics class, making pretzels while they describe their favorite traditional foods from moose meat to whale blubber.
The postcard like scenery in Alaska may be a contrast to what most urban residents see everyday and the filmmaker may have gone into the wild, but she also finds farmed salmon, toxics getting into wild foods and the colonization of the indigenous diet.
Eating Alaska doesn't preach or give answers, but points out dilemmas in a style that provokes discussion on questions such as:
What is the ethical way to eat in Alaska-or anywhere?
Is it better to shoot a deer than buy tofu that has been shipped thousands of miles?
Where is your comfort level in taking a life for food?
This wry personal look at what's on your plate explores ideas about eating healthy, safe and sustainable food from one's own backyard, either urban or wild, versus industrially produced food shipped thousands of miles. Eating Alaska is also a thought-provoking resource for discussing our assumptions about gendered behavior and women's relationship to the natural world.
Objective: This article examines the impact of a universal social-emotional learning program, the Fast Track PATHS (Promoting Alternative Thinking Strategies) curriculum and teacher consultation, embedded within the Fast Track selective prevention model. Method: The longitudinal analysis involved 2,937 children of multiple ethnicities who remained in the same intervention or control schools for Grades 1, 2, and 3. The study involved a clustered randomized controlled trial involving sets of schools randomized within 3 U.S. locations. Measures assessed teacher and peer reports of aggression, hyperactive-disruptive behaviors, and social competence. Beginning in first grade and through 3 successive years, teachers received training and support and implemented the PATHS curriculum in their classrooms. Results: The study examined the main effects of intervention as well as how outcomes were affected by characteristics of the child (baseline level of problem behavior, gender) and by the school environment (student poverty). Modest positive effects of sustained program exposure included reduced aggression and increased prosocial behavior (according to both teacher and peer report) and improved academic engagement (according to teacher report). Peer report effects were moderated by gender, with significant effects only for boys. Most intervention effects were moderated by school environment, with effects stronger in less disadvantaged schools, and effects on aggression were larger in students who showed higher baseline levels of aggression. Conclusions: A major implication of the findings is that well-implemented multiyear social-emotional learning programs can have significant and meaningful preventive effects on the population-level rates of aggression, social competence, and academic engagement in the elementary school years. (Contains 3 tables, 4 figures, and 3 footnotes.)
OBJECTIVE: To examine yoga's effects on inner-city children's well-being.
METHODS: This pilot study compared fourth- and fifth-grade students at 2 after-school programs in Bronx, New York. One program offered yoga 1 hour per week for 12 weeks (yoga) and the other program (non-yoga) did not. Preintervention and postintervention emotional well-being was assessed by Harter's Global Self-Worth and Physical Appearance subscales, which were the study's primary outcome measures. Secondary outcomes included other measures of emotional well-being assessed by 2 new scales: Perceptions of Physical Health and Yoga Teachings (including Negative Behaviors, Positive Behaviors, and Focusing/relaxation subscales). Preintervention and postintervention, physical wellbeing was assessed by measures of flexibility and balance. Subjective ratings ofyoga's effects on well-being were evaluated by an additional questionnaire completed by the yoga group only.
RESULTS: Data were collected from 78% (n=39) and 86.5% (n=32) of potential yoga and non-yoga study enrollees. No differences in baseline demographics were found. Controlling for preintervention well-being differences using analysis of covariance, we found that children in the yoga group had better postintervention Negative Behaviors scores and balance than the non-yoga group (P < .05). The majority of children participating in yoga reported enhanced wellbeing, as reflected by perceived improvements in behaviors directly targeted by yoga (e.g., strength, flexibility, balance).
CONCLUSIONS: Although no significant differences were found in the study's primary outcomes (global self-worth and perceptions of physical well-being), children participating in yoga reported using fewer negative behaviors in response to stress and had better balance than a comparison group. Improvements in wellbeing, specifically in behaviors directly targeted by yoga, were reported. These results suggest a possible role of yoga as a preventive intervention as well as a means of improving children's perceived well-being.
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To examine yoga's effects on inner-city children's well-being. This pilot study compared fourth- and fifth-grade students at 2 after-school programs in Bronx, New York. One program offered yoga 1 hour per week for 12 weeks (yoga) and the other program (non-yoga) did not. Preintervention and postintervention emotional well-being was assessed by Harter's Global Self-Worth and Physical Appearance subscales, which were the study's primary outcome measures. Secondary outcomes included other measures of emotional well-being assessed by 2 new scales: Perceptions of Physical Health and Yoga Teachings (including Negative Behaviors, Positive Behaviors, and Focusing/relaxation subscales). Preintervention and postintervention, physical well-being was assessed by measures of flexibility and balance. Subjective ratings of yoga's effects on well-being were evaluated by an additional questionnaire completed by the yoga group only. Data were collected from 78% (n=39) and 86.5% (n=32) of potential yoga and non-yoga study enrollees. No differences in baseline demographics were found. Controlling for preintervention well-being differences using analysis of covariance, we found that children in the yoga group had better postintervention Negative Behaviors scores and balance than the non-yoga group (P<.05). The majority of children participating in yoga reported enhanced well-being, as reflected by perceived improvements in behaviors directly targeted by yoga (eg, strength, flexibility, balance). Although no significant differences were found in the study's primary outcomes (global self-worth and perceptions of physical well-being), children participating in yoga reported using fewer negative behaviors in response to stress and had better balance than a comparison group. Improvements in well-being, specifically in behaviors directly targeted by yoga, were reported. These results suggest a possible role of yoga as a preventive intervention as well as a means of improving children's perceived well-being.
Youth living with HIV have sub-optimal rates of adherence to antiretroviral therapy (ART). Mindfulness instruction interventions have shown promise for improving medication adherence, but the effects and mechanisms of these interventions are still being explored among people living with HIV, including youth. In the context of a randomized controlled trial of the efficacy of a Mindfulness-Based Stress Reduction (MBSR) program on ART adherence and viral suppression among youth living with HIV, we conducted 44 iterative, semi-structured, in-depth interviews with 20 study participants (13–24 years) recruited from clinics at two academic centers in Baltimore, Maryland. Interviews explored the social context and psychosocial dynamics of ART adherence in the context of the MBSR intervention, compared with those in a control arm. We employed thematic content analysis to systematically code and synthesize textual interview data. Participants’ challenges with ART adherence were often situated within an ongoing process of working to manage HIV as a stigmatized, chronic condition in addition to other intersecting social stigmas, inequalities, and stressors. Participation in the MBSR program and related group support allowed participants to non-judgmentally observe and accept difficult thoughts, feelings, and experiences associated with living with HIV and taking ART, which facilitated greater reported adherence. Mindfulness training may stimulate new perspectives and understanding, including greater self- and illness-acceptance among youth living with HIV, leading to improved HIV outcomes.
Mindfulness training is increasingly being recommended as a means of fostering clinical skill development as well as stress reduction among trainees in the helping professions. However, existing mindfulness training protocols are often lengthy, making it challenging to integrate them into standard curricula, and mindfulness-based interventions have not yet been adapted to address clinical training goals. We conducted a mixed-methods study to investigate the effects of integrating a small dose of mindfulness training—only 10 min per session—into a clinical interviewing class with a new population, namely beginning social work students. Results demonstrated that students valued the training, saw it as relevant to their role as a clinical practitioner, and continued to draw on the training once they transitioned to their work with clients in the field. Students in the intervention group reported significant changes in counseling self-efficacy, but not in well-being in comparison to a nonrandomized cohort control group at posttest. Students’ long-term engagement in mindfulness practice at program entry was correlated with their degree of improvement in counseling self-efficacy over the course of the training. The results of this study suggest that even small doses of mindfulness training that do not appreciably alter students’ well-being may nevertheless play a role in fostering clinical skill development. Student responses to open-ended questions in the intervention group revealed that they drew on mindfulness to increase their ability to be present, open, and emotionally available and responsive to their clients in session. Students identified mindfulness as key to their clinical learning process.
Study Objective
To assess feasibility, and collect preliminary data for a subsequent randomized, sham-controlled trial to evaluate Japanese-style acupuncture for reducing chronic pelvic pain and improving health-related quality of life (HRQOL) in adolescents with endometriosis.
Design
Randomized, sham-controlled trial.
Settings
Tertiary-referral hospital.
Participants
Eighteen young women (13–22y) with laparoscopically-diagnosed endometriosis-related chronic pelvic pain.
Interventions
A Japanese style of acupuncture and a sham acupuncture control. Sixteen treatments were administered over 8 weeks.
Main Outcome Measures
Protocol feasibility, recruitment numbers, pain not associated with menses or intercourse, and multiple HRQOL instruments including Endometriosis Health Profile, Pediatric Quality of Life, Perceived Stress, and Activity Limitation.
Results
Fourteen participants (out of 18 randomized) completed the study per protocol. Participants in the active acupuncture group (n = 9) experienced an average 4.8 (SD = 2.4) point reduction on a 11 point scale (62%) in pain after 4 weeks, which differed significantly from the control group's (n = 5) average reduction of 1.4 (SD = 2.1) points (P = 0.004). Reduction in pain in the active group persisted through a 6-month assessment; however, after 4 weeks, differences between the active and control group decreased and were not statistically significant. All HRQOL measures indicated greater improvements in the active acupuncture group compared to the control; however, the majority of these trends were not statistically significant. No serious adverse events were reported.
Conclusion
Preliminary estimates indicate that Japanese-style acupuncture may be an effective, safe, and well-tolerated adjunct therapy for endometriosis-related pelvic pain in adolescents. A more definitive trial evaluating Japanese-style acupuncture in this population is both feasible and warranted.
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Selected for inclusion in the Best Books for the Teen Age 2004 List by the New York Public Library.Yoga has been practiced for thousands of years, but its surge in popularity among young people is new. "I Love Yoga is not a how-to book. It is the book for those who are already hooked, as well as for those who are just curious about this ancient activity.
Ellen Schwartz - author of "I'm a Vegetarian -" presents the history of yoga, different styles, yoga benefits, concerns, cautions, misconceptions, equipment, and basic postures. There is information for those with physical disabilities and tips on yoga as part of a lifestyle - even for those who do not use the poses - especially to de-stress. Fascinating information is offered in a teen-friendly format.
OBJECTIVE: The purpose of this study was to determine the efficacy of 3 nonhormonal therapies for the improvement of menopause-related quality of life in women with vasomotor symptoms. STUDY DESIGN: We conducted a 12-week 3 x 2 randomized, controlled, factorial design trial. Peri-and postmenopausal women, 40-62 years old, were assigned randomly to yoga (n = 107), exercise (n = 106), or usual activity (n = 142) and also assigned randomly to a double-blind comparison of omega-3 (n = 177) or placebo (n = 178) capsules. We performed the following interventions: (1) weekly 90-minute yoga classes with daily at-home practice, (2) individualized facility-based aerobic exercise training 3 times/week, and (3) 0.615 g omega-3 supplement, 3 times/day. The outcomes were assessed with the following scores: Menopausal Quality of Life Questionnaire (MENQOL) total and domain (vasomotor symptoms, psychosocial, physical and sexual). RESULTS: Among 355 randomly assigned women who average age was 54.7 years, 338 women (95%) completed 12-week assessments. Mean baseline vasomotor symptoms frequency was 7.6/day, and the mean baseline total MENQOL score was 3.8 (range, 1-8 from better to worse) with no between-group differences. For yoga compared to usual activity, baseline to 12-week improvements were seen for MENQOL total -0.3 (95% confidence interval, -0.6 to 0; P = .02), vasomotor symptom domain (P = .02), and sexuality domain (P = .03) scores. For women who underwent exercise and omega-3 therapy compared with control subjects, improvements in baseline to 12-week total MENQOL scores were not observed. Exercise showed benefit in the MENQOL physical domain score at 12 weeks (P = .02). CONCLUSION: All women become menopausal, and many of them seek medical advice on ways to improve quality of life; little evidence-based information exists. We found that, among healthy sedentary menopausal women, yoga appears to improve menopausal quality of life; the clinical significance of our finding is uncertain because of the modest effect.
Building upon contemporary models of teaching that suggest that teachers’ own well-being is related to their classroom practice and student outcomes, we examined whether middle school teachers’ mindfulness skills were related to their concurrent occupational health and well-being (job stress, occupational burnout, and depressive and anxiety symptoms), and quality of their interactions with students in their “most stressful” class during the school day. Multivariate regression analyses of 58 middle school teachers indicated that teacher mindfulness was significantly associated with lower levels of job stress, occupational burnout, and depressive and anxiety symptoms; and higher levels of observers’ ratings of teachers’ emotionally supportive interactions with students in their most stressful classroom. Occupational burnout, in contrast, was negatively related to observers’ ratings of emotional support and organization in the classroom. Results suggest individual differences in middle school teachers’ mindfulness may affect their interactions with students in the middle school classroom directly and through reductions in burnout, though longitudinal studies of these relations are needed. Findings are discussed in relation to intervention efforts to improve teacher mindfulness through training in order to support occupational health and well-being, improve the quality of teacher-student interactions in the classroom, and increase student engagement and learning.
Building upon contemporary models of teaching that suggest that teachers’ own well-being is related to their classroom practice and student outcomes, we examined whether middle school teachers’ mindfulness skills were related to their concurrent occupational health and well-being (job stress, occupational burnout, and depressive and anxiety symptoms), and quality of their interactions with students in their “most stressful” class during the school day. Multivariate regression analyses of 58 middle school teachers indicated that teacher mindfulness was significantly associated with lower levels of job stress, occupational burnout, and depressive and anxiety symptoms; and higher levels of observers’ ratings of teachers’ emotionally supportive interactions with students in their most stressful classroom. Occupational burnout, in contrast, was negatively related to observers’ ratings of emotional support and organization in the classroom. Results suggest individual differences in middle school teachers’ mindfulness may affect their interactions with students in the middle school classroom directly and through reductions in burnout, though longitudinal studies of these relations are needed. Findings are discussed in relation to intervention efforts to improve teacher mindfulness through training in order to support occupational health and well-being, improve the quality of teacher-student interactions in the classroom, and increase student engagement and learning.
<p>The implicit "no pain, no gain" understanding of traditional education is contrasted with a view of education that encourages mindfulness. The former relies on a static conception of information typically communicated in absolute language. Here, "facts" are given as truth, free of context or perspective. The latter relies on variability, communicated through conditional instruction. Here, facts are perspective dependent. Evidence is presented that suggests that mindfulness is not only more effective, but is also more enjoyable.</p>
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Mindfulness, achieved without meditation, is discussed with particular reference to learning. Being mindful is the simple act of drawing novel distinctions. It leads us to greater sensitivity to context and perspective, and ultimately to greater control over our lives. When we engage in mindful learning, we avoid forming mind-sets that unnecessarily limit us. Many of our beliefs about learning are mind-sets that have been mindlessly accepted to be true. Consideration is given to some of the consequences that result from a mindful reconsideration of these myths of learning.
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Mindfulness, achieved without meditation, is discussed with particular reference to learning. Being mindful is the simple act of drawing noveldistinctions. It leads us to greater sensitivity to context and perspective, and ultimately to greater control over our lives. When we engage in mindfullearning, we avoid forming mind-sets that unnecessarily limit us. Many of our beliefs about learning are mind-sets that have been mindlessly accepted to be true. Consideration is given to some of the consequences that result from a mindful reconsideration of these myths of learning. [ABSTRACT FROM AUTHOR]; Copyright of Current Directions in Psychological Science is the property of Sage Publications Inc. 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.)
Past research has demonstrated that males outperform females in mathematics (Hyde, J. S., Fennema, E., & Lamon, S. J., Psychol Bull 107:139-155, ). Research has also shown that encouraging mindful learning-learning information in a conditional rather than an absolute way-can increase mathematics performance in females (Ritchhart, R., & Perkins, D. N., J Social Issues 56:27-47, ). This paper examines the moderating role of mindful learning for gender differences, by manipulating mindful learning for females' and males' performance on a novel math task. The results from this study show that males performed better than females when mindful learning was not encouraged (absolute instruction), but males and females performed equally well when mindful learning was encouraged (conditional instruction). Thus we find that mindful learning moderates gender differences in math performance. [ABSTRACT FROM AUTHOR]; Copyright of Journal of Adult Development is the property of Springer Nature 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.)
Background: The number of patients living with cancer is growing, and a substantial number of patients suffer from psychological distress. Mindfulness-based interventions (MBIs) seem effective in alleviating psychological distress. Unfortunately, several cancer patients find it difficult, if not impossible, to attend a group-based course. Internet-based MBIs (eMBIs) such as Internet-based mindfulness-based cognitive therapy (eMBCT) may offer solutions. However, it is yet to be studied what facilitators and barriers cancer patients experience during eMBCT.Objective: This study aimed to explore facilitators and barriers of individual asynchronous therapist-assisted eMBCT as experienced by both patients and therapists.
Methods: Patients with heterogeneous cancer diagnoses suffering from psychological distress were offered eMBCT. This 9-week intervention mirrored the group-based MBCT protocol and included weekly asynchronous written therapist feedback. Patients were granted access to a website that contained the eMBCT protocol and a secured inbox, and they were asked to practice and fill out diaries on which the therapist provided feedback. In total, 31 patients participated in an individual posttreatment interview on experienced facilitators and barriers during eMBCT. Moreover, eight therapists were interviewed. The data were analyzed with qualitative content analysis to identify barriers and facilitators in eMBCT.
Results: Both patients and therapists mentioned four overarching themes as facilitators and barriers: treatment setting (the individual and Internet-based nature of the treatment), treatment format (how the treatment and its guidance were organized and delivered), role of the therapist, and individual patient characteristics.
Conclusions: The eMBCT provided flexibility in when, where, and how patients and therapists engage in MBCT. Future studies should assess how different eMBCT designs could further improve barriers that were found.
Background: The number of patients living with cancer is growing, and a substantial number of patients suffer from psychological distress. Mindfulness-based interventions (MBIs) seem effective in alleviating psychological distress. Unfortunately, several cancer patients find it difficult, if not impossible, to attend a group-based course. Internet-based MBIs (eMBIs) such as Internet-based mindfulness-based cognitive therapy (eMBCT) may offer solutions. However, it is yet to be studied what facilitators and barriers cancer patients experience during eMBCT.Objective: This study aimed to explore facilitators and barriers of individual asynchronous therapist-assisted eMBCT as experienced by both patients and therapists.
Methods: Patients with heterogeneous cancer diagnoses suffering from psychological distress were offered eMBCT. This 9-week intervention mirrored the group-based MBCT protocol and included weekly asynchronous written therapist feedback. Patients were granted access to a website that contained the eMBCT protocol and a secured inbox, and they were asked to practice and fill out diaries on which the therapist provided feedback. In total, 31 patients participated in an individual posttreatment interview on experienced facilitators and barriers during eMBCT. Moreover, eight therapists were interviewed. The data were analyzed with qualitative content analysis to identify barriers and facilitators in eMBCT.
Results: Both patients and therapists mentioned four overarching themes as facilitators and barriers: treatment setting (the individual and Internet-based nature of the treatment), treatment format (how the treatment and its guidance were organized and delivered), role of the therapist, and individual patient characteristics.
Conclusions: The eMBCT provided flexibility in when, where, and how patients and therapists engage in MBCT. Future studies should assess how different eMBCT designs could further improve barriers that were found.
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