How do we foster in college students the cognitive complexity, ethical development, and personal resolve that are required for living in this "sustainability century"? Tackling these complex and highly interdependent problems requires nuanced interdisciplinary understandings, collective endeavors, systemic solutions, and profound cultural shifts. Contributors in this book present both a rationale as well as a theoretical framework for incorporating reflective and contemplative pedagogies to help students pause, deepen their awareness, think more carefully, and work with complexity in sustainability-focused courses. Also offering a variety of relevant, timely resources for faculty to use in their classrooms, Contemplative Approaches to Sustainability in Higher Education serves as a key asset to the efforts of educators to enhance students’ capacities for long-term engagement and resilience in a future where sustainability is vital.
How do we foster in college students the cognitive complexity, ethical development, and personal resolve that are required for living in this "sustainability century"? Tackling these complex and highly interdependent problems requires nuanced interdisciplinary understandings, collective endeavors, systemic solutions, and profound cultural shifts. Contributors in this book present both a rationale as well as a theoretical framework for incorporating reflective and contemplative pedagogies to help students pause, deepen their awareness, think more carefully, and work with complexity in sustainability-focused courses. Also offering a variety of relevant, timely resources for faculty to use in their classrooms, Contemplative Approaches to Sustainability in Higher Education serves as a key asset to the efforts of educators to enhance students’ capacities for long-term engagement and resilience in a future where sustainability is vital.
How do we foster in college students the cognitive complexity, ethical development, and personal resolve that are required for living in this "sustainability century"? Tackling these complex and highly interdependent problems requires nuanced interdisciplinary understandings, collective endeavors, systemic solutions, and profound cultural shifts. Contributors in this book present both a rationale as well as a theoretical framework for incorporating reflective and contemplative pedagogies to help students pause, deepen their awareness, think more carefully, and work with complexity in sustainability-focused courses. Also offering a variety of relevant, timely resources for faculty to use in their classrooms, Contemplative Approaches to Sustainability in Higher Education serves as a key asset to the efforts of educators to enhance students’ capacities for long-term engagement and resilience in a future where sustainability is vital.
<p>This article presents the case of a mindfulness-based group therapy that was implemented in a residential treatment facility. The case presented comprised a group of adolescent males with disruptive behavior disorders. The group was designed to be appropriate for the unique demographics of the clients, with the intent to help the clients enhance and develop improved impulse control skills. The contents of the group were gathered and adapted from various mindfulness-based therapies. Attending the presented mindfulness group was found to produce increases in self-reported mindfulness skills and improvements in behavioral compliance. Recommendations are made for running similar groups.</p>
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Reflective practice has become a mainstay in many inquiries into teaching and learning, presenting reflective practitioners with the challenge of accounting for their own institutional positions when interpreting student performance in the binary teacher-student configurations of most classrooms. This study analyzes the perspectives of TAs cast as mentors to students in a unique trinary configuration of instructor-mentor-student. During four semesters, TAs in English mentored first-year university composition students by attending all classes alongside them, conducting intake interviews, and following up with numerous out-of-class conferences during the semester. Using standardized end-of-term evaluations by mentors supplemented by focus group transcripts and administrators' field notes, analysts determined that mentors' ranges of actions in the classroom and course enabled them to "think through" the perspectives of both instructor and student to develop "positional reflexivity." That is, mentors incorporated the factor of institutional position into reflexivity about teaching and learning to gain insight into such issues as interpretations of student performance, power dynamics that inflect students' senses of agency, the challenges of transitioning to college, mentors' own professional goals, and more. Implications are drawn for leveraging this unique form of TA training to enhance learner-centered approaches to teaching when TAs later find themselves teaching their own courses.
Mindfulness-based skills training has been increasingly incorporated into psychotherapeutic treatment for a variety of presenting complaints, most notably anxiety- and stress-related disorders. While there has been considerable literature documenting efficacy of full mindfulness-based treatment regimen (e.g., Mindfulness-Based Stress Reduction [MBSR]), fewer studies have examined the influence of incorporating distinct elements of these treatments in psychotherapy practice. The present study examined the efficacy of two brief elements of an empirically supported mindfulness-based protocol (MBSR), hatha yoga and body scan, in the reduction of anxiety and stress symptoms. Female undergraduate students (N = 91) completed three weekly 45-min sessions of MBSR-based hatha yoga or body scan, or were included in the waitlisted control condition. Results indicated that there were significant differences between groups (i.e., waitlist control, hatha yoga, and body scan) on indices of anxiety and stress. Women in both the hatha yoga and body scan conditions had significantly greater reductions in anxiety and stress compared to those in the waitlist control condition. Significant differences in postintervention indicators of mindfulness (i.e., present-moment awareness and acceptance) were not observed. Overall, findings are consistent with the argument that brief, discrete elements of the MBSR treatment protocol are effective at reducing symptoms of anxiety and stress, providing further evidence supporting the use of mindfulness-based skills training in psychotherapy.
The purpose of this project is to research the effectiveness of a condensed and modified social and emotional (SEL) learning curricula based on the Strong Kids 3-5 (Merrell, 2007a) materials. The goal is to provide school communities and teams (teachers, school psychologists, principals, and other school-based mental health providers) with an evidence-based, condensed SEL curricula that is easy to administer and still effectively targets key social and emotional learning skills. This goal will be met by researching SEL curriculums and garnering feedback from a pilot study to develop a condensed, modified curriculum that addresses the five core SEL competencies. In addition to addressing these core competencies and condensing the lessons, this project will also increase the opportunity for students to learn the concepts via hands-on activities, thereby aiding student learning and practice. The six-week modified group SEL curriculum is created for school psychologists and special education program specialists to utilize at their school sites. Also provided as part of the project are the following materials: Parental consent form (English and Spanish versions), child assent form (English and Spanish versions), Strong Kids Symptoms test, Strong Kids Knowledge test, and informal pre- and post- test qualitative teacher feedback form. Genre/Form: Academic theses.
Purpose: To examine the effect of regular Iyengar yoga practice on measures of self-perceived psychosocial function and diurnal salivary cortisol secretion in stage II-IV breast cancer survivors (n = 18). Data sources: Women were randomly assigned to attend yoga practice for 90 min twice weekly for 8 weeks (n = 9) or to a wait-listed, noninterventional control group (n = 9). Traditional Iyengar yoga routines that progressively increased in difficulty as participants gained strength and flexibility were used. At baseline and after the 8-week study period, women completed self-report instruments to document various aspects of psychosocial and physical functioning, and collected salivary samples for cortisol analysis four times during the day for two consecutive days. Conclusions: The yoga group had lower morning and 5 p.m. salivary cortisol and improved emotional well-being and fatigue scores. Implications for practice: Breast cancer survivors are at risk for chronic psychosocial distress that may alter activity of the hypothalamic-pituitary-adrenal axis, resulting in aberrant regulation of cortisol secretion and increased risk of immune dysfunction and cancer progression. Regular yoga practice may be a low-risk, cost-effective way to improve psychosocial functioning, fatigue, and regulation of cortisol secretion in breast cancer survivors. These findings require validation with a larger randomized study.
PURPOSE: To examine the effect of regular Iyengar yoga practice on measures of self-perceived psychosocial function and diurnal salivary cortisol secretion in stage II-IV breast cancer survivors (n = 18).DATA SOURCES: Women were randomly assigned to attend yoga practice for 90 min twice weekly for 8 weeks (n = 9) or to a wait-listed, noninterventional control group (n = 9). Traditional Iyengar yoga routines that progressively increased in difficulty as participants gained strength and flexibility were used. At baseline and after the 8-week study period, women completed self-report instruments to document various aspects of psychosocial and physical functioning, and collected salivary samples for cortisol analysis four times during the day for two consecutive days.
CONCLUSIONS: The yoga group had lower morning and 5 p.m. salivary cortisol and improved emotional well-being and fatigue scores.
IMPLICATIONS FOR PRACTICE: Breast cancer survivors are at risk for chronic psychosocial distress that may alter activity of the hypothalamic-pituitary-adrenal axis, resulting in aberrant regulation of cortisol secretion and increased risk of immune dysfunction and cancer progression. Regular yoga practice may be a low-risk, cost-effective way to improve psychosocial functioning, fatigue, and regulation of cortisol secretion in breast cancer survivors. These findings require validation with a larger randomized study.
CONTEXT: In 2014, laughter yoga (LY) achieved the intermediate level, tier 2, under the Title III-D Evidence-based Disease Prevention and Health Promotion Program through the Administration on Aging (AOA). Further research is needed to qualify LY under the criteria for the highest tier, tier 3, to assure continued funding for LY classes at senior centers. OBJECTIVES: The study intended to demonstrate further the benefits of LY and to qualify LY as tier 3 under Title III-D. DESIGN: Using a quasi-experimental design, the research team conducted a preintervention/postintervention study in 3 phases. SETTING: The study was done in a variety of community centers. Phase 1, a pilot phase, was limited to North Carolina, and phase 2 was conducted in multiple states. Phase 3 was held at the North Carolina Area Agency on Aging's annual Volunteer Appreciation meeting. PARTICIPANTS: Participants in phases 1 (n = 109) and 2 (n = 247) enrolled in LY classes. Classes were advertised by fliers posted in community and in retirement centers. The ability of participants to participate in a class was based solely on their desire to participate, regardless of age, ability, health status, or physical impairment. Phase 3 (n = 23) was a convenience sample only. All phases were voluntary. OUTCOME MEASURE: The pre- and posttests for all 3 phases were Likert-scale surveys, 10 questions on the Psychological Outcomes of Well-being (POWB) survey. Pulse and other physiological measurements were also assessed pre- and postintervention. Analysis included a t test on each of the 10 POWB and physiological measures for all phases. RESULTS: All 10 POWB measures for phases 1 and 2 showed significant improvements between the pre- and postintervention testing (P < .001). Phase 3, the control, showed no significant improvement. CONCLUSIONS: The initial study demonstrated that LY meets the criteria to qualify for tier 3 under the Title III-D Evidence-based Disease Prevention and Health Promotion Program and that a large number of Americans, regardless of age and physical ability, could benefit from LY.
<p>OBJECTIVES: Given the demands of caring for chronically ill children, it is not surprising that caregivers often experience high levels of chronic stress. A Mindfulness-Based Stress Reduction (MBSR) program may offer relief to these caregivers by providing tools for self-care and heath promotion that otherwise may be lacking. METHODS: MBSR classes were offered without restriction to parents of children attending various clinics at a large urban children's medical centre. Caregivers completed the Profile of Mood States (POMS) and Symptoms of Stress Inventory (SOSI) both before and after program participation. RESULTS: Forty-four caregivers participated in one of seven group MBSR sessions that were offered between August 2001 and February 2004. Most were mothers of children with special needs and various chronic conditions, who had been diagnosed an average of 7 years previous. Prior to the intervention, caregivers reported very high levels of stress and mood disturbance. These decreased substantially over the 8-week program, with an overall reduction in stress symptoms of 32% (p < .001), and in total mood disturbance of 56% (p < .001). CONCLUSIONS: This brief MBSR program for caregivers of chronically ill children was successful in significantly decreasing substantial stress symptoms and mood disturbance. Further studies would benefit from using more rigorous methodology and applying the program to other groups of chronically stressed caregivers.</p>
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This blog, part of the Center for Koru Mindfulness, a form of mindfulness developed at Duke University, targets “twenty-somethings” but many of its postings are geared specifically for college students, with tips on how to spend spring break, how to stop procrastinating school work, and how to start the semester off right. Many contemplative instructors draw from this method in their classrooms.
Using data for 25,780 species categorized on the International Union for Conservation of Nature Red List, we present an assessment of the status of the world’s vertebrates. One-fifth of species are classified as Threatened, and we show that this figure is increasing: On average, 52 species of mammals, birds, and amphibians move one category closer to extinction each year. However, this overall pattern conceals the impact of conservation successes, and we show that the rate of deterioration would have been at least one-fifth again as much in the absence of these. Nonetheless, current conservation efforts remain insufficient to offset the main drivers of biodiversity loss in these groups: agricultural expansion, logging, overexploitation, and invasive alien species.Though the threat of extinction is increasing, overall declines would have been worse in the absence of conservation.
Though the threat of extinction is increasing, overall declines would have been worse in the absence of conservation.
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Growing research literature has documented the effectiveness of mindfulness-based interventions for anxiety and depressive disorders. Mindfulness-based stress reduction (MBSR) teaches a series of mindfulness meditation and yoga practices, delivered in a group format during eight weekly sessions plus one full-day session. This case report demonstrates how MBSR was associated with dramatic clinical improvement of an individual with symptoms of panic, generalized anxiety, and depression. Scores on clinical assessment measures suggested clinically severe levels of anxious arousal, generalized anxiety, worry, fear of negative evaluation, and depression at the beginning of the intervention. The scores on all these measures fell well within normal limits 7 weeks later at the end of the intervention, and no remaining symptoms were reported afterward. Increased life satisfaction and quality of life were documented as well. This case illustrates the potential benefit of MBSR as an alternative or adjunctive treatment for comorbid anxiety and depressive disorder symptoms.
<p>Mindfulness for the Next Generation: Helping emerging adults manage stress and lead healthier lives is an instructor's text offering a four-session mindfulness-based program aimed at helping emerging adults manage their stress and navigate the developmental tasks of this unique developmental time period.</p>
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"College students and other young adults today are experiencing high levels of stress as they pursue personal, educational, and career goals. In recent years, there has been increased awareness of the seriousness of these struggles, which may increase the risk of psychological distress and mental illness among this age group now commonly referred to as 'emerging adults.' Scientific research has shown that practicing mindfulness can help manage stress and enhance quality of life, but traditional methods of teaching mindfulness and meditation are not always effective for this developmental stage. Mindfulness for the Next Generation is an easy-to-use guide that details a four-session mindfulness-based program, called 'Koru,' aimed at helping young adults cope with anxiety, navigate the tasks they face, and achieve meaningful personal growth. Authors Holly Rogers and Margaret Maytan, Duke University psychiatrists and the developers of the Koru program, discuss the unique challenges this group faces, identify effective teaching techniques for working with them, and review the research supporting mindfulness for stress reduction in a scientifically rigorous yet reader-friendly way. The book explains the specific model created by the authors and describes each session in a 'mini-manual' format. Mindfulness for the Next Generation is written for therapists, teachers, health professionals, and student service providers who work with college students and other emerging adults."--Publisher's website.
This study examined relationships between mindfulness and indices of happiness and explored a five-factor model of mindfulness. Previous research using this mindfulness model has shown that several facets predicted psychological well-being (PWB) in meditating and non-meditating individuals. The current study tested the hypothesis that the prediction of PWB by mindfulness would be augmented and partially mediated by self-compassion. Participants were 27 men and 96 women (mean age=20.9years). All completed self-report measures of mindfulness, PWB, personality traits (NEO-PI-R), and self-compassion. Results show that mindfulness is related to psychologically adaptive variables and that self-compassion is a crucial attitudinal factor in the mindfulness–happiness relationship. Findings are interpreted from the humanistic perspective of a healthy personality.
As a twenty-something, you may feel like you are being pulled in dozen different directions. With the daily tumult, busyness, and major life changes you experience as a young adult, you may also be particularly vulnerable to stress and its negative effects. Emerging adulthood, which occurs between the ages of 18 and 29, is a developmental stage of life when you’re faced with important decisions about school, relationships, sex, your career, and more. With so much going on, you need a guide to help you navigate with less stress and more ease.The Koru Mindfulness program, developed at Duke University and already in use on numerous college campuses—including Harvard, Yale, Princeton, MIT, Dartmouth, and several others—and in treatment centers across the country, is the only evidence-based mindfulness training program for young adults that has been empirically proven to have significant benefits for sleep, perceived stress, and self-compassion. Now, with The Mindful Twenty-Something, this popular program is accessible to all young adults struggling with stress.
With Koru Mindfulness and the practical tools you’ll learn from this acceptance-based, proven-effective approach, you’ll be able to cultivate the compassion and mindfulness skills you need to manage life’s challenges from a calm, balanced center, regardless of what comes your way.
Morita Therapy, a psychological therapy for common mental health problems, is in sharp contrast to established western psychotherapeutic approaches in teaching that undesired symptoms are natural features of human emotion rather than something to control or eliminate. The approach is widely practiced in Japan, but untested and little known in the UK. A clinical trial of Morita Therapy is required to establish the effectiveness of Morita Therapy for a UK population. However, a number of methodological, procedural and clinical uncertainties associated with such a trial first require addressing.
Wilson's (1984)biophilia hypothesis predicts that people's psychological health is associated with their relationship to nature. Two studies examined associations among nature connectedness, well-being, and mindfulness in samples of undergraduate students while socially desirable responding was controlled. Significant associations emerged among measures of nature connectedness and indices of well-being (in Study 1 and Study 2) and mindfulness (in Study 2). Results are discussed in relation to possible mediators and moderators of the association between nature connectedness and mental health.
Wilson’s (1984)biophilia hypothesis predicts that people’s psychological health is associated with their relationship to nature. Two studies examined associations among nature connectedness, well-being, and mindfulness in samples of undergraduate students while socially desirable responding was controlled. Significant associations emerged among measures of nature connectedness and indices of well-being (in Study 1 and Study 2) and mindfulness (in Study 2). Results are discussed in relation to possible mediators and moderators of the association between nature connectedness and mental health.
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