<p>Following a surge of research showing the importance of social and emotional competence for children's academic and social success (e.g., Durlak, Weissberg, Dymnicki, Taylor & Schellinger, 2011; Sklad, Diekstra, Ritter, Ben & Gravesteijn, 2012), education policymakers across the country have made efforts to incorporate social and emotional learning (SEL) into state standards of learning. Today virtually all states have comprehensive, free-standing SEL standards at the preschool level, and at the K-12 level most states have made at least some efforts to integrate social and emotional competencies in other sets of academic standards, such as Health, Social Studies, or English Language Arts (Dusenbury et al., in press). However, only a few states have comprehensive, free-standing SEL standards at the K-12 level. Further, SEL standards vary substantially from state to state both in terms of quality and inclusiveness. Most striking of all is the lack of alignment between birth to preschool standards and K-12 standards in how SEL is defined and emphasized. In this brief report, the authors review the importance of SEL for children's early and sustained success. They also discuss key characteristics of high-quality SEL standards and the benefits of preschool through high school standards alignment. Finally, they review examples of two sets of well-aligned standards and make recommendations for the development and implementation of well-aligned, high-quality state standards for SEL preschool through high school.</p>
OBJECTIVE: The underlying changes in biological processes that are associated with reported changes in mental and physical health in response to meditation have not been systematically explored. We performed a randomized, controlled study on the effects on brain and immune function of a well-known and widely used 8-week clinical training program in mindfulness meditation applied in a work environment with healthy employees.
METHODS: We measured brain electrical activity before and immediately after, and then 4 months after an 8-week training program in mindfulness meditation. Twenty-five subjects were tested in the meditation group. A wait-list control group (N = 16) was tested at the same points in time as the meditators. At the end of the 8-week period, subjects in both groups were vaccinated with influenza vaccine.
RESULTS: We report for the first time significant increases in left-sided anterior activation, a pattern previously associated with positive affect, in the meditators compared with the nonmeditators. We also found significant increases in antibody titers to influenza vaccine among subjects in the meditation compared with those in the wait-list control group. Finally, the magnitude of increase in left-sided activation predicted the magnitude of antibody titer rise to the vaccine.
CONCLUSIONS: These findings demonstrate that a short program in mindfulness meditation produces demonstrable effects on brain and immune function. These findings suggest that meditation may change brain and immune function in positive ways and underscore the need for additional research.
Zotero Collections:
- Contemplation by Applied Subject,
- Psychiatry and Contemplation,
- Medical Research on Contemplative Practice,
- Mindfulness-Based Stress Reduction / Cognitive Therapy,
- Psychotherapy and Contemplation,
- Health Care and Contemplation,
- Neuroscience and Contemplation,
- Physiology and Contemplation,
- Science and Contemplation
OBJECTIVE: The underlying changes in biological processes that are associated with reported changes in mental and physical health in response to meditation have not been systematically explored. We performed a randomized, controlled study on the effects on brain and immune function of a well-known and widely used 8-week clinical training program in mindfulness meditation applied in a work environment with healthy employees.
METHODS: We measured brain electrical activity before and immediately after, and then 4 months after an 8-week training program in mindfulness meditation. Twenty-five subjects were tested in the meditation group. A wait-list control group (N = 16) was tested at the same points in time as the meditators. At the end of the 8-week period, subjects in both groups were vaccinated with influenza vaccine.
RESULTS: We report for the first time significant increases in left-sided anterior activation, a pattern previously associated with positive affect, in the meditators compared with the nonmeditators. We also found significant increases in antibody titers to influenza vaccine among subjects in the meditation compared with those in the wait-list control group. Finally, the magnitude of increase in left-sided activation predicted the magnitude of antibody titer rise to the vaccine.
CONCLUSIONS: These findings demonstrate that a short program in mindfulness meditation produces demonstrable effects on brain and immune function. These findings suggest that meditation may change brain and immune function in positive ways and underscore the need for additional research.
Zotero Collections:
<p>Objective: The underlying changes in biological processes that are associated with reported changes in mental and physical health in response to meditation have not been systematically explored. We performed a randomized, controlled study on the effects on brain and immune function of a well-known and widely used 8-week clinical training program in mindfulness meditation appliedin a work environment with healthy employees. Methods: We measured brain electrical activity before and immediately after, and then 4 months after an 8-week training program in mindfulness meditation. Twenty-five subjects were tested in the meditation group. A wait-list control group (N 16) was tested at the same points in time as the meditators. At the end of the 8-week period, subjects in both groups were vaccinated with influenza vaccine. Results: We report for the first time significant increases in left-sided anterior activation, a pattern previously associated with positive affect, in the meditators compared with the nonmeditators. We also found significant increases in antibody titers to influenza vaccine among subjects in the meditation compared with those in the wait-list control group. Finally, the magnitude of increase in left-sided activation predicted the magnitude of antibody titer rise to the vaccine. Conclusions: These findings demonstrate that a short program in mindfulness meditation produces demonstrable effects on brain and immune function. These findings suggest that meditation may change brain and immune function in positive ways and underscore the need for additional research. Key words: meditation, mindfulness, EEG, immune function, brain asymmetry, influenza vaccine.</p>
<p>This is a study pubished in the journal <em>Psychosomatic Medicine</em> on the effects of mindfulness meditation on the brain and immune system. Participants in the study engaged in an 8-week training program of mindfulness meditation that was to be applied in participant's work environment (a biotechnology company in Madison, Wisconsin). Experimenters measured brain activity in the experimental and control group and vaccinated both groups with an influenza vaccine. Results showed that meditators had increased activation in the left prefrontal cortex and a greater response to the influenza vaccine (greater production of antibody titers) than the control group. (Zach Rowinski 2004-05-21)</p>
Over the past century, the total material wealth of humanity has been enhanced. However, in the twenty-first century, we face scarcity in critical resources, the degradation of ecosystem services, and the erosion of the planet’s capability to absorb our wastes. Equity issues remain stubbornly difficult to solve. This situation is novel in its speed, its global scale and its threat to the resilience of the Earth System. The advent of the Anthropence, the time interval in which human activities now rival global geophysical processes, suggests that we need to fundamentally alter our relationship with the planet we inhabit. Many approaches could be adopted, ranging from geo-engineering solutions that purposefully manipulate parts of the Earth System to becoming active stewards of our own life support system. The Anthropocene is a reminder that the Holocene, during which complex human societies have developed, has been a stable, accommodating environment and is the only state of the Earth System that we know for sure can support contemporary society. The need to achieve effective planetary stewardship is urgent. As we go further into the Anthropocene, we risk driving the Earth System onto a trajectory toward more hostile states from which we cannot easily return.
This article details the self-study of a beginning teacher educator in her first experience in teaching a mathematics methods course. The transition from teacher to teacher educator is explored through the experience of a course focused on inquiry. Inquiry is embedded within the course from two perspectives: mathematical inquiry and teaching as inquiry. The framework of teaching as inquiry is an important part of both the self-study and the mathematics methods course. Implications of the transition from teacher to teacher educator as well as the role of inquiry in mathematics teacher education are discussed.
Research confirms that when students disengage from learning, there is a greatly increased risk of them dropping out of school and not completing secondary education (Year 12). In an Organisation for Economic Co-Operation and Development (OECD) report on Equity in Education [OECD. 2012. "Investing in Equity in Education Pays off", in "Equity and Quality in Education: Supporting Disadvantaged Students and Schools". Paris, France: OECD. doi:10.1787/9789264130852-3-en], school dropout rates in developed countries averaged 20% and, in some countries, was as high as 25%. Lyche [2010. "Taking on the Completion Challenge. A Literature Review on Policies to Prevent Dropout and Early School Leaving". OECD Education Working Papers, No. 53. OECD. doi:10.1787/5km4m2t59cmr-en] noted that school dropout does not "just happen" but rather is a long process of disengagement from school. Students entering early adolescence are experiencing rapid and complex changes to their social, emotional, physical, and cognitive development that can positively or negatively affect their experience in education environments. During this time, there is also an increased expectation, both at school and at home, that young adolescents should accept greater responsibility for themselves and their learning. However, when individual students fail to regulate their behaviour or manage the increasing difficulty of the academic work, they can begin to disengage from learning and become entrenched in a downward cycle of poor academic achievement and poor social competence. With an increasing trend in young adolescents to disengage from learning, identifying how to reengage students is critical to their social and academic success. This study reports on the key features of an early intervention programme that targets young adolescent students who are already showing early signs of disengaging from school. Data show that the programme aligns with evidence-based practice and has had a positive effect in promoting and building students' social and emotional efficacy and re-engaging them in learning.
Objective: To review selected complementary and alternative medicine (CAM) treatments for major depressive disorder (MDD).Participants: Authors of this report were invited participants in the American Psychiatric Association’s Task Force on Complementary and Alternative Medicine.
Evidence: The group reviewed the literature on individual CAM treatments for MDD, methodological considerations, and future directions for CAM in psychiatry. Individual CAM treatments were reviewed with regard to efficacy in MDD, as well as risks and benefits. Literature searches included MEDLINE and PsycINFO reviews and manual reference searches; electronic searches were limited to English-language publications from 1965 to January 2010 (but manual searches were not restricted by language). Treatments were selected for this review on the basis of (1) published randomized controlled trials in MDD and (2) widespread use with important clinical safety or public health significance relevant to psychiatric practice. An action plan is presented based on needs pertaining to CAM and psychiatry.
Consensus Process: Consensus was reached by group conferences. Written iterations were drafted and sent out among group members prior to discussion, resolution of any differences of interpretation of evidence, and final approval.
Conclusions: A review of randomized controlled trials for commonly used CAM treatments such as omega-3 fatty acids, St John’s wort (Hypericum), folate, S-adenosyl-l-methionine (SAMe), acupuncture, light therapy, exercise, and mindfulness psychotherapies revealed promising results. More rigorous and larger studies are recommended. Each CAM treatment must be evaluated separately in adequately powered controlled trials. At this time, several CAM treatments appear promising and deserve further study. The greatest risk of pursuing a CAM therapy is the possible delay of other well-established treatments. Clinical, research, and educational initiatives designed to focus on CAM in psychiatry are clearly warranted due to the widespread use of CAM therapies.
The transition into formal schooling is a crucial foundation that can set children on a cycle of success or failure in both academic and social domains. A child's abilities to express healthy emotions, understand emotions of self and others, regulate emotion, attention, and behavior, make good decisions regarding social problems, and engage in a range of prosocial behaviors, all work together to promote a successful school experience. However, many children have deficits in these skills by school entry, and educators lack the requisite tools to identify, track and assess skills these children need to learn. Thus, because social-emotional learning (SEL) is so crucial, assessment tools to pinpoint children's skills and progress are vitally necessary. Previous work by the authors and other researchers has led to the development of strong assessment tools; however, these tools are often developed solely for research use, not practitioner application. In the following, using our assessment battery as an example, we will discuss the steps necessary to adapt SEL assessment for computer-based administration and optimal utility in early childhood education programs.
Accumulating evidence indicates that time spent in natural environments promotes creativity, but few researchers have considered how this occurs. We evaluate two candidate mechanisms, attention restoration and mind wandering. We compare the accounts in terms of attentional focus, brain network activation, cognitive effects, and the temporal progression of these processes across the stages of creativity. Based on this analysis, we propose that (1) gentle shifts between externally oriented soft fascination and internally oriented mind wandering can occur during nature experience; (2) this provides the basis for mutually reinforcing pathways that enhance attention control following nature experience; and (3) mind wandering might support additional benefits for creativity, including flexibility and new associations of ideas. We propose research to test the proposed pathways, including the conditions under which environments influence creativity, the ebb and flow of attention orientation during environmental experience, and the links between attentional focus, brain network activation and creativity.
PURPOSE:Mindful eating and intuitive eating are promoted as means to circumvent potentially maladaptive dietary restraint while maintaining a healthy weight. Although theoretically related, no studies have examined the correlations between intuitive eating, mindful eating, and restraint in the same sample. This study sought to examine these constructs and their correlations with body mass index (BMI), eating-disordered behaviors, and meal consumption in a college sample.
METHODS:
Participants (N = 125) completed a laboratory taste-test meal and measures of each eating-related construct using the EDDS, IES, MEQ, and TFEQ-Restraint Subscale.
RESULTS:
Mindful eating, intuitive eating, and restraint were not strongly correlated. Hierarchical multiple regression analyses indicated that restraint and intuitive eating accounted for significant variance in disordered eating and BMI. Elevated restraint was associated with increased BMI and disordered eating; elevated intuitive eating was associated with decreased BMI and disordered eating. Mindful eating did not correlate with any outcome variables. Follow-up analyses suggested that specific intuitive eating subscales accounted for unique variance in the relation between intuitive eating and disordered eating. Intuitive eating was the only construct that was significantly associated with meal consumption.
CONCLUSIONS:
Intuitive eating and restraint appear to be only weakly correlated, and each is differentially associated with meal consumption. Mindful eating does not appear to relate to outcome variables.
Schools are seen as having a central role to play in the "Every Child Matters" (ECM) effort, which many are finding somewhat challenging, an additional pressure and something of a departure from their usual role. One way forward may be to help schools make links between ECM and other activities with which they are starting to engage but with which they may not necessarily have made connections. This paper will, therefore, explore the links between the ECM agenda and efforts being made to develop work on social and emotional learning (SEL) in schools and suggest that SEL is absolutely central to the achievement of ECM and share some fundamental principles and concerns with it.
<p>Depression is a disorder of the representation and regulation of mood and emotion. The circuitry underlying the representation and regulation of normal emotion and mood is reviewed, including studies at the animal level, human lesion studies, and human brain imaging studies. This corpus of data is used to construct a model of the ways in which affect can become disordered in depression. Research on the prefrontal cortex, anterior cingulate, hippocampus, and amygdala is reviewed and abnormalities in the structure and function of these different regions in depression is considered. The review concludes with proposals for the specific types of processing abnormalities that result from dysfunctions in different parts of this circuitry and offers suggestions for the major themes upon which future research in this area should be focused.</p>
Zotero Collections:
Emotion is normally regulated in the human brain by a complex circuit consisting of the orbital frontal cortex, amygdala, anterior cingulate cortex, and several other interconnected regions. There are both genetic and environmental contributions to the structure and function of this circuitry. We posit that impulsive aggression and violence arise as a consequence of faulty emotion regulation. Indeed, the prefrontal cortex receives a major serotonergic projection, which is dysfunctional in individuals who show impulsive violence. Individuals vulnerable to faulty regulation of negative emotion are at risk for violence and aggression. Research on the neural circuitry of emotion regulation suggests new avenues of intervention for such at-risk populations.
Zotero Collections:
When do humans extend their ethical scope to include nature? Anthropocentrism and ecocentrism are two ways of understanding an extension of ethics to nature. In an anthropocentric ethic nature deserves moral consideration because how nature is treated a¡ects humans. In an ecocentric ethic nature deserves moral consideration because nature has intrinsic value. In two experiments participants (n = 91 and 84) generated moral reasoning responses to ecological moral dilemmas. The reasoning was coded as ecocentric, anthropocentric, or nonenvironmental (i.e., social contracts, truthfulness). Individual di¡erences and situational variables were examined in relation to moral reasoning about ecological dilemmas. Pro-environmental attitudes were related to more ecocentric and anthropocentric and less nonenvironmental reasoning. The presence of information about the impact of ecological damage on the environment, especially a more ‘‘wild’’ environment, elicited more ecocentric reasoning, while the presence of a social commitment elicited more nonenvironmental moral reasoning. The implications of the research for con£icts over environmental commons dilemmas are discussed.
BACKGROUND:Mindfulness-based approaches for adults are effective at enhancing mental health, but few controlled trials have evaluated their effectiveness among young people.
AIMS:
To assess the acceptability and efficacy of a schools-based universal mindfulness intervention to enhance mental health and well-being.
METHOD:
A total of 522 young people aged 12-16 in 12 secondary schools either participated in the Mindfulness in Schools Programme (intervention) or took part in the usual school curriculum (control).
RESULTS:
Rates of acceptability were high. Relative to the controls, and after adjusting for baseline imbalances, children who participated in the intervention reported fewer depressive symptoms post-treatment (P = 0.004) and at follow-up (P = 0.005) and lower stress (P = 0.05) and greater well-being (P = 0.05) at follow-up. The degree to which students in the intervention group practised the mindfulness skills was associated with better well-being (P<0.001) and less stress (P = 0.03) at 3-month follow-up.
CONCLUSIONS:
The findings provide promising evidence of the programme's acceptability and efficacy.
Very little is currently known about the cerebral characteristics that underlie the complex processes of meditation as only a limited number of studies have addressed this topic. Research exploring structural connectivity in meditation practitioners is particularly rare. We thus acquired diffusion tensor imaging (DTI) data of high angular and spatial resolution and used atlas-based tract mapping methods to investigate white matter fiber characteristics in a well-matched sample of long-term meditators and controls (n=54). A broad field mapping approach estimated the fractional anisotropy (FA) for twenty different fiber tracts (i.e., nine tracts in each hemisphere and two inter-hemispheric tracts) that were subsequently used as dependent measures. Results showed pronounced structural connectivity in meditators compared to controls throughout the entire brain within major projection pathways, commissural pathways, and association pathways. The largest group differences were observed within the corticospinal tract, the temporal component of the superior longitudinal fasciculus, and the uncinate fasciculus. While cross-sectional studies represent a good starting point for elucidating possible links between meditation and white matter fiber characteristics, longitudinal studies will be necessary to determine the relative contribution of nature and nurture to enhanced structural connectivity in long-term meditators.
Zotero Collections:
Students with learning disabilities (LD) represent a vulnerable population and are at higher risk for social and emotional challenges compared to their peers without LD. A strengths-based orientation is recommended to encourage building resilience factors to counteract the negative effects of LD over the lifespan. To identify areas of strength and areas for growth, measurement tools that are appropriate for the population of students with LD are needed. This study examined the psychometric properties of the Social Emotional Health Survey--Secondary for use with students with LD. Data from students in three secondary schools (n = 2,847) were used to confirm the factor structure, establish measurement invariance, and compare the social--emotional profiles of students with and without LD. The LD group was found to report lower overall social--emotional strengths than those of their non-LD peers. Implications for practitioners and researchers are discussed.
BACKGROUND: Relationships between aberrant social functioning and depression have been explored via behavioral, clinical, and survey methodologies, highlighting their importance in the etiology of depression. The neural underpinnings of these relationships, however, have not been explored.
METHODS: Nine depressed participants and 14 never-depressed control subjects viewed emotional and neutral pictures at two functional magnetic resonance imaging (fMRI) scanning sessions approximately 22 weeks apart. In the interim, depressed patients received the antidepressant Venlafaxine. Positively rated images were parsed into three separate comparisons: social interaction, human faces, and sexual images; across scanning session, activation to these images was compared with other positively rated images.
RESULTS: For each of the three social stimulus types (social interaction, faces, sexual images), a distinguishable circuitry was activated equally in non-depressed control subjects and post-treatment depressed subjects but showed a hypo-response in the depressed group pre-treatment. These structures include regions of prefrontal, temporal, and parietal cortices, insula, basal ganglia, and the hippocampus.
CONCLUSIONS: The neural hypo-response to positively valenced social stimuli that is observed in depression remits as response to antidepressant medication occurs, suggesting a state-dependent deficiency in response to positive social incentives. These findings underscore the importance of addressing social dysfunction in research and treatment of depression.
Zotero Collections:
The relationships between brain electrical and metabolic activity are being uncovered currently in animal models using invasive methods; however, in the human brain this relationship remains not well understood. In particular, the relationship between noninvasive measurements of electrical activity and metabolism remains largely undefined. To understand better these relations, cerebral activity was measured simultaneously with electroencephalography (EEG) and positron emission tomography using [(18)f]-fluoro-2-deoxy-D-glucose (PET-FDG) in 12 normal human subjects during rest. Intracerebral distributions of current density were estimated, yielding tomographic maps for seven standard EEG frequency bands. The PET and EEG data were registered to the same space and voxel dimensions, and correlational maps were created on a voxel-by-voxel basis across all subjects. For each band, significant positive and negative correlations were found that are generally consistent with extant understanding of EEG band power function. With increasing EEG frequency, there was an increase in the number of positively correlated voxels, whereas the lower alpha band (8.5-10.0 Hz) was associated with the highest number of negative correlations. This work presents a method for comparing EEG signals with other more traditionally tomographic functional imaging data on a 3-D basis. This method will be useful in the future when it is applied to functional imaging methods with faster time resolution, such as short half-life PET blood flow tracers and functional magnetic resonance imaging.
Zotero Collections:
The science of meditation has grown tremendously in the last two decades. Most studies have focused on evaluating the clinical effectiveness of mindfulness-based interventions, neural and other physiological correlates of meditation, and individual cognitive and emotional aspects of meditation. Far less research has been conducted on more challenging domains to measure, such as group and relational, transpersonal and mystical, and difficult aspects of meditation; anomalous or extraordinary phenomena related to meditation; and post-conventional stages of development associated with meditation. However, these components of meditation may be crucial to people’s psychological and spiritual development, could represent important mediators and/or mechanisms by which meditation confers benefits, and could themselves be important outcomes of meditation practices. In addition, since large numbers of novices are being introduced to meditation, it is helpful to investigate experiences they may encounter that are not well understood. Over the last four years, a task force of meditation researchers and teachers met regularly to develop recommendations for expanding the current meditation research field to include these important yet often neglected topics. These meetings led to a cross-sectional online survey to investigate the prevalence of a wide range of experiences in 1120 meditators. Results show that the majority of respondents report having had many of these anomalous and extraordinary experiences. While some of the topics are potentially controversial, they can be subjected to rigorous scientific investigation. These arenas represent largely uncharted scientific terrain and provide excellent opportunities for both new and experienced researchers. We provide suggestions for future directions, with accompanying online materials to encourage such research.
"Happy Teachers Change the World is the first official, authoritative manual of the Thich Nhat Hanh/Plum Village approach to mindfulness in education. Spanning the whole range of schools and grade levels, from preschool through higher education, these techniques are grounded in the everyday world of schools, colleges, and universities. Beginning firmly with teachers and all those working with students, including administrators, counselors, and other personnel, the Plum Village approach stresses that educators must first establish their own mindfulness practice since everything they do in the classroom will be based on that foundation. The book includes easy-to-follow, step-by-step techniques perfected by educators to teach themselves and to apply to their work with students and colleagues, along with inspirational stories of the ways in which teachers have made mindfulness practice alive and relevant for themselves and their students across the school and out into the community. The instructions in Happy Teachers Change the World are offered as basic practices taught by Thich Nhat Hanh, followed by guidance from educators using these practices in their classrooms, with ample in-class interpretations, activities, tips, and instructions. Woven throughout are stories from members of the Plum Village community around the world who are applying these teachings in their own lives and educational contexts"--
Savoring, or one's tendency to attend to and enjoy previous, current, and future positive events, is composed of 3 facets: savoring in anticipation. savoring the present moment. and savoring in reminiscence. Whereas research is now accumulating on potential benefits that savoring may have for a variety of individual indicators of well-being. it remains unclear whether savoring may also be relevant to relational well-being. The present investigation seeks to address this gap in the literature by establishing whether savoring is associated with relationship satisfaction. and if so. which facet(s) of savoring are the strongest predictors of relationship satisfaction. Data were collected from 122 undergraduates from a southeastern university currently participating in monogamous dating relationships. Analyses revealed that total savoring as well as each facet of savoring, namely, anticipation, present moment, and reminiscence, were positively related to relationship satisfaction. A subsequent simultaneous multiple regression analysis indicated that anticipation uniquely predicted relationship satisfaction, above and beyond reminiscence and present moment facets of savoring. Overall, it appears that attending to and enjoying positive events is associated with a happier relationship. Furthermore, these data suggest that anticipation may be a component of savoring that is particularly relevant to relationship satisfaction. Results are discussed in the context of optimizing relational well-being.
Pages |