One of society’s greatest challenges is to sustain natural resources while promoting economic growth and quality of life. In the face of this challenge, society must measure the effectiveness of programs established to safeguard the environment. The impetus for demonstrating positive results from government-sponsored research and regulation in the United States comes from Congress (General Accountability Office; GAO) and the Executive Branch (Office of Management and Budget; OMB). The message is: regulatory and research programs must demonstrate outcomes that justify their costs. Although the concept is simple, it is a complex problem to demonstrate that environmental research, policies, and regulations cause measurable changes in environmental quality. Even where changes in environmental quality can be tracked reliably, the connections between government actions and environmental outcomes seldom are direct or straightforward. In this article, we describe emerging efforts (with emphasis on the role of the U.S. Environmental Protection Agency; EPA) to frame and measure environmental outcomes in terms of ecosystem services and values—societally and ecologically meaningful metrics for gauging how well we manage environmental resources. As examples of accounting for outcomes and values, we present a novel, low-cost method for determining relative values of multiple ecosystem services, and describe emerging research on indicators of human well-being.
This article introduces The RULER Approach ("RULER") to social and emotional learning, with a particular focus on its Feeling Words Curriculum. Through this curriculum, RULER contributes to the ultimate goals of an English language arts education--preparing students to achieve personal, social, and academic goals and to be engaged and contributing citizens. RULER complements the English language arts curriculum and draws on national learning standards to develop language skills in reading, writing, listening, speaking, and visually representing information. This article describes how RULER simultaneously reinforces student learning in the English language arts and develops 5 critical emotion skills--recognizing, understanding, labeling, expressing, and regulating emotion. (Contains 1 figure, 1 footnote, and 2 tables.)
As mindfulness-based cognitive therapy (MBCT) becomes an increasingly mainstream approach for recurrent depression, there is a growing need for practitioners who are able to teach MBCT. The requirements for being competent as a mindfulness-based teacher include personal meditation practice and at least a year of additional professional training. This study is the first to investigate the relationship between MBCT teacher competence and several key dimensions of MBCT treatment outcomes. Patients with recurrent depression in remission (N = 241) participated in a multi-centre trial of MBCT, provided by 15 teachers. Teacher competence was assessed using the Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC) based on two to four randomly selected video-recorded sessions of each of the 15 teachers, evaluated by 16 trained assessors. Results showed that teacher competence was not significantly associated with adherence (number of MBCT sessions attended), possible mechanisms of change (rumination, cognitive reactivity, mindfulness, and self-compassion), or key outcomes (depressive symptoms at post treatment and depressive relapse/recurrence during the 15-month follow-up). Thus, findings from the current study indicate no robust effects of teacher competence, as measured by the MBI:TAC, on possible mediators and outcome variables in MBCT for recurrent depression. Possible explanations are the standardized delivery of MBCT, the strong emphasis on self-reliance within the MBCT learning process, the importance of participant-related factors, the difficulties in assessing teacher competence, the absence of main treatment effects in terms of reducing depressive symptoms, and the relatively small selection of videotapes. Further work is required to systematically investigate these explanations.
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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This chapter summarizes the results of nearly 100 years of research on school-based social and emotional learning (SEL). The SEL field has grown out of research in many fields and subfields with which educators, researchers, and policymakers are familiar, including the promotion of social competence, bullying prevention, prevention of drug use and abuse, civic and character education, emotional intelligence, conflict resolution, social skills training, and 21st-century skills. The chapter begins with a historical summary of theoretical movements and research trends that have led to today's inclusion of SEL as part of many schools' curricula, policies, and practices. Contemporary approaches that represent current policy and societal concerns are discussed in comparative terms. Based on the converging research evidence, this chapter identifies design elements and implementation quality characteristics of effective approaches to SEL. Recommendations for future practice, policy, and research are provided.
Teachers are the primary implementers of social and emotional learning (SEL) programs. Their beliefs about SEL likely influence program delivery, evaluation, and outcomes. A simple tool for measuring these beliefs could be used by school administrators to determine school readiness for SEL programming and by researchers to better understand teacher variables that impact implementation fidelity and program outcomes. In a two-phase study, we developed and then validated a parsimonious measure of teachers' beliefs about SEL. In Phase 1, survey items were administered to 935 teachers and subjected to both exploratory and confirmatory factor analysis, resulting in three reliable scales pertaining to teachers' "comfort" with teaching SEL, "commitment" to learning about SEL, and perceptions about whether their school "culture" supports SEL. Phase 2 provided evidence for the concurrent and predictive validity of the scales with a subsample of teachers implementing an SEL program as part of a randomized controlled trial. The discussion focuses on the value of measuring teachers' beliefs about SEL from both researcher and practitioner perspectives. (Contains 1 note, 3 tables, and 1 figure.)
Did you know that spending time in a forest activates the vagus nerve, which is responsible for inducing calm and regeneration? Or that spending just one single day in a wooded area increases the number of natural killer cells in the blood by almost 40 percent on average?We’ve all had an intuitive sense of the healing power of nature. Clemens G. Arvay’s new book brings us the science to verify this power, sharing fascinating research along with teachings and tools for accessing the therapeutic properties of the forest and natural world. Already a bestseller in Germany, The Biophilia Effect is a book that transforms our understanding of our interconnection with nature—and shows us how to engage the natural world wherever we live for greater health, inspiration, rejuvenation, and spiritual sustenance.
We compare the restorative effects on cognitive functioning of interactions with natural versus urban environments. Attention restoration theory (ART) provides an analysis of the kinds of environments that lead to improvements in directed-attention abilities. Nature, which is filled with intriguing stimuli, modestly grabs attention in a bottom-up fashion, allowing top-down directed-attention abilities a chance to replenish. Unlike natural environments, urban environments are filled with stimulation that captures attention dramatically and additionally requires directed attention (e.g., to avoid being hit by a car), making them less restorative. We present two experiments that show that walking in nature or viewing pictures of nature can improve directed-attention abilities as measured with a backwards digit-span task and the Attention Network Task, thus validating attention restoration theory.
Ethics must be firmly implanted in conservation biology
Conservation is ethically challenged
The ethical position underpinning decisionmaking is an important concern for conservation biologists when setting priorities for interventions. The recent debate on how best to protect nature has centered on contrasting intrinsic and aesthetic values against utilitarian and economic values, driven by an inevitable global rise in conservation conflicts. These discussions have primarily been targeted at species and ecosystems for success, without explicitly expressing concern for the intrinsic value and welfare of individual animals. In part, this is because animal welfare has historically been thought of as an impediment to conservation. However, practical implementations of conservation that provide good welfare outcomes for individuals are no longer conceptually challenging; they have become reality. This reality, included under the auspices of “compassionate conservation,” reflects an evolved ethic for sharing space with nature and is a major step forward for conservation.
This paper presents a selective review of the literature addressing the influence of young children's conversational environments and interactions on their psychological understanding of persons. Our dual purposes are to reveal some consensus on the current state of knowledge and to foster a programmatic approach to future research. The initial sections clarify what is meant by conversation and describe the nature of theory-of-mind development. We adopt the term socio-cognitive development to convey the fact that children's theory-of-mind understanding becomes more elaborate and flexible throughout childhood, and we discuss issues of measurement. The following sections deal directly with the influence of conversational environments and interactions on children's socio-cognitive understanding. We present findings that suggest that conversational interactions are of fundamental importance for the development of children's socio-cognitive understanding, and we examine the particular aspects of the former that have been shown to be the most effective in promoting the latter. We discuss the relationship between children's conversational references to thoughts and feelings and experimental assessments of their socio-cognitive understanding, and we offer a detailed list of considerations for future research. In the remaining sections, we highlight the important roles of (i) young children's expanding linguistic competence and (ii) their relationships, and we discuss implications for individual differences in children's developing social competence.
Background: Workplace stress can affect job satisfaction, increase staff turnover and hospital costs, and reduce quality of patient care. Highly resilient nurses adapt to stress and use a variety of skills to cope effectively.Objective: To gain data on a mindfulness-based cognitive therapy resilience intervention for intensive care unit nurses to see if the intervention program would be feasible and acceptable.
Methods: Focus-group interviews were conducted by videoconference with critical care nurses who were members of the American Association of Critical-Care Nurses. The interview questions assessed the feasibility and acceptability of a mindfulness-based cognitive therapy program to reduce burnout syndrome in intensive care unit nurses.
Results: Thirty-three nurses participated in 11 focus groups. Respondents identified potential barriers to program adherence, incentives for adherence, preferred qualifications of instructors, and intensive care unit-specific issues to be addressed.
Conclusions: The mindfulness-based cognitive therapy pilot intervention was modified to incorporate thematic categories that the focus groups reported as relevant to intensive care unit nurses. Institutions that wish to design a resilience program for intensive care unit nurses to reduce burnout syndrome need an understanding of the barriers and concerns relevant to their local intensive care unit nurses.
Background: Workplace stress can affect job satisfaction, increase staff turnover and hospital costs, and reduce quality of patient care. Highly resilient nurses adapt to stress and use a variety of skills to cope effectively.Objective: To gain data on a mindfulness-based cognitive therapy resilience intervention for intensive care unit nurses to see if the intervention program would be feasible and acceptable.
Methods: Focus-group interviews were conducted by videoconference with critical care nurses who were members of the American Association of Critical-Care Nurses. The interview questions assessed the feasibility and acceptability of a mindfulness-based cognitive therapy program to reduce burnout syndrome in intensive care unit nurses.
Results: Thirty-three nurses participated in 11 focus groups. Respondents identified potential barriers to program adherence, incentives for adherence, preferred qualifications of instructors, and intensive care unit-specific issues to be addressed.
Conclusions: The mindfulness-based cognitive therapy pilot intervention was modified to incorporate thematic categories that the focus groups reported as relevant to intensive care unit nurses. Institutions that wish to design a resilience program for intensive care unit nurses to reduce burnout syndrome need an understanding of the barriers and concerns relevant to their local intensive care unit nurses.
BACKGROUND:Mindfulness-based cognitive therapy (MBCT) and maintenance antidepressant medication (mADM) both reduce the risk of relapse in recurrent depression, but their combination has not been studied.
AIMS:
To investigate whether MBCT with discontinuation of mADM is non-inferior to MBCT+mADM.
METHOD:
A multicentre randomised controlled non-inferiority trial (ClinicalTrials.gov:NCT00928980). Adults with recurrent depression in remission, using mADM for 6 months or longer (n= 249), were randomly allocated to either discontinue (n= 128) or continue (n= 121) mADM after MBCT. The primary outcome was depressive relapse/recurrence within 15 months. A confidence interval approach with a margin of 25% was used to test non-inferiority. Key secondary outcomes were time to relapse/recurrence and depression severity.
RESULTS:
The difference in relapse/recurrence rates exceeded the non-inferiority margin and time to relapse/recurrence was significantly shorter after discontinuation of mADM. There were only minor differences in depression severity.
CONCLUSIONS:
Our findings suggest an increased risk of relapse/recurrence in patients withdrawing from mADM after MBCT.
OBJECTIVE: To assess the effect of a meditation training program, Mindfulness-Based Stress Reduction (MBSR), on depressive symptoms, psychological status, and disease activity in patients with rheumatoid arthritis (RA) through a randomized, waitlist-controlled pilot study.METHODS: Participants were randomized to either an MBSR group, where they attended an 8-week course and 4-month maintenance program, or to a waitlist control group, where they attended all assessment visits and received MBSR free of charge after study end. Participants received usual care from their rheumatologists throughout the trial. Self-report questionnaires were used to evaluate depressive symptoms, psychological distress, well-being, and mindfulness. Evaluation of RA disease activity (by Disease Activity Score in 28 joints) included examination by a physician masked to treatment status. Adjusted means and mean changes in outcomes were estimated in mixed model repeated measures analyses.
RESULTS: Sixty-three participants were randomized: 31 to MBSR and 32 to control. At 2 months, there were no statistically significant differences between groups in any outcomes. At 6 months, there was significant improvement in psychological distress and well-being (P = 0.04 and P = 0.03, respectively), and marginally significant improvement in depressive symptoms and mindfulness (P = 0.08 and P = 0.09, respectively). There was a 35% reduction in psychological distress among those treated. The intervention had no impact on RA disease activity.
CONCLUSION: An 8-week MBSR class was not associated with change in depressive symptoms or other outcomes at 2-month followup. Significant improvements in psychological distress and well-being were observed following MBSR plus a 4-month program of continued reinforcement. Mindfulness meditation may complement medical disease management by improving psychological distress and strengthening well-being in patients with RA.
OBJECTIVE: To assess the effect of a meditation training program, Mindfulness-Based Stress Reduction (MBSR), on depressive symptoms, psychological status, and disease activity in patients with rheumatoid arthritis (RA) through a randomized, waitlist-controlled pilot study.METHODS: Participants were randomized to either an MBSR group, where they attended an 8-week course and 4-month maintenance program, or to a waitlist control group, where they attended all assessment visits and received MBSR free of charge after study end. Participants received usual care from their rheumatologists throughout the trial. Self-report questionnaires were used to evaluate depressive symptoms, psychological distress, well-being, and mindfulness. Evaluation of RA disease activity (by Disease Activity Score in 28 joints) included examination by a physician masked to treatment status. Adjusted means and mean changes in outcomes were estimated in mixed model repeated measures analyses.
RESULTS: Sixty-three participants were randomized: 31 to MBSR and 32 to control. At 2 months, there were no statistically significant differences between groups in any outcomes. At 6 months, there was significant improvement in psychological distress and well-being (P = 0.04 and P = 0.03, respectively), and marginally significant improvement in depressive symptoms and mindfulness (P = 0.08 and P = 0.09, respectively). There was a 35% reduction in psychological distress among those treated. The intervention had no impact on RA disease activity.
CONCLUSION: An 8-week MBSR class was not associated with change in depressive symptoms or other outcomes at 2-month followup. Significant improvements in psychological distress and well-being were observed following MBSR plus a 4-month program of continued reinforcement. Mindfulness meditation may complement medical disease management by improving psychological distress and strengthening well-being in patients with RA.
Based on award-winning scientist Marc Bekoff?s years studying social communication in a wide range of species, this important book shows that animals have rich emotional lives. Bekoff skillfully blends extraordinary stories of animal joy, empathy, grief, embarrassment, anger, and love with the latest scientific research confirming the existence of emotions that common sense and experience have long implied. Filled with Bekoff?s light humor and touching stories, The Emotional Lives of Animals is a clarion call for reassessing both how we view animals and how we treat them.
In this article, students were asked to describe in their own words via the Emotion Revolution study, the three emotions they felt most often each day at school. The top three feelings were: tired, bored, and stressed. Next, students were asked to describe in their own words how they wanted to feel at school each day. The top three emotions listed were happy, excited, and energized. The students also said they wanted to feel respected, supported, and inspired. Abundant research shows that emotions influence how and what students learn, the soundness of their decisions, their relationships with peers and teachers, their mental and physical health, and their overall effectiveness. How can schools address the social and emotional needs of students for effective teaching and learning to take place, for positive relationships to form, to decrease stress, and to enhance student performance and well-being? The author introduces SEL--the knowledge and skills associated with self-awareness, social awareness, self-regulation, responsible decision- making and problem-solving, and relationship management integration--into both the curriculum and practices to enhance the climate of the school. Two processes are described: (1) RULER, the evidence-based approach grounded in both emotional intelligence and systems theories. It is built upon research showing that the skills associated with recognizing, understanding, labeling, expressing, and regulating emotion are essential to effective teaching, learning, parenting, and leading. (2) Bringing SEL to high schools through inspirED, a new resource center developed in collaboration with Facebook. This online community focuses on helping students feel the emotions they reported they wanted to feel in the Emotion Revolution study. For youth to succeed, schools must be places where SEL is integrated into how leaders lead, teachers teach, and students learn.
A pre- and post-test quasi-experimental design was used to test the impact of a 30-week, theoretically-based social and emotional learning (SEL) curriculum, The RULER Feeling Words Curriculum ("RULER"), on the academic performance and social and emotional competence of 5th and 6th grade students (N = 273) in fifteen classrooms in three schools. Academic performance was assessed by report card grades. Social and emotional competence was assessed with teacher reports of student behavior. Students in classrooms integrating RULER had higher year-end grades and higher teacher ratings of social and emotional competence (e.g., leadership, social skills, and study skills) compared to students in the comparison group. This study provides preliminary empirical evidence that SEL programs like RULER improve important student outcomes. (Contains 4 tables.)
This study examined the effects of an evidence-based social and emotional learning (SEL) program, The RULER Approach to Social and Emotional Learning (RULER), on teacher self reports of engagement, teacher-student interactions, and burnout. Participants were 47 teachers from 19 public schools in Spain who either volunteered for training on RULER (n = 24) or eLearning (n = 23). Multivariate Analysis of Covariance (MANCOVA) was conducted separately for each outcome. Teachers in the RULER as compared to eLearning group had significantly higher scores on many outcomes even after controlling for gender, age, trait affect, and personality, as well as pre-test scores on all outcomes. These findings extend the literature on the effectiveness of SEL programs for the improvement of teacher practices; they also advance our understanding of possible mechanisms for promoting high-quality professional development.
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