OBJECTIVES: Adequate relief (AR) of irritable bowel syndrome (IBS) symptoms (IBS-AR) has been used as a primary end point in many randomized controlled trials of IBS and is considered by the Rome III committee to be an acceptable primary end point. However, controversy exists on whether baseline severity confounds the effect of the treatment outcome. The aim (1) is to compare a subjective report of IBS-AR with global assessment of improvement (IBS-GAI), change in IBS symptom severity scale (IBS-SSS), and IBS quality of life (IBS-QOL); (2) to explore whether initial IBS symptom severity influences the ability of these outcome measures to detect differences post treatment; and (3) to determine whether psychological symptoms influence the sensitivity of these measures, in a randomized controlled treatment trial.
METHODS: A total of 289 adult IBS patients were recruited to a treatment trial. Baseline IBS-SSS scores were used to classify IBS severity as mild (<175), moderate (175–300), or severe (>300). Questionnaires were completed at baseline and after 3 weeks of treatment with sham acupuncture or wait-list control.
RESULTS: IBS baseline severity (IBS-SSS) significantly affected the proportion of patients who reported IBS-AR at 3 weeks (mild, 70%; moderate, 49.7%; severe, 38.8%) (P<0.05). However, once the patients who reported IBS-AR at baseline (28.0%) were excluded from the analysis, baseline severity no longer affected the proportion of patients reporting IBS-AR. Baseline severity did not have a significant effect on patients reporting moderate or significant improvement on the IBS-GAI (mild, 30%; moderate, 25.3%; severe, 18.8%) (P=NS). Psychological symptoms had no significant correlations with responders after adjusting for baseline severity.
CONCLUSIONS: These data suggest that IBS-AR as an end point is inversely related to baseline symptom severity. However, if patients who report AR at screening were excluded from study participation, baseline symptom severity was no longer confounded with a report of AR at the study end point.
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<p>The article looks at no fewer than fifty biographies of Padmasambhava in an attempt to understand how Tibetan tradition and current Tibetan understandings reconcile the biographical discrepancies. (Mark Premo-Hopkins 2004-04-09)</p>
<p>Interest in mindfulness-based interventions for children and adolescents is burgeoning, bringing with it the need for validated instruments to assess mindfulness in youths. The present studies were designed to validate among adolescents a measure of mindfulness previously validated for adults (e.g., Brown & Ryan, 2003), which we herein call the Mindful Attention Awareness Scale—Adolescent (MAAS–A). In 2 large samples of healthy 14- to 18-year-olds (N = 595), Study 1 supported a single-factor MAAS–A structure, along with acceptably high internal consistency, test–retest reliability, and both concurrent and incremental validity. In Study 2, with a sample of 102 psychiatric outpatient adolescents age 14–18 years, participants randomized to a mindfulness-based stress reduction intervention showed significant increases in MAAS–A scores from baseline to 3-month follow-up, relative to nonsignificant score changes among treatment-as-usual participants. Increases in MAAS–A scores among mindfulness-based stress reduction participants were significantly related to beneficial changes in numerous mental health indicators. The findings support the reliability and validity of the MAAS–A in normative and mixed psychiatric adolescent populations and suggest that the MAAS–A has utility in mindfulness intervention research.</p>
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Complete with inspirational quotes, pithy tips for happy living, and embarrassing stories from the author's own hilarious teen years, every chapter guides high school girls through challenging and relaxing poses and invites young yoginis to open their minds and hearts through yoga.
Mindfulness practice, where an individual maintains openness, patience, and acceptance while focusing attention on a situation in a nonjudgmental way, can improve symptoms of anxiety, burnout, and depression. The practice is relevant for health care providers; however, the time commitment is a barrier to practice. For this reason, brief mindfulness interventions (eg, ≤ 4 hours) are being introduced. We systematically reviewed the literature from inception to January 2017 about the effects of brief mindfulness interventions on provider well-being and behavior. Studies that tested a brief mindfulness intervention with hospital providers and measured change in well-being (eg, stress) or behavior (eg, tasks of attention or reduction of clinical or diagnostic errors) were selected for narrative synthesis. Fourteen studies met inclusion criteria; 7 were randomized controlled trials. Nine of 14 studies reported positive changes in levels of stress, anxiety, mindfulness, resiliency, and burnout symptoms. No studies found an effect on provider behavior. Brief mindfulness interventions may be effective in improving provider well-being; however, larger studies are needed to assess an impact on clinical care.
The error-related negativity (ERN), an evoked-potential that arises in response to the commission of errors, is an important early indicator of self-regulatory capacities. In this study we investigated whether brief mindfulness training can reverse ERN deficits in chronically depressed patients. The ERN was assessed in a sustained attention task. Chronically depressed patients (n = 59) showed significantly blunted expression of the ERN in frontocentral and frontal regions, relative to healthy controls (n = 18). Following two weeks of training, the patients (n = 24) in the mindfulness condition showed a significantly increased ERN magnitude in the frontal region, but there were no significant changes in patients who had received a resting control (n = 22). The findings suggest that brief training in mindfulness may help normalize aberrations in the ERN in chronically depressed patients, providing preliminary evidence for the responsiveness of this parameter to mental training.
<p>Publisher's description: Buddha Mind in Contemporary Art documents the growing presence of Buddhist perspectives in contemporary culture. This shift began in the nineteenth century and is now pervasive in many aspects of everyday experience. In the arts especially, the increasing importance of process over product has promoted a profound change in the relationship between artist and audience. But while artists have been among the most perceptive interpreters of Buddhism in the West, art historians and critics have been slow to develop the intellectual tools to analyze the impact of Buddhist concepts. This timely, multi-faceted volume explores the relationships between Buddhist practice and the contemporary arts in lively essays by writers from a range of disciplines and in revealing interviews with some of the most influential artists of our time. Elucidating the common ground between the creative mind, the perceiving mind, and the meditative mind, the contributors tackle essential questions about the relationship of art and life. Among the writers are curators, art critics, educators, and Buddhist commentators in psychology, literature, and cognitive science. They consider the many Western artists today who recognize the Buddhist notion of emptiness, achieved through focused meditation, as a place of great creative potential for the making and experiencing of art. The artists featured in the interviews, all internationally recognized, include Maya Lin, Bill Viola, and Ann Hamilton. Extending earlier twentieth-century aesthetic interests in blurring the boundaries of art and life, the artists view art as a way of life, a daily practice, in ways parallel to that of the Buddhist practitioner. Their works, woven throughout the book, richly convey how Buddhism has been both a source for and a lens through which we now perceive art.</p>
Zotero Collections:
- Buddhist Contemplation by Applied Subject,
- Socially Engaged Buddhism,
- Buddhist Contemplation by Tradition,
- Contemplation by Applied Subject,
- Contemplation by Tradition,
- Art and Buddhist Contemplation,
- Photography and Buddhist Contemplation,
- Art and Contemplation,
- Visual art and Buddhist Contemplation,
- Buddhist Contemplation
This research examined whether cognitive behavioral therapy and mindfulness interventions that target responses to chronic stress, pain, and depression reduce pain and improve the quality of everyday life for adults with rheumatoid arthritis (RA). The 144 RA participants were clustered into groups of 6–10 participants and randomly assigned to 1 of 3 treatments: cognitive behavioral therapy for pain (P); mindfulness meditation and emotion regulation therapy (M); or education-only group (E), which served as an attention placebo control. The authors took a multimethod approach, employing daily diaries and laboratory assessment of pain and mitogen-stimulated levels of interleukin-6 (IL-6), a proinflammatory cytokine. Participants receiving P showed the greatest Pre to Post improvement in self-reported pain control and reductions in the IL-6; both P and M groups showed more improvement in coping efficacy than did the E group. The relative value of the treatments varied as a function of depression history. RA patients with recurrent depression benefited most from M across several measures, including negative and positive affect and physicians' ratings of joint tenderness, indicating that the emotion regulation aspects of that treatment were most beneficial to those with chronic depressive features.
BACKGROUND:This study tested the effectiveness of a computerized mindfulness-based cognitive therapy intervention compared with computerized pain management psychoeducation in a randomized study.
METHODS:
Using an intention-to-treat approach, 124 adult participants who reported experiencing pain that was unrelated to cancer and of at least 6 months duration were randomly assigned to computerized mindfulness-based cognitive therapy ("Mindfulness in Action" [MIA]) or pain management psychoeducation programs. Data were collected before and after the intervention and at 6-month follow-up.
RESULTS:
Participants in both groups showed equivalent change and significant improvements on measures of pain interference, pain acceptance, and catastrophizing from pretreatment to posttreatment and the improvements were maintained at follow-up. Average pain intensity also reduced from baseline to posttreatment for both groups, but was not maintained at follow-up. Participants in both groups reported increases in subjective well-being, these were more pronounced in the MIA than the pain management psychoeducation group. Participants in the MIA group also reported a greater reduction in pain "right now," and increases in their ability to manage emotions, manage stress, and enjoy pleasant events on completion of the intervention. The changes in ability to manage emotions and stressful events were maintained at follow-up.
CONCLUSIONS:
The results of the study provide evidence that although there were equivalent changes across outcomes of interest for participants in both conditions over time, the MIA program showed a number of unique benefits. However, the level of participant attrition in the study highlighted a need for further attention to participant engagement with online chronic pain programs.
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.
BackgroundKnowledge of coping mechanisms is important for nursing and midwifery students to cope with stressful events during undergraduate education.
Objectives
To evaluate the impact of a psycho-educational intervention “Coping with Stressful Events” with first year undergraduate nursing and midwifery students.
Design
A quasi-experimental, one-group pre-post-test.
Settings
One school of nursing/midwifery in one university in Ireland.
Participants
A convenience sample of all first year undergraduate nursing and midwifery students (n=197). Of these 166 completed the pretest and 138 students completed the post test.
Methods
Using the COPE Inventory questionnaire (Carver et al., 1989) data was collected pre and post-delivery of the psycho-educational intervention “Coping with Stressful Events” by two research assistants. Data were analysed using the IBM SPSS Statistics version 22 (NY, USA).
Results
Results demonstrated improved coping skills by students. There were statistically significant differences between pre and post intervention for some coping subscales. For example, the mean subscale scores were lower post-intervention for restraint and mental disengagement, and higher for use of emotional and instrumental social support indicating improved coping strategies.
Conclusions
This intervention has the potential to influence undergraduate nursing and midwifery students coping skills during their first year of an undergraduate programme.
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.
This study examined the effects of experiential learning courses on the well-being of undergraduate students (n = 76, 77.6% female, 67.1% White). A repeated-measures design was used to compare changes in resilience, mindfulness, emotional reappraisal, and social connectedness across three different course formats. All students saw increases in mindfulness; social connectedness was particularly sensitive to the course format. Through integrating academic and experiential learning, students can experience steady increases in multiple components of well-being.
<p>The article discusses the sculptural medium "dry lacquer" in Nepal. It is a preliminary note on this medium which is thought to be a neglected Nepalese sculptural medium. The study starts with an investigation of whether a Vajravarahi statue is dry-lacquer or clay. (Rajeev Ranjan Singh 2007-02-28)</p>
This pathfinding collection has become a seminal text for the burgeoning ecopsychology movement, which has brought key new insights to environmentalism and revolutionized modern psychology. Its writers show how the health of the planet is inextricably linked to the psychological health of humanity, individually and collectively.Contributors to this volume include the premier psychotherapists, thinkers, and eco-activists working in this field. James Hillman, the world-renowned Jungian analyst, identifies as the “one core issue for all psychology” the nature and limits of human identity, and relates this to the condition of the planet. Earth Island Institute head Carl Anthony argues for “a genuinely multicultural self and a global civil society without racism” as fundamental to human and earthly well-being. And Buddhist writer and therapist Joanna Macy speaks of the need to open up our feelings for our threatened planet as an antidote to environmental despair.
“Is it possible,” asks co-editor Theodore Roszak, “that the planetary and the personal are pointing the way forward to some new basis for a sustainable economic and emotional life?” Ecopsychology in practice has begun to affirm this, aided by these definitive writings.
This pathfinding collection--by premier psychotherapists, thinkers, and eco-activists in the field--shows how the health of the planet is inextricably linked to the psychological health of humanity, individually and collectively. It is sure to become a definitive work for the ecopsychology movement. Forewords by Lester O. Brown and James Hillman.
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