<p>If you teach kids rather than standards, and if you want all kids to get what they need to thrive, Nancy Frey, Douglas Fisher, and Dominique Smith offer a solution: a comprehensive, five-part model of SEL that's easy to integrate into everyday content instruction, no matter what subject or grade level you teach. You'll learn the hows and whys of : * Building students' sense of identity and confidence in their ability to learn, overcome challenge, and influence the world around them. * Helping students identify, describe, and regulate their emotional responses. * Promoting the cognitive regulation skills critical to decision making and problem solving. * Fostering students' social skills, including teamwork and sharing, and their ability to establish and repair relationships. * Equipping students to becoming informed and involved citizens.</p>
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The charismatic form of healing called qigong, based on meditative breathing exercises, has achieved enormous popularity in China during the last two decades. Qigong served a critical social organizational function, as practitioners formed new informal networks, sometimes on an international scale, at a time when China was shifting from state-subsidized medical care to for-profit market medicine. The emergence of new psychological states deemed to be deviant led the Chinese state to "medicalize" certain forms while championing scientific versions of qigong. By contrast, qigong continues to be promoted outside China as a traditional healing practice. Breathing Spaces brings to life the narratives of numerous practitioners, healers, psychiatric patients, doctors, and bureaucrats, revealing the varied and often dramatic ways they cope with market reform and social changes in China.
It is widely believed that children's social-emotional growth and academic learning are inextricably connected. Pressured by high-stakes assessments, however, school professionals find it difficult to devote adequate time to children's social/behavioral development. As a response, we developed and piloted Social-Emotional Learning Foundations (SELF), a curriculum for students at risk for emotional or behavioral problems that merges instruction in social-emotional learning with early literacy skills. Designed for small-group instruction, the SELF curriculum provides teachers multiple opportunities to extend language and promote emotional and behavioral self-regulation while teaching early literacy skills that include vocabulary development and comprehension. This preliminary study was used to explore intervention feasibility, pilot implementation, and measurement protocols and to provide some evidence in support of further study. Findings from the pilot implementation in eight kindergarten classrooms indicated that SELF lessons improved teacher-reported executive function, internalizing behavior, and school-related competence. As a preface to a more rigorously designed efficacy study, the pilot study results provide preliminary evidence that integrating social-emotional learning and literacy instruction may be a viable strategy for promoting self-regulation in the service of positive social and academic outcomes for children at risk.
OBJECTIVES: Fatigue and other treatment-related symptoms (e.g., sleep disturbance) are critical targets for improving quality of life in patients undergoing chemotherapy. Yoga may reduce the burden of such symptoms. This study investigated the feasibility of conducting a randomized controlled study of a brief yoga intervention during chemotherapy for colorectal cancer.DESIGN: We randomized adults with colorectal cancer to a brief Yoga Skills Training (YST) or an attention control (AC; empathic attention and recorded education).
SETTING: The interventions and assessments were implemented individually in the clinic while patients were in the chair receiving chemotherapy.
INTERVENTIONS: Both interventions consisted of three sessions and recommended home practice.
MAIN OUTCOME MEASURES: The primary outcome was feasibility (accrual, retention, adherence, data collection). Self-reported outcomes (i.e., fatigue, sleep disturbance, quality of life) and inflammatory biomarkers were also described to inform future studies.
RESULTS: Of 52 patients initially identified, 28 were approached, and 15 enrolled (age Mean = 57.5 years; 80% White; 60% Male). Reasons for declining participation were: not interested (n = 6), did not perceive a need (n = 2), and other (n = 5). Two participants were lost to follow-up in each group due to treatment changes. Thus, 75% of participants were retained in the YST and 71% in the AC arm. Participants retained in the study adhered to 97% of the in-person intervention sessions and completed all questionnaires.
CONCLUSIONS: This study demonstrated the feasibility of conducting a larger randomized controlled trial to assess YST among patients receiving chemotherapy for colorectal cancer. Data collected and challenges encountered will inform future research.
An account of our understanding of the motivations behind prosocial behaviours and how these motives develop in various situations. Eisenberg seeks to broaden our concept of the moral potential of children by shifting the focus to an active promotion of kindness and caring in children.
We have studied a number of long-term meditators in previous studies. The purpose of this study was to determine if there are differences in baseline brain function of experienced meditators compared to non-meditators. All subjects were recruited as part of an ongoing study of different meditation practices. We evaluated 12 advanced meditators and 14 non-meditators with cerebral blood flow (CBF) SPECT imaging at rest. Images were analyzed with both region of interest and statistical parametric mapping. The CBF of long-term meditators was significantly higher (p < .05) compared to non-meditators in the prefrontal cortex, parietal cortex, thalamus, putamen, caudate, and midbrain. There was also a significant difference in the thalamic laterality with long-term meditators having greater asymmetry. The observed changes associated with long-term meditation appear in structures that underlie the attention network and also those that relate to emotion and autonomic function.
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In this chapter, Lin and Fyles retrace the thinking of Aldo Leopold on conceiving humans as plain members and citizens of the biotic community, perceiving the intrinsic character of the land as “land health,” and considering how these two ideas led to his famous “land ethic.” Leopold’s land ethic urges people to expand their relationship with land beyond economics to include “integrity, stability, and beauty.” The authors then apply his thinking to the context of ecosystem and ecosystem health by considering humans as part of ecosystems, and the resulting implications for ecosystem health. With this thinking, the authors return to Leopold by studying one of his essays in A Sand County Almanac (1949). In “A Mighty Fortress,” Leopold mentioned how his woodlot, having been visited by various tree diseases, became a rich habitat for wildlife. This essay underscores the multiplicity of perspectives in an ecosystem and its complex nature, which in turn challenges humans to learn the richness and meaning of the concept of health. Put another way, and echoing the view of the previous chapter, health cannot be adequately portrayed by using only medical science. The authors conclude with a call for supplementing the scientific, rational mode of perceiving reality and human action with thinking from the arts and the humanities.
In this chapter, the authors discuss the notion of health as applied to humans and to ecosystems, and they explain how in both domains the state of health cannot be adequately defined or assessed using scientific terms and measures. They show that the notion of human health is elusive and the various definitions that have been attempted have serious shortcomings. Importantly, the myriad attributes and domains that make up the concept of human health cannot be measured uniquely in any individual, and there is no consensus as to how to uniquely define human health. Health goes beyond the internal signs reflected by physiological and pathological parameters measured by physicians, and even goes beyond the exteriorized signs of disability; and can even include the concept of “well-being,” and how a person “feels” about their health. Moreover, health is an evolving process, and individuals change in different ways through time. In short, human health in its entirety cannot be measured in a specific individual. The authors thus conclude that defining ecosystem health by appealing to the analogy of human health is incorrect— and certainly incorrect when considering only physicians as diagnosticians and healers. Ecologists acting as physicians to diagnose and correct pathology are of course correct and essential. Ecologists have developed myriad indices to measure various attributes of ecosystems. In parallel with humans, it is unlikely that a finite set of indicators can be developed or measured to be able to claim that an ecosystem is “healthy.” More importantly, assessments of ecosystem function and states do not require a clear definition of ecosystem health. In particular, complex indices that combine elementary ones to measure ecosystem health cannot measure all of the dimensions in complex ecosystems, and the use of complex indicators must be benchmarked; claiming that an ecosystem is healthy based on these types of indices can be fraught with error. The authors conclude that using these indicators in ecological economics— especially in terms of monitoring the effects of human activities on ecosystems and species at the local, regional, and global levels— requires a judicious choice of objectives as to which indicators are to be measured for the purposes of remediation and for making statements of policy.
We investigated the reliability and validity of a video-based method of measuring the magnitude of children's emotion-modulated startle response when electromyographic (EMG) measurement is not feasible. Thirty-one children between the ages of 4 and 7 years were videotaped while watching short video clips designed to elicit happiness or fear. Embedded in the audio track of the video clips were acoustic startle probes. A coding system was developed to quantify from the video record the strength of the eye-blink startle response to the probes. EMG measurement of the eye blink was obtained simultaneously. Intercoder reliability for the video coding was high (Cohen's kappa = .90). The average within-subjects probe-by-probe correlation between the EMG- and video-based methods was .84. Group-level correlations between the methods were also strong, and there was some evidence of emotion modulation of the startle response with both the EMG- and the video-derived data. Although the video method cannot be used to assess the latency, probability, or duration of startle blinks, the findings indicate that it can serve as a valid proxy of EMG in the assessment of the magnitude of emotion-modulated startle in studies of children conducted outside of a laboratory setting, where traditional psychophysiological methods are not feasible.
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Assessment of social and emotional learning (SEL) in young children is critical to understanding developmental progress and informing care and instruction. The current study investigated the development of a behavior rating scale designed to measure SEL skills in preschool-age children. The primary objective of this study was to investigate the development of a new strength-based assessment prototype, the Social-Emotional Assets and Resiliency Scale for Preschool (SEARS-Pre). Items for the SEARS-Pre were developed based on a review of literature and existing measures and evaluated by a content validation panel of ten experts in the field. Following the content validation and revision process, local preschools were recruited to pilot the final SEARS-Pre measure. Eighteen instructors from three preschool programs in Oregon participated and completed a total of 94 SEARS-Pre rating forms for students in their classrooms. Results from an exploratory
This study evaluated the efficacy of a newly developed, home-based depression intervention for people with epilepsy. Based on mindfulness-based cognitive therapy (MBCT), the eight-session, weekly intervention was designed for group delivery via the Internet or telephone. Forty participants were randomly assigned to intervention or waitlist. Depressive symptoms and other outcomes were measured at baseline, after intervening in the intervention group (~ 8 weeks), and after intervening in the waitlist group (~ 16 weeks). Depressive symptoms decreased significantly more in the intervention group than the waitlist group; Internet and telephone did not differ. This effect persisted over the 8 weeks when those waitlisted received the intervention. Knowledge/skills increased significantly more in the intervention than the waitlist group. All other changes, though not significant, were in the expected direction. Findings indicate that distance delivery of group MBCT can be effective in reducing symptoms of depression in people with epilepsy. Directions for future research are proposed.
ObjectiveWe examined whether prenatal mindfulness training was associated with lower depressive symptoms through 18‐months postpartum compared to treatment as usual (TAU).
Method
A controlled, quasi‐experimental trial compared prenatal mindfulness training (MMT) to TAU. We collected depressive symptom data at post‐intervention, 6‐, and 18‐months postpartum. Latent profile analysis identified depressive symptom profiles, and multinomial logistic regression examined whether treatment condition predicted profile.
Results
Three depressive symptom severity profiles emerged: none/minimal, mild, and moderate. Adjusting for relevant covariates, MMT participants were less likely than TAU participants to be in the moderate profile than the none/minimal profile (OR = 0.13, 95% CI = 0.03‐0.54, p = .005).
Conclusions
Prenatal mindfulness training may have benefits for depressive symptoms during the transition to parenthood.
<p>Mindfulness meditation is an increasingly popular intervention for the treatment of physical illnesses and psychological difficulties. Using intervention strategies with mechanisms familiar to cognitive behavioral therapists, the principles and practice of mindfulness meditation offer promise for promoting many of the most basic elements of positive psychology. It is proposed that mindfulness meditation promotes positive adjustment by strengthening metacognitive skills and by changing schemas related to emotion, health, and illness. Additionally, the benefits of yoga as a mindfulness practice are explored. Even though much empirical work is needed to determine the parameters of mindfulness meditation's benefits, and the mechanisms by which it may achieve these benefits, theory and data thus far clearly suggest the promise of mindfulness as a link between positive psychology and cognitive behavioral therapies.</p>
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Post-event processing refers to negative and repetitive thinking following anxiety provoking social situations. Those who engage in post-event processing may lack self-compassion in relation to social situations. As such, the primary aim of this research was to evaluate whether those high in self-compassion are less likely to engage in post-event processing and the specific self-compassion domains that may be most protective. In study 1 (N = 156 undergraduate students) and study 2 (N = 150 individuals seeking help for social anxiety and shyness), participants completed a battery of questionnaires, recalled a social situation, and then rated state post-event processing. Self-compassion negatively correlated with post-event processing, with some differences depending on situation type. Even after controlling for self-esteem, self-compassion remained significantly correlated with state post-event processing. Given these findings, self-compassion may serve as a buffer against post-event processing. Future studies should experimentally examine whether increasing self-compassion leads to reduced post-event processing.
Objective: Depression affects about 16% of the U.S. population over a lifetime. People with chronic diseases have especially high rates of comorbid depression; 32% to 48% of people with epilepsy experience depression. This study evaluated the efficacy of a mindfulness-based cognitive therapy intervention for preventing major depressive disorder (MDD) episodes in people with epilepsy. Method: Participants (n = 128) were adults from Georgia, Michigan, Texas, and Washington with epilepsy and mild/moderate depressive symptoms. The 8-session weekly Project UPLIFT intervention, based on mindfulness-based cognitive therapy, was group-delivered via Web or telephone. Using a randomized, controlled crossover design, participants were assigned to Project UPLIFT or a treatment-as-usual (TAU) waitlist and assessed at baseline, and after intervening in the intervention group (∼10 weeks) and in the TAU group (∼20 weeks). Assessments included valid self-report measures of depression and MDD, knowledge/skills, and satisfaction with life. Results: The incidence of MDD episodes (new or relapse) from baseline to interim assessment was significantly lower in the intervention condition (0.0%) than in TAU (10.7%). Depressive symptoms decreased significantly more in the intervention condition than in TAU; Web and telephone did not differ. Change in knowledge/skills mediated the effect, which persisted over the 10 weeks of follow-up. Knowledge/skills and life satisfaction increased significantly more in the intervention condition than in TAU. Conclusions: Distance delivery of group mindfulness-based cognitive therapy can prevent episodes of MDD, reduce symptoms of depression, and increase life satisfaction in people with epilepsy. This intervention is easily modified for persons with other chronic diseases and other disparity populations.
Electronic communication is emotionally gratifying, but how do such technological distractions impact academic learning? The current study observed 263 middle school, high school and university students studying for 15min in their homes. Observers noted technologies present and computer windows open in the learning environment prior to studying plus a minute-by-minute assessment of on-task behavior, off-task technology use and open computer windows during studying. A questionnaire assessed study strategies, task-switching preference, technology attitudes, media usage, monthly texting and phone calling, social networking use and grade point average (GPA). Participants averaged less than six minutes on task prior to switching most often due to technological distractions including social media, texting and preference for task-switching. Having a positive attitude toward technology did not affect being on-task during studying. However, those who preferred to task-switch had more distracting technologies available and were more likely to be off-task than others. Also, those who accessed Facebook had lower GPAs than those who avoided it. Finally, students with relatively high use of study strategies were more likely to stay on-task than other students. The educational implications include allowing students short “technology breaks” to reduce distractions and teaching students metacognitive strategies regarding when interruptions negatively impact learning.
BACKGROUND: Treatment-related symptoms and decreased health-related quality of life (HRQoL) frequently occur during chemotherapy for breast cancer. Although research findings suggest that yoga can reduce symptoms and Improve HRQoL after treatment, potential benefits of yoga during chemotherapy have received minimal attention.OBJECTIVE: To estimate accrual, adherence, study retention, and preliminary efficacy of a yoga intervention compared with an active control group for breast cancer patients during chemotherapy.
METHODS: Women with stage I-III breast cancer were recruited from 3 community cancer clinics and randomized to 10 weeks of gentle yoga or wellness education. Depressive symptoms, fatigue, sleep, and HRQoL were assessed at baseline, mid-intervention (Week 5), and after intervention (Week 10).
RESULTS: 40 women aged 29-83 years (median, 48 years; 88% white) were randomized to yoga (n = 22) or wellness education (n = 18). The groups did not differ significantly on baseline characteristics, adherence, or study retention. Participant feedback was positive and comparable between groups. Meaningful within-group differences were identified For sleep adequacy and quantity in yoga participants and for somnolence in wellness-education participants.
LIMITATIONS: Small sample size and lack of a usual-care control group.
CONCLUSIONS: This study established Feasibility of a community-based randomized trial of yoga and an active comparison group for women undergoing chemotherapy for breast cancer. Preliminary efficacy estimates suggest that yoga improves sleep adequacy Symptom severity and interference remained stable during chemotherapy for the yoga group and snowed a trend toward increasing in the control group. The study highlighted obstacles to multisite yoga research during cancer treatment.
FUNDING/SPONSORSHIP: National Cancer Institute (3U10 CA081851, PI; Shaw; R25 CA122061, PI: Avis); Translational Science Institute, Wake Forest School of Medicine.
People with chronic diseases are at high risk for depression, resulting in a need for effective and accessible treatment options. Project UPLIFT is a program based on cognitive-behavioral therapy and mindfulness that is aimed at reducing depressive symptoms among people with epilepsy. It is designed to be delivered to small groups of people over the phone or Internet. This study describes the formative and process evaluations of Project UPLIFT; the purpose of these evaluations was to assess the acceptability and feasibility of the program, looking at both the program components and delivery methods. The formative evaluation, conducted prior to program implementation, included nine participants in three focus groups. The process evaluation included qualitative comments and responses to the Client Satisfaction Questionnaire from 38 Project UPLIFT pilot study participants. Overall, the results from both evaluations indicate that participants felt that Project UPLIFT was acceptable and perceived to be beneficial.
"In this helpful book, you'll learn how to seamlessly infuse social and emotional learning into your middle school English language arts curriculum. With the growing emphasis on student assessment and learning outcomes, many teachers find they lack the time and the encouragement to begin implementing SEL techniques into their instruction. This book offers a solution in the form of practical lesson plans--all of which can be implemented without tedious preparation and all of which are designed to boost self-awareness, self-management, social awareness, and other key SEL skills. Your students will discover how to... - Practice mindfulness and think positively. - Exert self-control and employ self-management skills, - Become independent thinkers and make sound decisions, - Be resilient and develop a growth mindset, - Improve relationship skills and avoid bullying, - Be authentic and develop leadership skills, - And much more! Each activity is ELA-focused, so students will develop social emotional learning while meeting key literacy objectives such as reading a nonfiction speech, looking closely at symbolism, analyzing Shakespearean sonnets, and more. The book also includes reproducible tools for classroom use. You can photocopy them or downloaded them as eResources from www.routledge.com/9781138345263"--
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