Train to facilitate MBCT programs with guidance from Zindel Segal, one of its co-developers.Current treatments for depression provide relief for many people, yet they face significant challenges maintaining the benefits of treatment.
This workshop and meditation retreat will lead you through an innovative 5-day intensive training program designed to prevent depressive relapse among people with a history of depression.
Facilitators:
Zindel Segal PhD C Psych, Patricia Rockman MD CCFP FCFP & Evan Collins MD FRCPC
Location:
Ecology Retreat Centre
The New York Times provides a list of meditation apps that have recently gained popularity. Instead of viewing smartphones as distractions, Kit Eaton invites the viewer to contemplate whether smartphone-based meditation can be an effective way to cultivate mindfulness. Viewers are able to gain insight into the different options that are available in choosing an appropriate application.
To succeed in school, students need to be engaged, interested, and excited to be there. They need to know how to focus their attention on their work, keep trying even when they get discouraged or face setbacks, work effectively with other students and adults, and be good communicators and problem-solvers. These skills form a foundation for young people's success not just in school, but in their adult lives as members of the community, as productive workers, and as parents. Research indicates that these skills can be taught by regular classroom teachers in schools of every type to students of every background. Programs that teach these skills are increasingly referred to as "Social and Emotional Learning (SEL)" programs. This report introduces the concept of SEL and the value of SEL for students and schools. The role of the Collaborative for Academic, Social, and Emotional Learning (CASEL) as an early advocate for SEL education is discussed, highlighting research, publications, studies, and organizational partnerships. (Contains 4 footnotes.).
<p>translated edition</p>
Zotero Collections:
Background:The Canadian Network for Mood and Anxiety Treatments (CANMAT) has revised its 2009 guidelines for the management of major depressive disorder (MDD) in adults by updating the evidence and recommendations. The target audiences for these 2016 guidelines are psychiatrists and other mental health professionals.
Methods:
Using the question-answer format, we conducted a systematic literature search focusing on systematic reviews and meta-analyses. Evidence was graded using CANMAT-defined criteria for level of evidence. Recommendations for lines of treatment were based on the quality of evidence and clinical expert consensus. “Psychological Treatments” is the second of six sections of the 2016 guidelines.
Results:
Evidence-informed responses were developed for 25 questions under 5 broad categories: 1) patient characteristics relevant to using psychological interventions; 2) therapist and health system characteristics associated with optimizing outcomes; 3) descriptions of major psychotherapies and their efficacy; 4) additional psychological interventions, such as peer interventions and computer- and technology-delivered interventions; and 5) combining and/or sequencing psychological and pharmacological interventions.
Conclusions:
First-line psychological treatment recommendations for acute MDD include cognitive-behavioural therapy (CBT), interpersonal therapy (IPT), and behavioural activation (BA). Second-line recommendations include computer-based and telephone-delivered psychotherapy. Where feasible, combining psychological treatment (CBT or IPT) with antidepressant treatment is recommended because combined treatment is superior to either treatment alone. First-line psychological treatments for maintenance include CBT and mindfulness-based cognitive therapy (MBCT). Patient preference, in combination with evidence-based treatments and clinician/system capacity, will yield the optimal treatment strategies for improving individual outcomes in MDD.
Cities are the world’s future. Today, more than half of the global population—3.7 billion people—are urban dwellers, and that number is expected to double by 2050. There is no question that cities are growing; the only debate is over how they will grow. Will we invest in the physical and social infrastructure necessary for livable, equitable, and sustainable cities? In the latest edition of State of the World, the flagship publication of the Worldwatch Institute, experts from around the globe examine the core principles of sustainable urbanism and profile cities that are putting them into practice.State of the World first puts our current moment in context, tracing cities in the arc of human history. It also examines the basic structural elements of every city: materials and fuels; people and economics; and biodiversity. In part two, professionals working on some of the world’s most inventive urban sustainability projects share their first-hand experience. Success stories come from places as diverse as Ahmedabad, India; Freiburg, Germany; and Shanghai, China. In many cases, local people are acting to improve their cities, even when national efforts are stalled. Parts three and four examine cross-cutting issues that affect the success of all cities. Topics range from the nitty-gritty of handling waste and developing public transportation to civic participation and navigating dysfunctional government.
Throughout, readers discover the most pressing challenges facing communities and the most promising solutions currently being developed. The result is a snapshot of cities today and a vision for global urban sustainability tomorrow.
Cities are the world’s future. Today, more than half of the global population—3.7 billion people—are urban dwellers, and that number is expected to double by 2050. There is no question that cities are growing; the only debate is over how they will grow. Will we invest in the physical and social infrastructure necessary for livable, equitable, and sustainable cities? In the latest edition of State of the World, the flagship publication of the Worldwatch Institute, experts from around the globe examine the core principles of sustainable urbanism and profile cities that are putting them into practice.State of the World first puts our current moment in context, tracing cities in the arc of human history. It also examines the basic structural elements of every city: materials and fuels; people and economics; and biodiversity. In part two, professionals working on some of the world’s most inventive urban sustainability projects share their first-hand experience. Success stories come from places as diverse as Ahmedabad, India; Freiburg, Germany; and Shanghai, China. In many cases, local people are acting to improve their cities, even when national efforts are stalled. Parts three and four examine cross-cutting issues that affect the success of all cities. Topics range from the nitty-gritty of handling waste and developing public transportation to civic participation and navigating dysfunctional government.
Throughout, readers discover the most pressing challenges facing communities and the most promising solutions currently being developed. The result is a snapshot of cities today and a vision for global urban sustainability tomorrow.
Are you tuned in to the emotions of others? Or have you been accused of being insensitive?If you are among those people who are mystified by moods, new research offers hope. A new study shows that certain types of reading can actually help us improve our sensitivity IQ. To find out how well you read the emotions of others, one can take the Well quiz, which is based on an assessment tool developed by University of Cambridge professor Simon Baron-Cohen.
For each photo, the user chooses the word that best describes what you think the person depicted is thinking or feeling.
<p>The purpose of the Center for the Study of Science and Religion is to pursue important issues in science, medicine, ethics, economics, and other areas through scholarship and interdisciplinary dialogue. The center regularly organizes lectures and discussions featuring scientists, philosophers, psychologists, ethicists, religious studies scholars, and medical professionals and others. In past events, presenters have explored the relation between faith and biology, meditation and the brain, scientific truths versus religious meaning, ethics, religious experience, and the place of religion and medicine. The website includes the background and history of the center, a listing of relevant readings on religion and science, a list of publications related to the center, webcasts of past events, and information for undergraduate students. (Zach Rowinski 2004-05-27)</p>
<p>The Center for Theology and the Natural Sciences is a non-profit organization seeking to foster dialogue and research between modern scientific disciplines and the world's religions. (Zach Rowinski 2004-06-11)</p>
As knowledge of effective treatments for mental disorders has grown, so too has the field of mental health promotion and positive development. Studies completed during the last two decades have synthesized the state of mental health promotion and documented that universal mental health supports positively affect child and adolescent developmental outcomes. Given schools' ability to access large numbers of children, they are commonly identified as the best place to provide supports to promote the universal mental health of children. This report explains the relationship between mental health and the promotion of social and emotional learning (SEL). Strategies for connecting mental health and SEL in the school setting include: (1) Implementing supportive public policies; (2) Developing safe, caring, and supportive environments; (3) Providing direct instruction for students on skills and strategies; (4) Creating infrastructure for community action; and (5) Coordinating with community agencies, schools, families, and students to create a common vision, language, and coordinated services to support healthy outcomes. A list of resources is included.
As knowledge of effective treatments for mental disorders has grown, so too has the field of mental health promotion and positive development. Studies completed during the last two decades have synthesized the state of mental health promotion and documented that universal mental health supports positively affect child and adolescent developmental outcomes. Given schools' ability to access large numbers of children, they are commonly identified as the best place to provide supports to promote the universal mental health of children. This report explains the relationship between mental health and the promotion of social and emotional learning (SEL). Strategies for connecting mental health and SEL in the school setting include: (1) Implementing supportive public policies; (2) Developing safe, caring, and supportive environments; (3) Providing direct instruction for students on skills and strategies; (4) Creating infrastructure for community action; and (5) Coordinating with community agencies, schools, families, and students to create a common vision, language, and coordinated services to support healthy outcomes. A list of resources is included.
About the FellowshipsThis program was sponsored by the Center for Contemplative Mind in Society and made possible by funding from the Fetzer Institute. The fellowships seek to restore and renew the critical contribution that contemplative practices can make to the life of teaching, learning, and scholarship. At the heart of the program is the belief that pedagogical and intellectual benefits can be discovered by bringing contemplative practice into the academy, and that contemplative awareness can help to create a more just, compassionate, and reflective society.
<p>The term curriculum refers to the lessons and academic content taught in a school or in a specific course or program; however, The Glossary of Education Reform fleshes it out further. </p>
Articles and messages relating to His Holiness the Dalai Lama's concern for the protection of our natural environment
Deep Listening is a way of hearing in which we are fully present with what is happening in the moment without trying to control it or judge it. We let go of our inner clamoring and our usual assumptions and listen with respect for precisely what is being said.For listening to be effective, we require a contemplative mind: open, fresh, alert, attentive, calm, and receptive. We often do not have a clear concept of listening as an active process; we often see listening as a passive, static activity. In fact, listening and a contemplative mind is open and vibrant yet spacious, and it can be cultivated through instruction and practice.
As a classroom practice, deep listening requires that students witness their thoughts and emotions while maintaining focused attention on what they are hearing. It trains them to pay full attention to the sound of the words, while abandoning such habits as planning their next statement or interrupting the speaker. It is attentive rather than reactive listening. Such listening not only increases retention of material but encourages insight and the making of meaning.
<p>In this webcast, astrophysicist Piet Hut of the Institute for Advanced Study presents a model of knowledge based on the differing approaches and worldviews of scientific methodologies, the Western phenomenological tradition, and religious contemplative practices. Science in its current form focuses on only one aspect of the world- the external world. Alternative approaches to knowledge and understanding might involve taking a broader, long- term perspective using the insights and practices from a variety of different, yet internally complete and coherent world views. Webcast includes lecture and Q & A with the audience. (Zach Rowinski 2004-06-04)</p>
<p>This webcast presents some of the latest research findings on the effects of meditation on brain, body, and emotions based on several studies conducted by Richard Davidson, a professor of psychiatry and psychology at the University of Wisconsin-Madison. Davidson begins by discussing different parts of the brain and pointing to certain areas which seem to be associated with "positive" emotions, especially the left prefrontal cortex. He reports : (1) Individuals who tend use more positive adjectives have greater activity in the left prefrontal cortex. (2) Meditation accentuates activity in the prefrontal cortex. (3) An experimental group who engaged in mindfulness meditation showed not only greater increase in activity of the left prefrontal cortex, but also a greater increase antibody production in response to an influenza vaccine compared to a control group. (In other words, changes in left prefrontal activity shows correlation to changes in antibody production. As Davidson says, this essentially means that members of the experimental group would have a less severe flu than members of the control group) (4) Advanced Tibetan meditators show a drastic change in brain activity in certain tasks compared to average subjects. He suggests the research challenges past notions that the brain is not malleable. </p><p>The next section of this webcast consists of an explanation of Buddhist meditation and philosophy from Robert Thurman, a professor of Buddhist studies at Columbia University. The webcast concludes with a question and answer session. </p>
<p>Absent in the webcast is the presentation by Daniel Goleman. It is important to note that Goleman is introduced at the very beginning of the webcast, but the video cuts directly to Davidon's talk. This can make it easy to confuse who the speaker is. This event was hosted by the Center for the Study of Science and Religion (CSSR) at Columbia University. (Zach Rowinski 2004-05-11) </p>
RECOMMENDATION 1: Clinicians should conduct a focused history and physical examination to help place patients with low back pain into 1 of 3 broad categories: nonspecific low back pain, back pain potentially associated with radiculopathy or spinal stenosis, or back pain potentially associated with another specific spinal cause. The history should include assessment of psychosocial risk factors, which predict risk for chronic disabling back pain (strong recommendation, moderate-quality evidence). RECOMMENDATION 2: Clinicians should not routinely obtain imaging or other diagnostic tests in patients with nonspecific low back pain (strong recommendation, moderate-quality evidence). RECOMMENDATION 3: Clinicians should perform diagnostic imaging and testing for patients with low back pain when severe or progressive neurologic deficits are present or when serious underlying conditions are suspected on the basis of history and physical examination (strong recommendation, moderate-quality evidence). RECOMMENDATION 4: Clinicians should evaluate patients with persistent low back pain and signs or symptoms of radiculopathy or spinal stenosis with magnetic resonance imaging (preferred) or computed tomography only if they are potential candidates for surgery or epidural steroid injection (for suspected radiculopathy) (strong recommendation, moderate-quality evidence). RECOMMENDATION 5: Clinicians should provide patients with evidence-based information on low back pain with regard to their expected course, advise patients to remain active, and provide information about effective self-care options (strong recommendation, moderate-quality evidence). RECOMMENDATION 6: For patients with low back pain, clinicians should consider the use of medications with proven benefits in conjunction with back care information and self-care. Clinicians should assess severity of baseline pain and functional deficits, potential benefits, risks, and relative lack of long-term efficacy and safety data before initiating therapy (strong recommendation, moderate-quality evidence). For most patients, first-line medication options are acetaminophen or nonsteroidal anti-inflammatory drugs. RECOMMENDATION 7: For patients who do not improve with self-care options, clinicians should consider the addition of nonpharmacologic therapy with proven benefits-for acute low back pain, spinal manipulation; for chronic or subacute low back pain, intensive interdisciplinary rehabilitation, exercise therapy, acupuncture, massage therapy, spinal manipulation, yoga, cognitive-behavioral therapy, or progressive relaxation (weak recommendation, moderate-quality evidence).
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