Applied Mindfulness: Approaches in Mental Health for Children and Adolescents starts from the premise that mental health clinicians must have their own mindfulness practice before teaching the tenets and techniques of mindfulness to others, including young people. To that end, the book offers readers clear instructions on how to first practice mindfulness in their own lives and then extend their personal practice outward to others. Once this knowledge is internalized, the clinician can focus on mindfulness in terms of its application to specific clinical diagnoses, such as anxiety and depression, attention-deficit/hyperactivity disorder, and substance abuse. Because many mental health professionals work in multiple settings, such as in schools, in clinics, and online, the contributors, representing a wide range of creative and authoritative voices, explain how to skillfully tailor mindfulness interventions for effective application across diverse contexts. Drs. Carrion and Rettger, as Director of the Stanford Early Life Stress and Pediatric Anxiety Program (SELSPAP) and Director of SELSPAP's Mindfulness Program, respectively, have been engaged in ongoing community-based work delivering mindfulness and yoga programming to underserved youth and their helpers. This expertise is evident in their eloquent yet down-to-earth editing.The volume offers clinicians everything they need to begin their mindfulness journey, including the following: ? Introductory knowledge on how to get started with a meditation practice. Specific mindfulness scripts are provided throughout the book to foster development of the reader's own practice. In addition, there are audio practices and clear written descriptions of practices to offer support for those learning to meditate, internalize mindfulness practices, and then adapt these skills for clinical practice. ? A developmental and ecological approach to implementing mindfulness. The book offers insight into integrating mindfulness across many settings, platforms, and applications, and includes chapters on mindfulness online, at home, and in school, as well as chapters on incorporating nature into mindfulness practice and the relationship between mindfulness and creativity. ? Material on specific clinical populations, including immigrant youth and incarcerated youth. A special chapter is devoted to trauma-informed yoga, which has been shown to be an effective therapeutic intervention for youth who have been incarcerated.? Comprehensive information on the current state of youth mindfulness research, which prepares readers to discuss these topics knowledgeably with colleagues and patients.Like ripples in water, the benefits of mindfulness spread outward, from clinicians to patients, families, schools, and communities. Applied Mindfulness: Approaches in Mental Health for Children and Adolescents is the first step toward stress reduction, peace, and compassion for a new generation.
Reflecting a national movement that seeks to create a more holistic model of learning and teaching on college and university campuses, Education as Transformation is a collection of twenty-eight essays written by a wide range of educators – including presidents, chancellors, deans, faculty members, administrators, religious life professionals, students, and other leaders in the field of education – on the themes of religious pluralism and spirituality in higher education. These essays provide scholarly analysis, practical information, and inspiration for those who agree that higher education can combine both head and heart in the teaching and learning process and in campus and community life. In seeking to articulate a new vision for higher education in America, the authors explore the possibility that both scholarship and spirituality are essential to fostering global learning communities and responsible global citizens who can address the challenges of a diverse world.
BACKGROUND:Perinatal depression is reported in 15-20% of women (Marcus, 2009), 8-16% of men (Paulson and Bazemore, 2010) and low-SES, diverse populations are particularly at risk (Sareen, 2011). Trauma symptoms are commonly comorbid with depression, especially when individuals are exposed to risk factors such as community violence and poverty (Kastello et al., 2015; WenzGross et al., 2016). Parental mental illness places infants at risk for negative outcomes (Junge et al., 2016). Evidence supports that dispositional mindfulness is linked to mental health in many populations, however, a gap lies in the understanding of the relationship between mindfulness, trauma and depression in risk-exposed, pregnant populations, especially with fathers. We hypothesize that dispositional mindfulness is negatively associated with lower depression and trauma symptoms in pregnancy, in mothers and fathers.
METHODS:
Dispositional mindfulness, depressive and trauma symptoms were examined in women and men, exposed to adversity who were expecting a baby (N = 102). Independent t-tests, and bivariate correlations examined the relationships between these variables. Hierarchical regression was utilized to understand how mindfulness and trauma symptoms may contribute to antenatal depression symptoms.
RESULTS:
Significant differences were observed with mindfulness and depressive symptoms, with no differences reported across gender. Mindfulness, depressive and trauma symptoms were associated in the expected directions. Total mindfulness, specifically being non-reactive to one's own thoughts and trauma symptoms predicted depressive symptoms.
LIMITATIONS:
Limitations include small sample size, cross-sectional data and self-report measures.
CONCLUSION:
Mindfulness and trauma symptoms were found to be significant predictors of depressive symptoms in parents-to-be. Those with lower mindfulness exhibited higher levels of depression. These findings may be helpful in disseminated mindfulness-based interventions aimed at treating antenatal depression in both expectant mothers and fathers who are exposed to adversity. Further research is necessary to understand the mechanisms of mindfulness in risk-exposed, expectant parents.
BACKGROUND:Perinatal depression is reported in 15-20% of women (Marcus, 2009), 8-16% of men (Paulson and Bazemore, 2010) and low-SES, diverse populations are particularly at risk (Sareen, 2011). Trauma symptoms are commonly comorbid with depression, especially when individuals are exposed to risk factors such as community violence and poverty (Kastello et al., 2015; WenzGross et al., 2016). Parental mental illness places infants at risk for negative outcomes (Junge et al., 2016). Evidence supports that dispositional mindfulness is linked to mental health in many populations, however, a gap lies in the understanding of the relationship between mindfulness, trauma and depression in risk-exposed, pregnant populations, especially with fathers. We hypothesize that dispositional mindfulness is negatively associated with lower depression and trauma symptoms in pregnancy, in mothers and fathers.
METHODS:
Dispositional mindfulness, depressive and trauma symptoms were examined in women and men, exposed to adversity who were expecting a baby (N = 102). Independent t-tests, and bivariate correlations examined the relationships between these variables. Hierarchical regression was utilized to understand how mindfulness and trauma symptoms may contribute to antenatal depression symptoms.
RESULTS:
Significant differences were observed with mindfulness and depressive symptoms, with no differences reported across gender. Mindfulness, depressive and trauma symptoms were associated in the expected directions. Total mindfulness, specifically being non-reactive to one's own thoughts and trauma symptoms predicted depressive symptoms.
LIMITATIONS:
Limitations include small sample size, cross-sectional data and self-report measures.
CONCLUSION:
Mindfulness and trauma symptoms were found to be significant predictors of depressive symptoms in parents-to-be. Those with lower mindfulness exhibited higher levels of depression. These findings may be helpful in disseminated mindfulness-based interventions aimed at treating antenatal depression in both expectant mothers and fathers who are exposed to adversity. Further research is necessary to understand the mechanisms of mindfulness in risk-exposed, expectant parents.
[Sustainable behavior (SB) generally encompasses a series of actions intended at protecting both the physical and the social environments. SB may be indicated by pro-ecological, frugal, altruistic, and equitable conducts and one of the aims of environmental psychology is to investigate the psychological consequences of such actions. Previous studies had reported that the practice of pro-ecological and altruistic behaviors might result in enhanced levels of happiness; people living in more equitable countries seem to be happier, while a frugal consumption often conduces to a state of satisfaction and intrinsic motivation. Yet, so far no study considering the relationship between an aggregate of the four abovementioned instances of SB, on the one hand, and subjective wellbeing, on the other hand, had been conducted. Six-hundred-and-six undergraduate students at a Mexican university responded to an instrument assessing pro-ecological, altruistic, frugal and equitable behaviors, as well as their report of happiness. By using structural equations we modeled a higher-order-construct of "sustainable behavior", indicated by the interrelations of their four first-order (proecological, altruistic, frugal and equitable) factors. The higher-order-factor coherently emerged from such interrelation. In turn, sustainable behavior significantly influenced a "happiness" factor, also specified within the structural model. Implications for the study and promotion of sustainable behaviors are discussed within the framework of a positive psychology of sustainability.]
This preliminary study examined the feasibility and potential utility of mindful awareness practices (MAPs) in terms of enhancing student learning in the college classroom, as well as improving psychological well-being. One of two identical undergraduate psychology sections included a 10-minute MAP at the beginning of every class (mindfulness group n = 37; control group n = 23). Primary learning and secondary self-report outcomes were obtained. Controlling for significant demographic covariates, students in the mindfulness group demonstrated significant increases in mindful awareness traits and reductions in rumination and state anxiety compared with controls. While mindfulness intervention did not lead to significant improvement in academic performance across the semester, 81% of students self-reported positive effects of MAPs on their learning. It is concluded that it is feasible to incorporate MAPs into a regular college classroom. MAPs may help improve student psychological well-being. Although students perceived themselves to benefit from their mindfulness practice, further research is needed to examine the effects of MAPs on student academic performance.
Objectives: There are many stereotypes about ageing and later life. We looked at the association between expectations and stereotyping of loneliness in old age and actual self-reported loneliness status 8 years later in English Longitudinal Study of Ageing (ELSA).Method: Data from 4465 ELSA core members aged over 50 who responded to Waves 2 (2004) did not report loneliness in Wave 2, and responded to loneliness questions at least once between Waves 3 and 6 (2006–2012) were used in multivariable repeated measures logit regression analysis to estimate relationship between perceived stereotypes and expectation of loneliness in older age and actual loneliness reported within 8 years of follow-up.
Results: Twenty-four per cent of respondents from the analytical sample agreed at Wave 2 that old age is time of loneliness and 33% expected to be lonely in old age. Loneliness was reported by 11.5% of respondents at Waves 3–6. Both stereotypes and expectation were significantly associated with later reported loneliness (OR 2.65 (95% CI 2.05–3.42) for stereotypes and 2.98 (95% CI 2.33–3.75) for expectations in age-sex adjusted analysis). Both variables significantly predicted future loneliness even when socio-demographic circumstances were taken into account and both variables were mutually adjusted although the effect was reduced (OR's 1.53 (95% CI 1.16–2.01) for stereotypes and 2.38 (95% CI 1.84–3.07) for expectations).
Conclusions: Stereotypes and expectations related to loneliness in the old age were significantly associated with reported loneliness 8 years later. Interventions aimed at changing age-related stereotypes in population may have more impact on reducing loneliness than individually based services.
This study used a qualitative approach to explore family physicians' beliefs, attitudes, and practices regarding the integration of patient spirituality into clinical care. Participants included family medicine residents completing training in the Southwest USA. The qualitative approach drew upon phenomenology and elements of grounded-theory. In-depth interviews were conducted with each participant. Interviews were recorded, transcribed and coded using grounded-theory techniques. Four main themes regarding physicians' attitudes, beliefs, and practices were apparent from the analyses; (1) nature of spiritual assessment in practice, (2) experience connecting spirituality and medicine, (3) personal barriers to clinical practice, and (4) reflected strengths of an integrated approach. There was an almost unanimous conviction among respondents that openness to discussing spirituality contributes to better health and physician-patient relationships and addressing spiritual issues requires sensitivity, patience, tolerance for ambiguity, dealing with time constraints, and sensitivity to ones "own spiritual place." The residents' voices in this study reflect an awareness of religious diversity, a sensitivity to the degree to which their beliefs dier from those of their patients, and a deep respect for the individual beliefs of their patients. Implications for practice and education are discussed.
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ObjectiveThe DiaMind trial showed beneficial immediate effects of mindfulness-based cognitive therapy (MBCT) on emotional distress, but not on diabetes distress and HbA1c. The aim of the present report was to examine if the effects would be sustained after six month follow-up.
Methods
In the DiaMind trial, 139 outpatients with diabetes (type-I or type-II) and a lowered level of emotional well-being were randomized into MBCT (n = 70) or a waiting list with treatment as usual (TAU: n = 69). Primary outcomes were perceived stress, anxiety and depressive symptoms, and diabetes distress. Secondary outcomes were, among others, health status, and glycemic control (HbA1c).
Results
Compared to TAU, MBCT showed sustained reductions at follow-up in perceived stress (p < .001, d = .76), anxiety (p < .001, assessed by HADS d = .83; assessed by POMS d = .92), and HADS depressive symptoms (p = .004, d = .51), but not POMS depressive symptoms when using Bonferroni correction for multiple testing (p = .016, d = .48). No significant between-group effect was found on diabetes distress and HbA1c.
Conclusion
This study showed sustained benefits of MBCT six months after the intervention on emotional distress in people with diabetes and a lowered level of emotional well-being.
A conceptual model in which the associations between perceived burdensomeness and suicide ideation, and between thwarted belongingness and suicide ideation, are moderated by mindfulness was examined. Participants were 218 undergraduates (mean age = 20.81) with moderate-to-severe depressive symptoms. Mindfulness significantly moderated the association between perceived burdensomeness and suicide ideation; participants with thoughts of burdensomeness experienced lower levels of suicide ideation if they were high, as opposed to low, in mindfulness. Mindfulness did not significantly moderate the association between thwarted belongingness and suicide ideation. Implications for intervention and elaboration of the interpersonal psychological theory of suicide are discussed.
A conceptual model in which the associations between perceived burdensomeness and suicide ideation, and between thwarted belongingness and suicide ideation, are moderated by mindfulness was examined. Participants were 218 undergraduates (mean age = 20.81) with moderate-to-severe depressive symptoms. Mindfulness significantly moderated the association between perceived burdensomeness and suicide ideation; participants with thoughts of burdensomeness experienced lower levels of suicide ideation if they were high, as opposed to low, in mindfulness. Mindfulness did not significantly moderate the association between thwarted belongingness and suicide ideation. Implications for intervention and elaboration of the interpersonal psychological theory of suicide are discussed.
A conceptual model in which the associations between perceived burdensomeness and suicide ideation, and between thwarted belongingness and suicide ideation, are moderated by mindfulness was examined. Participants were 218 undergraduates (mean age = 20.81) with moderate-to-severe depressive symptoms. Mindfulness significantly moderated the association between perceived burdensomeness and suicide ideation; participants with thoughts of burdensomeness experienced lower levels of suicide ideation if they were high, as opposed to low, in mindfulness. Mindfulness did not significantly moderate the association between thwarted belongingness and suicide ideation. Implications for intervention and elaboration of the interpersonal psychological theory of suicide are discussed.
A conceptual model in which the associations between perceived burdensomeness and suicide ideation, and between thwarted belongingness and suicide ideation, are moderated by mindfulness was examined. Participants were 218 undergraduates (mean age = 20.81) with moderate-to-severe depressive symptoms. Mindfulness significantly moderated the association between perceived burdensomeness and suicide ideation; participants with thoughts of burdensomeness experienced lower levels of suicide ideation if they were high, as opposed to low, in mindfulness. Mindfulness did not significantly moderate the association between thwarted belongingness and suicide ideation. Implications for intervention and elaboration of the interpersonal psychological theory of suicide are discussed.
Presents "Mysteries of Tibetan Medicine," an article written by Victor Vostokov for the monthly electronic magazine "World Around Baikal." Discusses the Tibetan belief that there is no such notion as disease and that the whole organism is considered sick and is looked upon as one unit. Examines the principles of Tibetan medicine and treatments.
<p>This research article's main focus is the Brahmin-Chetri kinship system. The research is based on a field survey carried out in the town of Pokhara in west central Nepal. It discusses general principles of Brahmin-Chetri ranking and status inheritance. It includes diagrammatic sketch of the vamshavali form, as vamshavali are consulted in inheritance disputes and to determine whether a proposed marriage is within the rules. It describes the marriage system and kinship terminology with the help of a tree diagram. (Rajeev Ranjan Singh 2006-10-31)</p>
Author and astrophysicist Victor Mansfield looks into quantum view of reality and the Buddhist concept of emptiness. He outlines the 20th century debate in physics between Einstein and quantum theory and translates the important themes into the philosophical formulations of the Middle Way approach in Tibetan Buddhism. (Zach Rowinski 2004-06-08)
This paper proposes that the development of social and emotional learning (SEL) can be supported through the use of serious games. The Collaborative for Academic, Social and Emotional Learning (CASEL) has defined “five interrelated sets of cognitive, affective and behavioral competencies” that make up SEL. In Singapore, the Ministry of Education has appropriated these understandings to broadly refer to “skills to manage self, relate to others positively, and make responsible decisions”. While the use of games in educational settings is not new, the notion of using games to social emotional competencies stand against traditional views. In this light, this paper advocates a provocative position that games can contribute positively to the development of social emotional learning and offers, for discussion, examples from Singapore.
The present study was undertaken to determine whether aversiveness contributes to startle potentiation in anticipation of affective pictures above and beyond the effects of emotional arousal. Further, participants high in trait anxious apprehension, which is characterized by worry about the future, were expected to show especially pronounced anticipatory startle responses. Startle blink reflex was measured during warning stimuli that predicted the valence of ensuing aversive/unpleasant, pleasant, or neutral pictures. Startle magnitude was larger in anticipation of aversive than of pleasant pictures and smallest in anticipation of neutral pictures. Enhanced startle potentiation was not found in anxious apprehension subjects. These data suggest that the aversive nature of stimuli contribute to the potentiation of startle above and beyond the effects of emotional arousal, which may be a universal phenomenon not modulated by individual differences.
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Tibet Handbook by Victor Chan was published in 1994. This book is mainly a pilgrimage guide, and it is broken down into seven main parts. Part two provides a history of Lhasa, as well as the primary pilgrimage locations. Part three provides information on the principle pilgrimage and historical sites pf Tibet. Part four provides information on Tibet's most well known monuments of art. Part five provides information on pilgrimage and trekking routes, and part six provides practical information on traveling in Tibet. Part seven is the appendix, and this section provides information on Tibetan festivals, it provides and map index, and it provides illustrations of Tibetan religious iconography. (Adam Newman 2008-02-04)
A lecture from Physics and Tibetan Buddhism ConferenceUniversity of California, Santa Barbara
January 30-31, 1998
Description to be added.
An astrophysicists looks at the notion of time in physics. He notes how time moves forward and can not be reversed. He connects this to Ludwig Boltzmann's idea that entropy (the measure of disorder) must either stay the same or increase in an isolated system (the Second Law of Thermodynamics) and that the forward progression of time can be thought of as an increase in entropy. Entropy though, he says, must be seen in context; it can only exist in a certain kind of universe and thus is highly dependent. The mistake found in the Second Law of Thermodynamics is its emphasis on an isolated system. He suggests the tendency to look at things in isolation rather than as interdependent is similar to the Buddhist idea of emptiness and relates these thoughts to his own life experiences. (Zach Rowinski 2004-06-06)
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