Too busy to meditate? Can’t turn off your brain? Curious about mindfulness but more comfortable in the gym? This book is for you.You’ll also get access to guided audio meditations on the 10% Happier app, to jumpstart your practice from day one.
ABC News anchor Dan Harris used to think that meditation was for people who collect crystals, play Ultimate Frisbee, and use the word “namaste” without irony. After he had a panic attack on live television, he went on a strange and circuitous journey that ultimately led him to become one of meditation’s most vocal public proponents.
Harris found that meditation made him more focused and less yanked around by his emotions. According to his wife, it also made him less annoying. Science suggests that the practice can lower your blood pressure, mitigate depression and anxiety, and literally rewire key parts of the brain. So what’s holding you back?
In Meditation for Fidgety Skeptics, Harris and Jeff Warren, a masterful teacher and “Meditation MacGyver,” embark on a gonzo cross-country quest to tackle the myths, misconceptions, and self-deceptions that keep people from meditating. It is filled with game-changing and deeply practical meditation instructions—all of which are also available (for free) on the 10% Happier app. This book is a trip worth taking.
Praise for Meditation for Fidgety Skeptics
“If you’re intrigued by meditation but don’t know how to begin—or you’ve benefited from meditation in the past but need help to get started again—Dan Harris has written the book for you. Well researched, practical, and crammed with expert advice, it’s also an irreverent, hilarious page-turner.”—Gretchen Rubin, author of The Happiness Project
“The ABC News anchor, a ‘defender of worrying’ who once had an anxiety attack on air, offers a hilarious and stirring account of his two-steps-forward-one-step-back campaign to sort ‘useless rumination’ from ‘constructive anguish’ via mindfulness, along with invaluable suggestions for following in his footsteps.”—O: The Oprah Magazine
Objective:To identify whether mindfulness-based stress reduction is effective in improving physical health outcomes for long-term physical conditions.
Method:
A systematic review of the literature (retrieved from MEDLINE, PubMed and PsycINFO).
Results:
Fifteen studies were included in the review. None of the studies assessed as having a low risk of bias demonstrated significant improvements in physical health status although there was some emerging evidence that mindfulness-based stress reduction may be useful in pain conditions. There was some preliminary evidence that it may also be effective in improving primary insomnia and irritable bowel syndrome. Small to moderate effect sizes were also found for asthma, pain, tinnitus, fibromyalgia and somatization disorders.
Conclusion:
Although there is some preliminary support for the use of mindfulness-based stress reduction in physical health conditions, further research is required before it could be considered an effective intervention for improving physical health outcomes.
Teachers are responsible for delivering academic instruction, facilitating student learning and engagement, and managing classroom behavior. Stress may interfere with performance in the classroom, however (Tsouloupas, Carson, Matthews, Grawitch, & Barber, 2010), and recent studies suggest that stress is quite common among today's educators. In light of these trends and their potential for negatively impacting students' learning, it is critical to identify factors that support educators' health, wellbeing, and effectiveness. The Prosocial Classroom Model (Jennings & Greenberg, 2009) suggests that mindfulness and other aspects of social-emotional competence may lead to more effective classroom management and protect educators from experiencing a "burnout cascade" of deteriorating classroom climate, student misbehavior, and emotional exhaustion. Mindfulness has been defined as "paying attention in a particular way: on purpose, in the present moment, and nonjudgmentally" (Kabat- Zinn, 1994, p. 4), and mindfulness training for adults has been linked with reductions in stress and improvements in wellbeing (Ospina et al., 2007). Emerging evidence from intervention studies suggests that mindfulness training is associated with improvements in teachers' classroom behavior (e.g., Flook, Goldberg, Pinger, Bonus, & Davidson, 2013; Jennings, Frank, Snowberg, Coccia, & Greenberg, 2013). In a central Pennsylvania middle school setting, the authors examined how educators' mindfulness at the beginning of the school year predicted change in educators' self-reported efficacy with respect to student engagement, classroom management, and instructional practices from fall to spring of the school year. Two tables are appended.
Sam Harris’s first book, The End of Faith, ignited a worldwide debate about the validity of religion. In the aftermath, Harris discovered that most people—from religious fundamentalists to non-believing scientists—agree on one point: science has nothing to say on the subject of human values. Indeed, our failure to address questions of meaning and morality through science has now become the primary justification for religious faith.In this highly controversial book, Sam Harris seeks to link morality to the rest of human knowledge. Defining morality in terms of human and animal well-being, Harris argues that science can do more than tell how we are; it can, in principle, tell us how we ought to be. In his view, moral relativism is simply false—and comes at an increasing cost to humanity. And the intrusions of religion into the sphere of human values can be finally repelled: for just as there is no such thing as Christian physics or Muslim algebra, there can be no Christian or Muslim morality. Using his expertise in philosophy and neuroscience, along with his experience on the front lines of our “culture wars,” Harris delivers a game-changing book about the future of science and about the real basis of human cooperation.
<p>Abstract— This article reviews the current state of research on contemplative practices with children and youth. It reviews contemplative practices used both in treatment settings and in prevention or health promotion contexts, including school-based programs. Although there is great interest and potential promise for contemplative interventions, enthusiasm for promoting such practices outweighs the current evidence supporting them. Interventions that nurture mindfulness in children and youth may be a feasible and effective method of building resilience in universal populations and in the treatment of disorders in clinical populations. This review suggests that meditation and yoga may be associated with beneficial outcomes for children and youth, but the generally limited quality of research tempers the allowable conclusions. Well-designed experimental studies that are grounded in developmental theory and measure multiple indicators of change must fully test the efficacy of such interventions.</p>
Zotero Collections:
Large vertebrates are strong interactors in food webs, yet they were lost from most ecosystems after the dispersal of modern humans from Africa and Eurasia. We call for restoration of missing ecological functions and evolutionary potential of lost North American megafauna using extant conspecifics and related taxa. We refer to this restoration as Pleistocene rewilding; it is conceived as carefully managed ecosystem manipulations whereby costs and benefits are objectively addressed on a case‐by‐case and locality‐by‐locality basis. Pleistocene rewilding would deliberately promote large, long‐lived species over pest and weed assemblages, facilitate the persistence and ecological effectiveness of megafauna on a global scale, and broaden the underlying premise of conservation from managing extinction to encompass restoring ecological and evolutionary processes. Pleistocene rewilding can begin immediately with species such as Bolson tortoises and feral horses and continue through the coming decades with elephants and Holarctic lions. Our exemplar taxa would contribute biological, economic, and cultural benefits to North America. Owners of large tracts of private land in the central and western United States could be the first to implement this restoration. Risks of Pleistocene rewilding include the possibility of altered disease ecology and associated human health implications, as well as unexpected ecological and sociopolitical consequences of reintroductions. Establishment of programs to monitor suites of species interactions and their consequences for biodiversity and ecosystem health will be a significant challenge. Secure fencing would be a major economic cost, and social challenges will include acceptance of predation as an overriding natural process and the incorporation of pre‐Columbian ecological frameworks into conservation strategies.
Oxford philosophy Prof Will MacAskill points out that Kant was one of the earliest proponents for democracy - but he also thought that women had no place in civil society...
Prof Ng's take on ethics, economics, revolution and making a much happier world.
We evaluated the feasibility and efficacy of the Community Approach to Learning Mindfully (CALM) program for educators. CALM is a brief daily school-based intervention to promote educator social-emotional competencies, stress management, and wellbeing. Two middle schools were randomly assigned to waitlist control condition or the CALM program. Participants included 64 educators. Intervention sessions included gentle yoga and mindfulness practices and were offered 4 days per week for 16 weeks. Pre- and posttest measurements included self-report surveys of social-emotional functioning and wellbeing, blood pressure readings, and diurnal assays of cortisol. Compared to the control condition, CALM had significant benefits for educators’ mindfulness, positive affect, classroom management, distress tolerance, physical symptoms, blood pressure, and cortisol awakening response. There were trend-level effects for two measures related to stress and burnout. No impacts were observed for relational trust, perceived stress, or sleep. Effect sizes for significant impacts ranged from 0.52 to 0.80. Educators found the intervention feasible and beneficial as a method for managing stress and promoting wellbeing. Initial evidence suggests that CALM has potential as a strategy to improve educators’ social-emotional competence and wellbeing, prevent stress-related problems, and support classroom functioning.
We evaluated the feasibility and efficacy of the Community Approach to Learning Mindfully (CALM) program for educators. CALM is a brief daily school-based intervention to promote educator social-emotional competencies, stress management, and wellbeing. Two middle schools were randomly assigned to waitlist control condition or the CALM program. Participants included 64 educators. Intervention sessions included gentle yoga and mindfulness practices and were offered 4 days per week for 16 weeks. Pre- and posttest measurements included self-report surveys of social-emotional functioning and wellbeing, blood pressure readings, and diurnal assays of cortisol. Compared to the control condition, CALM had significant benefits for educators’ mindfulness, positive affect, classroom management, distress tolerance, physical symptoms, blood pressure, and cortisol awakening response. There were trend-level effects for two measures related to stress and burnout. No impacts were observed for relational trust, perceived stress, or sleep. Effect sizes for significant impacts ranged from 0.52 to 0.80. Educators found the intervention feasible and beneficial as a method for managing stress and promoting wellbeing. Initial evidence suggests that CALM has potential as a strategy to improve educators’ social-emotional competence and wellbeing, prevent stress-related problems, and support classroom functioning.
We evaluated the feasibility and efficacy of the Community Approach to Learning Mindfully (CALM) program for educators. CALM is a brief daily school-based intervention to promote educator social-emotional competencies, stress management, and wellbeing. Two middle schools were randomly assigned to waitlist control condition or the CALM program. Participants included 64 educators. Intervention sessions included gentle yoga and mindfulness practices and were offered 4 days per week for 16 weeks. Pre- and posttest measurements included self-report surveys of social-emotional functioning and wellbeing, blood pressure readings, and diurnal assays of cortisol. Compared to the control condition, CALM had significant benefits for educators’ mindfulness, positive affect, classroom management, distress tolerance, physical symptoms, blood pressure, and cortisol awakening response. There were trend-level effects for two measures related to stress and burnout. No impacts were observed for relational trust, perceived stress, or sleep. Effect sizes for significant impacts ranged from 0.52 to 0.80. Educators found the intervention feasible and beneficial as a method for managing stress and promoting wellbeing. Initial evidence suggests that CALM has potential as a strategy to improve educators’ social-emotional competence and wellbeing, prevent stress-related problems, and support classroom functioning.
We evaluated the feasibility and efficacy of the Community Approach to Learning Mindfully (CALM) program for educators. CALM is a brief daily school-based intervention to promote educator social-emotional competencies, stress management, and wellbeing. Two middle schools were randomly assigned to waitlist control condition or the CALM program. Participants included 64 educators. Intervention sessions included gentle yoga and mindfulness practices and were offered 4 days per week for 16 weeks. Pre- and posttest measurements included self-report surveys of social-emotional functioning and wellbeing, blood pressure readings, and diurnal assays of cortisol. Compared to the control condition, CALM had significant benefits for educators’ mindfulness, positive affect, classroom management, distress tolerance, physical symptoms, blood pressure, and cortisol awakening response. There were trend-level effects for two measures related to stress and burnout. No impacts were observed for relational trust, perceived stress, or sleep. Effect sizes for significant impacts ranged from 0.52 to 0.80. Educators found the intervention feasible and beneficial as a method for managing stress and promoting wellbeing. Initial evidence suggests that CALM has potential as a strategy to improve educators’ social-emotional competence and wellbeing, prevent stress-related problems, and support classroom functioning.
Because many educators experience stress and burnout, identifying factors that promote health and well-being among teachers and school staff is critical. Educators mindfulness is one aspect of social-emotional competence that may protect them from experiencing burnout and its negative consequences. In the current study, 64 educators completed self-report measures of mindfulness, burnout, affect, sleep-related impairment, daily physical symptoms, stress, and ambition. Results of cross-sectional analyses indicated that educators mindfulness had strong, consistent negative associations with three widely-studied components of burnout: emotional exhaustion, depersonalisation, and low personal accomplishment. The link between mindfulness and burnout was partially explained by affect, sleep-related impairment, and daily physical symptoms. In addition, the protective effect of mindfulness was most pronounced among more stressed and more ambitious educators. This study adds to accumulating evidence that mindfulness promotes resilience in educators and may foster healthy educators, classrooms, and students.
Because many educators experience stress and burnout, identifying factors that promote health and well-being among teachers and school staff is critical. Educators’ mindfulness is one aspect of social-emotional competence that may protect them from experiencing burnout and its negative consequences. In the current study, 64 educators completed self-report measures of mindfulness, burnout, affect, sleep-related impairment, daily physical symptoms, stress, and ambition. Results of cross-sectional analyses indicated that educators’ mindfulness had strong, consistent negative associations with three widely-studied components of burnout: emotional exhaustion, depersonalisation, and low personal accomplishment. The link between mindfulness and burnout was partially explained by affect, sleep-related impairment, and daily physical symptoms. In addition, the protective effect of mindfulness was most pronounced among more stressed and more ambitious educators. This study adds to accumulating evidence that mindfulness promotes resilience in educators and may foster healthy educators, classrooms, and students.
Because many educators experience stress and burnout, identifying factors that promote health and well-being among teachers and school staff is critical. Educators’ mindfulness is one aspect of social-emotional competence that may protect them from experiencing burnout and its negative consequences. In the current study, 64 educators completed self-report measures of mindfulness, burnout, affect, sleep-related impairment, daily physical symptoms, stress, and ambition. Results of cross-sectional analyses indicated that educators’ mindfulness had strong, consistent negative associations with three widely-studied components of burnout: emotional exhaustion, depersonalisation, and low personal accomplishment. The link between mindfulness and burnout was partially explained by affect, sleep-related impairment, and daily physical symptoms. In addition, the protective effect of mindfulness was most pronounced among more stressed and more ambitious educators. This study adds to accumulating evidence that mindfulness promotes resilience in educators and may foster healthy educators, classrooms, and students.
Because many educators experience stress and burnout, identifying factors that promote health and well-being among teachers and school staff is critical. Educators’ mindfulness is one aspect of social-emotional competence that may protect them from experiencing burnout and its negative consequences. In the current study, 64 educators completed self-report measures of mindfulness, burnout, affect, sleep-related impairment, daily physical symptoms, stress, and ambition. Results of cross-sectional analyses indicated that educators’ mindfulness had strong, consistent negative associations with three widely-studied components of burnout: emotional exhaustion, depersonalisation, and low personal accomplishment. The link between mindfulness and burnout was partially explained by affect, sleep-related impairment, and daily physical symptoms. In addition, the protective effect of mindfulness was most pronounced among more stressed and more ambitious educators. This study adds to accumulating evidence that mindfulness promotes resilience in educators and may foster healthy educators, classrooms, and students.
Purpose This study examines the impact of yoga, including physical poses, breathing, and meditation exercises, on quality of life (QOL), fatigue, distressed mood, and spiritual well-being among a multiethnic sample of breast cancer patients. Patients and Methods One hundred twenty-eight patients (42% African American, 31% Hispanic) recruited from an urban cancer center were randomly assigned (2: 1 ratio) to a 12-week yoga intervention (n = 84) or a 12-week waitlist control group (n = 44). Changes in QOL (eg, Functional Assessment of Cancer Therapy) from before random assignment (T1) to the 3-month follow-up (T3) were examined; predictors of adherence were also assessed. Nearly half of all patients were receiving medical treatment. Results Regression analyses indicated that the control group had a greater decrease in social well-being compared with the intervention group after controlling for baseline social well-being and covariates (P <. 0001). Secondary analyses of 71 patients not receiving chemotherapy during the intervention period indicated favorable outcomes for the intervention group compared with the control group in overall QOL (P < .008), emotional well-being (P < .015), social well-being (P < .004), spiritual well-being (P < .009), and distressed mood (P <.031). Sixty-nine percent of intervention participants attended classes ( mean number of classes attended by active class participants = 7.00 +/- 3.80), with lower adherence associated with increased fatigue (P < .001), radiotherapy (P < .0001), younger age (P < .008), and no antiestrogen therapy (P < .02). Conclusion Despite limited adherence, this intent-to-treat analysis suggests that yoga is associated with beneficial effects on social functioning among a medically diverse sample of breast cancer survivors. Among patients not receiving chemotherapy, yoga appears to enhance emotional well-being and mood and may serve to buffer deterioration in both overall and specific domains of QOL.
PurposeThis study aims to examine if mindfulness is associated with pain catastrophizing, depression, disability, and health-related quality of life (HRQOL) in cancer survivors with chronic neuropathic pain (CNP).
Method
We conducted a cross-sectional survey with cancer survivors experiencing CNP. Participants (n = 76) were men (24 %) and women (76 %) with an average age of 56.5 years (SD = 9.4). Participants were at least 1 year post-treatment, with no evidence of cancer, and with symptoms of neuropathic pain for more than three months. Participants completed the Five Facets Mindfulness Questionnaire (FFMQ), along with measures of pain intensity, pain catastrophizing, pain interference, depression, and HRQOL.
Results
Mindfulness was negatively correlated with pain intensity, pain catastrophizing, pain interference, and depression, and it was positively correlated with mental health-related HRQOL. Regression analyses demonstrated that mindfulness was a negative predictor of pain intensity and depression and a positive predictor of mental HRQOL after controlling for pain catastrophizing, age, and gender. The two mindfulness facets that were most consistently associated with better outcomes were non-judging and acting with awareness. Mindfulness significantly moderated the relationships between pain intensity and pain catastrophizing and between pain intensity and pain interference.
Conclusion
It appears that mindfulness mitigates the impact of pain experiences in cancer survivors experiencing CNP post-treatment.
"Progress on the meditation path tends to involve moral progress. You tend to become a better person as well as a happier person... I personally think that you should not be allowed to call yourself enlightened if you're a jerk," said Robert Wright, a best-selling author with extensive knowledge on philosophy and religion. Wright, whose new book out now is titled, "Why Buddhism is True: The Science and Philosophy of Meditation and Enlightenment," offers his thoughts (and skepticism) on what it means to achieve true enlightenment and whether mindfulness meditation could change the world.
For many years it was Ruth King's job to work with large corporations, making them aware of racial bias within their company and helping them rectify it through diversity training and leadership development programs. Over time, for a variety of reasons, she decided it was time for a change. However, just as she was about to move in a new direction, she met a woman who would introduce her to meditation, which in turn would revolutionize how she approached the challenges of her career from that point forward.
Sam Harris answers common questions about meditation and its effects on anxiety
In this episode of the Waking Up podcast, Sam Harris speaks with Daniel Goleman and Richard J. Davidson about the current scientific understanding of meditation practice. They speak about the original stigma associated with meditation, the history of introspection in eastern and western cultures, the recent collaboration between Buddhism and western science, the difference between altered states and altered traits, an alternate conception of mental health, “meta-awareness,” the relationship between mindfulness and “flow,” the difference between pain and suffering, mindfulness-based stress reduction (MBSR), and other topics.
While working on a difficult case with some particularly difficult opposing council, Scott Rogers said he had a moment during a mindfulness sitting when he realized the way he was dealing with the matter of litigation wasn't reducing that quality of dissatisfaction with that experience, it was contributing to it. Rogers, who has written several books, now serves as the director of the Mindfulness in Law program at the University of Miami School of Law, working with law students and faculty to embrace mindfulness as a way to be less stressed, but still competitive in the field.
Harnessing nature to promote mental health is increasingly seen as a sustainable solution to healthcare across the industrialised world. The benefits of these approaches to well-being include reduced symptoms of anxiety, depression and improved social functioning. Many studies assume that contact with nature is the main therapeutic component of these interventions yet ‘green care’ programmes typically include activities not based on ‘nature’ that may contribute to positive outcomes. This study explored the views of service users participating in a Therapeutic Horticultural programme on what factors promoted their engagement in the project, to identify variables other than ‘nature’ that may be responsible for successful engagement in these programmes. A secondary aim was to assess the significance ‘nature’ plays including, for example whether a prior interest in horticultural-related activities, such as gardening, is significant. Two focus groups were held with mental health service users (n = 15) attending a gardening project in south-east England. Findings revealed that the social element of the project was the key facilitator to engagement; the flexible structure of the gardening project was also significant and allowed service users to feel empowered. ‘Nature’ evoked a sense of calm and provided participants with a non-threatening space that was engaging.
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