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African American women experience stress-related outcomes due to race and gender (i.e., gendered race-related stress). Mindfulness meditation training (MMT), an intervention that facilitates increased self-regulation of stress, may reduce the effect of gendered race-related stress on African American women’s psychological and physical health. However, little is known about the perceived benefits and barriers African American women associate with MMT. The current study used the Health Belief Model to investigate how African American women’s (a) severity of symptoms, (b) expected benefits of MMT, and (c) perceived barriers to MMT contributed to their interest in MMT. Data from 12 African American women were analyzed with qualitative thematic analysis. Women reported a need for MMT given their gendered race-related stress experiences. Perceived benefits of MMT included easy accessibility, fit with existing daily activities, and positive health outcomes. Perceived barriers to use of MMT were incongruence with African American culture, stigma, caretaking tensions, and extensive time commitment. Themes are discussed with respect to their implications for increasing MMT engagement among African American women.
Research Findings: Head Start teachers completed brief rating scales measuring the social-emotional competence and approaches to learning of preschool children (total N = 164; 14% Hispanic American, 30% African American, 56% Caucasian; 56% girls). Head Start lead and assistant teacher ratings on both scales demonstrated strong internal consistency and moderate interrater reliability. When examined longitudinally, preschool teacher-rated approaches to learning made unique contributions to the prediction of kindergarten and 1st-grade academic outcomes, need for supplemental services, and grade retention, even after we accounted for preschool academic skills. In contrast, preschool teacher-rated social-emotional competence made unique contributions to the prediction of reduced behavior problems and peer difficulties in kindergarten and 1st grade. Practice or Policy: The findings demonstrate that preschool teachers are able to provide distinct and reliable ratings of child social-emotional competence and approaches to learning using brief rating scales, with validity for predicting elementary school adjustment.
A divergence of values has become apparent in recent debates between conservationists who focus on ecosystem services that can improve human well-being and those who focus on avoiding the extinction of species. These divergent points of view fall along a continuum from anthropocentric to biocentric values, but most conservationists are relatively closer to each other than to the ends of the spectrum. We have some concerns with both positions but emphasize that conservation for both people and all other species will be most effective if conservationists focus on articulating the values they all share, being respectful of divergent values, and collaborating on common interests. The conservation arena is large enough to accommodate many people and organizations whose diverse values lead them to different niches that can, with good will and foresight, be far more complementary than competitive. Los Nichos Complementarios de los Conservacionistas Antropocéntricos y Biocéntricos
Children with social, emotional and behavioural difficulties can be some of the most difficult for teachers to manage. The current drive towards inclusive education means that even children who are physically aggressive to peers and teachers are taught in conventional learning environments. The array of international contributors to this handbook - including Bill Rogers - provide both teachers and trainees with practical tips and techniques for ensuring that they get the most from their students with ESBD.
Blending the healing qualities of both nature and poetry opens up a wealth of therapeutic pathways for the therapist and client. The use of both poetry and nature provides opportunities for connection, insight, structure and healing.
Work-related stress is now the most common occupational health problem among nurses after musculoskeletal disorders.1 Its impact on the workplace includes increased sickness and suboptimal levels of patient care, with practitioners adopting strategies such as task-orientation or reaching burnout, with its associated depersonalisation of patient relationships and negative attitude towards one's work.2 Mindfulness, an adaptation of a Buddhist meditation practice, is increasingly proposed as a mechanism for decreasing stress among nurses and reconnecting them with the emotional and relational aspects of care. The primary aim of this review was to establish whether the nurse-perceived benefits and challenges of mindfulness identified in qualitative research have been measured and confirmed in quantitative studies.
Previous research has demonstrated that depressive symptoms are positively linked to early maladaptive schemas and negatively linked to trait mindfulness. However, the role trait mindfulness may play in buffering the effect of early maladaptive schemas on depressive symptoms has not yet been studied. Therefore, in the current study, we examined whether trait mindfulness moderates this relationship. Specifically, using a community sample of 207 Australian adults, we administered the Mindful Attention and Awareness Scale, the Young Schema Questionnaire-Short Form-3rd Edition, and the Depression subscale of the Depression Anxiety Stress Scale. Results revealed that trait mindfulness moderated the relationship between early maladaptive schema endorsement and depressive symptoms. The findings are consistent with the proposition that trait mindfulness acts as a protective mechanism in limiting depressive symptomatology. Theoretical implications are discussed, with a focus on understanding how and why mindfulness-based affect regulation strategies can be used to help buffer the effect of early maladaptive schemas on depression.
OBJECTIVES: All comprehensive US cancer control plans mention physical activity and implement physical activity promotion objectives as part of these cancer plans. The purpose of this investigation was to describe the physical activities reported by Alabama adults in the 2013 Behavioral Risk Factor Surveillance System (BFRSS) and to compare these activities by age group and relative exercise intensity. METHODS: This investigation used data on 6503 respondents from the 2013 BRFSS sample of respondents from Alabama with landline and cellular telephones. Respondents were asked whether they engaged in any physical activities or aerobic exercises such as running, calisthenics, golf, gardening, or walking. Information was collected on strengthening activities such as yoga, sit-ups, push-ups, and using weight machines, free weights, and elastic bands. Relative exercise intensity was estimated for each aerobic activity by comparing the 60% maximal oxygen uptake with metabolic equivalent values. RESULTS: Approximately two-thirds (63.7%) of respondents reported that they engaged in exercise in the past 30 days; 45.4% participated in enough aerobic activity per week to meet guidelines, and 25.9% met the muscle-strengthening guidelines. Only 10.1% of respondents 65 years old and older met both aerobic and muscle-strengthening guidelines, compared with 15.2% of those 18 to 64 years old (P < 0.05). The most common activity reported for ages 18 to 64 years was walking (53.3%), followed by running (12.7%), and gardening (4.7%). Among adults aged 65 and older, the top three activities were walking (63.2%), gardening (13.3%), and use of a bicycle machine (2.9%). The activity intensity was significantly greater for walking, gardening, and household activities among older adults compared with those younger than age 65. CONCLUSIONS: Because the recommended levels of physical activity are not met by a majority of Alabama residents, it is important to incorporate this information into state cancer objectives. Older adults may have higher relative energy costs compared with younger adults. Future studies should discern whether activities previously classified as low intensity have adequate health benefits, especially for cancer survivors and older adults with comorbidities.
Objective:The objective of this study is to determine the effectiveness of an 8-week web-based, mindfulness stress management program (WSM) in a corporate call center and added benefit of group support.
Methods:
One hundred sixty-one participants were randomized to WSM, WSM with group support, WSM with group and expert clinical support, or wait-list control. Perceived stress, burnout, emotional and psychological well-being, mindfulness, and productivity were measured at baseline, weeks 8 and 16, and 1 year.
Results:
Online usage was low with participants favoring CD use and group practice. All active groups demonstrated significant reductions in perceived stress and increases in emotional and psychological well-being compared with control. Group support improved participation, engagement, and outcomes.
Conclusion:
A self-directed mindfulness program with group practice and support can provide an affordable, effective, and scalable workplace stress management solution. Engagement may also benefit from combining web-based and traditional CD delivery.
Although implementation of universal social-emotional learning programs is becoming more common in schools, few studies have examined the cost-effectiveness of such programs. As such, the purpose of this article is two fold. First, we provide an overview of cost-effectiveness methods for school-based programs, and second, we share results of a cost-effectiveness analysis (CEA) of a universal social-emotional learning (SEL) program, the Social Skills Improvement System-Classwide Intervention Program (SSIS-CIP; Elliott & Gresham, 2007). Specifically, we compared the cost-effectiveness of SSIS-CIP implementation across first- and second-grade classrooms, and results indicated that second grade is the more cost-effective option for implementing the SSIS-CIP. Several considerations are discussed regarding cost-effectiveness analysis of universal SEL programs as well as the importance of using CEA results to inform programming decisions. (PsycINFO Database Record
Although implementation of universal social-emotional learning programs is becoming more common in schools, few studies have examined the cost-effectiveness of such programs. As such, the purpose of this article is two fold. First, we provide an overview of cost-effectiveness methods for school-based programs, and second, we share results of a cost-effectiveness analysis (CEA) of a universal social-emotional learning (SEL) program, the Social Skills Improvement System-Classwide Intervention Program (SSIS-CIP; Elliott & Gresham, 2007). Specifically, we compared the cost-effectiveness of SSIS-CIP implementation across first- and second-grade classrooms, and results indicated that second grade is the more cost-effective option for implementing the SSIS-CIP. Several considerations are discussed regarding cost-effectiveness analysis of universal SEL programs as well as the importance of using CEA results to inform programming decisions. (PsycINFO Database Record