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This documentary elucidates what transpires when an overpopulated world, dwindling resources, and a shifting climate all collide-an intersection of humanity that many call the greatest challenge mankind will ever face. If an "Inconvenient Truth" depicted what causes climate change, this film illuminates the calamity that we kindle by continuing to facilitate climate change.
"An anthology bringing together the testimony of over eighty theologians, religious leaders, scientists, elected officials, business leaders, naturalists, activists, and writers to present a diverse and compelling call to honor humans' moral responsibility to the planet in the face of environmental degradation, species extinction, and global climate change"–Provided by publisher.
Presents an interview with Miriam Therese MacGillis, the founder and director of the learning center for re-inhabiting the Earth dubbed Genesis Farm. Background of the establishment of the learning center; Importance of the study of cosmology; Role of chaos in creativity; Examples of political and economic challenges faced by man.
The goal of this chapter is to synthesize and define a growing group of therapies that are generally considered part of the cognitive behavioral theoretical orientation, but, based on a variety of factors, may represent a “new generation” of cognitive behavioral therapy (CBT). It shows some of the ways that CBT has transformed since its inception, and reviews previous work that has supported and informed the development of the latter therapies. It highlights some of the key concepts (e.g., acceptance, mindfulness, and values) of the newer forms of CBT that indicate some meaningful shifts may have occurred within the field of CBT. The clinical utility of these techniques, specifically in acceptance and commitment therapy (ACT), dialectical behavior therapy (DBT), mindfulness‐based stress reduction (MBSR), mindfulness‐based cognitive therapy (MBCT), and metacognitive therapy (MCT), for anxiety disorders is covered. Finally, the chapter offers suggestions for the successful future development of CBT.
Yoga contains sub-components related to its physical postures (asana), breathing methods (pranayama), and meditation (dhyana). To test the hypothesis that specific yoga practices are associated with reduced psychological distress, 186 adults completed questionnaires assessing life stressors, symptom severity, and experience with each of these aspects of yoga. Each yoga sub-component was found to be negatively correlated with psychological distress indices. However, differing patterns of relationship to psychological distress symptoms were found for each yoga sub-component. Experience with asana was negatively correlated with global psychological distress (r = −.21, p < .01), and symptoms of anxiety (r = −.18, p = .01) and depression (r = −.17, p = .02). These relationships remained statistically significant after accounting for variance attributable to Social Readjustment Rating Scale scores (GSI: r = −.19, p = .01; BSI Anxiety: r = −.16, p = .04; BSI Depression: r = −.14, p = .05). By contrast, the correlations between other yoga sub-components and symptom subscales became non-significant after accounting for exposure to life stressors. Moreover, stressful life events moderated the predictive relationship between amount of asana experience and depressive symptoms. Asana was not related to depressive symptoms at low levels of life stressors, but became associated at mean (t[182] = −2.73, p < .01) and high levels (t[182] = −3.56, p < .001). Findings suggest asana may possess depressive symptom reduction benefits, particularly as life stressors increase. Additional research is needed to differentiate whether asana has an effect on psychological distress, and to better understand potential psychophysiological mechanisms of action.
Yoga contains sub-components related to its physical postures (asana), breathing methods (pranayama), and meditation (dhyana). To test the hypothesis that specific yoga practices are associated with reduced psychological distress, 186 adults completed questionnaires assessing life stressors, symptom severity, and experience with each of these aspects of yoga. Each yoga sub-component was found to be negatively correlated with psychological distress indices. However, differing patterns of relationship to psychological distress symptoms were found for each yoga sub-component. Experience with asana was negatively correlated with global psychological distress (r = −.21, p < .01), and symptoms of anxiety (r = −.18, p = .01) and depression (r = −.17, p = .02). These relationships remained statistically significant after accounting for variance attributable to Social Readjustment Rating Scale scores (GSI: r = −.19, p = .01; BSI Anxiety: r = −.16, p = .04; BSI Depression: r = −.14, p = .05). By contrast, the correlations between other yoga sub-components and symptom subscales became non-significant after accounting for exposure to life stressors. Moreover, stressful life events moderated the predictive relationship between amount of asana experience and depressive symptoms. Asana was not related to depressive symptoms at low levels of life stressors, but became associated at mean (t[182] = −2.73, p < .01) and high levels (t[182] = −3.56, p < .001). Findings suggest asana may possess depressive symptom reduction benefits, particularly as life stressors increase. Additional research is needed to differentiate whether asana has an effect on psychological distress, and to better understand potential psychophysiological mechanisms of action.
Yoga contains sub-components related to its physical postures (asana), breathing methods (pranayama), and meditation (dhyana). To test the hypothesis that specific yoga practices are associated with reduced psychological distress, 186 adults completed questionnaires assessing life stressors, symptom severity, and experience with each of these aspects of yoga. Each yoga sub-component was found to be negatively correlated with psychological distress indices. However, differing patterns of relationship to psychological distress symptoms were found for each yoga sub-component. Experience with asana was negatively correlated with global psychological distress (r = −.21, p < .01), and symptoms of anxiety (r = −.18, p = .01) and depression (r = −.17, p = .02). These relationships remained statistically significant after accounting for variance attributable to Social Readjustment Rating Scale scores (GSI: r = −.19, p = .01; BSI Anxiety: r = −.16, p = .04; BSI Depression: r = −.14, p = .05). By contrast, the correlations between other yoga sub-components and symptom subscales became non-significant after accounting for exposure to life stressors. Moreover, stressful life events moderated the predictive relationship between amount of asana experience and depressive symptoms. Asana was not related to depressive symptoms at low levels of life stressors, but became associated at mean (t[182] = −2.73, p < .01) and high levels (t[182] = −3.56, p < .001). Findings suggest asana may possess depressive symptom reduction benefits, particularly as life stressors increase. Additional research is needed to differentiate whether asana has an effect on psychological distress, and to better understand potential psychophysiological mechanisms of action.
This article describes the results of three pilot studies that were conducted to evaluate the recently developed "Strong Kids" and "Strong Teens" social-emotional learning programs in increasing students' knowledge of healthy social-emotional behavior and decreasing their symptoms of negative affect and emotional distress. The first study included 120 middle school students (in grade 5) from a general education student population. The second study included 65 general education students in grades 7-8. The third study included 14 high school students (grades 9-12) from a regional special education high school, who were identified as having emotional disturbance. The three groups participated in either the "Strong Kids" (groups 1 and 2) or "Strong Teens" (group 3) programs, receiving one-hour lessons and associated assignments once a week for 12 weeks. Social-emotional knowledge and negative emotional symptoms of participants were assessed using brief self-report measures, in pretest-posttest intervention designs. All three studies showed that, following participation in the respective programs, students evidenced statistically significant and clinically meaningful changes in desired directions on the target variables. Implications for future research are discussed, as is the importance of social and emotional learning as a prevention and intervention strategy to promote mental health among students in schools. (Contains 1 table.)
This article explains the efficacy of using neurofeedback as a complementary tool with traditionally prescribed medication for treating ADHD and related symptoms. Through neurofeedback, the practice aims to teach the patient to produce brain waves associated with focus, thus diminishing symptoms such as impulsivity, distractibility, and acting out.