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Research indicates that the culturally responsive teaching strategies outlined in this book accelerate literacy, language development, and academic growth for students in grades K-8, particularly for English language learners. Completely revised and updated, this bestselling resource speaks to the social-emotional needs of learners and helps teachers support each child's development of a positive self-concept. The authors present best practices, aligned with reading and content standards, and tools for developing academic talk and instructional conversations in the classroom. Special emphasis is placed on using student culture and language as a means for promoting meaningful relationships among communities of learners. The text includes tips for using the strategies for parental involvement, gathering knowledge of the student's background, and promoting social-emotional learning. A companion website provides new video of the strategies being used in classrooms. Book features include: (1) Connections to ELP standards and skills with emphasis on processes that foster reading, writing, and comprehension skills; (2) Guidance to help teachers move beyond static grouping structures and instead utilize responsive opportunities for collaboration and instructional conversations to introduce, rehearse, and review content; (3) Technology connections that help teachers maximize the strategies as systematic learning tools for students; (4) Detailed steps and instructional tips for strategy implementation; and (5) Access to teacher-in-action video clips that demonstrate key strategies in practice. [Foreword by Ester J. de Jong.]
<p>This article draws upon and integrates a number of distinct but overlapping areas of inquiry in the literature on teaching: teacher inquiry, reflective practice, spirituality and education, and contemplative practice. In it, we examine the implementation of a particular phenomenological form of teacher inquiry, the Descriptive Review, in an urban teacher preparation program. The authors participated in a longitudinal study of graduates of the program and are engaged in the continual examination of student work to assess the efficacy of the inquiry process in helping students overcome bias and habitual thinking, become more mindful of the basis of their professional judgments, and develop a moral framework that might help them resist dehumanizing and ineffective policies and imposed practices. The article includes the authors' autobiographical reflections about what brought them to this form of practice, a description of the theory and practice of the Descriptive Review as it is carried out in their teacher preparation graduate programs, a description of the urban context in which the work takes place, and a student narrative of practice, which is analyzed in relation to the theory of phenomenological inquiry. The conclusions are tentative; although the efficacy of the method is clearly demonstrated in the narratives that students produce about their inquiries into practice, the complex and challenging environments that new urban teachers are facing are problematic in terms of the capacity to develop contemplative practice.</p>
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Objectives: This study aimed to show the effectiveness of mindfulness and self-compassion therapy in improving coping abilityand adaptation to stressful situations in the elderly.
Methods: Forty-five elderly non-institutionalized adults were randomized to either treatment or a treatment waiting list. A preand post-treatment assessment was performed, consisting of the
Brief Resilient Coping Scale (BRCS), Depression Anxiety Stress
Scales (DASS), and Coping Strategies Questionnaire. The program
was developed over 10 sessions lasting 120 minutes each.
Results: Analysis of variance for repeated measures showed significant differences in the time-group interaction for the treatment’s effectiveness in improving resilience, positive reappraisal
and avoidance strategies, and decreasing anxiety, problem-solving
coping, negative self-focus, overt emotional expression and
religion.
Conclusions: The mindfulness and self-compassion program is
useful for improving resilience and coping strategies and reducing
anxiety and stress levels in the elderly.
Several pilot studies have provided evidence that mindfulness-based intervention is beneficial during pregnancy, yet its effects in mothers during the early parenting period are unknown. The purpose of the present pilot study was to examine the effectiveness of a mindfulness-based intervention in breast-feeding mothers. We developed and tested an 8-week mindfulness-based intervention aimed at improving maternal self-efficacy, mindfulness, self-compassion, satisfaction with life, and subjective happiness, and at reducing psychological distress. A randomized controlled, between-groups design was used with treatment and control groups (n = 26) and pretest and posttest measures. ANCOVA results indicated that, compared to the control group, mothers in the treatment group scored significantly higher on maternal self-efficacy, some dimensions of mindfulness (observing, acting with awareness, non-judging, and non-reactivity), and self-compassion (self-kindness, mindfulness, over-identification, and total self-compassion). In addition, mothers who received the treatment exhibited significantly less anxiety, stress, and psychological distress. The results supported previous research findings about the benefits of mindfulness-based intervention in women from the perinatal and postpartum periods through the early parenting period. Additional research is needed to validate our findings in non-breast-feeding mothers and to examine the intervention’s indirect benefits in terms of family relationships and child development.
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PURPOSES: The increase in quality and life expectancy, often leads to many patients asking the glaucoma specialist whether some sports, activities or hobbies would affect their illness. The aim of this article is to establish guidelines for patients, based on the scientific evidence of published papers. METHODS: Review of all published articles on glaucoma and sports or other activities. The papers were classified according to the level of scientific evidence based on the Oxford Centre for Evidence-Based Medicine classification. RESULTS: Aerobic sports are beneficial for the patient. Yoga indoor sports or relaxation techniques should be avoided if Valsalva manoeuvres are performed or the head is placed very low. Also, the patients must avoid sudden changes in height. Intense heat does not seem to lead to progression of glaucoma, but intense cold can affect patients with vascular dysregulation. Activities using the near vision slightly reduce the intraocular pressure. The use of wind instruments may raise intraocular pressure, depending on the technique used. CONCLUSIONS: Certain sports and activities may have an influence on the onset or progression of glaucoma. Glaucoma specialists should have adequate information about the scientific evidence in the publications, in order to properly advise the patients.
Background/Objective: This systematic review aims to evaluate the effect of interventions based on the mindfulness and/or acceptance process on ruminative thoughts, in patients with depression. Method: Electronic searches in Medline, Embase, Cochrane Central, PsycInfo, and Cinahl until December 2016, in addition to hand-searches of relevant studies, identified eleven studies that fulfilling inclusion criteria. Results: A meta-analysis of the effect of the intervention compared to usual care showed a significant and moderate reduction of ruminative thoughts (g = −0.59, 95% CI: −0.77, −0.41; I2 = 0%). Furthermore, findings suggest that mindfulness/acceptance processes might mediate changes in rumination, and that they in turn mediate in the clinical effects of interventions. A meta-analysis of three studies that compared the intervention to other active treatments (medication, behavioral activation and cognitive-behavioral therapy, respectively) showed no significant differences. Conclusions: Mindfulness-based cognitive therapy compared to usual care, produces a significant and moderate reduction in rumination. This effect seems independent of the treatment phase (acute or maintenance) or the number of past depressive episodes, and it was maintained one month after the end of treatment. However, further controlled studies with real patients that compare the most commonly used cognitive-behavioral techniques to treat ruminative thoughts to the acceptance and mindfulness techniques are needed.
BACKGROUND: Palliative care clinicians (PCCs) are susceptible to burnout, as they regularly witness immense patient and family suffering; however, little is known about their specific challenges and training needs to enhance their long-term sustainability. OBJECTIVE: The purpose of this qualitative study was to explore common stressors, coping strategies, and training needs among PCCs in efforts to inform the development of a targeted Resiliency Program. METHODS: Utilizing a semistructured interview guide, we conducted a series of in-depth interviews with 15 PCCs at the Massachusetts General Hospital. RESULTS: Content analysis highlighted three main areas of stressors: (1) systematic challenges related to managing large, emotionally demanding caseloads within time constraints; (2) patient factors, such as addressing patients' mutable needs, managing family dynamics, and meeting patient and family demands and expectations; and (3) personal challenges of delineating emotional and professional boundaries. Engaging in healthy behaviors and hobbies and seeking emotional support from colleagues and friends were among the most common methods of coping with stressors. In terms of programmatic topics, PCCs desired training in mind-body skills (e.g., breathing, yoga, meditation), health education about the effects of stress, and cognitive strategies to help reduce ruminative thoughts and negative self-talk. A majority of clinicians stressed the need for brief strategies that could be readily integrated in the workplace. CONCLUSIONS: These results suggest that an intervention aimed to enhance PCC sustainability should focus on utilizing a skill-building approach to stress reduction that imparts strategies that can be readily utilized during work hours.
The present investigation examined the moderating role of mindful attention in the relation between rumination and posttraumatic stress (PTS) symptoms (i.e., re-experiencing, avoidance, arousal, and total PTSD symptoms) among trauma-exposed Latinos in a primary care medical setting. It was hypothesized that mindful attention would moderate, or lessen, the relation between rumination and all facets of PTS, even after controlling for clinically relevant covariates. Participants included 182 trauma-exposed adult Latinos (89.0% female; Mage = 37.8, SD = 10.6% and 95.1% reported Spanish as their first language) attending a community-based integrated healthcare clinic in the Southwestern United States. Mindful attention was a significant moderator of relations between rumination and all PTS facets. Specifically, rumination and PTSD symptoms were significantly related yet only in the context of low (vs. high) levels of mindful attention. Mindfulness-based skills may offer incremental value to established treatment protocols for traumatic stress, especially when high levels of rumination are present. Rumination may also serve to identify those who are at greatest risk for developing PTSD after trauma exposure and, therefore, most likely to benefit from mindfulness-based strategies.
Although primary care settings represent strategic locations to address mental health disparity among Latinos in the USA, there has been strikingly little empirical work on risk processes for anxiety/depression among this population. The present investigation examined the interactive effects of subjective social status and mindful attention in relation to anxiety and depressive symptoms and disorders among a low-income Latino sample in primary care (N = 384; 86.7% female; 38.9 years [SD = 11.4]). Results provided empirical evidence of an interaction between subjective social status and mindful attention for depressive, social anxiety, and anxious arousal symptoms as well as anxiety/depressive disorders. Inspection of the significant interactions revealed that subjective social status was related to greater levels of depression/anxiety among persons with lower levels of mindful attention. Together, these data provide novel empirical evidence for the clinically relevant interplay between subjective social status and mindful attention regarding a relatively wide array of negative emotional states among Latino primary care patients.