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Can you think of an activity that promotes concentration, motor skill development, self-confidence and self-esteem for kids? And, is fun, healthy, and for kids and adults to enjoy together? It probably sounds too good to be true, but most likely you've already heard of it...it's yoga! Yoga is great for kids, it's not just for adults! Yoga helps kids increase their self-awareness, build self-esteem, and strengthen their bodies all in a fun and creative fashion. There's no need to be an athlete, contortionist, or weirdo! Yoga is for everyone!With The Complete Idiot's Guide to Yoga with Kids, you can learn how to get kids interested and started in yoga, teach them how to stretch, concentrate, and express creativity using their mind and body. This book is full of various stretching exercises, poses, and activities for adults and kids to enjoy together or individually. Kids will love to use their imagination to pose as a tree, a tiger, a butterfly, and many others to promote stretching, concentration, creativity and imagination. With this book, you can experience the benefits and fun of yoga with kids today!
Evidence for the effectiveness of mindfulness-based stress reduction (MBSR) and mindfulness-based cognitive therapy (MBCT) is rapidly growing as interest in this field expands. By contrast, there are few empirical analyses of the pedagogy of MBSR and MBCT. Development of the evidence base concerning the teaching of MBCT or MBSR would support the integrity of the approach in the context of rapid expansion. This paper describes an applied conversation analysis (CA) of the characteristics of inquiry in the MBSR and MBCT teaching process. Audio-recordings of three 8-week MBCT and MBSR classes, with 24, 12, and 6 participants, were transcribed and systematically examined. The study focused on the teacher-led interactive inquiry which takes place in each session after a guided meditation practice. The study describes and analyzes three practices within the inquiry process that can be identified in sequences of talk: turn-taking talk involving questions and reformulations; the development of participant skills in a particular way of describing experience; and talk that constructs intersubjective connection and affiliation within the group. CA enables fine-grained analysis of the interactional work of mindfulness-based inquiry. Inquiry is a process of disciplined improvisation which is both highly specific to the conditions of the moment it took place in and uses repeated and recognizable patterns of interaction.
Evidence for the effectiveness of mindfulness-based stress reduction (MBSR) and mindfulness-based cognitive therapy (MBCT) is rapidly growing as interest in this field expands. By contrast, there are few empirical analyses of the pedagogy of MBSR and MBCT. Development of the evidence base concerning the teaching of MBCT or MBSR would support the integrity of the approach in the context of rapid expansion. This paper describes an applied conversation analysis (CA) of the characteristics of inquiry in the MBSR and MBCT teaching process. Audio-recordings of three 8-week MBCT and MBSR classes, with 24, 12, and 6 participants, were transcribed and systematically examined. The study focused on the teacher-led interactive inquiry which takes place in each session after a guided meditation practice. The study describes and analyzes three practices within the inquiry process that can be identified in sequences of talk: turn-taking talk involving questions and reformulations; the development of participant skills in a particular way of describing experience; and talk that constructs intersubjective connection and affiliation within the group. CA enables fine-grained analysis of the interactional work of mindfulness-based inquiry. Inquiry is a process of disciplined improvisation which is both highly specific to the conditions of the moment it took place in and uses repeated and recognizable patterns of interaction.
Metacognition refers to any knowledge or cognitive process that monitors or controls cognition. We highlight similarities between metacognitive and executive control functions, and ask how these processes might be implemented in the human brain. A review of brain imaging studies reveals a circuitry of attentional networks involved in these control processes, with its source located in midfrontal areas. These areas are active during conflict resolution, error correction, and emotional regulation. A developmental approach to the organization of the anatomy involved in executive control provides an added perspective on how these mechanisms are influenced by maturation and learning, and how they relate to metacognitive activity.
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Over recent decades, there has been an exponential growth in mindfulness-based interventions (MBIs). To disseminate MBIs with fidelity, care needs to be taken with the training and supervision of MBI teachers. A wealth of literature exists describing the process and practice of supervision in a range of clinical approaches, but, as of yet, little consideration has been given to how this can best be applied to the supervision of MBI teachers. This paper articulates a framework for supervision of MBI teachers. It was informed by the following: the experience of eight experienced mindfulness-based supervisors, the literature and understandings from MBIs, and by the authors’ experience of training and supervision. It sets out the nature and distinctive features of mindfulness-based supervision (MBS), representing this complex, multilayered process through a series of circles that denote its essence, form, content and process. This paper aims to be a basis for further dialogue on MBS, providing a foundation to increase the availability of competent supervision so that MBIs can expand without compromising integrity and efficacy.
Over recent decades, there has been an exponential growth in mindfulness-based interventions (MBIs). To disseminate MBIs with fidelity, care needs to be taken with the training and supervision of MBI teachers. A wealth of literature exists describing the process and practice of supervision in a range of clinical approaches, but, as of yet, little consideration has been given to how this can best be applied to the supervision of MBI teachers. This paper articulates a framework for supervision of MBI teachers. It was informed by the following: the experience of eight experienced mindfulness-based supervisors, the literature and understandings from MBIs, and by the authors’ experience of training and supervision. It sets out the nature and distinctive features of mindfulness-based supervision (MBS), representing this complex, multilayered process through a series of circles that denote its essence, form, content and process. This paper aims to be a basis for further dialogue on MBS, providing a foundation to increase the availability of competent supervision so that MBIs can expand without compromising integrity and efficacy.
Over recent decades, there has been an exponential growth in mindfulness-based interventions (MBIs). To disseminate MBIs with fidelity, care needs to be taken with the training and supervision of MBI teachers. A wealth of literature exists describing the process and practice of supervision in a range of clinical approaches, but, as of yet, little consideration has been given to how this can best be applied to the supervision of MBI teachers. This paper articulates a framework for supervision of MBI teachers. It was informed by the following: the experience of eight experienced mindfulness-based supervisors, the literature and understandings from MBIs, and by the authors’ experience of training and supervision. It sets out the nature and distinctive features of mindfulness-based supervision (MBS), representing this complex, multilayered process through a series of circles that denote its essence, form, content and process. This paper aims to be a basis for further dialogue on MBS, providing a foundation to increase the availability of competent supervision so that MBIs can expand without compromising integrity and efficacy.
Randomized, controlled studies have documented positive physical and psychological effects of writing about traumatic stress. Some of these studies have shown that individual differences play an important role, with participants responding differently to the intervention based on their personal characteristics. In the present expressive writing experiment, the trait of mindfulness was examined as a potential moderator. Seventy-six undergraduates were randomly assigned to either expressive writing (n = 37) or a control group (n = 39). Main effects favoring expressive writing were found, and these were qualified by significant interactions with mindfulness. Specifically, individuals with higher mindfulness scores responded better to expressive writing, experiencing greater physical and psychological benefits than individuals with lower mindfulness scores.
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"Jodi Komitor, founder of Next Generation Yoga, has created a fun yoga routine for kids called Whale Yoga. Using the big Pacific humpback whales in Hawaii as inspiration, Jodi teaches yoga stretches and breathing exercises that imitate the movement and behavior of these giants of the sea. Next Generation Yoga makes the yoga experience enjoyable, imaginable, and exciting for kids ages 2 and up."--Container.
Research has consistently linked social-emotional skills to important educational and life outcomes. Many children begin their school careers, however, without the requisite social and emotional skills that facilitate learning, which has prompted schools nationwide to adopt specific curricula to teach students the social-emotional skills that enable them to maintain optimal engagement in the learning process. Second Step® is one of the most widely disseminated social-emotional learning (SEL) programs; however, its newly revised version has never been empirically evaluated. The purpose of this study was to conduct a randomized controlled trial investigating the impact of the 4th Edition Second Step® on social-behavioral outcomes over a 1-year period when combined with a brief training on proactive classroom management. Participants were kindergarten to 2nd grade students in 61 schools (321 teachers, 7300 students) across six school districts. Hierarchical models (time×condition) suggest that the program had few main effects from teacher-reported social and behavioral indices, with small effect sizes. The majority of significant findings were moderated effects, with 8 out of 11 outcome variables indicating the intervention-produced significant improvements in social-emotional competence and behavior for children who started the school year with skill deficits relative to their peers. All the significant findings were based on teacher-report data highlighting a need for replication using other informants and sources of data. Findings provide program validation and have implications for understanding the reach of SEL programs.
Whether we admit it or not, we all worry. You might worry about the big things, like relationships, your job or your direction in life. Or it may be small niggly things like your to-do list and stewing over a comment you wish you hadn’t made. Worrying is completely normal but when your worries run away with you, it can stop you from really experiencing and enjoying what’s happening in the moment. When left for too long, it can also spiral into anxiety or even a panic attack.
OBJECTIVES: The study objectives were to develop and objectively assess the therapeutic effect of a novel movement-based complementary and alternative medicine approach for children with an autism-spectrum disorder (ASD).DESIGN: A within-subject analysis comparing pre- to post-treatment scores on two standard measures of childhood behavioral problems was used.
SETTINGS AND LOCATION: The intervention and data analysis occurred at a tertiary care, medical school teaching hospital.
SUBJECTS: Twenty-four (24) children aged 3-16 years with a diagnosis of an ASD comprised the study group.
INTERVENTION: The efficacy of an 8-week multimodal yoga, dance, and music therapy program based on the relaxation response (RR) was developed and examined.
OUTCOME MEASURES: The study outcome was measured using The Behavioral Assessment System for Children, Second Edition (BASC-2) and the Aberrant Behavioral Checklist (ABC).
RESULTS: Robust changes were found on the BASC-2, primarily for 5-12-year-old children. Unexpectedly, the post-treatment scores on the Atypicality scale of the BASC-2, which measures some of the core features of autism, changed significantly (p=0.003).
CONCLUSIONS: A movement-based, modified RR program, involving yoga and dance, showed efficacy in treating behavioral and some core features of autism, particularly for latency-age children.
<p>OBJECTIVES: The study objectives were to develop and objectively assess the therapeutic effect of a novel movement-based complementary and alternative medicine approach for children with an autism-spectrum disorder (ASD). DESIGN: A within-subject analysis comparing pre- to post-treatment scores on two standard measures of childhood behavioral problems was used. SETTINGS AND LOCATION: The intervention and data analysis occurred at a tertiary care, medical school teaching hospital. SUBJECTS: Twenty-four (24) children aged 3-16 years with a diagnosis of an ASD comprised the study group. INTERVENTION: The efficacy of an 8-week multimodal yoga, dance, and music therapy program based on the relaxation response (RR) was developed and examined. OUTCOME MEASURES: The study outcome was measured using The Behavioral Assessment System for Children, Second Edition (BASC-2) and the Aberrant Behavioral Checklist (ABC). RESULTS: Robust changes were found on the BASC-2, primarily for 5-12-year-old children. Unexpectedly, the post-treatment scores on the Atypicality scale of the BASC-2, which measures some of the core features of autism, changed significantly (p=0.003). CONCLUSIONS: A movement-based, modified RR program, involving yoga and dance, showed efficacy in treating behavioral and some core features of autism, particularly for latency-age children.</p>
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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.
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.
Identifying and protecting “keystone structures” is essential to maintain biodiversity in an increasingly human-dominated world. Sacred forests, i.e. natural areas protected by local people for cultural or religious regions, may be keystone structures for forest birds in the Greater Himalayas, but there is limited understanding of their use by bird communities. We surveyed birds and their habitat in and adjacent to six Tibetan sacred forests in northwest Yunnan China, a biodiversity hotspot. Our goal was to understand the ecological and conservation role of these remnant forest patches for forest birds. We found that sacred forests supported a different bird community than the surrounding matrix, and had higher bird species richness at plot, patch, and landscape scales. While we encountered a homogeneous matrix bird community outside the scared forests, the sacred forests themselves exhibited high heterogeneity, and supported at least two distinct bird communities. While bird community composition was primarily driven by the vegetation vertical structure, plots with the largest-diameter trees and native bamboo groves had the highest bird diversity, indicating that protecting forest ecosystems with old-growth characteristics is important for Himalayan forest birds. Finally, we found an increased bird use of the sacred forests and their edges during 2010, a severe drought year in Yunnan, indicating that sacred forests may serve as refuges during extreme weather years. Our results strongly indicate that sacred forests represent an important opportunity for Himalayan bird conservation because they protect a variety of habitat niches and increase bird diversity at multiple spatial scales.
Our objective was to review the current body of evidence supporting the efficacy of self-management programs in individuals with multiple sclerosis (MS) and other chronic neurological conditions. We reviewed published literature using standardized search terms; examined self-management interventions in a variety of chronic neurological disorders, including MS; and classified studies using the evidence classification established by the American Academy of Neurology. We reviewed 527 abstracts, of which 39 met our inclusion criteria for evaluation. Of the 39 studies, 3 provided class I evidence assessing the efficacy of self-management interventions: a randomized controlled trial of a telephone counseling program for health promotion in MS, a home-based exercise program for reducing falls in people with Parkinson disease, and the comparison of a fitness center program versus a home-based exercise program for people with traumatic brain injury. The remaining studies provided additional support for self-management interventions with a lesser degree of methodologic rigor (class II, class III, or class IV evidence). We concluded that self-management strategies are applicable to chronic neurological diseases, but a need exists for more rigorous studies in this area. We provide recommendations for future intervention study methodologies with a specific emphasis on MS care.
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.
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.
The purpose of this article is to elucidate how book clubs can be used as a forum to enhance students' social-emotional and academic learning. The author conducted a study in a small urban high school with 2 different book clubs: The younger group consisted of 2 African American 9th graders, 2 Latina 9th graders, and 1 African American 10th grader; the 2nd group consisted of 11th-grade girls--2 African Americans and 5 Latinas. Qualitative data came from various sources, including observations, interviews, book club discussions, and surveys. The author conducted pre-interviews with all 12 girls to document literacy, family, and school information; she used post-interviews and surveys to analyze the girls' attitudes toward their experiences. She transcribed and analyzed all interviews and book club discussions (a total of 22 meetings with the younger group and 24 meetings with the older group). The findings show that book clubs promote academic literacy learning and the competencies of social-emotional learning. (Contains 3 tables.)
Kids' yoga instructor Jodi Komitor takes you back in time to when dinosaurs roamed the Earth with four fun-filled dino-mite yoga practices. Kids ages 5 and up will have their imaginations soaring with these interactive yoga sessions that are fun and educational. Start your adventure as a baby dino egg then hatch and grow into a stretching, roaring Baby Brontosaurus. You will then learn about and transform into many other dinosaurs of the Mesozoic Era with Dino-Mite Yoga. Then finally join a team of Paleontologists to hunt for fossils! Also, enjoy a bonus video that can be done with a friend!
Let your imagination blastoff into a galaxy far, far away! Kids yoga instructor Jodi Komitor leads three star-filled yoga practices for kids ages five and up.
We sought to study the impact of yoga therapy on anxiety, depression and physical health in breast cancer patients. Stage I-III post-operative breast cancer patients were recruited with twelve 1-h weekly yoga sessions completed with an experienced yoga instructor. Before and after each module completion, assessments were obtained with the Hospital Anxiety and Depression scale (HADS), the Dallas pain scale and shoulder flexibility measurements. Fourteen patients completed the entire yoga session with 42.8% having a total mastectomy and 15.4% having breast reconstruction. Both right and left shoulder abduction flexibility significantly improved (p = 0.004; p = 0.015 respectively) as well as left shoulder flexion (p = 0.046). An improvement trend in scores for the HADS and Dallas questionnaires pre- and post-intervention was found, although it was not statistically significant. Our data indicates an improvement in physical function in addition to a consistent amelioration in anxiety, depression and pain symptoms after a yoga intervention.