Attachment--and loss.

Introduction - after the science question in feminism. Part 1 Science: feminism confronts the sciences how the women's movement benefits science - two views why \"physics\" is a bad model for physics. Part 2 Epistemology: what is feminist epistemology \"strong objectivity\" and socially situated knowledge feminist epistemology in and after the enlightenment. Part 3 \"Others\": \"...and race?\" - the science question in global feminism common histories, common destinies - science in the first and third worlds \"real science\" thinking from the perspective of lesbian lives reinventing ourselves as other Conclusion - what is a feminist science.

Whose Science? Whose Knowledge? Thinking from Women's Lives

Mindfulness programs for schools are popular. We systematically reviewed the evidence regarding the effects of school-based mindfulness interventions on psychological outcomes, using a comprehensive search strategy designed to locate both published and unpublished studies. Systematic searches in 12 databases were performed in August 2012. Further studies were identified via hand search and contact with experts. Two reviewers independently extracted the data, also selecting information about intervention programs (elements, structure etc.), feasibility, and acceptance. Twenty-four studies were identified, of which 13 were published. Nineteen studies used a controlled design. In total, 1,348 students were instructed in mindfulness, with 876 serving as controls, ranging from grade 1 to 12. Overall effect sizes were Hedge's g = 0.40 between groups and g = 0.41 within groups (p < 0.0001). Between group effect sizes for domains were: cognitive performance g = 0.80, stress g = 0.39, resilience g = 0.36, (all p < 0.05), emotional problems g = 0.19 third person ratings g = 0.25 (both n.s.). All in all, mindfulness-based interventions in children and youths hold promise, particularly in relation to improving cognitive performance and resilience to stress. However, the diversity of study samples, variety in implementation and exercises, and wide range of instruments used require a careful and differentiated examination of data. There is great heterogeneity, many studies are underpowered, and measuring effects of Mindfulness in this setting is challenging. The field is nascent and recommendations will be provided as to how interventions and research of these interventions may proceed.

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Mindfulness-based interventions in schools - A systematic review and meta-analysis

Over the past decade, training in mindfulness—the intentional cultivation of moment-by-moment non-judgmental focused attention and awareness—has spread from its initial western applications in medicine to other fields, including education.Thispaperreviewsresearchandcurriculapertaining to the integration of mindfulness training into K-12 education, both indirectly bytraining teachers andthrough direct teaching of students. Research on the neurobiology of mindfulness in adults suggests that sustained mindfulness practice can enhance attentional and emotional self-regulation and promote flexibility, pointing toward significant potential benefits for both teachers and students. Early research results on three illustrative mindfulness-based teacher training initiatives sug- gest that personal training in mindfulness skills can increase teachers' sense of well-being and teaching self-efficacy, as well as their ability to manage classroom behavior and establish and maintain supportive relationships with stu- dents. Since 2005, 14 studies of programs that directly train

/pdf/integrating-mindfulness-training-into-k-12-education-29fylqq1hg.pdf

Integrating Mindfulness Training into K-12 Education: Fostering the Resilience of Teachers and Students

Mindfulness meditation is a well-validated intervention for symptoms of depression and anxiety disorders in adults, with meta-analyses showing moderate effect sizes. This study marks the first published meta-analysis of the burgeoning literature on mindfulness meditation with youth (conducted between 2004 and 2011) and identifies specific outcomes and sub-populations for whom mindfulness may be particularly helpful. Inclusion criteria were peer-reviewed journal articles published in English, study participants under 18 years of age, and a description in the methods section of mindfulness as the chief component of an intervention. A systematic search was conducted, of which upon review, 20 articles met inclusion criteria. Mindfulness interventions with youth overall were found to be helpful and not to carry iatrogenic harm, with the primary omnibus effect size (del) in the small to moderate range (0.23, p < .0001), indicating the superiority of mindfulness treatments over active control comparison conditions. A significantly larger effect size was found on psychological symptoms compared to other dependent variable types (0.37 vs. 0.21, p = .028), and for studies drawn from clinical samples compared to non-clinical sample (0.50 vs. 0.20, p = .024). Mindfulness appears to be a promising intervention modality for youth. Although to date the majority of studies on mindfulness with youth engage generally healthy participants recruited from schools, the findings of this meta-analysis suggest that future research might focus on youth in clinical settings and target symptoms of psychopathology.

/pdf/mindfulness-interventions-with-youth-a-meta-analysis-4owt4tlqew.pdf

Mindfulness Interventions with Youth: A Meta-Analysis

A Pilot Study Examining the Effect of Mindfulness on Depression and Anxiety for Minority Children

No studies have examined to date the mental health and substance use characteristics of social work students. Therefore, this study was undertaken to describe and identify these characteristics among a sample of social work students located in a Florida school of social work. Results indicated that approximately 34% of the participants reported high levels of depressive symptoms, 12% had a history of suicidal ideation, and 4% reported having thought about suicide recently. Six percent reported high levels of post-traumatic stress disorder symptomatology, and 3% were highly likely to have a dissociative disorder. High proportions of the students reported having multiple traumatic experiences. Students in this sample were less likely to report lifetime or current alcohol or marijuana use than national college student samples, but more likely to report lifetime or current use of illicit substances other than marijuana.

Mental Health Characteristics of Social Work Students: Implications for Social Work Education

Although writing is of great importance to effective social work practice, many students entering social work education programs experience serious academic difficulties related to writing effectively and thinking critically. The purpose of this article is to present an introductory social work course that integrates Writing Across the Curriculum pedagogical strategies into the social work curriculum. A brief description of Writing Across the Curriculum is provided, and teaching techniques used in the course, including reading and writing assignments, classroom writing instruction, testing, peer review, writing consultation, and grading rubrics, are described in detail.

Learning to Write and Writing to Learn Social Work Concepts: Application of Writing across the Curriculum Strategies and Techniques to a Course for Undergraduate Social Work Students.

Individuals who are victims of crimes cope differently to reduce, tolerate, or master the victimization and ensuing emotional distress. It is unclear whether there are gender differences in regard to the stress and coping process among victims of crime. The current studyexaminesgenderdifferencesinvictimizationexperiences.Thisarticleexaminesgender differences in coping strategies, levels of depression, posttraumatic stress disorder, anger, anxiety, social support, and well-being of victims of violent and nonviolent crimes. A communitysampleof175victimsofdifferenttypesofcrimeswererecruitedandinterviewed face-to-face.Thefindingssuggestdifferentrelationshipsbetweentypesofcopingstrategies and well-being by gender. [Brief Treatment and Crisis Intervention 8:195–203 (2008)]

Gender Differences in Coping with Victimization

The study aims to examine the relationship between spirituality and religiosity, and depressive symptoms among 111 individuals undergoing inpatient substance-abuse treatment. Findings indicated that both dimensions of spirituality, the existential aspect and the relationship with God aspect, were significant predictors of depressive symptoms. The existential dimension of spirituality was inversely related to depressive symptoms, and the relatedness to God was positively related to depressive symptoms. Alternative theoretical explanations based on attachment theory are presented to interpret the unexpected positive relationship between individuals' perceived relationship with God and depressive symptoms. Gender was also a significant predictor of depressive symptoms, whereby females were more likely to report higher depressive symptomatology than males. It is important that mental health professionals consider the implementation of spiritually based interventions to address depressive symptomatology in the...

Naelys Diaz

Papers

A Pilot Study Examining the Effect of Mindfulness on Depression and Anxiety for Minority Children

Mental Health Characteristics of Social Work Students: Implications for Social Work Education

Learning to Write and Writing to Learn Social Work Concepts: Application of Writing across the Curriculum Strategies and Techniques to a Course for Undergraduate Social Work Students.

Gender Differences in Coping with Victimization

Spirituality, Religiosity and Depressive Symptoms Among Individuals in Substance-Abuse Treatment