Professionals' and community members' understandings and use of mindfulness and the effect of different understandings on treatment outcomes and future use

Enthusiasm for and interest in mindfulness has grown exponentially over recent decades in the field of psychology. Although a great deal of empirical work continues to provide support for the efficacy of mindfulness-based interventions for a range of issues and population groups, there is ongoing debate within the academic literature regarding what mindfulness is. Additionally, the paradoxical and experiential nature of mindfulness, its many forms and potential mechanisms of action, and resemblance to other practices, may result in professionals and community members having different conceptualisations of mindfulness and using it in distinct ways. Importantly, these diverse perceptions and applications of mindfulness may translate into different therapeutic outcomes. This dissertation presents a series of three empirical studies examining these issues. The first survey-based study of mental health and related professionals found that mindfulness is understood and used in many ways by this group. It emerged that some professionals perceive mindfulness as a direct change-based strategy and use it as such, while others conceptualise it as fostering change through a process of acceptance of what is. Study 2, a survey of community members familiar with mindfulness, demonstrated that a similar distinction in conceptualisations of mindfulness exists in this group. A third experimental study with individuals predominantly new to meditation examined the effect of providing two rationales reflecting the conceptualisations of mindfulness identified in Study 1 and 2 prior to a brief mindfulness practice, with one rationale describing the potential benefits of mindfulness and the other describing the process of simply observing whatever experiences arise during the practice of mindfulness. Results showed that although the rationale itself did not directly affect self-reported mood, defusion, state mindfulness, or physiology, participants' expectations about how they might benefit from the mindfulness exercise were related to lower negative affect and anxiety, a greater willingness to experience negative thoughts about the self, and state mindfulness. Additionally, having higher expectations of direct benefit from the practice, experiencing larger decreases in anxiety and believability of negative thoughts, and higher state mindfulness, was associated with participants indicating they would consider using mindfulness in the future. The findings are discussed in the context of existing and potential future research as well as clinical implications, and the limitations of the research are acknowledged. Overall, the research confirms that there is much more work to be done in clarifying what mindfulness is and the factors that may influence the experiences and outcomes of those who practice it. This is especially important as the presence of mindfulness continues to extend in both clinical and popular arenas

Preliminary Study of Nutrition and Physical Activity Habits of Women with Physical Disabilities

This article examines the behavioral habits of women with physical disabilities six months after a didactic and experiential three-hour training session regarding healthy nutrition and physical activity. It includes these women’s perceptions of supportive factors and barriers to healthy nutrition and physical activity. All of the women made behavioral changes as a result of the training. They face more barriers than support in continuing with these changes. Access to healthy nutrition and physical activity continues to be problematic. Doorways, aisles, and sidewalks were problems noted as barriers

STATE-FUNDED DUAL ENROLLMENT PROGRAM: ONE STATE’S PERSONALIZATION APPROACH TO INCREASE HIGH SCHOOL GRADUATION RATES AND REDUCE DROPOUT RATES

In December 2015, the Every Student Succeeds Act (ESSA) asked each state to design a plan to hold accountable their State Education Agency to provide flexible pathways to college and career with a commitment to ensure personalized learning and equitable opportunities for high school learners. With decades of effort to provide personalization through college and career pathways, the Vermont House and Senate Committees on Education holds its Agency of Education (VAOE) responsible for reporting how the Agency increases high school graduation rates and reduces dropout rates through the state-funded dual enrollment program. As State Education Agencies implement their ESSA plans, the literature provides a historical perspective of personalized learning, college and career readiness, and the dual enrollment pathway adopted by all 50 States. As a quantitative study of secondary data from the VAOE and the New England Secondary Schools Consortium (NESSC), this study explored the effect of program outcomes for subgroup dual enrollment voucher usage for gender, Special Education, Economically Disadvantaged, and the English Language Learner. The research further examined the number of high schools that participated in the state-funded dual enrollment program and its effects on graduation and dropout rates. The evidence for voucher usage and an increase in the number of participating high schools was not strong enough to suggest a positive effect exists to influence state graduation rates or reduce dropout rates. However, this study found that a decrease, rather than an increase in the number of participating high schools was a statistically significant predictor to reduce the state’s dropout rate. The insights gained through this study and its implications on dual enrollment configuration remain fruitful for future research. Therefore, it is only through continued examination of the nuances of state-sponsored dual enrollment programs and their configuration that state policymakers, State Education Agencies, high school leadership, and community college and university decision-makers can personalize learning through this pathway, and prepare its community of learners now and into the future

Teaching Australian history : a temporally inclusive approach

The teaching of Australian history is of particular importance given the Primary Principal Associations endorsement of Australian history as a core curriculum area and current moves towards national curriculum. Australian History is, however, often perceived to be both boring and repetitive by some students and teachers. The challenge is therefore to provide teachers and students with an Australian history curriculum that is both engaging and relevant. In this paper we explore Australian history curriculum (P-12) possibilities across the P-12 spectrum, from a temporally inclusive perspective. Specifically, we discuss how Australian history curricula can engage students in a study of the connectedness between the past, present and future/s; and the responsibilities students have to preserve the ,legacies of the past and to have a sense of stewardship for future generations. In doing so, we propose relevant content knowledge and a range of possible pedagogies

Going places: international social work student exchange: facilitating good practice, reciprocity, and mutual benefit

The purpose of this interactive workshop is to promote conversations and generate ideas around good practice in International Social Work Student Exchange with a particular focus on concepts of reciprocity and mutual benefit for students and faculty of both travelling and host institutions and organisations. These concepts and others are emerging from the 'Going Places' research project which aims to document, analyse, develop and disseminate exemplary practices in International Student Exchange in the Asia Pacific. Participants in this workshop will have an opportunity to share experiences, critique perceptions and assumptions, offer critical comment and reflections on emerging data and contribute to the understanding of themes and phenomenon. The workshop is designed as a scaffolded interaction with participants, through three tiers of engagement. Firstly organisers will share the background to, and emerging themes from, the 'Going Places' research project. The presentation will proceed from the premise that International Social Work requires graduates who are prepared to work across cultures, in a range of contexts, with a sound understanding of the social, economic and political factors that impact on community wellbeing. Incorporating international student exchange as part of University studies is one means of promoting the international skills of graduates, enhancing their abilities to work across cultures and to work with those who hold different cultural assumptions (Gothard, Downey & Gray, 2012). The organisers will present a case study based on early research findings that exemplifies the issues raised above but which also highlights the risks associated with such programs, such as the potential for international student exchange programs to operate unidirectional initiatives from the Global North that lack reciprocity (Nuttman-Schwartz & Berger, 2012) and reinforce colonial assumptions and "professional imperialism" (Gray 2005, p. 235). Following this initial presentation, participants will be invited to reflect on the emerging themes, share experiences, and explore alternative understandings of the data, in small interactive and collaborative groups. In the final session of the workshop organisers will present the outcomes of the small group work undertaken by participants in a collaborative plenary session thus providing opportunity for ongoing discussion and network building. The implications for good practice and mutually beneficial international social work student exchange will be elucidated as outcomes of the workshop. The manner in which international student exchanges take place raises significant issues for the social work profession, social work educators and educators from other tertiary disciplines seeking to foster truly reciprocal, ethically sound and mutually beneficial relationships with partner institutions. "Promoting Dignity and Worth" is relevant for higher education institutions and particularly social work educators as they seek to develop and embed appropriate curriculum and learning experiences that reflect social work values and professional ethics. Organisers envisage this workshop will be of interest to social work educators involved in organising international exchanges or in hosting exchange students. Students and practitioners who have engaged in international exchange opportunities will also offer great insight as will practitioners who support students involved in diverse international social work activity

The Impact of Religious Commitment on Women’s Sexual Self-Esteem

Religious commitment is associated with decreased sexual activity, poor sexual satisfaction, and sexual guilt, particularly among women. The purpose of this paper was to investigate how religious commitment is related to sexual self-esteem among women. Participants included 196 female undergraduate students, 87 % of whom identified as Christian. Participants completed the Sexual Self-Esteem Inventory for Women (SSEI-W), Religious Commitment Inventory-10, Revised Religious Fundamentalism Scale, Brief Sexual Attitudes Scale, and a measure of their perception of God’s view of sex. Results suggested that women with high religious commitment held more conservative sexual attitudes. Significant relationships between religious commitment and two subscales (moral judgment and attractiveness) of the SSEI-W revealed that women with high religious commitment were less likely to perceive sex as congruent with their moral values and simultaneously reported significantly greater confidence in their sexual attractiveness. A significant relationship between religious commitment and overall sexual self-esteem was found for women whose religion of origin was Catholicism, such that those with higher religious commitment reported lower sexual self-esteem. A hierarchical regression analysis revealed that high religious commitment and perception that God viewed sex negatively independently predicted lower sexual selfesteem, as related to moral judgment. Implications of the findings are provided

The clinical pharmacology of intranasal l-methamphetamine.

BackgroundWe studied the pharmacology of l-methamphetamine, the less abused isomer, when used as a nasal decongestant.Methods12 subjects self-administered l-methamphetamine from a nonprescription inhaler at the recommended dose (16 inhalations over 6 hours) then at 2 and 4 (32 and 64 inhalations) times this dose. In a separate session intravenous phenylephrine (200 microg) and l-methamphetamine (5 mg) were given to define alpha agonist pharmacology and bioavailability. Physiological, cardiovascular, pharmacokinetic, and subjective effects were measured.ResultsPlasma l-methamphetamine levels were often below the level of quantification so bioavailability was estimated by comparing urinary excretion of the intravenous and inhaled doses, yielding delivered dose estimates of 74.0 +/- 56.1, 124.7 +/- 106.6, and 268.1 +/- 220.5 microg for ascending exposures (mean 4.2 +/- 3.3 microg/inhalation). Physiological changes were minimal and not dose-dependent. Small decreases in stroke volume and cardiac output suggesting mild cardiodepression were seen.ConclusionInhaled l-methamphetamine delivered from a non-prescription product produced minimal effects but may be a cardiodepressant

Stepping forward to learn: Thai students reflect on hosting Australian international exchange students

The value of international student exchange programs is well documented – from the perspective of visiting students and sending institutions. This paper reports on research that aimed to capture different perspectives by talking with host Thai students who interacted with and translated for visiting Australian social work students. This focus on the exchange experience from the perspective of the hosting Thai students foregrounds these seldom-heard voices, highlighting the benefits of engagement and reflective learning for host students and institutions. The analysed data shows that there are numerous opportunities for host students to benefit from international exchange and to develop the attitudes, knowledge and skills that are necessary prerequisites for intercultural learning and sensitivity. The paper illustrates the high demands on hosts and can inform good practice in the planning and design of exchange programs