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Mindsight: The New Science of Personal Transformation
... It is unable to develop intuition, empathy, compassion, common sense, self-awareness, love and creativity since it lacks experience and agency. Siegel (2010) studied the development of children's mind and health. He states that the human mind emerges from the pattern in the flow of energy and information within the brain and the nervous system. ...
... The relationships and the way we experience, learn, and grow shape the firing of the neurons and the synaptic connections with each other. Siegel (2010) points out that human's connection to the external world is through the spinal cord, which bring data from the five senses to the brainstem and works with the limbic system. The function of the limbic system is to appraise the significance of events, provide motivation to engage in action, sustain emotions, memory and olfaction, and support attachment relationships that are close and meaningful. ...
... According to Siegel (2010), the medial prefrontal cortex is important for our emotional and relational life. The nine functions are as follows: (a) bodily regulation of the heart and lung; (b) attuned communication of feeling connected or disconnected; (c) emotional balance and response flexibility; (d) fear modulation; (e) pause before acting, considering options, and being flexible; (f) insight-self-knowing awareness, representation of the past to the present and to the anticipated future; (g) empathy to tune into feeling of others; (g) morality-the importance of compassion and the larger social good; (h) intuition-being in tune and the ability to have empathy. ...
The understanding of the nature and the software of the mind has generated immense debate in religion, philosophy, sciences and psychology. Drucker notes that the basic assumption about the reality is the foundation for science, axiom and algorithm adopted for the theory, concept and method. The assumption differentiates what is important from what is noise. In the medieval Europe, the Catholic Church provided a unified theory of the world as a reflection of God's grand design and purpose. They held the power to define and thus had the power to control people's lives. Their power was challenged during the Renaissance with the emergence of humanism. The Cartesian duality of separating the mind from body allowed the separation of church and state and science to flourish. In East Asia, Confucius articulated a different set of assumptions. Humans are defined as ingan 人間 ('human between') and assume relationship and compassion as the basic foundation. This is the basis of the cultural difference and theory of the mind. The Darwinian Evolutionary Theory replaced the 348 Psychology and Developing Societies 35(2) religious definition, Cartesian duality, and empathy with the biological traits, instincts and natural selection. Psychology adopted the biological model to explain human behaviour. Research in paleoanthropology, genetics, and neurobiology outline the limitations of the biological model in explaining the human mind and behaviour. Bandura has documented the importance of human agency, consciousness, and self-efficacy in explaining human behaviour and provided empirical results with greater predictive and explanatory power than the traditional psychological theories. Indigenous and cultural psychology represents the continuation of the assumptions, theory and concepts outlined by Wilhelm Wundt and Albert Bandura. Kim outlines the transactional model of science, where human agency (measured by self-efficacy) can explain a person's performance and outcome. Empirically, the Harvard Study of Adult Development, the 85-year longitudinal study, found the unexpected results that challenge the previous held assumptions. Waldinger and Schulz have found that maintaining good relationship is the most important predictor of happiness, health and longevity and not high income, success, IQ and personality. Kim and Kim found that for Millennials and Gen Z, happiness is predicted by relational and social efficacy, positive outlook, and receiving social support from family, friends and online communities, replicating previous results found across three generations and for the past 25 years in Korea. These results point to the importance of examining the basic assumptions of the theories in psychology and the scientific foundation of indigenous and cultural psychology.
... Daniel Siegel (2010) amerikai idegkutató az integrációnak optimális működési sávját a tolerancia zónájának (window of tolerance) nevezte el, amely az optimális elmeműködés terét adja meg. Ennek a zónának az egyik határán a káosz, míg másik határán a rigiditás és az ezekhez kapcsolódó mentális betegségek találhatók. ...
... Az egyén jóllétét és abban rejlő tanulási-tanítási potenciáljait, mentális egészségét tehát meghatározza az integráció mértéke, mélysége és dimenzionalitása. A jóllét és az abba ágyazott, abból fakadó felfedezés, kreativitás és kollaboráció komplex rendszerében döntő tényező a flexibilitás, adaptivitás, koherencia, valamint az energikus, de egyben stabil állapot (FACES -flexible, adaptive, coherent, energetic, stabil) (Siegel, 2010). Ennek tükrében az oktatás paradigmaváltásában fontos üzenetet hordoz az integrációt elősegítő, a tanuló ösztönös létéből fakadó, exploratív tanulás-tanítás támogatása. ...
A tanulói jóllét, vagyis az adaptivitás fokozása a meglepetés, nyitottság, érdeklődés és kíváncsiság dinamikus rendszerében. A legfrissebb kognitív, pozitív pszichológiai és interperszonális idegtudományi kutatások értelmezésében a kíváncsiság, a kreativitással és kollaboratív tanulással együtt elősegíti az egyén integrált állapotát, amely katalizátora az interperszonális és intraperszonális növekedésnek, motivációnak és jóllétnek. A tanulmány célkitűzése, hogy bemutassa és részletezze az integrációs folyam, mint jóllét terének komponenseit. Arra is keresi a választ, hogy a meglepetés, nyitottság, érdeklődés és kíváncsiság milyen relációban állnak egymással, milyen értelmezések húzódnak meg a fogalmak mögött és dinamikus rendszerük milyen és mekkora jelentőséggel bír az egyén integrációjában. A tanulmány tárgyalja Hidi & Renninger Érdeklődés Fejlődésének Négy-Fázisú, illetve az Önszabályozás Érdeklődés-Motivációs modelljeit. Kitér a kíváncsiság tipológiájára, úgy, mint perceptuális, episztemikus, specifikus és diverzív kíváncsiságra. A kíváncsiság értelemzési keretében igyekszik áttekinteni a kíváncsiság és Proximális Tanulási Terület kapcsolódási pontjait, az információs rés fogalmát, valamint az I- és D-típusú kíváncsiságnak osztályozását és dinamikáját. A gyakorlati tanulásszervezés területén az önszabályozási stratégiákat illetően tárgyalja Ryan and Deci Organizmikus Integrációs Elmélet modelljét. Mindemellett pedig hathatós eszköztárat kínál a kíváncsiság felkeltésére és fenntartására.
... The development of executive attention involves consciousness, which results in higher levels of self-regulation "such as the balancing of emotion, improved stress response, and enhanced social skills" (Siegel, 2006, p. 250). The term commonly used in this development is "mindful awareness," mindfulness, or mindsight (Siegel, 2006, p. 250; see also Siegel, 2009). Elliott (2003) explained that dysfunction of the DLPFC can cause executive dysfunction and depression while negatively impacting social cognition. ...
... The development of executive attention involves consciousness, which results in higher levels of self-regulation "such as the balancing of emotion, improved stress response, and enhanced social skills" (Siegel, 2006, p. 250). The term commonly used in this development is called "mindful awareness" or mindfulness (Siegel, 2006, p. 250; see also Siegel, 2009). Elliott (2003) Personality traits are usually anchored in the past by how one thinks, acts, and feels (Leaf, 2021). ...
Understanding what drives transformational leadership (TL) behavior is a growing
interest for researchers (Bauman, 2013; Gardner et al., 2011; Hurst, 2012; North,
2017; North et al., 2019; Rock, 2010; Yukl, 2012). To answer the call, this
dissertation specifically sought to understand the mental drivers of TL behavior.
Downtown (1973) sparked a movement to develop the theory of TL stemming from
dissatisfaction with charismatic leaders’ actions not aligning with their words.
Burns (1978), Bass (1985), and then Bass and Avolio (1992) answered the call of
Downtown and built out the TL theory and framework. Hartman (1967) developed
a way to understand thought patterns through value theory and the Hartman Value
Profile. Blanchard (2003) built upon the work of Hartman and developed the Habit
Finder Assessment, which provides a way to understand how mental drivers
support or sabotage your behavioral efforts. The Multifactor Leadership
Questionnaire (5X Short) in the study assessed TL behaviors and the Habit Finder
Assessment to understand the mental drivers. In the hypotheses testing, each
category of the Habit Finder (My Dreams, My Joy, My Self, People, Work, and
Structure) was analyzed through Pearson correlation to determine a relationship.
The relationship between TL and the Habit Finder People construct was β = .18 and
p = .03. Although statistically weak, it is still significant due to the other factors in
evaluating the complexities of human behavior and mental drivers (Pearl &
Mackenzie, 2018). The amount of variance HF-People accounts for predicts or
explains in TL behaviors unique to itself is significant. That means the HF-People
score explains something in TL that the other five areas of Dreams, Joy, Self, Work
and Structure did not explain. Thus, HF-People uniquely explained a significant
amount of variance in TL behaviors. Additionally, the People category of the Habit
Finder provided a level of correlation with TL. Although the other categories of the
Habit Finder did not have a direct correlation, each habit within every category
impacts the habits of thinking about people.
... Accurate empathic understanding of others and the ability to act on it with compassion has been termed "mindsight" (Siegel, 2010). Mindsight is an innate capacity, characteristic of healthy psychological development, and can be acquired through empathic relationships when it is deficient (Siegel, 2010). ...
... Accurate empathic understanding of others and the ability to act on it with compassion has been termed "mindsight" (Siegel, 2010). Mindsight is an innate capacity, characteristic of healthy psychological development, and can be acquired through empathic relationships when it is deficient (Siegel, 2010). Organizations seeking to implement SDM can develop staff's mindsight regarding their participants with ID, so staff can get to know persons with ID in their unique personhood and modes of expression and use this knowledge as the base for SDM. ...
Decision making is the basis for individual autonomy and societal participation. To support persons’ human right to make life decisions, the model of supported decision making (SDM) has evolved and complies with Article 12 of the United Nations Convention on the Human Rights of Persons with Disabilities. Models for implementing SDM and outcomes achieved by applying SDM in community settings remain insufficiently explored. This study used a human rights perspective with participatory, qualitative research methods to investigate environmental conditions and social support measures that enabled persons with intellectual disabilities (ID) to make and implement their own decisions. Data gathered were 6 months of field notes about implementing SDM in a L’Arche day activity program with 26 adults with ID, with opinions and drawings illustrating persons’ decision making. All data were analyzed thematically. As a result of using the SDM intervention, persons with ID became more expressive, able to discuss and debate options, participated in organizational and municipal decision making, and expressed “joy” and feeling “more like a human.” Staff supporters found SDM fulfilling and noticed it increased the sense of ownership persons with ID experienced in individual and group meetings. An organizational environment that respects human dignity, supports sustained relationships between persons with ID and decision supporters, individualizes SDM depending on how persons can communicate, and encourages staff self-reflection about prejudices and positionality is essential for implementing SDM with persons with ID. SDM processes shift oppressive social narratives and policies in the direction of a social, relational model of the decision-making capacities and competencies of persons with ID.
... В психології материнства особливе місце належить вивченню означеного феномену у контексті із стресовою, травматичною, кризовою ситуацією, пов'язаною із народженням і вихованням дитини з особливими потребами. В роботах зарубіжних вчених виявлені компоненти соціальнопсихологічної адаптації батьків (нормалізація, альтруїзм та прийняття ситуації народження дитини з особливостями розвитку, участь у громадському житті тощо) до порушень розвитку дитини (М.Селігман; Р.Дарлінг) [2]; встановлено залежність виникнення деформації материнської сфери від психологічних якостей матерів, які суттєво впливають на прояв індивідуального стилю поведінки матері в критичної ситуації (Д.Сігель) [9] тощо. У дослідженнях вітчизняних психологів вивчаються: порушення у взаємодії матері з дитиною через вади розвитку останньої (Н.І.Погорільська, О.І.Романчук) [10; 11]; особливості соціально-психологічної дезадаптації матерів особливих дітей в умовах соціальної кризи у суспільстві (І.В. ...
... CALM-MO has direct linkages and lineages from acceptance and commitment therapy (ACT) (Hayes et al., 1999) and interpersonal neurobiology (Siegel, 2010(Siegel, , 2020. Placed in the context of UTOK, it integrates the key insights from the major approaches to psychotherapy into a single tool for reversing neurotic loops. ...
The field of psychotherapy lacks a common framework to explain what it is and how it works. This article lays out a new approach to define the “common core” of the field. First, it frames the common core as consisting of relationship quality, a shared conceptualization, and interventions toward adaptive living. Next, it divides the landscape of psychotherapy integration into three layers, which include the common factors that ground the work, the major schools of thought and the integrative pathways between them, and a zoomed-out, metatheoretical perspective that provides a unified view of the landscape. It then builds a conceptual bridge between the common factors and the unification pathway to integration to construct a common core using the unified framework for psychological science and practice developed by Henriques (2011, 2022a, 2022b). The article summarizes why this framework can be used as a metatheory of the common core. The result is a coherent metatheory for why the therapeutic relationship is central, how therapists can help patients understand maladaptive behavior patterns, and why processes that cultivate a psychologically mindful approach of curiosity, acceptance, loving compassion, and motivation toward valued states of being can reverse maladaptive cycles and result in pathways of wiser, more adaptive living.
... The development of executive attention involves consciousness, which results in higher levels of self-regulation "such as the balancing of emotion, improved stress response, and enhanced social skills" (Siegel, 2006, p. 250). The term commonly used in this development is "mindful awareness," mindfulness, or mindsight (Siegel, 2006, p. 250; see also Siegel, 2009). Elliott (2003) explained that dysfunction of the DLPFC can cause executive dysfunction and depression while negatively impacting social cognition. ...
Understanding what drives transformational leadership (TL) behavior is a growing interest for researchers (Bauman, 2013; Gardner et al., 2011; Hurst, 2012; North, 2017; North et al., 2019; Rock, 2010; Yukl, 2012). To answer the call, this paper explores the mental drivers of TL behavior. Downtown (1973) initiated a movement in response to charismatic leaders’ actions not aligning with their words, leading to the development of the TL theory. Burns (1978), Bass (1985), and later Bass and Avolio (1992) expanded upon this framework. Downtown (1973) developed the theory of TL, which has been explored and extended by Burns (1978), Bass (1985), and Bass and Avolio (1992). Hartman (1967) developed a way to understand thought patterns through value theory and the Hartman Value Profile. Blanchard (2003) built upon the work of Hartman and developed the Habit Finder Assessment, which provides a way to understand how mental drivers support or sabotage your behavioral efforts. The study’s Multifactor Leadership Questionnaire (5X Short) assessed TL behaviors and the Habit Finder Assessment to understand the mental drivers. In the hypotheses testing, each category of the Habit Finder (My Dreams, My Joy, My Self, People, Work, and Structure) was analyzed through Pearson correlation to determine a relationship. The relationship between TL and the Habit Finder People (HF-People) construct was β = .18 and p = .03. Although statistically weak, it is still significant due to the other factors in evaluating the complexities of human behavior and mental drivers (Pearl & Mackenzie, 2018). The HF-People’s unique variance in TL behaviors is notably significant. In other words, the HF-People score accounts for an aspect of TL that the five other areas - Dreams, Joy, Self, Work, and Structure - did not. Therefore, HF-People uniquely elucidated a substantial correlation in TL behaviors. Furthermore, within the Habit Finder, the People category displayed a notable correlation with TL. While the other categories within the Habit Finder did not exhibit direct correlations, it is essential to acknowledge that each habit within every category influences one’s cognitive habits related to people.
... This process becomes familiar to many readers as the Faith Process leading from the comprehensive Framework of Spirituality provides an ontological explanation for many other popular approaches that tap into this power such as are described in The Secret [12] with the "Law of Attraction, " A Course in Miracles [13], and the transforming of the past to be "mind present" and focus on the "now" as emphasized by Eckhart Tolle [14]. Many other similar authors include Thich Nhat Hanh [15], Gary Zukav [16], Carolyn Myss [17], Daniel Siegel [18], Rajinder Singh [19], Pema Chodron [20], Sam Harris [21], Michael Singer [22], Tara Swart [23], Lisa Miller [24], Lisa Barnett [25], Mark Solms [26], and Julia Mossbridge [27]. ...
The article “Did Freud Miss the Discovery of Our Spiritual Core?” describes how Freud’s psychoanalytic theory is a bridge to the long-sought discovery of a science-based explanation of spiritual experience as elaborated by the Framework of Spirituality. This framework has been clinically used to intentionally promote spiritual awakening and developed as CBT-STE (for Self-Transcendent Experience). Implications from this clinical application profoundly affect our worldview of being human providing a universal moral direction and values, explanation of the “How” and “Why” of therapy effectiveness and a method for ongoing personal transformation with a neuroscience basis. The characteristics of this spiritual core suggest that it is a “Master Controller” for overall human well-being. A realistic possibility of achieving human well-being with cooperation, harmony, and peace is proposed.
... And, because it remains a stark collective need to find as many restorative approaches to trauma and despair as possible, this article presents another potential way drawing from the rich diversity of Christian spirituality bringing them together to enrich the whole. Additionally, investigating spiritualities that invite us to experience directly the presence of life-affirming relations within is even more pertinent to collective healing processes after trauma (such as rewiring our neural pathways and increasing the ability to self-regulate (Siegel 2010) and can generate previously unforeseen opportunities to be nourished by the goodness of life which are all too often inhibited due to the confines of trauma. As a practicing and ordained Pentecostal Christian minister myself, I have found this to be true while also recognizing the need to balance the Pentecostal approach with an embodied presence in the now, which seems to emerge best from contemplative streams of Christian spirituality. ...
In many ways, the cascading effects of the age of the Anthropocene have accelerated life as we know it towards a certain kind of reckoning, which has only been exacerbated amidst the global inequities present within the COVID-19 pandemic. Trauma studies, as an interdisciplinary field, has recently been linked to the experience of despair at both personal and collective levels. Yet, trauma scholars are increasingly amenable to diverse forms of spirituality and its perspectives as core to the work of addressing suffering in the world, especially for marginalized communities as ways to access the wisdom of bodies, thoughts, emotions, and cultural/spiritual longings. Moving further in this direction, a practical theology which bridges trauma studies with Christian spirituality (and the emphases on spiritually rooted social action and the centrality of the Holy Spirit as the Paraclete: helper, counsellor, advocate, and comforter) is timely. This paper imagines how contemporary trauma care approaches might be supported by emergent forms of Christian spirituality enabling greater posttraumatic growth and resiliency and subsequently how this can renew the practice and study of Christian spirituality.
... Американський лікар-нейропсихіатр Даніель Сігел (Siegel, 2010) стверджував, що майндфулнес сприяє емоційній врівноваженості, оскільки середня частина передньої поясної кори головного мозку здатна відстежувати і гальмувати активність лімбічної системи. Дослідник детально описав фундаментальні принципи майндфулнес: ...
Посібник пропонує огляд ключових елементів підходу, орієнтованого на сильні
сторони клієнтів, а також дає змогу ознайомитися із деякими практичними методиками, які використовуються у межах цього підходу під час експериментальної роботи.
Посібник може бути використано в освітньому процесі – для підготовки
здобувачів за спеціальністю 231 «Соціальна робота» та для підвищення кваліфікації фахівців соціальної роботи. Він також може бути корисний практикам при плануванні та впровадженні короткострокових структурованих інтервенцій.
... Throughout one's life, personal growth and transformation can be propelled by intellectual curiosity (Siegel 2010). People immerse themselves in religious studies, engage in religious contexts, and participate in philosophical discussions that challenge their preexisting beliefs. ...
Religious conversion is a multifaceted phenomenon that has captivated scholars, theologians, and social scientists alike. With the aim of delineating and comprehending the variables associated with personal and social transformation, this paper employed an exploratory quantitative inquiry within a sample of participants affiliated with a Protestant church, chosen for its relevance to analogous experiences within worldwide congregations. The findings present antecedent factors that exert a favorable influence on the conversion process of parishioners, establishing a pronounced correlation between overall satisfaction and perceived benefits observed among regular church attendants. Antecedents to religious conversion are deeply rooted in a complex interplay of personal and social factors. Conversion paths are shaped by existential questioning, crises, or a search for meaning, with key roles played by social factors such as family, peers, and exposure to belief systems through preacher pressure. The benefits of religious conversion are equally multifaceted and can encompass various dimensions of an individual’s life. Spirituality often becomes a source of solace and resilience, helping individuals navigate adversity. On the emotional level, conversion may provide a sense of belonging, inner peace, and a framework for understanding the world and life’s challenges. Adopting a new faith enhances community support and is influenced by cultural and entertainment experiences, contributing to the decision to convert. However, understanding the antecedents and benefits of religious conversion offers valuable insights into the dynamics of faith and human transformation under the global challenges and guidance for religious marketing in the religious postmodern pluralism era. Further research is essential to examine the diverse experiences of religious conversion and their long-term impacts on well-being and societal cohesion, ultimately concluding that it is a multifaceted process influenced by numerous antecedents.
... Instead of suppressing, ignoring, or rejecting troubling emotions, thoughts, and sensations, it means that the individuals accept them and allow themselves to experience them (Kabat-Zinn, 2009;Ogel, 2015). Acceptance enables individuals to be compassionate and understanding of situations involving themselves and others, to recognize that there may be losses along with gains in life (Williams and Kabat-Zinn, 2013), and facilitates coping with stress (Siegel, 2010). Acceptance has a special place in Turkish culture and Sufism. ...
Objectives
Mindfulness and mindfulness-related attitudes, which are gaining popularity in the counseling literature and are frequently employed in sessions by mental health professionals, reflect a universal perspective. When examined attentively, mindfulness-related attitudes seem to play an essential part in Turkish culture and Sufism, yet this perspective offered by mindfulness is sometimes misunderstood. From this perspective, the goal of this research is to investigate mindfulness attitudes through the works of Yunus Emre, an influential representative of Turkish culture and Sufism, and to address these attitudes with consideration for Turkish culture and Sufism.
Method
The document analysis method was chosen for the study as it is one of the methods used to objectively reveal how the concepts and ideas in the documents relate to the perspectives on the subject under examination. During the procedure, two significant works left behind by Yunus Emre (Risâletu'n-Nushiyye and Divan) were examined. A coding and categorization system was developed, and content analysis was used to analyze the data.
Results
Many expressions, teachings, and inferences reflecting mindfulness-related attitudes were found in Yunus Emre’s verses. The examples were interpreted within the framework of the concept of mindfulness-related attitudes.
Conclusions
It is believed that approaching mindfulness-related attitudes with sensitivity to Turkish culture and Sufism will make it easier for Turkish and Muslim clients to adapt to mindfulness-based techniques and treatment processes, internalize mindfulness-related attitudes, and become more open to these methods. In light of the findings, recommendations were offered to field practitioners and researchers.
Preregistration
This study is not preregistered.
... EFL teachers should encourage their learners to read books that will contribute to their well-being. Some books that have been suggested within mindfulness encompass "Growing Up Mindful" by Willard (2016), "Wherever You Go, There You Are" by Kabat-Zinn (2005), "Mindsight" by Siegel (2010), and "Emotional Intelligence" by Goleman (2012). With the help of these and such books, learners may also improve their English reading skills. ...
Since human beings are not only physical entities, albeit constituted by complex social and emotional features, their well-being also depends on learning how to communicate their needs to the others in an effective way, and to manage their emotions in a healthy way. From the learning perspective, emotional health also contributes to enhanced academic success, leading to improvement in learning. It is, thus, of critical importance to develop an understanding for learning engagement through the utilization of a novel concept of emotional learning analytics (ELA) to transform education systems with the purpose of molding a future that strengthens improved academic success as well as nestling peace and well-being. Accordingly, this review aims to provide a double dividend to the learners in K-12 classrooms to embrace the significance of social-emotional learning (SEL) and mindfulness to rethink learning engagement by synthesizing the findings, challenges, and recommendations from latest research through ELA to nurture emphatic learners for a sustainable society across the world.
... One of these streams is the development of interpersonal neuroscience. The remarkable surge in knowledge about the brain has seen the application of contemporary neuroscience to the understanding of all types of human relations, from romantic attachments to parenting to psychotherapy (Schore, 2012(Schore, , 2019Siegel, 2010Siegel, , 2012Siegel, , 2020. Another influence is traumatology, and the clinical advances that have helped us better understand the impact of traumatic events in people's lives, including early relational trauma at the hands of caregivers and traumatic bereavement in the course of adult lives (Allen, 2013;Herzog & Schmahl, 2018;Nelson & Gabard-Durnam, 2020). ...
... Through these interactions, through the implicit communication with the social and natural environment around me, through responses I receive or do not receive in these early stages of life, my sense of self also starts to emerge. 'We first know ourselves as reflected in the other', Daniel Siegel wrote (Siegel [2010(Siegel [ ] 2011. This knowledge is not a result of cognitive appraisal, i.e., of what I referred to as reflective consciousness; at this stage, our capacity for such is still developing. ...
... So, mindfulness helps individuals to be aware and gets rid of accidental thoughts and abnormal behavior, and be able to regulate their behavior (Bajaj et al., 2016). Several studies con rmed the reduction of stress through mindfulness meditation and also emphasized feeling good (e.g., Cahn & Polich, 2006;Lawlor, 2005;Ludwig & Kabat-Zinn, 2008;Siegel, 2007Siegel, , 2010Speca et al., 2000;Suharno et al., 2023). Mindfulness promotes inventiveness, adaptability, and information utilization in addition to memory and retention. ...
The study investigates the relationship between Bangladeshi English as a Foreign Language(EFL) learners’ mindfulness and their engagement in online learning context due to Covid-19. Langer Mindfulness Scale (LMS) and Online Student Engagement Scale (OSES) were employed to gather data from 215 male and female Bangladeshi university students on a voluntary basis. Descriptive and regression analyses revealed that there was no significant relationship between mindfulness and online student engagement. Thematic analysis of respondents’ interview data collected through open-ended questions revealed that more than 80% of Bangladeshi EFL students preferred in-person classes due to unreliable internet connection, stress, anxiety, and lack of interaction with teachers and peers. The study suggests that policy makers should prioritize promoting internet access and reliability to facilitate effective online classes, which could alleviate stress and anxiety among students and provide a platform for learning-friendly interactions between students and teachers.
... Through these interactions, through the implicit communication with the social and natural environment around me, through responses I receive or do not receive in these early stages of life, my sense of self also starts to emerge. 'We first know ourselves as reflected in the other', Daniel Siegel wrote (Siegel [2010(Siegel [ ] 2011. This knowledge is not a result of cognitive appraisal, i.e., of what I referred to as reflective consciousness; at this stage, our capacity for such is still developing. ...
... Avery (2011) and Crews (2010) portray the same concept. Moreover, Sustainable leadership in many industries, institutions and organizations is an opportunity to develop a successful strategy for maximum environmental awareness, innovative & longstanding success, sustainable development and sustainable competitive edge (Jutras 2009;Fable, 2005;Slankis, 2006;Siegel 2009;McCann, 2011;Berchicci, 2012;Miralles, 2017;Al-zawahreh,2019) Sustainability Goals Organizations around the world have compelled organizations and institutions to develop environmental and sustainable skills among the stakeholders so they can become sustainable leaders in the future (Brown, 2010;McIntosh, 2008;Scott, 2012). Higher education institutions are nonprofit making in and more at cornerstone of eco-friendly sustainability (Leach, 2008). ...
Over the last three decades, the environment has become a hotly discussed topic all over the world. The United Nations has set up seventeen Sustainable Development Goals (SDGs) to achieve a standard of sustainable practices in the world including both developed and developing countries. Among these goals, the environment is regarded as a primary concern for all countries. The purpose of this research is to identify potential environmental indicators and challenges in organizational settings. This paper specifically investigates the impact of sustainable leadership on the environment, both directly and indirectly, through environmental practices and sustainable culture. Using a sample of 306 organizational personnel and Partial Least Square (PLS) Structural Equation Model (SEM), the results reveal that Sustainable Leadership (SL) have a significant impact on environmental sustainability. The results also indicate that Environmental Practices (EP) and Sustainable Culture (SC) influence Green Performance (GP). Findings of this study reinforce the organization’s concern for environmental sustainability and suggest how organizations and institutions can improve the environment through sustainable leadership. This is the first research to not only empirically study the interaction of SL and GP, but also to throw light on the existing literature by investigating the mediating function of environmental practices and sustainable culture and the underlying relationship.
This roundtable discussion aims to review research and anecdotal reports connecting intentional kink play scenarios with healing from past trauma. Kink activities have been found to enhance mindful embodiment, provide an altered state of consciousness parallel to spiritual experiences, expand self-awareness, increase one's sense of empowerment, increase body autonomy, build trust and deeper connection with others, and reframe / rescript trauma. Navigating trauma-informed kink play for psychological and somatic healing has potential benefits and risks. This discussion will review specific features of kink engagements that can support psychological and somatic healing from trauma and provide recommendations for increased efficacy and risk reduction.
Evidence-based research demonstrates that kink can assist individuals heal lived and/or vicarious trauma. Kink encompasses diverse erotic behaviors, interests, and fantasies; including identities, BDSM, fetishes, lifestyles, and more. Kink individuals and communities are a highly stigmatized, pathologized population; whom are vulnerable to clinician bias. This discussion will assist clinicians to effectively work directly and/or triadically to heal trauma and stop perpetuating harm. Culturally and somatically informed clinicians and researchers will discuss the risks and benefits of trauma-informed kink ‘play’ for increased psychological and somatic healing efficacy and risk reduction; in relation to peer-reviewed and emerging research, plus anecdotal reports connecting intentional kink with healing trauma. Kink activities have been found to enhance mindful embodiment, self-awareness and regulation, expand consciousness parallel to spiritual experiences, increase one's sense of empowerment, increase body autonomy, build communication skills, trust and deeper connection with others, and rescript trauma. Zal, Fredrick. (2024) "Trauma-Informed Kink Healing"; Association of Black Sexologists and Clinicians, International Lecture Series VII; St. George’s, Grenada; [Presentation]: https://www.youtube.com/watch?v=fXURruKK4ZM
Bu araştırmada, ortaokul öğretmenlerinin mesleki motivasyonlarının ve okullarındaki örgütsel farkındalığa ilişkin görüşlerinin okullara ve öğretmenlere ilişkin çeşitli değişkenler bakımından araştırılması ve okullardaki örgütsel farkındalığın öğretmenlerin mesleki motivasyonlarını yordayıcılığının test edilmesi amaçlanmaktadır. Yordayıcı korelasyonel desendeki bu araştırmanın örneklemi, Şanlıurfa ilindeki ortaokullarda görev yapan ve basit tesadüfi örnekleme yoluyla seçilen 312 öğretmenden oluşmaktadır. Araştırmanın verileri, öğretmenlerin mesleki motivasyonlarının ve okullarda örgütsel farkındalığın incelenmesine yönelik ölçekler aracılığıyla toplanmıştır. Verilerin analizinde, Pearson korelasyon analizi, basit doğrusal regresyon analizi, betimsel istatistikler, bağımsız örneklem t testi, tek yönlü varyans analizi ve tek yönlü varyans analizi ile bağlantılı olarak Welch ve Brown-Forsythe, Tamhane’s T2 ve Scheffe testleri kullanılmıştır. Araştırmanın bulguları, ortaokul öğretmenlerinin mesleki motivasyonunun cinsiyet, branş ve mesleki deneyim değişkenlerine göre farklılık gösterdiğine işaret etmiştir. Ortaokul öğretmenlerinin mesleki motivasyonu ile ortaokullardaki örgütsel farkındalık arasında ise pozitif bir ilişki bulunmaktadır. Okullardaki örgütsel farkındalığa ilişkin öğretmen görüşleri, öğretmenlerin mesleki motivasyonunun anlamlı bir yordayıcısı olarak belirlenmiştir.
Recent research in the neurosciences, that has been increasing recently, is beginning to develop significantly relevant conclusions regarding aspects of brain function. Two of the central concepts derived from the enrichment of the field of knowledge of the human brain and mind refer to neuroplasticity and epigenesis. Understanding the coping mechanisms in the educational context is the passport to a state of mind-brain-body balance that allows a better management of the teacher-student alliance. Through the given research we aim to study by statistical comparison, the difference in self-control depending on the person's gender and the relationship between coping mechanisms (VI) and self-control (VD) depending on gender. The research group consists of 260 adults, non-clinical population from Romania, aged between 22-65 years, and following the comparison according to gender, we note that there are different coping mechanisms for men and women that are associated with fragile self-control, only one behavioral coping mechanism being common to both categories: aggressive behavior. For women, recurrent thinking about how terrible the experienced event was, impulsive behavior without considering the consequences, manipulative and non-transparent behavior, as well as aggressive, brutal behavior are associated with fragile self-control. For men, aggressive, brutal behavior and focusing only on one's needs, regardless of whether the consequences of one's actions have negative consequences on others, are associated with fragile self-control.
This paper analyzes Safe Space for Dialogue as a group practice for accessing connected consciousness through the safe expression of emotional experience, empathic listening, and compassionate witnessing. It highlights the importance of connected consciousness to overcome architectures of separation that breed fear, isolation, domination, and instrumentalization of relationships. Connected consciousness is an intersubjective, relational experience that makes possible connection, compassion, and empathic and generative dialogue. This article offers an outline of the main qualities of connected consciousness—safety, empathy and compassion, attunement, and resonance; it analyzes how the practice of Safe Space for Dialogue develops expanded awareness and compassion, supporting participants’ access to the connected consciousness.
This chapter provides a brief overview introducing an interdisciplinary approach that combines the major fields of science into one framework in order to understand the human mind and well-being.
By utilizing a process of seeking the universal findings emerging from independent pursuits of knowledge, what E.O. Wilson calls consilience (Wilson, Consilience: the unity of knowledge, New York, 1998), the “consilient” field of Interpersonal Neurobiology seeks to understand the nature of reality by drawing upon the independent discoveries from fields such as mathematics, physics, chemistry, biology (including the fields of genetics, neuroscience, and medicine), psychology, linguistics, sociology, and anthropology.
The mind holds crucial significance in Buddhism that encompasses a distinct understanding. While Daniel Siegel defines the “mind” as an embodied and relational process responsible for regulating energy and information flow, this article evaluates it from the Buddhist perspective. Here, I conduct a succinct analysis of this definition, suggesting potential modifications from a Buddhist perspective. Though Buddhism may recognize the mind’s role in regulating the flow of energy and information during dynamic interactions between individuals and their natural and social surroundings, as proposed by Siegel, it also acknowledges the intricate process of forming karmic imprints. Within this framework, I propose revisiting Siegel’s definition through the lens of Buddhist karma theory and steering towards a middle way of comprehending our mind, concluding that this revision not only enhances completeness but also practicality for mindfulness exercises.
In this chapter I track our (animal) developmental path to illustrate that the ensuing complexity of this process, as converging evidence indicates, belongs to all animals, not only to humans. That is to say that other animals possess complex, human-comparable emotional, cognitive, social, cultural, and even creative capacities and needs. While I touch upon all of these aspects, I will discuss the experience of grief in more detail. Procedural and structural commonalities of animal organisms enable us to infer across species but also across temporal lines and historical periods. Technologically we are better equipped for the exploration of these commonalities than our ancestors may have been. However, the primary impediment to a more integrated view of nonhuman animals has been not technology but the master narrative that has kept the human “suspended between a celestial and a terrestrial nature,” as Agamben observed, “always less and more than himself.” This ontological quandary, which had for a long time fuelled misconceptions of, and violence against, other animals, is the second, parallel focus of the chapter. As we become more comfortable accepting our animal bodies and minds, fear of those petits récits that challenge dominant frameworks recedes, and narratives change.
In this paper, the position that mindfulness has in dialectical behavior therapy (DBT) and its effects are discussed in relation to the historical background of the birth of DBT, the main theory, and treatment strategies, on which the personal history of M. M. Linehan, the founder of DBT, has a bearing. Mindfulness, called “core mindfulness skills” in DBT, is the core of all DBT skills. In the second edition of the skills manual published in 2015, new explanations and instructions on core mindfulness skills were added. Explanations from a spiritual perspective were also enhanced. This change suggests that mindfulness in DBT is in the process of dialectical evolution. Finally, the future prospects of mindfulness in DBT are discussed in terms of the expansion of its application, including in trauma care.
The Distancing Approach is a comprehensive psychotherapy, rooted in the principles and practices of eye movement desensitization and reprocessing (EMDR) therapy. It aims to address the complex symptoms of obsessive-compulsive disorder (OCD), through insight enhancement, skill development, desensitization of triggers, and reprocessing of related memories. Building on prior OCD research with cognitive behavioral therapy (CBT) and with EMDR, it combines EMDR’s Phobia Protocol with two new EMDR-derived techniques: the Distancing Technique and Future Rehearsal. The Distancing Technique is designed to develop insight through the creation of adaptive coping statements. It identifies and strengthens these adaptive statements in EMDR’s preparation phase so that they can be available as resources during EMDR’s reprocessing phases and in daily life. Future Rehearsal is a technique that combines EMDR methods with CBT’s exposure response prevention to desensitize OCD triggers. EMDR’s Phobia Protocol is applied according to standard procedures. Consistent with the psychotherapy approach, the therapeutic relationship is optimized, and treatment is individualized, to best meet the needs of the client. A case example illustrates the application of the approach.
Mental stability, besides absence of mental illness, refers to one's ability at sustaining psychological well-being and quality of life. Conversely, one is deemed “mentally destabilized” by society, when one's moods, feelings, and/or actions are consistently unpredictable. As stabilization process is a very important factor in mental health care, this chapter aims to explore and explain the mindfulness process/strategy in stabilizing the affected participants at preventive, during, and post treatment stages as stand-alone or in conjunction with other pharmacological treatment. Relevant information was collected through the individual databases like Psych info, Sciencedirect.com, Embase, PubMed, Scholar.google.com, Medline, and research journals from open access university websites for writing.
This paper advocates for all child clinicians to learn hypnosis skills as a distinct advantage to enhance their understanding of child development in the treatment of children. It examines the interface of child development and hypnosis. Clinical hypnosis with children follows the child's developmentally determined self-expressions. The clinician must tend to the way in which the child expresses a "problem," structuring treatment goals and pace, and evoking and utilizing opportunities for therapeutic suggestion. This article defines hypnosis as a set of skills and principles. It defines trance as psychoneurobiological plasticity. Eight variables, shared across therapeutic interventions, are explored in the context of working hypnotically with children and adolescents. These are 1) Relationships, rapport, attachment; 2) Attention, absorption, focus; 3) Use of language and therapeutic suggestions; 4) Expectations; 5) Resources; 6) Dissociation and Unconscious; 7) Trauma parallels with trance; 8) Development. Becoming hypnosis-informed is the ABC's, & D, for child clinicians. A case illustrates the application of skills, principles, and variables.
Összefoglalás.
Jelen tanulmány célja áttekintést adni arról, hogy a pszichológiai szempontok milyen módon használhatók fel az erőszakos magatartás kockázatának felmérése során a terrorizmus elleni küzdelemben. Ezzel az elméleti vizsgálódással azt kívánom bemutatni, hogy a pszichológiának milyen szemlélete van az erőszakos cselekmények, a szélsőséges, radikális gondolkodásmód hátterének megismerésében. Számos felfogás létezik a terrorista magatartás okainak és személyiségjellemzőinek leírására, amelyek alapján megállapítható, hogy nem létezik az ún. terrorista személyiség. Nincsenek olyan tulajdonságok, amelyek alapján egyértelműen meg lehet állapítani a különbséget a terroristák és az átlagnépesség között, nem létezik egyetlen közös terrorista profil. Az erőszakos magatartás kockázati tényező megismeréséhez az előzetes felmérésnek éppen ezért kiemelt jelentősége van a terrorcselekmények megelőzése szempontjából.
Summary.
The aim of this paper is to provide an overview of the ways in which psychological aspects can be used to assess the risk of violent behaviour in the fight against terrorism. Through this theoretical exploration, I aim to show how psychology can be used to understand the background of violent acts against the background of extremist, radical mindsets. There are several conceptions of the causes and personality traits of terrorist behaviour, which suggest that there is no such thing as a terrorist personality. There are no characteristics that can be used to clearly distinguish between terrorists and the general population, there is no single common terrorist profile. Understanding the risk factors for violent behaviour in advance is therefore of particular importance for the prevention of terrorist acts.
The different theoretical approaches to specific cases, at the individual level, do not always provide an explanation. However, without knowledge of the research on the subject it is more difficult to understand the motives that lead people to act cruelly towards others. There are many theories about the psychology of terrorism, but relatively few controlled ones, empirical studies. Terrorism was previously considered a pathological manifestation of psychological and behavioural deviance. Based on psychoanalytic concepts, the psychopathology of terrorism was thought to be rooted in unconscious motives from childhood. However, the psychological analysis is relevant to risk assessment because the terrorist can be very diverse in temperament, ideologies, thinking characteristics and cognitive abilities. Psychological aspects are an important part of the various risk analysis methods. In developing the use of specific methods, I believe it is important to ensure that they are effective in helping to prevent terrorist acts in practice. The ideas expressed in this study perhaps demonstrate that it is a very versatile method.
It is essential that, with the spread of the Internet and globalisation, more and more potential terrorists and radicalisers are coming to the attention of the intelligence and counter-intelligence services. Psychological aspects will continue to play an essential role in the development of risk analysis methods, given that the commission of a terrorist act is always the result of extreme human violence.
What is transdisciplinarity - and what are its methods? How does a living lab work? What is the purpose of citizen science, student-organized teaching and cooperative education? This handbook unpacks key terms and concepts to describe the range of transdisciplinary learning in the context of academic education. Transdisciplinary learning turns out to be a comprehensive innovation process in response to the major global challenges such as climate change, urbanization or migration. A reference work for students, lecturers, scientists, and anyone wanting to understand the profound changes in higher education.
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