Meditators Under the Microscope
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1) How to Build Habits • Inspiration
1) How to build habits • Inspiration: o What motivates you to do this change? What inspires you to change or build a new habit? Think about how your life could be if you make this change. • Intention: o Set some clear intentions: you need a plan. This is a critical link between inspiration and action. When do you plan to do what? • Action o Shift things to action – just start it! • Experience o Repeat the process until it is experienced, and becomes a new habit. Research says that you need 20 repetitions to start building a new habit… so 5 minutes each morning for three weeks could do the trick to kick this off! 2) Meditation Apps • Headspace (www.headspace.com) • Calm (www.calm.com) • And many more are out there … and they are a great start to build a habit! 3) My recommended reads • General reads: o Search Inside Yourself by Chade-Meng Tan o 10% Happier by Dan Harris o Real Happiness by Sharon Salzberg • Mindfulness/Meditation o Happiness by Matthieu Ricard (probably THE book that changed my life…) o Why Meditate by Matthieu Ricard o Mindfulness for Beginners by Jon Kabat-Zinn o Wherever You Go, There You Are by Jon Kabat-Zinn • Compassion o A Fearless Heart by Thupten Jinpa o Self-Compassion by Kristin Neff • Research/Mindfulness today o The Emotional Life of Your Brain by Richard Davidson o Altered Traits by Richard Davidson and Daniel Goleman o Your Brain At Work by David Rock • Emotional Intelligence o Emotional Intelligence: And Why it Can Matter More Than IQ by Daniel Goleman o Focus: The Hidden Driver of Excellence by Daniel Goleman • Spiritual (but practical) o The Miracle of Mindfulness by Thich Nhat Hanh o A Force For Good: The Dalai Lama’s Vision for Our World by Daniel Goleman . -
CURRICULUM VITAE AMISHI P. JHA Attention.Miami.Edu Mindfulness.Miami.Edu [email protected]
CURRICULUM VITAE AMISHI P. JHA attention.miami.edu mindfulness.miami.edu [email protected] Date: July 2021 I. PERSONAL: Name: Amishi P. Jha Current Academic Rank: Professor (Tenured) Primary Department: Psychology College of Arts and Sciences University of Miami Citizenship: USA II. HIGHER EDUCATION: Institutional Degrees University of California, Davis (1998) Ph.D. Psychology University of California, Davis (1995) M.A. Psychology University of Michigan (1993) B.S. Psychology Post-doctoral Training Duke University (1998-2001) Neuroimaging, Functional MRI III. EXPERIENCE Academic Appointments: 2021 Professor, University of Miami Department of Psychology 2010 to 2021 Associate Professor, University of Miami Department of Psychology 2002-2010 Assistant Professor, University of Pennsylvania Center for Cognitive Neuroscience and Department of Psychology Other: 2010 to present Director of Contemplative Neuroscience and Co-Founder Mindfulness Research and Practice Initiative (UMindfulness) University of Miami Curriculum Vitae Amishi P. Jha July 2021 pg. 2 IV. PUBLICATIONS *=First author is trainee of APJ A. Book Jha, A.P. (in press, October 19, 2021). Peak Mind. Harper Collins, New York, NY B. Book chapters 1. Denkova, E., Zanesco, A. P., Morrison, A. B., Rooks, J., Rogers, S. L., & Jha, A. P. (2020). Strengthening attention with mindfulness training in workplace settings. In D.J. Siegel and M.S. Solomon, Mind, Consciousness, and Well-Being (pp. 1-22). Norton. 2. *Morrison, A. B. & Jha, A. P. (2015). Mindfulness, attention, and working memory. In B. D. Ostafin, (Ed.), Handbook of mindfulness and self-regulation (pp. 33-46). Springer. 3. Jha, A. P., Rogers, S. L., & Morrison, A. B. (2014). Mindfulness training in high stress professions: Strengthening attention and resilience. -
Anthony P. Zanesco Education Professional Positions Publications
Anthony P. Zanesco Department of Psychology Email: [email protected] University of Miami 5151 San Amaro Drive, Cox Science Annex, Coral Gables, Florida 33146 Education 2010 – 2017 University of California, Davis Degree: Ph.D. Psychology Advisor: Clifford Saron 2010 - 2012 University of California, Davis Degree: M.A. Psychology Advisor: Clifford Saron 2003 - 2007 University of California, Davis Degree: B.A. Psychology, B.A. Philosophy Professional Positions 2017 – Present Postdoctoral Associate. Dr. Amishi Jha, University of Miami. 2010 – 2017 Graduate Student. Dr. Clifford Saron, Center for Mind and Brain, University of California, Davis. 2007 – 2010 Junior Specialist. Dr. Clifford Saron, Center for Mind and Brain, University of California, Davis. 2006 - 2007 Undergraduate Research Assistant. Dr. Clifford Saron, Center for Mind and Brain, University of California, Davis. Publications MacLean, K.A., Ferrer, E., Aichele, S.R., Bridwell, D.A., Zanesco, A.P., Jacobs, T.L., King, B.G., Rosenberg, E.L., Sahdra, B.K., Shaver, P.R., Wallace, A.B., Mangun, G.R., & Saron, C.D. (2010). Intensive meditation training improves perceptual discrimination and sustained attention. Psychological Science, 21, 829-839. Sahdra, B.K., MacLean, K.A., Ferrer, E., Shaver, P.R., Rosenberg, E.L., Jacobs, T.L., Zanesco, A.P., Aichele, S.R., King, B.G., Bridwell, D.A., Lavy, S., Mangun, G.R., Wallace, B. A., & Saron, C.D. (2011). Enhanced response inhibition during intensive meditation training predicts improvements in self-reported adaptive socioemotional functioning. Emotion, 11(2), 299-312. Jacobs, T.L., Epel, E.S., Lin, J., Blackburn, E.L., Wolkowitz, O.M., Bridwell, D.A., Zanesco, A.P., Aichele, S.R., Sahdra, B.K., MacLean, K.A., King, B.G., Shaver, P.R., Rosenberg, E.L, Ferrer, E., Wallace, B.A., & Saron, C.D. -
CHEP 2018 Proceedings Final.Pdf
2018 CONFERENCE ON HIGHER EDUCATION PEDAGOGY PROCEEDINGS H o s t e d by t h e C e n t e r f o r E x c e l l e n c e i n Te a c h i n g a n d L e a r n i n g ( f o r m e rl y C I D E R ) 10th Annual Conference on Higher Education Pedagogy February 14-16, 2018 The Inn at Virginia Tech and Skelton Conference Center Virginia Tech, Blacksburg, Virginia Corporate Sponsors The Center for Excellence in Teaching and Learning thanks all of the sponsors for their value of and commitment to higher education pedagogy. Conference on Higher Education Pedagogy 2018 ii Table of Contents Conversation Sessions ................................................................................................................. 1 Practice Sessions....................................................................................................................... 77 Research Sessions ................................................................................................................... 197 Poster Sessions........................................................................................................................ 253 CONVERSATION SESSIONS A CONVERSATION ON EXAMINING HIGH IMPACT PRACTICES LIKE REACTING TO THE PAST .................................. 2 AND ITS IMPACTS ON STUDENTS AND FACULTY THOMAS CHASE HAGOOD, UNIVERSITY OF GEORGIA; C. EDWARD WATSON, ASSOCIATION OF AMERICAN COLLEGES AND UNIVERSITIES; NAOMI J. NORMAN, UNIVERSITY OF GEORGIA; DAWN MCCORMACK A CONVERSATION: FROM BRICK AND MORTAR TO CYBER SPACE: ADDRESSING FEARS AND RESISTANCE -
Anthony P. Zanesco Education Professional Positions Publications
Zanesco, August 2019 Anthony P. Zanesco Department of Psychology Email: [email protected] University of Miami 5151 San Amaro Drive, Cox Science Annex, Coral Gables, Florida 33146 Education 2010 – 2017 University of California, Davis Degree: Ph.D. Psychology Advisor: Clifford Saron 2010 - 2012 University of California, Davis Degree: M.A. Psychology Advisor: Clifford Saron 2003 - 2007 University of California, Davis Degree: B.A. Psychology & B.A. Philosophy Professional Positions 2017 – Present Postdoctoral Associate. Dr. Amishi Jha, Department of Psychology, University of Miami. 2010 – 2017 Doctoral Student. Dr. Clifford Saron, Center for Mind and Brain, University of California, Davis. 2007 – 2010 Junior Specialist. Dr. Clifford Saron, Center for Mind and Brain, University of California, Davis. 2006 - 2007 Undergraduate Research Assistant. Dr. Clifford Saron, Center for Mind and Brain, University of California, Davis. Publications 1. Shields, G.S., Álvarez-López, M.J., Conklin, Q.A., King, B.G., Zanesco, A.P., Cosín- Tomás, M., Kaliman, P. & Saron, C.D. (under review). Effects of an intensive meditation retreat on the expression of inflammatory and epigenetic- modulatory genes: Downregulation of the TNF-α pathway. Psychosomatic Medicine. 2. Jha, A.P., Zanesco, A.P., Denkova, E., Rooks, J., Morrison, A.B., & Stanley, E.A. Zanesco, August 2019 (under review). Comparing mindfulness and positivity trainings in high- demand cohorts. Cognitive Therapy and Research. 3. Zanesco, A.P., Skwara, A.C., King, B.G., Powers, C., Wineberg, K., & Saron, C.D. (under review). Brain electric microstates and felt states of awareness are modulated by meditation training. Brain Topography. 4. Zanesco, A.P., Witkin, J.E., Morrison, A.B., Denkova, E., & Jha, A.P. -
The Neuroscience of Attention an Interview with Amishi Jha and Ryan Stagg
The Neuroscience of Attention An Interview with Amishi Jha and Ryan Stagg [0:00:08.6] Ryan: Welcome back to the Science of Meditation Summit, today's topic is attention and balancing focus and relaxation. I'm really excited today to be able to have a conversation with Doctor Amishi Jha, who is an associate professor at the University of Miami where her main area of study is attention and she's also involved, really closely, with mindfulness based attention training. So Amishi thank you for taking the time to be with us today. [0:00:37.7] Amishi: Happy to be here. [0:00:39.6] Ryan: So I thought we could start with talking about the critical role of attention, so maybe as someone who's really committed a large part of your life to the study of attention and towards helping people train in attention, you could say what attention is and why it might be so crucial. [0:00:57.6] Amishi: Sure, so in my lab as you mentioned, the University of Miami, I'm a neuroscientist and we study the brain's attention system. We study how it's put together, how different brain networks are involved in allowing us to do this thing called attention as well as what compromises it, what depletes and degrades it. And on the upside of course is how am I able to train attention to protect against its vulnerabilities. And it is, it's a very big system, it's a very powerful system, but doesn't actually fully develop till we're in early adulthood, about the age of twenty five or so. -
5 Th a Nn Iv E Rsa Ry Issu E • T He M Ed Icin Eof Th E M Oment APR IL 2 0 1 8 • Vo Lum E 6, Num Ber 1
5th Anniversary Issue • The Medicine of the Moment APRIL 2018 • volume 6, number 1 number 6, volume • + mindful.org science from our June 2018 issue THE MAGNIFICENT WILD MYSTERIOUS CONNECTED AND INTERCONNECTED BRAIN Our brain is like a wild, raging electrical storm that wondrously enables us to make our way. Yet a lot of mindfulness literature makes it sound like a very simple machine. Two leading neuroscientists suggest better ways to think and talk about the brain and the mind. Illustrations by Aaron Piland 42 mindful June 2018 for more stories like this visit mindful.org science FOR SOME TIME AT MINDFUL, We are in the middle of an epidemic We are in the middle of an epidemic spread we’ve been concerned that discus- spread of BS about the brain. Some- thing new comes up just about every of BS about the brain. Something new sions of the brain—particularly in week that grossly oversimplifies both what science currently knows about comes up just about every week that grossly the context of mindfulness and the brain and how the brain might meditation—have become sim- actually work. Trainers and coaches oversimplifies both what science currently and keynote speakers frequently plified to the point of distorting make extravagant claims about “brain knows about the brain and how the brain the truth. They often present the change,” “growing the brain,” or “adding gray matter.” Forbes recently might actually work. brain as a set of building blocks or published “6 Brain-Based Leader- Lincoln Logs, each with its own ship Game-Changers for 2018,” by an author who writes about “leveraging function. -
The Pennsylvania State University the Graduate School MOTIVATING
The Pennsylvania State University The Graduate School MOTIVATING ENGAGEMENT WITH SOCIAL JUSTICE ISSUES THROUGH COMPASSION TRAINING: A MULTI-METHOD RANDOMIZED CONTROLLED TRIAL A Dissertation in Psychology by Sinhae Cho © 2020 Sinhae Cho Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy August 2020 ii The dissertation of Sinhae Cho was reviewed and approved by the following: José A. Soto Associate Professor of Psychology Sherwin Early Career Professor in the Rock Ethics Institute Dissertation Advisor Co-Chair of Committee Robert W. Roeser Professor of Human Development and Family Studies Bennett Pierce Professor of Caring and Compassion Co-Chair of Committee C. Daryl Cameron Assistant Professor of Psychology Research Associate in Rock Ethics Institute Michael N. Hallquist Assistant Professor of Psychology Assistant Professor of Institute for Computational and Data Sciences Kristin A. Buss Professor of Psychology Professor of Human Development and Family Studies Head of the Department of Psychology iii ABSTRACT To address issues of racial disparities in the US and effect lasting social changes, it is essential for members of privileged groups to learn about the experiences of marginalized individuals and groups. However, this kind of empathic engagement around social justice issues is often avoided by privileged group members due to the potentially high emotional costs associated with engaging with these issues. This multi-method, randomized controlled trial examined a two-week, online-based, self-administered -
The Crux the Crux
12/14/2016 Can Mindfulness Meditation Make You Smarter? The Crux The Crux « No, America Does NOT Need More Scientists and Engineers Don’t Call a 9-Year-Old a “Psychopath” » Can Mindfulness Meditation Make You Smarter? By Guest Blogger | June 18, 2012 6:00 pm Dan Hurley is writing a book about new research into how people can increase their intelligence. His latest article for DISCOVER, published in April, was about how the brain forms memories. Shutterstock Can you consciously increase your intelligence? That question was the title of an article I wrote in April for the New York Times Magazine, examining studies showing that people who train their working memory with specially designed games show increases in their fluid intelligence, the ability to solve novel problems and identify patterns. In particular, the article focused on a game called the Nback task, in which a participant is challenged to keep track of spoken words or locations on a grid as they continuously pile up. While some skeptics doubt that anything as profound as intelligence can be increased in as little as a month by playing a silly game, far stranger methods are also being tested. And the results keep getting published in respectable journals, showing significant effects. Perhaps the most seemingly absurd approach is the use of “firstperson shooter” video games, like Call of Duty. Studies by Daphne Bavelier at the University of Rochester have found that practicing the games improved performance on an array of untrained sensory, perceptual, and attentional tasks. Notably, the transfer is broad enough to improve trainees’ ability to distinguish an auditory signal from white noise, despite the fact that no auditory training was involved in the games, and that two distinct brain areas are involved in auditory and visual processing. -
Altered Traits: Science Reveals How Meditation Changes Your Mind, Brain, and Body
Philosophy of Coaching: An International Journal Vol. 3, No. 2, November 2018, 88-90. http://dx.doi.org/10.22316/poc/03.2.07 Book Review Goleman, D., & Davidson, R. J. (2018). Altered traits: Science reveals how meditation changes your mind, brain, and body. New York, NY: Avery. Krish Iyer Singapore It’s been two years since I embarked on making meditation a daily routine, and over the last two years my practice has grown from a thought- jangling, mind-wandering, “Is it time yet?” 5-minute sitting to a steady, breath- aware and attention-centered sitting of anywhere between 45 minutes to an hour. It’s now something I so thoroughly enjoy that it’s with a deep sense of relaxed regret that I experience my programmed digital Dengze gong sounding the end of the sitting. What has caused this change? Could I dismissively ascribe it to “habit”? Or were there deeper mechanisms at work here? Why have I stopped reacting to impatient car honks that sometimes greet my slow acceleration at traffic lights, for instance? And what other changes have I undergone that I’m not even aware of? There is a saying: When the student is ready, the teacher will appear. That’s exactly how I felt when I chanced upon Daniel Goleman and Richard J. Davidson’s latest work Altered Traits: Science Reveals How Meditation Changes your Mind, Brain and Body at my local library. Containing a wealth of wisdom explaining why and how meditation works, all validated with scientific references and elaborations of the key concepts and effects of meditation, Altered Traits provides a logical and rational explanation for what has historically been understood as a strictly spiritual endeavor. -
Journal of Educational Psychology
Journal of Educational Psychology Mindfulness Training and Reductions in Teacher Stress and Burnout: Results From Two Randomized, Waitlist-Control Field Trials Robert W. Roeser, Kimberly A. Schonert-Reichl, Amishi Jha, Margaret Cullen, Linda Wallace, Rona Wilensky, Eva Oberle, Kimberly Thomson, Cynthia Taylor, and Jessica Harrison Online First Publication, April 29, 2013. doi: 10.1037/a0032093 CITATION Roeser, R. W., Schonert-Reichl, K. A., Jha, A., Cullen, M., Wallace, L., Wilensky, R., Oberle, E., Thomson, K., Taylor, C., & Harrison, J. (2013, April 29). Mindfulness Training and Reductions in Teacher Stress and Burnout: Results From TWo Randomized, Waitlist-Control Field Trials. Journal of Educational Psychology. Advance online publication. doi: 10.1037/a0032093 Journal of Educational Psychology © 2013 American Psychological Association 2013, Vol. 105, No. 2, 000 0022-0663/13/$12.00 DOI: 10.1037/a0032093 Mindfulness Training and Reductions in Teacher Stress and Burnout: Results From Two Randomized, Waitlist-Control Field Trials Robert W. Roeser Kimberly A. Schonert-Reichl Portland State University University of British Columbia Amishi Jha Margaret Cullen University of Miami Berkeley, California Linda Wallace and Rona Wilensky Eva Oberle and Kimberly Thomson Boulder, Colorado University of British Columbia Cynthia Taylor and Jessica Harrison Portland State University The effects of randomization to mindfulness training (MT) or to a waitlist-control condition on psychological and physiological indicators of teachers’ occupational stress and burnout were examined in 2 field trials. The sample included 113 elementary and secondary school teachers (89% female) from Canada and the United States. Measures were collected at baseline, post-program, and 3-month follow- up; teachers were randomly assigned to condition after baseline assessment. -
How a 'Micro-Practice' Can Ease Stress and Help You Sleep
6/8/2021 Have a minute? Try a mindful breathing meditation to improve your day - CNN HAPPENING NOW White House press secretary Jen Psaki holds daily news briefing. Watch live How a 'micro-practice' can ease stress and help yoLIuVE s TlVeep by Jen Rose Smith, CNN Updated 9:35 AM ET, Tue June 8, 2021 (CNN) — Are you feeling frazzled? That's relatable. These days, stress and anxiety are soaring across the globe. If you have a minute to spare, you can tweak the course of your day with a quick mindfulness practice. In recent years, studies have shown that mindfulness -- a group of practices designed to focus the mind on the here and now -- holds big promise for reducing pain, improving sleep, soothing stress, and helping with both anxiety and depression. "Mindfulness is the practice of cultivating awareness of the present moment -- thoughts, emotions and body sensations -- without judging them or reacting to them," said Eric Garland, a distinguished professor and associate dean for research at the University of Utah College of Social Work. Paying attention to the sensation of your breath is among the most fundamental of mindfulness practices, said Amishi Jha, professor of psychology at the University of Miami. "You're going to shine the flashlight of attention on those breath-related sensations," she said. Jha calls such exercises "core strength training for our mind," or workouts to hone our ability to focus on the present. You can get started right now. Ready? Here's how to begin. 1. Take a minute (or five). "Dedicate some time," Jha said.