NORTHEASTERN UNIVERSITY Psychology Department

Psychology & Meditation – PSYC 2366 Spring, 2014 Professor Cohen TA’s: Nawar Al Barak & Vansa Bali Office: 149 NI

Phone: (617) 373-3049 Email: [email protected]

Required Text: Smalley, S.L. & Winston, D. (2010), Fully Present, DaCapo Press, Philadelphia, PA. All additional readings/handouts are posted under “readings” on Blackboard. Overview: This course examines the interface between meditation and psychological research. The focus will be on meditation, the type of meditation practice that is of most research and theoretical interest. The course is divided into three sections that address three general questions: 1. What are contemplative practices and mindfulness meditation in particular? 2. What are the psychological and neuropsychological underpinnings of mindfulness meditation? 3. What are the practical benefits of mindfulness meditation in clinical settings, education, athletics and for personal wellbeing? During the semester, I or a guest speaker will present material in a lecture/demonstration/discussion format during the first part of each class. The second part will usually be student-led discussions of questions/case studies related to that lecture or a recent one. The questions/case studies will be prepared by class members and distributed before they are discussed. Class Participation: Your class participation grade has three parts: attendance, contribution to teacher-led and student-led discussions, and completion of homework and online assignments on time. If you do three, you will receive full “participation” credit. Full participation credit can have the effect of increasing your grade by one-half point (e.g., C+ to B-). Student Discussion Groups: The class roster will be divided into 19 groups of 3 students each. Group membership is posted on Blackboard. Each group will stay in touch with one another via Blackboard and in class. Before a prescribed class meeting, one member of a group will post on blackboard, reading-related questions/case studies. The posting will identify each group member by name together with his/her particular contribution. All three members of the group will take turns leading the discussion for that class. Group #1 will be the first to post and present. The next time, group #2 will post and present followed by # 3 and so forth. Each group will have an opportunity to post and lead discussion once during the semester. Questions must be posted the night before the designated class. Those posting for Tuesday must do so by Monday before midnight. Those posting for Friday must do so by Thursday before midnight. If a posting is not done on time, the group will not receive credit. Preparing for Group Discussion: The discussion questions should pertain to the readings case studies or lecture material assigned for that day’s class. Questions should promote reflective and critical thinking about a research finding, a conceptual/theoretical issue, a clinical/educational application, use of terminology and should not be worded in a simple “yes/no” format. Each group member will discuss his/her thoughts on the question/issues and why he/she raised it and then open the floor for discussion of the topic. It is important that you posit your question to the class with an open mind so it can be considered from different angles. Extra Credit Opportunity: If your group is not assigned to creating questions or leading discussions for a particular day, you may submit a blackboard response for one point of extra credit before noon of the day of the class. Post under the question that you are considering. You can earn an extra credit point throughout the semester for every class that includes a student-led discussion. Homework Assignments: All assignments must be handed-in during the weeks that they are due to receive any credit. All assignments can be no longer than one typed page. Longer ones will not be accepted. Homeworks will be posted on blackboard. Please type all homework assignments and put your name and the date in the top left corner of the page! You need to complete at least 7 or 8 assignments to receive full credit (80 points) Midterm and Final Exam: Study topics for the midterm exam will be posted on Blackboard. There are no makeups. The final will be a 3-4 page write-up of a take home research project. Grade: Your final grade will be based upon the midterm, “take home” final exam research project, attendance, group work, and homework assignments sprinkled throughout the semester. Grades will be scaled on a curve. The following points will be assigned to your course work. Plus and minus grades are possible.

Item Points Mid-term exam 100 Final Research Project (Take Home Final) 200 Group Work (blackboard & in-class contributions) 60 Homeworks (8@10) 80 Attendance 20 Total 460+ any extra credit

Introduction Jan 7: Overview of course objectives and materials. Meditation and related contemplative practices have developed as part of all major spiritual, religious and wisdom teachings and traditions. Have you tried to meditate? Do you have a meditation practice? Has a particular teacher, teaching or tradition inspired your interest in meditation?

Spiritual/Religious Roots of Meditation

Jan 10 Meditative Experiences and Practices: Christian, Buddhist, Jainism. Jan 10: This meeting discusses meditative experiences and practices in three traditions: , Christian Centering Prayer and Jain Meditation. Religious and spiritual traditions access the meditative experience in many ways (e.g., service to others, rituals, chants, imagery, , postures, movement).

Read: Zen Buddhism Suzuki, Prologue on Beginner’s Mind, A meditative experience is a calm, unified and empathic awareness in the moment. It involves “being with whatever arises in the moment without grasping it, without labeling it, without pushing it away, whether it is a thought, a sensation or a feeling tone. The great , Shunryu Suzuki, referred this in-the-moment awareness as “beginner’s mind” because it is an instantaneous, direct awareness of a thought, a feeling tone, or a sensation that is untainted by a sense that it is “me” or “mine”. Are you familiar with this type of experience? Is this something that you have experienced?

Christian Centering Prayer: Trappist Monk, Thomas Keating

Jain Meditation: Gurudev Shree Chitraubanu , Jain Master and Former Monk

Jan 14 Meditative Experience and Practices continued: Islam, Religious Society of Friends (Quakerism). Today we have guest Speakers From Northeastern Center for Spirituality, Dialogue and Service: Alex Kern, (Executive Director), Beau Scurich (Spiritual advisor) & Naila Baloch (Spiritual Advisor). They will discuss meditation and meditative practices in their traditions.

Jan 17 What are Some Buddhist Practices for Cultivating the meditative experience? In this course, we focus on practices because they are the most widely studied by researchers. The first part of the Olendski reading on “meditation” (we will discuss the second part of the paper on mindfulness meditation next week) describes what are called “concentration” or “” practices. These practices strengthen meditative awareness by repeatedly bringing that meditative awareness to a particular object. Common objects include awareness of inhalation/exhalation of breath, a sound, repetition of a word or contemplation (), and of an activity (e.g., walking, standing).The Olendski paper describes “jhana” experiences that happen with extensive concentration meditation practice. Reading: Olendski, Mindfulness and Meditation, pp 37-44

Jan 21 Demonstrations of Some Buddhist Meditation Concentration Practices Readings and classroom demonstrations examine and describe concentration practices that allow one to “rest’ awareness on a particular object. Common objects include , experiences a breath, sound, repetition of a word(s) or of an activity(e.g., counting, walking, standing).The readings by Bhante Gunaratana(a Buddhist monk and scholar) and Sharon Salzburg( a meditation teacher) discuss some common misconceptions about meditation, what it is and why do it. We will defer discussion of “mindfulness meditation” discussed in these readings to the next class. As we will see, mindfulness meditation includes but is not limited to concentration practice. Readings: Gunaratana & Salzburg

Jan 24 Mindfulness Meditation: Cultivating Awareness Behind Everyday Conscience Experiences These readings (Smalley & Winston, Chapter 1, also see earlier readings by Olendski, Gunaratana & Salzburg) and demonstrations are examples of mindfulness meditation and explain how it is related to concentration practices discussed earlier. We will also discuss how the word “mindfulness’ means something quite different when used by psychologists than when it is used in a meditative context. What is the difference? The Langer article describes “mindfulness” as a psychological process. Readings: Langer, Mindful Learning & Chapt 1, S&W

Jan 28 Demonstrations of Mindfulness Meditation Practice: The readings (same as last class) and demonstrations for this class examine mindfulness meditation and its benefits. We will also discuss some of the classical/common factors that “hinder” or undermine mindfulness meditation practice: 1) Sense desire: Craving for pleasure or aversion to discomfort. 2.) Anger or ill-will: Feelings of malice directed toward self or others 3.)Sluggishness or boredom: Half-hearted action with little or no concentration. 4.) Restlessness-worry: Inability to calm the mind (“monkey mind”). 5.) Doubt: Lack of conviction or trust in the practice. See this webpage for more information about the hindrances. http://insightmeditationcenter.org/articles/FiveHindrances.pdf

We will also discuss what are called the three “marks of existence” These refer to three direct experiences during meditation that can lead to “insight” or “true happiness” The three marks are: 1.)Everything is impermanent . Everything we experience is limited to a certain duration and, consequently, is liable to disappear. 2.) Everything is unsatisfactory. Although everyday achievements, pleasures and the like are positive, they inevitably have an unsatisfactory/stressful quality which means that they cannot bring “true happiness” 3.)Everything is deprived or empty of a self. There is no self-inherent entity. “Self” is not an inherent entity but is rather a mental construct. Readings: S&W, Chapt. 2 & 3

Jan 31(special meeting in Sacred Space) Residential and Non-Residential Meditation Centers. What happens there and what purpose do they serve? This class meets at the regular time in the Sacred Space, 200 ELL Hall instead of the regular classroom. Visit meditation center websites listed below to find out what programs and learning opportunities they provide and how they support meditation practice. , Reading Homework: “Introduction” section (ppXV-XXIV) in Smalley & Winston text Written Homework: Find at least one meditation center online (e.g., secular, Christian, Muslim, Hindu, Quaker, Jain, Jewish) that support meditation/contemplative practices? What do these centers have in common and how do they differ? On the basis of these centers, what do you think are the conditions that support meditation practice and conversely, what are the conditions that hinder it?

1) Insight Meditation Society (IMS) residential retreat center in Barre MA. http://www.dharma.org/ 2) Cambridge Insight Meditation Center non- residential, http://www.cimc.info/ 3) Cambridge Zen Center non-residential. http://www.cambridgezen.com/ 4) Barre Center for Buddhist Study is a study/retreat center http://www.dharma.org/bcbs/

Feb 4 Science and Meditation: a Two Way Street, Why are scientists recently interested in studying meditation? How does the scientific study of meditation experiences fit into the history of science and research psychology? The Davidson et. al. and Holzel et.al. readings are examples of scientific efforts to study the neurology of the meditative experience in both field and laboratory settings. Can meditation teach us something about neuroscience? 1) Davidson, R.J. et al, (2002) Visions of Compassion: Western Scientists & Tibetan Buddhist Examine Human Nature, Oxford University Press. This is an early effort by scientists to understand the brains, neurology and traditions of long term Tibetan Buddhist meditation practitioners. What questions did the monks have for the scientists? 2)Holzel et.al.(2011) How does mindfulness meditation work?..., Perspectives on Psychological Science,6, #537 Read the initial pages (through page 539) of this article (introduction, table and discussion) that describe some initial laboratory studies concerned with the neurological correlates of meditation experiences. Also, review the remainder of the article to see how scientists often think of meditation practices as ways of "self-regulating" emotions, attention and so forth. What is the self-regulatory view? and how is it different from practicing meditation as a way of finding “true happiness”? 3) Cohen, P. (1987). Essay on Buddhist Mindfulness Meditation and Scientific Inquiry. Both scientific inquiry and mindfulness meditation are types of inquiry that are the same in some ways and different in others. Years ago, I wrote this essay to clarify some of those differences and similarities. The essay is based on my training and experience as both a long term scientist and long-term meditation practitioner. What are those differences and similarities?

Feb 7 Bringing “Life” into Meditation, Guest Speaker

Feb 11 Psychologists Researching Mindfulness Meditation 1,) A Controversy over whether meditative mindfulness can be scientifically measured? Brown & Ryan describe research that claims to psychometrically measure meditative mindfulness. Rosch, who is both a researcher & meditation practitioner, claims that trying to measure meditative mindfulness is akin to trying to measure “aliveness” of an animal. In other words, one cannot do it. What do you think? If Brown & Ryan did not measure mindfulness, what are they measuring? See: Brown & Ryan, The Benefits of Being Present and also Rosch, What Buddhist Meditation has to Tell Psychology About the Mind 2.) A Mindfulness Based Program for Reducing Stress: Assessing Mindfulness Based Stress Reduction (MBSR) This reading describes a Mindfulness Based Stress Reduction (MBSR) program that was developed to help chronic pain patients regulate pain and stress. In addition to its clinical use, this program is often used as a standard “meditation” procedure (independent variable) in studies that attempt to measure the short term effects of mindfulness meditation on psychological and biological processes. What other than mindfulness meditation is included in this program? See: An Outpatient Program in Behavioral Medicine for Chronic Pain Patients Based on the Practice of Mindfulness Meditation Readings: Brown & Ryan, MBSR readings & S & W, pp84-85

Feb 14 Mind Wandering There are many ways that the mind naturally wanders (e.g. planning, day dreaming, spacing out, “monkey mind”) that makes it difficult to “rest” awareness on a meditation object (e.g.breath at the abdomen). In learning to meditate, what adjustments can you make in your posture, environment, etc. that minimizes the “hindrances”, the tendency to wander? The readings for today summarize some current psychological research on the nature, causes and role of mind wandering. How is research on mind wandering related to mindfulness meditation? How does mindfulness of a pulled-in by them. Why is this important? Readings: 1) Killingsworth & Gilbert, A Wandering Mind is an Unhappy Mind”; 2) Gilbert et.al. “Comment on Wandering Minds: The Default Network and Stimulus-Independent Thought” and 3) Mason et.al. “Response to Comment on Wandering Minds and Stimulus Independent Thought” 4) S & W, pp 49-50, pp200-201

Feb 18 Meditative Mindfulness effects Attention Regulation The material for this meeting will consider the psychological view of what attention is (Conflict, Alerting & Orienting) and consider how it is similar and different from meditative mindfulness. We will examine research on the effect of mindfulness meditation on two “attention” tasks (1) Attentional Network Task and (2) the Attentional Blink Task. Read: S&W, Chapter 8 & the following online article on eating meditation: http://www.nytimes.com/2012/02/08/dining/mindful-eating-as-food-for- thought.html?_r=2&hp

Feb 21 Meditative Mindfulness Effects Attention Regulation (continued) and Review for Midterm exam The Wenk-Sormaz, reading “Meditation Can Reduce Habitual Responding” is an additional example of how mindfulness effects attention regulation. We will review material covered so far that will be included in the midterm exam. Assignments: Read Wenk-Sormaz, see exam topics posted on Blackboard and prepare questions for the review session.

Feb 25 Midterm exam

Feb 28 Introduction to Neurology and Meditation

Prof. Block will give an introductory overview of what is known about the neurological underpinning of meditative experiences. Andrew Newberg’s and Rick Hansen’s research and theorizing about the role of the brain in meditative states. Homework assignments: Davidson video: Transforming the Brain

Read: Buddha's Brain: The Practical Neuroscience of Happiness, Love, and Wisdom Chapter 3, The First and Second Dart

(Spring Break)

Mar 11 Discussion of Research Project Today's discussion and readings will focus the goal, the format and examples of the research project for the semester. The final written research project will be handed in during the last class of the semester (April 15). This project will serve as the final exam for the class. In other words, there is no final exam during exam period! Read: “Problem Formulation and Mindfulness” as a rubric for organizing your research. Also, there is list of articles that describe how meditation has been used to work with many types of clinical issues. Check them out to see if any might relate to your future research project.

Mar 14 Mindfulness Meditation: Changes in the Default Neural Network and Neuroplasticity (1) The first reading focuses on what is the default neural network, it’s “function” and how mindfulness meditation practice influences it. Mindfulness meditation experiences and the default neural network are associated with changes in "self- referencing", a sense of a separate “self” (selfing) and mind wandering. These studies examine activity in different areas of brain of long-term meditation practitioners (Buddhist monks). (2) The second reading suggests that mindfulness meditation practice (short-term MBSR protocol) can produce structural changes in the brain. Are there other interpretations of this finding? Why would such a finding be surprising and important? What follow-up experiments need to be done? Read: (1)Brewer et. al (2011). Meditative Experience is associated with differences in default neural network and connectivity. (2) Hozel et.al. (2001) Mindfulness Meditation Increases Regional Grey Matter Density. Related/Optional materials: an overview of Andrew Newberg’s work and theorizing about the connection between meditative experiences and the brain. http://www.newbrainnewworld.com/?Science_of_Awakening:Oneness_and_the_Brain The mindful Revolution: http://vimeo.com/17265023

Mar 18 Meditation and Neuro-plasticity

Mar 21 Meditation, Lovingkindness and Compassion

Mar 25 Meditation, Lovingkindness and Compassion (continued)

Mar 28 Mindfulness and Emotions: Recognition, Acceptance, Investigation, Non- Identification The readings discuss one way in which meditative mindfulness is being used to help people to work more effectively with emotions, particularly strong ones. Read: S & W (pp110-119). Salzburg’s chapter (Mindfulness and Emotions) goes into more detail. Brungard reading considers using mindfulness practice with anger within PTSD.

April 1 Meditation and Clinical Practice Guest Speaker: Stacy Creamer, LMHC, psychotherapist and counselor, Northeastern University Health and Counseling Services

April 4 Meditation and Eating Disorders:

April 8 & 11 Two research days There will be no formal class. Prof. Cohen and the TA's will be available during the regularly scheduled class time to discuss your research project.

April 15 Summing up Everyone will hand in their written research project and complete course evaluation