College of Mind-BodyMedicine: Dr. Julie Staples Conducts Research on Mind-Body Skills Project in Gaza02/28/2012
Conducting and reporting high quality research is an essential part of the advancement of mind body medicine in health care. Julie Staples has worked as the Research Director at The Center for Mind-Body Medicine (CMBM) since 1996. The rising credibility of Complementary and Alternative Medicine (CAM) is due in part to high quality studies being reported in a way that the medical profession recognizes. The medical profession uses the Randomized Controlled Trial (RCT) to evaluate the efficacy of most interventions. Reporting results of CAM interventions using recognized research methods improves the validity and credibility of the studies, and opens the lines of communication with colleagues.
Julie and her colleagues at the CMBM have recently received Institutional Review Board (IRB) approval to conduct three Randomized Clinical Trials in Gaza. The studies aim to evaluate the efficacy of mind-body skills groups for children, adolescents and adults with posttraumatic stress disorder. Previous research in Gaza studied the effects of mind-body skills groups for approximately 500 adults and 500 children. Among these, about 17% of the adults and 26% of the children had symptoms of PTSD. Using pre- and post- test measurements, the studies demonstrated improvement in PTSD symptoms and depression in both adults and children, as well as decreased hopelessness in children and improved quality of life in adults. The new studies will further advance the data gathered in the pilot studies with a more rigorous study design.
©UNESCO/Mustafa R. M. Daras
Under human rights law, governments everywhere are obliged to facilitate the right to education, according to a recent UN report. They must also secure sustainable investment in education. Prepared by the UN Special Rapporteur on the right to education, the report also addresses education in contexts affected by conflict and disaster.
The right to education is also at the heart of an ongoing consultation of UNESCO Member States. Launched in September 2011, it concerns the implementation of the Convention and Recommendation against Discrimination in Education (2006-2011).
An exhibition of graphic, brightly-coloured posters illustrating the right to education will be launched on 8 December in the context of the partnership between UNESCO and the NGO “Posters4tomorrow”. A video of the posters is on YouTube.
Education as a human right and teaching and learning about human rights are two aspects of UNESCO’s rights-based work in education. Knowledge of rights and freedoms ensures respect for the rights of all. Human rights education creates a “human rights-friendly” environment. It aims to develop learners’ competencies to apply a rights-based approach to everyday issues for a sustainable and peaceful future.
Sure a dog is man's best friend. But what does that mean on a practical level? Does the human and animal (HA) bond be used for the greater good?
Angeline Siegel is so fascinated by this subject matter that she felt compelled to study Mind-Body Medicine at Saybrook, with the intention of relating her degree to both humans and animals. Her master’s project title was “A Veterinarian’s Guide to Mind-Body Medicine: Creating Greater Health and Well-Being in the Human-Animal Bond.”
Angeline worked with holistic veterinarian Michael Bartholomew for a two-week practicum in November, 2010 in South Salem, New York at the Smith Ridge Veterinary Center. That opportunity gave her the time and experience to define the audience she is working with, and to look at how veterinarians can influence the health of the human animal bond. Then for her master’s project, she used Saybrook University faculty member Jeannie Achterberg as her committee chair, and Dr. Bartholomew as a committee member. Dr. Achterberg is widely known for her research and publications on the use of imagery for healing, but also has a long-standing interest in the bond between humans and animals.
Angeline has a private practice called the Zen of Fido, www.zenoffido.com, and specializes in holistic medicine for the human-canine relationship. The following is an example of how she is using mind body medicine at her practice.
On Saturday, March 10, 2012, from 10:00 AM - 5:00 PM CST, join an ongoing Jungian studies seminar and meet Saybrook faculty and students. The great psychiatrist Carl Jung believed that we must start with a deep understanding of ourselves if we want to make a lasting impact on our community and the world.
Honor your vocation and enrich your personal and professional life with a doctorate degree, master’s degree, or a professional certificate offered by Saybrook University’s highly original Jungian studies program. Held in partnership with The Jung Center of Houston, this innovative educational collaboration immerses students in the original thinking and writing of C.G. Jung, with a core focus on the twenty volumes of his Collected Works and contemporary Jungian and post Jungian scholarship, such as The Red Book.
Representatives from Saybrook University will be on hand to answer questions about admissions, financial aid, degree planning and beyond. To learn more and register, please RSVP HERE.
How does one learn nonviolent resistance? The same way that Martin Luther King Jr. did—by study, reading and interrogating seasoned tutors. King would eventually become the person most responsible for advancing and popularizing Gandhi’s ideas in the United States, by persuading black Americans to adapt the strategies used against British imperialism in India to their own struggles. Yet he was not the first to bring this knowledge from the subcontinent.
By the 1930s and 1940s, via ocean voyages and propeller airplanes, a constant flow of prominent black leaders were traveling to India. College presidents, professors, pastors and journalists journeyed to India to meet Gandhi and study how to forge mass struggle with nonviolent means. Returning to the United States, they wrote articles, preached, lectured and passed key documents from hand to hand for study by other black leaders.
On Tuesday, March 6th, 2012, from 5:30 - 7:00 PM PST, join Saybrook Faculty to learn more about Human Science and Organizational Systems program offerings. Faculty will lead discussion on select topics prior to opening the floor to prospective student questions. Participants may attend in-person or via conference call.
Unbound by limiting, rigid theories, Human Science applies a human-centered and interdisciplinary approach to explore the question; what does it mean to be human in the 21st century? Human Science (HS) is a discipline rooted in the European scholarly tradition of qualitative theory. HS programs investigate issues that intersect between art, science and philosophy to discover how individuals and societies can improve their condition.
Organizational Systems programs are designed for students that want to contribute to emerging social needs for transformative, innovative, sustainable organizational and social change. Our goal is to produce graduates who become leaders in sustainable organizational changes all over the world.
Admissions representatives will also be in attendance to answer any questions you may have. To learn more and register, please RSVP HERE.
Introducing Connie S. Corley, MSW, MA, PH.D.
Connie Corley has engaged in the field of gerontology for 35 years of her professional career. During that time, she has participated in developing the innovative cultural concepts of Positive Aging and Conscious Aging.
The word "gerontology" conjures up an array of thoughts and images about aging, and not all of those images are inspiring. The Positive Aging and Conscious Aging movements seek to give new meaning to the aging process. The Positive Aging movement was inspired by positive psychology. It aims to give purpose to one’s later life through a variety of directions, such as being active in communities and building meaningful relationships.
Conscious Aging, a parallel movement, inspires the aging process with an element of spirituality. The Conscious Aging perspective can benefit persons approaching the end of their lives, and their loved ones as well. Through the discussion of spirituality and aging, Conscious Aging teaches loved ones to be more fully present with their aging family member or friend during some of the difficult times. The deepened relationships that unfold through communication about what it means spiritually to move through life, allow for growth for everyone involved.
People have a full range of experiences as they age. One perspective promoted by Ram Dass is that aging allows us to stop identifying with the ego and the physical body. By letting go of physical constraints, conscious aging allows us to get back to our true essence. Instead of aging limiting us to roles, conscious aging connects us with our souls.
By ELTON SKENDAJ, Visiting Research Fellow, Kroc Institute for International Peace Studies at the University of Notre Dame
Original post found in the Global Campaign for Peace Education Newsletter, February 2012 issue.
I write this as a research fellow at the Kroc Institute for International Peace Studies at Notre Dame, where reflection and action in peace research are encouraged. In a review of current practices of peace education by US Institute of Peace, the writers celebrate the diversity of peace practice, but sound a note of caution that we need better evaluation of the strategies that work in peace education. In this spirit of reflection, I want to make a plea for learning from our failures and sharing information about when our strategies work and when they don’t. As peace educators, we often share information about what we consider successful outcomes of our efforts, and failures to achieve the peace we seek are used to justify the claim that more peace education activities are needed.
Your personal myths—the hidden themes and stories of your life—could be subconsciously shaping the way you live today. Personal myths are generated from family, society, and your own experience. When you become aware of your guiding personal myths, you can examine them to determine whether they are more functional than dysfunctional. This process can help you identify myths that no longer serve you, which reduces the power they have to influence your thinking and decisions.