8^th International Conference on Stress, Mindfulness and Psychological Interventions October 23-24, 2019 Amsterdam, Netherlands

Biography:

My name is Ajit Kaur. The completion of double graduation in Bachelor of Science (B.Sc.-Economics) and Bachelor of Education (B.Ed.) from Guru Nanak Dev University has made me eligible to teach Economics and allied subjects to Secondary school and Higher Secondary school students. During this period of education in colleges, I have consistently won number of awards and laurels to add feathers in my cap. Teaching Aid Competition, various Quiz Competitions and college graduation results are some of such places where I stood 1^st rank in college. I did Masters in Education (M.Ed.) and Masters of Arts (M.A.-Economics) as post-graduation eligibility with 1^st rank and qualified UGC-NET national exam, and subsequently became eligible to work as an ‘Assistant Professor’ in India. Professionally, I worked as an Assistant Professor at colleges under public universities of India, like Baba Banda Singh Bahadur College of education and Swami Vivekananda College of education and private university called Lovely Professional University. Currently I am pursuing a Doctorate in Education (PhD) from University of South Australia, for which I have attained university’s international scholarship.

Abstract:

Number of growth and development theories identified adolescence as a critical stage of human development. This age is seen as full of stress & storm and changes & challenges (Ademeyo and Adeleye, 2008). Anti-social behaviour, anxiety, depression, stress and suicidal ideation in adolescents are matters of serious concerns (Fenzel, 1989; Bobo et.al., 1986; Kaplan & Liu, 2005; Taliaferro et.al, 2009, p.86). Prevalence data evidences that around 2000 Australians loss their life every year due to high or very high psychological stress. Among them young people aged between14-24 years of age are at a higher risk of suicide (LIFE, Australia, 2015, p.33). Such data signifies the importance of addressing this period of young people’s development in Australian education system to enhance their academic achievement and overall wellbeing. Historically it was assumed that concepts of role stress applied to adults contesting that adults have wider social interactions. This view was challenged by researchers, who have either empirically or theoretically supported the view, that adolescents are the first to be confronted with role stress and revealed that role stress significantly predicts a heavy use of illicit drugs and alcohol (Fenzel, 1989; Bobo et.al., 1986; Kaplan & Liu, 2005, p.97). Thus, such studies have concentrated on prevalence and psychological symptoms of role stress in adolescents. Very few attempts have been made to explore the relationship of role stress with wellbeing of adolescents aged 13-19 years of age. This paper specifically addresses role stress in adolescents (a feeling of dissatisfaction among adolescents regarding interactions or relationships with their environment such as family, friends, peers, school and teachers) to gain in-depth understanding of its potential relationship with their wellbeing.

Biography:

Edilaine C. Silva Gherardi-Donato has completed her PhD at the age of 25 years from University of Sao Paulo and postdoctoral studies from University of Alberta Canada. She is Associate Professor, and Coordinator of Center of Mindfulness and Integrative Therapies at Department of Psychiatric Nursing and Human Sciences, University of São Paulo at Ribeirão Preto College of Nursing - PAHO/WHO Collaborating Centre for Nursing Research Development. She has published more than 55 papers in reputed journals and has been serving as an editorial board member of repute.

Abstract:

Mindfulness-based practices have showing promising results for mental health and positive changes at workplace context. The present study evaluated an intervention of Mindfulness-based practices in technical-administrative workers to improve mental health parameters: Perceived Stress, Depression, Anxiety, Burnout and Mindfulness. Method: 60 subjects participated, they were randomized to a group that received an intervention with Mindfulness-based practices for eight weeks (Mindfulness Program) (Experimental Group [EG]: 30 participants) and to a group that received no intervention (Control Group [CG]: 30 participants). The main outcome evaluated was Perceived Stress, through the Perceived Stress Scale (PSS14), and the secondary outcomes were Depression by Beck Depression Inventory (BDI-II), Anxiety by Beck Anxiety Inventory (BAI), Burnout by Maslach Burnout Inventory - General Survey (MBI-GS), and Mindfulness by Five Facet Mindfulness Questionnaire (FFMQ-BR). Outcomes were assessed before (T0) and after the intervention (T1). Descriptive analysis, Pearson's Chi-square test and Fisher's exact test were performed to compare distributions of the variables between EG and CG groups. Mann-Whitney test was performed to evaluate intergroup changes between T0 and T1. We adopted a significance criteria of 0.05. Clinical trial registered under the number UTN: U1111-1179-7619. Results. The EG presented a reduction in the mean scores for Perceived Stress (p <0.001), Depression (p <0.001) and Anxiety (p = 0.003), and increased the total mean score for Mindfulness (p = 0.012) and at the facet 3-Observe: p = 0.010 and facet 6-Do not react to internal experience: p = 0.002, when compared to CG. The same post-intervention effect was not observed for Burnout at the total score (p = 0.314) and its dimensions of the scale (Emotional Exhaustion: p = 0.083; Cynicism: p = 0.736 and Work Efficacy: p = .486). The results showed that Mindfulness Program resulted in reduction of Perceived Stress, Depression, Anxiety and increased Mindfulness, demonstrating the beneficial potential of Mindfulness-based practices for a nonclinical population of workers. The present study, point out the effectiveness of Mindfulness based intervention as a low-cost practice, free of adverse effects and with a range of positive benefits.

Biography:

Dr. Rinaldi has spent the last 8 years researching compassion and self-awareness as well as the effects of meditation on the psyche.  Trained in archetypal psychology her teachings incorporate conflict resolution and effective communication strategies through self-awareness and mindfulness techniques. 

Dr. Rinaldi gives on-site workshops for businesses interested in using a compassionate, whole-minded approach to conflict resolution, management, and customer service.  Great communication creates opportunity for growth and trust reducing reactivity, passive aggressive thinking, and hot-headed responses.  The principles taught by Dr. Rinaldi boost employees’ inspiration, creativity, productivity, and collaboration skills, creating a thriving corporate culture that breeds success.

Abstract:

The current research from the field of neuroscience interprets compassion as a learned behavior with meditation being a key component to deepening this aptitude.  Developing our compassion as a collective will counter the epidemic of human injustices that pervade our world.  As more people see human beings, rather than objects on the opposing side, we will manage conflict differently.  When we objectify others, inhumane treatment is possible because their experience matters less whereas compassion equalized everyones’ experience.

We develop compassion by understanding clearly what compassion is and what it is not.  There are five main hiderances to compassion—people pleasing or giving out of obligation, pity, changing or fixing, judgement (thinking our perspective is right without consideration for the other side), and reactivity (up regulated reactions that stem from deep seated emotions that have not been tended to or healed). 

We cultivate a more compassionate way of being by fostering self-awarenews, tending our unresolved emotional pain, and through mindfulness meditation.  When we work on these three things together our compassion instinct grows; our perception of others become more clear becasue we are working to balance and integrate our psyche—psychological wholeness arises.  With psychological wholeness we will see a human being in front of us more of the time, rather than an ojectified other.  Seeing the human being before us, gives us an oppertunity to choose compassionate responses becuase we know their pain or struggle is not very far from our own.