Guided mindfulness: A Self-regulatory approach to experiential learning of complex skills

Assessing cross-cultural performance: beyond just “being there”, revisited

As a review of the literature, this paper highlights how three dimensions - task performance, skill development, and cross-cultural adjustment, have been used to understand cross-cultural performance. With respect to task performance, two criteria should be measured for all those working cross-culturally, including remote or virtual cross-cultural work: (1) how accurately employees read the unique contextual demands of a cross-cultural context and (2) how effectively they respond given the contextual and strategic demands of the task. Focusing on development of cross-cultural competencies as a performance goal we highlight the dimensions most important for assessment, focusing on self- and relationship management competencies. Regarding cross-cultural adjustment, we offer a more precise and nuanced approach which accounts for the person-environment fit in the context of working in cultural novelty.

Comparing Indirect and Combined Effects of Mindfulness and Compassion Practice Among Schoolchildren on Inter- and Intra-personal Abilities

Objectives

During the last decade, mindfulness-based interventions have been implemented in the educational system. Such programs could follow several approaches, including an indirect approach, in which interventions are delivered only to teachers and a combination in which interventions are delivered to both teachers and students. Because of the importance of teacher’s involvement in programs designed to help children, we compared students’ impact of indirect, combined, and control groups over time. The indirect program delivered was the “Call to Care – Israel for Teachers,” and the direct program was the “Call to Care Israel” for students. Both programs employ mindfulness, compassion, and training of social-emotional skills, with a unique emphasis on care.

Methods

Two hundred 4th and 5th grade students were divided into indirect (2 classrooms), combined (3 classrooms), or control groups (3 classrooms). Each condition was implemented in a different school; schools were randomly divided into groups. The interventions were delivered by trained facilitators and included 20 weekly meetings. Outcomes for students were measured before the intervention, after it ended, and 6 months later.

Results

Hierarchical linear models revealed that both the indirect and the combined approaches were effective in improving well-being, anxiety, attention, and teacher’s availability and acceptance, while only the combined approach was effective in improving mindfulness, somatization, classroom atmosphere, and pro-social behavior.

Conclusions

Our results suggest that the combined approach is more beneficial than the indirect approach. However, given the scalability and cost of the indirect approach, it should also be considered an effective alternative.

Supplementary Information

The online version contains supplementary material available at 10.1007/s12671-022-01955-y.

Mindfulness and Self-Regulation Strategies Predict Performance of Romanian Handball Players

Previous studies on handball players’ performance are focused more on influence of physical, physiological factors and tactical strategies and less on the influence of cognitive, metacognitive and attentional regulation strategies. Performance can be achieved by attentional and emotional regulation alongside cognitive, metacognitive and procedural regulation strategies. This study explores the association between self-regulation strategies, mindfulness practice and performance. The sample consists of 288 Romanian handball players. The participants were 30% male and 70% female, with age between 12.01 and 14 years old, divided in three categories. The quantitative research design is descriptive and transversal. The method was survey based on questionnaires. There were interesting results found in different age categories and different performance levels. The variables (state mindfulness of body, self-monitoring, and self-efficacy) explained 87% of the variance in sports performance, in a hierarchical multiple regression. The research findings indicated that handball players with a high level of acceptance of one’s own thoughts and emotions, non-judging present-moment awareness, conscious monitoring the execution of movements, and confidence in their abilities to succeed could have more chances to achieve the desired performance.

Providing Veterans With Innovative Nursing Educational Opportunities

This funded project assisted veteran students to obtain a baccalaureate in nursing by aligning the skills learned through military training with concepts and skills valued by professional nursing and taught to nursing students. Nine concepts or skills were identified by nursing faculty that validated for course credit. The identified concepts and skills were incorporated into four simulation scenarios. Veteran students' skills were validated through simulation experiences in place of taking a three-credit nursing course. Anecdotal data from the debriefing process were rich with students' experiences and gratitude for being recognized for their military knowledge and service.