The Contribution of Long-Term Mindfulness Training on Personal and Professional Coping for Teachers Living in a Conflict Zone: A Qualitative Perspective.

It has been suggested that mindfulness training can provide teachers with coping mechanisms and influence their perceptions of self and others. However, how does mindfulness help teachers cope in a stressful security situation both as Israeli citizens who live in a war zone and as teachers who are responsible for their students' lives? Fifteen female teachers, who lived and worked in the western Negev and who had completed two-years of mindfulness training, were interviewed. Interviewees reported that their coping skills had been heightened as result of being able to put aside intrusive thoughts and feelings that used to paralyze them and to focus on active coping, centered on what they needed to do promptly. Most also noted a more accepting attitude of themselves, without self-criticism or blame for what they should have or should not have done when facing the stressful situation. In relation to their students, they were more accepting of the behaviors and emotions expressed by their students and reported being more compassionate. The results will be discussed through the prism proposed by Lazarus and Folkman (1991). Educational implications of the outcomes of mindfulness training for those living in areas under the shadow of war will be suggested.

Positive weighing of the other's collective narrative among Jewish and Bedouin-Palestinian teachers in Israel and its correlates.

Teachers play a pivotal role in the educational discourse around collective narratives, and especially the other's narrative. The study assumed that members of groups entangled in a conflict approach the different modules of the other's narrative distinctively. Jewish and Palestinian teachers, Israeli citizens, answered questionnaires dealing with the narrative of the other, readiness for interethnic contact, negative between-group emotions and preferences for resolutions of the Israeli-Palestinian (I-P) conflict. Positive weighing of the other's narrative among Jewish teachers correlated with high levels of readiness for interethnic contact and low levels of negative between-group emotions, across the various modules of the Palestinian narrative. Preferences for a peaceful resolution of the I-P conflict and rejection of a violent one were noted in two of the modules. Among Palestinian teachers, positive weighing of the other's collective narrative was exclusively noted for the Israeli narrative of the Holocaust, and this stance negatively related to negative between-group emotions and preference for a violent solution of the I-P conflict, and positively related to readiness for interethnic contact and preference of a peaceful resolution of the conflict. Practical implications of these findings for peace education are discussed.

Does home attachment contribute to strengthen sense of coherence in times of war? Perspectives of Jewish Israeli mothers.

The perceptions of home, the significance attached to the home, and the reasons for the decision to continue living at home despite past and potentially future threats were investigated among Jewish Israeli mothers whose homes were exposed to long-term rocket attacks. Findings showed that the mothers expressed a firm attachment to their homes and to their physical and social surroundings and indicated that home attachment, in terms of thoughts, feelings, and behaviors connected to home, contributed to the strengthening of their sense of coherence due to the comprehension, management, and the meaning that they accorded the situation. These components of sense of coherence served as assets and coping resources that helped the women handle their stressful situations.

Representing the group's cultural trauma online.

The case of the Holocaust as a cultural trauma in the Jewish-Israeli context can serve as an example of how younger members of collectives use the Internet as a platform on which to commemorate a trauma. This study explored their willingness to establish an Internet site for the purpose of commemorating the Holocaust as well as the materials and messages to be included. The results suggest that the younger members of a collective who live in a cultural atmosphere colored by the memory of a cultural trauma view online commemoration as an appropriate base from which to keep its memory alive, that audio-visual materials more so than textual ones are the preferred modes of representation, and that online commemoration is intended to provide a kaleidoscopic view of the trauma by focusing on the personal stories of both those who survived and those who perished.

Effects of guided written disclosure of stressful experiences on clinic visits and symptoms in frequent clinic attenders.

BACKGROUND: Psychosocial variables such as major stressful life events/daily stressful events have been associated with health care utilization. OBJECTIVE: Our aim was to examine the effects of a guided disclosure protocol (GDP) of past traumas on symptoms and clinic visits among frequent clinic attenders. METHODS: Forty-one frequent clinic attenders (> or =2 visits/3 months) took part. Patients were randomly assigned individually to either a casual content writing control group (n = 19) or a trauma content writing experimental GDP group (n = 22). GDP patients wrote about an upsetting event chronologically (day 1), verbally described their thoughts and feelings and described the event's impact on life (day 2), and finally wrote about their current perspective on and future coping with the event (day 3). Three months later, patients were reassessed blindly for symptoms and clinic visits, and an average of 15 months later they were assessed blindly for clinic visits again. RESULTS: Compared with controls, GDP patients reported lower symptom levels at 3 months (2.3 versus 5.2), and made fewer clinic visits during the 3 (1.3 versus 3.0) and 15 month (5.1 versus 9.7) follow-ups. The percentage of GDP patients making > or =10 visits during the 15 month follow-up was smaller (10%) than among controls (33%). CONCLUSIONS: The findings extend previous findings to frequent clinic users, using a new form of written disclosure aimed at shifting trauma from implicit to explicit memory. The GDP may be an inexpensive additional intervention in primary care for reducing symptoms and clinic visits among frequent clinic users.