Cognitively-Based Compassion Training (CBCT): An Emory Initiative for Education and Human...
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Transcript of Cognitively-Based Compassion Training (CBCT): An Emory Initiative for Education and Human...
Cognitively-BasedCompassion Training (CBCT): An
Emory Initiative for Education and Human Development
Lobsang Tenzin Negi, Ph.D
Emory-Tibet Partnership
Emory University
A Case for Educating the Heart“I believe that education is like an instrument. Whether that instrument…is used properly or constructively…depends on the user. We have education on the one hand; on the other hand, we have a good person. A good person means someone with a good heart, a sense of caring for the welfare of others…Education and the warm heart, a compassionate heart, if you combine these two, then your education, your knowledge, will be constructive.”
His Holiness the XIVth Dalai LamaCommencement Speech
Emory UniversityMay 11, 1998
Bringing Compassion into Education: The Need for Scientific Evidence
“I have always felt that if science could show such practices (compassion, loving-kindness and attention) to be both possible and beneficial, then perhaps they could even be promoted through mainstream education.”
His Holiness the XIVth Dalai LamaBeyond Religion: Ethics for a Whole World
A Method for Training Compassion: Emory’s CBCT Protocol
• Cognitively-Based Compassion Training (CBCT) is drawn from the lojong tradition of Indo-Tibetan Buddhism, but rendered into secular form.
• There are six key components of CBCT:– Developing Attentional Stability– Cultivating Insight into Thoughts and Emotions– Self-compassion– Developing Impartiality– Developing Affectionate Love and Empathy– Strengthening Compassion
TSST prior tomeditation training
TSST aftermeditation training
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Effects of CBCT on neuroendocrine and innate immune responses to stress
Pace et al. Psychoneuroendocrinol 2009;34:87-98;Pace et al. Psychoneuroendocrinol 2010; 35: 310-15
FINDINGS FROM CBCT RESEARCH WITH UNDERGRADUATES AT EMORY UNIVERSITY
CBCT Group
Control Group
Findings from CBCT Research on Empathic AccuracyIFG Brain Activation and Reading the Mind in the Eyes
Mascaro et al. SCAN 2012: Epub
Desbordes, Negi, et al., Frontiers in Human Neuroscience, 2012
Different effects of mindful-attention training vs. compassion training
Amyg
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Before After
Dep
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scor
eMindful-Attention
Training
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CompassionTraining
Before After
CBCT for At-risk Adolescents in Foster Care“We have no shortage of programs for kids in care, but they are all focused on changing external circumstances. We need a program that brings about inner change, and I feel that Emory’s compassion program is exactly what our children need.”
B.J. WalkerCommissioner, GA Division of Human Services, 2009
• Helped youth transform relationships with caregivers, teachers and peers
• Encouraged concrete changes in their behavior
Lower inflammation and greater hope infoster care adolescents who practiced CBCT more
Pace, Negi, Dodson-Lavelle, Ozawa-de Silva, Reddy, Cole, Danese, Craighead & Raison (in press). Psychoneuroendocrinology, July 2, 2012
higher inflammation
lower inflammation
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more hope
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Reddy, Negi, Dodson-Lavelle, Ozawa-de Silva, Pace, Cole, Raison, Craighead (in press) Journal Child Family Studies, February 21, 2012
high CBCT practice*
low CBCT practice*
high CBCT practice*
low CBCT practice*
*below or above median practice sessions
CBCT for Elementary School Children
“At first, I was a bit worried about whether or not we could teach these concepts to very young children, but their creativity and ability to grasp these teachings completely blew my mind.”
Brooke Dodson-Lavelle, CBCT Instructor Brendan and Brooke with children at Paideia
Insights from the Classroom
“Where does it stop?” “It never stops!” -girl, age 6
“If you really think about it, you can relate to everybody somehow.”-girl, age 8
“I have a lot of forest fires in my life.” -boy, age 5
-girl, age 8