Narratives of Journal Writing

2020 ◽  
pp. 269-294
Author(s):  
Jennifer Lynne Bird
Keyword(s):  
High School ◽  
High School Student ◽  
Journal Writing ◽  
Healing Process ◽  
Medical Professional ◽  
The Body ◽  
Valuable Resource ◽  
Medical Expert ◽  
Emotional Events ◽  
The Mind

How can writing help people heal? While writing cannot take the place of an evaluation by a trained medical expert, it can help the healing process. The process of writing serves as a valuable resource whether a patient writes about symptoms in a journal to share with a medical professional, a high school student writes about the day's events in a journal to deal with emotions, or an adult writes a prayer in a journal to cope with uncertainty. Regardless of the circumstances which motivated the writer to pick up a notebook and pen or type at a computer, writing releases thoughts and emotions from the mind to the page. When people transfer ideas to paper, stressful emotional events in the mind and physical tension in the body often improve. Therefore, writing can become a catalyst for healing.

Reflections of Writing Narratives

2022 ◽  
pp. 1-21
Keyword(s):  
Writing Process ◽  
Healing Process ◽  
The Body ◽  
Emotional Events ◽  
The Mind

Writing becomes a catalyst for healing. When people transfer thoughts and feelings to paper or a computer, stressful emotional events in the mind and physical tension in the body often improve. While writing cannot take the place of a medical expert's evaluation, it can help the healing process. This narrative focuses on how students in a classroom, patients in a clinic, and anyone coping with uncertain times can use the writing process to share ideas, track symptoms, vent frustrations, compose prayers, or reflect on life.

scholarly journals Effectiveness of Structured Teaching Programme Regarding Selected Yoga Techniques to Relieve Symptoms of Premenstrual Syndrome Among Adolescent Girls of Selected High School at Bangalore

2020 ◽  
Vol 5 (8) ◽  
pp. 1688-1698
Author(s):  
Nitu kumari singh (Gautam) ◽  
Laxmi Paudyal
Keyword(s):  
High School ◽  
Adolescent Girls ◽  
Premenstrual Syndrome ◽  
Knowledge Score ◽  
Physical Symptoms ◽  
The Body ◽  
Teaching Programme ◽  
Structured Teaching ◽  
Post Test ◽  
The Mind

Premenstrual syndrome (PMS) is a challenging problem as the psychological changes which occur in adolescent period are much more stressful and complex. Premenstrual syndrome also known as premenstrual tension (PMT) is a collection of emotional symptoms, with or without physical symptoms, related to menstrual cycle of girls. Menstruation is a normal physiological cycle or process in all females of the reproductive age group. However some women, girls feel or affected by menstrual problem. Among those, PMS is one of the disorder and it is mainly due to hormonal imbalance in the body. Yoga which helps to harmonize the mind and breath with the body through various breathing techniques, yoga posture (asanas) and meditation which also helps in relieving pain. Yoga, tailored to chronic low back pain which helps to produce significant reduction in pain and depression. Several yoga poses helps to ease PMS and also help the mind and body to adapt with stress, anxiety and depression making to feel relaxed and calm, as well as enabling us to cope with psychological symptoms of PMS. The study was conducted with the aim to evaluate the effectiveness of structured teaching programme (STP) regarding selected yoga techniques to relieve the symptoms of PMS among adolescent girls. Researcher adopted an evaluatory approach with pre-experimental one group pre-test and post-test design in the study. Self- structured knowledge questionnaire was used to assess the knowledge among adolescent girls regarding selected yoga technique to relieve the symptoms of PMS. Split half method was used to check the Reliability of the Tool and the tool was found reliable ( r= 0.88). probability simple random sampling techniques was used to select 100 adolescent girls from 3 high school. Findings revealed that the post-test knowledge score (26.49±2.48) was higher than pre-test knowledge score (10.25±2.46). The calculated ‘t’value in knowledge (51.34 p<0.05). The study found significant association between knowledge and demographical variables. Study concludes that structured teaching programme was effective in improving the knowledge of adolescent girls regarding Yoga techniques to relieve the symptoms of premenstrual syndrome.

Fundamental Principles of Algebra

1922 ◽  
Vol 15 (6) ◽  
pp. 332-346
Author(s):  
R. L. Modesitt
Keyword(s):  
High School ◽  
High School Student ◽  
Educational Value ◽  
School Subjects ◽  
Rules And Principles ◽  
Algebraic Operations ◽  
Average High School ◽  
The Mind ◽  
Work Done ◽  
Eminent Mathematician

An eminent mathematician has said recently that of all the high school subjects, algebra has the least and geometry the most educational value. No study in the high school course leaves a more hazy impression on the mind of the average high school student as to its purpose and value than does algebra. The student may put in hours of hard work; he may acquire some skill in performing algebraic operations (to him a highly mechanical accomplishment); he may be able to solve a fairly large number of the problems; he may quote verbatim many definitions, rules and principles; but, when asked what algebra is “all about,” what the letters mean, and whether or not there is any “point” or advantage to his accomplishments, the pupil is “at sea.” In talking with students, I find that the work done by them, in many cases, is quite purposeless and meaningless. To many the algebra work is done from day to day because it is a task assigned, a sort of daily grind that they must go through, using as their guide-posts the type examples worked out in the algebra texts, or explained by the teacher in the assignment of the lesson.

Burnout of the Mind – Burnout of the Body?

2018 ◽  
Vol 32 (1) ◽  
pp. 30-42 ◽  
Author(s):  
Claudia Traunmüller ◽  
Kerstin Gaisbachgrabner ◽  
Helmut Karl Lackner ◽  
Andreas R. Schwerdtfeger
Keyword(s):  
Blood Pressure ◽  
Allostatic Load ◽  
Maslach Burnout Inventory ◽  
The Body ◽  
Lower Percentage ◽  
Control Group ◽  
Urinary Catecholamines ◽  
Morning Cortisol ◽  
The Mind ◽  
Cortisol Increase

Abstract. In the present paper we investigate whether patients with a clinical diagnosis of burnout show physiological signs of burden across multiple physiological systems referred to as allostatic load (AL). Measures of the sympathetic-adrenergic-medullary (SAM) axis and the hypothalamic-pituitary-adrenal (HPA) axis were assessed. We examined patients who had been diagnosed with burnout by their physicians (n = 32) and were also identified as burnout patients based on their score in the Maslach Burnout Inventory-General Survey (MBI-GS) and compared them with a nonclinical control group (n = 19) with regard to indicators of allostatic load (i.e., ambulatory ECG, nocturnal urinary catecholamines, salivary morning cortisol secretion, blood pressure, and waist-to-hip ratio [WHR]). Contrary to expectations, a higher AL index suggesting elevated load in several of the parameters of the HPA and SAM axes was found in the control group but not in the burnout group. The control group showed higher norepinephrine values, higher blood pressure, higher WHR, higher sympathovagal balance, and lower percentage of cortisol increase within the first hour after awakening as compared to the patient group. Burnout was not associated with AL. Results seem to indicate a discrepancy between self-reported burnout symptoms and psychobiological load.

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