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Derived from the ancient mind-body practice and congruent with western scientific studies, the 8-Week Program to Support Undergraduate Academic Aptitude draws specific modalities from the 5,000-year-old Yoga tradition for helping lower undergraduate anxiety, depression, and stress. The program emphasizes use of physical postures, breathing exercises, basic mediation, and philosophy. Selectively chosen, the clinically researched techniques create physiological shifts for offsetting anxiety and depression in undergraduates, two factors known for adversely affecting students’ health and academic readiness. The main goal of the program is to educate a student to use Yogic tools intelligently and effectively for emotional, mental, and physical health to support quality of life and flourishing academically. A student’s health, wellness, and happiness are key contributing factors to staying engaged with an institution and student attainment.

Yoga is increasingly recommended for the K-12 population as a health intervention, a Physical Education activity, and for fun. What constitutes Yoga however, what is taught, and how it is taught, is variable. The purpose of this study was to survey Youth Yoga curriculums to identify content, teaching strategies, and assessments; dimensions of wellness addressed; whether national Health and Physical Education (HPE) standards were met; strategies to manage implementation fidelity; and shared constructs between Yoga and educational psychology. Methods: A descriptive qualitative design included a preliminary survey (n = 206) and interview (n = 1), questionnaires for curriculum developers (n = 9) and teachers (n = 5), interviews of developers and teachers (n = 3), lesson observations (n= 3), and a review of curriculum manuals. Results: Yoga content was adapted from elements associated with the Yoga Sutras but mostly from modern texts, interpretations, and personal experiences. Curriculums were not consistently mapped, nor elements defined. Non-Yoga content included games, music, and storytelling, which were used to teach Yoga postures and improve concentration, balance, and meta-cognitive skills. Yoga games were noncompetitive and similar to PE games. Teaching strategies included guided inquiry and dialoguing. Assessments were underutilized and misunderstood. Lessons were created to engage students across multiple dimensions of wellness; cultivate self awareness, attention, and concentration; and teach relaxation skills. Spiritual wellness was addressed using relaxation, self-awareness, partner work, and examining emotional states. Developers adapted curriculums to meet HPE standards when needed. Yoga was considered appropriate across all developmental stages and could be adapted to meet specific needs. Developers tended not to manage fidelity; strict control was perceived as contrary to Yoga philosophy. Curriculum manuals were resources, not scripts. Continuing education included workshops, videos, and online forums. Emerging themes included attention, awareness, meta-cognition, and self-regulation as learning objectives; dialoguing as a teaching strategy; and the influence of mindfulness and positive psychology on curriculum design. These suggest additional areas of research. Curriculums need codification, defining, and mapping of elements including the alignment of teaching strategies with assessments. The benefits of Yoga, beyond the physical postures, need further study. / Kinesiology

Yoga has been increasingly utilized as a potential intervention to improve cognitive functioning in patients with neuropsychiatric disorders. However, evidence-based review is limited. Further, whether the observed yoga-related changes in cognitive function are systematically related to specific neuropsychological domains or specific neuropsychiatric disorders remains underexplored. Thus, the aim of this review is to systematically evaluate randomized controlled trials that objectively measure global cognitive function and/or other neuropsychological domains (e.g., attention, executive functioning, social cognition, etc.) in neuropsychiatric populations. Four broad clusters of neuropsychiatric disorder are discussed: focal neurobehavioral syndromes; major neuropsychiatric disorders; neurological conditions with cognitive, emotional, and behavioral features; and comorbid neuropsychiatric and neurological conditions. / Kinesiology

I denna uppsats har en religionspsykologisk tolkning av Paramahansa Yoganandas personlighetsutveckling utförts. Syftet med uppsatsen har varit att från ett jungianskt perspektiv få en ökad förståelse för Paramahansa Yoganandas personlighetsutveckling genom en hermeneutisk analys.    Den genomgående tanken med uppsatsarbetet har varit att undersöka Paramahansa Yoganandas personlighetsutveckling, enbart via Self-Realization Fellowships skrifter, och sedan analysera materialet genom den hermeneutiska metoden och med hjälp av den analytiska psykologin som teoretiskt ramverk.    Tolkningen av Yoganandas personlighetsutveckling, enligt Jungs teori om individuationsprocessen, visar att Yogananda förefaller som en av de få människor som lyckats genomföra och fullborda individuationsprocessen och uppnå självförverkligande.    Vidare visar även undersökningen och tolkningen att det förefaller finnas ytterligare ett lager utöver Självet som Yogananda kallar ”The Cosmic Consciousness” vilket Yogananda uppnått via sin guru Sri Yukteswar och som Yogananda gav, under sin levnadstid, vidare via Kriya Yoga och som Yogananda fortsätter att ge vidare ännu idag via organisationen Self-Realization Fellowship som Yogananda själv grundade 1920.    Slutligen visar tolkningen av Yoganandas personlighetsutveckling att den individuella individuationens uttryck är väldigt komplex och mångdimensionell men bottnar i ett och samma starka behov hos den individuella individen att utforma en egen livsåskådning som skänker helhet och varaktig mening och lycka, inte endast i livet som stort utan även i det vardagliga livet.

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