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

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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

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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

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Reddy, Negi, Dodson-Lavelle, Ozawa-de Silva, Pace, Cole, Raison, Craighead (in press) Journal Child Family Studies, February 21, 2012

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*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