Journal of Contemplative Education and Psychological Wellbeing

The Law of Happiness: How Spiritual Wisdom and Modern Science Can Change Your Life

Deepak Regmi — 2025-06-20

The book, The Law of Happiness: How Spiritual Wisdom and Modern Science Can Change Your Life, by Dr. Henry Cloud, comprises an introduction and 14 chapters centered on the core premise that happiness is not determined by external circumstances, but rather by our intentional choices and practices within our control. Written in the context of a growing interest in the science of well-being, the book blends biblical principles, psychological research, and personal insights to uncover the true nature of happiness and challenge the widespread belief that happiness is found in wealth, status, or perfect relationships. Rather than focusing on fleeting external circumstances, Cloud argues that sustainable happiness is rooted in intentional behaviors, thought patterns, and spiritual practices that are the intrinsic values of human life. Overall, His practical and encouraging approach offers readers an accessible path to happiness, regardless of life’s challenges. This review outlines the book’s central argument, summarizes its structure, strengths and weaknesses, and concludes with its overall contribution to the theme of happiness and personal growth.

Navigating the Landscape of Contemplative Education and Psychological Wellbeing

Shree Krishna Wagle — 2025-06-20

We are pleased to present the inaugural issue of the Journal of Contemplative Education and Psychological Wellbeing, a platform dedicated to exploring the dynamic intersections of education, social and emotional health, educational psychology, school counseling, and contemplative practices. As the complexities of life in the 21st century continue to challenge traditional educational paradigms, there is a growing urgency to develop approaches that cultivate inner awareness, emotional resilience, and holistic wellbeing among learners, educators, and communities (Wang & Yorks, 2012). This journal responds to that call. Rooted in a vision of integrating intellectual, emotional, and spiritual dimensions of human development (Bainbridge & Del Negro, 2020), this journal invites scholarly and practice-based contributions that bridge Western scientific understanding with Eastern wisdom traditions. We aim to nurture a space where contemplative methods and psychological theories can be studied, applied, and reflected upon in meaningful ways within educational and counseling contexts.

Hermeneutic Phenomenological Study Using SMC on Wellbeing of Students Enduring Difficult Situations

2025-06-20

This study examines how disrupted intrapersonal communication from conflict and migration affects student well-being and proposes the Sadharanikaran School Counseling Technique (SSCT) to foster emotional connectedness (sahridayata) using the Sadharanikaran Model of Communication (SMC). The study is conducted in two phases within a five-year interval using a longitudinal time frame. The first role of intrapersonal communication in the human development of the research participants facing difficult life situations, such as conflict and international migrant workers leaving behind families, is articulated using the theoretical framework of SMC. The first phase of the study was conducted in 2019, and the second phase was conducted in 2025. It attempts to trace the effect of Maoist insurgency (1996 to 2006) leading to international migrant workers in the wellbeing of children of those families who are studying from school to university level. In the first phase, the findings of the study show that these children have self-harming tendencies due to disconnection from parents and overindulgence in digital media, hindering intrapersonal communication. This has led to drug abuse, suicidal tendencies, hyper-reaction, and anxiety in them. Institutional intervention of family, school, rehab, and other support mechanisms is an urgent need to ensure their well-being, yet the stakeholders seem disconnected from them. The second phase of the study attempts to bring some theoretical insights to resolve this issue for the well-being of research participants using communication as a tool. Sadharanikaran School Counseling Technique (SSCT), derived from the Sadharanikaran Media Analysis Technique (SMAT), is proposed here to assess the Sahridayata between the students experiencing difficult life conditions and the school counselor who supports them to cope with it in a teaching-learning context.

Societal Stigma and the Caregiver’s Dilemma in Inclusive School Settings

Shreeya Shah — 2025-06-20

The study explores the impact of societal stigma on caregivers in inclusive school settings in Nepal, highlighting the emotional exhaustion, isolation, and disengagement experienced by those raising neurodiverse children despite progressive educational policies. Using narrative inquiry, the study shows how affiliate stigma, or stigma experienced by association, undermines the wellbeing of caregivers, leading to internalized shame and participate less in support networks. The study offers culturally specific insight into how institutional barriers and deeply held beliefs perpetuate stigma and hinder the progress of inclusive education. Based on the lived experiences of caregivers and educators working in inclusive schools, the study advocates for stigma-informed practices and integrated mental health support. It also assesses Nepali educational resources for caregivers, identifying policy gaps and highlighting the impact of stigma on inclusive education. Finally, the study offers implications for improvements such as enhanced institutional support for caregivers, the creation of safe emotional spaces, and culturally sensitive awareness campaigns to strengthen caregivers' resilience and promote equitable, inclusive education.

PDF Transitional Stress to Grade One Students in Academic Writing

Shrijana Satyal — 2025-08-20

This study explores the stress experienced by Grade One students in private schools in Lalitpur as they transition from preschool to more structured writing activities. While early writing skills are essential for academic success, there is limited research on how writing interventions affect young learners in low-resource settings. Using Bridges’ Transition Model (2011) and the Transactional Model of Stress and Coping (Lazarus & Folkman, 1984), the study explores key questions: How do first graders experience the shift to structured writing? Are teachers aware of this stress, and are they trained to support systematic writing? How do teachers address this stress in the classroom? The research used critical hermeneutics, combining classroom observations, teacher interviews, and collection of student work. The researcher also drew on personal experience working with Grade One students during their writing transition to understand the stress they face. The findings offer useful insights into reducing student stress, supporting academic success, and helping teachers and school staff improve the classroom environment. The study also provides recommendations for curriculum developers and policymakers to design effective, evidence-based educational interventions.

Current Practices of Socio-Emotional Learning in Early Childhood Development

2025-08-20

Socio-emotional learning (SEL) plays a vital role in early childhood development (ECD) by supporting children's thinking, emotional well-being, and social behavior. This study focuses on the importance of SEL in rural community ECD centers and explores the strategies facilitators use to promote socio-emotional growth among young children. This case study design involves classroom observations and semi-structured interviews with facilitators. The findings reveal that structured play, storytelling, and group activities are effective in fostering SEL. These methods enhance children's communication skills, teamwork, emotional expression, and problem-solving abilities. Storytelling helps children develop empathy and cultural awareness, while group activities promote cooperation and conflict resolution. The study highlights that SEL contributes to children's academic progress and strengthens their social relationships. It emphasizes the need for joint efforts among parents, teachers, and community to support children’s holistic development. Key implications include providing training for facilitators, involving parents in SEL activities, and offering adequate resources. Strengthening these areas is essential for nurturing emotionally resilient children who are better prepared to face future academic and social challenges.

Mindfulness-based Self-care Practices of Counselors for Nurturing Wellbeing: An Auto/ethnographic Inquiry

Pragya Shrestha — 2025-06-20

This study explores mindfulness-based self-care practices of counsellors working in school setting and how it contributes to wellbeing. The study demonstrates that mindfulness improves self-care and wellbeing, reduces stress and burnout, balances mental and physical health, and compassion towards self and others. This study further unpacks how counselors notice signs of stress and burnout, their existing self-care practices, and how they practice mindfulness in their daily life to enhance their wellbeing. This study follows a Buddhist perspective and is centralized within Buddhist principles. The study was done within three months using the auto/ethnographic method. The narratives offer experiences of school counselors’ challenges in school and how they deal with them, experiences of stress and burnout, existing self-care practices in their life areas, and reflection on need for changes in their self-care practices. Semi-structured interviews as well as arts-based work and photographs with three counselors working in school setting and journaling of Author 1 throughout the research period was documented. The first author reflects on her roles as counselor, Gestalt psychotherapist, mindfulness practitioner, and Buddhist student, in conversation with the second author role as mentor and educator with an Eastern perspective. Through an auto/ ethnographic inquiry, the study uses self-reflection of mindfulness practice and mindful inquiry with four counselors to gather, analyze and interpret self-reflective materials. This study contributes to knowledge that possibly enhances the development of the university curriculum in terms of the teaching, training, and supervision of self-care practices. It advocates the need for self-care for counselors in school.

Parental Dialogic Reading Habits in Shaping Adolescent Screen Time Behaviors and Emotional Wellbeing: An Ethnographic Inquiry

Anju Kumari P. Chhetri — 2025-06-20

This ethnographic study explored how parental reading habits can shape adolescents’ screen time behavior and emotional wellbeing in a world where excessive screen use is linked to emotional challenges and behavioral issues in adolescents. Through in-depth interviews with four participants, including parents and adolescents, this study explored how parental engagement in reading activities helps adolescents manage screen time and make a strong emotional bond. I spent over two months in day time and conducted workplace interviews, observation and reviewed journals. The process involved multiple readings, initial coding, categorizing and narrative interpretation to assemble parents’ experiences on dialogic reading and its influence in shaping adolescent screen time behavior and emotional well-being. The findings indicate that parental reading habits contribute to better screen time control and emotional resilience.

Body Shaming Experiences of Girls Studying in Public Schools: A Narrative Inquiry

2025-06-20

This qualitative study explores the experiences of body shaming among girls attending public schools in Pokhara, Nepal. The participants were purposively selected based on prior information to ensure rich data collection. The data were gathered through in-depth interviews and reflective notes, analyzed using the six thematic analysis procedures outlined by Braun and Clarke (2006). The findings indicate that students experience significant frustration due to derogatory nicknames from peers and teachers, leading to feelings of irritation towards friends, faculty, and administration. Additionally, the girls reported low self-esteem and loneliness stemming from body shaming, which aligns with the objectification theory proposed by Fredrickson and Roberts (1997) and Becker’s labeling theory (1963). A critical finding indicates a lack of interest in academic performance, with grades declining as a result of these experiences. It is imperative to address this issue within schools, as these girls suffer from circumstances beyond their control.

My Ways of Attaining, Sustaining and Nurturing Wellbeing: A Phenomenological Inquiry

Parbati Dhungana — 2025-06-20

This study reflects on my personal and professional experiences related to wellbeing. I viewed myself as both a being and a subject of study, focusing on understanding and improving my own sense of wellbeing. This self-inquiry aimed to explore how I can achieve, maintain, and nurture wellbeing in my professional life. Drawing from Eastern Wisdom Traditions, particularly the question "Who am I?", I used a phenomenological approach. I observed and reflected on my thoughts, feelings, emotions, insights, and intuitions. Using the Eastern practice of shrawana-manana-nidhidhyasana (listening, reflecting, meditating), I examined my daily experiences of wellbeing and distress. This study explored three key ways or paths (margas) toward enhancing wellbeing across various professional settings. It also revealed different ways of understanding and learning about wellbeing, leading to a shift in my perspective. I came to see wellbeing not just as physical, emotional, social, psychological, financial, or mindful health, but also as a spiritual value, a competency, and an ongoing process of growth.

Exploring Chakra Model of Knowing, Becoming, and Valuing

2025-06-20

This introspective inquiry navigates onto-epistemological underpinnings and possibilities by embracing interconnected ways of knowing, becoming and valuing based on the chakra paradigm informed by Eastern wisdom contemplative traditions through the lens of critical spirituality. I unfold the phenomenology of learning and my embodied educational experiences nurtured and enriched by writing, reflecting and questioning my thoughts, beliefs, values, and assumptions, thereby exploring possibilities of epistemic humility. I theorize and philosophize the process of constructing knowledge by incorporating experiences and stories of my struggles and emotional resilience, thereby developing a living educational theory grounded in my contexts (but not limited to). The blend of epistemologies from Western-induced paradigms and Eastern Wisdom Traditions via the lens of critical spirituality informs a deeper and critical engagement to envision a living educational theory for creating a better school that ensures meaningful learning ambience by cultivating curiosity and nurturing critical and creative thinking of learners.

Journeys and Arrivals of my PhD Thesis ‘Place-Pedagogies, Eco-Spiritual Cosmologies and Cultural Stories: A Reflection

Shree Krishna Wagle — 2025-06-20

In this reflective paper, I make a concluding observation of the journeys and arrivals of my PhD thesis- Place-Pedagogies, Eco-Spiritual Cosmologies and Cultural Stories. Employing the metaphor of ‘writing as living yoga’ of ecological relationality and ‘research as living dharma’ of authentic sincerity, the Eco composition of this paper unpacks the research journey. While unpacking the research journey, I make a synopsis of the process of how ‘being here yogic reflection’ (Chinmayananda, 2011; Morgan, 2012) at ‘being there PAR performance’ to ecological ripples (Trickett & Beehler, 2017) recognized that the dominant Western-Modern schooling architecture of Dapcha located Janahit School, where we conducted this Participatory Action Research (PAR) was less compatible to the place essential (the place Dharma) of Dapcha, Dharmashala. It appeared that the seemingly displaced (anti-ecological) schooling design which was continuously inclined to displaced standards was partly responsible for weakened belonging, being, and becoming of teachers, and students in the school and in the community.