Cognitively-Based
Compassion 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
His Holiness the XIVth Dalai Lama
Commencement Speech
Emory University
May 11, 1998
“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.”
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 Lama
Beyond 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
FINDINGS FROM CBCT RESEARCH WITH
UNDERGRADUATES AT EMORY UNIVERSITY
TSST prior to
meditation training
0.5
0
-0.5
-1.0
-1.5
0
15
60 75
90
0.5
0
-0.5
-1.0
-1.5
10
8
TSST
30 45
60 75
Time (min)
Pace et al. Psychoneuroendocrinol 2009;34:87-98;
Pace et al. Psychoneuroendocrinol 2010; 35: 310-15
90
30 45
60 75
90
Time (min)
18
16
14
12
10
8
0
15
15
TSST
12
0
0
Time (min)
18
16
14
0
TSST after
meditation training
plasma cortisol, µg/ml
Cortisol
plasma cortisol, µg/ml
TSST
30 45
log plasma IL-6, pg/ml
IL-6
log plasma IL-6, pg/ml
Effects of CBCT on neuroendocrine and innate immune responses
to stress
0
15
TSST
30 45
60 75
90
Time (min)
low practice
high practice
Findings from CBCT Research on Empathic Accuracy
IFG Brain Activation and Reading the Mind in the Eyes
CBCT Group
Control Group
Mascaro et al. SCAN 2012: Epub
Depression score Amygdala response
Different effects of mindful-attention training
vs. compassion training
Mindful-Attention
Training
Compassion
Training
*
Before
After
Desbordes, Negi, et al., Frontiers in Human Neuroscience, 2012
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. Walker
Commissioner, 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 in
foster care adolescents who practiced CBCT more
more
hope
60000
55000
50000
45000
40000
35000
30000
25000
20000
15000
10000
5000
0
11
10
9
8
7
6
5
4
3
2
1
0
-1
change in Children’s Hope Scale Score
from before to after training
saliva C-reactive protein
controlling for baseline
higher
inflammation
low CBCT
practice*
lower
inflammation
high CBCT
practice*
*below or above median
practice sessions
Pace, Negi, Dodson-Lavelle, Ozawa-de Silva, Reddy, Cole, Danese, Craighead &
Raison (in press). Psychoneuroendocrinology, July 2, 2012
less
hope
low CBCT
practice*
high CBCT
practice*
Reddy, Negi, Dodson-Lavelle, Ozawa-de Silva, Pace, Cole, Raison,
Craighead (in press) Journal Child Family Studies, February 21, 2012
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
“I have a lot of forest fires in
my life.”
-boy, age 5
“If you really think about it,
you can relate to everybody
somehow.”
-girl, age 8
-girl, age 8
“Where does it stop?” “It
never stops!”
-girl, age 6