Developmental trajectories of existential awareness in relation to mental health and wellbeing in children (or adolescents)

Supervisor: Dr Dusana Dorjee

A) Rationale for the project

Mental health and wellbeing of children and adolescents is an increasing concern for parents, educators, healthcare professionals and policy makers. The mental wellbeing programmes currently delivered in schools are often only a couple of months in duration and there is a lack of clarity about which programmes might be most effective at which age with a view of supporting long-term wellbeing of children and adolescents. One of the main reasons for this is limited understanding of the key determinants of mental wellbeing and its developmental trajectories. This PhD project builds on previous work in Dr Dorjee’s lab and particularly the latest theoretical research on the two core determinants of wellbeing (Dorjee, 2017; Dorjee, in prep.; also see the article in The Conversation, titled, ‘Schools need to teach pupils skills to maintain good mental health – here’s how’.) One of the two determinants is mode of existential awareness - a phenomenological felt-sense of self and world linked to purpose and meaning in life. Existential awareness determines how we relate to our thoughts, feelings and perceptions. For example, poor wellbeing would be associated with a mode of existential awareness characterised by immersion in, and identification with, thoughts and feelings (and associated with increased reactivity to them). Such state is often linked with a felt lack of connection with people in our lives and with the world more broadly. In contrast, better wellbeing would be associated with a felt sense of healthy distance from thoughts and feelings, and a sense of connection with others and the world; it would also be associated with more pro-social behaviour and altruistic/compassionate attitudes.

B) References that should be read

Dorjee, D. (2016). Defining contemplative science: The metacognitive self-regulatory capacity of the mind, context of meditation practice and modes of existential awareness. Frontiers in Psychology, 7, 1788.

Dorjee, D. (2017). Psychology and Neuroscience of Meditation in Everyday Life. London, UK: Routledge. (Chapter 1)

Dorjee, D. (2018, September 5). Schools need to teach pupils skills to maintain good mental health – here’s how. The Conversation.

C) Research aims and questions

The aim of this project is to contribute to understanding of how existential awareness develops in children or adolescents and how it relates to their mental health and overall wellbeing. Investigation of developmental associations between existential awareness, wellbeing and pro-social behaviour and/or altruistic/compassionate attitudes would be particularly timely. Alternatively, there is scope for the project to be extended to include other unique angles such as the relationship between the development of existential awareness, self-regulation and academic performance. The PhD student can choose, in discussion with the supervisor, the particular child or adolescent age-group she/he would like to work with in the project. The study can also involve an intervention element, for example as part of religious education, if there will be scope.

D) Methods

This will be a longitudinal project that will use new existential awareness measures developed by Dr Dorjee. In addition, the project will use one or two of the following methods - experience sampling, EEG/ERP methods, HRV assessments or innovative qualitative assessments in which children/adolescents self-interpret their narratives. The final selection of the methods will be decided in discussion with the supervisor and will also depend on the PhD student’s research training and experience. It is expected that the PhD student will have strong quantitative research skills.