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Set side by side in the southern Transcaucasia region, the pairing of Georgia and Armenia makes a delightful double-bill of discovery. While each has its own customs and characteristics, the two share a chequered past of invasions and occupancies, evidenced in the relics of Greek and Roman, Persian and Byzantine, Ottoman and Russian rule; both regaining their independence only at the collapse of the Soviet Union. Much more than a list of iconic landmarks, though of course we visit the best of them, this tour takes time out to meet the locals, enjoying lunch in a Georgian village and tea with the Armenian Molokan community, and learning from the experts to cook local delicacies. It begins in the Georgian capital, Tbilisi, lining the banks of the Mtkvari River in a setting as scenic as it is strategic; switches to a 4x4 to climb the track to a mountain church; visits an ancient cave town; and twins a walking tour with winetasting before crossing the border into Armenia. Highlights here include a cruise on Lake Sevan, almost 2,m above sea level; a chairlift ascent of Mount Teghenis; traversing the Selim Pass to a Silk Road caravanserai; and exploring the capital, Yerevan, an intriguing mix of old and new, east and west. Enjoy a performance of Armenian choral music in the cave mausoleum at Geghard Monastery. Taste a range of Georgian wines at a winery in Sighnaghi. Travel to Kazbegi to view the dormant volcano, Mount Kazbec. Spend two nights at the 4-star Suatis Reort. Go by 4-wheel drive vehicle to Gergeti Trinity Church; drive to enjoy the dramatic views of Dariali gorge. Enjoy lunch at a local home and watch as khinkali meaty dumplings are made for you to taste. B, L, D. Largely overlooking his murderous politics, it is a very Soviet-era shrine, with exhibits including a flattering statue of the man, his death-mask in a darkened room , and his last packet of cigarettes. Cross the border to Armenia today, where our first visit is to the 10th century monastery of Haghpat. After meeting the Molokan community for a cup of tea and homemade sweets, continue to the spa town of Dilijian for a walk through the Old Town, and travel to Tsaghkadzor for two nights at the Tsaghkadzor Marriott Hotel. Enjoy a cruise on the lake, before returning to Tsaghkadzor to take the chairlift up Mount Teghenis for magnificent views of the lake and mountains. Travel to Yerevan for three nights at the 4-star Tufenkian Historic Hotel. Visit Matenadaran, a repository of ancient manuscripts, continue to the medieval Geghard Monastery, leaning against the cliffs and partly carved out of the mountain, for a performance of Armenian choral music in the religious and cultural complex; continue to the Greco-Roman Garni Temple, the only classical structure still standing in Armenia; see how the local Lavash flatbread is made; and return to Yerevan for a walking tour of the Republic Square area. Return to Yerevan to visit the Genocide Museum and Memorial, and round-off the day with Armenian brandy tasting. Complete your Caucasus tour with a visit to the Land of Fire. Spend five nights in Baku with a city tour and a visit to Absheron Peninsula and to Gobustan to view the rock paintings. Cross into Georgia for the Nekresi Monastery. Breakfast daily and one Azeri dinner. Notes: This extension is not available on 12 September departure. Transfer to 4-star Radisson Hotel Baku for five nights. Afternoon orientation tour on the boulevard. Visit to National History Museum. Travel along the Caspian Sea shore to Gobustan, famous for its archaeological monuments. Over rock drawings by artists of the Neolithic period have been left. Visit to mud volcanoes. Visit Shamakhi and the ancient Juma Mosque. Overnight at the 4-star Macara Sheki Hotel. Cross the border to Georgia and stop at Nekresi Monastery. Visit the Gremi citadel and the Church of Archangels. Travel via the Gombori Pass to Tbilisi to join the main tour. If our specially negotiated airfares are unavailable at the time of booking, a supplement may apply. Travel insurance, visa procurement if extending in Azerbaijan , optional excursions, tipping, any government taxes or compulsory charges introduced after publication. Surrounded by the spectacular scenery of Georgia and Armenia, explore the capitals, countryside and cultural heritage of the Caucasus. Sandwiched between the Black and Caspian Seas, this is where Asia and Europe seep into each other in a rich tapestry of traditions Set side by side in the southern Transcaucasia region, the pairing of Georgia and Armenia makes a delightful double-bill of discovery. Unique Experiences. Book Tour. Sandwiched between the Black and Caspian Seas, this is where Asia and Europe seep into each other in a rich tapestry of traditions. Itinerary Day 1. Please fill required fields. Please tick here if you wish to receive postal mailings and brochures from us. Please tick here if you wish to receive the latest offers and late availability deals by email. Please tick here if you are a Travel Agent. Download PDF. A modern 4-star hotel in the centre of Tbilisi, five minutes' walk from Metekhi Cathedral. Restaurants, bar, gym, spa, sauna and WiFi free. A modern 4-star hotel in Kazbegi with fantastic views. Restaurant, gym, sauna and WiFi free. A 4-star hotel located at the base of the Tsaghkunyats Mountains. Restaurant, bar, gym, pool, sauna and WiFi free. A contemporary 4-star boutique hotel with historic features, located in the very heart of Yerevan. Restaurant, bar, outdoor pool seasonal and WiFi free. Extension Options. Wed 07 May Wed 11 Jun Wed 09 Jul Wed 17 Sep Wed 08 Oct Supplements per person Book Tour. Single Supplement. Similar Tours.

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Shirvan buying marijuana

In contrast to emotional and behavioral problems EBPs , which can disrupt normal adolescent development, resilience can buffer the effects of stress and adverse childhood experiences and can help youth overcome adversity. While research has looked at the relationship between adolescent resilience and EBPs, current literature relatively lack a discussion of a strengths-based approach of resilience framework, nor discuss non-western sociocultural contexts. In this study, we utilized the resilience theory to examine the effects of individual mindfulness and life skills on resilience and consequently on EBPs in a group of low-income and gifted adolescents in China. A secondary data of adolescents from a specialized school for low-income and gifted students in Guangzhou, China was used for the analysis. The findings from structural equation modeling indicated that mindfulness and life skills were associated with heightened resilience and reduced EBPs. In addition, resilience reduced EBPs for this group of adolescents. These findings underscore the promise of mindfulness and life skills training on increasing resilience and reducing EBPs in gifted adolescents. Children from low-income families tend to have significantly higher emotional and behavioral problem EBPs than children from higher-income families Baek and Yoo, ; Choi et al. Empirical studies have shown that adolescents with higher-than-average levels of EBPs are associated with a variety of developmental, social, and behavioral delays, as well as myriad mental and physical health diagnoses Jokela et al. Childhood EBPs are also associated with negative mental states such as anxiety, academic under-achievement, delinquency, and depression Broidy et al. This link between low-income students and the proclivity for academic under-achievement and the associated EBPs can be particularly devastating for an adolescent in the Chinese school system Lu et al. In China, those who come from lower socioeconomic status families often find that education is their primary way to improve their lives and obtain a well-paying job in the competitive Chinese labor market Ye, ; Chen et al. Gifted children can face some of the same challenges as children exhibiting EBPs. Although gifted students are exceptionally endowed with abilities that correspond to success in an academic setting, they are equally at risk with non-gifted peers of experiencing social and emotional difficulties that could impair their proper psychological development Solow, Giftedness would seem to add a layer of complexity to their development, leading to some unique psychological issues Renati et al. The set of emotional difficulties that prevail among the gifted population can include social isolation, perfectionism, anxiety, rejection, intolerance of criticism, and resistance to authority Freeman, ; Gardynik and McDonald, ; Guenole et al. Gifted children might also experience unrealistic expectations from teachers and parents, high test anxiety, and difficulties adapting to their social environment Eren et al. Some gifted children struggle with the speed at which their minds work compared with their emotional maturity, as well as the constancy of their constantly active mind Tolan, Many of these difficulties are compounded for gifted children born into poverty. It has been shown that, in the United States, elementary and middle schools with large numbers of low-income students lack the advanced programs in elementary-school settings required to prepare gifted students to engage in and succeed at definitive educational experiences in high school and early college e. The gifted-student population, although faced with a unique set of emotional challenges, are at similar risk to the broader adolescent cohort of experiencing negative outcomes as a result of EBPs Chen et al. Despite the strong potential for EBPs to compromise a healthy developmental course, further research has shown that adult outcomes for youth strongly exhibiting these risk factors are widely varied Sroufe et al. A factor that appears to mitigate the downside risk of problem behaviors in gifted youth as they develop into adults is their individual capacity for resilience Chen et al. Health professionals used to focus on interventions based on pathology where they fixed deficits or problems Wagnild and Collins, ; Masten, Resilience is a dynamic mental process marked by the ability to engage in positive, adaptive behaviors that allow for successful emotional and social development in the face of significant adversity or stress Wagnild and Young, ; Luthar, ; Rutter, Researchers are interested in resiliency because of its strong presence in individuals that exhibit adaptive functioning amidst life circumstances that put them at risk of developing maladaptive psychopathologies Wagnild and Collins, ; Bethell et al. The resiliency theory is a strengths-based conceptual framework of child and adolescent development Rutter, ; Fergus and Zimmerman, ; Montero-Marin et al. It emphasizes on positive individual and contextual variables that interfere or disrupt developmental trajectories from risk to negative problems and outcomes. Individual variables are referred to factors that reside within individuals such as self-efficacy, while context variables refer to factors outside individuals such parental or neighborhood support. Resilience theory posits a conceptual framework on explaining how individual and contextual variables increase resilience and that resilience consequently and effectively cope with EBPs among individuals. We focus on two individual variables that might increase resilience in this study: individual mindfulness and life skills. Mindfulness can be defined as purposely paying attention to the present moment and reacting in a non-judgmental fashion Kabat-Zinn The receptive and open state of awareness stemming from mindfulness can benefit both mental and physical health Black and Fernando, ; Bluth and Eisenlohr-Moul, Many articles have linked mindfulness to positive effects on relationships, emotions, and behaviors Keng et al. Mindfulness can also lead to better self-regulation, which has been shown to be a protective factor for children from low socioeconomic statuses Flouri et al. Gifted children, in particular, can feel additional stress because of the speed at which their minds work. Mindfulness helps individuals have better control over their own focus and attention. Gifted children can also spend a lot of time in their minds, and mindfulness can help the gifted child to slow down, and focus on their bodies and how they are responding to their environments Tolan, Life skills are made up of various interrelated components working together and reinforcing one another. Adolescents transitioning to adulthood face challenges which include pressure to abuse alcohol, abuse drugs, or participate in high-risk sexual behaviors Botvin and Griffin, ; Nasheeda et al. Life skills allow individuals both to avoid these potentially damaging behaviors and to maximize other important protective factors UNICEF, Life skills can be enhanced in an individual through well-designed interventions Botvin et al. The LST program has proven effective for youth from a variety of socioeconomic levels Botvin and Griffin, , In general, the LST program teaches skills which are closely linked to key factors that promote resilience and positive emotional outcomes in youth. The empirical literature has provided ample evidence of supporting theoretical framework of the resilience theory that mindfulness and life skills improve individual mental awareness and behavioral skills that lead to increased level of resilience e. However, current research on above relations tends to be based on studies in western countries and relatively lack a discussion of a strengths-based approach of resilience framework. Focusing on gifted low-income adolescents in China, this study utilize the resilience theory and hypothesize that individual mindfulness and life skills increase level of resilience which in turn reduces EBPs of adolescents. The data came from a secondary data collected by Guangdong University of Foreign Studies in June The school is tuition free and boasts a highly advanced curriculum. Since founding the school in , The Y Foundation has invested upward of million yuan in facilities, programs, and tuition costs. For students meeting the applicable baseline criteria, the G School administers its own written examination and conducts oral interviews from which to make its final admission decisions. Compared to the written examination that emphasizes on intellectual ability, the interview focuses on the comprehensive development of the applicants, including virtue and volunteering. The study adhered the ethical standards and the research protocol was reviewed and approved by the Ethics Committee of a Chinese University. Among first-year students, four students were not available to participate at the time of the survey, and four students provided incomplete survey results. The final number of students included in the study was This 14 item version of the SDQ assesses both internalizing and externalizing behaviors. The SDQ Chinese version, which we used, has shown good validity, reliability, and cultural applicability among youth in China Yeung and Lee, ; Marsh et al. Externalizing-behavior scores ranged from 0 to 18 and internalizing-behavior scores ranged from 0 to The total SQD score ranged from 0 to We used internalizing behaviors to measure emotional problems and utilized externalizing behaviors to gage behavioral problems. Resilience was assessed using a concise form of the Resilience Scale Wagnild and Young, , the item Resilience Scale instrument RS; Wagnild, due to time and resource limitation. Resilience-related traits are assessed by the RS, including personal characteristics that mitigate the destructive effects of adverse life circumstances on proper psychological adjustment Wagnild and Young, ; Wagnild, Participants were instructed to rate each item according to how strongly they identified with each statement when considering themselves over the previous four weeks. Per-item scores ranged from 1 to 7 strongly disagree to strongly agree. The sum of the item scores was computed and ranged from 14 to Higher scores indicated a higher spot-measurement of resilience. Two key variables assessed in the study were spot-measurements of life skills and mindfulness. In this scale higher scores indicated higher levels of mindfulness. To measure life skills, a National Health Promotion Associates item questionnaire was used. The instrument broke life skills into four sub-components: self-control, assertiveness, refusal and relaxation, and measured each of those. Participants were asked to evaluate, considering the past 4 weeks, how likely they were to exhibit the behaviors presented. The total sum of item scores was used as our measure of life skills and ranged from 10 to In addition to the preceding measures, we also included participant age and gender as the covariates for resilience Huang et al. A descriptive analysis was performed to examine the distribution of each the main variables. Pearson correlation analysis was undertaken to observe the association between all variables. To further sort out the explanatory power of mindfulness and life skills on resilience as mediator of EBPs, we conducted structural equation modeling SEM to examine the effects of mindfulness and life skills on both resilience and EBPs. Regression techniques and SEM differ in that SEM allows not only examination of direct effects but also simultaneous analysis of indirect effects through mediating variables. A path model that depicts the relationships between mindfulness, life skills, resilience, and emotional and behavior problems was produced. The hypothesized model, as shown in Figure 1 , posited that mindfulness and life skills affect EBPs of adolescents both directly by inculcating coping techniques and indirectly through their positive effects on resilience. Resilience is posited to directly reduce EBPs in adolescents. Age and gender, exogenous to the model and employed as controls, are modeled only to explain resilience. We hypothesize resilience fully mediate the effects of age and gender on EBPs. To evaluate model fit, several commonly used fit indices were used, including the comparative fit index CFI , root mean square error of approximation RMSEA , and the Chi-square test. STATA software The average age of the adolescents was On a scale from 14 to 84, where the standard deviation was 91, the average mindfulness score was The average score was On a scale of 7—98, where the standard deviation was The average SDQ score was The Pearson correlation analyses of variables is shown in Table 2. Further analyses, upon the request, showed that the correlation coefficients between female and behavioral and emotional problems, separately, were 0. The findings of the correlation analyses were in line with the hypothesized model. Structural equation modeling was then used to examine the hypothesized model. Model-fit indices show that the observed data correspond well to the model. The Chi-square value was 3. The results indicated that resilience partially mediated the effects of mindfulness and life skills on EBPs. The estimated coefficients for gender and age on level of resilience were not significant in this sample. Table 3 decomposes the standardized effects on both adolescent EBPs and resilience. These results provide evidence that resilience partially mediates the positive effects of mindfulness and life skills on emotional and behavior problems in adolescents. Mindfulness and life skills reduce emotional and behavior problems directly as well as indirectly through their influence on resilience. Table 3. Decomposition of the standardized effects of emotional and behavioral problems EBPs of adolescents. We further examined the above model by separate SDQ subscales for emotional problems and behavioral problems, as shown in Tables 4 , 5 , respectively. The findings are generally in line with the conjoined finding reported above. There were, however, some notable differences. With respect to emotional problems as presented in Table 4 , the above hypothesized model did not fit the data well without controlling for gender. The hypothesized model shows good explanatory power on behavioral problems in isolation as well. In this case, there was no direct effect of female on behavioral problems. Table 4. Decomposition of the standardized effects of emotional problems of adolescents. Table 5. Decomposition of the standardized effects of behavioral problems of adolescents. Our results support the resilience theory and indicate that individual mindfulness and life skills have strong direct and indirect effects on reducing EBPs for a group of low-income and gifted adolescents in China, with indirect effects arising through their positive effects on individual resilience; and all three variables are shown to have direct effects on reducing EBPs. The total positive effect of mindfulness on the presence of EBPs is larger than the effects of life skills and resilience. Mindfulness practice can be shown to produce heightened attention. Its positive effect, then, is produced when individuals use enhanced focused attention to deliberately turn their attention toward sensory awareness in the present moment. Negative self-evaluation, often linked to negative internalizing behaviors, can thus be mediated by this present-moment, non-judgmental awareness. Distress tolerance also increases with mindfulness practice Farb et al. Accordingly, adolescents with relatively strong abilities in mindfulness will be able to reduce their automatic responses to, or divert their attention from, stressors that can lead to their exhibiting negative internalizing and externalizing behaviors. Life skills also show strong overall effects on the incidence of EBPs, as well as reducing emotional problems in isolation. Although the direct effect of life skills on behavioral problems was not statistically significant, its indirect effect through resilience on behavioral problems was significant. The insignificance of the direct effect of life skills on behavioral problems may be an area of future research interest. This finding may result from the unique life circumstances of the present sample: students are housed in a boarding school environment under a semi-military disciplinary regime. It is conceivable, then, that the externalizing behavioral problems were low as a result of the environment and the observed effect or lack thereof might not be because of an inherent lack of association with the four life skills components: self-control, refusal, relaxation, and assertiveness. It is evident that both mindfulness and life skills in this sample of gifted and low-income adolescents significantly and directly increased their resilience, a finding that potentially lessens the effects of adverse childhood experiences on later development through positive adaptation Bethell et al. Together with the finding that resilience has strong, direct effects on the occurrence of EBPs, our findings point to a potential positive effect on development of an intervention for gifted adolescents that is shown to develop stronger mindfulness and life skills components. Such an intervention would be expected to strengthen their ability to face daily challenges by increasing individual resilience. All three factors would be expected to contribute to lower EBPs. This study finds that female gifted adolescents exhibit higher levels of emotional problems than the male gifted adolescents in this sample. Chinese school-aged children are expected to have academic success and any school failures can bring shame and disgrace upon the family. Indeed, children who show EBPs through heightened internalizing symptoms are perceived as problematic and can face tremendous stigma from teachers and peers Fu et al. Given the high pressure of upcoming college-entrance examinations and the uniquely strong imperative felt by gifted low-income students to succeed Chan, ; Burney and Beilke, , these findings indicate the urgent need for intervention and services for female students in this sample and beyond. This study included several limitations that warrant further investigation. First, the data originated from a sample of adolescents from one school who were chosen by a single, invariant set of admission criteria. Utilizing a larger and more representative sample is warranted in future research. However, it is also possible that the relationship between these skills and EBPs will be shown to be bi-directional. Further longitudinal research to establish causation is thus necessary. Third, all information was self-reported by the students and therefore subject to intended and unintended reporting errors. Future study can consider triangulation of data collection, including sources from teachers, friends, and parents to valid the data. Further study is warrant to investigate the extent of the scale items in Chinese culture. Fifth, although all instruments were from reliable scales, common method bias was not tested due to resource limitation. Further study can examine other forms of instruments to test the common method bias. In spite of these limitations, this study ranks among the first to link the path association among life skills, resilience, mindfulness, and EBPs in gifted, low-income adolescents. The datasets generated for this study are available on request to the corresponding author. The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest. Arslan, G. Psychological maltreatment, emotional and behavioral problems in adolescents: the mediating role of resilience and self-esteem. Child Abuse Neglect 52, — Baek, S. Issues Mental Health Nurs. Bahmani, D. The origins of mental toughness — Prosocial behavior and low internalizing and externalizing problems at age 5 predict higher mental toughness scores at age Bergin, A. The stress-buffering role of mindfulness in the relationship between perceived stress and psychological adjustment. Mindfulness 7, — Bethell, C. Adverse childhood experiences: assessing the impact on health and school engagement and the mitigating role of resilience. Health Affairs 33, — Black, D. Mindfulness training and classroom behavior among lower-income and ethnic minority elementary school children. Child Fam. Bluth, K. Response to a mindful self-compassion intervention in teens: a within-person association of mindfulness, self-compassion, and emotional well-being outcomes. Botvin, G. 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Development and psychometric evaluation of the resilience scale. Geneva: WHO. Ye, H. Key-point schools and entry into tertiary education in China. Yeung, A. Self-concept of high school students in China: confirmatory factor analysis of longitudinal data. Ziaian, T. Resilience and its association with depression, emotional and behavioural problems, and mental health service utilisation among refugee adolescents living in South Australia. Zipp, R. Not what, but who: controlled choice in gifted education programs in the United States. Policy Stud. Swathmore College 1, 53— Keywords : mindfulness, life skills, resilience, emotional and behavioral problems, gifted adolescents, China. The use, distribution or reproduction in other forums is permitted, provided the original author s and the copyright owner s are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher. Top bar navigation. About us About us. Sections Sections. About journal About journal. Article types Author guidelines Editor guidelines Publishing fees Submission checklist Contact editorial office. Introduction Children from low-income families tend to have significantly higher emotional and behavioral problem EBPs than children from higher-income families Baek and Yoo, ; Choi et al. Analytic Strategy and Model A descriptive analysis was performed to examine the distribution of each the main variables. Figure 1. Path diagram of hypothesized model. Table 1. Descriptive statistics of sample characteristics. Table 2. Figure 2. Estimated standardized coefficients of the path model.

Shirvan buying marijuana