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BIAL Foundation
Selection Description
Type Title Begin End
DocumentFrom teachers' mindfulness to students' thriving: The mindful self in school relationships (MSSR) model2020

Reference code: PT/FB
Entity holding: BIAL Foundation
Location: S. Mamede do Coronado
BIAL Foundation Archive
Start date: 1994
The BIAL Foundation was created in 1994 by Laboratórios BIAL in conjunction with the Council of Rectors of Portuguese Universities. BIAL’s Foundation mission is to foster the scientific study of Man from both the physical and spiritual perspectives.
Along the years the BIAL Foundation has developed an important relationship with the scientific community, first in Portugal and after worldwide. Today it is an institution of reference which aims to stimulate new researches that may help people, promote more health and contribute to new milestones to gain access to knowledge.
Among its activities the BIAL Foundation manages the BIAL Award, created in 1984, one of the most important awards in the Health field in Europe. The BIAL Award rewards both the basic and the clinical research distinguishing works of major impact in medical research.
The BIAL Foundation also assigns Scientific Research Scholarships for the study of neurophysiological and mental health in people, arousing the interest of researchers in the areas of Psychophysiology and Parapsychology.
To date the BIAL Foundation has supported 461 projects, more than 1000 researchers, with research groups in twenty-seven countries, resulting, until April 2013, in about 600 full papers, out of which 172 published in indexed international journals with an average impact factor of 3.6 and a substantial number of citations (1665).
Since 1996 the BIAL Foundation organizes the Symposia entitled "Behind and Beyond the Brain", a Forum that gathers well renowned neurosciences speakers and the BIAL Foundation Fellows which are spread around the world.
Classified as an institution of public utility, the BIAL Foundation includes among its patrons the Portuguese President, the Portuguese Universities Rectors' Council and the Portuguese Medical Association.
Accessibility: By permission

Reference code: PT/FB/BL
Entity holding: BIAL Foundation
Title: BIAL Grants
Start date: 1994
In 1994 the BIAL Foundation launched a programme of science research grants with the aim of encouraging the research into Man’s physical and mental processes, namely in fields still largely unexplored but which warrant further scientific analysis, as Psychophysiology and Parapsychology.
Since its launch, applications to the BIAL grants have been increasing. Up to now 461 projects have been supported, involving more than 1000 researchers from 27 countries.
The approved applications have benefited from grants in amounts comprised between €5,000 and €50, 000. The amount to be granted is fixed by the Scientific board according to the needs of each project.
The supported projects have originated, until April 2013, in about 600 full papers, 172 out of which were published in indexed international journals with an average impact factor of 3.6 and a substantial number of citations (1665).
Among the BIAL Foundation fellows is worth highlighting the presence of scientists from prestigious universities from the United States, United Kingdom, Australia, Russia, Germany, Japan, France, Canada, and many others.
The BIAL grants are promoted biannually.

Reference code: PT/FB/BL-2014
Location: BF-GMS
2014 Grants
Start date: 2015-01

Reference code: PT/FB/BL-2014-228
Location: BF-GMS
228 - Pushing consciousness and selfhood towards their boundaries - An EEG neurophenomenological study
Duration: 2015-02 - 2019-03
Joseph Glicksohn, Aviva Berkovich-Ohana, Tal Dotan Ben-Soussan
Institution(s): Bar-Ilan University, Ramat Gan (Israel); Fondazione Patrizio Paoletti, Assisi (Italy)
Contents: Contents:
Bursary agreement
Application form
Progress reports
Final report
4 papers
Language: eng
Glicksohn, J.
Secondary author(s):
Berkovich-Ohana, A., Ben-Soussan, T.
Number of reproductions:
Consciousness / Self / Perceptual Deprivation / EEG / Psychophysiology and Parapsychology

Reference code: PT/FB/BL-2014-228.10
Location: BF-GMS
From teachers' mindfulness to students' thriving: The mindful self in school relationships (MSSR) model
Publication year: 2020
Abstract/Results: ABSTRACT:
Objectives Initial evidence indicates positive effects of mindfulness in schools, for both teachers and students. However, theoretical conceptualization and empirical evidence of the mechanisms underlying them is scarce. Methods We propose such a model for education, which draws on other fields of mindfulness research, especially psychology and neuroscience. Furthermore, we propose moving beyond the typical research focus on effects of mindfulness interventions in schools on students, and suggest a focus on the interpersonal contexts in which students operate and develop, in which teachers are key. Results The theoretical model presented here aims to address some of these issues by presenting an integrative model focusing on the effects of teachers' mindfulness in schools. This model-themindful self in school relationships(MSSR)-points to teachers' decreased self-centered psychological mode of processing as a core mechanism underlying the positive effects of teachers' mindfulness, as it contributes to teachers' caring capacities, such as emotion regulation, empathy, and compassion, which promote their aptitude to nurture effective relationships with students, facilitate teachers' well-being and effectiveness, and thus affect students' well-being and social and academic development. Conclusions The MSSR model can provide testable predictions about the mediating role of decreased self-centeredness (and the neural/cognitive activity associated with it) and enable a coherent understanding of psychological and interpersonal mechanisms underlying the effects of teachers' mindfulness, from a systemic perspective. As such, it can be a helpful framework for understanding mindfulness effects in schools and delineate a relevant research agenda, potentially applicable for other organizations.
Accessibility: Document exists in file
Lavy, S.
Secondary author(s):
Berkovich-Ohana, A.
Document type:
Number of reproductions:
Lavy, S., & Berkovich-Ohana, A. (2020). From teachers' mindfulness to students' thriving: The mindful self in school relationships (MSSR) model. Mindfulness, 11, 2258–2273.
2-year Impact Factor: 4.684|2020
Times cited: 10|2024-02-13
Indexed document: Yes
Quartile: Q1
Keywords: Mindfulness / Schools / Teachers / Teacher-student relationships / Self-centeredness

From teachers' mindfulness to students' thriving: The mindful self in school relationships (MSSR) model

From teachers' mindfulness to students' thriving: The mindful self in school relationships (MSSR) model