What is My Research About?

My research investigates changes in the mind and brain resulting from contemplative training (meditation) in the context of well-being across the lifespan. I have been researching the impact of meditation, mostly mindfulness, on attention, emotion regulation and conceptual processing both longitudinally and in cross-sectional studies. I investigate how neuroscientific research on contemplative practices can inform prevention of mental illness, psychotherapy and well-being enhancement. My latest research examines wellbeing capacities underlying mental health and wellbeing, and the role of fostering these capacities, via contemplative practices and other methods, to address current societal crises linked to political polarisation, sustainability and information technology. My research combines experimental psychophysiological methods, mainly event-related brain potentials (ERPs) and heart-rate variability assessments, with behavioural and innovative self-report measures. I have been developing new comprehensive measures examining mechanisms underlying contemplative practice and wellbeing capacities. Please visit my lab website Well Minds Lab for more information on my current research.

Publication

Dorjee, D. (2021, March 17). The Covid-19 pandemic, political polarisation, climate change and the useless class: Why fostering wellbeing capacities should be part of the solution. https://doi.org/10.31231/osf.io/qtkyr

Dorjee, D. (2020). Psychophysiology of Meditation. In Farias, M., Brazier, D. & Lalljee, M. 'The Oxford Handbook of Meditation'. Oxford University Press.

Hanley, A., Dorjee, D., & Garland, E. (2020). Mindfulness Training Encourages Self-Transcendent States via Decentering. Psychology of Consciousness: Theory, Research, and Practice.

Wimmer, L., & Dorjee, D. (2020). Toward Determinants and Effects of Long-Term Mindfulness Training in Pre-Adolescence: A Cross-Sectional Study Using Event-Related Potentials. Journal of Cognitive Education and Psychology.

Jiga, K., Kaunhoven, R. J., & Dorjee, D. (2019). Feasibility and efficacy of an adapted mindfulness-based intervention (MBI) in areas of socioeconomic deprivation (SED). Mindfulness, 10(2), 325-338.

Frostadottir, A. D., & Dorjee, D. (2019). Effects of Mindfulness Based Cognitive Therapy and Compassion Focused Therapy on Symptom Change, Mindfulness, Self-Compassion, and Rumination in Clients With Depression, Anxiety, and Stress.

Hutchinson, J. K., Huws, J. C., & Dorjee, D. (2018). Exploring experiences of children in applying a school-based mindfulness programme to their lives. Journal of Child and Family Studies, 27(12), 3935-3951.

Sanger, K.L., Thierry, G.L., Dorjee. D. (2018). Effects of school-based mindfulness training on emotion processing and well-being in adolescents: Evidence from event-related potentials. Developmental Science. Doi: 10.1111/desc.12646

Ruijgrok-Lupton, P. E., Crane, R. S., & Dorjee, D. (2018). Impact of mindfulness-based teacher training on MBSR participant well-being outcomes and course satisfaction. Mindfulness, 9(1), 117-128.

Dorjee, D. (2017). Neuroscience and Psychology of Meditation in Everyday Life: Searching for the Essence of Mind. Routledge.

Ruijgrok-Lupton, P. E., Crane, R. S., & Dorjee, D. (2017). Impact of Mindfulness-Based Teacher Training on MBSR Participant Well-Being Outcomes and Course Satisfaction. Mindfulness, 1-12.

Kaunhoven, R. J., & Dorjee, D. (2017). How does mindfulness modulate self-regulation in pre-adolescent children? An integrative neurocognitive review. Neuroscience & Biobehavioral Reviews.

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

Sanger, K. L., & Dorjee, D. (2016). Mindfulness training with adolescents enhances metacognition and the inhibition of irrelevant stimuli: Evidence from event-related brain potentials. Trends in Neuroscience and Education, 5(1), 1-11.

Vickery, C. E., & Dorjee, D. (2015). Mindfulness training in primary schools decreases negative affect and increases meta-cognition in children. Frontiers in psychology, 6.

Sanger, K. L., & Dorjee, D. (2015). Mindfulness training for adolescents: a neurodevelopmental perspective on investigating modifications in attention and emotion regulation using event-related brain potentials. Cognitive, Affective, & Behavioral Neuroscience, 15(3), 696-711.

Dorjee, D., Lally, N., Darrall-Rew, J., & Thierry, G. (2015). Dispositional mindfulness and semantic integration of emotional words: Evidence from event-related brain potentials. Neuroscience research, 97, 45-51.

Bennett, K., & Dorjee, D. (2016). The impact of a mindfulness-based stress reduction course (MBSR) on well-being and academic attainment of sixth-form students. Mindfulness, 7(1), 105-114.

Dorjee, D. (2013). Mind, brain and the path to happiness: A guide to Buddhist mind training and the neuroscience of meditation. Routledge.

Dorjee, D., Garrett, M. F., & Harnish, R. M. (2013). Mandatory Processing of Implied Content: Lessons from Context Effects on Implicitures. International Review of Pragmatics, 5(2), 217-232.

Dorjee, D., & Bowers, J. S. (2012). More on fMRI and the locus of perceptual learning. cortex, 48(4), 519-520.

Dorjee, D., & Bowers, J. S. (2012). What can fMRI tell us about the locus of learning?. Cortex, 48(4), 509-514.

Wu, Y. J., Athanassiou, S., Dorjee, D., Roberts, M., & Thierry, G. (2011). Brain potentials dissociate emotional and conceptual cross-modal priming of environmental sounds. Cerebral Cortex, 22(3), 577-583.

Damian, M. F., Dorjee, D., & Stadthagen-Gonzalez, H. (2011). Long-term repetition priming in spoken and written word production: evidence for a contribution of phonology to handwriting. Journal of Experimental Psychology: Learning, Memory, and Cognition, 37(4), 813.

Dorjee, D., Devenney, L., & Thierry, G. (2010). Written words supersede pictures in priming semantic access: a P300 study. Neuroreport, 21(13), 887-891.

Dorjee, D. (2010). Kinds and dimensions of mindfulness: why it is important to distinguish them. Mindfulness, 1(3), 152-160