The research in the center is both basic and applied. It is targeted on understanding what is the crux of a healthy, resilient brain, and what promotes the cultivation of wellbeing, resilience, empathy and peacefulness. To answer these questions we combine fMRI, EEG, TMS, skin conductance, HR, breath measures, facial EMG with psychological tools. We integrate in our work a wide variety of disciplines and wisdoms, ranging from physics and graph-theory, occupational therapy, social and clinical psychology and education to Buddhist psychology and mind-body practices.

What makes one brain resilient to internal (e.g. anatomical changes) or external perturbations (e.g. dire life circumstances) and another vulnerable? Is a resilient brain more stable? more consistent? more flexible? How can we measure the resilience-building effects of different interventions, such as psychotherapy or mindfulness meditation? Finding a brain marker for resilience is important becuse it enables us to differentiate between stable and vulnerable brains, and to apply preventive measures to increase resilience. Inspired by a physics approach to complex systems, our research suggests that brain resilience can be quantified through behavioral and neural measures. We are currently working to further develop measures to quantify brain resilience through methods such as EEG and transcranial magnetic stimulation (TMS) in both healthy and vulnerable populations (e.g., patients with schizophrenia or ADHD).

Professor Elisha Moses, The physics department, Weizmann Institute of Science
Professor Avi Peled, Sha׳ar Menashe Mental Health Center (affiliated to The Ruth and Bruce Rappaport Faculty of Medicine, the Technion-Haifa)

Our ability to understand others, share experiences, and build relationships lies at the core of human existence and is crucial for healthy development and wellbeing. The research in the lab aims to uncover the biological mechanisms that form the basis of human social behavior. We examine the behavioral and physiological (fMRI, ANS, EMG) correlates of individuals in various interpersonal settings. We aim to understand the physiological and psychological conditions for optimal social performance, and how it can promote development, health, resilience and wellbeing.

Professor Richard Davidson, Center for Healthy Minds, University of Wisconsin-Madison
Dr. Lior Noy, Department of molecular cell biology, Weizmann Institute of Science
Dr. Opher Zehavi, Beit Ekshtein

One of the great paradigm changes of the last decade is the realization how much the brain is an embodied organ. Many interventions such as mindfulness practice and biofeedback make use of this embodiment to promote healthier function. At the Sagol Center, we conduct studies aimed at assessing whether and how mind-body practices such as training in mindfulness and compassion or biofeedback can increase positive traits such as attention, emotional regulation and empathy, as well as general well-being. We study the effects of mindfulness-based programs on various populations such as school teachers and youth, as well as people with clinical symptoms (e.g., self-criticism). We are also interested how these practices can promote more peaceful societies by cultivating mind-states that can promote reconciliation in conflictual situations. In clinical populations, such as high-functioning individuals with autism, we are assessing the effects of a contemplative-biofeedback setup on stress-reduction, emotion regulation and empathy.

Professor Eran Halperin, Baruch Ivcher School of Psychology, The Interdisciplinary Center Herzliya
Dr. Opher Zehavi, Beit Ekshtein
Dr. Ben Shahar, The Israeli Institute for Emotion Focused Therapy

Disciplines such as occupational therapy and therapists working on developmental problems have long noted the role sensory and motor abnormalities play in a wide range of disorders, and the importance of addressing these abnormalities in therapies targeted at promoting more optimal behavior. In most of our studies we give attention to sensory-motor abnormalities and claim they can be indictors of vulnerable brains. Presently, we are conducting a study with individuals with autism to understand the relation between motor synchrony abilities and social abilities. We are also assessing an educational intervention aimed at increasing movement in the class.

Professor Eran Halperin, Baruch Ivcher School of Psychology, The Interdisciplinary Center Herzliya
Dr. Opher Zehavi, Beit Ekshtein
Dr. Robert Chernick

Can we use neuroscience to develop innovative pedagogical practices? And how best to implement these practices in educational settings? Contemplative neuropedagogy is a pedagogical theory developed at the Sagol Center for Brain and Mind in collaboration with education researchers from the Beit Berl college. This theory combines neuropedagogy with contemplative pegagogy. Neuropedagogy is a field of study which examines how knowledge from neuroscience can drive the development of improved pedagogical practiced. This fields brings together educators and neuroscientists in order to cultivate a common language and mutual thinking about the implementation of knowledge from neuroscience in educational settings. Contemplative pedagogy is a pedagogical theory that uses first person experiences in order to connect the student to the subject material through bodily experiences, to encourage connecting this subject matter to his/her internal and experiential world and personal values, to connect the student to the people, community and world surrounding him/her and to create a broad context for learning which is relevant to the personal experiences and the daily life of the student. We study how the use of contemplative neuropedagogy leads to the nurturing of well-being in educators and students by creating a space for observation and enhancing attention and awareness to the self, to others and to the environment, thus creating a more meaningful teaching and learning experience.

Dr. Oren Ergaz, Beit Berl College
Dr. Linor hadar, Beit Berl College