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The author reviews the articles in the Special Section on Mindfulness, starting from the assumption that emotions evolved as signaling systems that need to be sensitive to environmental contingencies. Failure to switch off emotion is due to the activation of mental representations of present, past, and future that are created independently of external contingencies. Mindfulness training can be seen as one way to teach people to discriminate such "simulations" from objects and contingencies as they actually are. The articles in this Special Section show how even brief laboratory training can have effects on processing affective stimuli; that long-term meditation practitioners show distinct reactions to pain; that longer meditation training is associated with differences in brain structure; that 8 weeks' mindfulness practice brings about changes in the way emotion is processed showing that participants can learn to uncouple the sensory, directly experienced self from the "narrative" self; that mindfulness training can affect working memory capacity, and enhance the ability of participants to talk about past crises in a way that enables them to remain specific and yet not be overwhelmed. The implications of these findings for understanding emotion and for further research is discussed.

In the first experiment, rats were trained on a working memory task for a spatial response (right-left turn) information using a delayed matching-to-sample procedure. Following lesions of the medial prefrontal cortex (MPF), which includes anterior cingulate and medial precentral cortex, there was a profound working memory deficit even at the shortest delay. In the second experiment, rats were trained on a working memory task for spatial location information using a delayed matching-to-sample procedure. Following lesions of the MPF, there was only a mild working memory deficit, whereas following dorsal hippocampal lesions there was a profound working memory deficit even at the shortest delay. In the third experiment, rats were trained on a working memory task for visual object information using a delayed nonmatching-to-sample procedure. Following lesions of the MPF, there were no working memory deficits, whereas following lesions of the prelimbic and infralimbic cortex there was a profound working memory deficit even at the shortest delay. The results suggest that different neural subregions of the prefrontal cortex mediate working memory for specific attribute information.

Over the past two decades, research on urban schools has focused predominantly on achievement gaps. However, achievement gaps exist because of gaps in opportunities for urban, low-income, and racially/ethnically diverse students. Partnerships among schools, families, and communities can provide the enrichment opportunities, support, resources, and programs that students need to be educationally resilient despite adversity. School counselors are in a unique position to promote resilience through equity-focused school–family–community partnerships and parent/family–school compacts based on empowerment, democratic collaboration, social justice, and strengths-based principles. This article describes a step-by-step, equity-focused partnership model that school counselors can implement as part of their school counseling program.