We challenge psychotherapeutic paradigms by embracing and developing Metapsychoanalysis while incorporating meditation into the exploration of pathological states. This approach extends beyond traditional treatment, aiming instead to deepen our connection to the mysteries of existence. Meditation, through the simple yet profound act of breathing and embracing silence, offers a unique path toward healing many mental health conditions.

Why, then, is it so often avoided? Perhaps because the truth of its power is more challenging to confront—it cannot be commodified or easily packaged for sale. This may be one reason why it is overlooked in mainstream therapeutic practices.

I extend an open invitation to all members of Gravity Academy to explore meditation as part of their journey. As Jon Kabat-Zinn, a pioneer in mindfulness-based stress reduction, states:
“Meditation is not about feeling a certain way. It’s about feeling the way you feel.”
This practice can open doors to self-awareness, resilience, and well-being, making it an essential complement to our work in Metapsychoanalysis.

Gravity Academy offers Meditation classes to researchers, Students & Staff. Contact us!

Black and Chinese pupils were 26% and 38% more likely to be autistic respectively and autistic children were much more likely to face significant social disadvantage. The results are published today in JAMA Pediatrics.

The team drew on data from the School Census from the National Pupil Database, collected by the Department for Education from individuals aged 2-21 years old in state-funded schools in England. Of more than seven million pupils studied, 119,821 pupils had a diagnosis of autism in their record in the English state educational system, of whom 21,660 also had learning difficulties (18.1%). Boys showed a prevalence of autism of 2.8% and girls showed a prevalence of 0.65%, with a boy-to-girl ratio of 4.3:1.

Prevalence was highest in pupils of black ethnicity (2.1%) and lowest in Roma/Irish Travellers (0.85%), with these estimates being the first to be published for these populations. Pupils with a record of autism in schools were 60% more likely to also be socially disadvantaged, and 36% less likely to speak English. The findings reveal significant differences in autism prevalence, as recorded in formal school systems, across ethnic groups and geographical location.