TheJourneyInward 10/11/20091:38PM AmberKelly KinlochC.

Walpole
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Contents
CurriculumOutline.............................................................................................................................................3 Orientation.....................................................................................................................................................6 ClassI .............................................................................................................................................................8 Class2 ............................................................................................................................................................9 Class3 ..........................................................................................................................................................10 Class4 ..........................................................................................................................................................11 Class5 ..........................................................................................................................................................13 Class6 ..........................................................................................................................................................14 Class7 ..........................................................................................................................................................15 Class8 ..........................................................................................................................................................17 InstructorsOutlinefortheInwardJourney ....................................................................................................18 Orientation.......................................................................................................................................................18 2) Going ........................................................................................................................................................22 ClassI:DefiningtheBrainandExplaintheGenogram...............................................................................22 ClassII:Genograms ......................................................................................................................................25 ClassIII:PoweroftheMyth ........................................................................................................................31 3) Transformation ........................................................................................................................................32 ClassIV:TheMeaningfulLife ......................................................................................................................32 ClassVDVDHerowithathousandfaces. ...................................................................................................39 ClassVIaVisionofFulfillment .....................................................................................................................40 4) Return ......................................................................................................................................................41 ClassVII:Relationships................................................................................................................................41 ClassVIIIReview...........................................................................................................................................45 Endnotes ..........................................................................................................................................................46

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CurriculumOutline

TheJourneyInward
TheJourneyInwardisdesignedtostrengthenandsolidifythelessonsandideas presentedintheMindBodyStressReductionProgram(MBSR),buildingonthe foundationoftheprinciplesoftaughtintheinitialeightweekseries.Consistingof anorientation,eightweeksofclasses,andendingwithafivedayretreat,thefocus ofthissectionwillleadeachparticipantonajourneyinward.Thepurposeofthis journeywillbetoencourageeachparticipanttodevelopinsightregardingthe personalities,lifeexperiences,values,attitudes,andbeliefstheybringtothetable andhowthoseaspectsoftheirselveshaveleadthemtobecomewhotheyare today.Itisthebeliefofprogramfacilitators,basedonpersonalexperiencewith incarceratedindividualsandthosejustrecentlyreleasedfromprison,aswellas currentacademicandcommunityresearch,thatsuchinsightwillassistparticipants inunderstandingdecisionsandbehaviors,bothadaptiveandmaladaptive,they haveusedinthepast,aswellasunderstandthechoicetheyhaveinmaking decisionsandintheiractionsinthefuture. Severalconceptualframeworksandusefulmetaphorswillbeusedinthissectionto illustratethejourneyinward.UsedheavilywillbeJosephCampbellsTheHeros Journey(Campbell,1968).Campbellsuseofthemetaphorofthepowerofthe mythandthejourneytakenasapartofthatmythisapowerfulapproachto recognizingthevalues,attitudes,andbeliefsthateachparticipantcarriesintotheir everydaylivingandtheimpactstheirthinkinghas.Eachparticipantwillbe encouragedtodiscoverthepersonalmythsthathavegovernedtheirlivestothis point,andpossibleotherperspectivesontheirexperiences. AlsoutilizedinthissectionwillbetheworkofVictorFrankl,gleanedfrombothhis experiencesasaPsychiatristandasaHolocaustsurvivor(Frankl,1959).Duringhis internmentinAuschwitz,forcedintotheroleofcampphysician,Franklobserved andexperiencedfirsthandsituationsthatcausedhimtoreflectonwhatitmeansto havemeaninginoneslife,andhowthatmeaning,orlackthereof,directly
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impactsparticipantsvalues,attitudes,andbeliefs,andthustheirdecisionsand actions.Postrelease,Franklthenvalidatedthesetheoriesbycrossreferencinghis observationswithresearch. Inarelatedvein,FloridaTaxWatch,(FTW)recentlyreleasedareportbasedon researchofviolentfelonsinthestateofFloridainwhichtheynotedthatthe differenceinstateratesofspendingforeducationalandsocialserviceshavelittle relationshipwiththedifferencesincrimerates,showingthattrainingprograms alonewillnotnecessarilyslowtherevolvingdoorofrecidivism.FTWinsteadcame totheconclusionthattherealsolutionisthequalityoftherelationshipsof individualsthatwillchangetheirbehaviors.Suchqualityisnotbuiltbyeducational programsalone,butbyparticipantschoosingtogetalife,bothbychallenging previouslyheldmyths,andfindingnewmeaningwithwhichtolive. Inthefacilitatorsmultipleyearsofexperienceworkingwithinmatesandindividuals postrelease,difficultyfindingmeaningtooneslife,andtherelateddespairand depressionseemstobeadeeplyheldcommonexperience.Basedonour experienceswithsuchindividualsandrecentresearch(Siegel,2007,Newberg, Wadman,&Waldman,2006,Cozonlino,year?,Austin,1999,Bodian,2006,Doidge, 2007)thisdespairanddepressionexperiencedisdirectlyrelatedtotheepitomeof livingameaninglesslife,leadingtotherevolvingdoorofrecidivism,withratesat over68%. UsingtheworkofsuchindividualsasCampbellandFrankl,aswellasothers,the intentionistoinfluencethedecisionmakingprocessofparticipants.Asparticipants begintomoveinwardandtodevelopabetterunderstandingofwheretherootsof thosedecisionscomefrom,theywillalsobeaskedtoconsiderwhatitmeanstobe fulfilled,tofindfulfillment,orserenity(asitiswordedin12stepprograms),inlife. Participantswilllearnthetoolsandprinciplestheyneednotreacttomomentary discomfortsanddistractionsintheirquestformeaningandabetterlife. Duringthisjourneyinward,participantswillnotbeprovidedavisionofwhata meaningfullifeis,butwillinsteadbeprovidedtoolstodevelopthethisconceptfor theirself.Eachparticipantwillbestronglyencouragedtodecideforthemselves whatthecosmicglueisthatholdstheirlifetogether.Basedonthissubjective
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understanding,participantswillthenbereadytomoveintothenextphaseofthis transitionprogram.Inencouragingeachpersontodevelopasenseofmeaningthat willsustainthemintrialsandtribulationsthatlifemaybring,facilitatorsare introducingparticipantstoatoolboxofhelpfulstrategiesandperspectivesthatwill enablethemtomeetlifeonlifesterms,providingthemwithsomethingtosustain themduringperiodsofdoubt,despairordepressionuponreleasefromprison. Keepinginmindrecidivismratesofover68%,thissectionsfocuswillbetobegin thejourneytowardsbuildingameaningfullife,andajourneyawayfromthe revolvingdoorofincarceration.

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Orientation

Discusshomework:Thereisnohomeworktodiscussasthisisthefirstclassofa nineclassblockofinstruction.However,adiscussionofthelastMBSRretreatand howtheirpracticehaschangedsincethenwillbetheopeningoftheclass. Notes:Makesurethememohasbeenpreparedandsubmittedforsignatureto bringintheDVDsHelpingBabiesfromtheBenchaswellasAnneRudloes discussionofwhatwasgoodaboutgettingcoloncancer. Theme:theorientationisdividedintothreesegments. 1. ReviewofMBSR:Mindfulnessisawayoflearningtorelatedirectlytowhatever ishappeninginyourlife,awayoftakingchargeofyourlife,awayofdoing somethingforyourselfthatnooneelsecandoforyouconsciouslyand systematicallyworkingwithyourownstress,pain,illness,andthechallengesand demandsofeverydaylife. 2. Reviewthebasicadministrativerulesoftheprogramasperinstructorsnotes. 3. Introducetheoverallconceptandframeworkforthe8weekprogram.Thisisa journeynestedinJosephCampbellsPoweroftheMythandHerowitha ThousandFaces.Itstartswitheachstudentcreatingagenogramofthelastthree generationstodiscovertrends,themesandpatternsthathavebecomeapartof thespokenandunspokentrends,themes,patternsandmythsthathavebeen drivingforcesintheirlives.TheGenogramwillbevisitedagainattheendofthe programtoseewhatadditionaltrends,themesandpatternshaveemergedafter theyhadachancetodosomeresearchwithfamilyandfriends.Complementing thisexplorationisabriefexplanationofthebiologyofthemindbrainbody connection. Thesecondphaseisthetransformationphasewheretheinmatesare introducedtosomeofthetoolsavailabletothemtochangeandnewdefinitions ofhappiness,serenityandsuccess. Thethirdphaseconsistsoflookingtothefutureandtheirreturntofreedom. Visualizinggoalsandprioritiesforanewlifeafterservingtheirsentence.This
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phaselaysthegroundforthefollowingsixmonthsassociatedwiththe transformationandsomeofthedetailsoftheirreentry. Homework:startgatheringbasicdataontheirfamilyhistoryforthelastthree generations.Topicsinclude:relationships,addictions,education,birthand dates,incarcerationhistory,healthissuesandetc.alotofthisinformationwill becomeusefulinconstructionexitplansandstrategiesinthefollowing programs.

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ClassI

Discusshomework:Discussanyproblemstheymayhavehadandhowtheysolved themingatheringfamilyhistoryinformation.Asecondtopicfordiscussionwill rotatearoundanysurprisesthatemergedinputtingtogetherthisinformation. Notes:MakesurememohasbeenpreparedtobringintheDVDPoweroftheMyth andStarWarsIforthefollowingtwoclasses. Theme:Going:Thefirststageisleavingwhereyouare,whatevertheenvironment. Youmayleavebecausetheenvironmentistoorepressiveandyouareconsciously uneasyandeagertoleave.Oritmaybethatacalltoadventure,analluring temptation,comesanddrawsyouout.Thenthereisthepossibilitythatyouwere jerkedoutofyourenvironmentforaperiodoftimeandthequestionbecomeshow areyougoingtotakeadvantageoftheopportunity. DefiningtheMind:aprocessthatregulatestheflowofenergyandinformation. Themindprocessesover4billionbitsofinformationaminute.However,the consciousnessonlyhasthepowertoprocess2thousandbitsaminute.Thatmeans realityisgoingoninthemindandwehavenoideawhatitis. TheGenogramhasbeenestablishedasapracticalframeworkforunderstanding familypatternsGenogramsallowyoumapthefamilystructureclearlyandto noteandupdatethemapoffamilypatternsofrelationshipsandfunctioningasthey emerge Homework:FilloutthreeGenograms.Twoofthegenogramswilldealwithfamily relationshipsandaddictions.Thethirdisopentoeachindividualsfocusoffamily history. Asecondpartofthehomeworkassignmentistocreatethreelistsoftennames each.Eachlistofnameswillbethetenpeoplethatwerethegreatestinfluenceon

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youinyourpreincarceration,incarcerationandthoseyouwilldependoninthe postincarcerationperiod.
Class2

Discusshomework:giveeachinmateanopportunitytovoicewhattrends,themes andpatternstheysawemergeintheirfamilyhistoryandthenaskiftheycansee howthosepatternsaffectedtheirbehaviors.Thislaysthegroundworkfor understandsomeofthemythsthathavedriventhem.Thisisagoodtimetobring outthatnowtheyhavetheawareness,thepracticewillgivethemthespace betweenthethoughtandtheactiontoenablethemtochooseotherresponsesthat willgenerateotherbehaviors. Askthestudentstoreviewthelistoftenstoseeifwhattheparallelsare betweenthosediscoveriesintheirGenogramsandmostinfluentialpeople.Look intothequestionofarethetenmostinfluentialsobecauseyouaretryingto replicateyourfamilypatterns?Mayanotheravenueofquestioningis:whatisthe commonthreadofthesefriendships? ReviewtheinformationpresentedintheclassIaboutthemindandthebrain. Focusontheroleofthesubconsciousandthemassiveamountofinvalid informationandhowitwillbiasouractionsandtheprocessingofnewinformation. Notes: Theme:thisisaclasswherewebuildonsessions4and5ofthebasicMBSR program.Whereasthesetwochaptersspoketoemotionsandfeelings,wearegoing totiethoseemotionsandfeelingsintotheinteractionofthereptileandsocialbrain. Theemphasiswillbeonthepowerofmindfulnessandchoices.Inasense,itis makingthecasethatthereptilebrainasanarrowfocusonFight,Flight,Freezeor Fsex.Ifwechoosetoabdicateourmindfulnessalotofloosedecisionsandactions willflowfromthoseprioritiesdrivenbybiasedinformationstoredinmemorybanks. Wecallthisalotofsuffering.TheArchieBunkerTVshowisagoodcaseinpoint drawnfromthepopularculturetheyrelateto. Reinforcethepowerofmindfulnessastheabilitytowitnessthethought process.
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IntroducetheconceptofplanA,B,andC.thenseewherethepeopleinthe Genogramsaregoingtofigureintoit. Homework:HaveeachinmatefilloutaplanAwiththepeoplethatwillbemajor actorsontherelease.

Class3

SittingMeditationwithfocusonbreath,bodysensations,bodayasawhole(30 Minutes). Discusshomework:Reviewthefunctionsandrelationshipsofthememory,reptile andSocialBrainaswellastheroleofemotionsandfeelings. Notes:MakesuretheTVissetuppriortotheclassandtestruntheDVD. Theme:ThisclassisbuiltonthePoweroftheMythandfocusontheDVDwithBill MoyersandJosephCampbell.Thereisemphasisontheworktheyhavedonewith theGenogramandemphasizetheyhaveachoicetobeaprisoneroftheirpathorto buildafuturebasedontheirbliss.Theonlyconstrainttheyhaveistheirimagination andtheirwillingnesstobesomethinggreaterthantheyare. IntroduceViktorFranklandhisbookMansSearchforMeaning.Thelessonis thathavingthecosmicgluethatsustainsyouwillseeyouthroughthedespair, desperation,depressionandlonelinessinyoureffortstobuildalifeafterrelease Homework:Havethestudentsreviewsomeoftheoldmythsthathavedriventhem andthenlistsomepotentialmythsorgoalsimpliedorstatedintheexitphaseof planA.theycouldbeeducation,training,movestoanotherplace,halfway programsthatwouldsupportthosegoals.

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Class4

Discusshomework:Priortodiscussingthehomework,readtheemailfromSusan Suarez:Iamsorry,Ihavebeenveryill.Mykidbroughtmehometheswinefluand sinceIampregnant,ithitmeREALLYhard.Iftheofferisstilloutthereyoushould tellthemthatmybestadviceistheadviceIdidn'twanttoacceptfromyou.Havea solidplanA,asolidplanBandasolidplanC.Don'tbedependentonsomeguyfor whattheyneed,Ifeeltogetoutandnothavethesethingsinorderisamistake. Luckily,Ihaven'trelapsedbutthatmaynotholdtrueformost.LookwhereIamat, pregnant,appliedfordisability,andIhavemoved8timesin8months,alltoliveat themercyofotherpeople'skindness.EventhoughImissedyourorientation, PLEASEpassthisonK.C.andyouarewelcometousemynamealthoughIamnot sureifmanywillbutyouneverknow.Someonewhoknowsmemaybelistening andtakeittoheart.Thankyouforthinkingofmeandpleaseletmeknowhowit goesover.Susan Reviewthenexusofthereptileandsocialbrainaswellastheprimalmemory. Brieflycoverplasticityofthebrain. Notes: Theme:Firstclassinthetransitionphase. Theideaintheheroadventureistowalkbodilythroughthedoorintotheworld wherethedualisticrulesdontapply.Itisirrelevanthowyougettothedoorbeit voluntaryornot.Thequestioniswhatareyougoingtodooneyougetthere.The dangercanbepsychologicalorphysicalbecauseyouareleavingthefamiliarand enteringuncharteredterritory. ThisclassessentiallyrotatesaroundFranklspointofviewonameaningfullife withinthecontextofJosephCampbellstransformationstageoftheHerosJourney andPoweroftheMyth.

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Franklmakesthepoint:Lifeispotentiallymeaningfulunderanyconditions,eventhe mostmiserable.Andthisinturnpresupposesthehumancapacitytocreativelyturn lifesnegativeaspectsintosomethingpositiveorconstructive Frankloffersthreeroutes: 1. Turningsufferingintoahumanachievementandaccomplishment 2. Derivingfromguilttheopportunitytochangeoneselfforthebetter; 3. Derivingfromlifestransitorinessanincentivetotakeresponsible action. Franklthenoffersthreepotentialchoicesforameaningfullife: 1. Creatingaworkorbydoingadeed. 2. Experiencingsomethingorencounteringsomeone;inotherwords, meaningcanbefoundnotonlyinworkbutalsoinlove. 3. Lastly:meaninginlife:eventhehelplessvictimofahopeless situation,facingafatehecannotchange,mayriseabovehimself, maygrowbeyondhimself,andbysodoingchangehimself.Hemay turnapersonaltragedyintoatriumph. Meaninglessness;Astothecausationofthefeelingofmeaninglessness,onemay say,albeitinanoverlysimplevein,thatpeoplehaveenoughtolivebybutnothing tolivefor;theyhavethemeansbutnomeaning. Happiness(Rapture,Bliss) ApointofdiscussionfortheclassManytasteswethinknaturalareacquired throughlearningandbecomesecondnaturefromouroriginalnaturebecause ourneuroplasticbrains,oncerewired,developanewnature,everybitasbiological asouroriginal. Homework:writeoutyourowndefinitionsforwhatameaningfullifewouldbe. Thenwriteoutyourdefinitionsofhappinessandbliss.

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Class5

Discusshomework:Reviewthenexusofthereptileandsocialbrainaswellasthe primalmemory.Brieflycoverplasticityofthebrain. Discusstheirdefinitionsforwhatameaningfullifewouldbe.Intheprocessreview theirdefinitionsofhappinessandblisstoseeifitcoincideswithameaningfullife.At thispoint,agoodquestionishoworiftheirdirection,mythsanddefinitions changed. Notes:SeeifitcanbearrangedfortheinmatestoseeStarWarsIandIIIoutsideof class.Thefocusistoseehowpeoplecanbedrawnintoatransformationandhow theycangoastrayintheprocess. Theme:ThisiswhereweplaytheDVDofBillMoyersandJosephCampbellofThe HerosJourney.IftheclassdidnotrelatewelltotheDVDThePoweroftheMyth thenitmightbeappropriatetosubstituteStarWarsIII.Thisparticularlygood becauseitshowswheregoodintentionscanleadyouastray.Thereisshadesof Franklherealsothatdeservetobebroughtout. Homework:Thestudentsoutlinetheirownversionofaherosjourney.

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Class6

Discusshomework:Reviewthenexusofthereptileandsocialbrainaswellasthe primalmemory.Brieflycoverplasticityofthebrain. TheirversionoftheHerosJourneywillbealongandcrucialdiscussionperiod becausemuchofwhatwaslearnedwillcomeintoplay. Notes: Theme:thethemeistoexplainhowserenityandhappinessareproductsandnot objectivesoftheHerosJourney.

TraumaandRecoveryChart
Mind/Body Mind/Body Emotions/ Decision Energy Meditation/ (Focus) exercise Split(03) Split(PTSD) Suffering Mind/Body Unification Emotions/ Happiness

GrandiosityDepression3c (distrustemptiness) transformation Love

Selfishness(self absorbsion) React selflessness

4d

Respond

Serenity:theabsenceofmentalstressoranxiety;peaceofmind;repose;heartsease.InArabian, thenameSakinahmeansgodinspiredpeaceofmind.ThenameSakinahoriginatedasanArabian name.ThenameSakinahismostoftenusedasagirlnameorfemalename.ArabianMeaning godinspiredpeaceofmind "Godgrantustheserenitytoacceptthethingswecannotchange, couragetochangethethingswecan, andwisdomtoknowthedifference."

Homework:HavethemrewritetheirversionoftheHerosJourneywiththemasthe maincharacterandstartingattheirEOSdate.
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Class7

Discusshomework:Reviewthenexusofthereptileandsocialbrainaswellasthe primalmemory.Brieflycoverplasticityofthebrain. DiscusstheirlatestversionoftheHerosJourneyandfocusonhowithaschanged fromthefirstversion. DiscussprogresswithGenograms.Seeifthereareanynewtrends,themesor patternsthathavearisenduringtheclass. Notes:firstclassonthereturnwherethewholeideaisthatyouvegottobringout againthatwhichyouwenttorecover,theunrealized,unutilizedpotentialin yourself.Thewholepointofthisjourneyisthereintroductionofthispotentialinto theworld;thatistosay,toyoulivingintheworld.Youaretobringthistreasureof theunderstandingbackandintegrateitinarationallife.Itgoeswithoutsaying,this isverydifficult.Bringingtheboonbackcanbeevenmoredifficultthangoingdown intoyourowndepthsinthefirstplace. Theme:Relationships(patterns,themesandtrends) Interpersonalrelationshipshavebeenshowntopromoteemotionallongevity, helpingusachievestatesofwellbeingandmedicalhealth.(Anderson&Anderson, 2003).Iamproposingherethatmindfulawarenessisaformofselfrelationship,an internalformofattunementthatcreatessimilarstateofhealth.i Interpersonalrelationships:thenotionthatthebrainisbuiltofmillionsof neuronswithtrillionsofconnectionsthatcometogethertocreatewhatwecallan individual.Butitdoesntstopthere?Naturethencontinuestointerweaveindividual individualsinwaysthatexpandcollaborationintheserviceofsurvival.Neuronsthat firetogetherwiretogether,.Peoplewhoareabletoattendtooneanother,touch, talk,andconnectalsofiretogether,wiretogether,andsurvivetogetherOurability toconnectdependsoncomplexandwiderangingneuralnetworksthroughoutour
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brainsthathavebeenshapedthroughmillionsofyearsofneurobiologicalevolution. Itistothesesystemsandtheirabilitiesthatwenowturnourattention. ii Whywomenstay:thisishandouttakenfromtheinternetthatisfourpagesofwhy womenstayinsexualandphysicallyabusiverelationships.Itisahandoutfor discussionpurposes. FamilyofOrigenasopposedtofamilyofchoice.(dysfunctionalrelationshipsisthe decidingfactor) Significantothers PTSDOnereasonisthatourhighlyevolvedneocortex(rationalbrain)isso complexandpowerfulthatthroughfearandovercontrolitcaninterferewiththe subtlerestorativeinstinctualimpulsesandresponsegeneratedbythereptiliancore. Inparticular,theneocortexeasilyoverridessomeofourgentlerinstinctual responsessuchasthosethatguidethehealingoftraumathroughthedischargeof energy.Ifthedischargeprocessistoserveitspurpose,itmustbeimitatedand drivenbyimpulsesfromthereptilianbrain.Theneocortexmustelaborateon instinctualinformation,notcontrolit. Homework:UpdatePeoplelistedinreentrystrategyandaddplacesandgoals.Now doaplanA,BandC.EncouragethemtodrawontheconceptspresentedinHeros JourneyandthePoweroftheMyth.

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Class8

SittingMeditationwithfocusonbreath,bodysensations,bodayasawhole(30 Minutes). Discusshomework: Notes: Theme: Homework:

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InstructorsOutlinefortheInwardJourney Orientation a) ReviewsomeofthebasicdynamicsofMBSR: i) FromUMassmedicalwebsite(thehorsesmouth) http://www.umassmed.edu/Content.aspx?id=41254
WecallourapproachmindfulnessbasedstressreductionorMBSR...

Mindfulnessisawayoflearningtorelatedirectlytowhateverishappening inyourlife,awayoftakingchargeofyourlife,awayofdoingsomething foryourselfthatnooneelsecandoforyouconsciouslyand systematicallyworkingwithyourownstress,pain,illness,andthe challengesanddemandsofeverydaylife. Incontrast,youveprobablyencounteredmomentsofmindlessnessa lossofawarenessresultinginforgetfulness,separationfromself,anda senseoflivingmechanically.Restoringwithinyourselfabalancedsenseof healthandwellbeingrequiresincreasedawarenessofallaspectsofself, includingbodyandmind,heartandsoul.Mindfulnessbasedstress reductionisintendedtoignitethisinnercapacityandinfuseyourlifewith awareness.
Reawakeningtowhatyoualreadyare...

Fortunately,mindfulnessisnotsomethingthatyouhavetogetor acquire.Itisalreadywithinyouadeepinternalresourceavailableand patientlywaitingtobereleasedandusedintheserviceoflearning, growing,andhealing.

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Peopleparticipateforreasonsasdiverseas...

Stressjob,familyorfinancial Chronicpainandillness Anxietyandpanic GIdistress Sleepdisturbances Fatigue Highbloodpressure Headaches

Theyaresentbytheirdoctorsortheyareselfreferred.Manyenroll because,althoughtheyarefeelingwellphysically,theysaythepaceof theirlivesisoutofcontrolortheyrejustnotfeelingquiteright.

Alifeaffirmingcourseinconsciousliving...
Thecoursescheduleconsistsofeightweeklyclassesandonedaylong classonaSaturdayorSunday.Morningoreveningcoursesareavailable. Thishighlyparticipatory,practicalcourseincludes:

Guidedinstructioninmindfulnessmeditationpractices Gentlestretchingandmindfulyoga Groupdialogueanddiscussionsaimedatenhancingawarenessin everydaylife Individuallytailoredinstruction Dailyhomeassignments FourhomepracticeCDsandahomepracticemanual

Thecourseischallengingandlifeaffirming.Theinstructorsare accomplishedandskilledatcreatingasafe,supportive,anddeeply engaginglearningenvironment. ii) Rehabprofessionalsarecontinuallysurprisedatwhatpeoplearecapable ofandbyhowthebodyandthemindcansometimesrespondtoastrong determinationtotakeupresidenceagainandtoworkwithself compassionandgentlenessattheboundariesofwhatonecanandcannot

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b) c) d) e) f) g)

h)

doatanygivenmoment,eveninthefaceofwhatmaysometimesseem likeinsurmountableobstaclesorchallenges.Thisinterfaceiswherethe learningtakesplace,andthegrowingintooneself,asonefeelsonesway intowhatwillbeinevitablyandtoalargedegreeanewterritorywithin onesowninteriorlandscapeofbeing.iii Reviewquestionsfromtheretreat Askwhytheyarethere Askhowmeditationhasgonesincetheretreat Reviewmuddywaterexercise Havestudentsdoasinglegenogramwithoutdata Explainscopeofclass(herosJourney):Thebasicstoryoftheherojourney involvesgivingupwhereyouare,goingintotherealmofadventure,coming tosomekindofsymbolicallyrenderedrealization,andthenreturningtothe fieldofnormallife.iv i) Going:Thefirststageisleavingwhereyouare,whateverthe environment.Youmayleavebecausetheenvironmentistoorepressive andyouareconsciouslyuneasyandeagertoleave.Oritmaybethatacall toadventure,analluringtemptation,comesanddrawsyououtv ii) Learning:Ifthecallisheeded,however,theindividualisinvokedto engageinadangerousadventure.Itsalwaysadangerousadventure becauseyouremovingoutofthefamiliarsphereofyour community..Theideaintheheroadventureistowalkbodilythroughthe doorintotheworldwherethedualisticrulesdontapplyvi iii) Return;Thewholeideaisthatyouvegottobringoutagainthatwhichyou wenttorecover,theunrealized,unutilizedpotentialinyourself.Thewhole pointofthisjourneyisthereintroductionofthispotentialintotheworld; thatistosay,toyoulivingintheworld.Youaretobringthistreasureof theunderstandingbackandintegrateitinarationallife.Itgoeswithout saying,thisisverydifficult.Bringingtheboonbackcanbeevenmore difficultthangoingdownintoyourowndepthsinthefirstplace.vii Powerofthemyth: i) Exilefromthecommunity

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ii) Whatisthecoreofus?Whatisthebasiccharacterofourbeing?The essenceofoneselfandtheessenceoftheworld;thesetwoareone.Hence separateness,withdrawal,isnolongernecessary.Wherevereheromay wander,whateverhemaydo,heiseverinthepresenceofhisown essenceforhehastheperfectedeyetosee.Thereisnoseparateness. iii) Themodernherdedmustthatofquestingtobringtolightagainthelost Atlantisofthecoordinatedsoul. iv) Returntoliveinthesocietyandnotdestroyit. viii

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2) Going(Going:Thefirststageisleavingwhereyouare,whateverthe environment.Youmayleavebecausetheenvironmentistoorepressiveandyou areconsciouslyuneasyandeagertoleave.Oritmaybethatacalltoadventure, analluringtemptation,comesanddrawsyououtix

ClassI:DefiningtheBrainandExplaintheGenogram

i) DefiningtheBrain: 1. Evolutionisdrivenanddirectedbythephysicalsurvivalofthespecies, notbythehappinessofindividuals.Thus,muchofthebrains functioningisbaseduponprimitivefightorflightmechanismsas opposedtoconsciousandcompassionatedecisionmaking.Becauseof thisreality,theconsciousandunconsciousmanagementoffearand anxietyarecorecomponentsofourattachmentrelationshipsand characterwhenthethreatpasses,webegintorelaxandfindour voicesagain,perhapseventolaughatourownreactions.Butwhatif wecanneverrelax?Whatifourearlyexperienceshapesourbraintobe inaconstantstateoffear?Whatifourearlyexperienceshapesour braintobeinaconstantstateoffear?Whenthisevolutionary comprisesinterfereswiththeproperdevelopmentandintegrationof neuralnetworks,psychopathologymayresult.x 2. finally,andperhapsmostimportant,isthatwethinkofthebrainnot asafullyformedstructurebutasadynamicprocessundergoing constantdevelopmentandreconstructionacrossthelifespan.Keeping thesethreeconceptualshiftsinmind,letstakealookatsomeofthe keystructuresandsystemsofthesocialbrain.xi 3. ii) DefiningtheMind:aprocessthatregulatestheflowofenergyand information. xii 1. Themindprocessesover4billionbitsofinformationaminute. However,theconsciousnessonlyhasthepowertoprocess2,000bitsa minute.Thatmeansthatrealityisgoingoninthemindandwehaveno ideawhatitis.Thesubconsciousnessmindhasanabilitytoprocess
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andreact.Thisiswhythemindbodyconnectionissoimportantasthe mindinstructsthebodyandgivesitdirectionpriortotheconscious mindevenbeingawarethedecisiontoactby7seconds.Alltoooften thisputsconsciousmindinthepositionofjustifyingactioninsteadof determiningifitisinthebestinterest.Withtraining(mindfulness)the socialbraincanoverridethereptilebrain.Butittakestraining, awarenessandwillpower. 2. BeingMindful:Mindfulnessinitsmostgeneralsenseisaboutwaking upfromalifeonautomatic,andbeingsensitivetonoveltyinour everydayexperiences.Withmindfulawareness,theflowofenergyand informationthatisourmindentersourconsciousattentionandwecan bothappreciateitscontentsandalsocometoregulateitsflowinanew way.Mindfulawareness,aswewillsee,actuallyinvolvesmorethan justsimplybeingaware:Itinvolvesbeingawareofaspectsofthemind itself.insteadofbeingonautomaticandmindless,mindfulnesshelpsus awaken,andbyreflectingonthemindweareenabledtomakechoices andthuschangebecomespossible. Howwefocusattentionhelpsdirectlyshapethemind.Whenwe developacertainformofattentiontoourhereandnowexperiences andtothenatureofourminditself,wecreatethespecialformof awareness,mindfulness,whichisthesubjectofthisbook. Studieshaveshownthatspecificapplicationsofmindful awarenessimprovethecapacitytoregulateemotion,tocombat emotionaldysfunction,toimprovepatternsofthinking,andtoreduce negativemindsets. Researchonsomedimensionofmindfulawarenesspractices revealsthattheygreatlyenhancethebodysfunctioning:Healing, immuneresponse,stressreactivity,andageneralsenseofPhysical wellbeingareimprovedwithmindfulness(Davidson,KabatZinn, Schumacher,Rosencrantz,Mulleretal.,2003).Ourrelationshipswith othersarealsoimprovedperhapsbecausetheabilitytoperceivethe nonverbalemotionalsignalsfromothersmaybeenhancedandour abilitytosensetheinternalworldsofothersmaybeaugmented.In
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thesewayswecometocompassionatelyexperienceothersfeelings andempathizewiththemasweunderstandanotherpersonspointof view.xiii iii) Genogram:theGenogramhasbeenestablishedasapracticalframework forunderstandingfamilypatternsGenogramsallowyoumapthefamily structureclearlyandtonoteandupdatethemapoffamilypatternsof relationshipsandfunctioningastheyemerge..Whenfamilymembersare questionedaboutthepresentsituationwithregardtothethemes,myths, rules,andemotionallychargedissuesofpreviousgenerations,repetitive patternsoftenbecomeclear..Familiesrepeatthemselves.Whathappens inonegenerationwilloftenrepeatitselfinthenextthatis,thesame issuestendtobeplayedoutfromgenerationtogeneration,thoughthe actualbehaviormaytakeavarietyofforms.Bowentermedthisthe multigenerationalTransmissionoffamilypatterns.Thehypothesisisthat relationshippatternsinpreviousgenerationsmayprovideimplicitmodels forfamilyfunctioninginthenextgeneration.Onthegenogram,we explorepatternsoffunctionrelationship,andstructurethatcontinueor alternatefromonegenerationtothenext.xiv iv) Theprimalmemo 1. Plasticity:(anextensionofthenaturevsnurtureargument) 1. youcannothaveplasticityinisolationitsanabsolute impossibility.Hisexperimentshaveshownthatifonebrainsystem changes,thosesystemsconnectedtoitchangeaswell.Thesame plasticrulesuseitorloseit,orneuronsthatfiretogetherwire togetherapplythroughout.Differentareasofthebrainwouldntbe abletofunctiontogetherifthatwerentthecase.xv 2. HelpingBabiesfromthebench

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ClassII:Genograms

v) ReviewGenogram(Seeaboutmakingcopyfor2ndtolastclass) vi) Thesocialandreptilebrain 1. SurvivalPrioriesoftheReptileBrain.(inmedicalschoolsknownasthe fourFs. 1. Fight 2. Flight 3. Freeze 4. F_sex 2. MessagedeliverysystemofReptileBrain xvi 1. SympatheticNervousSystem (i) Dilatespupil (ii) Inhibitssalivation (iii) Acceleratesheartbeat (iv) Inhibitsdigestion (v) Stimulatessecretionofadrenaline(epinephrine) (vi) Stimulatesorgasm (vii) Stimulatessexualarousal 2. ParasympatheticNervousSystem (i) Constrictspupil (ii) Stimulatessalivation (iii) Slowsheartbeat (iv) Stimulatesdigestion (v) Stimulatessexualarousal 3. TheBrain:therealmastergland.Theneuralrouterepresentedby thesympatheticsystemisafirstmeansbywhichthebraincan mobilizewavesofactivityinresponsetoastressor.Thereisanother wayaswellthroughthesecretionofhormones. (i) Ifaneuron(acellofthenervoussystem)secretesachemical messengerthattravelsathousandthofaninchedandcausesthe
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nextcellinline(typically,anotherneuron)todosomething different,thatmessengeriscalledaneurotransmitter. (ii) Ifaneuron(oranycell)secretesamessengerthat,instead, percolatesintothebloodstreamandaffectseventsfarandwide, thatmessengerisahormone.Allsortsofglandssecrete hormones;thesecretionofsomeofthemisturnedonduring stress,andthesecretionofothersisturnedoff. (iii) Anotherimportantclassofhormonesintheresponseto stressarecalledglucocorticoids.Thesearesteroidhormones (steroidisaclasswithfivesubsets:estrogens,progestin,mineral corticoids,andglucocorticoids)secretedbytheadrenalgland andoftenactsimilartoepinephrine.Epinephrineactswithin seconds;glucocorticoidsbackthisactivityupoverthecourseof minutesorhours. (iv) Thereiswidespreadacceptanceoftheideathatthebody doesnotrespondtostressmerelybypreparingforaggressionor escape,andthatthereareimportantgenderdifferencesinthe physiologyandpsychologyofstress.Taylorarguesconvincingly thatthephysiologyofthestressresponsecanbequitedifferent infemales,builtaroundthefactthatinmostspecies,females aretypicallylessaggressivethanmales,andthathaving dependentyoungoftenprecludestheoptionofflight.Taylor suggeststhatratherthanthefemalestressresponsebeingabout fightorflight,itsabouttendandbefriendtakingcareofher youngandseekingsocialaffiliation.Tayloralsoemphasizesa hormonalmechanismthathelpscontributetothetendand befriendstressresponse.Whilethesympatheticnervous system,glucocorticoids,andtheotherhormonesjustreviewed areaboutpreparingthebodyformajorphysicaldemands,the hormoneoxytocinseemsmorerelatedtothetendandbefriend themes. (v) thekeyisthatitisextremelyrarelythatthingslikehormones andneurotransmitterscauseabehavior.Instead,theyproduce
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tendenciestorespondtotheenvironmentincertainways. (Monkeyluvp17) (vi) thisiscritical.Letsconsideranxiety.Whenanorganism isconfrontedwithsomesortofthreat,ittypicallybecomes vigilant,searchestogaininformationaboutthenatureofthe threat,strugglestofindaneffectivecopingresponse.Andoncea signalindicatessafetythelionhasbeenevaded,thetrafficcop buystheexplanationanddoesntissueatickettheorganismcan relax.Butthisisnotwhatoccursinananxiousindividual.Instead, thereisafranticskitteringamongcopingresponsesabruptly shiftingfromonetoanotherwithoutcheckingwhetheranything hasworked,anagitatedattempttocoverallthebasesand attemptavarietyofresponsessimultaneously.Bydefinition, anxietymakeslittlesenseoutsidethecontextofwhatthe environmentisdoingtoanindividual.(Monkeyluvp17) (vii) Geneticstatusisnotallthatpredictiveinandofitself. ..onlyonasuperficialleveldowesharethesameenvironments. Forexample,theincidenceofthegenesrelatedtodepressionis probablyroughlyequalthroughouttheworld.However,geriatric depressionisepidemicinoursocietyandvirtuallynonexistentin traditionalsocietiesinthedevelopingworld.Why?Remarkably differentenvironmentsifdifferentsocieties,inwhicholdagecan meanbeingapowerfulvillageelderoraninfantilizedhasbeen putouttoshuffleboardpasture.(Monkeyluvp18) 3. Ourconsciousnessalsodoessomethingremarkable;ittakesthefew perceptionsthatwehold,ignoresthediscrepancies,andturnsthem intosophisticatedvisionsandinventions,somethingnootherliving organismcando.Thevisionseventuallybecomepartoftherealityof thebrain,andtheinventionsbecomepartoftheworld.xvii 4. Theknowledgewegleanfromscientificstudiesdependslargelyonhow weinterprettheevidence.Butinterpretationsaresubjectintothe samerulesthatgovernourperceptionsofreality;theyarefilledwith assumptions,generalizations,oversights,andmistakes.Inthesocial
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sciences,theseerrorsarereferredtoascognitivebiases;butasIhave emphasizedthroughoutthebook,suchbiasesarebuilttheperceptual andemotionalaswellasthecognitivemechanismsofthebrain.Bythe timeperceptualinformationreachesconsciousness,eachindividualhas transformeditintosomethingnewandunique.Thisreconstructionof realityisthefoundationfromwhichweconstructallourbeliefsabout theworld.xviii 5. Emotionsandfeelings 1. Emotions: (i) EmotionsMakeThoughtsandPerceptionsReal:Anotherelement essentialtobeliefsisthemeaningorvaluebestowedonthe individualbelief.Valuereferstotheimportanceorworth assignedtoaparticularperceptionoridea,andtheactivityof assignmentcanbetracedtotheemotionalcircuitsofthebrainin thelimbicsystem.Ingeneral,asneuralstimulationsincreasesin theseareaswhichincludetheamygdale,thethalamus,andthe hippocampusperceivedvalueincreases.Withoutthisactivity, emotionalmemoriesincludingexperiencessuchasanger, sadness,happiness,disgust,andsurprisecouldnotbeformed, andlifewouldhavelittlemeaning.asweshallseelater,itis alsorelativelyeasytoimplantfalsememories,especiallyin children.Furthermore,thereismountingevidencethatthebrain maintainsfalsememoriesforextendedperiodsoftime.Allthis suggestthatweshouldbeverycautiousaboutassumingthe truthfulnessofourbeliefs,especiallythosethatweembraced whenwewereyoung. Emotionsalsobindourperceptionstoourconscious beliefs,makingwhateverwearethinkingaboutseemmorereal atthetime.Infact,strongemotionsparticularlyanger,fear,and passioncanradicallychangeourperceptionsofreality.Butifa thoughtorperceptionsdoesnotsimulateanemotionalresponse, itmaynotevenreachconsciousness.xix
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(ii)

Thefirstconceptweneedtostatedirectlyisthatemotionisa complexentityandanequallyintricatesubjectofstudy. Emotionsincludesaprocesswherebygoaldirectedbehaviorsare organizerandenacted,appraisalofthemeaningofeventsis created,informationprocessing(cognition)isshaped, perceptionsbiased,andaffectivearousalactivate.Emotionalso directlyinvolveshowweinteractwitheachotherinthepresent, andhowweareimpactedbyactivationsfrommemory.Inother words,whatwecallemotionisadynamicandcentralfunction thatintegratesbehavior,meaning,thinking,perceiving,feeling, relating,andremembering. Atthemostbasiclevel,wecreatenonreactiveby developingthecircuitsinourbrainthatenabletheloweraffect generatingcircuitstoberegulatedbythehighermodulating ones.Thisbalancebetweenemotionarousalanditregulationis oftenconceptualizedasthere3lationshipbetweenthe subcortricallimbicamygdaleandtheprefrontalcortex.Mindful awarenessmaydirectlyinfluencenonreactivitybyalteringthe connectionsbetweenprefrontalcortexandlimbiczones. Inthebrain,theprefrontalcortexhasdirectlinkagestothe lowerlimbicarea.Theselinkagesenabletheprefrontalareato bothassessthestateofarousalinthesesubcortricalregionsas wellastomodulatetheirfirings.Wehavediscussedhow integrationinthebraininvolvescoordinationandbalance. Hereweseethattheintegrativeprefrontalareascan coordinateandbalancelimbicfiringsothatlifecanhave meaningandemotionalrichness,butnotexcessivefiring, wherelifebecomeschaotic,ortoolittle,wherelifebecomes dulledanddepressing.Infact,inteachingmeditation,parallel conceptsareaddressedasexcitementanddullness. xx (iii) Whatweexperienceasnegativeemotionsthosethatlead ustofight,flee,ordistanceourselvesfromsomethingor
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someoneareevolutionarilymoreprimitivethanpositive emotions.Positivefeelingsrelatedtohumor,socialaffiliation, andaestheticresponsehavearisenasafunctionofanexpanded neocortexandthespecializationsofthehemispheres(Paradiso etal.,1999);Wildetal.,2003).Anunfortunateartifactofthe evolutionoflateralitymaybethattherighthemisphere,biased towardselfawarenessandselfidentity(Kennanetal.,1999).To behumanmaybetohavevulnerabilitytowardshame,guilt,and depression.Soalthoughbothsidesofthebrainareinvolvedin emotions,thedominantroleoftherighthemisphereindefensive andnegativeemotionsgivesitexecutivevetopoweroverthe left.Justastheleftcanblockemotionalandvisceralinputfrom theright.Therightcanoverrideconsciousprocessingand emotionalwellbeinginreactiontothreat.xxi emotionsinthemselvesdontposeaproblem,itsjust thataslongasyoukeepreactingtothedramainsideyourhead, youmaybecuttingyourselfofffromothersandfromdeeper, moresatisfyingdimensionsofyourbeingandyoumaymiss whatsreallygoingonaroundyouaswell.(Seechapter11)xxii

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ClassIII:PoweroftheMyth

vii) ShiftingthelocusofcontrolfromReptiletoSocial viii) DVDPoweroftheMyth ix) OutlineDVDandwhattheyhavelearnedforeachstudent.

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3) Transformation(Learning:Ifthecallisheeded,however,theindividualis invokedtoengageinadangerousadventure.Itsalwaysadangerousadventure becauseyouremovingoutofthefamiliarsphereofyourcommunity..Theidea intheheroadventureistowalkbodilythroughthedoorintotheworldwhere thedualisticrulesdontapplyxxiii )

ClassIV:TheMeaningfulLife

i) Meaningfullife(Frankl):.Lifeispotentiallymeaningfulunderany conditions,eventhemostmiserable.Andthisinturnpresupposesthe humancapacitytocreativelyturnlifesnegativeaspectsintosomething positiveorconstructive..thehumanpotentialwhichatitsbestalways allowsfor; 1. Turningsufferingintoahumanachievementandaccomplishment 2. Derivingfromguilttheopportunitytochangeoneselfforthebetter; 3. Derivingfromlifestransitorinessanincentivetotakeresponsible action. xxiv 4. Threemainavenuestoameaningfullife 1. Thefirstisbycreatingaworkorbydoingadeed. 2. Thesecondisbyexperiencingsomethingorencounteringsomeone; inotherwords,meaningcanbefoundnotonlyinworkbutalsoin love. 3. Thirdavenuetomeaninginlife:eventhehelplessvictimofa hopelesssituation,facingafatehecannotchange,mayriseabove himself,maygrowbeyondhimself,andbysodoingchangehimself. Hemayturnapersonaltragedyintoatriumph.xxv ii) Meaninglessness;Astothecausationofthefeelingofmeaninglessness, onemaysay,albeitinanoverlysimplevein,thatpeoplehaveenoughto livebybutnothingtolivefor;theyhavethemeansbutnomeaning.xxvi 1. Happiness(Rapture,Bliss)
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2.

Bliss:supremehappiness;utterjoyorcontentment:weddedbliss.Theol.thejoyof heaven.heaven;paradise:theroadtoeternalbliss.Archaic.acauseofgreatjoyor happiness.http://dictionary.infoplease.com/bliss

3. Rapture definition rapture (rapchr) noun: the state of being carried away with

joy, love, . etc.; ecstasy. An expression of great joy, pleasure, etc. a carrying away or being carried away in body or spirit: now rare except in theological usage insome

Christiantheologies,thebodilyascentintoheavenjustbeforeArmageddonofthosewho aresaved.http://www.yourdictionary.com/rapture

4. Thousandsofyearsago,PlatowastryingtoanalyzethehumanSoulin ordertounderstandhumanethics,hethenrealizedthathecan't directlyunderstanditbecauseit'sintangible.Soinordertosolvethis dilemma,helookedatthesociety.Societyinhisopinionisa representationofhumansoul,becauseitrepresentsagroupofpeople andsoisareflectionofdifferenttypesofsouls.Thosesoulsgroup togethernaturallytoformsociety.Platosplitthesocietyinto3 categories(hecalledthemFaculties).1istheFacultyofworkers,the secondistheFacultyofsoldiersandthe3rdistheFacultyofleaders. Platosaidthatthefacultyofworkersrepresentdesire.Desireisavery importantcharacteristicofhumansoul.Workersmostlyrepresent desirebecausetheyworkreallyhardtoachievesomething,tobe something,tofulfilltheirdesires.Theyworkhardinordertogetwhat theycantgeteasily.Forworkers,itsallaboutstayingalive,itsall aboutthedesiretoliveandtheneedtocreateorachieve. Thesecondfaculty,soldiers,isarepresentationofemotions.Soldiers exist(inaperfectsociety)becauseoftheneedtoprotecthomeand landfromtheenemy.Inbigsocieties,theremustbesoldiers(naturally) andtheirdedicationandpersistenceandwillingnesstofightandeven dieforthesakeofhomestemsfromemotions. ThethirdfacultyPlatoreferredtowasleaders.Leadersarea representationofintellect.Inaperfectsociety,leadersarethereto organizesoldiersandworkersandpushbothtobebetter,Theystress oneducationbecauseitelevatesthesocietyandmakesitabetter
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place. NowpayattentiontothebelowtounderstandPlatospointofview aboutthehumansoul. Societyisworkers+soldiers+leaders.Thismeanssoulisdesire+ emotions+intellect.Theirpresencetogetherisperfection,isnatural ethics. Ifyouwantaperfectsociety,thendesire,emotionsandintellectshould coexistinharmony.Youcannothaveaperfectlyfunctioningsocietyif oneoftheabovecharacteristicsovertakestheother.Portionsofthe3 needtobeequal.Theminuteweseeinasociety(orasoul)more intellectthanemotionsanddesires,ormoreemotionsthandesiresand intellect,ormoredesiresthanintellectandemotionsthenwehavea problem. Thisissociety.Thisishumansoul. Weashumanbeingsareboundtolivewitheachother,loveeachother andfunctionwitheachother. Weareasociety.Thisappliestoanygroupofpeople,toanyfamilyorin otherwordsanyrelationship. Lovealone(thisismyconclusion)ispureemotionsandifnotcontrolled bydesiresandintellecttogether,itcreatesproblems. Inordertohaveahealthyfamilyorfriendshiporrelationshipwith others,orahealthysociety,weneedahealthysoul.Ahealthysoulis equally1thirddesires,1thirdemotionsand1thirdintellect. Ifyouhavethis,youhavehappiness.Ifyoutrytomaintainthose3 characteristicsinharmony,youhavehappiness. http://irrelevantcombinations.blogspot.com/2009/09/ethicsis happiness.html 5. Manytasteswethinknaturalareacquiredthroughlearningand becomesecondnaturefromouroriginalnaturebecauseour
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neuroplasticbrains,oncerewired,developanewnature,everybitas biologicalasouroriginal. Thecurrentpornepidemicgivesagraphicdemonstrationthat sexualtastescanbeacquired.Pornography,deliveredbyhighspeed Internetconnections,satisfieseveryoneoftheprerequisitesfor neuroplasticchange. Pornographyseems,atfirstglance.Tobeapurelyinstinctual matter:sexuallyexplicitpicturestriggerinstinctualresponses,which aretheproductofmillionsofyearsofevolution.Butifthatweretrue, pornographywouldbeunchanging.Thesametriggers,bodilypartsand theirproportions,thatappealedtoourancestorswouldexciteus.This iswhatpornographerswouldhaveusbelieve,fortheyclaimtheyare battlingsexualrepression,taboo,andfearandthattheirgoalisto liberatethenatural,pentupsexualinstincts. Butinfactthecontentofpornographyisadynamicphenomenon thatperfectlyillustratestheprogressofanacquiredtaste.Thirtyyears agohardcorepornographyusuallymeantthatexplicitdepictionof sexualintercoursebetweentwoarousedpartners,displayingthe genitals.Softcoremeantpicturesofwomen,mostly,onabed,at theirtoilette,orinsomesemiromanticsetting,invariousstatesof undress,breastsrevealed. Pornographysgrowthhasbeenextraordinary;itaccountsfor 25percentofvideorentalsandisthefourthmostcommonreason peoplegiveforgoingonline.AnMSNBC.comsurveyofviewersin2001 foundthat80percentfelttheywerespendingsomuchtimeon pornographicsitesthattheywereputtingtheirrelationshipsorjobsat risk Duringthemidtolate1990s,whentheinternetwasgrowing rapidlyandpornographywasexplodingonit,Itreatedorassesseda numberofmenwhoallhadessentiallythesamestory.Eachhad acquiredatasteforakindofpornographythat,toagreaterorlesser degree,troubledorevendisgustedhim,hadadisturbingeffectonthe
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6.

7.

8.

9.
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patternofhissexualexcitement,andultimatelyaffecthisrelationship withhissexualpotency Anumberofthesemenalsoreportedsomethingelse,oftenin passing,thatcaughtmyattention.Theyreportedincreasingdifficultyin beingturnedonbytheiractualsexualpartners,spousesorgirlfriends, thoughtheystillconsideredthemobjectivelyattractive.. ThechangesIobservedarenotconfinedtoafewpeoplein therapy.Asocialshiftisoccurring Yetevensomeofthesemenwereable,likeA.,tochangetheir sexualtype,becausethesamelawsofneuroplasticitythatallowusto acquireproblematictastesalsoallowus,inintensivetreatment,to acquirenewer,healthieronesandinsomecaseseventoloseour older,troublingones.Itsauseitorloseitbrain,evenwheresexual desireandloveareconcerned. xxvii Happiness:Frankl.happinesscannotbepursued;itmustensue.One musthaveareasontobehappy...Aswesee,ahumanbeingisnot oneinpursuitofhappinessbutratherinsearchofareasontobecome happy,lastbutnotlease,throughactualizingthepotentialmeaning inherentanddormantinagivensituation.xxviii OurwesternnotionofhappinessseemstocomefromtheGreeks,who defineditastheexerciseofvitalpowersalonglinesofexcellenceina lifeaffordingthemscope.(Hamiltonp.35).xxix Overall,wearebasicallyselfdeceived.Thatis,wethinkwecarea greatdealaboutlove,humor,talk,story,art,music,fashion,sports, charity,religion,andabstractideas.Butwhenpushcomestoshove,we mostlyfollowthestrongfeelingsourgenesusetoguideouractionsand thosefeelingsendupbeinglessabouttheseabstractthingsthanwe think.Wecaremorethatothersseeusdoingthesethings,andthat theybeimpressed,thanwecaretoadmit.Andwecarelessabout thesethingsinourmatingopportunitiesarereducedwithage.xxx Wegetangryorupsetwhensomethingwevaluedisappears,dies,or breaksdown.Indeed,weareconstantlysearchingforsomethingof

permanence,andwhenwefindsomethingthatseemstoyield happiness,weclingtoasifwecankeepitfromchanging.Thisis wheredesirecomesin.Ourencounterswiththethingsoftheworld leadtopositive,negative,andneutralfeelings.Wherethereis somethingpositive,wewantmoreofit;andwhenitisnegative,wedo ourutmosttoavoiditSowhenourdesirepropelsusforwardandwe comeattached,evenaddicted,tothepleasurableexperiencesoflife.It doesnottakemuchtoseethatifourhappinessisdependentonthings stayingthesame,wewillforeverbediscontent. 10.InastudypublishedinPsychosomaticMedicine(Davidsonetal.,2003), researchersusingstateoftheartbrainmappingandMRItechnology wereabletodeterminethattheregularpracticeofmindfulness meditationactivatestheleftprefrontalcortexofthebrainthearea associatedwithpositiveemotions.Employeesofabiotechcompany whoweretaughtthetechniqueoveraneightweekperiodhad significantlygreaterleftprefrontalactivationthanacontrolgroup,not onlyimmediatelyaftertheirtrainingbutalsofourmonthslater.In otherwords,theybecomehappierastheymeditatedandtheystayed thatway! Evenmoresurprising,themeditationshadstrongerimmune systemsthanthecontrols,asmeasuredbytheantibodiesproducedin responsetoafluvaccineandthegreatertheleftprefrontalactivation (thatis,thehappiertheybecome),thestrongertheboostinimmune response!xxxi 11.Bliss:thatdeepsenseofbeingpresent xxxii ,ofdoingwhatyou absolutelymustdotobeyourself. xxxiii 12.AchievingHappiness:Aristotleroundedoffhisdiscussionofethical livingwithamoredetaileddescriptionoftheachievementoftrue happiness.Pleasureisnotagoodinitself,heargued,sinceitisbyits natureincomplete.Butworthwhileactivitiesareoftenassociatedwith theirowndistinctivepleasures.Hence,wearerightlyguidedinlifeby
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ournaturalpreferenceforengaginginpleasantactivitiesratherthanin unpleasantones. Genuinehappinessliesinactionthatleadstovirtue,sincethisalone providestruevalueandnotjustamusement.Thus,Aristotleheldthat contemplationisthehighestformofmoralactivitybecauseitis continuous,pleasant,selfsufficient,andcomplete.(Nic.EthicsX8)In intellectualactivity,humanbeingsmostnearlyapproachdivine blessedness,whilerealizingallofthegenuinehumanvirtuesaswell. 13. iii) Decisiontochange. 1. ReviewthefirststepintheHerosJourney. 2. Inmakingthedecision 1. Painandvalueofstayingwhereyouare 2. Havingaclearvisionofwhereyouaregoing. 3. Willingnesstocommit 4. Alternateisamidlifecrises 5. CSLewistheHollowMen.(passoutpoem) iv) Lettinggoofeverything 1. Perceptions:Guilt,Shame,Resentment(writinghomework) 1. TreeStory 2. RiverStory 2. Fourviewsoftheworld

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ClassVDVDHerowithathousandfaces.

v) Handout

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ClassVIaVisionofFulfillment
vi) Frankl/MansSearchforMeaning 1. Whatisthepoint 2. 3pathstogetit vii) Serenity:theabsenceofmentalstressoranxiety;peaceofmind;repose;heartsease. InArabian,thenameSakinahmeansgodinspiredpeaceofmind.ThenameSakinah originatedasanArabianname.ThenameSakinahismostoftenusedasagirlnameor femalename.ArabianMeaninggodinspiredpeaceofmind viii) SerenityPrayer12steps: Earlyin1942,writesBillW.,inA.A.ComesofAge,aNew Yorkmember,Jack,broughttoeveryone'sattentionacaptioninaroutineNewYork HeraldTribuneobituarythatread: http://www.aahistory.com/serenityzz11.gif "Godgrantustheserenitytoacceptthethingswecannotchange, couragetochangethethingswecan, andwisdomtoknowthedifference." EveryoneinA.A.'sburgeoningofficeonManhattan'sVeseyStreetwasstruckbythe powerandwisdomcontainedintheprayer'sthoughts."Neverhadweseensomuch A.A.insofewwords,"Billwrites.Someonesuggestedthattheprayerbeprintedona small,walletsizedcard,tobeincludedineverypieceofoutgoingmail.RuthHock,the Fellowship'sfirst(andnonalcoholic)secretary,contactedHenryS.,aWashingtonD.C. member,andaprofessionalprinter,askinghimwhatitwouldcosttoorderabulk printing. ix) CampbellsBliss(definition)
x) AchievingHappiness:Aristotleroundedoffhisdiscussionofethicallivingwithamoredetailed descriptionoftheachievementoftruehappiness.Pleasureisnotagoodinitself,heargued, sinceitisbyitsnatureincomplete.Butworthwhileactivitiesareoftenassociatedwiththeir owndistinctivepleasures.Hence,wearerightlyguidedinlifebyournaturalpreferencefor engaginginpleasantactivitiesratherthaninunpleasantones. Genuinehappinessliesinactionthatleadstovirtue,sincethisaloneprovidestruevalue andnotjustamusement.Thus,Aristotleheldthatcontemplationisthehighestformofmoral activitybecauseitiscontinuous,pleasant,selfsufficient,andcomplete.(Nic.EthicsX8)In intellectualactivity,humanbeingsmostnearlyapproachdivineblessedness,whilerealizingall ofthegenuinehumanvirtuesaswell.http://www.philosophypages.com/hy/2s.htm

xi)

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4) Return(Thewholeideaisthatyouvegottobringoutagainthatwhichyouwent torecover,theunrealized,unutilizedpotentialinyourself.Thewholepointof thisjourneyisthereintroductionofthispotentialintotheworld;thatistosay,to youlivingintheworld.Youaretobringthistreasureoftheunderstandingback andintegrateitinarationallife.Itgoeswithoutsaying,thisisverydifficult. Bringingtheboonbackcanbeevenmoredifficultthangoingdownintoyour owndepthsinthefirstplace.xxxiv )

ClassVII:Relationships

i) Relationships(patterns,themesandtrends) 1. Interpersonalrelationshipshavebeenshowntopromoteemotional longevity,helpingusachievestatesofwellbeingandmedicalhealth. (Anderson&Anderson,2003).Iamproposingherethatmindful awarenessisaformofselfrelationship,aninternalformofattunement thatcreatessimilarstateofhealth.xxxv 2. Interpersonalrelationships:thenotionthatthebrainisbuiltof millionsofneuronswithtrillionsofconnectionsthatcometogetherto createwhatwecallanindividual.Butitdoesntstopthere?Nature thencontinuestointerweaveindividualindividualsinwaysthatexpand collaborationintheserviceofsurvival.Neuronsthatfiretogetherwire together,.Peoplewhoareabletoattendtooneanother,touch,talk, andconnectalsofiretogether,wiretogether,andsurvivetogetherOur abilitytoconnectdependsoncomplexandwiderangingneural networksthroughoutourbrainsthathavebeenshapedthrough millionsofyearsofneurobiologicalevolution.Itistothesesystemsand theirabilitiesthatwenowturnourattention.xxxvi 3. HavethemdoaquickreviewoftheirGenogramanditsupdate

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4. Whywomenstay:thisishandouttakenfromtheinternetthatisfour pagesofwhywomenstayinsexualandphysicallyabusiverelationships. Itisahandoutfordiscussionpurposes. 5. FamilyofOrigenasopposedtofamilyofchoice.(dysfunctional relationshipsisthedecidingfactor) 6. Significantothers 7. PTSDOnereasonisthatourhighlyevolvedneocortex(rational brain)issocomplexandpowerfulthatthroughfearandovercontrolit caninterferewiththesubtlerestorativeinstinctualimpulsesand responsegeneratedbythereptiliancore.Inparticular,theneocortex easilyoverridessomeofourgentlerinstinctualresponsessuchasthose thatguidethehealingoftraumathroughthedischargeofenergy.Ifthe dischargeprocessistoserveitspurpose,itmustbeimitatedanddriven byimpulsesfromthereptilianbrain.Theneocortexmustelaborateon instinctualinformation,notcontrolit. Theneocortexisnotpowerfulenoughtooverridetheinstinctual defenseresponsetothreatanddangerthefight,flee,orfreeze responses.Inthisrespect,wehumansarestillinextricablyboundtoour animalheritage.Animals,however,donothaveahighlyevolvedneo cortextointerferewiththenaturalreturntonormalfunctioning throughsomeformofdischarge.Inhumans,traumaoccursasaresult oftheinitiationofaninstinctualcyclethatisnotallowedtofinish. Whentheneo=cortexoverridestheinstinctualresponsethatwould initiatethecompletionofthiscycle,wewillbetraumatized. Inposttraumaticanxiety,immobilityismaintainedprimarily fromwithin.Theimpulsetowardsintenseaggressionissofrightening thatthetraumatizedpersonoftenturnsitinwardonthemselvesrather thanallowitexternalexpression.Thisimplodedangertakestheformof anxiousdepressionandthevariedsymptomsofposttraumaticstress. Likethepigeonthattriesfranticallytoescape,butisrecaptureandheld prisoneroncemore,traumavictimsbeginningtoexitimmobilityare oftentrappedbytheirownfearofabruptactivationandtheirpotential forviolence.Theyremaininaviciouscycleofterror,rage,and
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8.

immobility.Theyareprimedforfulloutescapeorragingcounter attack,butremaininhibitedbecauseoffearofviolencetothemselves orothers.xxxvii Friendship:InaparticularlyinfluentialsectionoftheEthics,Aristotleconsideredtherole

ofhumanrelationshipsingeneralandfriendship{Gk.[philia]}inparticularasavital elementinthegoodlife. Forwithoutfriendsnoonewouldchoosetolive,thoughhehadallothergoods. Differentiatingbetweentheaimsorgoalsofeach,hedistinguishedthreekindsof friendshipsthatwecommonlyform.(Nic.EthicsVIII3)

A friendship for pleasure comes into being when two people discover that they have common interest in an activity which they can pursue together. Their reciprocal participation in that activity results in greater pleasure for each than either could achieve by acting alone. Thus, for example, two people who enjoy playing tennis might derive pleasure from playing each other. Such a relationship lasts only so long as the pleasure continues. A friendship grounded on utility, on the other hand, comes into being when two people can benefit in some way by engaging in coordinated activity. In this case, the focus is on what use the two can derive from each other, rather than on any enjoyment they might have. Thus, for example, one person might teach another to play tennis for a fee: the one benefits by learning and the other benefits financially; their relationship is based solely on the mutual utility. A relationship of this sort lasts only so long as its utility. A friendship for the good, however, comes into being when two people engage in common activities solely for the sake of developing the overall goodness of the other. Here, neither pleasure nor utility are relevant, but the good is. (Nic. Ethics VIII 4) Thus, for example, two people with heart disease might play tennis with each other for the sake of the exercise that contributes to the overall health of both. Since the good is never wholly realized, a friendship of this sort should, in principle, last forever. Rather conservatively representing his own culture, Aristotle expressed some rather peculiar notions about the likelihood of forming friendships of these distinct varieties among people of different ages and genders. But the general description has some value nevertheless, especially in its focus on reciprocity. Mixed friendships those in which one party is seeking one payoff while the other seeks a different oneare inherently unstable and prone to dissatisfaction. http://www.philosophypages.com/hy/2s.htm

9. Children
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ClassVIIIReview

ii) Review iii) Opendiscussion

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Endnotes

Siegel,DanielJ.(2007).TheMindfulBrain.NewYork.W.W.Norton&Company.Pp17

ii

TheNeuorScienceofHumanRelationships.Pp49 KabatZinn,Jon.IN:ComplementaryandAlternativeMedicineinRehabilitation,E.Leskowitz, (Ed.)Churchill;Livingstone,St.Louis.P,2002,ppxixiv iv Campbell,Joseph.(1968).TheHerowithaThousandFaces.Novato.NewWorldLibrarypp113

iii

Campbell,Joseph.(1968).TheHerowithaThousandFaces.Novato.NewWorldLibrarypp114 Campbell,Joseph.(1968).TheHerowithaThousandFaces.Novato.NewWorldLibrarypp114 vii Campbell,Joseph.(1968).TheHerowithaThousandFaces.Novato.NewWorldLibrarypp119 viii Campbell,Joseph.(1968).TheHerowithaThousandFaces.Novato.NewWorldLibrarypp333

vi ix x

Campbell,Joseph.(1968).TheHerowithaThousandFaces.Novato.NewWorldLibrarypp114 Cozonlino,Louis.(TheNeuroscienceofHumanRelationships(AttachmentandtheDevelopingSocial Brain).NewYork.W.W.Norton&Company.Pp29. Cozonlino,Louis.(TheNeuroscienceofHumanRelationships(AttachmentandtheDevelopingSocial Brain).NewYork.W.W.Norton&Company.pp51 Siegel,DanielJ.(2007).TheMindfulBrain.NewYork.W.W.Norton&Company.pp5 Siegel,DanielJ.(2007).TheMindfulBrain.NewYork.W.W.Norton&Company.pp5and6.

xi

xii

xiii xiv xv

McGoldrick,Monicaetcall.(2008).Genograms.NewYork.W.W.Norton.1stchapter

Doidge,M.D.,Norman.((2007).TheBainthatChangesItself.NewYork.PenguinBooksPp97
Sapolsky,RobertM.(1994)WhyZebrasDontGetUlcers.NewYork.AHoltPaperback.Pp30

xvi

xvii

Newberg,M.D.,AndrewandMarkRobertWaldman.(2006).WhyWeBelieveWhatWeBelive. NewYork.FreePress.pp30

xviii

Newberg,M.D.,AndrewandMarkRobertWaldman.(2006).WhyWeBelieveWhatWeBelive. NewYork.FreePress.pp253
xix

Newberg,M.D.,AndrewandMarkRobertWaldman.(2006).WhyWeBelieveWhatWeBelive. NewYork.FreePress.PP31 Siegel,DanielJ.(2007).TheMindfulBrain.NewYork.W.W.Norton&Company.pp211

xx

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 xxi Cozonlino,Louis.(TheNeuroscienceofHumanRelationships(AttachmentandtheDevelopingSocial Brain).NewYork.W.W.Norton&Company.pp77

xxii

Meditationfordummiespp75 Campbell,Joseph.(1968).TheHerowithaThousandFaces.Novato.NewWorldLibrarypp114 xxivxxiv Frankl,Viktor.(1959).MansSearchforMeaning.NewYork.ATouchstoneBook.pp139140

xxiii xxv

MansSearchformeaningpp142 xxvii TheBrainthatChangesItself.Pp105131 xxviii Frankl,Viktor.(1959).MansSearchforMeaning.NewYork.ATouchstoneBook.Pp140

xxvi xxix xxx

Yeffeth,Glenn.(2003).TakingTheRedPill.Dallas.BenBellaBookspp229 Yeffeth,Glenn.(2003).TakingTheRedPill.Dallas.BenBellaBooksPp28 xxxi MeditatinforDummiespp316 xxxii Yeffeth,Glenn.(2003).TakingTheRedPill.Dallas.BenBellaBooks130 xxxiii Campbell,Joseph.(2004).PathwaystoBliss:MythologyandPersonalTransformation. Novato.NewWorldLibrary.ppxxii

xxxiv xxxv

Campbell,Joseph.(1968).TheHerowithaThousandFaces.Novato.NewWorldLibrarypp119 Siegel,DanielJ.(2007).TheMindfulBrain.NewYork.W.W.Norton&Company.Pp17 TheNeuorScienceofHumanRelationships.Pp49 WalkingTigerpp100103

xxxvi

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