3 Journey Inward

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TheJourneyInward

10/11/20091:38PM

AmberKelly

KinlochC.Walpole


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ContentsCurriculumOutline.............................................................................................................................................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

ClassV DVDHerowithathousandfaces. ...................................................................................................39

ClassVIaVisionofFulfillment .....................................................................................................................40

4) Return ......................................................................................................................................................41

ClassVII:Relationships................................................................................................................................41

ClassVIII

Review...........................................................................................................................................45

Endnotes ............................................................................................................................... ........................... 46


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CurriculumOutlineTheJourneyInwardTheJourneyInwardisdesignedtostrengthenandsolidifythelessonsandideas

presentedintheMindBodyStressReductionProgram(MBSR),buildingonthe

foundationoftheprinciplesoftaughtintheinitialeightweekseries.Consistingof

anorientation,eightweeksofclasses,andendingwithafivedayretreat,thefocus

ofthissectionwillleadeachparticipantonajourneyinward.Thepurposeofthis

journeywill betoencourageeachparticipanttodevelopinsightregardingthe

personalities,lifeexperiences,values,attitudes,andbeliefstheybringtothetable

andhow

those

aspects

of

their

selves

have

lead

them

to

become

who

they

are

today.Itisthebeliefofprogramfacilitators,basedonpersonalexperiencewith

incarceratedindividualsandthosejustrecentlyreleasedfromprison,aswellas

currentacademicandcommunityresearch,thatsuchinsightwillassistparticipants

inunderstandingdecisionsandbehaviors,bothadaptiveandmaladaptive,they

haveusedinthepast,aswellasunderstandthechoicetheyhaveinmaking

decisionsandintheiractionsinthefuture.

Severalconceptual

frameworks

and

useful

metaphors

will

be

used

in

this

section

to

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.

Inarelated

vein,

Florida

Tax

Watch,

(FTW)

recently

released

areport

based

on

researchofviolentfelonsinthestateofFloridainwhichtheynotedthatthe

differenceinstateratesofspendingforeducationalandsocialserviceshavelittle

relationshipwiththedifferencesincrimerates,showingthattrainingprograms

alonewillnotnecessarilyslowtherevolvingdoorofrecidivism.FTWinsteadcame

totheconclusionthattherealsolutionisthequalityoftherelationshipsof

individualsthatwillchangetheirbehaviors.Suchqualityisnotbuiltbyeducational

programsalone,butbyparticipantschoosingtogetalife,bothbychallenging

previouslyheld

myths,

and

finding

new

meaning

with

which

to

live.

Inthefacilitatorsmultipleyearsofexperienceworkingwithinmatesandindividuals

postrelease,difficultyfindingmeaningtooneslife,andtherelateddespairand

depressionseemstobeadeeplyheldcommonexperience.Basedonour

experienceswithsuchindividualsandrecentresearch(Siegel,2007,Newberg,

Wadman,&Waldman,2006,Cozonlino,year?,Austin,1999,Bodian,2006,Doidge,

2007)thisdespairanddepressionexperiencedisdirectlyrelatedtotheepitomeof

livingameaningless

life,

leading

to

the

revolving

door

of

recidivism,

with

rates

at

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

enablethem

to

meet

life

on

lifes

terms,

providing

them

with

something

to

sustain

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:Mindfulnessisawayoflearningtorelatedirectlytowhateverishappeninginyourlife,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.Topics

include:

relationships,

addictions,

education,

birth

and

dates,incarcerationhistory,healthissuesandetc.alotofthisinformationwill

becomeusefulinconstructionexitplansandstrategiesinthefollowing

programs.


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ClassIDiscusshomework:Discussanyproblemstheymayhavehadandhowtheysolved

themingatheringfamilyhistoryinformation.Asecondtopicfordiscussionwill

rotatearoundanysurprisesthatemergedinputtingtogetherthisinformation.

Notes:MakesurememohasbeenpreparedtobringintheDVDPoweroftheMyth

andStarWarsIforthefollowingtwoclasses.

Theme:Going: Thefirststageisleavingwhereyouare,whatevertheenvironment.

Youmay

leave

because

the

environment

is

too

repressive

and

you

are

consciously

uneasyandeagertoleave.Oritmaybethatacalltoadventure,analluring

temptation,comesanddrawsyouout.Thenthereisthepossibilitythatyouwere

jerkedoutofyourenvironmentforaperiodoftimeandthequestionbecomeshow

areyougoingtotakeadvantageoftheopportunity.

DefiningtheMind: aprocessthatregulatestheflowofenergyandinformation.

Themindprocessesover4billionbitsofinformationaminute.However,the

consciousnessonlyhasthepowertoprocess2thousandbitsaminute.Thatmeans

realityisgoingoninthemindandwehavenoideawhatitis.

TheGenogramhasbeenestablishedasapracticalframeworkforunderstanding

familypatternsGenogramsallowyoumapthefamilystructureclearlyandto

noteandupdatethemapoffamilypatternsofrelationshipsandfunctioningasthey

emerge

Homework:FilloutthreeGenograms. Twoofthegenogramswilldealwithfamily

relationshipsand

addictions.

The

third

is

open

to

each

individuals

focus

of

family

history.

Asecondpartofthehomeworkassignmentistocreatethreelistsoftennames

each.Eachlistofnameswillbethetenpeoplethatwerethegreatestinfluenceon


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youinyourpreincarceration,incarcerationandthoseyouwilldependoninthe

postincarcerationperiod.

Class2Discuss

homework:

give

each

inmate

an

opportunity

to

voice

what

trends,

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

actorson

the

release.

Class3SittingMeditationwithfocusonbreath,bodysensations,bodayasawhole(30

Minutes).

Discusshomework:Reviewthefunctionsandrelationshipsofthememory,reptile

andSocialBrainaswellastheroleofemotionsandfeelings.

Notes:MakesuretheTVissetuppriortotheclassandtestruntheDVD.

Theme: ThisclassisbuiltonthePoweroftheMythandfocusontheDVDwithBill

MoyersandJosephCampbell.Thereisemphasisontheworktheyhavedonewith

theGenogramandemphasizetheyhaveachoicetobeaprisoneroftheirpathorto

buildafuture

based

on

their

bliss.

The

only

constraint

they

have

is

their

imagination

andtheirwillingnesstobesomethinggreaterthantheyare.

IntroduceViktorFranklandhisbookMansSearchforMeaning.Thelessonis

thathavingthecosmicgluethatsustainsyouwillseeyouthroughthedespair,

desperation,depressionandlonelinessinyoureffortstobuildalifeafterrelease

Homework: Havethestudentsreviewsomeoftheoldmythsthathavedriventhem

andthenlistsomepotentialmythsorgoalsimpliedorstatedintheexitphaseof

planA.

they

could

be

education,

training,

moves

to

another

place,

half

way

programsthatwouldsupportthosegoals.


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Class4Discusshomework:Priortodiscussingthehomework,readtheemailfromSusan

Suarez:

Iam

sorry,

Ihave

been

very

ill.

My

kid

brought

me

home

the

swine

flu

and

sinceIampregnant,ithitmeREALLYhard. Iftheofferisstilloutthereyoushould

tellthemthatmybestadviceistheadviceIdidn'twanttoacceptfromyou. Havea

solidplanA,asolidplanBandasolidplanC. Don'tbedependentonsomeguyfor

whattheyneed,Ifeeltogetoutandnothavethesethingsinorderisamistake.

Luckily,Ihaven'trelapsedbutthatmaynotholdtrueformost. LookwhereIamat,

pregnant,appliedfordisability,andIhavemoved8timesin8months,alltoliveat

themercyofotherpeople'skindness. EventhoughImissedyourorientation,

PLEASEpass

this

on

K.C.

and

you

are

welcome

to

use

my

name

although

Iam

not

sureifmanywillbutyouneverknow. Someonewhoknowsmemaybelistening

andtakeittoheart. Thankyouforthinkingofmeandpleaseletmeknowhowit

goesover. Susan

Reviewthenexusofthereptileandsocialbrainaswellastheprimalmemory.

Brieflycoverplasticityofthebrain.

Notes:

Theme:Firstclassinthetransitionphase.

Theideaintheheroadventureistowalkbodilythroughthedoorintotheworld

wherethedualisticrulesdontapply.Itisirrelevanthowyougettothedoorbeit

voluntaryornot.Thequestioniswhatareyougoingtodooneyougetthere.The

dangercanbepsychologicalorphysicalbecauseyouareleavingthefamiliarand

enteringuncharteredterritory.This

class

essentially

rotates

around

Frankls

point

of

view

on

ameaningful

life

withinthecontextofJosephCampbellstransformationstageoftheHerosJourney

andPoweroftheMyth.


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Franklmakesthepoint:Lifeispotentiallymeaningfulunderanyconditions,eventhe

mostmiserable. Andthisinturnpresupposesthehumancapacitytocreativelyturn

lifesnegativeaspectsintosomethingpositiveorconstructive

Frankloffers

three

routes:

1. Turningsufferingintoahumanachievementandaccomplishment2. Derivingfromguilttheopportunitytochangeoneselfforthebetter;3. Derivingfromlifestransitorinessanincentivetotakeresponsible

action.

Franklthenoffersthreepotentialchoicesforameaningfullife:

1. Creatingaworkorbydoingadeed.2. Experiencingsomethingorencounteringsomeone;inotherwords,

meaningcanbefoundnotonlyinworkbutalsoinlove.

3. Lastly:meaninginlife:eventhehelplessvictimofahopelesssituation,facingafatehecannotchange,mayriseabovehimself,

maygrowbeyondhimself,andbysodoingchangehimself.Hemay

turnapersonaltragedyintoatriumph.

Meaninglessness; Astothecausationofthefeelingofmeaninglessness,onemay

say,albeit

in

an

overly

simple

vein,

that

people

have

enough

to

live

by

but

nothing

tolivefor;theyhavethemeansbutnomeaning.

Happiness(Rapture,Bliss)

Apointofdiscussionfortheclass Manytasteswethinknaturalareacquired

throughlearningandbecomesecondnaturefromouroriginalnaturebecause

ourneuroplasticbrains,oncerewired,developanewnature,everybitasbiological

asouroriginal.

Homework: writeoutyourowndefinitionsforwhatameaningfullifewouldbe.

Thenwriteoutyourdefinitionsofhappinessandbliss.


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Class5Discusshomework:Reviewthenexusofthereptileandsocialbrainaswellasthe

primalmemory.

Briefly

cover

plasticity

of

the

brain.

Discusstheirdefinitionsforwhatameaningfullifewouldbe.Intheprocessreview

theirdefinitionsofhappinessandblisstoseeifitcoincideswithameaningfullife.At

thispoint,agoodquestionishoworiftheirdirection,mythsanddefinitions

changed.

Notes: SeeifitcanbearrangedfortheinmatestoseeStarWarsIandIIIoutsideof

class. Thefocusistoseehowpeoplecanbedrawnintoatransformationandhow

theycangoastrayintheprocess.

Theme:ThisiswhereweplaytheDVDofBillMoyersandJosephCampbellofThe

HerosJourney.IftheclassdidnotrelatewelltotheDVDThePoweroftheMyth

thenitmightbeappropriatetosubstituteStarWarsIII.Thisparticularlygood

becauseitshowswheregoodintentionscanleadyouastray.Thereisshadesof

Franklherealsothatdeservetobebroughtout.

Homework:

The

students

outline

their

own

version

of

a

heros

journey.


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Class6Discusshomework:Reviewthenexusofthereptileandsocialbrainaswellasthe

primalmemory.

Briefly

cover

plasticity

of

the

brain.

TheirversionoftheHerosJourneywillbealongandcrucialdiscussionperiod

becausemuchofwhatwaslearnedwillcomeintoplay.

Notes:

Theme:thethemeistoexplainhowserenityandhappinessareproductsandnot

objectivesoftheHerosJourney.

TraumaandRecoveryChart

Serenity:theabsenceofmentalstressoranxiety;peaceofmind;repose;heartsease. InArabian,

thenameSakinahmeans godinspiredpeaceofmind.ThenameSakinahoriginatedasanArabian

name.ThenameSakinahismostoftenusedasagirlnameorfemalename.ArabianMeaning

godinspiredpeaceofmind

"Godgrantustheserenitytoacceptthethingswecannotchange,

couragetochangethethingswecan,

andwisdomtoknowthedifference."

Homework:HavethemrewritetheirversionoftheHerosJourneywiththemasthe

maincharacterandstartingattheirEOSdate.

Mind/Body

Split(03)

Mind/Body

Split(PTSD)

Emotions/

Suffering

Decision Energy

(Focus)

Meditation/

exercise

Mind/Body

Unification

Emotions/

Happiness

Grandiosity Depression3c

(distrust emptiness)

transformation Love

Selfishness(self

absorbsion)

selflessness

React 4d Respond


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Class7Discusshomework: Reviewthenexusofthereptileandsocialbrainaswellasthe

primalmemory.Brieflycoverplasticityofthebrain.

DiscusstheirlatestversionoftheHerosJourneyandfocusonhowithaschanged

fromthefirstversion.

DiscussprogresswithGenograms.Seeifthereareanynewtrends,themesor

patternsthathavearisenduringtheclass.

Notes: firstclassonthereturnwherethewholeideaisthatyouvegottobringoutagainthatwhichyouwenttorecover,theunrealized,unutilizedpotentialin

yourself.Thewholepointofthisjourneyisthereintroductionofthispotentialinto

theworld;thatistosay,toyoulivingintheworld.Youaretobringthistreasureof

theunderstandingbackandintegrateitinarationallife.Itgoeswithoutsaying,this

isverydifficult.Bringingtheboonbackcanbeevenmoredifficultthangoingdown

intoyourowndepthsinthefirstplace.

Theme:Relationships

(patterns,

themes

and

trends)

Interpersonalrelationshipshavebeenshowntopromoteemotionallongevity,

helpingusachievestatesofwellbeingandmedicalhealth.(Anderson&Anderson,

2003).Iamproposingherethatmindfulawarenessisaformofselfrelationship,an

internalformofattunementthatcreatessimilarstateofhealth.i

Interpersonalrelationships: thenotionthatthebrainisbuiltofmillionsof

neuronswithtrillionsofconnectionsthatcometogethertocreatewhatwecallan

individual.But

it

doesnt

stop

there?

Nature

then

continues

to

interweave

individual

individualsinwaysthatexpandcollaborationintheserviceofsurvival.Neuronsthat

firetogetherwiretogether,.Peoplewhoareabletoattendtooneanother,touch,

talk,andconnectalsofiretogether,wiretogether,andsurvivetogetherOurability

toconnectdependsoncomplexandwiderangingneuralnetworksthroughoutour


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brainsthathavebeenshapedthroughmillionsofyearsofneurobiologicalevolution.

Itistothesesystemsandtheirabilitiesthatwenowturnourattention.ii

Whywomenstay:thisishandouttakenfromtheinternetthatisfourpagesofwhy

womenstay

in

sexual

and

physically

abusive

relationships.

It

is

ahandout

for

discussionpurposes.

FamilyofOrigenasopposedtofamilyofchoice.(dysfunctionalrelationshipsisthe

decidingfactor)

Significantothers

PTSDOnereasonisthatourhighlyevolvedneocortex(rationalbrain)isso

complexandpowerfulthatthroughfearandovercontrolitcaninterferewiththe

subtlerestorativeinstinctualimpulsesandresponsegeneratedbythereptiliancore.

Inparticular,theneocortexeasilyoverridessomeofourgentlerinstinctual

responsessuchasthosethatguidethehealingoftraumathroughthedischargeof

energy.Ifthedischargeprocessistoserveitspurpose,itmustbeimitatedand

drivenbyimpulsesfromthereptilianbrain.Theneocortexmustelaborateon

instinctualinformation,notcontrolit.

Homework:UpdatePeoplelistedinreentrystrategyandaddplacesandgoals.Now

doaplan

A,

B

and

C.

Encourage

them

to

draw

on

the

concepts

presented

in

Heros

JourneyandthePoweroftheMyth.


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Class8SittingMeditationwithfocusonbreath,bodysensations,bodayasawhole(30

Minutes).

Discusshomework:

Notes:

Theme:

Homework:


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InstructorsOutlinefortheInwardJourney

Orientationa) ReviewsomeofthebasicdynamicsofMBSR:

i) FromUMassmedicalwebsite(thehorsesmouth)http://www.umassmed.edu/Content.aspx?id=41254

Wecallourapproachmindfulness-basedstressreductionorMBSR...

Mindfulnessisawayoflearningtorelatedirectlytowhateverishappening

inyourlife,awayoftakingchargeofyourlife,awayofdoingsomething

foryourselfthatnooneelsecandoforyouconsciouslyand

systematicallyworkingwithyourownstress,pain,illness,andthe

challengesand

demands

of

everyday

life.

Incontrast,youveprobablyencounteredmomentsofmindlessnessa

lossofawarenessresultinginforgetfulness,separationfromself,anda

senseoflivingmechanically.Restoringwithinyourselfabalancedsenseof

healthandwellbeingrequiresincreasedawarenessofallaspectsofself,includingbodyandmind,heartandsoul.Mindfulnessbasedstress

reductionisintendedtoignitethisinnercapacityandinfuseyourlifewith

awareness.

Reawakeningto whatyoualreadyare... Fortunately,mindfulnessisnotsomethingthatyouhavetogetor

acquire.Itisalreadywithinyouadeepinternalresourceavailableand

patientlywaitingtobereleasedandusedintheserviceoflearning,

growing,andhealing.
http://www.umassmed.edu/Content.aspx?id=41254http://www.umassmed.edu/Content.aspx?id=41254


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Peopleparticipateforreasonsasdiverseas... Stressjob,familyorfinancial Chronicpainandillness Anxiety

and

panic

GIdistress Sleepdisturbances Fatigue Highbloodpressure Headaches

Theyaresentbytheirdoctorsortheyareselfreferred. Manyenroll

because,althoughtheyarefeelingwellphysically,theysaythepaceof

theirlives

is

out

of

control

or

theyre

just

not

feeling

quite

right.

Alifeaffirmingcourseinconsciousliving...

Thecoursescheduleconsistsofeightweeklyclassesandonedaylong

classonaSaturdayorSunday.Morningoreveningcoursesareavailable.

Thishighlyparticipatory,practicalcourseincludes:

Guidedinstructioninmindfulnessmeditationpractices

Gentle

stretching

and

mindful

yoga

Groupdialogueanddiscussionsaimedatenhancingawarenessineverydaylife

Individuallytailoredinstruction Dailyhomeassignments FourhomepracticeCDsandahomepracticemanual

Thecourseischallengingandlifeaffirming.Theinstructorsare

accomplishedandskilledatcreatingasafe,supportive,anddeeply

engaginglearningenvironment.

ii) Rehabprofessionalsarecontinuallysurprisedatwhatpeoplearecapableofandbyhowthebodyandthemindcansometimesrespondtoastrong

determinationtotakeupresidenceagainandtoworkwithself

compassionandgentlenessattheboundariesofwhatonecanandcannot


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doatanygivenmoment,eveninthefaceofwhatmaysometimesseem

likeinsurmountableobstaclesorchallenges.Thisinterfaceiswherethe

learningtakesplace,andthegrowingintooneself,asonefeelsonesway

intowhatwillbeinevitablyandtoalargedegreeanewterritorywithin

onesown

interior

landscape

of

being.iii

b) Reviewquestionsfromtheretreatc) Askwhytheyarethered) Askhowmeditationhasgonesincetheretreate) Reviewmuddywaterexercisef) Havestudentsdoasinglegenogramwithoutdatag) Explainscopeofclass(herosJourney): Thebasicstoryoftheherojourney

involvesgivingupwhereyouare,goingintotherealmofadventure,coming

tosomekindofsymbolicallyrenderedrealization,andthenreturningtothe

fieldofnormallife.iv

i) Going:Thefirststageisleavingwhereyouare,whatevertheenvironment.Youmayleavebecausetheenvironmentistoorepressive

andyouareconsciouslyuneasyandeagertoleave.Oritmaybethatacall

toadventure,analluringtemptation,comesanddrawsyououtv

ii) Learning:Ifthecallisheeded,however,theindividualisinvokedtoengage

in

adangerous

adventure.

Its

always

adangerous

adventure

becauseyouremovingoutofthefamiliarsphereofyour

community..Theideaintheheroadventureistowalkbodilythroughthe

doorintotheworldwherethedualisticrulesdontapplyvi

iii)Return;Thewholeideaisthatyouvegottobringoutagainthatwhichyouwenttorecover,theunrealized,unutilizedpotentialinyourself.Thewhole

pointofthisjourneyisthereintroductionofthispotentialintotheworld;

thatistosay,toyoulivingintheworld.Youaretobringthistreasureof

theunderstanding

back

and

integrate

it

in

arational

life.

It

goes

without

saying,thisisverydifficult.Bringingtheboonbackcanbeevenmore

difficultthangoingdownintoyourowndepthsinthefirstplace.vii

h) Powerofthemyth:i) Exilefromthecommunity


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ii) Whatisthecoreofus?Whatisthebasiccharacterofourbeing?Theessenceofoneselfandtheessenceoftheworld;thesetwoareone.Hence

separateness,withdrawal,isnolongernecessary.Wherevereheromay

wander,whateverhemaydo,heiseverinthepresenceofhisown

essencefor

he

has

the

perfected

eye

to

see.

There

is

no

separateness.

iii)ThemodernherdedmustthatofquestingtobringtolightagainthelostAtlantisofthecoordinatedsoul.

iv)Returntoliveinthesocietyandnotdestroyit. viii


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2) Going(Going:Thefirststageisleavingwhereyouare,whatevertheenvironment.Youmayleavebecausetheenvironmentistoorepressiveandyou

areconsciously

uneasy

and

eager

to

leave.

Or

it

may

be

that

acall

to

adventure,

analluringtemptation,comesanddrawsyououtix

ClassI: DefiningtheBrainandExplaintheGenogrami) DefiningtheBrain:

1. Evolutionisdrivenanddirectedbythephysicalsurvivalofthespecies,notbythehappinessofindividuals.Thus,muchofthebrains

functioningisbaseduponprimitivefightorflightmechanismsas

opposedtoconsciousandcompassionatedecisionmaking.Becauseof

thisreality,theconsciousandunconsciousmanagementoffearand

anxietyarecorecomponentsofourattachmentrelationshipsand

characterwhenthethreatpasses,webegintorelaxandfindour

voicesagain,perhapseventolaughatourownreactions.Butwhatif

wecanneverrelax?Whatifourearlyexperienceshapesourbraintobe

inaconstantstateoffear? Whatifourearlyexperienceshapesour

braintobeinaconstantstateoffear?Whenthisevolutionary

comprises

interferes

with

the

proper

development

and

integration

of

neuralnetworks,psychopathologymayresult.x

2. finally,andperhapsmostimportant,isthatwethinkofthebrainnotasafullyformedstructurebutasadynamicprocessundergoing

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

determiningifit

is

in

the

best

interest.

With

training

(mindfulness)

the

socialbraincanoverridethereptilebrain.Butittakestraining,

awarenessandwillpower.

2. BeingMindful:Mindfulnessinitsmostgeneralsenseisaboutwakingupfromalifeonautomatic,andbeingsensitivetonoveltyinour

everydayexperiences.Withmindfulawareness,theflowofenergyand

informationthatisourmindentersourconsciousattentionandwecan

bothappreciateitscontentsandalsocometoregulateitsflowinanew

way.Mindfulawareness,aswewillsee,actuallyinvolvesmorethan

justsimplybeingaware:Itinvolvesbeingawareofaspectsofthemind

itself.insteadofbeingonautomaticandmindless,mindfulnesshelpsus

awaken,andbyreflectingonthemindweareenabledtomakechoices

andthuschangebecomespossible.

Howwefocusattentionhelpsdirectlyshapethemind.Whenwe

developacertainformofattentiontoourhereandnowexperiences

andto

the

nature

of

our

mind

itself,

we

create

the

special

form

of

awareness,mindfulness,whichisthesubjectofthisbook.

Studieshaveshownthatspecificapplicationsofmindful

awarenessimprovethecapacitytoregulateemotion,tocombat

emotionaldysfunction,toimprovepatternsofthinking,andtoreduce

negativemindsets.

Researchonsomedimensionofmindfulawarenesspractices

revealsthattheygreatlyenhancethebodysfunctioning:Healing,

immuneresponse,

stress

reactivity,

and

ageneral

sense

of

Physical

wellbeingareimprovedwithmindfulness(Davidson,KabatZinn,

Schumacher,Rosencrantz,Mulleretal.,2003).Ourrelationshipswith

othersarealsoimprovedperhapsbecausetheabilitytoperceivethe

nonverbalemotionalsignalsfromothersmaybeenhancedandour

abilitytosensetheinternalworldsofothersmaybeaugmented.In


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thesewayswecometocompassionatelyexperienceothersfeelings

andempathizewiththemasweunderstandanotherpersonspointof

view.xiii

iii)Genogram:theGenogramhasbeenestablishedasapracticalframeworkfor

understanding

family

patternsGenograms

allow

you

map

the

family

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)Theprimalmemo1. Plasticity:(anextensionofthenaturevsnurtureargument)1. youcannothaveplasticityinisolationitsanabsolute

impossibility.Hisexperimentshaveshownthatifonebrainsystem

changes,thosesystemsconnectedtoitchangeaswell.Thesame

plasticrulesuseitorloseit,orneuronsthatfiretogetherwire

togetherapplythroughout.Differentareasofthebrainwouldntbe

abletofunctiontogetherifthatwerentthecase.xv

2. HelpingBabiesfromthebench


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ClassII:Genogramsv) ReviewGenogram (Seeaboutmakingcopyfor2ndtolastclass)vi)Thesocialandreptilebrain

1. SurvivalPrioriesoftheReptileBrain.(inmedicalschoolsknownasthefourFs.

1. Fight2. Flight3. Freeze4. F_sex

2. MessagedeliverysystemofReptileBrainxvi1. SympatheticNervousSystem

(i) Dilatespupil(ii)Inhibitssalivation(iii) Acceleratesheartbeat(iv) Inhibitsdigestion(v)Stimulatessecretionofadrenaline(epinephrine)(vi)

Stimulates

orgasm

(vii) Stimulatessexualarousal2. ParasympatheticNervousSystem

(i) Constrictspupil(ii)Stimulatessalivation(iii) Slowsheartbeat(iv) Stimulatesdigestion(v)Stimulatessexualarousal

3. TheBrain:thereal mastergland. Theneuralrouterepresentedbythesympatheticsystemisafirstmeansbywhichthebraincan

mobilizewavesofactivityinresponsetoastressor.Thereisanother

wayaswellthroughthesecretionofhormones.

(i) Ifaneuron(acellofthenervoussystem)secretesachemicalmessengerthattravelsathousandthofaninchedandcausesthe


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nextcellinline(typically,anotherneuron)todosomething

different,thatmessengeriscalledaneurotransmitter.

(ii)Ifaneuron(oranycell)secretesamessengerthat,instead,percolatesintothebloodstreamandaffectseventsfarandwide,

thatmessenger

is

ahormone.

All

sorts

of

glands

secrete

hormones;thesecretionofsomeofthemisturnedonduring

stress,andthesecretionofothersisturnedoff.

(iii) Anotherimportantclassofhormonesintheresponsetostressarecalledglucocorticoids. Thesearesteroidhormones

(steroidisaclasswithfivesubsets:estrogens,progestin,mineral

corticoids,andglucocorticoids)secretedbytheadrenalgland

andoftenactsimilartoepinephrine.Epinephrineactswithin

seconds;glucocorticoidsbackthisactivityupoverthecourseof

minutesorhours.

(iv) Thereiswidespreadacceptanceoftheideathatthebodydoesnotrespondtostressmerelybypreparingforaggressionor

escape,andthatthereareimportantgenderdifferencesinthe

physiologyandpsychologyofstress.Taylorarguesconvincingly

thatthephysiologyofthestressresponsecanbequitedifferent

infemales,

built

around

the

fact

that

in

most

species,

females

aretypicallylessaggressivethanmales,andthathaving

dependentyoungoftenprecludestheoptionofflight. Taylor

suggeststhatratherthanthefemalestressresponsebeingabout

fightorflight,itsabouttendandbefriendtakingcareofher

youngandseekingsocialaffiliation.Tayloralsoemphasizesa

hormonalmechanismthathelpscontributetothetendand

befriendstressresponse.Whilethesympatheticnervous

system,glucocorticoids,

and

the

other

hormones

just

reviewed

areaboutpreparingthebodyformajorphysicaldemands,the

hormoneoxytocinseemsmorerelatedtothetendandbefriend

themes.

(v)thekeyisthatitisextremelyrarelythatthingslikehormonesandneurotransmitterscauseabehavior.Instead,theyproduce


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tendenciestorespondtotheenvironmentincertainways.

(Monkeyluvp17)

(vi) thisiscritical.Letsconsideranxiety.Whenanorganismisconfrontedwithsomesortofthreat,ittypicallybecomes

vigilant,searches

to

gain

information

about

the

nature

of

the

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

depressionis

epidemic

in

our

society

and

virtually

nonexistent

in

traditionalsocietiesinthedevelopingworld.Why?Remarkably

differentenvironmentsifdifferentsocieties,inwhicholdagecan

meanbeingapowerfulvillageelderoraninfantilizedhasbeen

putouttoshuffleboardpasture.(Monkeyluvp18)

3. Ourconsciousnessalsodoessomethingremarkable;ittakesthefewperceptionsthatwehold,ignoresthediscrepancies,andturnsthem

intosophisticatedvisionsandinventions,somethingnootherliving

organismcan

do.

The

visions

eventually

become

part

of

the

reality

of

thebrain,andtheinventionsbecomepartoftheworld.xvii

4. Theknowledgewegleanfromscientificstudiesdependslargelyonhowweinterprettheevidence.Butinterpretationsaresubjectintothe

samerulesthatgovernourperceptionsofreality;theyarefilledwith

assumptions,generalizations,oversights,andmistakes.Inthesocial


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sciences,theseerrorsarereferredtoascognitivebiases;butasIhave

emphasizedthroughoutthebook,suchbiasesarebuilttheperceptual

andemotionalaswellasthecognitivemechanismsofthebrain.Bythe

timeperceptualinformationreachesconsciousness,eachindividualhas

transformedit

into

something

new

and

unique.

This

reconstruction

of

realityisthefoundationfromwhichweconstructallourbeliefsabout

theworld.xviii

5. Emotionsandfeelings1. Emotions:

(i) EmotionsMakeThoughtsandPerceptionsReal:Anotherelementessentialtobeliefsisthemeaningor value bestowedonthe

individualbelief. Valuereferstotheimportanceorworth

assignedtoaparticularperceptionoridea,andtheactivityof

assignmentcanbetracedtotheemotionalcircuitsofthebrainin

thelimbicsystem.Ingeneral,asneuralstimulationsincreasesin

theseareaswhichincludetheamygdale,thethalamus,andthe

hippocampusperceivedvalueincreases.Withoutthisactivity,

emotionalmemoriesincludingexperiencessuchasanger,

sadness,happiness,disgust,andsurprisecouldnotbeformed,

andlife

would

have

little

meaning.as

we

shall

see

later,

it

is

alsorelativelyeasytoimplantfalsememories,especiallyin

children.Furthermore,thereismountingevidencethatthebrain

maintainsfalsememoriesforextendedperiodsoftime.Allthis

suggestthatweshouldbeverycautiousaboutassumingthe

truthfulnessofourbeliefs,especiallythosethatweembraced

whenwewereyoung.

Emotionsalsobindourperceptionstoourconscious

beliefs,making

whatever

we

are

thinking

about

seem

more

real

atthetime.Infact,strongemotionsparticularlyanger,fear,and

passioncanradicallychangeourperceptionsofreality.Butifa

thoughtorperceptionsdoesnotsimulateanemotionalresponse,

itmaynotevenreachconsciousness.xix


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(ii)Thefirstconceptweneedtostatedirectlyisthatemotionisa

complexentityandanequallyintricatesubjectofstudy.

Emotionsincludesaprocesswherebygoaldirectedbehaviorsare

organizerand

enacted,

appraisal

of

the

meaning

of

events

is

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

connectionsbetween

prefrontal

cortex

and

limbic

zones.

Inthebrain,theprefrontalcortexhasdirectlinkagestothe

lowerlimbicarea.Theselinkagesenabletheprefrontalareato

bothassessthestateofarousalinthesesubcortricalregionsas

wellastomodulatetheirfirings.Wehavediscussedhow

integrationinthebraininvolvescoordinationandbalance.

Hereweseethattheintegrativeprefrontalareascancoordinateandbalancelimbicfiringsothatlifecanhavemeaningandemotionalrichness,butnotexcessivefiring,wherelifebecomeschaotic,ortoolittle,wherelifebecomesdulledanddepressing.Infact,inteachingmeditation,parallelconceptsareaddressedasexcitementanddullness.

xx

(iii) Whatweexperienceasnegativeemotionsthosethatleadustofight,flee,ordistanceourselvesfromsomethingor


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someoneareevolutionarilymoreprimitivethanpositive

emotions.Positivefeelingsrelatedtohumor,socialaffiliation,

andaestheticresponsehavearisenasafunctionofanexpanded

neocortexandthespecializationsofthehemispheres(Paradiso

etal.,

1999);

Wild

et

al.,

2003).

An

unfortunate

artifact

of

the

evolutionoflateralitymaybethattherighthemisphere,biased

towardselfawarenessandselfidentity(Kennanetal.,1999).To

behumanmaybetohavevulnerabilitytowardshame,guilt,and

depression.Soalthoughbothsidesofthebrainareinvolvedin

emotions,thedominantroleoftherighthemisphereindefensive

andnegativeemotionsgivesitexecutivevetopoweroverthe

left.Justastheleftcanblockemotionalandvisceralinputfrom

theright.Therightcanoverrideconsciousprocessingand

emotionalwellbeinginreactiontothreat.xxi

emotionsinthemselvesdontposeaproblem,itsjust

thataslongasyoukeepreactingtothedramainsideyourhead,

youmaybecutting yourselfofffromothersandfromdeeper,

moresatisfyingdimensionsofyourbeing andyoumaymiss

whatsreallygoingonaroundyouaswell.(Seechapter11)xxii


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ClassIII:PoweroftheMythvii)ShiftingthelocusofcontrolfromReptiletoSocialviii) DVDPoweroftheMythix)OutlineDVDandwhattheyhavelearnedforeachstudent.


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3) Transformation (Learning:Ifthecallisheeded,however,theindividualisinvoked

to

engage

in

adangerous

adventure.

Its

always

adangerous

adventure

becauseyouremovingoutofthefamiliarsphereofyourcommunity..Theidea

intheheroadventureistowalkbodilythroughthedoorintotheworldwhere

thedualisticrulesdontapplyxxiii

)

ClassIV:TheMeaningfulLifei) Meaningfullife(Frankl): .Lifeispotentiallymeaningfulunderany

conditions,eventhemostmiserable. Andthisinturnpresupposesthe

humancapacitytocreativelyturnlifesnegativeaspectsintosomething

positiveorconstructive..thehumanpotentialwhichatitsbestalways

allowsfor;

1. Turningsufferingintoahumanachievementandaccomplishment2. Derivingfromguilttheopportunitytochangeoneselfforthebetter;3. Derivingfromlifestransitorinessanincentivetotakeresponsible

action.

xxiv

4. Threemainavenuestoameaningfullife1. Thefirstisbycreatingaworkorbydoingadeed.2. Thesecondisbyexperiencingsomethingorencounteringsomeone;

inotherwords,meaningcanbefoundnotonlyinworkbutalsoin

love.

3. Thirdavenuetomeaninginlife:eventhehelplessvictimofahopelesssituation,facingafatehecannotchange,mayriseabove

himself,may

grow

beyond

himself,

and

by

so

doing

change

himself.

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.thejoyofheaven. heaven;paradise:theroadtoeternalbliss. Archaic.acauseofgreatjoyorhappiness.http://dictionary.infoplease.com/bliss

3. Rapture definition rapture (rapchr) noun: the state of being carried away withjoy, 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,PlatowastryingtoanalyzethehumanSoulinordertounderstandhumanethics,hethenrealizedthathecan't

directlyunderstanditbecauseit'sintangible.Soinordertosolvethis

dilemma,helookedatthesociety.Societyinhisopinionisa

representationofhumansoul,becauseitrepresentsagroupofpeople

and

so

is

a

reflection

of

different

types

of

souls.

Those

souls

group

togethernaturallytoformsociety.Platosplitthesocietyinto3

categories(hecalledthemFaculties).1istheFacultyofworkers,the

secondistheFacultyofsoldiersandthe3rdistheFacultyofleaders.

Platosaidthatthefacultyofworkersrepresentdesire.Desireisavery

importantcharacteristicofhumansoul.Workersmostlyrepresent

desirebecausetheyworkreallyhardtoachievesomething,tobe

something,to

fulfill

their

desires.

They

work

hard

in

order

to

get

what

theycantgeteasily.Forworkers,itsallaboutstayingalive,itsall

aboutthedesiretoliveandtheneedtocreateorachieve.

Thesecondfaculty,soldiers,isarepresentationofemotions.Soldiers

exist(inaperfectsociety)becauseoftheneedtoprotecthomeand

landfromtheenemy.Inbigsocieties,theremustbesoldiers(naturally)

andtheirdedicationandpersistenceandwillingnesstofightandeven

diefor

the

sake

of

home

stems

from

emotions.

ThethirdfacultyPlatoreferredtowasleaders.Leadersarea

representationofintellect.Inaperfectsociety,leadersarethereto

organizesoldiersandworkersandpushbothtobebetter,Theystress

oneducationbecauseitelevatesthesocietyandmakesitabetter
http://dictionary.infoplease.com/blisshttp://www.yourdictionary.com/rapturehttp://en.wikipedia.org/wiki/Platohttp://en.wikipedia.org/wiki/Platohttp://www.yourdictionary.com/rapturehttp://dictionary.infoplease.com/bliss


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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.

Weare

asociety.

This

applies

to

any

group

of

people,

to

any

family

or

in

otherwordsanyrelationship.

Lovealone(thisismyconclusion)ispureemotionsandifnotcontrolled

bydesiresandintellecttogether,itcreatesproblems.

Inordertohaveahealthyfamilyorfriendshiporrelationshipwith

others,orahealthysociety,weneedahealthysoul.Ahealthysoulis

equally1thirddesires,1thirdemotionsand1thirdintellect.

Ifyou

have

this,

you

have

happiness.

If

you

try

to

maintain

those

3

characteristicsinharmony,youhavehappiness.

http://irrelevantcombinations.blogspot.com/2009/09/ethicsis

happiness.html

5. Manytasteswethinknaturalareacquiredthroughlearningandbecomesecondnaturefromouroriginalnaturebecauseour
http://irrelevantcombinations.blogspot.com/2009/09/ethics-is-happiness.htmlhttp://irrelevantcombinations.blogspot.com/2009/09/ethics-is-happiness.htmlhttp://irrelevantcombinations.blogspot.com/2009/09/ethics-is-happiness.htmlhttp://irrelevantcombinations.blogspot.com/2009/09/ethics-is-happiness.htmlhttp://irrelevantcombinations.blogspot.com/2009/09/ethics-is-happiness.htmlhttp://irrelevantcombinations.blogspot.com/2009/09/ethics-is-happiness.htmlhttp://irrelevantcombinations.blogspot.com/2009/09/ethics-is-happiness.html


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neuroplasticbrains,oncerewired,developanewnature,everybitas

biologicalasouroriginal.

Thecurrentpornepidemicgivesagraphicdemonstrationthat

sexualtastescanbeacquired.Pornography,deliveredbyhighspeed

Internetconnections,

satisfies

every

one

of

the

prerequisites

for

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,

or

in

some

semi

romantic

setting,

in

various

states

of

undress,breastsrevealed.

Pornographysgrowthhasbeenextraordinary;itaccounts for

25percentofvideorentalsandisthefourthmostcommonreason

peoplegiveforgoingonline. AnMSNBC.comsurveyofviewersin2001

foundthat80percentfelttheywerespendingsomuchtimeon

pornographicsitesthattheywereputtingtheirrelationshipsorjobsat

risk

Duringthe

mid

to

late

1990s,

when

the

internet

was

growing

rapidlyandpornographywasexplodingonit,Itreatedorassesseda

numberofmenwhoallhadessentiallythesamestory.Eachhad

acquiredatasteforakindofpornographythat,toagreaterorlesser

degree,troubledorevendisgustedhim,hadadisturbingeffectonthe


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patternofhissexualexcitement,andultimatelyaffecthisrelationship

withhissexualpotency

Anumberofthesemenalsoreportedsomethingelse,oftenin

passing,thatcaughtmyattention.Theyreportedincreasingdifficultyin

beingturned

on

by

their

actual

sexual

partners,

spouses

or

girlfriends,

thoughtheystillconsideredthemobjectivelyattractive..

ThechangesIobservedarenotconfinedtoafewpeoplein

therapy.Asocialshiftisoccurring

Yetevensomeofthesemenwereable,likeA.,tochangetheir

sexualtype,becausethesamelawsofneuroplasticitythatallowusto

acquireproblematictastesalsoallowus,inintensivetreatment,to

acquirenewer,healthieronesandinsomecaseseventoloseour

older,troublingones.Itsauseitorloseitbrain,evenwheresexual

desireandloveareconcerned.xxvii

6. Happiness:Frankl.happinesscannotbepursued;itmustensue.Onemusthaveareasontobehappy...Aswesee,ahumanbeingisnot

oneinpursuitofhappinessbutratherinsearchofareasontobecome

happy,lastbutnotlease,throughactualizingthepotentialmeaning

inherentand

dormant

in

agiven

situation.

xxviii

7. OurwesternnotionofhappinessseemstocomefromtheGreeks,whodefineditastheexerciseofvitalpowersalonglinesofexcellenceina

lifeaffordingthemscope.(Hamiltonp.35).xxix

8. Overall,wearebasicallyselfdeceived.Thatis,wethinkwecareagreatdealaboutlove,humor,talk,story,art,music,fashion,sports,

charity,religion,andabstractideas.Butwhenpushcomestoshove,we

mostlyfollowthestrongfeelingsourgenesusetoguideouractionsand

thosefeelings

end

up

being

less

about

these

abstract

things

than

we

think.Wecaremorethatothersseeusdoingthesethings,andthat

theybeimpressed,thanwecaretoadmit.Andwecarelessabout

thesethingsinourmatingopportunitiesarereducedwithage.xxx

9. Wegetangryorupsetwhensomethingwevaluedisappears,dies,orbreaksdown.Indeed,weareconstantlysearchingforsomethingof


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permanence,andwhenwefindsomethingthatseemstoyield

happiness,weclingtoasifwecankeepitfromchanging.Thisis

wheredesirecomesin.Ourencounterswiththethingsoftheworld

leadtopositive,negative,andneutralfeelings.Wherethereis

somethingpositive,

we

want

more

of

it;

and

when

it

is

negative,

we

do

ourutmosttoavoiditSowhenourdesirepropelsusforwardandwe

comeattached,evenaddicted,tothepleasurableexperiencesoflife.It

doesnottakemuchtoseethatifourhappinessisdependentonthings

stayingthesame,wewillforeverbediscontent.

10.InastudypublishedinPsychosomaticMedicine(Davidsonetal.,2003),researchersusingstateoftheartbrainmappingandMRItechnology

wereabletodeterminethattheregularpracticeofmindfulness

meditationactivatestheleftprefrontalcortexofthebrainthearea

associatedwithpositiveemotions.Employeesofabiotechcompany

whoweretaughtthetechniqueoveraneightweekperiodhad

significantlygreaterleftprefrontal activationthanacontrolgroup,not

onlyimmediatelyaftertheirtrainingbutalsofourmonthslater.In

otherwords,theybecomehappierastheymeditatedandtheystayed

thatway!

Evenmore

surprising,

the

meditations

had

stronger

immune

systemsthanthecontrols,asmeasuredbytheantibodiesproducedin

responsetoafluvaccineandthegreatertheleftprefrontalactivation

(thatis,thehappiertheybecome),thestrongertheboostinimmune

response!xxxi

11.Bliss: thatdeepsenseofbeingpresentxxxii,ofdoingwhatyouabsolutelymustdotobeyourself.

xxxiii

12. AchievingHappiness: Aristotleroundedoffhisdiscussionofethicallivingwithamoredetaileddescriptionoftheachievementoftrue

happiness.Pleasureisnotagoodinitself,heargued,sinceitisbyits

natureincomplete.Butworthwhileactivitiesareoftenassociatedwith

theirowndistinctivepleasures.Hence,wearerightlyguidedinlifeby
http://www.philosophypages.com/ph/aris.htmhttp://www.philosophypages.com/ph/aris.htm


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ournaturalpreferenceforengaginginpleasantactivitiesratherthanin

unpleasantones.

Genuinehappinessliesinactionthatleadstovirtue,sincethisalone

providestrue

value

and

not

just

amusement.

Thus,

Aristotle

held

that

contemplationisthehighestformofmoralactivitybecauseitis

continuous,pleasant,selfsufficient,andcomplete.(Nic.EthicsX8)Inintellectualactivity,humanbeingsmostnearlyapproachdivine

blessedness,whilerealizingallofthegenuinehumanvirtuesaswell.

13.iii)Decisiontochange.

1. ReviewthefirststepintheHerosJourney.2. Inmakingthedecision

1. Painandvalueofstayingwhereyouare2. Havingaclearvisionofwhereyouaregoing.3. Willingnesstocommit4. Alternateisamidlifecrises5. CSLewistheHollowMen.(passoutpoem)

iv)Lettinggoofeverything1. Perceptions:Guilt,Shame,Resentment(writinghomework)

1. TreeStory2. RiverStory

2. Fourviewsoftheworld
http://www.constitution.org/ari/ethic_10.htm#10.8http://www.constitution.org/ari/ethic_10.htm#10.8http://www.constitution.org/ari/ethic_10.htm#10.8http://www.constitution.org/ari/ethic_10.htm#10.8http://www.constitution.org/ari/ethic_10.htm#10.8http://www.constitution.org/ari/ethic_10.htm#10.8http://www.constitution.org/ari/ethic_10.htm#10.8http://www.constitution.org/ari/ethic_10.htm#10.8


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ClassV DVDHerowithathousandfaces.v) Handout


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ClassVIaVisionofFulfillmentvi) Frankl/MansSearchforMeaning

1. Whatisthepoint2. 3pathstogetit

vii) Serenity:theabsenceofmentalstressoranxiety;peaceofmind;repose;heartsease.InArabian,thenameSakinahmeans godinspiredpeaceofmind.ThenameSakinah

originatedasanArabianname.ThenameSakinahismostoftenusedasagirlnameor

femalename.ArabianMeaning godinspiredpeaceofmind

viii)SerenityPrayer12steps: Earlyin1942,writesBillW.,inA.A.ComesofAge,aNewYorkmember,Jack,broughttoeveryone'sattentionacaptioninaroutineNewYork

HeraldTribune

obituary

that

read:

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

(and

nonalcoholic)

secretary,

contacted

Henry

S.,

aWashington

D.C.

member,andaprofessionalprinter,askinghimwhatitwouldcosttoorderabulk

printing.

ix) CampbellsBliss(definition)x) AchievingHappiness: Aristotleroundedoffhisdiscussionofethicallivingwithamoredetailed

descriptionoftheachievementoftruehappiness.Pleasureisnotagoodinitself,heargued,

sinceitisbyitsnatureincomplete.Butworthwhileactivitiesareoftenassociatedwiththeir

owndistinctivepleasures.Hence,wearerightlyguidedinlifebyournaturalpreferencefor

engaginginpleasantactivitiesratherthaninunpleasantones.

Genuinehappinessliesinactionthatleadstovirtue,sincethisaloneprovidestruevalue

andnot

just

amusement.

Thus,

Aristotle

held

that

contemplation

is

the

highest

form

of

moral

activitybecauseitiscontinuous,pleasant,selfsufficient,andcomplete.(Nic.EthicsX8)Inintellectualactivity,humanbeingsmostnearlyapproachdivineblessedness,whilerealizingall

ofthegenuinehumanvirtuesaswell.http://www.philosophypages.com/hy/2s.htm

xi)
http://www.aahistory.com/serenityzz11.gifhttp://www.philosophypages.com/ph/aris.htmhttp://www.constitution.org/ari/ethic_10.htm#10.8http://www.constitution.org/ari/ethic_10.htm#10.8http://www.constitution.org/ari/ethic_10.htm#10.8http://www.constitution.org/ari/ethic_10.htm#10.8http://www.constitution.org/ari/ethic_10.htm#10.8http://www.constitution.org/ari/ethic_10.htm#10.8http://www.constitution.org/ari/ethic_10.htm#10.8http://www.philosophypages.com/hy/2s.htmhttp://www.philosophypages.com/hy/2s.htmhttp://www.constitution.org/ari/ethic_10.htm#10.8http://www.philosophypages.com/ph/aris.htmhttp://www.aahistory.com/serenityzz11.gif


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4)Return(Thewholeideaisthatyouvegottobringoutagainthatwhichyouwentto

recover,

the

unrealized,

unutilized

potential

in

yourself.

The

whole

point

of

thisjourneyisthereintroductionofthispotentialintotheworld;thatistosay,to

youlivingintheworld.Youaretobringthistreasureoftheunderstandingback

andintegrateitinarationallife.Itgoeswithoutsaying,thisisverydifficult.

Bringingtheboonbackcanbeevenmoredifficultthangoingdownintoyour

owndepthsinthefirstplace.xxxiv

)

ClassVII:Relationshipsi) Relationships(patterns,themesandtrends)

1. Interpersonalrelationshipshavebeenshowntopromoteemotionallongevity,helpingusachievestatesofwellbeingandmedicalhealth.

(Anderson&Anderson,2003).Iamproposingherethatmindful

awarenessisaformofselfrelationship,aninternalformofattunement

thatcreatessimilarstateofhealth.xxxv

2. Interpersonalrelationships: thenotionthatthebrainisbuiltofmillionsofneuronswithtrillionsofconnectionsthatcometogetherto

createwhatwecallanindividual.Butitdoesntstopthere?Nature

thencontinuestointerweaveindividualindividualsinwaysthatexpand

collaborationintheserviceofsurvival.Neuronsthatfiretogetherwire

together,.Peoplewhoareabletoattendtooneanother,touch,talk,

andconnectalsofiretogether,wiretogether,andsurvivetogetherOur

abilitytoconnectdependsoncomplexandwiderangingneural

networks

throughout

our

brains

that

have

been

shaped

through

millionsofyearsofneurobiologicalevolution.Itistothesesystemsand

theirabilitiesthatwenowturnourattention.xxxvi

3. HavethemdoaquickreviewoftheirGenogramanditsupdate


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4. Whywomenstay:thisishandouttakenfromtheinternetthatisfourpagesofwhywomenstayinsexualandphysicallyabusiverelationships.

Itisahandoutfordiscussionpurposes.

5. FamilyofOrigenasopposedtofamilyofchoice.(dysfunctionalrelationships

is

the

deciding

factor)

6. Significantothers7. 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

cortexto

interfere

with

the

natural

return

to

normal

functioning

throughsomeformofdischarge.Inhumans,traumaoccursasaresult

oftheinitiationofaninstinctualcyclethatisnotallowedtofinish.

Whentheneo=cortexoverridestheinstinctualresponsethatwould

initiatethecompletionofthiscycle,wewillbetraumatized.

Inposttraumaticanxiety,immobilityismaintainedprimarily

fromwithin.Theimpulsetowardsintenseaggressionissofrightening

thatthetraumatizedpersonoftenturnsitinwardonthemselvesrather

thanallow

it

external

expression.

This

imploded

anger

takes

the

form

of

anxiousdepressionandthevariedsymptomsofposttraumaticstress.

Likethepigeonthattriesfranticallytoescape,butisrecaptureandheld

prisoneroncemore,traumavictimsbeginningtoexitimmobilityare

oftentrappedbytheirownfearofabruptactivationandtheirpotential

forviolence.Theyremaininaviciouscycleofterror,rage,and


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immobility.Theyareprimedforfulloutescapeorragingcounter

attack,butremaininhibitedbecauseoffearofviolencetothemselves

orothers.xxxvii

8. Friendship:InaparticularlyinfluentialsectionoftheEthics,Aristotleconsideredtheroleof

human

relationships

in

general

and

friendship

{Gk.

[philia]}

in

particular

as

avital

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. Theirreciprocal participation in that activity results in greater pleasure for each than either

could achieve by acting alone. Thus, for example, two people who enjoy playingtennis 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 whentwo 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 toplay 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 peopleengage 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 tenniswith 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 hassome value nevertheless, especially in its focus on reciprocity. Mixed friendshipsthose 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
http://www.philosophypages.com/ph/aris.htmhttp://www.philosophypages.com/dy/p5.htm#philiahttp://www.philosophypages.com/dy/p5.htm#philiahttp://www.philosophypages.com/dy/p5.htm#philiahttp://www.constitution.org/ari/ethic_08.htm#8.3http://www.constitution.org/ari/ethic_08.htm#8.3http://www.constitution.org/ari/ethic_08.htm#8.3http://www.constitution.org/ari/ethic_08.htm#8.3http://www.constitution.org/ari/ethic_08.htm#8.3http://www.constitution.org/ari/ethic_08.htm#8.3http://www.constitution.org/ari/ethic_08.htm#8.3http://www.constitution.org/ari/ethic_08.htm#8.4http://www.constitution.org/ari/ethic_08.htm#8.4http://www.constitution.org/ari/ethic_08.htm#8.4http://www.philosophypages.com/hy/2s.htmhttp://www.philosophypages.com/hy/2s.htmhttp://www.constitution.org/ari/ethic_08.htm#8.4http://www.constitution.org/ari/ethic_08.htm#8.4http://www.constitution.org/ari/ethic_08.htm#8.3http://www.philosophypages.com/dy/p5.htm#philiahttp://www.philosophypages.com/ph/aris.htm


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ClassVIIIReviewii) Reviewiii)Opendiscussion


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EndnotesiSiegel,

Daniel

J.

(2007).

TheMindfulBrain. NewYork.W.W.Norton&Company.Pp17

iiTheNeuorScienceofHumanRelationships.Pp49

iiiKabatZinn,Jon.IN:ComplementaryandAlternativeMedicineinRehabilitation,E.Leskowitz,

(Ed.) Churchill;Livingstone,St.Louis.P,2002,ppxixivivCampbell,Joseph.(1968).TheHerowithaThousandFaces.Novato.NewWorldLibrarypp113

v Campbell,Joseph.(1968).TheHerowithaThousandFaces.Novato.NewWorldLibrarypp114

vi Campbell,Joseph.(1968).TheHerowithaThousandFaces.Novato.NewWorldLibrarypp114

vii Campbell,Joseph.(1968).TheHerowithaThousandFaces.Novato.NewWorldLibrarypp119

viii

Campbell,Joseph.

(1968).

TheHerowithaThousandFaces.Novato.NewWorldLibrarypp333

ix Campbell,Joseph.(1968).TheHerowithaThousandFaces.Novato.NewWorldLibrarypp114

xCozonlino,Louis.(TheNeuroscienceofHumanRelationships(AttachmentandtheDevelopingSocial

Brain).NewYork.W.W.Norton&Company.Pp29.xi Cozonlino,Louis.(TheNeuroscienceofHumanRelationships(AttachmentandtheDevelopingSocial

Brain).NewYork.W.W.Norton&Company.pp51xii

Siegel,DanielJ.(2007).TheMindfulBrain. NewYork.W.W.Norton&Company.pp5xiii

Siegel,

Daniel

J.

(2007).

TheMindfulBrain. NewYork.W.W.Norton&Company.pp5and6.

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

stchapter

xv Doidge,M.D.,Norman.((2007).TheBainthatChangesItself.NewYork.PenguinBooksPp97

xvi Sapolsky,RobertM.(1994)WhyZebrasDontGetUlcers.NewYork.AHoltPaperback. Pp30

xvii Newberg,M.D.,AndrewandMarkRobertWaldman.(2006).WhyWeBelieveWhatWeBelive.

NewYork.FreePress. pp30

xviii Newberg,M.D.,AndrewandMarkRobertWaldman.(2006).WhyWeBelieveWhatWeBelive.

NewYork.

Free

Press.

pp253

xix Newberg,M.D.,AndrewandMarkRobertWaldman.(2006).WhyWeBelieveWhatWeBelive.

NewYork.FreePress.PP31

xx Siegel,DanielJ.(2007).TheMindfulBrain. NewYork.W.W.Norton&Company.pp211


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xxiCozonlino,Louis.(TheNeuroscienceofHumanRelationships(AttachmentandtheDevelopingSocial

Brain).NewYork.W.W.Norton&Company.pp77xxii

Meditationfordummiespp75xxiii

Campbell,

Joseph.

(1968).

TheHerowithaThousandFaces.Novato.NewWorldLibrarypp114xxivxxiv

Frankl,Viktor.(1959).MansSearchforMeaning.NewYork.ATouchstoneBook. pp139 140

xxv

xxvi MansSearchformeaningpp142

xxvii TheBrainthatChangesItself. Pp105 131

xxviii Frankl,Viktor.(1959).MansSearchforMeaning.NewYork.ATouchstoneBook. Pp140

xxix Yeffeth,Glenn.(2003).TakingTheRedPill.Dallas.BenBellaBookspp229

xxx Yeffeth,Glenn.(2003).TakingTheRedPill.Dallas.BenBellaBooksPp28

xxxi MeditatinforDummiespp316

xxxii

Yeffeth,Glenn.

(2003).

TakingTheRedPill.Dallas.BenBellaBooks130xxxiii

Campbell,Joseph.(2004).PathwaystoBliss:MythologyandPersonalTransformation.Novato.NewWorldLibrary.ppxxii

xxxivCampbell,Joseph.(1968).TheHerowithaThousandFaces.Novato.NewWorldLibrarypp119

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

xxxviTheNeuorScienceofHumanRelationships.Pp49

xxxviiWalkingTiger pp100103

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