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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=412547/29/2019 3 Journey Inward
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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/bliss7/29/2019 3 Journey Inward
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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.html7/29/2019 3 Journey Inward
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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
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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#10.87/29/2019 3 Journey Inward
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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.gif7/29/2019 3 Journey Inward
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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.htm7/29/2019 3 Journey Inward
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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
7/29/2019 3 Journey Inward
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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