goals for the first evening

to get an overview of the whole course & relate it to your own personal goals

to be clear about the specific “home work” you want to focus on for the rest of the week

to introduce autogenic training, physical exercise, autonomous motivation, & skilful goal setting

main components of the journey

basic skills: exercise, diet, weight, alcohol, smoking, sleep

meditation: autogenic training, applied relaxation, visualisation, mindfulness, compassion

wellbeing: positive emotions, self-determination, happiness

relationships, emotional intelligence, social networks

your personal goals

what are your personal goals for this course - how will you know if you’ve attained them?

what do you think are the main personal obstacles to achieving your goals?

how do you reckon you can best tackle these personal obstacles?

assumptions & rules of the journey

skills learning

active involvement

support

confidentiality

first four sessions of the course

autogenic training

physical exercise

diet

weight

motivation

self-determination

goal setting

stages of change

autogenic training

background: developed by Dr Johannes Schultz, a Berlin based neurologist and psychiatrist, in the early 1900’s from interviews with good hypnotic subjects.

Luthe W & Schultz JH Autogenic Therapy: Volume I, Autogenic MethodsNew York: Grune & Stratton, 1969

a typical exercise: first scan the body from feet to head checking for any obvious areas of tension; then go through the specific autogenic focuses; then “cancel”.

major aim: to develop a method that went beyond the passivity & dependenceso often found in hypnosis. To hand the power and control back from therapistto subject - hence “auto-genic” or “self-generated”.

four aspects of helpful inner focus

reducingnegative

states

nourishing positive states

exploring &

processing

encouragingmindfulness

fight or flight response

increased metabolic rate increased heart rate rise in blood pressure blood flow to voluntary

muscles breathing quickens tendency to sweat brain wave changes, etc.

the adrenaline, “war time” response

the relaxation response

decrease in metabolic rate slowing of the heart blood pressure decreases blood flow to digestion and

the body surface breathing slows & deepens immune system enhanced changes in brain activity,

etc.

the “peace time” rest & recovery response

relaxation response & metabolism

Benson H with Klipper MZThe Relaxation Response

London: Collins, 1977

average decreases of 10-20%

after just a few minutes

but decreases of over 60%are achievable

Benson H, Malhotra MS et alThree case reports of themetabolic & EEG changesduring advanced Buddhist

meditation techniquesBehav Med 1990;16:90-5

the crucial balancing skill

focus

attention

release

letting go

remember: specific sensations such as heaviness are unimportant but balancing focus & release is important.

the practice for this week1st week’s exercise:

in the second halfof the week, add in:

The right arm is heavyThe left arm is heavyBoth arms are heavy

The right leg is heavyThe left leg is heavyBoth legs are heavy

3 x each day: two of these practices should be at least 10 to 15 minutes long; the third practice could be just 3 or 4 minutes. At least one longer practice eachday should be without a tape. Get competent at practising both sitting and lying.

keep a record: use the record sheet to keep notes on your practice. This can bevery helpful when there is a need to troubleshoot - on one’s own or in the group.

exercise: stamina & strength

a comment about walking intensity

2008 US guidelines – longer versions online

various blog postings – january & february

links too to a variety of exercise resources

motivation especially important

“comparisons between people whose motivation is authentic (literally, self-

authored or endorsed) and those who are merely externally controlled ... typically

reveal that the former ... have more interest, excitement, & confidence which

in turn is manifest both as enhanced performance, persistence, & creativity,

and as heightened vitality, self-esteem, & general well-being”

Ryan, R. M. and E. L. Deci (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being.

Am Psychol 55(1): 68-78

motivations & wellbeing

for more details, see Ken Sheldon’s research at :

http://web.missouri.edu/~psycks

non self-determined “controlled” motivations

self-determined “autonomous”

motivationsintegrated motivations =

because you really identify with this goal

intrinsic motivations = because of the enjoyment or stimulation this goal provides

you

external motivations = because someone else wants you to or

because the situation seems to compel it

introjected motivations = because you would feel ashamed,

guilty or anxious if you did not have this goal encourag

ewellbein

g

unrelated to

wellbeing

crucial external to integrated shift

good rationale & clear achievement pathway provided (autonomy & competence)

within a supportive relationship that allows expression of feelings (relatedness)

genuine choice is offered (autonomy)

social context encourages this shift social context encourages this shift when ...when ...

self-determination theory (SDT)

SDT is a general theory of motivation & personality that has evolved over the past three decades

SDT suggests humans, like plants or other animals, intrinsically ‘strive’ for need satisfaction & flourishing

social contexts can support or thwart this need striving with major effects for health & well-being

looking at well-being through the lens of self-determination theory –

www.psych.rochester.edu/SDT

Deci, E. L. and R. M. Ryan (1985). Intrinsic motivation and self-determination in human behavior. New York, Plenum.

Deci, E. L. and R. M. Ryan (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological

Inquiry 11: 227-268.

three key psychological needs

autonomy – personal choice not compulsion by outside forces

competence – capable & effective not incompetent & inefficient

relatedness – regular emotional intimacy & shared activities not isolation & loneliness

Reis, H. T., K. M. Sheldon, et al. (2000). Daily well-being: the role of autonomy, competence, and relatedness. Pers Soc Psychol Bull 26(4): 419-435.

Sheldon, K. M., A. J. Elliot, et al. (2001). What is satisfying about satisfying events? Testing 10 candidate psychological needs. J Pers Soc Psychol 80(2):

325-39.

autonomyautonomy

competencecompetence

relatednessrelatedness