By Ernest Mastria, Psy.D.
For more information visit:
http://attentiontraininginstitute.com/home.html
Pressure refers to any condition that reduces your energy. There are four:
1. Illness and medical – Illness refers to any physical condition such as: colds, viruses, infections, headaches, fevers, muscle aches and pains, and any other condition with a physical cause. When you are ill, your body mobilizes against the condition and absorbs your energy to fight the condition. Since attention or focus requires energy, reduced energy will allow habit negative thoughts to be more frequent and intense.
If you don’t feel well, recognize that you are ill and attribute your negative thoughts and discomfort such as nervousness to the bad habit and low energy. If you can get rest, then do. If can put off things till you feel better than do. If you can’t and must do some tasks, do them slowly and deliberately. Many people tend to get racy and push out energy to accomplish things. This is the wrong thing to do. You will tend to waste energy. Instead, do things slowly and be sure that you’re focused.
2. Medical conditions - Are common to females and are not illnesses. Menstruation, pregnancy, and menopause are medical conditions that, when they occur, reduce a woman’s energy level and with reduced energy, the habit is triggered. The major symptom or reaction to this condition of low energy is irritability. When experiencing a medical condition, do as above. Get rest if you can. Put off what you can until your energy is recovered. If you must handle situations, do them slowly and deliberately, making sure that you’re focused and attentive.
3. Fatigue – We all know what it feels like to be tired. You can’t think, you’re inattentive, and you tend to make mistakes. At these times, do as stated above. Get rest if you can. Put things off till you’re rested. If you can’t, do what you have to slowly and deliberately. Don’t get speedy and waste your energy.
4. High Value – This pressure occurs when we put too much importance on a thing. At these times we will takes too seriously. Our thinking becomes racy and confused and we feel nervous. We often make our worst mistakes while in this condition.
HOW TO HANDLE PRESSURE:
1. Realize that you’re not at 100%. You don’t feel well, you’re tired, or you may be menstruating. (High Value will be dealt with separately).
2. Blame your Habit Thoughts and any discomfort on your physical condition.
3. Get rest to recover your energy of you can.
4. Put off things and accomplish them when you have more energy.
5. If you must handle situations, chores, and events, accomplish them slowly and deliberately. Do not push out more energy, you’ll waste it. Instead conserve energy, again, do them slowly and deliberately. Be sure to be focused and do one thing at a time. Don’t think about any other chore except to one that you are handling, that will only distract you and cause mistakes. Get the chore behind you and forget it, knowing that you were there to witness that you handled it, then do the next, SLOWLY, DELIBERATELY, AND FOCUSED.
HIGH VALUED ITEMS
Whenever you put too much importance on a thing, you will tend to take it very seriously and you will be pulled inside your head with your negative thoughts to keep you company, having you worrying about making mistakes, failure, and negative consequences.
Your ability to decide whether to have chocolate or vanilla ice cream and your ability to decide to buy a house are equal and the same in that each reflect your taste (likes and dislikes). A decision to buy a house is more significant than your choice in the flavor of ice cream so that your intelligence (contact with the world) is important. You must decide whether you like the neighborhood, school for the kids, taxes, a mortgage, and more. You can only make good decisions with clear and accurate intelligence. Again, being slow and deliberate are key characteristics to have your decisions be good ones rather than bad.
Of course, decisions concerning very high valued situations that may pertain to your family, friends and the future are important. More the reason to be slow, deliberate, and as intelligent as possible so that you may make GOOD DECISIONS.
Showing posts with label Attention. Show all posts
Showing posts with label Attention. Show all posts
Tuesday, May 10, 2011
Sunday, January 23, 2011
THE IMPORTANT CONCEPTS OF ATTENTION TRAINING THAT DISTINGUISH IT FROM OTHER THEORIES
For more information please check out our website at: http://www.attentiontraininginstitute.com/home.html
Attention Training is an educative procedure that employs the innate or born with characteristics of the individual to eliminate distraction and to have focus directed onto events in the here and now. It is with focus in the present that the individual may experience the pleasure of sensory stimulation.
There are three concepts that I believe to be the cornerstones of the procedure and set it apart from other theories of comfort and discomfort. These important concepts are: Intelligence, Attention, and Discrimination. For a more detailed description of these concepts, please see, The Habit of Living, pp. 31 – 34.
To me, Intelligence is not IQ or being smart. To me, intelligence is one’s contact with the environment. Simply, intelligence is awareness of what is occurring in the moment and in the here and now. Intelligence is an extremely important characteristic since it is the only one that has the individual be in contact with the environment through the five senses.
Intelligence is automatic. We are born with awareness and it develops with time. Intelligence is automatic. You don’t need to consider and decide to be aware of what is happening around you, you simply are aware. The parts of intelligence include the higher abilities such as creativity, problem-solving, humor, etc. and the physical abilities of the senses. These include the abilities to see, hear, smell, touch, and taste.
The second important concept of Attention Training is Attention. Attention is how we maintain contact with the environment and, therefore, maintain a degree of Intelligence. Attention is a quantity that vacillates from dull awareness to sharp focus. Attention or focus can be low as in drifting and unaware in front of the TV or sharp and crisp as during a visit to Yankee Stadium to witness the Bombers destroy the Boston Red Sox. How attentive or focused we may be results in how intelligent we are at that time.
The last important concept of Attention Training is the major characteristic of Intelligence: The ability to notice differences among situations. These three concepts form the basis for the value of the Four Points and Taking Back Small Times and provide the logic behind Attention Training.
The Four Points provide four different ways to increase Attention in the present or the here and now. With increased Attention directed toward the environment, Intelligence is increased. With increased Intelligence, the ability to see differences or to Discriminate among situations is increased.
The relationship among Intelligence, Attention, and Discrimination is vastly important and sets Attention Training apart and separate from current thought as to where discomfort originates.
It is the degree that an individual is attentive or focused on the environment or on his/her surroundings that determine Intelligence and the resulting ability to Discriminate or to see differences among situations.
With decreased Attention and intelligence, Habit Thoughts cannot be fully seen as simply thoughts but are reacted to as if actual in reality. The result is discomfort for the individual.
The fact that decreased Intelligence renders the ability to Discriminate or to see differences weak and vulnerable to Habit Thoughts is the basis for reflexive Attention Diversion (RAD) and provides a logical explanation for the origin of discomfort that does not exist outside of Attention Training.
I see this inability to Discriminate to be the basis for all learned discomforts in individuals and the Four Points and Taking Back Small Times to be the remedy to alleviate the discomfort.
In future papers and articles, will examine the relationship between decreased Intelligence, Attention, and the ability to Discriminate and specific human discomforts as well as the simple manner to remove the source of the discomfort, and as a result, the discomfort itself.
Attention Training is an educative procedure that employs the innate or born with characteristics of the individual to eliminate distraction and to have focus directed onto events in the here and now. It is with focus in the present that the individual may experience the pleasure of sensory stimulation.
There are three concepts that I believe to be the cornerstones of the procedure and set it apart from other theories of comfort and discomfort. These important concepts are: Intelligence, Attention, and Discrimination. For a more detailed description of these concepts, please see, The Habit of Living, pp. 31 – 34.
To me, Intelligence is not IQ or being smart. To me, intelligence is one’s contact with the environment. Simply, intelligence is awareness of what is occurring in the moment and in the here and now. Intelligence is an extremely important characteristic since it is the only one that has the individual be in contact with the environment through the five senses.
Intelligence is automatic. We are born with awareness and it develops with time. Intelligence is automatic. You don’t need to consider and decide to be aware of what is happening around you, you simply are aware. The parts of intelligence include the higher abilities such as creativity, problem-solving, humor, etc. and the physical abilities of the senses. These include the abilities to see, hear, smell, touch, and taste.
The second important concept of Attention Training is Attention. Attention is how we maintain contact with the environment and, therefore, maintain a degree of Intelligence. Attention is a quantity that vacillates from dull awareness to sharp focus. Attention or focus can be low as in drifting and unaware in front of the TV or sharp and crisp as during a visit to Yankee Stadium to witness the Bombers destroy the Boston Red Sox. How attentive or focused we may be results in how intelligent we are at that time.
The last important concept of Attention Training is the major characteristic of Intelligence: The ability to notice differences among situations. These three concepts form the basis for the value of the Four Points and Taking Back Small Times and provide the logic behind Attention Training.
The Four Points provide four different ways to increase Attention in the present or the here and now. With increased Attention directed toward the environment, Intelligence is increased. With increased Intelligence, the ability to see differences or to Discriminate among situations is increased.
The relationship among Intelligence, Attention, and Discrimination is vastly important and sets Attention Training apart and separate from current thought as to where discomfort originates.
It is the degree that an individual is attentive or focused on the environment or on his/her surroundings that determine Intelligence and the resulting ability to Discriminate or to see differences among situations.
With decreased Attention and intelligence, Habit Thoughts cannot be fully seen as simply thoughts but are reacted to as if actual in reality. The result is discomfort for the individual.
The fact that decreased Intelligence renders the ability to Discriminate or to see differences weak and vulnerable to Habit Thoughts is the basis for reflexive Attention Diversion (RAD) and provides a logical explanation for the origin of discomfort that does not exist outside of Attention Training.
I see this inability to Discriminate to be the basis for all learned discomforts in individuals and the Four Points and Taking Back Small Times to be the remedy to alleviate the discomfort.
In future papers and articles, will examine the relationship between decreased Intelligence, Attention, and the ability to Discriminate and specific human discomforts as well as the simple manner to remove the source of the discomfort, and as a result, the discomfort itself.
Friday, November 12, 2010
Some Techniques to Deal With Disruptive Students
Some Techniques to Deal With Disruptive Students
For more information please check out our website at: http://www.attentiontraininginstitute.com/home.html
Although students who display inappropriate behavior do suffer from chronic inattention as the source of this inappropriate behavior, an explanation alone will not be helpful to those instructors who must deal with these behaviors in class. Listed below are a few techniques that may prove helpful to contain inappropriate behaviors in students.
1. Know your students. While many students may display inattentive behaviors, disruptive students generally always display these behaviors and noticing them may give you an indication to expect disruptive behaviors and to be ready for them. These behaviors may include: inattention to direction, chatter with other students, poor eye contact, failure to respond with direct answers, dazing off in class, attention toward other items such as a phone, a paper on the desk, who is passing in the hallway, and other things rather than toward what is being presented, attention toward what other students are doing, etc.
2. Be aware of what is going on in your class. Prevention is always preferable to intervention. The best way to prevent disruptive behavior is to be aware of its potential before it manifests. A way to be aware of your student's behavior is to speak and teach them while facing them as a group. Frequently, it is when you are facing the board, looking to a book, or speaking to a few students that disruption takes place. Remember, a disruptive student is an angry student who feels badly about themselves so that deception will be a major behavioral characteristic. By facing your entire class while teaching, you will reduce the frequency of deceptive behaviors in the disruptive student. One way to get your student's attention is to tell them, as a group, "Pay attention, this is important" frequently. The statement will gain their attention and cut down on inattention and possible deceptive behavior.
3. Have your students understand that part of their participation grade will be impacted by their tendency to be disruptive or unprofessional. Disruptive or unprofessional behavior could be to such a degree as to warrant a failure grade for that student.
4. Model professional and appropriate behaviors for your class. Have them see themselves as capable of performing these behaviors. You may even have some of your students demonstrate for the class what you have taught. You might include your disruptive student(s) in this demonstration to show them that they, too, are capable. Remember to reward your student's professional behavior with praise.
5. Distraction is a wonderful technique to intervene on any unwanted behavior. Disruption usually escalates into a problem. If you hear chatter with others from your disruptive student or see any indication of a problem, distraction by asking a question pertaining to the lesson, asking students to go to a specific page, or any other change will have the effect to distract the disruptive student and possibly prevent a problem.
6. Humor is a wonderful way to disarm the disruptive student. If your class sees you as able to have humor, the disruptive student is paid less attention and usually joins in on the humor.
7. A disruptive student usually requires an audience to gain power. It may be one or two students that cooperate with the disruptive student and fuel the student’s defiance with attention. The sooner you break up this union the better. One way to do this is to have your students break up into small groups that will be asked question periodically concerning your lesson. The questions are for no credit but will indicate their attention to what is taught. These small groups may have to be changed periodically but do prevent the attention that the disruptive student gains from the one or two others that had fueled the disruptive student's behavior. In addition, the interaction between the disruptive student and more common students will have a positive effect of the target student.
8. be flexible in your thinking and in your behavior. Your class will have more respect for you if they see you as flexible. In addition, you are modeling flexibility to your students. Rigid or authoritarian styles are seen as a challenge to the disruptive student and you can count on a problem from them as a result.
9. Smile often to your class. Many disruptive students will justify their behavior by seeing you as angry and inflexible. Smiling to your students helps to prevent this justification.
10. Use confrontation with the disruptive student only as a last resort and never in front of other students. Confrontation in front of other students only provides an audience for them as a well as a pressure for them to respond in a negative manner. In a private meeting show yourself to be concerned, helpful, and understanding of the disruptive student's situation.
These are only some interventions that you may find useful with some of your students. These do not cover all situations.
For more information please check out our website at: http://www.attentiontraininginstitute.com/home.html
Although students who display inappropriate behavior do suffer from chronic inattention as the source of this inappropriate behavior, an explanation alone will not be helpful to those instructors who must deal with these behaviors in class. Listed below are a few techniques that may prove helpful to contain inappropriate behaviors in students.
1. Know your students. While many students may display inattentive behaviors, disruptive students generally always display these behaviors and noticing them may give you an indication to expect disruptive behaviors and to be ready for them. These behaviors may include: inattention to direction, chatter with other students, poor eye contact, failure to respond with direct answers, dazing off in class, attention toward other items such as a phone, a paper on the desk, who is passing in the hallway, and other things rather than toward what is being presented, attention toward what other students are doing, etc.
2. Be aware of what is going on in your class. Prevention is always preferable to intervention. The best way to prevent disruptive behavior is to be aware of its potential before it manifests. A way to be aware of your student's behavior is to speak and teach them while facing them as a group. Frequently, it is when you are facing the board, looking to a book, or speaking to a few students that disruption takes place. Remember, a disruptive student is an angry student who feels badly about themselves so that deception will be a major behavioral characteristic. By facing your entire class while teaching, you will reduce the frequency of deceptive behaviors in the disruptive student. One way to get your student's attention is to tell them, as a group, "Pay attention, this is important" frequently. The statement will gain their attention and cut down on inattention and possible deceptive behavior.
3. Have your students understand that part of their participation grade will be impacted by their tendency to be disruptive or unprofessional. Disruptive or unprofessional behavior could be to such a degree as to warrant a failure grade for that student.
4. Model professional and appropriate behaviors for your class. Have them see themselves as capable of performing these behaviors. You may even have some of your students demonstrate for the class what you have taught. You might include your disruptive student(s) in this demonstration to show them that they, too, are capable. Remember to reward your student's professional behavior with praise.
5. Distraction is a wonderful technique to intervene on any unwanted behavior. Disruption usually escalates into a problem. If you hear chatter with others from your disruptive student or see any indication of a problem, distraction by asking a question pertaining to the lesson, asking students to go to a specific page, or any other change will have the effect to distract the disruptive student and possibly prevent a problem.
6. Humor is a wonderful way to disarm the disruptive student. If your class sees you as able to have humor, the disruptive student is paid less attention and usually joins in on the humor.
7. A disruptive student usually requires an audience to gain power. It may be one or two students that cooperate with the disruptive student and fuel the student’s defiance with attention. The sooner you break up this union the better. One way to do this is to have your students break up into small groups that will be asked question periodically concerning your lesson. The questions are for no credit but will indicate their attention to what is taught. These small groups may have to be changed periodically but do prevent the attention that the disruptive student gains from the one or two others that had fueled the disruptive student's behavior. In addition, the interaction between the disruptive student and more common students will have a positive effect of the target student.
8. be flexible in your thinking and in your behavior. Your class will have more respect for you if they see you as flexible. In addition, you are modeling flexibility to your students. Rigid or authoritarian styles are seen as a challenge to the disruptive student and you can count on a problem from them as a result.
9. Smile often to your class. Many disruptive students will justify their behavior by seeing you as angry and inflexible. Smiling to your students helps to prevent this justification.
10. Use confrontation with the disruptive student only as a last resort and never in front of other students. Confrontation in front of other students only provides an audience for them as a well as a pressure for them to respond in a negative manner. In a private meeting show yourself to be concerned, helpful, and understanding of the disruptive student's situation.
These are only some interventions that you may find useful with some of your students. These do not cover all situations.
Wednesday, September 1, 2010
Reflexive Attention Diversion and a Method of Attention Training
By Dr. Ernest Mastria
For more information please check out our website at: http://www.attentiontraininginstitute.com/home.html
The past two decades have seen an increasing acceptance of mindfulness as a core psychotherapy process and an increasing emphasis on attention regulation. The model presented here assumes that the development of an habitual flight response involving both intentional and automatic attentional processes is the core cause for the development of psychological problems. This dysfunctional habit consists of a reflex-like decrease in, and withdrawal of, attention from the here and now. The attention training program described here is aimed at building a new habit that restores individuals’ natural tendency to maintain sensory contact with their environment in the here and now. The first phase, The Four Points, focuses on object attention and conscious thoughts. Clients are taught to consciously monitor what they attend to and to increase their awareness of all sensory inputs in the here and now. The second phase, Taking Back Small Times, deals with receptive attention and orienting thoughts. Clients are asked to focus attention on everyday behaviors that are normally engaged in automatically and with little awareness. They are also asked to expand their attentional field by becoming aware of peripheral stimuli without losing their attentional focus. Attention training can be taught individually or in groups.
To recieve additional information and to read the full article please visit: http://www.attentiontraininginstitute.com/pdf/Mastria%20and%20Labouvie%20article.pdf
For more information please check out our website at: http://www.attentiontraininginstitute.com/home.html
The past two decades have seen an increasing acceptance of mindfulness as a core psychotherapy process and an increasing emphasis on attention regulation. The model presented here assumes that the development of an habitual flight response involving both intentional and automatic attentional processes is the core cause for the development of psychological problems. This dysfunctional habit consists of a reflex-like decrease in, and withdrawal of, attention from the here and now. The attention training program described here is aimed at building a new habit that restores individuals’ natural tendency to maintain sensory contact with their environment in the here and now. The first phase, The Four Points, focuses on object attention and conscious thoughts. Clients are taught to consciously monitor what they attend to and to increase their awareness of all sensory inputs in the here and now. The second phase, Taking Back Small Times, deals with receptive attention and orienting thoughts. Clients are asked to focus attention on everyday behaviors that are normally engaged in automatically and with little awareness. They are also asked to expand their attentional field by becoming aware of peripheral stimuli without losing their attentional focus. Attention training can be taught individually or in groups.
To recieve additional information and to read the full article please visit: http://www.attentiontraininginstitute.com/pdf/Mastria%20and%20Labouvie%20article.pdf
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