THE PREMENSTRUAL SYNDROME (PMS) EXPLAINED THROUGH ATTENTION TRAINING

THE PREMENSTRUAL SYNDROME (PMS) EXPLAINED THROUGH ATTENTION TRAINING
By Dr. Ernest Mastria

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The Premenstrual condition has been joked about and used as an insult toward women for many years. It has been employed to reason away differences of opinion, strong points of view, and even an “off day” in some women.
But what is PMS? The Mayo Clinic, (http://www.mayoclinic.com/health/premenstrual-syndrome/DS00134) defines PMS as a wide variety of symptoms, including mood swings, tender breasts, food cravings, fatigue, irritability and depression. Concerning its cause, the Mayo Clinic writes; “Exactly what causes premenstrual syndrome is unknown…”(http://www.mayoclinic.com/health/premenstrual- syndrome/DS000134/DSECTION=causes.
However, I write about this condition in The Habit of Living, p. 136. I see the experience referred to as PMS as the interaction of two conditions. The first is the normal periodic menstrual flow. The second is the decrease of energy that I refer to as pressure.
To me, pressure is any condition that results in a decrease of energy. I site three: Illness and medical, fatigue, and high value. I define medical as normal conditions that women experience such as menstruation, pregnancy, and menopause.
When a woman menstruates, her body mobilizes for the event. The woman’s energy is directed and absorbed by the menstrual process. This decrease in energy has the effect as any other pressure. With decreased energy, the body, for economy, goes back to what it knows, the habit. With the habit influencing a woman’s thinking, she will tend to think too much, anticipate negatively, dwell in the past, mind read, procrastinate, take differences personally as angry acts or criticism, avoid expression, and will experience any or all of the symptoms that are employed by the habit to reduce contact with the present.
The woman avoids doing as she would like because of low energy and habit thoughts so that depression, a condition to do as she does not want rather than as she wants is triggered. However, the symptom that is most associated with PMS is irritability. Here, irritability is not seen as attributable to what is called PMS but rather, a normal reaction to the condition of low energy or fatigue.
When energy is reduced, the woman is less able to tolerate frustration and irritability is experienced. It is this low frustration tolerance and the resulting irritability that is seen as the chief symptom of PMS. However, low frustration tolerance and irritability is also experienced as a result of illness, fatigue, and high value. These conditions, like premenstruation, result in decreased energy levels. It is this decreased energy that triggers the irritability that is associated with the premenstrual condition.
As a normal result of low energy, irritability may be dealt with as with any other pressure:
First, recognize that energy is reduced as a result of premenstruation, menstruation, or postmenstuation. Attribute any difficulties in thinking and behavior to the cyclical condition rather than to deficits in yourself.
Second, slow your behavior and thinking down. Racing thoughts can be controlled by reporting to yourself what is occurring in the environment. In this way, you may structure your thoughts with reality and dispose of or prevent habit thoughts.
Third, conserve your energy. Many times, individuals with decreased energy levels will push more energy out in order to handle pressure. It’s if they believe they can “muscle” through situations and responsibilities. Actually, I believe this to be the wrong approach. To me, pushing out more energy is inefficient and only wastes energy. I suggest that when energy is low, conserve it. Rest if you can. Consciously put things off if you can. If you can’t, do them slowly and deliberately. Be sure to witness the event as you behave. This will help to guarantee that you are in the present and focused.
Lastly, don’t anticipate that the next cycle will be difficult to handle. Every situation is new and by using the techniques suggested in this paper, you will be more able to control the next event. There are two ways that you can live through your cycle, comfortably or uncomfortably.

THE IMPORTANT CONCEPTS OF ATTENTION TRAINING THAT DISTINGUISH IT FROM OTHER THEORIES

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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.

Some Characteristics of Habit Thoughts

By Dr. Ernest Mastria

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Habit Thoughts include concern for the future, dwelling in the past, worry of what others think, and dazing off in low activity situations. While some intelligent thoughts, such as planning and memory travel outside the present, they have a firm anchor in reality, always lead to a decision, and there is no resistance to return to the present.




In contrast, Habit Thoughts do not have a firm anchor in reality but are fabrications and distortions of reality, prevent decisions from being made since these reflect the individual’s taste, and resist a return to the present.



However, the easiest way to determine an intelligent thought from a Habit Thought is to see that intelligent thoughts are positive in content and result and that Habit Thoughts are negative in content and result.



Habit Thoughts are negative since the intelligence employs them to "Identify the Enemy". The intelligence, confused by the discomfort of holding back expression literally leaves the present to fabricate a justification for the discomfort. Since discomfort is negative in quality, any justification that the intelligence fabricates must also be negative since the thought is believed to produce a negative emotion.



However, there are other characteristics common to habit thoughts. First, they must be personal to the individual who experiences them in order to capture his/her attention. Second, they must be of some importance or value to that individual. It is the value of the content of the thought that determines the intensity of the discomfort experienced. Should the content of the thought be of low value, the individual may not attend to the fabrication and focus would maintain in the present. But high valued content is taken seriously by the individual and demands that attention be paid for fear of negative consequences.



Although Habit Thoughts at times have a specific content to capture the attention of the individual, most often they will not. At these times they are attitudes (reflexive interpretations of perception) or thoughts without words or pictures attached to them. Most frequently, the attitude will convey that something will happen that the individual will not be capable to handle with disastrous consequences to follow. These attitude (thoughts) are most frequently associated with an anticipation of pending doom and are the most frequent Habit Thought experienced by individuals.



There are occasions when Habit Thoughts may be extreme and produce intense discomfort for the individual. At these times, the intelligence will fabricate a justification for the discomfort of “hold back” that is in direct contrast or opposite the character and values of the individual.



For example, I had a student who happened to be a Jersey City Policeman. He came to me with concern and discomfort over the persistent thought that he would remove his revolver from its holster and fire at pedestrians. Another student believed that he might touch his children inappropriately while another believed that he was capable of hurling his young son from his shoulders where the boy was riding into a brick wall triggering the man’s concern for his violent behavior against his son.



The behaviors mentioned above are directly opposed to the characters and values of each of the students who experienced them. Although each realized their incapability to engage in these behaviors, each suffered extreme discomfort as a result since each believed that there might be a hidden, darker side of them that lurked in their personalities and could emerge at any time.



Each was vigilant during situations when such behaviors were more likely to occur. So that the first student was extremely cautious while on duty and the other two were cautious when with their children.



However, in situations where the feared behavior was not likely to occur such as off duty for the policeman or when each was away from their children, relief was meager. During these times each was preoccupied with thoughts of the feared behavior and distracted from the moment so that spontaneous expression could not occur.



Habit thoughts have one purpose, to distract the individual from the present so that spontaneous expression may not occur. In this purpose, Habit Thoughts fit my definition of a symptom. A symptom, regardless of the content has the purpose of distracting the individual from the present, where they may express tastes and find happiness.

Some Techniques to Deal With Disruptive Students

Some Techniques to Deal With Disruptive Students

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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.

INCREASING EMPLOYEE’S PERFORMANCE AND SAFETY THROUGH INCREASED ATTENTION AND AWARENESS

BY DR. ERNEST MASTRIA

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Most employees experience discomfort in their personal lives in the form of relationship problems, financial difficulties, and life stress. Unfortunately, many bring those problems to work.

Employment related problems cost industry millions of dollars each year in time off, sick benefits, loss of employees, and loss of production. Substance abuse occurs over all segments of workers in an effort to self-medicate unwanted feelings such as guilt, anger, and nervousness. Less obvious and more “minor” problems such as loss of focus, difficulty with coworkers and supervisors, inhibited creativity, and procrastination stem from the tendency to take differences of opinion personally as angry acts and criticism rather than as points of view, and are usually not addressed until they become serious and sometimes debilitating conditions.

It is the decrease of awareness that automatically converts attention into negative anticipation, dwelling in the past, and concern for what others may think. These are the negative thoughts that stimulate troublesome behaviors.

The concept of Attention Training© is simple. If awareness of the present is not allowed to diminish, then attention cannot be converted into the negative thoughts which trigger personal discomfort, less effectiveness at work, and corporate loss.

Taught in large groups, Attention Training is easily understood by employees and administration. Without the need for background information, Attention Training is administered quickly, and, as a result, is cost effective. This breathtakingly logical technique, first offers employees a reasonable and believable source for the origin of their discomfort and an uncomplicated method to increase their focus that is pleasurable and therefore, easily learned.

The result of Attention Training is an immediate and noticeable benefit to the employee in the form of increased self-confidence, better concentration, attention, and memory, clearer thinking and problem-solving ability with more tactful expression, better and more intelligent problem-solving, less personal problems at home, less of a tendency to take differences personally as criticism but to see them as points of view and, most importantly, less procrastination and greater productivity.

ATTENTION TRAINING AS A BIOLOGICAL TECHNIQUE

BY Dr. ERNEST MASTRIA, PSY.D.

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Basically, Attention Training is a biological technique that employs the Pleasure Principle to produce desired results. The Pleasure Principle is a fact that states if you place any organism, even an amoeba, in a condition of pleasure and pain, and give the organism enough changes to learn the position of each, the organism will always gravitate toward pleasure and avoid discomfort.

This is the case with Attention Training. Through the Four Points and Taking Back Small Times, the body is given chances to learn the positions of pleasure and discomfort. With repetition, the body gravitates toward pleasure and avoids discomfort.

Different from what I believed when writing The Habit of Living, a new habit of awareness is not built through Attention Training. Instead, the automatic awareness that we are born with is “jump started” and continues to operate for life. The negative thoughts that the “Bad Habit” uses to distract the individual from spontaneous expression in the present lose the ability to distract since the individual views negative, out of present thoughts, as foolish and cannot respond to them as valid.

To view the problem of decreased awareness and negative thoughts differently, we may say that a person with the “Bad Habit” has too much attention “inside their head” and this attention is continuously being converted into negative thoughts outside the present that are used to justify the discomfort that decreased awareness produces.

When an individual consciously and deliberately uses one of the Four Points, some attention that was used to fabricate justification for the discomfort of decreased awareness is placed back in the present, where it should be. As a result, although the individual may not experience pleasure, he or she will feel some degree of relief. It is this experience of relief that will encourage the body to repeat the Four Points and with repetition, pleasure, defined as likeable stimulation to the senses, is experienced.

As a biological procedure, background information and individual differences are irrelevant. Attention Training is an educational system that may to taught in large groups or may be learned by reading printed material and through practice. What is necessary for an individual to benefit from the procedure is the desire to gain happiness, dedication to the system, and practice till completion.

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