Thursday, May 12, 2011
Dr. Ernest Mastria: TEST ANXIETY AND HOW TO HANDLE IT
Dr. Ernest Mastria: TEST ANXIETY AND HOW TO HANDLE IT: "TEST ANXIETY AND HOW TO HANDLE IT By Ernest Mastria, Psy.D. For more information vis..."
TEST ANXIETY AND HOW TO HANDLE IT
TEST ANXIETY AND HOW TO HANDLE IT
By Ernest Mastria, Psy.D.
For more information visit:
http://www.attentiontraininginstitute.com.html
I define intelligence as your contact with your surroundings. Attention or focus on our surroundings is how we maintain our intelligence. Attention is a quantity from zero to one hundred percent. The more focused we are, the more intelligent we are. An important characteristic of intelligence is the ability to see differences between situations.
When you sit down to take a test, negative thoughts that you will not know the answers to questions and fail the test and your entire life will be a disappointment creep in and distract your attention. When attention is paid to these thoughts, less is available to focus on the things in front of you, your test. Remember, attention in the present is how we maintain intelligence (contact with our surroundings). As a result of attention paid to the negative thoughts, intelligence decreases so that you can't read properly, find accurate information, and respond correctly. As a result of decreased intelligence, it’s important characteristic, the ability to see differences decreases. You become nervous since you see the negative thought as real and true. In this frame of mind, you have failed the test and your life will be miserable.
You question your initial response to a question with a second thought and go with it rather than your initial reaction. As a result, you get the answer wrong.
You failed the test even though you had studied and had the material down. Now you begin worrying about the next test, anticipating negatively that you will fail just as you did the first one.
How can you possibly do your best on a test with all this going on???
HOW TO HANDLE TEST ANXIETY
1. Study for the test and when you are completed know that you have studied and let the cards fall where they may.
2. Don't think about the test until it’s on your desk and in front of you. Get rid of your negative anticipation of it by saying to yourself, with your intelligence, "I'll handle it when it’s in front of me and I'm not going to worry about it now."
3. When you sit down to take the test, don't get yourself upset by trying to take in all the questions at once, you'll become overwhelmed. Remember how I showed you to handle multiple situations in class? One at a time while ignoring those that are not in front of you. You will want to use the same technique for test taking.
4. Look at the first question and ignore all the rest. Some students put a sheet of paper over the other questions so that they can focus only on the first question.
5. Read the question slowly and deliberately and word by word. Read it at least twice. Once you have total comprehension of the question, retrieve the information from the material you have studied.
6. Go with your first impression and answer. Second thinking most often comes from the bad habit that doesn't want you to be successful and insists on questioning your judgment. Answers from second thinking are most frequently incorrect. While your first impression answers may not always be correct, they usually are.
7. Use the same procedure with the remaining questions and when you've completed the test, realize that you've done your best and leave it at that.
GOOD LUCK
By Ernest Mastria, Psy.D.
For more information visit:
http://www.attentiontraininginstitute.com.html
I define intelligence as your contact with your surroundings. Attention or focus on our surroundings is how we maintain our intelligence. Attention is a quantity from zero to one hundred percent. The more focused we are, the more intelligent we are. An important characteristic of intelligence is the ability to see differences between situations.
When you sit down to take a test, negative thoughts that you will not know the answers to questions and fail the test and your entire life will be a disappointment creep in and distract your attention. When attention is paid to these thoughts, less is available to focus on the things in front of you, your test. Remember, attention in the present is how we maintain intelligence (contact with our surroundings). As a result of attention paid to the negative thoughts, intelligence decreases so that you can't read properly, find accurate information, and respond correctly. As a result of decreased intelligence, it’s important characteristic, the ability to see differences decreases. You become nervous since you see the negative thought as real and true. In this frame of mind, you have failed the test and your life will be miserable.
You question your initial response to a question with a second thought and go with it rather than your initial reaction. As a result, you get the answer wrong.
You failed the test even though you had studied and had the material down. Now you begin worrying about the next test, anticipating negatively that you will fail just as you did the first one.
How can you possibly do your best on a test with all this going on???
HOW TO HANDLE TEST ANXIETY
1. Study for the test and when you are completed know that you have studied and let the cards fall where they may.
2. Don't think about the test until it’s on your desk and in front of you. Get rid of your negative anticipation of it by saying to yourself, with your intelligence, "I'll handle it when it’s in front of me and I'm not going to worry about it now."
3. When you sit down to take the test, don't get yourself upset by trying to take in all the questions at once, you'll become overwhelmed. Remember how I showed you to handle multiple situations in class? One at a time while ignoring those that are not in front of you. You will want to use the same technique for test taking.
4. Look at the first question and ignore all the rest. Some students put a sheet of paper over the other questions so that they can focus only on the first question.
5. Read the question slowly and deliberately and word by word. Read it at least twice. Once you have total comprehension of the question, retrieve the information from the material you have studied.
6. Go with your first impression and answer. Second thinking most often comes from the bad habit that doesn't want you to be successful and insists on questioning your judgment. Answers from second thinking are most frequently incorrect. While your first impression answers may not always be correct, they usually are.
7. Use the same procedure with the remaining questions and when you've completed the test, realize that you've done your best and leave it at that.
GOOD LUCK
Tuesday, May 10, 2011
Dr. Ernest Mastria: The Importance of Energy Levels and the Concept of...
Dr. Ernest Mastria: The Importance of Energy Levels and the Concept of...: "By Ernest Mastria, Psy.D. For more information visit: http://attentiontraininginstitute.com/home.html Pressure refers to any conditio..."
The Importance of Energy Levels and the Concept of Pressure
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.
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.
Sunday, February 27, 2011
THE PREMENSTRUAL SYNDROME (PMS) EXPLAINED THROUGH ATTENTION TRAINING
THE PREMENSTRUAL SYNDROME (PMS) EXPLAINED THROUGH ATTENTION TRAINING
By Dr. Ernest Mastria
For more information please check out our website at: http://www.attentiontraininginstitute.com/home.html
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.
By Dr. Ernest Mastria
For more information please check out our website at: http://www.attentiontraininginstitute.com/home.html
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.
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.
Saturday, January 15, 2011
Some Characteristics of Habit Thoughts
By Dr. Ernest Mastria
For more information please check out our website at: http://www.attentiontraininginstitute.com/home.html
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.
For more information please check out our website at: http://www.attentiontraininginstitute.com/home.html
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.
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.
Sunday, September 5, 2010
INCREASING EMPLOYEE’S PERFORMANCE AND SAFETY THROUGH INCREASED ATTENTION AND AWARENESS
BY DR. ERNEST MASTRIA
For more information please check out our website at: http://www.attentiontraininginstitute.com/home.html
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.
For more information please check out our website at: http://www.attentiontraininginstitute.com/home.html
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.
Thursday, September 2, 2010
ATTENTION TRAINING AS A BIOLOGICAL TECHNIQUE
BY Dr. ERNEST MASTRIA, PSY.D.
For more information please check out our website at: http://www.attentiontraininginstitute.com/home.html
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.
For more information please check out our website at: http://www.attentiontraininginstitute.com/home.html
For more information please check out our website at: http://www.attentiontraininginstitute.com/home.html
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.
For more information please check out our website at: http://www.attentiontraininginstitute.com/home.html
Wednesday, September 1, 2010
Please check out our new and improved website
The Attention Training Institute with the help of New Jersey Computer Doctors is proud to announce the new and improved website for Dr. Ernest Mastria. Please visit us online at: The Attention Training Institute ~ Belmar, NJ 07719
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
Monday, August 9, 2010
A BRIEF DESCRIPTION OF REFLEXIVE ATTENTION DIVERSION (RAD)
A BRIEF DESCRIPTION OF REFLEXIVE ATTENTION DIVERSION (RAD) AND A METHOD OF ATTENTION TRAINING
Visit us online at: http://www.attentiontraininginstitute.com/home.html
Over the past twenty years I have worked to find a single cause for psychological symptoms and a method to alleviate the pain that they produce. To do this, I took an opposite approach to tradition. Instead of looking for differences among symptoms, I searched for similarities.
What I found is that just before an individual experiences anxiety, depression, or another symptom, attention or focus toward their surroundings literally decreases. This decrease in awareness causes a slight discomfort in the body. The individual’s intelligence, in an effort to problem solve the cause of the discomfort, becomes confused since a source cannot be found in the environment. The intelligence leaves the present and fabricates a justification in the future, the past, or in what others think. With a fabricated justification for the source of discomfort, confusion reduces. However, since discomfort is negative in quality, any justification fabricated by the intelligence will also be negative. It is these negative thoughts that trigger a sequence of symptoms that I call Reflexive Attention Diversion (RAD). Fear responses or anxiety prompt the individual to avoid expression in the situation associated with the anxiety. Although avoidance reduces the discomfort of the anxiety, depression is generated since the individual does not behave as they would like. Depression triggers anger over feeling trapped and controlled not to do as they would like or want and the individual frequently ventilates the anger usually over a trivial situation stimulating guilt for offending those for whom they care and a cycle develops that may follow the individual throughout life.
This “bad” habit may often be traced to the process of socialization in childhood. Frequently, guilt and fear are employed to force compliance in a child. Over time, the pairing of expression with criticism generates anxiety in situations to express.
In some other cases, the individuals who have not experienced anxiety or other symptoms to any significant degree may develop RAD as a result of a perceived life-threatening event as in the case of PTSD. In these instances, the individual’s mind and body are impressed with the information that potentially catastrophic events may occur seemingly out of the blue and without warning. As a result, the fight/flight mechanism is triggered and never really shuts down and symptoms are experienced.
I refer to the technique that I developed to eliminate psychological discomfort as Attention Training. Through the intelligence, the individual is literally taught to increase awareness of events in the moment. With repetition, pleasure is generated and a new habit of awareness is formed quickly. The idea of Attention Training is simple, if attention that should be directed toward the environment is not allowed to decrease, then that attention cannot be automatically converted into the negative thoughts that trigger RAD and the resulting sequence of symptoms.
RAD and Attention Training is important for the following reasons:
1. RAD and Attention Training are simple and easily understood. The simpler a technique is, the wider the scope of individuals that may employ and benefit from it.
2. Attention Training is a biological technique that employs the Pleasure Principal so that individual differences and background information is irrelevant except in cases of potential physical harm.
3. Attention Training is quick. Without the time required to search for a cause for present discomfort in the past, an individual may learn of a logical source for their discomfort and the tools to begin fighting back from the first session and feel immediate relief.
4. Attention Training is reliable and replicable. The technique may be taught to and administered by other mental health professionals, teachers, parents and others.
5. Attention Training is economical and cost effective. Because personal information and individual differences are largely irreverent, Attention Training may be administered in large groups with significant financial savings to the health care industry.
6. Attention Training has been so effective that I have converted the system to one for children and to one for relationships.
7. Attention Training offers an alternative way to view the origin of psychological discomfort and a logical intervention method that may offer a new direction for research.
Visit us online at: http://www.attentiontraininginstitute.com/home.html
Over the past twenty years I have worked to find a single cause for psychological symptoms and a method to alleviate the pain that they produce. To do this, I took an opposite approach to tradition. Instead of looking for differences among symptoms, I searched for similarities.
What I found is that just before an individual experiences anxiety, depression, or another symptom, attention or focus toward their surroundings literally decreases. This decrease in awareness causes a slight discomfort in the body. The individual’s intelligence, in an effort to problem solve the cause of the discomfort, becomes confused since a source cannot be found in the environment. The intelligence leaves the present and fabricates a justification in the future, the past, or in what others think. With a fabricated justification for the source of discomfort, confusion reduces. However, since discomfort is negative in quality, any justification fabricated by the intelligence will also be negative. It is these negative thoughts that trigger a sequence of symptoms that I call Reflexive Attention Diversion (RAD). Fear responses or anxiety prompt the individual to avoid expression in the situation associated with the anxiety. Although avoidance reduces the discomfort of the anxiety, depression is generated since the individual does not behave as they would like. Depression triggers anger over feeling trapped and controlled not to do as they would like or want and the individual frequently ventilates the anger usually over a trivial situation stimulating guilt for offending those for whom they care and a cycle develops that may follow the individual throughout life.
This “bad” habit may often be traced to the process of socialization in childhood. Frequently, guilt and fear are employed to force compliance in a child. Over time, the pairing of expression with criticism generates anxiety in situations to express.
In some other cases, the individuals who have not experienced anxiety or other symptoms to any significant degree may develop RAD as a result of a perceived life-threatening event as in the case of PTSD. In these instances, the individual’s mind and body are impressed with the information that potentially catastrophic events may occur seemingly out of the blue and without warning. As a result, the fight/flight mechanism is triggered and never really shuts down and symptoms are experienced.
I refer to the technique that I developed to eliminate psychological discomfort as Attention Training. Through the intelligence, the individual is literally taught to increase awareness of events in the moment. With repetition, pleasure is generated and a new habit of awareness is formed quickly. The idea of Attention Training is simple, if attention that should be directed toward the environment is not allowed to decrease, then that attention cannot be automatically converted into the negative thoughts that trigger RAD and the resulting sequence of symptoms.
RAD and Attention Training is important for the following reasons:
1. RAD and Attention Training are simple and easily understood. The simpler a technique is, the wider the scope of individuals that may employ and benefit from it.
2. Attention Training is a biological technique that employs the Pleasure Principal so that individual differences and background information is irrelevant except in cases of potential physical harm.
3. Attention Training is quick. Without the time required to search for a cause for present discomfort in the past, an individual may learn of a logical source for their discomfort and the tools to begin fighting back from the first session and feel immediate relief.
4. Attention Training is reliable and replicable. The technique may be taught to and administered by other mental health professionals, teachers, parents and others.
5. Attention Training is economical and cost effective. Because personal information and individual differences are largely irreverent, Attention Training may be administered in large groups with significant financial savings to the health care industry.
6. Attention Training has been so effective that I have converted the system to one for children and to one for relationships.
7. Attention Training offers an alternative way to view the origin of psychological discomfort and a logical intervention method that may offer a new direction for research.
Tuesday, July 27, 2010
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