SSP 504: Self Regulation: The Foundations of Human Potential

This course covers the principles and processes of mind/body self regulation, focusing on neurophysiological pathways and mental/emotional processes that promote health and well-being. The psychophysiology of stress and relaxation are described, and students are introduced to a variety of self regulation procedures such as Autogenic Training, visualization, and short relaxation techniques. Mental and emotional characteristics of the healthy person are described, and strategies for enhancing personal well-being are outlined. The course concludes with a consideration of cultural forces which promote wellness and illness, and a broad view of personal and social well-being.

Student Outcomes for This Course

The student will learn how to self regulate personality and cognitions and apply this ability to help others to self regulate their personality and cognitions. Additionally, the student will learn how to amplify the power of unconditional love and spirituality for personal and social life as well as learn how to help others tap into the power of love and spirituality for their lives. To attain these outcomes, students will:

Outcome #1: Incorporate the concepts and skills taught in this course into his/her daily life.

Outcome #2: Become increasingly conscious of the forces that enhance and hinder self regulation
                         in one’s life, in community and in the culture.

Outcome #3: Teach the principles and practice of self regulation and model them in daily life.

Outcome #4: Relate the concepts in this course to the teachings of Ernest Holmes.

Outcome #5: Empower oneself and others by (a) applying the principles of
                         psychophysiological self regulation to health and healing and (b) applying
                        the biopsychosocialspiritual approach for healing society and the planet.

Course Sessions and Topics

This course is organized into ten, one-hour audio tape sessions. The introductory session, Introduction to the Principles of Self Regulation and Human Potential, is presented in both an audio and video format to better acquaint the student with Drs. Green and Shellenberger. The ten sessions are organized into a thoughtful effective presentation on this topic. We recommend that you study the course tapes in their sequential order:

Required Reading

Judith Green and Robert Shellenberger, Self Regulation: The Foundations of Human Potential . (Only available through the Philosophical Research Society ).
Brian Luke Seaward, Health of the Human Spirit, Allyn and Bacon Publishers. 2001. Paperback
Davis, Eshelman, and McKay, The Relaxation and Stress Reduction Workbook, Fifth Edition. New Harbinger Publications, Inc., 2000, ISBN 57224214-), paperback)

Recommended Reading

Benson, H. (1996) Timeless Healing: The Power and Biology of Belief. New York : Scribner.
Bobo, K., Kendall, J., & Max, S. (1991). Organizing for Social Change. Cabin John , MD : Seven Locks Press.
Bopp, M. (1985). Developing Healthy Communities: Four Worlds Develoment Press. (Discusses the Alkali Lake Tribe).
Borysenkio, Joan (1987). Minding the Body, Mending the Mind. Reading , Mass: Addison-Wesley.
Borysenko, Joan (1997) The Ways of the Mystic: Seven Paths to God. Carlsbad , CA : Hay House, Inc.
Brown, W.A. (January, 1998). The Placebo Effect. Scientific American.
Cannon, Walter (1932). The Wisdom of the Body. New York : Norton.
Chopra, Deepak (1993). Ageless Body, Timeless Mind. New York : Harmony Books.
Chopra, Deepak (1990). Quantum Healing. Exploring the Frontiers of Mind/Body Medicine. New York : Bantam.
Cousins, N. (1979). The Anatomy of an Illness. New York : Bantam Books.
Cousins, N. (1983). The Healing Heart. New York : W.W. Norton & Co.
Dyer, W. (1997). Your Sacred Self. New York : Harper Paperbacks.
Gozdz, K. (Ed.). (1995). Community Building . Renewing Spirit and Learning in Business. San Francisco , CA : New Leaders Press.
Green, J and Shellenberger, R (1991) The Dynamics of Health and Wellness: A Biopsychosocial Approach. Dalles: Holt, Rinehart and Winston. (Harcourt Brace).
Guerra, N. & Williams, K. (1996). A Program Planning Guide for Youth Violence Prevention. Boulder, Co: Center for the Study and Prevention of Violence.
Gutierrez, G. (1988). A Theology of Liberation. Maryknoll , N.Y. : Orbis Books.
Holmes, Ernest (1938). The Science of Mind. New York : Putnam Books
Judson, S. (1977). A Manual on Nonviolence and Children. Philadelphia , PA : Nonviolence and Children’s Program, Friends Peace Committee ( 1550 Cherry Street ).
Kretzman, J. & McKnight, J. (1993). Building Communities from the Inside Out. Chicago , Ill. : ACTA Publications.
Locke, S. & Colligen, D. (1986). The Healer Within. New York : Dutton.
Macy, J. (1985). Dharma and Development: Religion as Resource in the Sarvodaya Sself-Help Movement. West Hartford , Connecticut : Kumarian Press.
Maslow, Abraham (1968). Toward a Psychology of Being. New York : Van Nostrand Reinhold.
Mattessich, P. & Monsey, B. (1992). Collaboration: What Makes It Work. St. Paul , Minn : Amherst H. Wilder Foundation.
Moore, Thomas (1992). Care of The Soul. New York : Harper. Morrison, R. (1991). We Build theRoad as We Travel: Mondragon a Cooperative Social System. Santa Cruz , CA : New Society Publishers.
Moyers, B. (1993). Healing and the Mind. New York : Doubleday.
Nuland, Sherwin (1997). The Wisdom of the Body. New York : Alfred A. Knopf.
Rogers , M.B. (1990). Cold Anger: A Story of Faith and Power Politics. Denton , Texas : University of North Texas Press.
Schorr, L., & Schorr, D. (1988). Within Our reach: New York : Doubleday
Siegel, B. (1986). Love, Mediine and Miracles. New York : Harper & Row.
Sklar, H. (1995). Chaos or Community? Seeking Solutions Not Scapegoats for Bad Economics. Boston : South End Press.
Weil, Andrew (1995). Spontaneous Healing. New York : Fawcett Columbine.
Winer, M. & Ray, K. (1994). Collaboration Handbook. St. Paul , Minn : Amherst H. Wilder Foundation.

Phone Conferences:
Thursdays, January 18 and February 22, 200 7

From 5:30 to 6:30 p.m., Pacific Time , all students participate in these conferences with Drs. Green and Shellenberger. Each of these two conferences have been designed around topics and issues, however, the first conference will also give you an opportunity to clarify any questions related to the course. See Conference Calls with Faculty in Table of Contents for call in numbers and procedures.

Topics and Issues for First Conference Call – Thursday, January 18, 200 7

1. Review tapes 1-3 and be prepared to discuss the objectives for lectures 1-3, focusing
     on the relationship of self regulation and human potential, the biopsychospiritual
    model, and how self regulation and the law of cause and effect are related.
2. Relate the principles of psychophysiologic self regulation to your life and be ready
     to share this with other students; emphasize the implications of mind/body
     interaction for health.
3. Be prepared to discuss how you will use the material in this course on self regulation
     in your future work.

Topics and Issues for Second Conference Call – February 22, 200 7

1. Review tapes 4-8 and be prepared to discuss the lecture objectives 4-8.
2. Be prepared to share your understanding of "it is not the stressor that stresses
     you, it is your reaction to it" from personal experience.
3. Be ready to describe your techniques for reducing stress and achieving relaxation.
4. Be ready to describe your "preferences" from the Myers-Briggs survey.
5. Be prepared to describe your experience of hardiness, and how you are
     becoming more hardy.
6. Be prepared to summarize the self regulation tools that you are using in daily life.

Email Discussion Group "quantumquest "

Email discussion groups encourage group discussion on the topics, issues and concepts presented in each course. Students are encouraged to use this discussion forum to share their ideas, insights and questions with one another. A single email message reaches all students and the faculty member at one time. This discussion group has also been put in place to help remove some of the geographic isolation which may be felt between students, and add an extra link to the natural and vital bond that develops in any spiritual community. All students with a current email address listed with Holmes Institute are automatically subscribed to the email discussion group for this course. Use this email address:

quantumquest@yahoogroups.com

If you desire to respond to an individual in the group, please use his/her personal email address on your class roster or the Faculty Directory for Winter Quarter 2007 in the Table of Contents for contact information.

Course Outline - Weeks 1 through 5

This outline gives a brief description of how to pace your self-study and gage your progress in the required course activities throughout the academic quarter.

Lesson Objectives:
Objectives : Lecture #1:
Understand the concept of "freedom" as discussed by the Greens.
Define “Self regulation" and "human potential."
Explain how self regulation is the foundation of human potential.
Explain how self regulation and spiritual growth are related, and how overcoming self-limiting beliefs facilitates human potential.
Know the contributions of humanistic psychology and Abraham Maslow to the development of the human potential movement.
Understand the biopsychosocialspiritual approach and the meaning and importance of the soul.
Understand the biopsychosocialspiritual approach and the illustration of alcoholism and the path to sobriety of the Alkali Lake Band of Native Americans.
Appreciate the philosophical basis of human potential as rooted in the ideas of Aristotle and Ernest Holmes.
Know the contributions of Plato, Aristotle, and Ernest Holmes to the philosophical basis of self regulation.
Understand the "domains" in which self regulation is needed, and why self regulation is a skill.
Understand the relationship between self regulation and the law of cause and effect. Know why this course could have been called "mind regulation."

Lecture #2:
Students will define "psychophysiologic self regulation" and describe its importance in achieving one’s full potential.
Describe principles 1 and 2, with examples.
Describe why science has ignored the mind.
Be able to explain how principles 1 and 2 are related to human potential.
Understand the five important points regarding mind and body.
Understand how lifestyle habits are related to homeostasis

Lecture #3:
Students will describe principles 3 and 4 of psychophysiologic self regulation.
Explain the importance of consciousness to self regulation.
Describe the relationship of self responsibility and self regulation.
Describe the importance of willpower to self regulation and know what James and Assigioli said about the importance of willpower.
Be able to explain, in simple terms, the mechanisms that enable psychophysiologic self regulation (mind-body interaction).
Be able to explain why it was incorrect to describe the autonomic nervous system as “involuntary.”
Be able to explain how one can step on a garden hose, think that it is a snake, and have a body reaction such as increase in heart rate.
Understand the significance of mind-brain interaction to self regulation and human potential.

Lecture #4:
Students will know the definitions of key terms described in this lecture.
Understand the impact of stress in our lives, and the importance of coping with and preventing stress.
Understand the importance of perceptions to stress.
Know the ingredients in stress level.
Know the various dimensions of the stressor and the central role of sense of control in stress level.
Understand why the Serenity Prayer leads to serenity.
Evaluate your stress signs.
Appreciate the significant role of stress management in human potential.

Lecture #5:
Students will understand the value of learning relaxation skills, and why we can refer to deep relaxations as "powerful medicine."
Develop correct breathing and use two-stage breathing to counter stress and the stress response.
Use the short relaxation techniques many times a day to prevent stress; use your dots; enjoy deep relaxation while listening to Side 2 of the tape for this lecture.
Become increasingly conscious of stress and increasingly able to prevent and counter stress with relaxation and cognitive Skills.

Required Reading : Seward: Chapter 1, 2 and 6; Davis, Eshelman, and McKay: Chapters 2-5; 7-10; 18-21

Lecture Tapes: Listen to tape lectures 1 - 5. It is absolutely essential that you take thorough notes of these lectures. Your notes will be critical to your success in this course. Do not listen to these tapes while driving.

First Assessment: Your mid-quarter paper requirements are described in the Workbook. It must be postmarked on or before February 12, 2007. It is recommended that you complete the assessment items weekly, but send all completed items in one single mailing or email. Do not send individual items as you complete each lecture. A good strategy is to read the items for each lecture before listening to the lecture. Regular email will be accepted and US Mail, which is preferable because it is easier to read.

Course Outline - Weeks 6 through 10

Lesson Objectives:
Lecture #6:
Students will understand the importance of cognition and countering irrational thought patterns to human potential.
Know the irrational and rational patterns described in the lecture.
Understand the psychological causes of anger and how to reduce anger through cognition, empathy and forgiveness.
Learn which irrational thoughts prevent forgiveness and which thoughts foster forgiveness.

Lecture #7:
Students will understand the nature of personality and how personality relates to self regulation.
Know the "preferences" of the Myers-Briggs inventory and the usefulness of this inventory.
Understand how personality type can affect health, and know the characteristics of the Type A and Type B personalities and methods for changing Type A behavior.
Understand the implications of changing Type A behavior to the concept of personality as "fixed."

Lecture #8:
Students will understand the importance of studying healthy people and how this study contributes to the field of human potential.
Know the characteristics of hardy people, the self actualized person, and people with high well-being.
Understand the importance of the vertical and horizontal aspects of spirituality for developing human potential.
Know the research studies that demonstrate the power of unconditional love for health and healing.
ppreciate the importance of the research on love for expanding the boundaries of human potential.

Lecture #9:
Students will understand how visualization and the power of the mind to imagine are tools in self regulation.
Be able to explain how images impact the body.
Be able to describe the uses of visualization discussed in the lecture.
Write a brief “journal entry” of your experience during The House Fantasy and meadow and ideal self visualizations on Side 2 of the tape.

Lecture #10:
Students will appreciate the role of social responsibility in developing human potential and as a step in spiritual development.
Know the social forces working for and against the development of human potential.
Know the history and principles of the Sarvodayan movement and the significance of this movement for developing human potential.
Appreciate the importance of the Pacific Institute for Community Organizing and the Sarvodayans for developing the horizontal dimensions of spirituality; know the five steps for organizing congregations and the importance of these 5 steps for empowering people and developing their potential.
Describe the methods of Homebuilders and the importance of Homebuilders as a model program for developing social responsibility and providing hope for overcoming abuse and neglect; reflect on how you can promote wellness and social responsibility in your community.

Required Reading : Seward: Chapters 3-5, 7-10; Davis, Eshelman, and McKay; Chapters 12-17.

Lecture Tapes: Listen to tape lectures 6 - 10.

Second Assessment :    The second assessment is in the handbook for this course.  Please review carefully and complete all that is required.  

Guidelines for Success

• Participate in the phone conferences and do well on the assessments.
• To be successful on all assessments, use the following guidelines:

Answer only from the course material; you need not use other sources or personal material, unless specifically asked to do so. When writing the assessment, please number each item.

Write complete answers. Imagine that you are writing for someone who knows nothing about the topic. Please explain your answer thoroughly, making sure that nothing is left to be “assumed” by the professor.

Be creative in bringing class material together in your answer. In grading written answers, the professor has an idea of all the relevant material that could be used in the answer and looks for it. Because points are not deducted for irrelevant material, it is best to err on the side of more rather than less. Maximum points are indicated for each item. Answers that are particularly extensive and relevant will receive 1 or 2 extra points.

Make sure that you understand the question before answering it. If in doubt, ask.

The points for each item indicate length and/or importance of your answer; do not make simple questions complex. In general, the questions can be answered directly from the lecture. It is not necessary to reword an answer that can be taken directly verbatim from the lecture. A good strategy is to review the assessment questions before listening to the lecture.

Grading Policy
Teleconferences		0%
Email Discussion		0%
First Assessment		45%
Final Exam		55%
Total		100%