Working with the Physiology of Stress and Trauma with Greater Efficiency through the Science of the Physiology of Stress and Trauma and Principles of Energy Psychology.

This course has been designed to help improve cognitive, emotional, and behavioral outcomes in all therapies on the basis of clinical implications of evidence-based theories in cognitive psychology and neuroscience on the physiology of cognition, emotion, and behavior, especially the theory of embodied and embedded cognition. We will study the findings on how cognition, emotion, and behavior depend not only on the brain but also on the body and the environment; how cognition, emotion, and behavior are inter-related in the physiology of the brain as well as the body and its relationship to the environment; and how emotion and the body’s involvement in emotion are important for improving cognition, emotion, and behavior. We will also study the older and newer findings on the physiology of emotions in depth in relation to the physiology of self-regulation in the brain and the body. We will study and practice clinical strategies that can potentially help all therapies to improve cognitive, emotional, and behavioral outcomes in their work by involving the body more in a broader range of emotional experiences (primary, secondary, and always-present and often-overlooked sensorimotor emotions).

In this third part of the course, the focus will be on how we can facilitate greater emotional embodiment through the physiology of the brain, spinal cord, and the structures that surround and protect them (cerebrospinal fluid, membrane, bone, fascia, tendon, ligament, muscle. An optional topic for the consideration of participants for the purpose of further improving emotional embodiment, is how to work with another layer of the quantum level subtle body, metaphorically named earth, will be presented. Another optional topic for the consideration of participants, how to work to connect the individual psyche to various levels of the collective psyche to further improve emotional embodiment, will also be presented.

Course Content:

1. The role of the central nervous system area of the brain and spinal cord and surrounding structures in generating as well as defending against extra-ordinary experiences of life-threatening stress and trauma. Findings from science, body psychotherapy, and energy psychology.
2. Simple strategies for working directly with the physiology of the brain and spinal cord and surrounding structures when working with experiences of life-threatening stress and trauma in psychological work settings. Simple strategies for working with the root center and the associated earth element involved in existential traumas of life and death.
3. The role of the central nervous system areas of the brain and spinal cord and surrounding structures in generating as well as defending against ordinary but difficult physiological and psychological experiences due to development (as opposed to extraordinary experiences of life-threatening stress and trauma). Relevant research findings from science, body psychotherapy, and energy psychology.
4. Simple strategies for working with the central nervous system area of brain and spinal cord and surrounding structures (bone, ligament, membrane, muscle, tendon, and cerebrospinal fluid) during psychological work with ordinary but difficult experiences of development (as opposed to the extraordinary experiences of life-threatening stress and trauma) to improve physiological and psychological functions in clients.
5. The role of the two higher energy centers at the brow and the crown of the head. The relationship between these two higher energy centers in the individual energy (subtle) body and the dynamic collective physical (gross) body, the dynamic collective energy (subtle) body, the dynamic collective body of unity, and the absolute collective body of pure awareness or consciousness. The nature of the four elements associated with the two higher energy centers. The higher-order (spiritual) and lower order (physiological and psychological) functions of the four higher elements.
6. Simple strategies for working with the two higher energy centers, the four higher elements, and the archetypal resources they constitute to help heal symptoms of extra-ordinary experiences of life threatening stress and trauma and symptoms of ordinary but difficult life experiences of development. Simple strategies for embodying the higher elements from the two higher energy centers in the individual energy (subtle) and physical (gross) bodies. Study of the lower energy centers, associated elements, and their physiological and psychological characteristics not covered in module two. Review of the lower energy centers, the elements associated with them, and their physiological and psychological functions covered in module two.
7. Understanding of the range of possibilities for the growth of the human psyche, from resolving physiological and psychological problems at the individual level, to improving the individual’s relationship to other individuals and other collective levels of the psyche, to self-actualization as conceptualized by Maslow or individuation as theorized by Jung, to enlightenment, the highest personal and spiritual achievement possible for the human psyche according to Advaita Vedanta. Evidence from philosophy, neuroscience, quantum physics, and inter-subjectively verified multi-cultural multi-traditional empirical research for integrative models of the psyche such as Jungian psychology, Integral Psychology of Ken Wilber, and Advaita Vedanta.