20 May-14 June 2022: Transforming Anxiety and Stress by Integrating the Embodied Brain
Transforming Anxiety and Stress by Integrating the Embodied Brain
Whether you are a mental health practitioner, physician, or parent, you have undoubtedly experienced heightened levels of anxiety and stress in your professional or personal life in the last two years. In fact, anxiety has become the most common mental health challenge in the United States, affecting 40 million people annually.
Although there are several methods for reducing anxiety and stress, many focus on managing the experience, rather than integrating it.
Through the lens of IPNB, anxiety is understood as an outcome of an individual’s state of mind based on their subjective experience and the ways that the human brain functions as an “anticipation machine” as it gets ready for what might happen next. When the stress of getting ready for something meaningful to happen arises, this predictive tendency of the brain can then narrate panic as we inadvertently construct our own mental images of a threatening future of our own imagination. By cultivating the mental functions of attention, intention, and awareness, we strengthen our ability to identify the source of anxiety and then harness the capacity to promote integration, transforming the energy of threat and alarm into the drive toward resilience and harmony.
Presented by: Dr. Daniel Siegel through the Mindsight Institute
Email address: info@mindsightinstitute.com
Event web site: https://www.mindsightinstitute.com/product/transforming-anxiety-and-stress-by-integrating-the-embodied-brain/?utm_source=Drdansiegel.com&utm_medium=Notification+Bar&utm_campaign=Anxiety+and+Stress+2022#faq-questions
Location: online, live or on-demand
Session dates: live course: 20 May-14 June 2022
Session times: on-demand
Target audience: This course was designed for mental health practitioners but it can broadly benefit any professional who is helping others manage their stress and anxiety.
Course credit hours: 8.5 CE credits; Participants are also eligible to get a Certificate of Completion after finishing this course. Earn your certificate and CE Credits today!
The Lifespan Learning Institute and the Mindsight Institute are cosponsors of the Continuing Education programs offered.
APA: Lifespan Learning Institute is approved by the American Psychological Association to sponsor continuing education for psychologists. Lifespan Learning Institute maintains responsibility for the program and its content.
CAMFT: Lifespan Learning Institute is approved by the California Association of Marriage and Family Therapists to sponsor continuing education for LMFTs, LCSWs, LPCCs, & LEPs. Lifespan Learning Institute maintains responsibility for this program/course and its content. (provider # 050085)
It is your responsibility to verify with your licensing board / organization that they will accept the types of CE credit we offer. Out of state LMFTs, LPCCs, LEPs, and/or LCSWs should verify with their licensing board if they will accept BBS CE.
There is no additional charge to receive CE Credits. To obtain your CE Credits and Certificate, please email the Mindsight Institute Team at info@mindsightinstitute.com to request an exam (you can take an exam after completion of each segment or at the end of the entire course – that is up to you). Once your exam is graded and processed, a digital CE Credit Certificate will be emailed to you.
Price: $597 for live course and $537 for on-demand option
Course description:
Although many therapeutic techniques look to eliminate stress and anxiety as a source of suffering, few describe how the experience can be utilized as a catalyst for transformation. In this program, we will take a closer look at the difference between anxiety and stress, and how these two experiences are fundamental components to the process of resilience and healing. By understanding the mind as an emergent, fully embodied, self-organizing process, you will be able to harness the power of the mind to process and integrate stress in an empowered way.
Through the lens of interpersonal neurobiology (IPNB), anxiety is understood as an outcome of an individual’s state of mind based on their subjective experience. By analyzing attention, intention, and awareness, we can not only identify the source of anxiety, but how to combine these properties to promote integration and resolution.
In this program, you will learn how to incorporate teachings from neuroscience, psychology, quantum physics, and contemplative practices, to discover an integrative approach for helping individuals transform their brain by building the capacity to integrate energy and information.
Here are some highlights of what you will learn:
The conceptual definition of anxiety and the role of stress
The Four Facets of Mind – Understanding the mind as apart of a complex system
What are the fundamental functions of Integration
The neuroscience of motivation – The 3 emotions related to anxiety
4’S of Attachment – Characteristics of healthy attachment
How to utilize the Wheel of Awareness therapeutically for the treatment of Anxiety
The role of quantum physics on the influence of energy and possibilities
The 3 elements that determine our experience of the Self
The Relationship between identity and belonging
Afferent versus Efferent Neurons and implications for an Embodied Brain
Characteristics of reactive versus receptive states and implications for integration
Window of Tolerance and thresholds for integration
How relationships impact the creation of anxiety and stress, and can transform it to a sense of meaning and connection
Course outline:
Overview of the 25 Segments
Although many therapeutic techniques look to eliminate stress and anxiety as a source of suffering, few describe how the experience can be utilized as a catalyst for transformation. In this program, we will take a closer look at the difference between anxiety and stress, and how these two experiences are fundamental components to the process of resilience and healing. By understanding the mind as an emergent, fully embodied, self-organizing process, you will be able to harness the power of the mind to process and integrate stress in an empowered way.
Through the lens of interpersonal neurobiology (IPNB), anxiety is understood as an outcome of an individual’s state of mind based on their subjective experience. By analyzing attention, intention, and awareness, we can not only identify the source of anxiety, but how to combine these properties to promote integration and resolution.
In this program, you will learn how to incorporate teachings from neuroscience, psychology, quantum physics, and contemplative practices, to discover an integrative approach for helping individuals transform their brain by building the capacity to integrate energy and information.
Segments 1 – 3 – Anxiety, Integration and Mental Activities Description:
In the first three segments, you will be provided with the conceptual foundation of the mind (as defined
by IPNB), anxiety, stress, and integration. With this new paradigm of the mind, we will explore it as a
complex system that is open to influence, random, and nonlinear. In addition, we will challenge the
notion that a person is only receiving/processing information from the brain but has an embodied brain
that expands beyond the skull. With this expanded idea of the mind and embodied brain, we invite you to
learn how experiences and relationships impact consciousness.
It is essential to understand the 4 facets of the mind and how these components influence integration.
Learn how integration is the fundamental basis of well-being, where impaired integration creates states
of chaos and rigidity as observed in several Psychiatric Disorders. Finally, we will explore the goal within
integration by focusing on the five main characteristics of integrative functioning (FACES) and their
relationship to cognition.
Finally, we will differentiate and define attention, intention, and awareness, and assess how these
aspects of consciousness direct energy and information flow. Learn the two types of attention and how
they impact the experience of knowing consciousness and practicing conscious choice. Develop the
capacity to identify/observe these aspects of consciousness, in order to apply therapeutic strategies to
promote enhanced integration.
Learning Objectives:
1. Understand the difference between anxiety and stress, and the role of worry.
2. Define what the mind is from an IPNB perspective.
3. Identify the Four Facets of Mind and understand how they relate to the experience of anxiety.
4. Describe how integration—the linkage of differentiated parts of a system—leads to optimal self-
organization experienced as flexibility, adaptability, coherence (resilience across time), energy,
and stability.
5. Explain how chaos and rigidity indicate impaired integration – how are they observed in mental
disorders?
6. Differentiate attention, intention, awareness, and the ways we combine these properties to
experience energy flow and promote integration.
Segments 4 – 6 – Energy Flow and The Hand Model of the Brain Description:
In the next three segments, we will examine the notion that mind is an emergent property of energy flow
and discuss three specific processes where the mind perceives and constructs various forms of energy.
Observing and challenging these processes is one way we can work therapeutically by differentiating
aspects of our experience, and then creating more congruence between them. Through this process, the
individual learns how to apply conscious attention to various aspects of cognition, in order to make
meaning and promote integration.
In addition, we will be taking a deep dive at looking at the hand model of the brain. Discover how to use
your hand as a visual representation of the brain, including specific regions, anatomical structures and
biological functions. Learn how to orient your clients/students to brain physiology using this practical,
tangible tool, as well as demonstrate how integration can be observed through specific brain regions.
Learning Objectives:
1. Outline construction of various forms of energy.
2. Identify exteroception versus interoception, and top down versus bottom-up processing.
3. Learn how to use the hand model of the brain to name the anatomical structures and functions
4. Define the four F’s of the sympathetic nervous system, and the part of the brain that is
responsible for these functions.
5. Explain how the prefrontal cortex and connectomes influence integration.
Segments 7 – 10 – The Anticipating Brain, Attachment and Anxiety, and The Wheel of Awareness
Description:
In the following segments, we will discuss how the brain acts as an “anticipation machine,” where it
learns from past experiences in order to prepare for what is happening next. Discover how states of
mind are developed based on experiences and emotions, influencing the way we direct energy and
attention, and the impact of implicit memories. Learn the motivational networks of the Limbic Region
and Brainstem, including three separate expressions of anxiety, and their unconscious drive (need).
Moving on, we will assess how our attachment influences the development of individual temperament
and the experience of anxiety. Understand the pivotal role relationships, specifically attachment figures,
play in the development of an integrated brain. Learn the 4 S’s of attachment, and how these specific
qualities help an individual gain the capacity for effective self-regulation.
Discover how to bring two foundational and consilient ideas together: Integration is the basis of well-
being and consciousness is needed for intentional change. Here we’ll see what “integrating
consciousness” gives rise to by doing the Wheel of Awareness, a practice and metaphor for the mind’s
awareness in the hub, and that which we are aware of represented on the rim. With a singular spoke of
attention differentiating these knowns along the rim from the knowing of the hub, we’ll see how we not
only achieve new insights into the nature of mind and consciousness, but also how to cultivate well-being
and resilience in our lives.
Learning Objectives:
1. Define the motivational networks of the subcortical regions in the Limbic Area and Brainstem and
explain their relationship to anxiety.
2. Explain what implicit memory is and understand how it influences anxiety.
3. Discuss how anxiety is a motivational force to help the individual get back to a state of
wholeness.
4. Define neuroplasticity and why is it important to the transformation of anxiety.
5. For the Wheel of Awareness, identify the rim, spoke and hub and explain the physiological
benefits of sustained practice.
6. Understand the acronyms OWN (Own, Witness, Narrate) and OATS (Others And The Self) affect
the experience of anxiety.
Segments 11 – 13 – Awareness, Energy, Possibilities, and One Reality, Two Realms
Description:
As we move on in our journey, it is important to understand the relationship between awareness, energy
and possibilities. Learn the definition of awareness, how it relates to energy, and why these two aspects
of consciousness are essential to the transformation of anxiety. We will examine the 3P framework as a
tool that provides guidance to identify and consider all possibilities, a practice facilitated in the Wheel of
Awareness when exploring the hub.
As we dive deeper into mind as an emergent property of energy, we consider the role of quantum
physics by analyzing the implications of living within both the Newtonian state realm and the Quantum
realm. By understanding that we are living within two realms, but one reality, we are able to differentiate
how individuals are impacted by tangible and intangible aspects of existence and start to examine the
power of contemplative practices.
Learning Objectives:
1. Understand how energy flow is related to consciousness and subjective experience.
2. Outline the 3P Framework (Peak, Plateau, and Possibility) and how it relates to the Wheel of
Awareness practice.
3. Learn the distinction between sensation and preoccupation, and neurophysiological techniques
to reduce anxiety.
4. Identify the properties of quantum physics and describe how they can be applied therapeutically
to understand energy, awareness, and possibilities.
5. Differentiate the quantum and Newtonian classical physics aspects of experience from the
viewpoint of IPNB.
Segments 14 – 16 – The Plane of Possibility, Anxiety and the Self, and Self, Identify and Belonging
Description:
Once we acknowledge the existence of two realms, one reality, there is an opportunity to explore aspects
of consciousness from both realms simultaneously. By practicing the Wheel of Awareness, we can access
the Plane of Possibility, a therapeutic technique to help rewire the brain to identify all possibilities, rather
than defaulting to cognitive patterns that reinforce the experience of anxiety. This practice empowers
individuals to practice more conscious choice by applying attention with intention.
Anxiety is related to a person’s sense of self, as well as preoccupation with anticipating future harm to
themselves or others. You will learn the three elements that determine an individual’s experience of self,
and how these elements impact a person’s ability to navigate stress and anxiety. Discover how to work
therapeutically with these three facets of self, in order to build more capacity to manage distress and
competency to initiate change. Finally, examine the physiology of the brain as it pertains to anxiety and
how to decrease activation in these specific brain regions.
Understanding how the experience of the self is connected to personal identity and sense of belonging is
crucial for the treatment of anxiety. Lack of belonging has a significant impact on a person’s sense of self
and resilience, as well as can be experienced as a threat to survival. Learn how disconnection, separation
and isolation affects a person’s sense of safety/security and can increase stress and anxiety.
Learning Outline:
1. Define the Plane of Possibility from the IPNB perspective.
2. Describe how living from the plane of possibility would have a positive influence on anxiety as an
anticipatory emotion.
3. Explain how to learn from the plane of possibility and promote integration.
4. Identify the function of the midline default mode network, it’s influence on the self, and how it
impacts anxiety.
5. Define the three elements that determine the experience of the self (SPA).
6. Reframe “stress” from an IPNB lens in order to build resilience and a growth mindset.
7. Explore how the experience of the self-connect with identity and belonging.
8. Understand how impaired belonging, such as disconnection and isolation, can be perceived as a
threat to survival and cause anxiety.
Segments 17 – 20 – The Embodied Brain, InGroup and OutGroup Distinctions, Reactivity to Receptivity, and Lost in Familiar Places
Description:
The embodied brain is an important concept to understand when we accept the mind as an emergent
process of a complex system. The brain is more of a parallel distributor processor, processing information
from both the biome of the intestines and the heart. The entire body is receiving and processing sensory
information that influences consciousness and self-states.
Discover how integration refers to identity, addressing the fundamental experience of having an inner,
familial, and cultural sense of self with the inherent evolutionary biases of “in-group” and “out-group”
distinctions. We have an inner sense of life and who we are—experienced as a “me” or an “I”—and we
also have a relational sense of “we” or “us.” As we have seen, integration involves linking differentiated
elements but without losing the unique features of the differentiated, specialized aspects. In this way, an
integrated identity can be seen as Me plus We, equaling “MWe.”
We will examine the difference between reactive states of anxiety versus receptive states of integration.
Learn the five characteristics of integration, and how to work therapeutically to promote shifts in
mentality that reduce anxiety. In addition, we will discuss how integration can be assessed through heart
rate variability, the physiological measurement of coherence, which can be accessed through the Wheel
of Awareness practice.
Finally, we will take an in depth look at the influence of attachment patterns on the autobiographical
narrative, and how they impact integration. Anxiety is an anticipatory emotion that is attempting to
predict what is going to happen based on a person’s past experiences and subjective interpretations.
Therefore, anxiety is a top-down process based on an autobiographical narrative. Learn how to identify
different attachment patterns and utilize the window of tolerance as a measurement for thresholds of
integration.
Learning Objectives:
1. Identify the key components of the embodied brain and how it influences the mind as defined by
IPNB.
states. 7.
Segments 21 – 24 – Living as a Verb, Relationships, Anxiety and Stress, Trust and Transformation, and Practical Applications
Description:
2. Explain the role of neuroceptive monitoring in the creation of anxiety.
3. Explore how an individual’s neuroceptive system has evolved to perceive in group and out group
distinctions. Discuss this finding’s implication on anxiety.
4. Describe the characteristics of reactive versus receptive states.
5. Outline how to utilize the generator of diversity (GOD) to shift reactive states into receptive
6. Understand the role of the autobiographical narrative on the experience of anxiety.
Identify the four attachment patterns, describe their presentations, and explore their
implications around anxiety and stress.
In our final segments, we will be analyzing how forms of language shape our experience, including
anxiety. Learn how to empower change within your clients by exploring how humans are ever changing,
and therefore more like verbs rather than nouns. Understand the potential negative effects of framing
the self as a noun.
Discover how relationships impact the creation of anxiety and stress and can transform it to a sense of
meaning and connection. Learn the four therapeutic qualities to cultivate secure relationships, and how
to convey these needs in clinical settings to promote integration. In addition, we will examine trust as a
necessary component to transformation and integration. Find out the simple shifts in mindset that
promote trust, and the powerful reframe of symptoms as a catalyst for change. Finally, we will identify
and explain practical, tangible techniques that promote stress resilience and reduce anxiety.
Learning Objectives:
1. Outline the difference between living as a verb versus living as a noun.
2. Define epistemic trust and explain how it impacts sense of security.
3. Evaluate how relationships impact the creation of anxiety and stress and can transform it to a
sense of meaning and connection.
4. Understand how trust is an integral component of integration and identify therapeutic qualities
to increase sense of trust.
5. Identify and describe the four qualities that work to decrease anxiety (COAL).
6. Explain hormetic stress and identify the four practices to increase stress resilience.
7. Describe Growth Mindset and name one therapeutic technique that can promote this
perspective.
8. Name the transcendent emotions and assess how they promote integration.
Format: course includes over 9 hours of comprehensive training, 3 hours of live Q&A sessions with Dr. Siegel, practical exercises and tools to transform stress and anxiety, online learning community and study groups, archive of all live Q&A sessions, lifetime access to the content
Once you enroll in the class, you will receive details from the Mindsight Institute via email regarding access to your course and the online learning community. These emails will be sent prior to the first day of the class.We will be rolling out two lectures each week. You will receive access to the first segments of the course prior to the first day of the course being live and open, and then the next set of lectures will be made available to you in the following week, and so on…This is a self-paced program and you will be able to learn at your convenience. We do, however, encourage you to take part in the online learning community, and to join the 3 live, weekly Q & A sessions with Dan to ask questions and discuss material suggested in the corresponding course sequence.
