Self Regulation: The Foundation of Human Potential – PSY 503

COURSE DESCRIPTION

This course covers the principles and processes of self regulation that underlie human potential for health and wellness. Psychophysiologic self-regulation and 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 enchancing personal well-being are outlined. The course concludes with a consideration of cultural forces that promote worseness and wellness, and a broad view of personal and social well-being.

 

COURSE SESSIONS AND TOPICS

This course is divided into ten, one-hour sessions. The first session, Introduction to the Principles of Self-Regulation & Human Potential is presented in both
audio and video format to better acquaint the student with the instructor. Session 1 Introduction to the Principles of Self-Regulation and Human Potential.

Session 2:  Principles of Psychophysiologic Self-Regulation 1
Session 3:  Principles of Psychophysiologic Self-Regulation 2
Session 4:  Stress and the Stress Response
Session 5:  Relaxation and the Relaxation Response
Session 6:  Cognitive Approaches to Self-Regulation
Session 7:  Personality and Health
Session 8:  Characteristics of the Healthy Person: Body – Mind – Spirit
Session 9:  Visualizations for Self-Regulation
Session 10:  Self-Regulation and Society

 

LEARNING OUTCOMES FOR THIS COURSE

Outcome 1: Students will be able to define “self regulation,” “human potential,” “reductionism,” and explain the limitations of reductionism, how self regulation and spiritual growth are related, and how overcoming self-limiting beliefs facilitates human potential.

Outcome 2: Students will be able to define the “biopsychosocialspiritual approach” to humanistic psychology.

Outcome 3: Students will be able to describe the “biopsychospiritual approach.”

Outcome 4: Students will be able to explain the importance of consciousness and willpower to self regulation.

Outcome 5: Students will be able to explain, in simple terms, the mechanisms that enable psychophysiologic self regulation (mind-body interaction).

Outcome 6: Students will be able to describe the impact of stress in our lives, the importance of coping with and preventing stress, and be able to recognize the
ingredients which contribute to stress level.

Outcome 7: Students will be able to describe correct breathing and practice techniques of two-stage breathing to counter stress and the stress response.

Outcome 8: Students will be able to describe and distinguish between “irrational” and “rational” thought patterns, and explain the importance of cognition and countering irrational thought patterns to human potential.

Outcome 9: Students will be able to explain how personality and personality type relates to health and self regulation.

Outcome 10: Students will be able to explain the importance of studying healthy people and self-actualized persons and relate in writing how this study contributes to the field of human potential.

Outcome 11: Students will be able to explain how images impact the body, and describe the uses of visualization for self-regulation.

Outcome 12: Students will be able to list the social forces working for and against the development of human potential, specifically the Sarvodayan movement and the Homebuilders, and explain the significance of these movements for developing human potential, social responsibility, and promoting wellness in a community.

 

PROFESSOR

Justin Ayres, Ph.D. – Extensive study in the philosophy of Hegel, Heidegger, Derrida and Nietzsche, Plato, Aristotle, and Kant, as well as intensive study of Lyotard, Jean-Luc Nancy, and Derrida. Also the study of the classical philosophy of the Pre-Socratic Philosophers: Thales, Anaximander, and Heraclitus. Intensive work with comparative translation and etymology. Comparative studies of Dostoevsky, Dante, Augustine, Rousseau, Murakami and Musil, in addition to Jung, Kafka, Deleuze and Guattari, and synthesis of Jungian and Post-modern theoretical approaches to reading, interpretation and research.

 

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