Dr. Dan Siegel: Mind: A Journey to the Heart of Being Human: Continuing Education Hours

Program Title: Mind: A Journey to the Heart of Being Human

Target audience: This program will benefit all Mental Health and Medical practitioners including Psychiatrists, Social Workers, Psychologists, Marriage and Family Therapists.

Location of Program: The Garrison Institute, 14 Mary’s Way, Rt. 9D, Garrison, NY 10524

Dates to be offered: May 5 to May 7, 2017

Description: In this workshop, we will explore the who, what, where, how, when and even why of the mind—of the essence of our selves—by providing a working definition of the mind and how this relates to our embodied brain and our relationships with other people, and with the planet.

“Mind” is a term that lacks a definition in a range of fields of academics as well as in education, parenting, and even mental health. Beyond common descriptions of mental activities, such as emotion, memory and thought, defining the mind itself empowers us to ask what a healthy mind might be, and what we can do to cultivate a healthy mind in our individual and collective lives.

We will dive deeply into the nature of subjective experience, consciousness, and information processing—and also explore how another facet of mind can be seen as the “self-organizing emergent, embodied and relational process that regulates the flow of energy and information.” This definition enables us to propose that the mind is not limited to the head’s brain, it is fully embodied not merely enskulled; it is not even limited by the skin, but is also relational—involving our connections to other people and the planet. Further, defining the mind as a regulatory process means you can learn to strengthen the monitoring and modulation that make up regulation. This exploration empowers us to ask how one cultivates optimal self-organization and find that the linking of differentiated parts of a systemto each other—a process called “integration”—creates flexible, adaptive, coherent, energized, and stable functioning. This “FACES” flow emerging with integraiton can be seen as the heart of health.

The mind creates health in our lives by creating integration within and between—the “two” locations of our proposed view of mind—within our bodies and between our inner selves and other people and the planet. What seems like two places, as we’ll see, is simply locations of one system, the system of our embodied and relational mind.

Come join us in a journey into the nature of mind as we explore well-being, time, and the power of integration to create well-being in our lives.   

The workshop includes

  • A review of current research on the mind, brain, and relationships
  • Discussions about neuroplasticity: How brain structure is shaped by experience
  • Specific techniques that promote integration and improve affect regulation, the coherence of the self, and the quality of interpersonal relationships.
  • Experiential exercises, including guided meditation and mindful movement.

Learning Objectives: Participants in the workshop will be able to:

  1. Name four ways the brain changes in response to experience
  2. Describe nine domains of integration
  3. Outline how traumatic experiences are uniquely stored in memory and ways in which those memories can become integrated with trauma resolution
  4. Name three applications of attachment theory in assessment of developmental trauma
  5. Identify chaotic and rigid states as examples of impaired integration and well-being
  6. Define the mind and outline how mind is different from brain
  7. Outline four ways in which quantum physics may be relevant for understanding mind as an emergent property of energy flow
  8. Discuss the nature of time and how an “arrow of time” may be present in some facets of mind but absent in others
  9. Describe how to define mind from an Interpersonal Neurobiology perspective
  10. Demonstrate how the mind, brain, and relationships shape development
  11. Examine both the embodied and relational nature of the mind
  12. Analyze the concepts of consciousness, subjective experience, and information processing
  13. Identify the foundational role of integration in well-being and health
  14. Describe how to recognize when a system lacks integration by identifying areas in which rigidity and/or chaos emerge
  15. Recognize how Dr. Siegel’s Wheel of Awareness practice supports integration of consciousness

Teachers

Daniel J. Siegel, M.D., received his medical degree from Harvard University and completed his postgraduate medical education at UCLA with training in pediatrics and child, adolescent and adult psychiatry.  He served as a National Institute of Mental Health Research Fellow at UCLA, studying family interactions with an emphasis on how attachment experiences influence emotions, behavior, autobiographical memory and narrative.

Dr. Siegel is a clinical professor of psychiatry at the UCLA School of Medicine and the founding co-director of the Mindful Awareness Research Center at UCLA. An award-winning educator, he is a Distinguished Fellow of the American Psychiatric Association and recipient of several honorary fellowships. Dr. Siegel is also the Executive Director of the Mindsight Institute, an educational organization which offers online learning and in-person lectures that focus on how the development of mindsight in individuals, families and communities can be enhanced by examining the interface of human relationships and basic biological processes. His psychotherapy practice includes children, adolescents, adults, couples, and families. He serves as the Medical Director of the LifeSpan Learning Institute and on the Advisory Board of the Blue School in New York City, which has built its curriculum around Dr. Siegel’s Mindsight approach.

Dr. Siegel has published extensively for the professional audience.  He is the author of numerous articles, chapters, and the internationally acclaimed text, The Developing Mind: How Relationships and the Brain Interact to Shape Who We Are (Second Edition, Guilford, 2012).  This book introduces the field of interpersonal neurobiology, and has been utilized by a number of clinical and research organizations worldwide. Dr. Siegel serves as the Founding Editor for the Norton Professional Series on Interpersonal Neurobiology which contains over fifty textbooks.  The Mindful Brain: Reflection and Attunement in the Cultivation of Well-Being (Norton, 2007) explores the nature of mindful awareness as a process that harnesses the social circuitry of the brain as it promotes mental, physical, and relational health. The Mindful Therapist: A Clinician’s Guide to Mindsight and Neural Integration (Norton, 2010), explores the application of a range of techniques for the clinician’s own development, as well as their clients’ development of mindsight and neural integration. Pocket Guide to Interpersonal Neurobiology: An Integrative Handbook of the Mind (Norton, 2012), explores how to apply the interpersonal neurobiology approach to developing a healthy mind, an integrated brain, and empathic relationships. His most recent book is Mind: A Journey to the Heart of Being Human (Norton, 2017), which offers a deep exploration of our mental lives as they emerge from the body and our relations to each other and the world around us. Dr. Siegel’s publications for professionals and the public have been translated into over thirty languages.

Dr. Siegel’s book, Mindsight: The New Science of Personal Transformation (Bantam, 2010), offers the general reader an in-depth exploration of the power of the mind to integrate the brain and promote well-being. He has written four parenting books, including the three New York Times bestsellers Brainstorm: The Power and Purpose of the Teenage Brain (Tarcher/Penguin, 2013); The Whole-Brain Child: 12 Revolutionary Strategies to Nurture Your Child’s Developing Mind (Random House, 2011) and No-Drama Discipline: The Whole-Brain Way to Calm the Chaos and Nurture Your Child’s Developing Mind (Bantam, 2014), both with Tina Payne Bryson, Ph.D., and Parenting from the Inside Out: How a Deeper Self-Understanding Can Help You Raise Children Who Thrive (Tarcher/Penguin, 2003) with Mary Hartzell, M.Ed.

Dr. Siegel’s unique ability to make complicated scientific concepts exciting has led him to be invited to address diverse local, national and international groups of mental health professionals, neuroscientists, corporate leaders, educators, parents, public administrators, healthcare providers, policy-makers, mediators, judges, and clergy. He has lectured for the King of Thailand, Pope John Paul II, His Holiness the Dalai Lama, Google University, and London’s Royal Society of Arts (RSA). He lives in Southern California with his family.

Workshop Description

DAY ONE

With direct immersion into the nature of mind, we will begin our journey together exploring in practice and scientific discussions what our thoughts, emotions, and memories may be “made of” and how the term, “mind” may refer to something that includes consciousness and our subjective experience, information processing with or without consciousness, and a process called self-organization.

A proposal regarding the mind as an emergent property of the complex system of energy and information flow will be provided and discussions revealing the systems view of reality will help us dive deeply into new ways of thinking about mental life. One emergent property particularly relevant to mind is self-organization, and this regulatory process will be explored in both direct experience and scientific discussions.
Using both research studies and clinical examples, Dr. Siegel will present data on the nature of memory, emotion, and thought, and we will examine the implications of this knowledge for every day use and clinical practice.

Dr. Siegel will explore the effects of trauma on cognitive, psychological and interpersonal functioning. He will review attachment research on the effects of suboptimal attachment and trauma on cognition, affect regulation, and on the development of `self` and interactions with others. We will discuss how trauma and disruptions in attachment bonds affect the development of identity, and how this is expressed socially as difficulties in affect regulation, destructive behavior against self, the experience of shame, and difficulty relating to others and negotiating close relationships.

DAY TWO

Our second day will elaborate on the nature of mind, exploring further in direct immersions, first-person explorations, and scientific discussions the nature of consciousness and the important of receptive awareness or presence in cultivating well-being.

An interpersonal neurobiology framework will continue to inform our explorations and we will explore these fundamental principles of this approach which combines all the fields of science into one framework:

  • Mind is both embodied and relational.
  • The self-organizing facet of mind reveals that the regulation of energy and information flow of this process is dependent upon monitoring with stability and modifying toward integration to create optimal functioning.
  • Monitoring with more stability can be learned.
  • Modifying energy and information flow toward integration can be learned.
  • Without integration, systems move to chaos, rigidity, or both—the states of impaired well-being.
  • Integration in the brain is the basis of regulation—of affect, mood, thought, attention, behavior, and relationality.
  • Integration in relationships promotes the growth of integration in the brain.
  • Effective personal transformation and psychotherapy can build on the process of neuroplasticity with these steps: “Where attention goes, neural firing flows, and neural connection grows.”
  • Attention—that process which directs the flow of energy and information—can be used to promote integration and cultivate well-being.

Instructional strategies that will be used include

  • Lecture and power point
  • First-hand experiential exercises with a range of contemplative practices that can be adapted for use in a variety of settings
  • Small group discussions
  • Individual reflection and journaling

Explain the types of learning and support materials that will be provided.

  • Power point slides
  • Access to guided mindful awareness practices

Explain how participants will demonstrate their attainment of the learning outcomes.

  • Contributions to large and small group dialogue sessions
  • Application of knowledge gained at the training to the creation of action plans to take back to participants’ personal and professional lives

Explain how the participants and others, if applicable, will evaluate the program. Attach a copy of any evaluation instruments that will be used.

Participants will complete a detailed evaluation following the symposium. A draft of this instrument used in previous trainings is attached.

What are the requirements for satisfactory completion?

  • Attendance at all presentations and large group activities
  • Participation in small group discussions and activities

Total number of contact hours: 14

Recommended number CE: 14

Program Administrator:

Jane Kolleeny
Retreats Director
The Garrison Institute
14 Mary’s Way, Rt. 9D
Garrison, NY 10524
Phone: 845-424-4800 ext. 103
E-mail jane@garrisoninstitute.org

You must attend the full program as verified by sign-in sheets to receive CE Credit
The Daniel J. Siegel, MD & The Lifespan Learning Institute are cosponsors of this Continuing Education program.

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. This conference offers 14 hours of CE credit.

BBS: Lifespan Learning Institute is approved by California Board of Behavioral Sciences (BBS) to provide continuing education for MFTs, LCSWs, LPCCs and LEPs (provider #PCE 21). This conference meets the qualifications for 14 hours of continuing education credit for MFTs, LCSWs, LPCCs and LEPs as required by the California BBS.

BRN: Lifespan Learning Institute is approved by the California Board of Registered Nursing (provider #3524) to offer this activity for 14 contact hours.

IMQ/CMA: This activity has been planned and implemented in accordance with the accreditation requirements and policies of the Institute for Medical Quality/California Medical Association (IMQ/CMA) through the joint providership of Lifespan Learning Institute and the Mindsight Institute. The Lifespan Learning Institute is accredited by the IMQ/CMA to provide continuing medical education for physicians. The Lifespan Learning Institute designates this live activity for a maximum of 14 AMA PRA Category 1 Credit(s)™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

It is your responsibility to verify with your licensing board / organization that they will accept the types of CE credit offered.

Peer review references

Ackerman, D. (2014). The human age: the world shaped by us. New York, NY: W.W Norton & Company

Alborn, M. (1997). Tuesdays with Morrie. New York, NY: Doubleday.

American Psychiatric Association. (2014). Diagnostic and statistical manual of mental disorders, 5th edition. Washington, D.C.: APA Press.

Banaji, M.. & Greenwald, A.G. (2013). Blindspot: hidden bias in good people. New York, NY: Random House

Bauer, P.V. Hamr, S.C & Duca, R.A. (2015). Regulation of energy balance by a gut-brain axis and involvement of the gut microbiota. Cellular and Molecular Life Sciences, 73(4), 737-55. Doi: 10.1007/s00018-015-2083-z

Callendar, C. (2008). What makes time special? Essay for Eqxi contest on THE NATURE OF TIME. wwwFqxi.org.

Clark, A. & Chalmers, D. (1998). The extended mind. Analysis 58, No. 1: 7-19

Dorling, J. (1970). The dimensionality of time. Am J. Phys., 38:539-540.

Dweck, C. (2006). Mindset: the new psychology of success. New York: Ballantine/Random House

Edelman, G.M. (1993). Bright air, brilliant fire: on the matter of the mind. New York, NY: Basic Books.

Einstein, E. (1950). Letter in the New York Times (29 March, 1972) and the New York Post (28 November, 1972).

 

Grievance Policy: Garrison Institute is fully committed to conducting all activities in strict conformance with the Ethical Principles of the APA, BBS, BRN, IMQ/CMA and NBCC. Garrison Institute complies with all legal and ethical responsibilities to be non-discriminatory in promotional activities, program content and in the treatment of program participants. The monitoring and assessment of compliance with these standards is the responsibility of the Education Chair in consultation with the members of the continuing education committee and the program Chairperson.  When a participant, either orally or in written format, files a grievance and expects action on the complaint, specific actions will be taken. The full policy and filing procedure are available at:

When a participant, either orally or in written format, files a grievance and expects action on the complaint, the following actions will be taken.
1. If the grievance concerns a speaker, the content presented by the speaker, or the style of presentation, the individual filing the grievance will be asked to put his/her comments in written format. The CE Chair will then pass on the comments to the speaker, assuring the confidentiality of the grieved individual.
2. If the grievance concerns a program offering, its content, level of presentation, or the facilities in which the program was offered, the program chair will mediate and will be the final arbitrator. If the participant requests action, the program chair will:

  • Provide a fee credit toward a future program or
  • Provide a partial or full refund of the program fee.
  • Actions 2a and 2b will require a written note, documenting the grievance, for record keeping purposes. The note need not be signed by the grieved individual.
  1. If the grievance concerns the Lifespan Learning Institute CE program, in a specific regard, the CE Chair will attempt to arbitrate.
    A grievance can be submitted to the CE Chair, Jane Kolleeny, Retreats Director 845-444-5303; jane@garrisoninstitute.org.

 

Students with Disabilities: In accordance with the American with Disability Act (ADA), please contact our office (845.424.4800) at least 2 weeks before the program if you need special accommodations.

CANCELLATION POLICY

There is a cancellation policy that applies to a group canceling a whole retreat/program at the Garrison Institute. This policy is detailed in the agreement that is established with each retreat group.

For individuals canceling attendance at a retreat when Garrison Institute collects room and board fees directly from guests, we assess a $50 processing fee up to a week in advance of a retreat.

For cancellations within a week of the event, in addition to the $50 processing fee, we will assess a fee of $40 per day for the length of the retreat to cover our direct costs for food, which will have already been ordered. If you cancel after 4pm the night before a retreat starts, there will be no refund. It is in your best interest to be certain of your intention before registering for a program.