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Living For Game Day Life skills Curriculum
 

Living For Game Day Life skills Curriculum

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Living For Game Day Life skills Curriculum Living For Game Day Life skills Curriculum Presentation Transcript

  • Life Skills Course Based on the book, Living for Game Day, by Philip M. Bracco
  • Building leaders, one skill at a time. Neither fate, nor fortune can rival learned behaviors that improve ones communications skill and create theconfidence to view challenges as a means for improvement. The Chinese Language states: Trouble Plus Crisis Equals Opportunity
  • COURSE DESCRIPTION
  • A detailed preparation for meeting unexpected life crises Specific skills will be constructed in all key arenas of one‟s life. Spiritual Physical Personal Mental Emotional leadership
  • By the end of this classYou will establish a solid foundation for building your skillset.Once the skills have been developed and perfected, afeeling of empowerment will take control. You willovercome the out of control feeling that typicallyaccompanies panic, anxiety, and other life stressors thatwe will review in detail. Developing these skills will requirework, commitment, and repetition.
  • The focus of Mr. Braccos book is hope throughempowerment and skill building; the concepts apply to all challenges of life, not just those limited to illness.
  • Classroom EtiquetteTo establish credibility, you must first look the part.Please dress appropriately for class.Baseball caps, sweat and pajama pants, ripped jeans, etc. arenot appropriate.All cell phones must be turned off for the duration of class; thisincludes text messaging.
  • Course Learning ObjectivesThe goal of this course is to establish skills that you will use for the remainder of your life.Life skills can cover a large cross-section of learned behaviors that affect the way you interact with people and the way they interact with you.
  • Course Learning ObjectivesThese can be as elementary as table manners, and assophisticated as biofeedback and mind-body connectiontechniques that are now taught to aspiring professionals,athletes, and physicians, or for that matter people from allwalks of life.
  • Course FormatEach class will have access to five tools that will beused on a regular basis.The tools are intended to hold student attention andadd dimension to presentations.Multimedia will be part of the strategy with anobvious interest in keeping the learning experienceas much visual as textural reading.
  • SYLLABUS
  • Course Reading Living for Game Day, Author: Philip Bracco Mans Search for Meaning, Author: Victor Frankl
  • Course ToolsI. Virtual Personal Journal - A tool primarily used to create a lifetime reference that you can review as often as you wish. Repetition is key to a successful experience and this is your primary tool to create correct thinking and behavior.
  • Course ToolsII. Team 7 Group Meetings - group meetings to dissect information, document key points, present to class; and learn to perform as a team.III. Power Point slides - Brief visual presentations intended to stress key points.IV. Individual Presentations - Personal interpretations.V. Class Reading and Open Forum DiscussionsVI. Homework
  • COURSE OVERVIEW
  • Life Skills Developed In This CourseI. The ability to manage lifes unexpected challenges through a series of learned behaviors including, understanding the mind- body connection and visualization of the desired behavior and outcomes when adversity surfaces, unexpectedly.
  • Life Skills Developed In This CourseII. You will also learn the importance of repetition in behavior modification, and will learn that we get what we expect, especially when these techniques are repeated daily.
  • Life Skills Developed In This CourseIII. You will learn how to develop goals and how to prepare your mind to achieve a desired outcome. The emphasis will be on the following areas of ones life: Spiritual Physical Personal Mental Emotional Leadership/Professional
  • Life Skills Developed In This CourseIII. You will learn to develop a mental refreshment plan that reinforces your intangible assets in each area of your life, and will focus on the paradigm: Conserve your energy and dont be overly focused on conserving time.IV. You will come to understand how this law of physics must govern daily decisions that will influence your life: Two things cannot exist in the same space at the same time.
  • Life Skills Developed In This CourseV. You will learn to challenge the temptation of routinely focusing on taking the beaten path, in lieu of considering the road less traveled.VI. You will increase the probability of a successful outcome by adding positive variables to any problem resolution.
  • Life Skills Developed In This CourseVII. You will develop a healthy respect for the relationship between thoughts and feelings by understanding the laws of physics referenced earlier. You will recognize influencing factors that promote a healthy, happy mindset and personality.
  • Life Skills Developed In This CourseVIII. You will expand your influence in any team experience by reaching out and demonstrating the lessons learned with your peers in case management discussions. They are intended to improve your confidence to be heard, and strengthen your relationship with your associates.
  • Life Skills Developed In This CourseIX. You will develop ways to influence your teams performance as you demonstrate leadership skills.X. You will learn the difference between leadership and management and apply this skill to all areas of life.
  • Life Skills Developed In This CourseXI. You will live by the discipline and laws that great leaders practice, and enjoy the opportunity to improve each day.XII. Learning the importance of being understood, not being right in disputes.XIII. Never allow fear to inhibit your performance. Fear is an acronym for False Evidence Appearing Real.
  • LESSON PLANS
  • Module 1 Strengthening Your CoreAt the core of every human being is a set of skills that must bedeveloped and inspired for growth to be possible. It begins withpreparing to learn and is followed by complementary lesson plans. Lesson Plans 1. Preparing to Learn 2. Setting and Achieving Goals. 3. Learning the Happiness Habit 4. Overcoming Fear 5. The Power of Purpose 6. We Become What We Think
  • Lesson Plan 1 Preparing to Learn
  • OverviewThere is an old Zen proverb that clearly identifies theimportance of being an active listener and truly dedicatingoneself to learning.“When the student is ready, the teachers will appear.”
  • OverviewThe key words in this proverb are:  When  Ready  Teachers  Appear
  • OverviewOften, in our younger years, parents, teachers, coaches,and spiritual leaders share words of wisdom with us thatseem to go in one ear and pick up speed going out theother.Why? -----> The student was not ready!
  • Overview continuedAs we mature and our life is challenged with unplannedevents, these seemingly pointless, hollow words ofwisdom take on new meaning.It is at that point that the student is ready and the teachersbegin to appear. Learning takes place and progress ismade.
  • Cont. This lesson is intended to help you to recognize the abundance of teachers who are ready to share valuable lessons each day, and show you how to commit their lessons and wisdom to learned behaviors.
  • ObjectivesI. Ensure that participants understand that listening precedes talking when we are preparing ourselves to learn.II. Truly believing that wisdom is not limited to those with higher education degrees, or those born with great intelligence. It can become part of anyone‟s character, if they are willing to learn.
  • ObjectivesIII. Disciplining oneself to documenting the lessons in a Life Skills Journal that will serve as a daily reference until its contents become a behavior or automatic response in your life.IV. Recognizing and understanding the importance of repetition to create perfect timing when instinctively recalling appropriate lessons as they are needed.
  • ObjectivesV. Identifying key teachers in your past and present. – Give a great deal of thought to those teachers that have not yet appeared who can be instrumental to your growth.
  • Action StepsIn two pages or less, explain why listening at the startof any conversation is more important than talking.-- Group note taker and designated presenter willshare comments for your virtual journal with the teamand forward them via email. The note taking positionwill rotate each day.
  • Action StepsII. Individual session (Time allotted 30 minutes) In your Life Skills Journal, identify 10 teachers who were significant in your life and shared wisdom that you recognized and understood at the time, or at some later date when one of lifes unexpected challenges appeared. Use the table on the following slide as a reference and record your thoughts in your Life Skills Journal for future reference.
  • Journal entry - Assignment Format Teacher Lesson Taught Recognized When?123456
  • Action StepsIII. Team 7 Discussion (Time allotted 30 minutes) List ten key factors that prevent us from learning. Locate the following slide table in your virtual journal and record your thoughts for future reference.
  • Team 7 Discussion Learning Inhibitors Key Factors that Prevent Us from Learning12345678910
  • Action StepsIV. Team 7 Discussion (Time allotted 30 minutes) Compile a list of unlikely sources of wisdom that have impacted your life in a positive way. Record thoughts in your Life Skills Journal and be prepared to share with the class if called upon.
  • Team 7 Discussion Unlikely Sources of Wisdom Unlikely Sources of Wisdom Impact on Your Life12345678910
  • Action StepsV. Individual Notes (Time allotted 20 minutes, one page) -- Insert in journal Consider strategy for using what you consider to be new and old words of wisdom that will impact your life. In your own words, summarize ways you intend to activate these teachings in your life, and commit them to behavior in future use.
  • Action StepsVI. Team 7 Discussion (Time allotted 20 minutes) When speaking with someone, it is important to understand the difference between asking open vs. closed-ended questions. What is your understanding of the difference between the two types of questions?
  • Open- and Closed-Probe QuestionsOpen-Probe Questions Closed-Probe QuestionsQuestion allows for dialogue. Question that requires only a YES or NO response. Example: Did you like last yearsExample: What did you think about Commencement speech?last years Commencementspeech? Example: Do you like today‟s class?Example: How do you feel abouttoday‟s class?REMEMBER: If you want to learn, ask questions that foster dialogue andavoid closed probes that can end at a hard stop.
  • Action StepsVII. Team 7 Discussion – Reinforcement (Time allotted 20 minutes) Insert into your Life Skills Journal10 questions in both an open and closed probe format.
  • Team 7 Discussion – Reinforcement Open-Probe Questions Closed-Probe Questions12345678910
  • SummaryTOOLS / TIME / ASSIGNMENTS Instrument Time Allotted Grade Impact % Team 7 Discussions 130 minutes total Individual Presentations 50 minutes total Class Readings and May vary discussions Homework: Read the first 75 pages of the 2 books listed as Required Reading: 1. Living for Game Day 2. Mans Search for Meaning
  • Lesson Plan 2Setting and Achieving Goals
  • OverviewMost individuals live their lives without plans toachieve objectives in the six key areas:spiritual, mental, emotional, personal,physical, and professional.In most cases, the cause is not lack of interestor belief in the need. Surprisingly, the processhas not been taught as a necessary life skill.
  • Overview continuedThe corporate name for the company providing thiscurriculum is Team 326. The name includes the number ofgoals/reasons that motivated the author Phil Bracco tosurvive three battles with cancer and two required bone-marrow transplants.This mission was highly influenced by Victor Franklsbook, Mans Search for Meaning, and later reinforced by anumber of positive thinkers who helped bring form to theprocess.
  • Cont. Successful individuals follow specific steps to establish and organize goals. A set of rules guide the process and improve effectiveness.
  • Key Rules: The difference between a successful goal setter and someone simply drifting through life.I. The goal must be yours.II. The goal must be specific. Your mind cannot perform to generalities.III. All steps must be taken.IV. Metrics to measure performance and progress are imperative.V. A target completion date is a mandatory.
  • Planning Steps Six steps must be documented and reviewed regularly to ensure that you note possible changes.I. Establish a specific, measurable goal.II. List all the reasons this goal is important to you and those you care about.III. List all obstacles that stand in your way.IV. Identify resources available to you to assist in the process of achieving the goal.V. Develop a specific Action Plan to achieve the goal.VI. Set performance metrics along the way.
  • ObjectivesI. Commit the 6 key steps to every goal.II. Understand the subtleties that separate a productive goal-setter from someone who is simply going through the exercise.III. Know when, and if, to amend your goal.IV. Understand the importance of being specific in the process.V. Create a connection between goals and the 6 key arenas of your life.
  • Action StepsI. Individual session - Putting Plans into Action (Time allotted 30 minutes) Using the six key steps discussed, outline your goal plan for this course. Before moving forward, let‟s review the fundamentals of goal setting.
  • Fundamentals• Cannot be • The mind can only respond to specifics someone else’s • Generalities cause goal for you. confusion and take us off course. The Goal Be Yours Must: Be Specific• An incomplete • Setting the bar plan leads to too high results in mediocre dissapointment results. and delusion.Address allaspects of Action BePlan Attainable
  • Key Point Key PointShare your “Go up” goals Share your “give up” goals only with those that can with everyone. help you get there. Friends will nudge you when Why? you need reminders. If someone doesn‟t agree with your objective, theycan‟t help you get there, and (Example: Give up smoking.)furthermore might undermine your initiative.
  • Action StepsII. Team „7‟ Discussion (Time allotted 30 minutes) Digest the previous pages and lecture and list the most common errors people make when setting goals. The note taker will email your list for your Life Skills Journal.
  • Most common errors made when setting goals1.2.3.4.5.6.7.8.9.10.11.12.
  • Action StepsIII. Individual Journal Entry (Time allotted 20 minutes) List at least 5 “Go Up” and 5 “Give-up” goals that you consider important in your world as it exists today.
  • Journal entry - Assignment Format Go-Up Goal Give-up Goals12345
  • Action StepsIV. Individual Session (Time allotted 30 minutes) In 2 pages or less, describe why Victor Frankl considered the act of goal setting an imperative activity for those awaiting liberation in the Nazi death camps.
  • Action StepsV. Individual Session (Time allotted 30 minutes) 1 page or less Team 326 is the corporate name of the company that published, Living for Game Day. Please explain how the name came into being, and your thoughts you can make the process work for you.
  • Action StepsVI. Individual Journal Entry (Time allotted 40 minutes) Identify one of your current goals and organize it in the six step process outlined in the goal format established earlier.
  • SummaryTOOLS / TIME / ASSIGNMENTSInstrument Time Allotted Grade Impact %Team 7 Discussions 30 minutes totalIndividual Sessions 150 minutes totalHomework: Read the next 50 pages of the 2 books listed asrequired reading.1. Living for Game Day2. Man‟s Search for Meaning
  • Lesson Plan 3Learning the Happiness Habit Your Choice Click for Video
  • OverviewOften Mr. Bracco is asked to speak to large audiences orrescue cancer patients who are suffering from fear,anxiety, and overall unhappiness. Although fear andanxiety are addressed in life skills they typically areconnected with unhappiness.
  • Overview continuedOn many occasions, Phil refers to unhappiness as a habit.When he does people often respond by saying “happiness isnot a habit, it is something that you inherit as a child. Althoughmany people grow up in situations that are difficult, there isplenty of opportunity to create happiness in their lives by firstunderstanding the happiness habit.
  • Cont. Happiness and unhappiness are reflections of those thoughts that are dominating your mind. As for your mind, the moment a thought crosses its boundaries, it is capable of injecting into the body chemicals that change the way you feel. For example, if you were greeted in a walk through the woods by a 500 pound brown bear, your mind would instantly be crowded with thoughts of fear that trigger the release of adrenalin into your entire body as you begin to slow down all unnecessary body functions as adrenalin is pumped into the largest muscles that control the speed at which you run.
  • Cont. When working with cancer patients, the first thing they tell Phil after being introduced is, “I am so unhappy and depressed and will never be happy again.” At that point he engages in a quick exercise that requires them to list their thoughts for the prior three minutes and notice the relationship between their thoughts and their feelings. When he calls them back within 72 hours, one of the first remarks they make is, “I now know what your mean by the relationship between thoughts and feelings.”
  • ObjectivesI. Ensure that the students understand the relationship between thoughts and feelings, for it is capable of creating a change in life very quickly.II. Those who are happy tend to be much more productive because their mind is focused on the moment; those who are unhappy are often looking into space and consumed with thoughts about something that happened or something that might happen.
  • Objectives continuedIII. Students must understand that happiness is a habit and not a behavior that is inherited by a chosen few.IV. Once you learn the happiness habit you can place yourself in any environment and find enjoyment.V. The beauty of the happiness habit is that once you develop and believe in the power of the skill, no one can ever take it from you.
  • Action StepsI. Individual session (Time allotted 30 minutes) For the next five minutes sit in your seat, relax and let your mind flow. When five minutes expires go to the next slide and identify the emotions you felt and the thoughts that triggered them, we will classify them as happy or unhappy. (see attached chart)
  • Happiness (trigger thoughts) Unhappiness (trigger thoughts)Enter responses in your Virtual Life Skills Journal
  • Action StepsII. Individual session (Time allotted 20 minutes) --less than a page Describe an individual that you would consider as happy. How do they speak, are they generally looking up or down, how do they greet you, what is their outlook for those things they are attempting to get done in the near future.
  • Action StepsIII. Individual session (Time allotted 20 minutes) Make a list of the people and things that create happiness and unhappiness in your life. (see attached chart)
  • Things That Create Happiness Things That Create Unhappiness 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.Enter responses in you Virtual Life Skills Journal
  • Action StepsIV. Team „7‟ discussion (Time allotted 60 minutes) Earlier, we created a six step outline for developing goals for your life, on the slide that follows, develop a comprehensive goal plan for developing happiness in your life. --Insert into your life skills journal
  • Setting the happiness goalI. Establish a specific, measurable goal.II. List all the reasons this goal is important to you and those you care about.
  • III. List all obstacles that stand in your way.IV. Identify resources available to you to assist in the process of achieving the goal.
  • III. Develop a specific Action Plan to achieve the goal.IV. Set a completion date. Set performance metrics along the way.V. The note taker will send the final document to each team member, in order to insert it into their Life Skills Journal
  • Action StepsIV. Individual session (Time allotted 20 minutes) What is your Happiness objective for the rest of this course?
  • SummaryInstrument Time Allotted Grade Impact %Team 7‟ Discussions 60 minutes totalIndividual Sessions 90 minutes totalHomework: Read the next 25 pages of the 2 books listed as RequiredReading:1. Living for Game Day2. Mans Search for Meaning
  • Lesson Plan 4Overcoming Fear Click for Video
  • OVERVIEWDuring childhood, Phil family did anextraordinary job teaching the children theimportance of overcoming fear.Phil once heard at a High School reunionthat “fear” is an acronym for False-Evidence-Appearing-Real.This small piece of wisdom impacted the wayhe made decisions in the future.
  • Overview continuedPrior to that time, fear interrupted hiswillingness to proceed with a plan that gavehim a visual view of a tumor he sodesperately wanted to see to conductvisualization tactics to attack the tumor.As his surgery drew closer, he focused onthe acronym F-E-A-R and convinced himselfthat he had the courage to withstand theprocedure, while awake.
  • Cont.Focusing on “False evidence appearing real,” Philconvinced himself that the doctors would not allowhim to feel extraordinary pain and they would dotheir very best to mitigate his discomfort. Soon, herealized that the pain he imagined was created in hismind. He began monitoring thoughts andconcentrating on a simple strategy to endure thesurgery. The closer he came to the scheduled date,the more he realized that his imagined pain farexceeded the actual pain.
  • Cont.When Phil arrived at the hospital for surgerycarrying a 24oz water bottle, he had violatedthe 12-hour fast and was left with the optionhe wanted.“Mr. Bracco, you can go home and re-schedule when you learn how to read, or wecan do the surgery now. You will have to bewide awake and have the equivalent ofNovocain to dull the pain.”
  • Cont.Little did the students observing theprocedure realize what they were about towitness. The fear Mr. Bracco had beenfeeling in the weeks before the surgery haddiminished over time. Those in the audiencefelt more anxiety and fear than Phil.
  • Cont.Experts will tell you that fear is our greatestinhibitor, a concern that the failure willembarrass and emotionally scar us forever.Fear is the big roadblock; sometimes theequivalent of a massive mountain that standsbetween you and where you want to be.Step back for a moment and yourperspective will change, and what seemedinsurmountable is impossible no longer.
  • OBJECTIVESI. Understand that you can desensitize yourself from fear over time. For example, the fear of speaking to groups or individuals, or even the opposite sex about a date, can be overcome. The key is to start out taking smaller steps.II. Get moving. The fastest way to replace negative thoughts holding you back, is with positive thoughts that push you forward. These must be much like Mr. Braccos positive thoughts for having surgery awake so he could visualize the attack of his T-cells on the cancer cells.
  • Objectives continuedIII. Understand the close connection between motivation and fear. If you motivate yourself to take action you will kill the fear that stood in your way and it will soon disappear.
  • Cont.IV. In the past we viewed rejection negatively because we were fearful of being publicly renounced and having the stigma over our head.V. Choose to view failure and rejection as opportunities to learn. Write down the things in your life that you considered fears that you have overcome, and identify how they changed your life.
  • Action StepsI. Individual Session (Time allotted 1 hour.) In three pages or less, list some common fears that you have faced and the steps required to manage their impact on you. -- Insert in your Life Skills Journal
  • Action StepsII. Individual Session (Time allotted 20 minutes) In 3 pages or less describe the relationship between visualizing the outcome you wanted and its ultimate impact on simple body functions.
  • Action StepsIII. Individual Session (Time allotted 50 minutes) Mr. Bracco made the decision to have surgury while awake to obtain an up close and personal look at “the enemy”. He played this visual over and over in his mind. In three pages or less describe the relationship between visualizing the outcome he wanted and the fear he anticipated. Describe how his visuallization minimized the impact of the actual outcome.
  • Action StepsIV. Individual Session (Time allotted 30 minutes) The simple incorporation of visualizing to reduce fear can have a dramatic impact on reducing the amount of stress that your heart will experience during this process. The chart on the next slide requires simple math calculations to amplify the point.
  • Action StepsReductions of Beats Time: Short Term Time: Long Term Per Minute 2 Beats 1 Hour: 6 Months: How many beats 2 x 60 x 24 x 30 x 6 = saved? 2 x 60 = __________ ________________ 5 Beats 8 Hours: 12 Months: 5 x 60 x 8 = 5 x 60 x 24 x 30 x 12 = ________________ _______________
  • Action StepsV. Team „7‟ Discussion (Time allotted 30 Minutes) How does the brain process the types of thoughts that we allow to cross our mind? In 2 pages or less describe how the body responds differently to fear based on the type of thinking taking place.
  • Action StepsVI. Individual Session (Time allotted, 20 minutes) If you met a child who was fearful about interacting with other children in games and sports what would your recommendation be for overcoming unnecessary fear and anxiety?
  • SummaryTOOLS / TIME / ASSIGNMENTSInstrument Time Allotted Grade Impact %Individual Session 1 hourIndividual Session 20 minutesIndividual Session 50 minutesIndividual Session 30 minutesTeam „7‟ Discussion 30 minutesIndividual Session 20 minutes
  • Lesson Plan 5The Power of Purpose Click for Video
  • OVERVIEWPeople often confuse religion with spirituality.Those we refer to as spiritual people have adeep connection with other people, theuniverse and its wonder and the importanceof purpose in ones life.
  • Overview continuedWhen Mr. Bracco entered transplant for thesecond time he was well aware of the need tobe spiritually connected to all that life offeredand felt deeply responsible for the unfinishedwork that life expected of him. During a 184-dayhospitalization in a 10x10 foot room, Mr. Braccoknew that life was not only expecting that hewrite a book to benefit others, but demandedthat he get it done.As Dr. Frankl often said, “He who has a why tolive can bear with any hour.”
  • Cont.Each day that Mr. Braccos brothers stem cellswere feeding his body, he fought through thepain, desperation, and loneliness to answer lifesrequest of him:“When are you planning to write the book?”Each day in that room, he dressed himself forwork and diligently wrote the book. As timepassed, Frankls point about the power ofpurpose expanded its importance to all keyareas of his life: spiritual, physical, emotional,mental, and professional.
  • Cont.A footprint for the future was also in place: His survivaland story to tell. With the passage of each day, lifebecame more exciting as so many people committed toMr. Bracco and he in turn, clearly understood his spiritualpurpose. Mr. Braccos tenacity to succeed often causedconflict with hospital staff as they could not comprehendthe purpose behind his behavior.
  • OBJECTIVESI. Clearly distinguish between a spiritual person and a religious person.II. What did the power of purpose enable Mr. Bracco to do? What role did it play in the life of prisoners in Nazi concentration camps?
  • Objectives continuedIII. In Dr. Frankls book, he discusses how people of similar age and stature had completely different outcomes in extreme circumstances. What explanation does he give for the differing outcomes?IV. Humor played a key role in survival. Understand why seeing things in a humorous light positively impacts outcomes in difficult situations.
  • Cont.V. Frankl stated that in the most troubled circumstances anything you have experienced in life cannot be taken – no power on earth can take them from you.
  • ACTION STEPSI. Team 7 discussion (Time Allotted 20 minutes) What does Dr. Frankl mean by “the power of purpose”? How does purpose distinguish between those who live and those who die?
  • Action StepsII. Team 7‟ discussion (Time allotted 20 minutes) During his second transplant and recovery period, Mr. Bracco discovered his purpose. What was it? How did it influence his willingness to bear the pain and drudgery of 184 days in isolation?
  • ACTION STEPSIII. Journal Entry (Time Allotted 30 Minutes) List people and responsibilities that bring purpose to your life.
  • Action StepsIV. Team 7„ discussion (Time allotted 20 minutes.) For a purpose to truly become a goal, Intention drives the goal into the spirit that motivates all people to proceed in good times and times of adversity. What distinguishes our hopes from our intentions?
  • ACTION STEPSV. Individual session (Time allotted 20 minutes) Mr. Bracco often speaks to large audiences on the subject of life skills and often recants the lyrics of a famous country & western singer, “Live life like you were dying”. What is the message here and how should we incorporate it into our approach to life every day?
  • SummaryTOOLS / TIME / ASSIGNMENTSInstrument Time Allotted Grade Impact %Class video 5 MinutesTeam 7 Discussions 60 minutesJournal Entries 30 minutesIndividual Sessions 20 minutesLectureHomework--: Read the next 50 pages of the 2 books listed as RequiredReading:1. Living for Game Day2. Mans Search for Meaning
  • Lesson Plan 6We Become What We Think Click to Play Video
  • OverviewIf there is ever a saying that Phil Braccouses, to both survive and have the courageto mentally face the enemy while the battleraged, it is this:“We ultimately become what we think aboutand act upon.”
  • Overview cont.During his second long stay at Beth Isreal Hospital inBoston, Mass., every thought, every action, every fantasyabout good things to come were focused on makingthose enjoyable experiences happen. When a thought tothe contrary attempted to find a way into his mind, Mr.Bracco immediately detected the thought through hisMindwatcher* and addressed it through the numeroustechniques he speaks about for dispelling negativethoughts that intrude into his mind. *Mindwatcher: idea by Maxwell Maltz in Psycho Cybernetics
  • Cont.Whenever he publicly speaks about thismatter, he describes those negative thoughtsas the equivalent of speed bumps on theroad to good health that had to be treatednow.
  • ObjectivesI. Understand that our thoughts trigger our feelings, and we believe and ultimately become what we think about most.II. Practice a simple note taking technique for validating the relationship between thoughts and feelings.
  • ObjectivesIII. Most people contend that their feelings are simply inherited from childhood. Although a pattern can be connected to your upbringing, your thought process can slowly condition you to become anything you want to be.
  • ObjectivesIV. When the discipline of positive thinking becomes your habit, negative thoughts that come from outside sources will seem so foreign to your mind.V. Behavioral therapists will tell you that your thoughts at the start of an important project will determine its outcome.
  • Action StepsI. Individual (Time allotted 20 minutes) ½ page In your own words, describe what Mr. Bracco means when he says, “We become what we think and act upon?”
  • Action StepsII. Team „7‟ Discussion (Time allotted 30 minutes) On several occasions, Mr. Bracco had choices that would define his commitment to act healthy when he was engaged in a battle for life. Whenever in front of an elevator he would opt for the stairs. Whenever offered the choice of a port that nurses could plug medicines into, he insisted for them to perform tests, transfusions, and medications the old fashioned way: via a needle that was stuck into his arm. Why would an intelligent human being opt for a choice that would continually produce pain, in lieu of a procedure that eliminates it entirely? (Refer to his explanation in his book).
  • Action StepsIII. Individual Session (Time allotted 30 minutes) 1 page Upon entering surgery, Mr. Bracco always requested special consent forms to allow him to walk, not be carried, into surgery. Explain his thought process.
  • Action StepsIV. Team 7 Discussion (Time allotted 20 minutes) While in the outpatient portion of chemotherapy, Mr. Bracco would run 5 miles over the Charles River Bridge into Cambridge after treatment was completed. What was the message he was sending to both himself and his adversary?
  • Action StepsV. Team „7‟ Discussion (time allotted 20 minutes) Often Mr. Bracco would say, “The moment you act like a cancer patient is the moment you become one.” What did he mean by this statement?
  • Summary Tools/ Time/ AssignmentsInstruments Time Allotted Grade Impact %Team 7 Discussion 50 minutesIndividual Sessions 70 minutesIndividualPresentationHomework:List at least 10 situations where peer pressure and behavior caninfluence your approach to responding to any of life‟s challenges.
  • Module 2 Adding Skills to Your FoundationThis sets the stage for becoming more confident andactive through repetition and training.Lesson Plans 7. Thought Control 8. Visualization 9. Biofeedback 10. Mind Cleansing 11. Burnout: Fact or Fiction?
  • Lesson Plan 7Thought Control Click To Watch Video
  • OverviewAs one year begins to accelerate into thenext, the clock which seemed to workendlessly, moving from hour to hour, nowseems to be in high gear. Why?The answer to the question is not all thatcomplex. Today, you and I receive moreinformation in one day than our grandparentsreceived in their entire lifetime.
  • OverviewWith massive amounts of informationinfiltrating our mind, the key to happinessand success is grounded in your ability toeliminate unnecessary information, refuse toallow negative thoughts into your mind andto become a careful mind watcher to preventus from dwelling on negative information thatultimately affects our emotions and the waywe feel.
  • OverviewBack in the „60‟s, the mere suggestion ofcontrolling one‟s thoughts was contradictoryto the free spirit movement of the time.However, since then, we have learned thatthe management of your thoughts plays asignificant role in your productivity and themanagement of your emotions. So much forthe free spirit theory, which said: let all andany that want to enter cross the stage of yourmind.
  • OverviewOver the years, Phil has built a growing network ofcancer affected patients and caregivers who areinterested in his secret for a prompt rebound to hisillness.His most common response is that his solution isengrained in controlling his thoughts to focus onthose objectives that bring value to his life. Oftenwhen visiting with newly diagnosed cancer patientswho are literally in a melt-down state, Phil knowsthat he must first and foremost help them gaincontrol of their thoughts followed immediately byteaching the connection between thoughts andfeelings.
  • OverviewIn a catastrophic environment, with children cryingand Mother in tears and Dad running around thehouse aimlessly, Phil found his patient of the daylying face-forward on a wooden kitchen floor, tappingher toes into the hard surface and assuming that lifewas over for her.As Phil reached down beside her, he whispered intoher ear the following question:Is anything going to happen in the next fiveminutes that you can‟t handle?
  • OverviewA deep sigh was followed by the slight turn ofhead to see who he was. Phil‟s next taskwas to help her feel a sense ofempowerment by teaching her theconnection between thoughts and feelings.This was simply done by asking her to payattention to her emotions and jot down whatshe was thinking about for the five minutesthat preceded an emotional high or anemotional low.
  • OverviewSoon, she began to realize the connectionbetween thoughts and feelings, and felt asense of being in control of that importantaspect of what would soon become anaggressive chemotherapy and radiation plan.
  • OverviewToday, this young lady has embraced dozensof life skills and created one of the largestbreast cancer foundations in the UnitedStates. From time to time, she sees Mr.Bracco for a refresher or a discussion abouta topic that she is unable to resolve.
  • ObjectivesI. Teach the class that emotions and fears are two sides of the same coin. That which you fear, you first bring to pass in the form of an emotion. If you fear it long enough, it will become a behavior.II. To help participants know that there is a proven stop-gap technique for putting an abrupt end to panic anxiety (is there anything going to happen in the next 5 minutes that you can‟t handle?)
  • ObjectivesIII. To begin establishing the mind-body connection in a participants mind. Yes, we are what we think about most.IV. Assist participants in selecting the right complimentary activities to build upon these particular lessons.
  • ObjectivesV. To ensure that participants understand that this is a skill; one that they can add to their existing repertoire of life skill techniques.
  • Action StepsI. Team „7‟ Discussion (20 minutes allotted time) What is the significance of the question „is there anything you can‟t handle in the next 5 minutes?‟
  • Action StepsII. Individual Personal Journal (10 minutes allotted time) List ten long lasting fears in your life that could have been short-circuited if you understand the question, „is there anything in the next five minutes that you can‟t handle?‟ (use table on following slide).
  • Action Steps# Issues that could have been diffused1.2.3.4.5.6.7.8.9.10.
  • Action StepsIII Team „7‟ Discussion (20 minutes). Compile a list of thoughts / worries that if allowed to sit in your mind, will cause unwanted feelings of depression. Rent, Car Payment etc.IV Team „7‟ Discussion (20 minutes). Now, make a list of ten thoughts that would convert you into a state of happiness.
  • Action StepsV. Individual Session Composition (40 minutes) Upon return from school you determine that your younger brother has been feeling unmotivated and not acting or behaving like the person you once new. How would you approach this situation based on the information you learned today, as well as any other information that we have discussed since the start of this course. Setting goals, learning the Happiness Habit, Power of Purpose etc…
  • OverviewThose closest to Phil often here him say thathe intends to turn the clock back. After twotransplants, he immediately returns to thegym and not only ensures that he canrestore health but that he can becomehealthier than he was prior to illness.
  • SummaryInstrument Time Allotted Grade Impact %Team 7 Discussion 20 minutesIndividual Journal 10 minutesTeam 7 Discussion 20 minutesTeam 7 Discussion 20 minutesIndividual 40 minutesComposition
  • Lesson Plan 7 Visualization Click To Watch Video
  • OverviewYou cant reach what you cant see when you close your eyes – UNLESSunless you learn how to visualize.
  • ObjectivesI. Successful people in all walks of life will tell you that visualization plays a key role in their success.
  • Start With A Goal: See VisualizeHear What You Smell Learn Feel
  • Objectives continuedII. Learn to incorporate visualization into your goal setting plan.III. See a successful outcome before it occurs.
  • Cont.IV. Understand the role of the subconscious in the visualization process.V. Learn to add this variable into your decision to take the path less traveled.
  • Action StepsI. Individual Session (Time Allotted 20 minutes) Mr. Bracco begins writing early that he had a difficult time achieving the critical variable of visualization in his plan. What was Mr. Bracco attempting to accomplish? How did it alter his statistical probability for success?
  • Action StepsII. Individual Presentation (Time allotted 30 minutes.) Outline what you consider to be the key steps in the visualization process.
  • Action StepsIII. Journal Entry (Time allotted 40 minutes) List 10 of your current goals that would benefit from the visualization process.
  • Journal Entry: Goal Visualization Goals That Would Benefit From Visualization 1 2 3 4 5 6 7 8 9 10
  • Action StepsIV. Team 7 Discussion (Time allotted 30 minutes) How do the following professionals use visualization: Athletes, Speakers, Physicians/Surgeons, Teachers? List 10 other professionals that could use this process.
  • Team 7 - Visualization Professions That Benefit from Visualization12345678910
  • SummaryTOOLS / TIME / ASSIGNMENTSInstrument Time Allotted Grade Impact %Class videoTeam 7 Discussions 30 minutes totalIndividual Sessions 40 minutes totalJournal Entries 30 minutes totalHomework:
  • Lesson Plan 9 Biofeedback Click To Watch Video
  • OverviewBiofeedback uses various instruments to determinechanges in body function created by changes in thoughts.Pain perception, muscle tone, heart rate, and bloodpressure are all impacted by thoughts that triggeremotional responses.
  • Overview continuedToday, biofeedback is used as an effective treatment forheadaches and migraines. Individuals dedicated to thetechnique improve performance. Health practitioners also usethis method for rehabilitation and treating anxiety, chronic pain,hypertension, joint disorders, and urinary incontinence.
  • ObjectivesI. Demonstrate the mind-body connection using Biofeedback to control body functions.II. Learn to use simple Biofeedback skills to overcome anxiety when necessary.III. Understand the impact of Biofeedback on overall health.IV. Use Biofeedback to improve your interactions with others.V. Learn simple techniques you can apply throughout life.
  • Action StepsI. Team “7 Discussion (Time allotted 30 minutes) Identify proactive applications of Biofeedback in your everyday life. Summarize the video; note taker should email other group member‟s the combined summary.
  • Action StepsIII. Team “7 Discussion (Time allotted 20 minutes) A math exercise: If you used Biofeedback to reduce your heartbeat over a specific period of time, how much less work will your heart need to do, to circulate enough blood throughout your body, assuming you lower your heartbeat by 5 beats each minute?
  • Math Exercise Length of Time # Reduced Beats 1 Hour (5 x 60 minutes x 60 mins/hour) = 18000! 1 Day 1 Week 1 YearAdd Biofeedback to other Life Skills and you can lower it even further.
  • Action StepsIV. Team “7 Discussion (Time allotted 30 minutes) How would you incorporate Biofeedback into your current lifestyle? What behaviors do you have that require modification that exceeds setting goals or just trying harder?
  • Action StepsV. Team “7 Discussion (Time allotted 30 minutes) Identify behaviors such as listening to others, performance in class or at work, or relating to your friends that would be improved by controlling your body functions through biofeedback.
  • SummaryTOOLS / TIME / ASSIGNMENTS Instrument Time Allotted Grade Impact % Class video 30 minutes Team 7 Discussions 110 minutes total Homework- How would you incorporate biofeedback techniques in your life each day, and what would be the benefit?
  • Lesson Plan 8Mind CleansingClick To Watch The Video
  • OverviewIn this lesson you will learn the importance ofcleansing the center and the origin of allhuman emotions, the mind. Keeping it freeand clear of dysfunctional and unhealthythinking is the key to happy, healthy living.
  • ObjectivesI. Demonstrate that by managing thoughts, you manage emotions.II. Learn the mind cleansing technique you can incorporate into your day.III. Understand the importance of performing the technique all five of the key areas of life: mental, physical, spiritual, emotional, and professional.
  • Cont.IV. Incorporate Maxwell Maltz “mind watching” technique into your daily lifestyle.V. Walk through the cleansing process in the following PowerPoint slides to understand it in greater detail.VI. In his book, Psycho-Cybernetics, Maxwell Maltz calls mind watching a necessary mental discipline. Understand why it is used and how we benefit from it.
  • Action StepsI. Individual Session (Time allotted 20 minutes.) Read Mr. Braccos mind cleansing routine in chapter 15 of his book, Living for Game Day.
  • Action StepsII. Team „7‟ Discussion (Time allotted 30 minutes.) 1. List the areas Mr. Bracco focused on. 2. How does he begin his routine? 3. What techniques does he use to end the routine daily? 4. What is the importance of the last step as it relates to the law of physics, covered earlier?
  • Action StepsIII. Individual Session (Time Allotted 30 Minutes) In 4 pages or less, describe Mr. Braccos process. Prepare a step by step process to present to the class. On a separate, confidential page, add to your Life Skills Journal an adjective for each letter of the alphabet that perfectly describes who you are.
  • Action Steps I Am …A__________________________ N___________________________ _B__________________________ O__________________________ __C__________________________ P___________________________ _D__________________________ Q__________________________ __E__________________________ R___________________________ _F__________________________ S___________________________ _G_________________________ T____________________________ _H__________________________ U___________________________ _
  • Action StepsIV. Team „7‟ Discussion – Synergy (Time Allotted 30 Minutes) One page or less. How does the process above sync with the laws of physics that states that two conflicting things cannot exist in the same place at the same time?
  • TOOLS / TIME / ASSIGNMENTS Summary Instrument Time Allotted Grade Impact % Class video 0 Team 7 Discussions 30 minutes total Individual Sessions 30 minutes total Journal Entries 0 minutes total Lecture 30 minutes total Homework Read Chapter 15 in Living for Game Day, by Phil Bracco. In your own words describe why (or how?) you feel the discipline should be incorporated into your day? In 2 pages or less, describe the powerful synergy beginning to unfold between the lesson plan on Mind-Body Connection and the cleansing routine discussed in this plan.
  • Lesson Plan 11Burnout: Fact or Fiction? Click To Watch This Video
  • OverviewWhen Phil was informed he would be facing the battle withcancer, physicians and those closest to him oftenexpressed their concern with continuing work, increasingexercise, and burnout. “We are concerned that you do nothave the physical and mental resources to weather a veryaggressive plan; seldom did they discuss their concernwith him because even the slightest association with theword burnout irritated Phil and often caused him toaccelerate his pace.
  • Overview continuedIn many respects, he was very careful about this kind ofinput from others as he associated it with the cancerattempting to make him act like a cancer patient. Whetherhe was undergoing surgery awake, bringing a 300 seatplane down for an unscheduled stop in Chicago due to histhin red count or writing his bike 200 miles to fulfill his fundraising commitment to his patients. He stretched his limitsto improve his tolerance to treatment.
  • Cont. He viewed peoples concerns with skepticism and often put the challenge into high gear. When he connected recommendations with cancer his adrenalin would start pumping and he would be determined to accomplish his objective.
  • Cont. As for burnout, Phil believed the term was invented by those who failed to condition themselves mentally, spiritually physically, emotionally, and professionally for the tasks they committed to completing. Uses of the term typically experience a serious down turn in output and consider burnout as a genuine medical condition. Although it may be so in certain circumstances, in most its overplayed and creates a crisis where an opportunity may exist.
  • Cont. In closing, many describe Phil to be cut from a different cloth, his response is that he has never been interested in average and lives his life by the words expressed by a famous recording artist names Neil young: “I‟d rather burn out than rust”
  • ObjectivesI. Recognize that burnout is a state of mind, not a physical condition.II. The key to overcoming burnout for those who suffer with it is not rest but a change in their activity or their life.III. If one is not careful burnout is a serious temptation to excuse oneself for doing the things that they need to do to succeed. This is especially important in times of difficulty.
  • Cont.IV. Burnout has been a way for Department Managers to excuse weak performance by department members who are important to the company and do not want to be lost.V. Recognize that burnout is not a point in time where the body can‟t function, but rather a point in time where the mind cannot think.
  • Action StepsI. Individual session (Time allotted 30 minutes) One page Describe a situation in your life where your enthusiasm for work was dragged down by negative comments from your co- workers and explained as burnout by your peers.
  • Action StepsII. Team „7‟ discussion (Time allotted 30 minutes) Behavioral experts offer a series of solutions to Burnout such as a personal situation modification, working on balance in your life, and the importance of variety and exercise. What do these recommendations have to do with Burnout and what others would you consider important?
  • Solutions How it resolves the situation:Situation UpdateBalanceVarietyBalance in your lifeExerciseUpdate Your goals
  • Action stepIII. Individual session (Time allotted 20 minutes) Recall the last time you expressed your current situation as “burned out” and try to remember what your environment was like, what your peers often discussed.
  • Action stepsIV. Individual session (Time allotted, 30 minutes) The study of American Indians indicated that the word stutter did not exist in their language. Interestingly, upon examination, speech therapist could not find a single individual who stuttered. If that‟s the case, what does this say about burnout, unhappiness, disappointment, fear, anxiety, worry, and any other human condition that inhibits performance?
  • Action stepV. Team „7‟ discussion (Time allotted 20 minutes) What is the definition of burnout in the English dictionary and does it have more than one definition?
  • SummaryInstrument Time allotted Grade impactIndividual Session 80 minutesTeam „7‟ discussion 50 minutesHomework – List 5 steps that you can take immediately to ensure thatBurnout never occurs in your life.
  • Module 3 Skill Development Digs DeeperUnlike traditional learning, developing skills requires that youreach much deeper into the learning process through repetition,training and practice.Lesson Plans 12. Logotherapy 13. Overcoming Compulsive Behavior 14. The Law of Physics 15. The Mind-Body Connection 16. Converting Crisis into Opportunity
  • Lesson Plan 12 Logotherapy Click To Watch Video
  • OverviewIn 1966, a very unusual dinner took place inthe Bracco household. With Phil‟s youngestbrother missing from the table, dinnerconversation was stilted with very fewremarks or questions from Mom and Dadabout the course of the day. Finally, Phildecided to get to the core of the matter andask Dad how was his Brother.
  • OverviewInstantly, his eyes began to water and Phil‟s Mother excusedherself from the table. “Unfortunately your brother has beendiagnosed with Hodgkin‟s Disease, a cancer of the blood.”As best he could, he tried to explain how this cancer effectsthe body and gave us a clear picture of the treatmentrequired. This was his first introduction to words like “whitecells, red cells, platelets” and terms such as “blood counts.”Little did Phil know that they would become extremelyfamiliar to him. The feeling of emptiness filled his spirit andhe began to question what life was about, why mortality wasa part of it, and how this God we were taught to trust couldallow such a horrible disease to invade the body of such awonderful boy.
  • Overview continuedAfter being paged by his High School Principal, he knew thatthe message awaiting him was tragic news about the loss ofhis brother. Before being dismissed early, he was handedVictor Frankls book, Mans Search for Meaning by one of histeachers. With so much confusion and sadness in his home,his teacher advised him to put the book aside and read it laterwhen the pain of his brothers death was softened by time andhis focus was on his lifes direction; when his need for helpsorting out trials and difficulties young people face became adaily challenge in his life.
  • Cont.As the story goes, Phil faced several important decisionsin his early twenties that required insight, especially thosedealing with the meaning of his life and the goals andinspiration that would keep him motivated to moveforward during tough times. Emptying a closet beforemoving to New England, he found the dusty copy ofMans Search for Meaning, and began to read.
  • Cont.As one hour turned into the next, he found it verydifficult to put this very special book down. By mid-morning the next day he completed the book andbegan to incorporate many of the concepts into hislife. During his first and second transplants, wellloved copies of Dr. Frankls book sat next to his bedalong with the 326 reasons he listed for wanting tosurvive and continue the journey his parents started.
  • Cont.Victor Frankl, a psychiatrist by education, lived to greetliberation after a long imprisonment in a Germanconcentration camp. Many of his comrades died ofillnesses before this glorious event, leading Dr. Frankl tointense discussions with his fellow inmates about whatseparates those who lived from those who died. Thislesson plan and several that follow are intended to shareDr. Frankls observations and help you establish afoundation that will serve you well.
  • ObjectivesI. Understand the concept of logotherapy and the primary focus when treating individuals with neurotic orientation of the past, and an establishment and focus on the future.II. Logos in Greek means “life”. Unlike traditional psychoanalysis that defers to the past to predict the future, logotherapy relies on goals, unfinished projects and the needs of loved ones to define what the future holds.
  • Objectives continuedIII. Dr.. Frankl says that healthy mental tension is created by the gap that exists between what one has already achieved and what he ought to accomplish. This lesson plan intends to help you understand how the concept applies to your life.
  • Cont.IV. Tension is considered to be a good state. “What man needs is not a tensionless state, but a tension- managed state that describes the gap between what man is and what he wants to be.”*V. Understand the meaning of the Existential Vacuum and its capacity for creating vacillation between two extremes: distress and boredom. *Victor Frankl: Man‟s Search for Meaning
  • Action StepsI. Team 7 Discussion (Time allotted 30 minutes) Logotherapy played a key role in Auschwitz inmates surviving physical abuse and deadly disease. What is the focus of Logotherapy and how did its use distinguish survivors from prisoners who failed to greet liberation?
  • Action StepsII. Individual Session (Time allotted 15 minutes) One Page The author of Living for Game Day carried Dr. Frankls strategy of identifying those things that make life meaningful. What is the correlation between the corporate name, Team 326, and Dr. Frankls research on the importance of finding the meaning in his life?
  • Action StepsIII. Journal Entry (Time allotted 30 minutes) If you want to bring meaning to your life and create that tension filled state that Dr. Frankl recommends, what goals or unfinished work can you identify as your reason for being? Enter into your Life Skills Journal, see next slide.
  • Action StepsUnfinished Projects That Bring Meaning To Your LIfe1.2.3.4.5.6.7.8.9.10.
  • Action StepsIV. Individual Session (Time allotted 20 minutes) On page 190, Victor Frankl talks about lifes transitions. He explains the concept in the pages that follow by contrasting the pessimist and optimist. How does he distinguish them? Enter 5 examples in your journal that reflect situations in which your attitude needs to change from negative to positive.
  • Journal entry - Assignment Format Current Negative Transition to a Positive Feeling Experience12345
  • Action StepsV. Journal Entry – Anticipated Anxiety (Time allotted 20 minutes) On page 193, Dr. Frankl discusses fear. He states the starting point is in anticipating anxiety. What does it mean to anticipate anxiety and can you provide 10 examples of how this method impacts your life?
  • Anxiety Anticipation Methods How Anticipated Anxiety Affects Your Life 1 2 3 4 5 6 7 8 9 10
  • Action StepsV. Journal Entry – Anticipating Anxiety (Time allotted 20 minutes) Often, what we anticipate never occurs. What are some of the concerns you have had in your life that never materialized but created the tension that accompanied anxiety? Enter into your Life Skills Journal, 1 Page
  • SummaryTOOLS / TIME / ASSIGNMENTSInstrument Time Allotted Grade Impact %Class videoTeam 7 Discussions 30 minutes totalJournal Entries 65 minutes totalIndividual Presentations 35 minutes total
  • Lesson Plan 13Overcoming Compulsive Behavior
  • OverviewIn his book, Man’s Search For Meaning, Victor Frankl oftenspeaks about the vicious cycle that forms when people sufferfrom compulsive behavior.This behavior is especially difficult to resolve when the patienthas nothing to live for, which results in a vacuum at the centerof the cycle that causes compulsive behavior.
  • Cont.Logotherapy is used to begin solving the problem.The patient is made aware that life still expectsmuch of him, thus taking the focus off of oneself andprojecting it onto others who still expect somethingof him or her.
  • Cont. People Who Rely Purpose on Them Fill The Existential Vaccum Unfinished Reason To work Live
  • Cont.In concentration camps, this therapy was used tohelp fading prisoners find those reasons why lifewas worth fighting for, and began taking the focus offof the situation they found themselves in and placethe focus on others, and what the future expected ofthem.
  • Cont.Mr. Bracco used that technique during each battlewith cancer to keep focus on the future andminimized the destructive behavior that often occurswith the compulsion to dwell on the situation ratherthan the needs of others who were counting on himto get well.
  • Cont.After the first transplant, the center of his life‟s circlewas the desire to get back to his new company andprovide the opportunities that his employees werecounting on him to create. Many left exceptional jobsto be part of the team that Mr. Bracco waspromising. Aside from family, he had much to live for.
  • Cont.The individual who is plagued by neurotic thinkingand behavior has compulsion at the center of thatvicious cycle that spurs him or her to mental andphysical fatigue that often leads to death.
  • Cont.Logotherapy, practiced by disciples of Dr. Frankl, help theneurotic, compulsive individual to find meaning in his life andcreate the motivational force to overcome difficultcircumstances. For Mr. Bracco it was the Stage IV relapse ofNon-Hodgkin‟s Lymphoma that resulted from his firsttransplant.Interestingly, his lifes meaning was characterized by his list ofreasons for not only wanting to survive but to become strongerin the process.
  • ObjectivesI. Assist each member of the class to understand the therapeutic techniques Dr. Frankl called Logotherapy.II. Understand what separates Logotherapy from the therapeutic techniques that focus on understanding the past to improve the present or future: Logotherapy focuses on finding and fulfilling a meaning, while psychoanalysis focuses on resolving the needs of drives and instincts.
  • ObjectivesIII. Create individual desires to make a difference. Those areas of life, filled with important reasons for survival, ensure that one‟s focus creates purpose; is not characterized by a void that creates neurotic, compulsive behavior to pass time until the ultimate failure occurs.
  • Cont.IV. Understand the circle that is characterized as a void in neurotic individuals can only be filled by that individual. This ties into one of the Goal Fundamentals mentioned earlier: “The goal must be yours.” Or In the world of business, it is a goal that you mutually agree to with your Supervisor.
  • ObjectivesV. Logotherapy teaches us that man is not driven by morals or religion. Man is driven by his true motivation- to satisfy his needs that cause temporary happiness, but not the ongoing peace and happiness they are __________________
  • Action StepsI. Team 7 discussion (Time allotted 30 minutes) 1 page Dr. Frankl observed prisoners and determined that people of the same age and physical stature had a different outcome as they waited for liberation. What was his explanation for his conclusion? At end of class, the note taker will email the team‟s response to the group to place in the Life Skills Journal.
  • Action StepsII. Individual session (Time allotted 30 minutes) 1 page Explain the difference between the technique used by logotherapists versus those used by psychoanalysts.
  • Action StepsIII. Individual session (Time allotted 30 minutes) List 10 things that give purpose to your life and help you greet each day with optimism in good times and bad.
  • The Essence of LogotherapyPrepared by: _________________ Date: ____________Things That Give My Life Purpose1.2.3.4.5.6.7.8.9.10.Enter into your Life Skills Journal
  • Action StepsIV. Team „7‟ discussion (Time allotted 30 minutes) 1 page Describe the characteristics of neurotic behavior and logotherapy as a solution.
  • Action StepsV. Team „7‟ discussion (Time allotted 30 minutes) 1 page Explain the difference between an individual that is motivated by purpose and one that is solely motivated by things that give him pleasure.
  • Action StepsVI. Individual session (Time allotted 30 minutes) one page How would you integrate logotherapy into your life on a daily basis? Enter your response in The Life Skills Journal.
  • SummaryInstruments Time allotted Grade impact %Team 7 Discussions 90 minutesIndividual Journal 30 minutesEntriesIndividual Session 60 minutesHomework: Without naming the individual, create a 2 page documentthat identifies someone you know who would benefit fromLogotherapy. Explain why and what behavior you believe will change.
  • Lesson Plan 14 The Law of Physics
  • OverviewDuring three separate bouts with cancer, Phil Braccochose to live his life responding to his illness using a lawof physics he learned in High School.Each time cancer appeared, Phil reasoned that if he filledhis mind, spirit and body with positive thoughts, feelings,food, water, supplements, and exercise, there would beno room for illness to exist.
  • Overview continuedSo simple, yet so powerful.If you dedicate yourself to lifes positive experiences andpractice a corresponding lifestyle, there is no room forillness.
  • Cont. Consider that this message was shared with the author at the age of sixteen, and was not fully understood until twenty-four years later when disease invaded his body. This speaks volumes about how the wisdom shared by our lifes teachers can become meaningful, even decades later when facing lifes challenges.
  • Cont. Yes, when the student is ready, the teachers appear.
  • ObjectivesI. Help participants believe the law of physics, fear cannot exist if our mind is filled with strength.II. If positive thoughts fill our mind, there isnt room for unhappiness to exist.III. Be confident that illness cant exist if your need for rest, hydration, and good eating habits are met.IV. Your performance at work can‟t be average if you focus on being the best.V. Learn to recognize the difference between positive and negative responses in every arena of your life, spiritual, physical, personal, mental, emotional and professional.
  • Action stepsI. Individual session (Time allotted 30 minutes) --one page Outline a situation where the law of physics would have changed your outcome. What was the situation, what was the problem, and what got in your way?
  • Action stepsII. Individual session (Time allotted 30 minutes) List 10 situations in your daily life where you chose to allow unhappiness to exist when happiness could have existed, if you controlled your thoughts.
  • Action stepsIII. Individual session (Time allotted 20 minutes) List five behaviors that can improve your physical status if you fill your mind and body with positive health decisions. Fill out table on the following slide and insert it into your Life Skills Journal.
  • Action Steps Behaviors that can improve your healthCurrent Behavior New Behavior
  • Action stepsIV. Team „7‟ Discussion (Time allotted 30 minutes) List ways that your team can improve its performance if it followed the law of physics in its response to questions.
  • Actions stepsV. Individual session (Time allotted 20 minutes) -- one half page Is there any class in your education, past and present, that is not consistent with your education goal? Outline the reasons for making the decision to take that class in lieu of others that are consistent with your education goal.
  • SummaryTOOLS / TIME / ASSIGNMENTSInstrument Time Allotted Grade Impact %Team 7 Discussions 50Individual Sessions 100Homework:Complete the reading of both books
  • Lesson Plan 15The Mind-Body Connection
  • OverviewDuring the past twenty-five years, Mr. Bracco has focusedon understanding the connection between the mind andthe body.Behavior studies and associated techniques includingbiofeedback and visualization demonstrate the impact ofthoughts on body functions and emotions.
  • Overview continuedYears ago Maxwell Maltz, a German physician wrote abook titled, Psycho-cybernetics. This great work introducedthe concept of “mind watching” that the author has usedbefore, during and after years of treatment, transplants, andsurgeries.A mind watcher is similar to a security guard, or watchman.Instead of watching for thieves, this invisible gate keeperresiding in the human brain is constantly on watch fornegative thoughts that trigger negative emotions.
  • Cont. In working with newly diagnosed cancer patients suffering from depression, Mr. Bracco requests that the next time they are feeling depressed, they take a piece of paper and list the thoughts they were focused on in the previous three minutes.
  • Cont. As they begin to feel better, they are asked again to make a list, but this time on the positive thoughts that created a happy feeling. Very quickly they realize the connection between their thoughts and emotions and feel a sense of empowerment that carries with it a sense of control over their situation.
  • Cont. Over one hundred years ago Abe Lincoln said, People are only as happy as they allow themselves to be.„ Great mind watchers consider negative thoughts the forerunner for negative emotions, and view negative thoughts as speed bumps that slow their progress down on their journey.
  • ObjectivesI. Understand that happiness and unhappiness are learned behaviors, not something we are born with.II. When preparing for a stressful situation, visualize yourself having the proper responses to any situation that may arise.III. Be conscious of your self-talk; the thoughts that pass through your mind watcher to infiltrate your mind.
  • Objectives continuedIII. Become aware of the impact of your thoughts on your body.IV. Recognize the need for repetition in the process of filling your mind with positive thoughts to create positive emotions, and healthy body functions.
  • Action StepsI. Individual Journal Entry (Time allotted 30 minutes) Create journal entries that list 5 positive and 5 negative emotions, and thoughts that could have triggered these emotions. Reflect on what you may have been thinking just before feeling the emotion. (Example: I was thinking about how the salesperson treated me with disrespect, and the emotion I felt immediately thereafter was anger.)
  • Journal entry - Assignment Format Positive Emotion What happened/what was I thinking about just before the emotion surfaced? 1 2 3 4 5 Negative Emotion What happened/what was I thinking about just before the emotion surfaced? 1 2 3 4 5
  • Action StepsII. Team „7‟ Discussion (Time allotted 20 minutes) Understand the impact of feelings on body function. Imagine you are about to undergo knee surgery and your pulse rate is normally 70 bpm. For the three days before and after the surgery your pulse increases 5 beats per minute due to anxiety.
  • Action StepsIII. Individual Journal Entry (Time allotted 30 minutes) What steps can you take to stop the intrusion of negative thoughts into your mind?
  • Action StepsIV. Team „7‟ Discussion (Time allotted 60 minutes) 2 pages What impact does biofeedback and visualization have on the mind-body connection? Go online and retrieve information on biofeedback and visualization and be prepared to share what you learn with the class.
  • Action StepsV. Individual session (Time allotted 20 minutes) Inventory your past As best you can remember, list thoughts you inherited from others (parents, teachers, friends) hat have had a lasting impact on your thoughts emotions, and body functions. Ex. Anxiety
  • SummaryTOOLS / TIME / ASSIGNMENTSInstrument Time Allotted Grade Impact %Team 7 Discussions 80 minutes totalIndividual Sessions 80 minutes totalLectureHomeworkBased on your research in class today, compose a one page overview10%of how biofeedback could improve your thoughts, emotions,feelings and ultimately your quality of life.
  • Lesson Plan 16Converting Crisis into Opportunity
  • OverviewOften in conversations with friends and strangers I hear peoplesay, “Phil, if you can help me eliminate all of my problems, youwill be my friend through eternity.” Internally, I was thinking,boy, he must be an avid reader of the Father of PositiveThinking, Dr. Norman Vincent Peale, whose books are read allover the world.
  • Overview continuedThe basic fact that has forever remained on the books is thatproblems are a sign of life; truthfully, the more problems youhave, the more alive you are and the more opportunities graceyour life. It is often said that our problems end when we do, andmy good friends have no idea that this is the place they must tothrive in if they want quality in their life.
  • Cont.Although I can sit with them and meticulously review andcorrect many of their problems, I realize that the best antidotefor these situations is to correct their views about problems.With that said, this bus ride is not going to give us the time orplace for us to address each problem now, but I have a bettersolution.
  • Cont.Did you know that the Chinese language is a language thatconsists of symbols? Instantly he responded, “I thought youwere here to help me.” Be patient Sam. “Ok, but we only havefour stops left.” Well listen closely! They have one symbol thatstands for crisis and one that stands for trouble. He drawscloser and says, “What does that mean for me?”
  • Cont.Well, when the symbol for crisis is put next to the symbol for trouble, the wordthat results is opportunity. That‟s right, trouble plus crisis is opportunity.With help he began to change his view of life‟s challenges and he startedseeing opportunity where he once saw problems.We too have the same opportunity in our lives. After Phil‟s return fromtransplant, he saw an opportunity to improve his conditioning beyond his life‟sbest and improve diet, supplementation, training and hydration unlike everbefore. Getting BETTER -- not just getting well.
  • ObjectivesI. Routinely take an inventory of problems and challenges in your life and determine your viewpoint towards them.II. Learn to see the gem-like opportunity that exists in every problem.III. Train yourself to review your problems and list those that can be alleviated with a change of outlook, and those that require intervention and help.
  • ObjectivesIV. Commit yourself to sharing these concepts with your friends and begin to notice a change in your outlook and the perception of who you are by others.V. Learn to review your past and determine if you faced situations that you viewed as problems that could have been viewed as opportunities.
  • Action StepsI. Individual Session (Time allotted 30 minutes) Identify 3 situations from your past that you viewed as crises or problems which could have been viewed as opportunities. Describe what the opportunities could have been. (See attached chart)
  • Action StepsList 3 situations from your past Describe what the opportunity that you viewed as crisis could have been1.2.3.Enter responses into Life Skills Journal
  • Action StepsII. Individual Session (Time allotted 30 minutes) How do you prepare for problems/ crises today?.
  • Action StepsIII. Team „7‟ Discussion (Time allotted 30 minutes) In your perception, what are the key behavioral characteristics that those with a positive outlook towards crises exhibit?
  • Action StepsIV. Team „7‟ Discussion (Time allotted 30 minutes) What changes in your self talk are needed to change your perspective of crisis to one of opportunity? See chart on following page.
  • Action StepsIncorrect Correct1. “What‟s wrong here?” “What‟s going on here?”2. “Oh, Dear God, this is aproblem”3. “Now what are you going todo?”4. “You‟ll never solve this one.”5. “What will others think?”6. “I don‟t know or have the timeto deal with it.”
  • Actions StepsV. Individual Session (Time allotted 30 minutes) How will you begin tomorrow to make subtle changes in the way you view small problems to set the stage for managing larger problems in the future? “Inch by inch it‟s a cinch. Mile by mile it‟s a trial.” -Zig Ziglar
  • SummaryInstruments Time allotted Grade impact %Team „7‟ Discussions 60 minutesIndividual Sessions 90 minutesIndividualPresentationsHomework:How will your new perception of problems and crises create change inyour life?
  • Module 4 Preparing for Your Next Journey; Prospering Along the WayOne of the fundamental principles for climbing tall objectivesis to go as far as you can see; when you get there, set yoursights on going farther.Lesson Plans 17. Sustaining Good Health 18. The Right of Passage 19. The Well-Traveled Road 20. Making Difficult Choices 21. Eliminating Worry
  • Lesson Plan 17Returning to Good Health Click to View Video
  • OverviewIn Living For Game Day, Phil Bracco expresses a verypassionate view about the importance of good health andoptimal performance in every aspect of life, whether itsbusiness, relationships with family and friends, extending one‟slife to its fullest potential, or responding to catastrophicillnesses.
  • Overview cont.Good health sets the stage for complementary and meditative therapies toperform at their maximum level.Living For Game Day makes a strong case for the power of good health intimes of health crisis. Although Mr. Bracco trained since age thirteen whenhe entered high school, there were certain immune system deficienciesthat ultimately required him to undergo his second transplant that placed anew immune system in his body. He often says to his closest friends, “I have a new engine under my hood.”
  • Cont.Within 10 weeks of his release from the hospital and his 184day stay, he recovered both his weight loss and strengthdeterioration. He went from 146 to 198 pounds.Although his physicians asked him to refrain from training for aperiod of one year, he was back in the gym in one week.
  • Cont.After weeks, he restored his weight to 198 pounds through ahigh protein diet and resistance training that put lean musclemass back on his body. Phil knew that there is a very tightconnection between relapse and maintaining good health. Hewas not waiting under any circumstances one your to recover.
  • Cont.When Mr. Bracco is asked to work with a cancer patient, heattributes his positive thinking to great medicine, spiritualalignment, alternative therapy, weight training, hydration and anaturopathic physician to help him sort out supplements thatcould help correct internal damage caused by the treatment.
  • Cont.His daily regimen:• Discipline: From ,time to time, he was tempted by fatigue to skip a workout. Privately, he would say to himself, “The cancer is trying to rent space in my head. Get to the gym.”• Hydration: He flushes his system with 120- 150 oz. of water each day.• Supplements: vitamins A, B2, B5, B12, C, D, E, omega, Q10, digestive enzymes, calcium, selenium and zinc are all part of his breakfast, lunch and dinner routines.
  • Cont.• Aerobic Training: running, spinning, and on numerous occasions, 200 miles bike rides for his favorite cancer charity helped his psyche to believe in the power of purpose.• Goal Setting: Phil has goals for every arena of his life and uses the goal setting routine discussed earlier to motivate himself.• Never Compromising Your Beliefs: In the outpatient section of chemotherapy that proceeded his transplant, Mr. Bracco refused to allow a port in his body, although it made
  • Cont.it easier to connect his to chemical cocktails in. In his 2nd transplant forNon-Hodgkin‟s Lymphoma, he opted for lines to be inserted in hisarms and hands and removed at the end of treatment. His missionwas to leave that hospital not feeling like a cancer patient and beingable to continue his workouts.In summary, his book provides deep insight into the mental battlebetween the cancer and his desire to survive. He always opted for theless-traveled path and did not want to follow the herd into physicaldemise.
  • ObjectivesI. Understand the relationship between lifestyle and good health. For every withdrawal, you need to make a corresponding deposit.II. Good health first starts in the mind. What you perceive yourself to be must be consistent with who you really are.III. If illness should come your way, go back to your virtual journal and refresh your memory about the law of physics.IV. Two things cannot exist in the same place at the same time. With that said, its time to dedicate your entire day to positive thinking, eating, goals and exercise.
  • ObjectivesIV. Always remember that there is risk in anything you do. Mr. Bracco‟s decision to train within ten days of being released came with a great deal of risk. Examples include infection or a head injury, which could cause internal bleeding. Phil always measured the risk versus reward and made a decision, accordingly.V. The human body is like a flowering plant. If fed, watered and taken care of it, it will survive and thrive in the most hostile environments..
  • Acton StepsI. Team „7‟ Discussion (Time allotted 30 minutes) 1 page What did Mr. Bracco feel about the connection between health and outcome.
  • Action StepsII. Individual Session (Time allotted 30 minutes) 1 page If you are in a similar situation, would you make many of the decisions Phil made to get well? Which ones and why?
  • Action StepsIII. Individual Session (Time allotted 30 minutes) 1 page What is your opinion of your current health status and what can you do to take control and improve now? Techniques for Improving Health Now 1. 2. 3. 4. 5. Complete the above table in your Life Skills Journal.
  • Action StepsIV. Team „7‟ Discussion (Time allotted 30 minutes) 1 page Based on your own personal knowledge, define the perfect diet for any given day.
  • Action StepsV. Team „7‟ Discussion (Time allotted 30 minutes) 1 page Phil believes whether its diet or any aspect of your life, when you make a withdrawal, it needs to be followed with a deposit. What does he mean by this statement?
  • SummaryInstruments Time Allotted Grade impact %Team 7 Discussions 90 minutesIndividual Sessions 60 minutesIndividualPresentationsHomework:
  • Lesson Plan 18The Rite of Passage
  • OverviewThe day Phil Bracco was released from his firsttransplant, he went through a rite of passagethat is similar to the circumstances that lifepresents as we travel the journey.As he was leaving the hospital, he realized thatjust five minutes ago, he was considered atransplant patient, secluded in a lock-downhyperbaric environment, and unable to walk inthe brightness of late summer sunshine until thisday, day 184 after his admission to Beth IsraelHospital in Boston, for his second transplant in11 years.
  • OverviewHe thought about it again. “Five minutes ago I was apatient with enormous restrictions and now I am freeto go and do as I please.”In many ways, this rite of passage is a formality thatwe experience in many aspects of our life.Yesterday I was an intern, unable to performsurgery, today I received my diploma and can opensomeone‟s cavity and conduct open heart surgery.Yesterday, I was single, today I walk down an aisleand suddenly must act and behave as though I ammarried.
  • OverviewYesterday, I was a student, with room, board andmeals managed for me; Today I am a graduate thatwill go down a path that impacts you, your familyand the people you care about – self sufficiencysuddenly becomes my challenge.The transition after the rite of passage can betraumatic for those not prepared to make theadjustments that are required. Professionally, youwill soon make your biggest adjustment when youmust become a productive member of the workforce. It is at this juncture that many life skills beginto morph into people skills to help you accomplishthose things that were just mentioned.
  • OverviewThose who master the transition will have asuccessful experience in the workplace as they findit easy to integrate with their peers and learn toperform within the objectives of the company.Conversely, those reluctant to accept the workplaceand its variety of personalities often find themselvesin disputes that can cost them their job.Lets look at the transition, understand therequirements and know what to expect as we beginthis journey we call life.
  • ObjectivesI. Understand the expectations of your first rite of passage upon graduation. Yesterday I was a student; today with diploma in hand, I am a graduate with expectations to become a productive member in the workforce.II. As you make the transition, you must begin to see how those life skills - that are being memorialized in your life skills journal – can help you work through foreign situations that may seem perplexing at the moment but understandable in the future.
  • ObjectivesIII. Competition takes on a new form in the work environment. Be a contributor. Look for things to do and not things to avoid. Preparing oneself to express skills sets the stage for advancement.IV. Understand the key measurements and factors that support your hire with a view for those things that you need to do to move beyond the Rite of Passage into an assignment that begins to accelerate your opportunities.
  • ObjectivesV. Understand that rites of passage are choices that typically come with responsibility. Understand that some decisions are not yours to be made. How you respond to them will speak volumes about who you are. Other times it is totally within your control.
  • Action StepsI. Team 7 Discussion (30 minutes allotted) List ten Rites of Passages that you have gone through in the time you have spent on this Earth. Determine whether they were voluntary or involuntary. (Fill out table on next slide).
  • Action StepsRite of Passage  Voluntary Involuntar y
  • Action StepsII. Individual Notes (Time allotted 20 minutes) List those Rites of Passage that were involuntary that have created the most difficulty for you.
  • Action StepsRite of Passage Describe Difficulty
  • Action StepsIII. Individual Journal Entry (20 minutes allotted) Building flexibility into your rite of passage …(NOW) Fill out your journal, using the table on the following slide.
  • Action Steps1 = Extensive 2 = some 3 = ready to start soon 4 = notimportantCareer Development Rate your level of commitmentPreparationExploration of Career InterestsAbility of job to satisfy your topthree objectives, needs andaspirationsWhat other industries can youtransition to if your industry ofchoice fails to offer satisfyingoptins?Have you conversed with yourcouncil or former graduates aboutyour career path and itspossibilities for change.
  • Action StepsIV. Individual journal Entry (Time allotted – 30 minutes) – Next Page
  • Action Steps As best you can remember, list the career of choice at the following ages of your life.Ages List; History tells us Factors that may much about the have influenced future your decision to change6-1011-1516-18
  • Action StepsV. Individual Notes (Time 20 minutes) Given your current projected profession, list those changes that you will be required to make as you accept that diploma and walk through that rite of passage.
  • SummaryInstrument Time Allotted Grade Impact %Team 7 Discussion 20 minutesIndividual Journal 20 minutesIndividual Journal 20 minutesIndividual Journal 20 minutesIndividual Journal 20 minutes
  • Lesson Plan 19The Well-Traveled Road
  • OverviewIn Living For Game Day, Phil Bracco often addresses the differencebetween the Road Less Traveled and the Road Well Traveled.When first diagnosed, he refused to allow his RN team to insert a port intohis chest, to avoid the hassle of having a port permanently inserted duringthe entire treatment process.When the RN team finally went to the next step to settle this issue, theobvious question arose. “Phillip, why do you want to endure the pain anddiscomfort of finding a good vein each day for having a line inserted?”
  • Overview ContinuedHe asked his team to look around the room and see what hesaw. Dozens of patients, some in night robes, doing as askedand fading out of life. He added, “The moment you treat yourself like a cancer patient, you become one.”As for Phil, he wore a suit, carried a briefcase, brought his workand completed chemotherapy treatments with a 5 mile runaround the Charles River or a workout at the local gym.
  • Cont.He insisted he would not take the road well-traveled, and thateach variable he added to his Get Stronger Routine increasedhis chances for a longer stay and ________. Each decisionabout deviating from the path would improve his statisticsabout life expectancy.In any situation where the odds are against you and thestatistics do not hold promise, simply add well consideredvariables to your Get Stronger Routine and the statistics nolonger against you.
  • Cont.Mr. Braccos favorite response was, “show me the statistics thatinclude patients similar in age, disease and prognosis whobring my level of intensity to their day and their work and whodrink 120 oz. of water, run 5 miles around the Charles River,take a steam shower and get to work by 1:00 pm.”“Your statistics no longer apply.”
  • ObjectivesI. Never assume that the well-beaten path is the course you should take. In many cases, it is a road that can lead you to become a statistical casualty.II. Improve your odds of success in any arena of your life by adding positive variables to the standard procedure. Productive additions to the plan change the statistics in your favor.
  • ObjectivesIII. Learning how to analyze every activity you take in a difficult situation by asking yourself the question, “Will this action help me or hurt me?”IV. Ensure that anything you add to your plan is consistent with your documented goal and shared with your Team Leader, especially in the case of illness.
  • Action StepsI. Team „7‟ Discussion (Time allotted 30 minutes) 1 page Mr. Bracco believed he could improve his odds of recovery beyond statistical analysis by adding variables to the standard medical plans. Describe his opinion and list those variables he used to supplement his plan and improve his prognosis beyond that of his 42 clinical partners in cancer II.
  • Action StepsII. Team „7‟ Discussion (Time allotted 30 minutes) 1 page Living For Game Day, Mr. Bracco opts to have surgery awake. How did this variable improve his chances of success? Did he assess risk and include other life skills in his planning session?III. Individual Session (Time allotted 30 minutes) Turn the pages of your life back. List as many situations as possible when the path less-traveled would have improved your outcome. (see attached chart)
  • Well-Traveled Path Decision: Path Less- Traveled:Example: Quit High School Sports Continued playing and learn how to better manage my time and understand visualization, power of purpose and the team concept.1.2.3.4.5.6.7.
  • SummaryInstrument Time allotted Grade Impact %Team „7‟ Discussions 1 hourIndividual Sessions 30 minutesHomework (2 pages) If you use the strategy of opting for the path less-traveled, how wouldyou explain it? Why do the variables change the projected outcome?;what cautions would you issue?
  • Lesson Plan 20Making Difficult Choices Click to View Video
  • OverviewEach day of our life, we face difficult choices thatrequire a combination of input from key areas of ourlife‟s experience.1. History: Have I been here before; if so, what did I learn?2. Qualified Input: Your mentors, closest friends. In the case of Phil, physicians, dieticians, and great athletes became a part of what he called his team.
  • Overview Cont.3. Cost/ Impact Analysis: This is where youassess what the decision will cost, notnecessarily from a monetary standpoint, butfrom an impact on your situation.4. Your gut: when difficult decisions must bemade, go to a quiet place and listen to theadvice you receive from your gut.
  • Overview Cont.5. A higher authority: if your life includes a deepbelief in your God, as your spiritual partner, you canbe certain that you will walk into any situation with afeeling a confidence.In the book, Living For Game Day, Phil faced numerousdifficult choices that were attached to risk. One recklessdecision could have caused an abrupt end to his life, onehe wanted so desperately to extend.
  • ContinuedOne particular decision was his insistence onnot taking a red blood cell transfusionbecause it would be accompanied by drugsthat make him sleep. Twenty-fours hoursbefore his son‟s 2nd game was broadcastedon TV, his red cell count dictated animmediate transfusion.
  • Cont.Phil knew from his instincts and his relianceon his spiritual partner that he couldpostpone the transfusion until the gameended. In order to achieve this, he had to sitback, relax, and focus on the lessons helearned in biofeedback.If he failed to do so, his body would usemore red blood cells than he had and hewould die from heart failure or suffocation.
  • Cont.Although many would consider this a recklessdecision, Phil knew that his life skills were solidand that he could eliminate fear, anxiety anddepression from a very difficult situation.At 7:00 pm, game day became a reality for thesecond week in a row, on his TV. Theopportunity to converse with his son and watchhim play was worth the risk because the upsideexceeded the real, not the perceived, risk.
  • ObjectivesI. Understand the decision making process whenever difficult choices must be made.II. Learn that once a decision is made, refrain from wasting time looking back at the choice you made.III. Avoid making decisions in a vacuum; no one has enough information to be right more than 50% of the time without input from qualified experts.
  • ObjectivesIV. Be prepared to know and accept the consequences when decisions are made.V. Don‟t be embarrassed or afraid to reverse your position if new input dictates a last minute change.
  • Action StepsI. Individual (Time allotted 30 minutes) List the 5 toughest decisions you have made; what made them difficult and as you look back, were they a success or a failure? (see attached chart)
  • Decision What made them difficult?1.2.3.4.5.
  • Action StepsII. Individual (Time allotted 20 minutes) 1 pages Have you ever made a decision without complete information and how did it impact the outcome?III. Individual (Time allotted 30 minutes) Prior to the start of this semester you made a decision to take this elective. (see attached chart)
  • Difficult ChoicesWhy did you make What information did How will this coursethis decision? you have? benefit your next step?1.2.3.4.
  • Action StepsIV. Individual (Time allotted 20 minutes) What do you consider to be the first critical decision that you must make to take your life and career to the next step?? (see attached chart)
  •  = YES X = NODecision Rely Obtain Evaluate Listen Listen on Qualifie the to you to Your Histor d Input Cost/ Gut Spiritua y Impact l Advisor1.2.3.4.5. Enter response in your Virtual Life Skills Journal
  • Action StepsV. Individual (time allotted 30 minutes) Many decisions are made by the flip of a coin, in our head. Example; heads, I go; tails, I stay. Often people make this technique their way of terminating relationships with others or for that matter, work. If you flip that coin, there is a 50% probability of making a correct or incorrect decision. Conversely, if you list the positives and negatives of each decision, you have the ability to make decisions that are 100% correct for you. (see attached chart)
  • Making Difficult Choices What decisions are suited for flipping a What decisions are coin? suited for making a list?1.2.3.4.5.
  • SummaryInstrument Time allotted Grade Impact %Team „7‟ Discussions 0 minutesIndividual Sessions 100 minutesIndividualPresentationsHomework: Write two about how the life skills you have learned thusfar can make you a better person, friend, employee, or student.
  • Lesson Plan 21 Eliminating Worry
  • OverviewIt is often said that one of the most difficultproblems that cancer survivors, or for thatmatter, any survivor of a catastrophicproblem faces is being set free from thehospital and functioning on their own.Much like the movie, ShawshankRedemption, cancer patients, like PhilBracco, who are locked down in a hyperbaricfor 184 days are much like prisoners who arerecently released from prison.
  • Overview ContinuedIn the movie, many inmates could not dealwith the responsibility that comes withfreedom. Often, they took their lives soonafter they were freed.Cancer patients face a similar kind of fearbecause they no longer have the security ofa nursing and physician staff, caring for them24/7.
  • Overview ContinuedUltimately, those who develop a skill forconditioning and solving every problem thatcomes their way will exhibit self confidence thatallows them to enjoy the next journey in theirlife.Simple suggestions are directions that you canuse. Inadequate suggestions become hollowover time and force the patient, family andfriends into a very difficult situation as they try tointegrate their loved one into the outside world.
  • ObjectivesI. Remember that worry, like any other negative habit, requires repetition; the same repetition that creates worry is the same repetition that can create confidence.II. All of the worrying that you can create will never have an impact on the outcome.III. Be careful about the things you say. For example, saying, “This is going to be a tough day,” sets thoughts in motion, in your head, that will produce that outcome.
  • ObjectivesIV. Whenever you find yourself in a conversation filled with worriers, leave the room. Remember the Cleansing Mind Routine. Your mind is a precious vault. Positive thinkers pay close attention to the thoughts that friends and strangers try to drive into their subconscious mind. Great, positive thinkers have little patience for negative thinkers who contaminate the people around them with neagitive thoughts that cause a negative mindset.
  • ObjectivesV. Chronic worriers have little time to focus on creating positive outcomes in their life. After expending so much negative energy on things that will never happen, they find themselves feeling empty and alone as their friends grow tired of constantly hearing their problems.
  • Action StepsI. Individual (Time allotted 20 minutes) On the following chart, list 5 worries that tore you apart, but never occurred.
  • Worries That Never Occurred1.2.3.4.5.
  • Action StepsII. Individual (time allotted 30 minutes) What did it take to move past the worries listed on the prior page? (see attached chart)
  • Action Steps Moving Past Worries# Worry How did you move past it?1.2.3.4.5.
  • Action StepsIII. Team „7‟ Discussion (Time allotted 20 minutes) What characteristics do you routinely observe in people that seem far and free from any types of worries ? (see attached chart)
  • Characteristics of a Non-Worrier1. 6.2. 7.3. 8.4. 9.5. 10. Enter into Virtual Life Skills Journal
  • Action StepsIV. Individual Session (Time allotted 20 minutes) up to 1 page. Worrying is the first emotion that sets off a series of fears that cause additional worry. Describe negative emotions that compound and complicate small worries in your life.
  • Action StepsV. Team „7‟ Discussion (time allotted 30 minutes) 1 page Describe 5 public figures whose demeanor, poise and confidence suggest they are free from worry.
  • Action Steps# Individual How they create the image.
  • SummaryIndividual 60Team „7‟ 60Homework: Describe what you must do to create a life free from worryand how you imagine that life being. Up to 2 pages.
  • Module 5 Characteristics of a Great LeaderLeaders must be willing to lead and take the first fewsteps that set them apart from others and one their waytoward preparing themselves to lead by example.Lesson Plans 22. Fundamentals of a Great Leader 23. Management vs. Leadership 24. Being right vs. Being Understood 25. Reacting vs. Responding 26. Conviction
  • Lesson Plan 22Fundamentals of a Great Leader
  • OverviewPeople often assume that great leaders are born withleadership qualities. This can be as far from the truth as onemight imagine.Leaders are people who are not in the least bit inhibited by fearor that horrible sense in our gut that comes from humiliation.When they make an error, their typical response is, “I‟ll get it right the next time.”
  • Overview continuedThose who are intimidated by leading, defer to severalexcuses to explain their poor performance.Over the years, I have found that one of the best ways todevelop leadership skills is to learn how to speak in public.First, begin with small groups, from there, you emerge to scaleup to larger audiences.
  • Cont.Leaders come from all walks of life. It is not a right of passage;It is not something that can be passed down through thegenerations.Although my many fathers often want their sons to follow theexample they set, leadership can only be nurtured if that siblingis dedicated to developing the necessary skills.
  • ObjectivesI. Develop the confidence that no matter where you are in your life, or where you came from, you can develop the skills exhibited by great leaders.II. Great leaders develop their skills through repetition. Seldom, do they assume that a skill will be bestowed upon them without the necessary practice and repetition.
  • ObjectivesIII. Learn techniques that leaders use to create teamwork and a collaborative effort.IV. Understand the role that confidence plays in great leadership.V. Be prepared to lead through example.
  • Action StepsI. Team „7‟ Discussion (Time allotted 30 minutes) 1 page In the past, you may have worked for by great leaders. What separated them from effective managers?
  • Action StepsII. Team „7‟ Discussion (Time allotted 20 minutes) 1 page Team leaders tend to focus on setting and achieving goals. Why do they focus on goals? And how do they impact the leadership process?
  • Action stepsIII. Team „7‟ Discussion (Time allotted 30 minutes) 1 page Leaders view teamwork as a crucial element in any productive organization. How do they encourage teamwork in a work environment without causing challenges between existing employees?
  • Action StepsIV. Team „7‟ Discussion (Time allotted 30 minutes) 1 page What factors impact how leaders determine priorities for their staff on a daily/weekly/monthly basis? Be sure that you understand the Work/Priority Matrix. I. Urgent + II. Not Urgent Important but Important Great leaders and great managers always operate in III. Not Urgent which box and explain IV. Urgent But why? and Not Not Important Important
  • Action StepsV. Individual Discussion (Time allotted 30 minutes) 1 page Leaders often refer to “we” as opposed to “I” when addressing a group‟s performance. Why is that so?
  • SummaryTeam „7‟ Discussions 150 minutes
  • Lesson Plan 23Management vs. Leadership
  • OverviewOften people confuse management withleadership.Junior executives who have not beenproperly trained or mentored assume thattheir first management role is dedicated tomicromanaging every project, everyone‟swork, and often to find out what is wrong withsituation, rather than what is right.
  • OverviewLeaders on the other hand often becomementors.For starters, they seldom ask employees todo something that they could not or wouldnot do themselves. This in itself encouragesemployees to want to work with them, tolearn from them and to do all they can to bein lock-step with the company‟s operatingplan.
  • OverviewLeaders ask questions and seldom offer directionother than through their own actions.Managers, on the other hand, do not take actionuntil their next step is outlined in detail by theirimmediate supervisor. Although companies needmanagers to oversee the progression of projects,they must at the same time be managers who aregrooming themselves to become leaders. When they do take that leadership role, many of thetasks that they formerly outlined in detail becomesecond nature to the people they manage.
  • ObjectivesI. Ensure that the class understands that leadership is a learned skill. Although there are people who are predisposed to leadership, all work at their skill via repetition.
  • Objectives II. Leaders become great question originators as they consider every employee a resource that can take them to the place they need to be.III. Management is often labored by inept leaders who lack confidence in their immediate reports and micromanage each project to ensure performance to their satisfaction. The result is limited growth for those managers to take that next important step.
  • ObjectivesIV. Leadership, in the opinion of this author, requires a total commitment to looking, speaking, acting and behaving in a manner that speaks for itself.V. Leaders exist in all forms of life. You know them when you see them. You immediately sense their willingness to take risk and their endless supply of enthusiasm and courage.
  • Action StepsI. Individual Journal (Time allotted - 30 Minutes) List those leaders that have had a profound impact on your life and in ten words or less, describe what it was.
  • Action StepsII. Individual Journal (Time allotted – 20 minutes) List leaders in your life who acted more like managers. For each one, in ten words or less describe what gave you this impression.
  • Action StepsIII. Individual Journal (Time allotted – 10 minutes) In your own words, list those skills that you must develop to become a mentor and leader.
  • Action StepsOn this day, I believe that I must develop these skills to become a leadorand mentor:
  • Action StepsIV. Team „7‟ Discussion (Time allotted - 30 minutes) For years past, who do you consider as our strongest political leader and why?
  • Action Steps Strongest LeaderName Why?1.2.3.4.5.
  • Action StepsV. Team „7‟ Discussion (Time allotted - 20 minutes) In your mind‟s eye, what are the things that leaders practice to develop what we call leadership skills.
  • SummaryInstrument Time Allotted Grade Impact %Individual Journal 30 minutesIndividual Journal 20 minutesIndividual Journal 10 minutesTeam 7 Discussion 30 minutesTeam 7 Discussion 20 minutes
  • Lesson Plan 24Being Right vs. Being Understood
  • OverviewDuring the course of one‟s lifetime, countlessdiscussions border on arguments because ofthe individual‟s temptation to be right rather thanbe understood.As the equation flips from understanding tobeing right, listening begins to dissipate.As listening dissipates, people on both sidesbegin to focus on what they are going to saynext rather than what the other person is saying.
  • OverviewYears ago, one of Phil‟s mentors during hisclimb to a CEO position within a mid-sizedcompany, showed him an interesting techniquefor ensuring that being understood was theobjective and being right was the obstacle.His suggestion was that Phil should considerdrawing an imaginary line in the conferenceroom and letting everyone know that we were onthe same side of a sensitive subject with aninterest in creating a better solution.
  • OverviewOnce the “same side” visual was embedded inthe participants minds, the temptation to proveright vs. wrong was minimized.In personal relationships, his suggestion tookthem to the next step. “The next time you andyour spouse have an argument, hold handsbefore you begin.”It‟s at that time that you learn how to beinterested in being understood as opposed tobeing right.
  • ObjectivesI. Ensure that participants understand that being understood first begins with asking questions.II. Avoid at all costs the use of the singular pronoun „I.‟III. Learn to understand the power of the plural pronoun, „we.‟IV. Be certain to establish at the start of the discussion the objectives for the meeting.V. Once consensus is established and everyone is understood, the group leader must forward notes to the participants that summarize the group‟s position and promise the delivery of the resolution for a final review. Only at that point can the position be shared with the remainder of the team (or children).
  • Action StepsHypothetical Situation: It‟s a tough economy andthe company‟s CEO is meeting with immediatereports to discuss potential solutions for offsettinglagging sales. Discounting simply creates cashflow, but does not create profit to drive and supportthe business. The CEO, after a discussion with TheBoard, knows that the only resolution is a slightreduction in staff and benefits without underminingthe integrity of the corporations price schedule.Scenario: You are one of the participants in themeeting, and recently took a class that addressedthe importance of being understood versus right.
  • Action StepsI. Team „7‟ Discussion – 30 minutes After the CEO announces the situation and the eminent solution, how would you respond to his position while avoiding the pitfalls of trying to be right versus understood. What position would you take, what solutions might you offer? What questions do you feel compelled to ask?
  • Action StepsII. Team „7‟ Discussion – 1 page or less During your discussions with the CEO, someone in the group repeatedly uses the word I and most assuredly attempts to paint his position as correct. Knowing that economics dictate a change, how would you deal with his behavior in the spirit of moving the process forward?
  • Action StepsIII. Individual Session (20 minutes) 1 Page Your role is to go back to your employees and share the news about benefits reduction. In one page or less, describe what you would say.
  • Action StepsIV. Individual Session (30 Minutes) In management there is a power matrix that often distinguishes great leaders and managers from their mediocre counterparts. True Leader Explanation Frequently Uses We Weak-Leader Explanation Frequently Uses They Non-Leader Explanation Frequently I Don‟t Know Why – Let Me Go Back
  • Action StepsScenario: You are the manager of theAccounting Department. Provide or create aone page presentation that reflects themodels above, for each managing style. Usethe situation presented at the start of thelesson plan as the basis for your response.
  • Action StepsV. Individual Session – Composition (20 minutes) When was the last time you were right, in either a personal situation or a business matter that did not temporarily or permanently disrupt your relationship with those on the other side.
  • SummaryInstrument Time Allotted Grade Impact %Journal Entry 30 minutesJournal Entry 30 minutesJournal Entry 20 minutesTeam 7 Discussion 20 minutesJournal Entry 20 minutes
  • Lesson Plan 25Reacting vs. Responding
  • OverviewYears ago, Phil‟s entire focus was to makegrades 6-8 football team. He faced twochallenges: Although he had comparableskills, teammates were 2-4 years older thanhim. This would be a judgement call made bythe head coach.The second, was non-negotiable. Two weeksbefore weigh-in, he was 10 lbs lighter thanthe minimum weight.
  • OverviewWhen he returned home after the first pre-weigh inpractice, he was enraged because he knew hit had takenhim 8 years to gain 70 pounds. How in the world wouldhe gain the next 10 in two weeks?Phil‟s dad was a man of one-sentence sermons. He puthis right hand over his shoulder and said, “son you havetwo choices: You can either react to the problem, screamor yell and get nowhere, or respond to the problem.”With my dark brown eyes looking up at his, I said, “Dad,what is the difference?” He replied, “Let me give you anexample. When the doctor gives you a medicine and hesays you are “reacting” everyone gets nervous.
  • Overview“When he states that you are responding to the medication,everyone gets happy. So Phil, you have two choices, you canreact and get nothing done or you can respond and figure outyour situation.”Over the next days, Phil ate everything in sight. Unfortunately,the scale only moved upward in increments of a ½ pound. Atthe point when he was about to give up, his best friend, andcousin, said he had a solution.Quickly they went into the basement and he offered his plan,when the team gets to the hospital for weigh in, tell them thatyou lost your boxers at the pool, today. There is no way theywill ask you to strip down beyond your cut-off jeans withfemales in the room.
  • OverviewAs he shares the plan with me, he begins to tape fivepound plates to each hip. Off to the weigh in we go; myheart is pounding and I feel like everyone is looking atme. When my turn to weigh in was up, the moderatorsaid, “why aren‟t you in your shorts?” I answeredprecisely as my cousin Vince instructed. “We‟ll weigh youwith your jeans on and deduct two pounds for them asyour final number.When I hit the scale, I closed my eyes and heard a largeroar from my teammates, who saw the scale read 80pounds. In many respects, I was responding to thesituation, not reacting. I may have broken a rule but Icertainly did not violate a principle that would havechanged my decision.
  • ObjectivesI. Ensure students understand the difference between reacting and responding.II. Help students learn that principles can sometimes be challenging and rules can be broken, provided that no one gets hurt.III. Assist students in understanding that reactive thoughts stifle imagination.IV. Paint a picture for those who work in your organization who routinely react to a manager‟s instructions and the negative impact it has on t he entire team.V. Help everyone understand that reactive behavior stifles your ability to be understood as emotions and not reasons, take over the situation.
  • Action StepsI. Individual Composition (30 minutes) In one page or less, describe a situation that caused you to react instead of respond? Did your reaction hurt the final outcome?
  • Action StepsII. Team „7 Discussion (Time allotted 30 minutes) Based on the techniques that you have learned, what is the primary difference between responding and reacting?
  • Action StepsIII. Individual Journal Entry (30 minutes) This class is based on an open-forum concept. In order for the Team „7‟ concept to work, your response to team decisions to get specific objectives done is crucial. What type of employee behavior is counter- productive to that objective?
  • Action StepsIV. Individual Journal Entry (Time allotted 30 minutes) If you were teaching this class and had to offer Phil a different explanation, than his father‟s, about reacting and responding, what would it be?
  • Action StepsV. Individual Session (20 minutes) Phil‟s ability to make the weight required much more than understanding the difference between reacting and responding. What life skill tools did he need to use in order to succeed?
  • SummaryInstrument Time Allotted Grade Impact %Team Composition 20 minutesTeam „7‟ Discussion 30 minutesIndividual Journal Entry 20 minutesIndividualJournal Entry 30 minutesIndividual Session 20 minutes
  • Lesson Plan 26 Conviction
  • OverviewWhether the challenge is overcoming cancer or building abusiness in a tough economic environment, Phil Bracco hasalways felt that personal conviction must be the cornerstone ofplan.In Living For Game Day, Mr. Bracco had numerousconfrontations with nursing teams regarding his desire to haveline inserted into his arms each day as opposed to a chemoport, that easily connects him to multiple drugs, at the sametime. In many ways, its like putting gas in a tank.
  • Overview ContinuedPhil offered two key reasons for convincing his team to find asuitable vein rather than inserting a port.1. His conviction to exercise, during the outpatient portion of hisplan, had no room for a port. It would prevent strength trainingand a daily steam & cold shower to purge negative thoughtsand chemicals from his body.
  • Cont.During a very intense debate, he challenged the nursing team toscan the clinic as his peers were being treated and hooked to theirport. “What do you see?” was the question he posed to everyone.When no responses were offered, he said, “Then let me tell youwhat I see.”I see a room full of patients who are behaving nicely, followingyour instructions to perfection, here in their pajamas and headingdown a road to ultimate death, according to the statistics that youhave published
  • Cont.As for me, you won‟t find pajamas on this guy. I come here withmy briefcase and workout gear, and I can‟t have you interrupteither.2. You can expect me to bring my own food each day to ensurethat my body is getting its best chance to survive. When I seeyour lunch, filled with trays of chocolate cake, I am convincedthat conviction is not part of your mindset.
  • Cont.And not reflected in your treatment plan. “Yes, my dear friends,the path less-traveled is a path that allows you to be thecaptain of your own plan.
  • ObjectivesI. Understand the difference in planning with the conviction to succeed and planning simply to get a job done.II. Success in any battle often requires a step left or right off of the beaten path. One that allows us to listen to our gut and our heart and let them guide us.
  • ObjectivesIII. Conviction in times of difficulty allows your support team to provide help when you need them most; those that do not demonstrate a commitment to the plan, will be viewed as “just another employee” rather than an employee with growth, talent and potential.
  • ObjectivesIV. When unplanned adversity interferes with your progress, conviction is your salvation. Mr. Bracco‟s decision to be at a company meeting, in Los Angeles, caused him to be a captain‟s reason to bring a 300-passenger plane to the ground on its way from L.A. to Boston. In this case, Phil‟s commitment to the plan clouded his judgment when he flew at 35,000 ft. with limited red blood cells.V. People with conviction use “power talk,” using words like “intention” and “will” and eliminating those like “hoping” and “wishing.”
  • Action StepsI. Individual Session (Time allotted 30 minutes) 2 pages List three convictions that you would never compromise and describe why they are held so firmly in your mind.
  • Action Steps Convictions you would never compromiseCommitment Why?1.2.3.4.5.
  • Action StepsII. Individual Session (Time allotted 20 minutes) 1 page Explain how planning impacts conviction and courage.
  • Action StepsIII. Individual Session (Time allotted 30 minutes) 2 pages Describe three situations where your lack of conviction ultimately compromised an opportunity to improve your life.
  • Action StepsIV. Team „7‟ Discussion (Time allotted 40 minutes) 2 pages Describe a well-known leader who exhibits conviction and explain how his or her conviction is apparent in the way he or she leads and manages people.
  • Action StepsV. Team „7‟ Discussion (Time allotted 20 minutes) List 10 words that you associate with conviction. And write “yes” or “no” if your previously mentioned “well known leader exhibits that characteristic. (see attached chart)
  • Word Association: Conviction Does your “well-known leader” exhibit this quality? “yes” or “no”1. Poise Under Pressure Yes.2.3.4.5.6.7.8.9.10.
  • SummaryInstrument Time Allotted Grade Impact %Individual Session 1 hour, 20 minutesTeam „7‟ Discussions 60 minutes
  • Module 6 Creating Balance / Those Who Demonstrate True Leadership, Demonstrate BalanceVery often great leaders perish early as they fail to create balance inevery arena of their life. Balance and your passion for succeeding atwork must be complemented by other passions that create balance inyour life.Lesson Plans 27. Developing Courage 28. Preparing to Deal with Consequences 29. Creating Teamwork 30. Speaking With Confidence 31. Never Quitting 32. Slowing Down The Clock
  • Lesson Plan 27Developing Courage
  • OverviewOften what separates successful businessleaders from those who miss the mark iscourage. Most human resource personnel tryto assess a candidates courage withquestions in the hiring process. Oftencourage is confused with success. Victoriesare team results and not necessarily relatedto the courage of a key decision maker whoexecutes critical decisions throughout theentire process.
  • OverviewSeveral qualities are consistently evident inleaders with courage:1. They are Risk Averse. Every decision they make includes risk and they are not intimidated by risk.2. They consider mediocrity in performance as the cancer that weakens and ultimately destroys projects and companies.3. Privately, they know that nay-sayers are watching and potentially undermining their efforts and hoping for failure. Nevertheless, they proceed with victory as the target embedded in their mind.
  • Overview4. Goals are of paramount importance intheir life. Each day is dedicated to theachievement of specific goals.5. Change is considered an ally; they arequick to adjust their course when change isnecessary.6. They pay close attention to the innervoice that we often call instinct. Theychallenge those who continually takeopposition to all of his or her decisions.
  • Overview7. Never will you find them sitting still; turningthe other cheek is considered a conciliatoryresponse to ensure employee participationbut ultimately leads to nowhere.8. They never get caught up in consensusbuilding. Courage is an admirable quality butif exercised to a fault can create disruptionthroughout the entire team.
  • ObjectivesI. Recognize that courage, like all others, can be a learned skill.II. Like most skill building activities, it is critical to begin your “Building Courage Campaign” with action tactics that present the highest probability of success.
  • ObjectivesIII. As mentioned previously, it takes courage to set goals; The golden rules of goal setting is: a. share your Go Up Courageous goals with only those people who will support you and help you get there. b. Share your Give Up Goals (i.e. smoking) with everyone. They will constantly remind you of your commitment and help you achieve it.
  • ObjectivesIV. As your courage grows, so will your ability to listen to and be guided by your instincts. The sound of that inner voice will be the courage you need when your skeptics, enemies and nay- sayers are attacking you most.V. Positive reinforcement such as the mind cleansing the discipline in a earlier chapter will reinforce skill building exercise and the pieces will fall into place.
  • Action StepsI. Journal Entry (time allotted 30 minutes). In your Life Skills Journal list as often as you can remember when your specific actions made you proud and those around you were confident in your ability to lead, mentor and grow.
  • Courage Building# Skill/Action How did you feel What was the Demonstrated when you assessment completed the of your peers. task123456789
  • Action StepsII. Journal Entry (Time allotted 30 minutes) List 5 times in your life when your unwillingness to take action and demonstrate courage cost you? Can you articulate the cost, tangible or intangible?
  • Action StepsMissed Activity Tangible Cost Intangible Cost
  • Action StepsIII. Journal Entry (Time allotted 20 minutes) Whether it is school, work or any extracurricular personal activity what are your 5 largest opportunities to demonstrate courage in the next 6 months.
  • Action Steps# Biggest Opportunities in Next Six Type of Goal: „Go Months Up‟ or „Give Up‟ ?12345
  • Action StepsIV. Team „7‟ Discussion (Time allotted 20 minutes) In Living for Game Day, Mr. Bracco had many opportunities to demonstrate courage. What do you consider the top three and why do you feel this way? Be as specific as possible.
  • Action StepsV. Individual Composition (Time allotted 20 minutes) - Overcoming failure and the courage to move forward. Often, leaders, companies and people are intimidated to try new, aggressive approaches on the heals of a failure. If courage is to impact their future, they must continue trying. In one page or less, what would your strategy be in a fragile economy that stifles creativity and aggressiveness, and how would you encourage members of your team to approach their job?
  • Action StepsVI. Team „7‟ Discussion (Time allotted 20 minutes) In Living for Game Day, Mr. Bracco had many opportunities to demonstrate courage. What do you consider the top three and why do you feel this way? Be as specific as possible.
  • SummaryInstrument Time Allotted Grade Impact %Journal Entry 30 minutesJournal Entry 30 minutesJournal Entry 20 minutesTeam 7 Discussion 20 minutesJournal Entry 20 minutes
  • Lesson Plan 28Leaders Accept Consequences
  • OverviewDuring our wonder years, we can recallnumerous times when our parents shouted:“OK, go ahead and do as you please, but beprepared to deal with the consequences.”No matter how certain we were of theoutcome, their statement put an emptyfeeling inside, as we felt much safer whensomeone of authority gave us theirendorsement and the green light to proceed.
  • OverviewThe term „consequences‟ has a heavy,somewhat dire association with it.Instinctively, automatically, our imaginationdirects itself to the negative outcome.For Phil Bracco, accepting consequenceswas a daily routine. As he has often said:“Take the less beaten path and be ready toaccept whatever consequences that follow.”
  • OverviewIndividuals in charge never endorsed oraccepted anything outside of the text bookmedical protocol. Nevertheless, by conqueringfear, he went forward simply because he knewthat fear often represented False EvidenceAppearing Real.Consequently, he went forward. He oftenconsiders his decisions to proceed withoutendorsement to be the turning point in each boutwith cancer. Occasionally, his enthusiasm wastempered by decisions that turned outunfavorably.
  • OverviewOn a stormy summer evening during amidnight flight from Los Angeles to Boston, avery skilled pilot weaved his way throughthunderheads that often lit up the sky withflashes of lightning. As the plane elevatedbeyond its normal altitude of 35,000 feet, Philsat very quietly in his seat, organizing hiswork for the next five hours. At one point, hecould almost see the tops of thethunderheads as the lighting seemed to beflashing down, toward the ground.
  • OverviewAt cruising altitude, he began to feel a bitlightheaded and took a stroll to the back ofthis 300 passenger plane, seeing manyfamiliar faces sound asleep, awaiting theirarrival in Boston. Prior to departure, hisDoctor insisted that his counts wereinsufficient for a journey back and forthacross the country. Red counts were thesticking point, but Phil insisted that he‟s hadlots of practice holding his breath.
  • OverviewAs he reached the rear of the plane, he walkedinto a restroom, put water on his face, and tooka look at his eyes. His pupils seemed to be twicetheir normal size and he began to notice a veryheavy feeling on his chest. As he hustled backto his seat in rough air, he went back to workand continued to have increased difficultybreathing. An elbow to his right aimed at the ribsof his partner got the attention he needed. Philcan hear him say, as though it were yesterday,say: “Stop working and get some sleep.”
  • OverviewAlthough this would have been unusual, Phil gave ita try. Only to notice that breathing was growing moredifficult by the moment. Suddenly, a thought crossedhis mind that was proceeded by a question: “Canyou make it back to Boston?”Phil knew the answer, walked forward to visit withflight attendants who asked that he sit down andrelax. When nothing changed, they decided toconduct vitals. Blood pressure that normally was165-175/110 was now 190/115 and his pulse whichwas normally 47 at rest, was 125. Something was upand Phil needed a solution.
  • OverviewWhen things didn‟t change, Phil realized that theissue was not mental, but physical. With nospare bags of red blood cells in the cabin, aflight attendant spoke with the captain. Withinminutes, they both returned and he asked theusual questions about conditioning and heartproblems. When he recognized that neitherwere the cause, he summoned for a doctor tocome forward and assist a passenger in medicaldistress. At least a dozen sprinted to Phil‟s aidand in their midst were cardiologists, generalpractitioners and an intern oncologist at thehospital where he was being treated.
  • OverviewSeveral requests were made of thepassengers who were carrying nitroglycerinto come forward and share their inventory.When the drug failed, the captain had atough decision to make. 300 people wereexpecting to be awakened as the plane hit ashort runway at Logan Airport in Boston. Hisannouncement that we were making anemergency landing in Chicago, did notplease a single soul.
  • OverviewAs the plane‟s nose steeply pitched itself to a landing inChicago, windows began to lighten up at the flash oflightning. Rapidly, we descended into weather that wasdiverting planes into other Midwest cities to a very largerunway in Chicago. As we got closer to the ground, andthe thin air 42,000 feet now became normal air, thatweight on Phil‟s chest began to lift. As they came to agrinding stop on the runway, torrential rain pounded thesteps closest to the cockpit. Phil was carried down thosesteps as his partner insisted that he was going. Neitherpolicemen, flight attendants or the captain of the planecould stop him from following Phil into the ambulance.Within hours, Phil was checked from head-to-toe and theprompt conclusion was lack of oxygen due to thin air athigh altitude.
  • OverviewThis was the first time in Phil‟s treatmentplan where his gut - or possibly hisenthusiasm – overrode a physicians opinion,forcing him to pay the consequences. As theold saying goes: “Be careful what you askfor.”
  • ObjectivesI. Ensure that you truly understand the consequences and the odds of each decision you make that falls outside the road well traveled.II. Before taking a leap of faith, one must evaluate the consequences of a poor outcome.
  • ObjectivesIII. Decisions outside of the beaten path must be made with a sensitivity to the impact they will have on your caretakers if the situation did not go as planned.IV. If you are attempting to accept and ultimately take a risk, investigate all options for minimizing a dreadful outcome.
  • ObjectivesV. Whenever taking risk, it is vitally important to conduct a risk/reward analysis to ensure that a decision to go forward is in your best interest and the best interest of those around you.
  • Action StepsI. Team „7‟ Discussion (20 minutes) In reading his book, what action did Mr. Bracco fail to take that could have prevented this consequence; what information did he lack?
  • Action StepsII. Individual Journal (30 minutes) In the last four years can you identify instances where negligence on your part to understand the consequences of your action caused problems for you and hardships for your associates.
  • Action Steps# Situation Information Not If you were to do Considered it again, what would you change
  • Action StepsIII. Team „7‟ Discussion (20 minutes) In the world we know today, what reckless actions create consequences that can be avoided. The scope can be national and international.
  • Action StepsIV. Team „7‟ Journal Entry (30 minutes) As we emerge from college life to our next career, it is likely that we will be associated with some type of company with multiple employees with various skills. What consequences do you foresee if the employee has not benefitted from the Life Skills training that you have been processing here.
  • Action Steps# Situations that could potentially evolve in environments that contain people with and without Life Skills training.12345678910
  • Action StepsV. Team „7‟ Discussion (20 minutes) What do you think was the info Mr. Bracco failed to collect that caused this instance. When dealing with difficult challenges, one must be certain to understand the consequences of their actions – No Exceptions.
  • SummaryInstrument Time Allotted Grade Impact %Team „7‟ Discussion 20 minutesJournal Entry 30 minutesTeam „7‟ Discussion 20 minutesTeam 7 Journal Entry 30 minutesTeam „7‟ Discussion 20 minutes
  • Lesson 29 Creating Teamwork
  • OverviewOne of the most important, and most often used, terms inorganizations and sports is an 8-letter, two-syllable word:Teamwork.Most are introduced the concept of teamwork as a child, inphysical education, then as little leaguers on sports teams.Although often used, it is seldom described. Fortunately, greatteachers and coaches explain what they implied about the roleof a teammate.
  • Overview ContinuedWhen diagnosed, with three weeks to get into remission, hevery quickly mobilized a team of talented people who tookresponsibility for certain aspects of the plan.When assignments were clear, Phil would often say that hisrole, on the team, was to execute it to perfection and bringother skills to the plan that could improve his chances ofsuccess.
  • Cont.Within weeks of accepting your first work assignment, yourRight of Passage questions whether you had the necessaryskills; or needed to develop them through practice andrepetition.
  • Cont.Signs of great team members include:1. Team members rarely use the word “I.” (There is an old saying in sports, “There is no „I‟ in „team.”)2. Great teams put their own personal needs behind that of the corporate mission.3. Competitive companies often have several employees competing for the same position. This can create an unhealthy environment.
  • ObjectivesI. Recognize that the company‟s objectives take many of the same considerations into account that high achievers consider before accepting the job.II. Oral and written communication using open and closed probes is the key to problem solvingIII. When preparing for a job review. Be certain to carry along a job description. This will help your conversation remain factual about what your assignment is and not what it has become.
  • ObjectivesIV. Environments that support conflict are certain to create a negative experience with their supervisor.V. Like Phil, be certain before you go forward to have everything you need to skew the odds of success in your favor. Never set yourself up for failure. Never put yourself in a situation where you are surrounded by young people who are not committed to winning through teamwork.
  • Action StepsI. Individual Journal Entry (Time allotted 30 minutes) 1 page List 7 factors that you consider important in your relationship with the company and determine whether or not management is committed to teamwork. (Insert into Virtual Life Skills Journal)
  • Action StepsII. Team „7‟ Discussion (Time allotted 30 min) 1 page Your department is having a team meeting about the heavy shipping schedule this week that customers require. Due to tough economic times, management continues to limit staffing. Write at least one page listing 5 open-probe questions for your manager that reflects the team‟s concern about being short- staffed.
  • Action StepsIII. Team „7‟ Discussion (Time allotted 30 min) 1 page As the time of day becomes more important then the end of the day‟s project, management can be certain that it has a morale problem that needs to be corrected. In one half a page of less, what steps can management take to ensure that the employees are committed the team objectives and are willing to go the extra to ensure completion?
  • Action StepsIV. Individual Session (Time allotted 30 minutes) 1 page In living for game day, a conflict existed between Mr. Bracco and nurses who wanted to simplify their lives by drilling a port into his chest. Phil refused because he felt the positives outweighed the negatives. At what point, do you as an employee resist managements instructions, for the greater good of all workers?
  • Action StepsV. Individual Session (Time allotted 30 minutes) 1 page After several weeks, you have been functioning as part of a team, what steps could that team have taken to function more cohesively and more productively?
  • SummaryInstrument Time allotted Grade Impact %Individual Journal 30 minutesIndividual Session 60 minutesTeam „7‟ Discussion 60 minutes
  • Lesson Plan 30Speaking with Confidence
  • OverviewThe way we talk, speaks volumes about the waywe feel and often lets our competitors as well asour employees, know how committed we are toa certain objective.Prospective employers look for the sameconviction whenever we meet with them todiscuss an opportunity; they look to their keymanagers for the same kind of confident speechthat influences everyone‟s perception of aproject or an important situation. Survivors whoovercome a catastrophic illness understand thesame correlation between self-talk and outcome.
  • ObjectivesI. Learn the importance of being credible and exuding confidence when using power talk. In other words, everything you use in communication, either oral or written, helps or hurts your position.II. Always use affirmative talk in conversation with others.
  • ObjectivesIII. If in a management role, always give your team the impression that you are there to help them. Example: “when you get to that stage in the project, I will help you myself.” Rather than saying “if you get to that stage etc.”IV. Employ win-win phrasing when you speak. Example: “Let‟s talk it through and see where we end up”
  • ObjectivesV. Make it a point to use positive phrases. Example: “This will fit your needs precisely” rather than “I think this will fit your needs.”VI. Never jeopardize your integrity and avoid phrases like “to be perfectly honest”VII. Never undermine your confidence by asking questions such as: “Do you think it will work?”VIII. Never hedge in speaking by using phrases such as “sort of,” “kind of”
  • Action StepsI. Individual Composition (20 minutes) In one page or less, respond to the following: Hypothetical Scenario: It is the end of the first quarter and your team has set it‟s sites on a banner year. Sales are flat and profit margins are below plan due to discounting. As a Department Manager, you are providing a quarterly update that must include many of the power talk skills referenced above. In one page or less, describe what you would say.
  • Action StepsII. Individual Journal Entry (30 minutes): Identify phrases that you need to delete from your vocabulary when interacting with others. Phrases to Delete
  • Action StepsIII. Team „7‟ Journal Entry (30 minutes) On the page that follows, correct each use of language with speech that amplifies confidence.
  • Action StepsSigns of Weakness Appropriate ResponsesI think I canIf time permitsI may be able toI‟m not sureDo you think this will work?I‟ll tryI hopeI suspectI‟ll ask my superiors I‟ll have an answer for you tomorrow.At the right moment
  • Action StepsIV. Individual Composition (20 minutes) With information coming at you at the speed of light, sit back for a moment and write a one page or less composition on people who speak with confidence and support your position with relevant facts related to the discussions we‟ve had in this class.
  • Action StepsV. Team „7‟ Discussion – 20 minutes As a new member of the working force, you will be frequently asked whether or not you can complete a certain project by a certain time. What do you feel is the most appropriate response?
  • SummaryInstrument Time Allotted Grade Impact %Individual 20 minutesAssessmentIndividual 30 minutesAssessmentIndividual 20 minutesCompositionIndividual Journal 30 minutesEntryTeam „7‟ Discussion 20 minutes
  • Lesson Plan 31 Never Quitting
  • OverviewOne of the benefits of playing sports at an early agewas the confrontation that periodically occurs in yourmind about continuing or quitting.Often a voice that whispers “why are we doing this?”creeps into your mind and poses an option that atthe moment appears much more appealing.Quitting is the easy thing to do and although itprovides temporary relief, it also can become a habitthat will plague you for the remainder of your days.The question becomes, when is it reasonable to quit,cease on a certain project and when is it right tocontinue and press forward.
  • OverviewDuring Phil Bracco‟s lifetime, he has had manyopportunities to speak with cancer patients. Most wereready to quit prematurely while others who were beyondtechnology‟s ability to cure them were rightfully making adecision that made great sense. During my three boutswith cancer, there was only one evening when thethought crossed my mind. After a month of continuouschemotherapy, complicated by an inability to breathe,swallow, and for that matter eat anything, I found myselfstaring at a large picture window that featured the skylineof Boston. I remember falling asleep and waking up andvisually imagining the people, the unfinished work, that Ihad to live for. Instantly, my mind was corrected and Dr.Frankl‟s message about the importance of meaning in mylife reversed the mindset that could have led to a promptend of my life.
  • ObjectivesI. Knowing the difference between quitting an activity without due cause and making a decision based on good judgment.II. Understanding that quitting can quickly become a habit that excuses us from some of the tougher responsibilities we will accept as we move down life‟s path.
  • OverviewIII. To recognize that the antidote to quitting is to focus on those people and unfinished activities that bring meaning to your life.IV. When and if you do quit an activity, allow some time to pass to evaluate why and how would you approach the matter differently in the future?V. Quitting brings along with it a feeling of self- doubt that will assuredly impact other activities that you may accel in.
  • Action StepsI. Individual Assessment – Journal (30 minutes) Compile a list of five activities that you quit that in hindsight required more drive and perseverance to continue and would have ultimately been to your benefit. (Use chart on following slide)
  • Action Steps# Activities that you quit:1.2.3.4.5.
  • Action StepsII. Individual Assessment (30 minutes) List five situations where you quit an activity and in hindsight it was the right decision. Explain your rationale. # Activities that you quit: Rationale 1. 2. 3. 4. 5.
  • Action StepsIII. Individual Composition (20 minutes) 1 page What relevance do you recall between the message in Frankl‟s book and the subject of quitting?
  • Action StepsIV. Team „7‟ Discussion (20 minutes) After reading the book, Living for Gameday, what do you feel were the motivating factors that gave Phil Bracco the reputation for never quitting.
  • Action StepsV. Individual Journal Entry – 20 minutes After reading both books, what are the ten most important motivating factors in your life for continuing the journey and never quitting. # Motivating Factors to Never Quit 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
  • SummaryInstrument Time Allotted Grade Impact %Individual 20 minutesAssessmentIndividual 30 minutesAssessmentIndividual 20 minutesCompositionIndividual Journal 30 minutesEntryTeam „7‟ Discussion 20 minutes
  • Lesson Plan 32Slowing the Clock Down
  • OverviewThose closest to Phil often here him say thathe intends to turn the clock back. After twotransplants, he immediately returns to thegym and not only ensures that he canrestore health but that he can becomehealthier than he was prior to illness.
  • OverviewPhil considers the body to be a wonderfulmachine that can restore, if not improveitself, if treated reasonably with health beingthe primary objective. This Lesson Plan isgoing to focus on slowing the clock downand restoring our mind, behavior andexpectations to those we knew in our youth.
  • OverviewIn his latest transplant, Phil sent themessage to his closest friends whilespending the better part of 2011 in ahyperbaric room with a clock staring in hisface, he was often reminded of a time whenlife moved so slowly, so simply, so perfectly.It was a time when we were concerned withour immediate surroundings; intrigue definedour state of mind.
  • Remember when …Close your eyes – go back to those days when your onlyfocus was directed on what was in front of you, nothingelse really mattered – our regrets were few; our concernsgrounded in the moment; we were never apprehensiveabout the future.Everything in our world was intended to createhappiness.The end result of our singular focus was the following: • Our days moved so slowly • The holidays took forever to come • Summer vacation seemed so distant • The clock in your classroom struggled to get to recess • 18 years seemed like a lifetime away
  • The End ResultIn time, before the Mind Watcher knew hisskill, information began to infiltrate yourmind. In time, the pace increased – some ofit was good, some of it was negative. Soon,new responsibilities become part of your lifeand the child that was singularly focused isnow wondering where did the day go.
  • ObjectivesI. Learn to slow down your clock and restore the joy and happiness that you felt in childhood.II. Turn back the clock by confronting yourself each day to make more physical deposits than withdrawals.III. Remember that happiness is not granted to only those with resources. As a child, you lived moment to moment.
  • ObjectivesIV. Ensure that you surround yourself with people that talk about happy things, who share your belief that happiness can be created in the future and not only reminisced in the past.V. Never quit: No matter how difficult things are, remain focused on what you have, and remain confident that life will provide a solution.
  • Action StepsI. Individual Session (30 minutes) For the next five minutes, sit quietly at your desk and take note of the activities and responsibilities that cross your mind. At the conclusion, create a one page list of those activities. The objective is to sit quietly and consume yourself with the moment and avoid the pitfalls of dwelling on chores. Give yourself a grade and consider what‟s needed to keep that list at zero.
  • Action StepsII. Individual Session (Time allotted 30 minutes) Activities that Slow You Down 1 2 3 4 5 6 7 8 9 10
  • Action StepsIII. Team „7‟ Discussion (Time allotted 20 minutes) Compile a list of routine chores that create speed and anxiety in your life. Determine which can or cannot be eliminated.
  • Action StepsActivities That Can Be Eliminated Yes No
  • Action StepsIV. Team „7‟ Contest (Time allotted 10 minutes) Make a list of life skill activities that you learned in this class that can help you slow down the clock, reduce anxiety and extend this journey. Full sentences required. Insert in journal.
  • Action StepsLife Skill Activities That Will Help You Slow Down The Clock
  • Action StepsV. Review the Jim Valvano Clip (Time allotted 30 minutes.) “Never quit. Language therapists did a study of an Native American tribe and found out there was not a stutterer among them. When they reviewed the language itself, they found the word stutter did not exist in their dictionary. When they inquired a young Native American student raised his hand and said, “Sir how can we stutter if the word does not exist?” Food for thought until we meet again ... It‟s been my pleasure.” -Phil Bracco