At the end of the day I’ll know thisconference has been a success for meif _____________________.
Overview• Understanding your brain’s built-in hard-wired  reward-and-planning system• Asking 2 questions• Strategic behavi...
Assumptions•   Everybody’s doing the best they can•   Every behavior serves a function•   Behavior is not incomprehensible...
UNDERSTANDING YOUR BRAIN’S BUILT-IN HARD-WIRED REWARD-AND-PLANNING SYSTEM
Image: wikimedia commons
Image: wikimedia commons
© 2011 David D. Nowell, Ph.D. All rights10/21/2012                                              10                        ...
We don’t do anything we’re notmotivated to do
Dopamine is the neurotransmitter of:• Reward           • Pride• Motivation       • Success• Woo hoo!         • Yay!
What does dopamine feeeel like?
Preferred States Inventory1. Call to mind a “peak” moment  – When was this?  – Who was there?  – Where were you?2. Clarify...
Preferred States Inventory3. Identify the highlight moment  – What was the very best part of all that? If you had    to ch...
Preschool        1. 1-step errands        2. Chores with cues        3. Basic inhibition                         © 2011 Da...
Kindergarten -2nd Grade    1. 2-3 step directions    2. 20-30 minute assignments    3. Follow rules/inhibit/no grabbing   ...
3rd-5th Grade             1. Simple shopping list             2. Keep track of variable daily schedule             3. Inhi...
6th – 8th Grade        1. Complex chores        2. Organizing system        3. Time management        4. Self soothe      ...
Teenage-mid 20’s             1. Independent with assignments             2. Make adjustments based on feedback            ...
Lending Your Brain             © 2011 David D. Nowell, Ph.D. All rights10/21/2012                                         ...
Cortico-striatal loop
Cortico-striatal loop
The reward-and-planning system
The reward-and-planning system•   Anticipate goal (state)•   Identify tasks•   Sequence / problem-solve•   Block out distr...
Ways the reward-and-planning system           can go wrong•   Anticipate goal (state)•   Identify tasks•   Sequence / prob...
Ways the reward-and-planning system           can go wrong• Anticipate goal (state)  – Strategies:     • Preferred States ...
Ways the reward-and-planning system           can go wrong• Identify tasks  – Strategies:     •   Coaching     •   Intervi...
The best defense against themanipulation of our attention isto determine for ourselves – inadvance - how we want toinvest ...
Ways the reward-and-planning system           can go wrong• Sequence / problem-solve  – Strategies:     • Coaching     • P...
Image: Jim Mills @ photoxpress
Ways the reward-and-planning system           can go wrong• Block out distractions  – Strategies:     •   Eliminate distra...
Increase salience
StayOnTask app
Ways the reward-and-planning system           can go wrong• Get the reward  – Strategies     • Maintain boundaries     • A...
“authority of the body”
38676
ASKING TWO QUESTIONS
Am I having fun now?  Is this important?             © 2011 David D. Nowell, Ph.D. All rights10/21/2012                   ...
Am I having fun now?  Is this important?             Yes                                 No             Yes               ...
© 2011 David D. Nowell, Ph.D. All rights10/21/2012                                              53                        ...
© 2011 David D. Nowell, Ph.D. All rights10/21/2012                                              54                        ...
© 2011 David D. Nowell, Ph.D. All rights10/21/2012                                              55                        ...
© 2011 David D. Nowell, Ph.D. All rights10/21/2012                                              56                        ...
Am I having fun now?Is this important?
When we focus on leading apassionate, meaningful life we create aspectacular ripple effect of inspirationin the lives arou...
Am I having fun now?Is this important? I’m having fun.                                    Yes           No                ...
Am I having fun now? Is this important?                                                  Yes              No              ...
Weekly Planning Session
10-MinuteMorning Review
What will you do today that youllstill remember one year from now??
What’s your One Thing?
10-MinuteMorning Review
10-MinuteMorning Review
Take Advantage of Natural Breaks inYour Daily Routine
StayOnTask app
Am I having fun now?Is this important?      Yes              No                             I’m not having fun.      Yes  ...
Increase salience
© 2011 David D. Nowell, Ph.D. All rights10/21/2012                                              81                        ...
© 2011 David D. Nowell, Ph.D. All rights10/21/2012                                              82                        ...
easy                                                     hard              © 2011 David D. Nowell, Ph.D. All rights 10/21/...
© 2011 David D. Nowell, Ph.D. All rights10/21/2012                                              85                        ...
easy                                                     hard              © 2011 David D. Nowell, Ph.D. All rights 10/21/...
© 2011 David D. Nowell, Ph.D. All rights10/21/2012                                              87                        ...
Barter practical / social support
Am I having fun now?Is this important?             Yes         No             Yes         Yes             Yes         No  ...
STRATEGIC BEHAVIORAL INQUIRY
A                     B                             C    ANTECEDENTS                BEHAVIOR                      CONSEQUE...
A                       B                             C  ANTECEDENT               BEHAVIOR                       CONSEQUEN...
A                                 B                      C         ANTECEDENTS                       BEHAVIOR             ...
A                B                                     C  ANTECEDENT       BEHAVIOR                               CONSEQUE...
Beginning             Middle                            End             © 2011 David D. Nowell, Ph.D. All rights10/21/2012...
…and How Exactly Did You Do That?
© 2011 David D. Nowell, Ph.D. All rights10/21/2012                                              99                        ...
© 2011 David D. Nowell, Ph.D. All rights10/21/2012                                              102                       ...
© 2011 David D. Nowell, Ph.D. All rights10/21/2012                                              103                       ...
More• Behavioral control• Choices and options• Self-regulation  – Arousal  – Motivation  – Mood
Objectives of SBI• Specific behavioral strategy• What feeling-goals were associated with the  goal?• Motivational level on...
Benefits of SBI• Affirms the value of coachees’ unique internal  experience• Emphasizes the culture of self-regulation• En...
Assumptions of SBI•   Everybody’s doing the best they can•   Every behavior serves a function•   Behavior is not incompreh...
How to “do” SBI• HEDYDT?
HEDYDT?•   How•   Exactly•   Did•   You•   Do•   That•   ?
HEDYDT?• How (a technology)• Exactly (a precise “recipe,” a sequence of  actions and thoughts and images)• Did (post-morte...
Personal Application• What habit or practice have you intentionally  developed? And How Exactly Do You Do That?• What bad ...
Collect data – allow yourself to fall inlove with the truth
Family/Social Application• Think of the most important relationship in  your life right now  – What do you most admire abo...
Clinical Application• What recurring behavioral problem is showing  up in your clinic or classroom?• Note: we aren’t askin...
What’s your One Thing?Appendix C
Summary• Understanding your brain’s built-in hard-wired  reward-and-planning system• Asking 2 questions• Strategic behavio...
Living in The Gap• Compassion• Self-compassion
Let’s stay in touch! Join my e-newsletter list:   Fill out a card today and drop it in the box.   Text to join: text DN...
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  • 5 MINUTE OVERVIEW
  • An intervention to increase coachees’ insight about their unique and specific patterns for desired and undesired behaviors. SBI is an approach which is non-judgmental but reality-based, and invites participants to fall in love with reality and to desire reality even more than we desire denial and excuses. SBI assumes that behavior is logical, not random and not incomprehensible. That our behavior follows patterns which are discernible by the curious and engaged observer free of prejudice and blame and theory.
  • NeuroanatomyNeurotransmittersPhenomenology of dopamine and serotonin
  • This is a very abstract or ouside-in understanding of human motivation. We’ll be moving towards in increasingly inside-out understanding.
  • less
  • Emory University neuroscientists James Rilling and Gregory Berns. They found that the act of helping another person triggers activity in the caudate nucleus and anterior cingulate cortex regions of the brain, the parts involved in pleasure and reward.Ss instructed to plan 5 acts of kindness during week. Lyubomirsky, S., Sheldon, K. M., & Schkade, D. (2005). Pursuing happiness: The architecture of sustainable change. Review of General Psychology, 9, 111-131.
  • Photo of me at sand dunes in idaho
  • NeuroanatomyNeurotransmittersPhenomenology of dopamine and serotonin
  • FIGHTING NUN IN MYSTERY BOX: WHY IS THIS FUNNY? WE HAVE EXPECTATIONS BASED ON AGE, STATUS, ETC.Preschool Run simple errands (e.g., “Get your shoes from thebedroom”). Tidy bedroom or playroom with assistance. Perform simple chores and self-help tasks withreminders (e.g., clear dishes from table, brush teeth,get dressed). Inhibit behaviors: don’t touch a hot stove; don’t runinto the street; don’t grab a toy from another child;don’t hit, bite, push, etc.
  • FIGHTING NUN IN MYSTERY BOX: WHY IS THIS FUNNY? WE HAVE EXPECTATIONS BASED ON AGE, STATUS, ETC.Preschool Run simple errands (e.g., “Get your shoes from thebedroom”). Tidy bedroom or playroom with assistance. Perform simple chores and self-help tasks withreminders (e.g., clear dishes from table, brush teeth,get dressed). Inhibit behaviors: don’t touch a hot stove; don’t runinto the street; don’t grab a toy from another child;don’t hit, bite, push, etc.
  • FIGHTING NUN IN MYSTERY BOX: WHY IS THIS FUNNY? WE HAVE EXPECTATIONS BASED ON AGE, STATUS, ETC.Preschool Run simple errands (e.g., “Get your shoes from thebedroom”). Tidy bedroom or playroom with assistance. Perform simple chores and self-help tasks withreminders (e.g., clear dishes from table, brush teeth,get dressed). Inhibit behaviors: don’t touch a hot stove; don’t runinto the street; don’t grab a toy from another child;don’t hit, bite, push, etc.
  • FIGHTING NUN IN MYSTERY BOX: WHY IS THIS FUNNY? WE HAVE EXPECTATIONS BASED ON AGE, STATUS, ETC.Preschool Run simple errands (e.g., “Get your shoes from thebedroom”). Tidy bedroom or playroom with assistance. Perform simple chores and self-help tasks withreminders (e.g., clear dishes from table, brush teeth,get dressed). Inhibit behaviors: don’t touch a hot stove; don’t runinto the street; don’t grab a toy from another child;don’t hit, bite, push, etc.
  • FIGHTING NUN IN MYSTERY BOX: WHY IS THIS FUNNY? WE HAVE EXPECTATIONS BASED ON AGE, STATUS, ETC.Preschool Run simple errands (e.g., “Get your shoes from thebedroom”). Tidy bedroom or playroom with assistance. Perform simple chores and self-help tasks withreminders (e.g., clear dishes from table, brush teeth,get dressed). Inhibit behaviors: don’t touch a hot stove; don’t runinto the street; don’t grab a toy from another child;don’t hit, bite, push, etc.
  • FIGHTING NUN IN MYSTERY BOX: WHY IS THIS FUNNY? WE HAVE EXPECTATIONS BASED ON AGE, STATUS, ETC.Preschool Run simple errands (e.g., “Get your shoes from thebedroom”). Tidy bedroom or playroom with assistance. Perform simple chores and self-help tasks withreminders (e.g., clear dishes from table, brush teeth,get dressed). Inhibit behaviors: don’t touch a hot stove; don’t runinto the street; don’t grab a toy from another child;don’t hit, bite, push, etc.
  • NeuroanatomyNeurotransmittersPhenomenology of dopamine and serotonin
  • NeuroanatomyNeurotransmittersPhenomenology of dopamine and serotonin
  • NeuroanatomyNeurotransmittersPhenomenology of dopamine and serotonin
  • Insight re: match b/t activities and PSI
  • EXPLAIN WKSHOP’S PURPOSE, INCREASE SALIENCE, RELATE TO PRIOR K’LEDGE
  • APPENDIX F p.a7: WRITE DOWN ?S YOU’VE HAD TO THIS POINT
  • Small group: id activities in each of 4 quadrants
  • Clarifying the 1stquestionWhy is it important that our clients are engaged in commitments and obligations and relationships which are fun?
  • Clarifying the 2nd question
  • Clarifying the 1stquestionWhy is it important that our clients are engaged in commitments and obligations and relationships which are fun?
  • Feel free to substitute a more meaningful word: engaging, pleasant, rewarding. (but not “necessary” or “the right thing” b/c these are more abstract and more distal to the brain-based experience of reward). Fun is proximal to the neurochemistry of actual human brain functioning.
  • A big leap: the 2 questions are intimately bound together
  • Motivational blueprintAlternatives: authority, peer group, mediaNB: many of us are shaped and influenced by peer group, authority, and media (buddha, dharma, sangha). U and your coachee may acquiesce to different authority, and u cn still do great work tgthrAuthority of the bodyBut what if what feels good to me is to eat 5 chocolate pies or to punch the mailman in the face? Is that okay?Two responses: 1) value of community; snd 2) neuroscience (emory research)Emory University neuroscientists James Rilling and Gregory Berns. They found that the act of helping another person triggers activity in the caudate nucleus and anterior cingulate cortex regions of the brain, the parts involved in pleasure and reward.Ss instructed to plan 5 acts of kindness during week. Lyubomirsky, S., Sheldon, K. M., & Schkade, D. (2005). Pursuing happiness: The architecture of sustainable change. Review of General Psychology, 9, 111-131.
  • Google calendar w/ text f/uSupportive check-ins
  • Can’t decide whether it’s important? Watch tvvs study french: make it vivid
  • Body doubleHarder than a 3/10?Increase saliency: stimulantrx, “nothing tastes as good as thin feels” – brain cant tell the difference b/t real and imagined….but real is vivider, pairing dull/difficult tasks w/ intrinsic reward (e.g cape, med student)
  • EXPLAIN WKSHOP’S PURPOSE, INCREASE SALIENCE, RELATE TO PRIOR K’LEDGE
  • STUDY BOX
  • Make task shorter, build in breaks, use salient r+ for afterwards, make steps more explicit, make task more appealing (beat the clock, write steps down on slips of paper, in jar)
  • 242”
  • Getting to the gym – esp after full day’s work – is harder than a 3 / 10.
  • Delete 30 FB friendsDelete 3 “friends”Delete 2 commitments or obligations which arent fun or important (trauma survivor at txgiving; west boylstonhxical society; I decided to stop eating foods that make me feel bad)
  • An intervention to increase coachees’ insight about their unique and specific patterns for desired and undesired behaviors. SBI is an approach which is non-judgmental but reality-based, and invites participants to fall in love with reality and to desire reality even more than we desire denial and excuses. SBI assumes that behavior is logical, not random and not incomprehensible. That our behavior follows patterns which are discernible by the curious and engaged observer free of prejudice and blame and theory.
  • Grandma’s # cake – mess up 1 thing…Likewise, you have a recipe…. – change just 1 thing, and u get a diff. outcome.
  • 29 times a month he made curfew. That’s great executive fx !
  • If you drive your car off a cliff you will be punished. Not “artifically” but naturalistically and organically. I want my client to know how to text when texting is exactly the right choice. And how to resist text messages in settings which organically punish texting. (like what?)I want her to know exactly when to swear. And to know how to avoid swears in settings which naturalistically punish swearing. (like what?)
  • MYSTERY BOXHAVE ST / VP PUT NAMES OF ATTENDEES IN HATAPPENDIX A p. a2: TO DO
  • Addresources lmyb

    1. 1. At the end of the day I’ll know thisconference has been a success for meif _____________________.
    2. 2. Overview• Understanding your brain’s built-in hard-wired reward-and-planning system• Asking 2 questions• Strategic behavioral inquiry: How exactly did you do that?
    3. 3. Assumptions• Everybody’s doing the best they can• Every behavior serves a function• Behavior is not incomprehensible or random• Behavior follows patterns which reveal themselves to the curious observer free of prejudice or blame or theory
    4. 4. UNDERSTANDING YOUR BRAIN’S BUILT-IN HARD-WIRED REWARD-AND-PLANNING SYSTEM
    5. 5. Image: wikimedia commons
    6. 6. Image: wikimedia commons
    7. 7. © 2011 David D. Nowell, Ph.D. All rights10/21/2012 10 reserved.
    8. 8. We don’t do anything we’re notmotivated to do
    9. 9. Dopamine is the neurotransmitter of:• Reward • Pride• Motivation • Success• Woo hoo! • Yay!
    10. 10. What does dopamine feeeel like?
    11. 11. Preferred States Inventory1. Call to mind a “peak” moment – When was this? – Who was there? – Where were you?2. Clarify sensory detail – What exactly did you see? – What were you hearing? – Was there texture? Temperature? – Were there smells?
    12. 12. Preferred States Inventory3. Identify the highlight moment – What was the very best part of all that? If you had to choose just one moment?4. Say hello to your body – What were you feeling, in your body, right in the middle of all that? – Where exactly – in your body – did you feel that? – What words would describe that feeling?
    13. 13. Preschool 1. 1-step errands 2. Chores with cues 3. Basic inhibition © 2011 David D. Nowell, Ph.D. All rights10/21/2012 23 reserved.
    14. 14. Kindergarten -2nd Grade 1. 2-3 step directions 2. 20-30 minute assignments 3. Follow rules/inhibit/no grabbing © 2011 David D. Nowell, Ph.D. All rights10/21/2012 24 reserved.
    15. 15. 3rd-5th Grade 1. Simple shopping list 2. Keep track of variable daily schedule 3. Inhibit and regulate even without teacher present 4. Simple delayed gratification (phone) © 2011 David D. Nowell, Ph.D. All rights10/21/2012 25 reserved.
    16. 16. 6th – 8th Grade 1. Complex chores 2. Organizing system 3. Time management 4. Self soothe 5. Manage conflict © 2011 David D. Nowell, Ph.D. All rights10/21/2012 26 reserved.
    17. 17. Teenage-mid 20’s 1. Independent with assignments 2. Make adjustments based on feedback 3. Inhibit reckless behavior 4. Say “no” to fun activity if other plans already made 5. Take others’ perspective © 2011 David D. Nowell, Ph.D. All rights10/21/2012 27 reserved.
    18. 18. Lending Your Brain © 2011 David D. Nowell, Ph.D. All rights10/21/2012 28 reserved.
    19. 19. Cortico-striatal loop
    20. 20. Cortico-striatal loop
    21. 21. The reward-and-planning system
    22. 22. The reward-and-planning system• Anticipate goal (state)• Identify tasks• Sequence / problem-solve• Block out distractions• Get the reward
    23. 23. Ways the reward-and-planning system can go wrong• Anticipate goal (state)• Identify tasks• Sequence / problem-solve• Block out distractions• Get the reward
    24. 24. Ways the reward-and-planning system can go wrong• Anticipate goal (state) – Strategies: • Preferred States Inventory • Letter from the future • Look for the goal-behind-the-goal
    25. 25. Ways the reward-and-planning system can go wrong• Identify tasks – Strategies: • Coaching • Interview someone who’s already done it • Vocational counseling • Weekly planning session
    26. 26. The best defense against themanipulation of our attention isto determine for ourselves – inadvance - how we want toinvest it. - E. Goldberg
    27. 27. Ways the reward-and-planning system can go wrong• Sequence / problem-solve – Strategies: • Coaching • Project management • Review your successes and strengths: What evidence do you have that you CAN do this? • Psychotherapy • Morning 10-minute review • Mind-mapping software / apps
    28. 28. Image: Jim Mills @ photoxpress
    29. 29. Ways the reward-and-planning system can go wrong• Block out distractions – Strategies: • Eliminate distractions • Increase salience (what’s in it for me?) • Morning 10-minute review • The Body Double • StayOnTask app
    30. 30. Increase salience
    31. 31. StayOnTask app
    32. 32. Ways the reward-and-planning system can go wrong• Get the reward – Strategies • Maintain boundaries • Ask “what about this do I want?” • Get clear about your preferred states. Recognize your unique body-based neurological blueprint for happiness. Be honest, own it.
    33. 33. “authority of the body”
    34. 34. 38676
    35. 35. ASKING TWO QUESTIONS
    36. 36. Am I having fun now? Is this important? © 2011 David D. Nowell, Ph.D. All rights10/21/2012 51 reserved.
    37. 37. Am I having fun now? Is this important? Yes No Yes Yes Yes No No No © 2011 David D. Nowell, Ph.D. All rights10/21/2012 52 reserved.
    38. 38. © 2011 David D. Nowell, Ph.D. All rights10/21/2012 53 reserved.
    39. 39. © 2011 David D. Nowell, Ph.D. All rights10/21/2012 54 reserved.
    40. 40. © 2011 David D. Nowell, Ph.D. All rights10/21/2012 55 reserved.
    41. 41. © 2011 David D. Nowell, Ph.D. All rights10/21/2012 56 reserved.
    42. 42. Am I having fun now?Is this important?
    43. 43. When we focus on leading apassionate, meaningful life we create aspectacular ripple effect of inspirationin the lives around us.
    44. 44. Am I having fun now?Is this important? I’m having fun. Yes No Yes Yes I’m on task. Yes No No No © 2011 David D. Nowell, Ph.D. All rights10/21/2012 62 reserved.
    45. 45. Am I having fun now? Is this important? Yes No Yes YesI’m having fun. Yes NoI’m not on task. No No © 2011 David D. Nowell, Ph.D. All rights 10/21/2012 63 reserved.
    46. 46. Weekly Planning Session
    47. 47. 10-MinuteMorning Review
    48. 48. What will you do today that youllstill remember one year from now??
    49. 49. What’s your One Thing?
    50. 50. 10-MinuteMorning Review
    51. 51. 10-MinuteMorning Review
    52. 52. Take Advantage of Natural Breaks inYour Daily Routine
    53. 53. StayOnTask app
    54. 54. Am I having fun now?Is this important? Yes No I’m not having fun. Yes Yes I’m on task. Yes No No No © 2011 David D. Nowell, Ph.D. All rights10/21/2012 78 reserved.
    55. 55. Increase salience
    56. 56. © 2011 David D. Nowell, Ph.D. All rights10/21/2012 81 reserved.
    57. 57. © 2011 David D. Nowell, Ph.D. All rights10/21/2012 82 reserved.
    58. 58. easy hard © 2011 David D. Nowell, Ph.D. All rights 10/21/2012 83 reserved.
    59. 59. © 2011 David D. Nowell, Ph.D. All rights10/21/2012 85 reserved.
    60. 60. easy hard © 2011 David D. Nowell, Ph.D. All rights 10/21/2012 86 reserved.
    61. 61. © 2011 David D. Nowell, Ph.D. All rights10/21/2012 87 reserved.
    62. 62. Barter practical / social support
    63. 63. Am I having fun now?Is this important? Yes No Yes Yes Yes No I’m not having fun. No No I’m not on task. © 2011 David D. Nowell, Ph.D. All rights10/21/2012 89 reserved.
    64. 64. STRATEGIC BEHAVIORAL INQUIRY
    65. 65. A B C ANTECEDENTS BEHAVIOR CONSEQUENCES © 2011 David D. Nowell, Ph.D. All rights10/21/2012 93 reserved.
    66. 66. A B C ANTECEDENT BEHAVIOR CONSEQUENCES © 2011 David D. Nowell, Ph.D. All rights10/21/2012 94 reserved.
    67. 67. A B C ANTECEDENTS BEHAVIOR CONSEQUENCES © 2011 David D. Nowell, Ph.D. All rights10/21/2012 95 reserved.
    68. 68. A B C ANTECEDENT BEHAVIOR CONSEQUENCES © 2011 David D. Nowell, Ph.D. All rights10/21/2012 96 reserved.
    69. 69. Beginning Middle End © 2011 David D. Nowell, Ph.D. All rights10/21/2012 97 reserved.
    70. 70. …and How Exactly Did You Do That?
    71. 71. © 2011 David D. Nowell, Ph.D. All rights10/21/2012 99 reserved.
    72. 72. © 2011 David D. Nowell, Ph.D. All rights10/21/2012 102 reserved.
    73. 73. © 2011 David D. Nowell, Ph.D. All rights10/21/2012 103 reserved.
    74. 74. More• Behavioral control• Choices and options• Self-regulation – Arousal – Motivation – Mood
    75. 75. Objectives of SBI• Specific behavioral strategy• What feeling-goals were associated with the goal?• Motivational level on a scale from 1-10
    76. 76. Benefits of SBI• Affirms the value of coachees’ unique internal experience• Emphasizes the culture of self-regulation• Encourages metacognition
    77. 77. Assumptions of SBI• Everybody’s doing the best they can• Every behavior serves a function• Behavior is not incomprehensible or random• Behavior follows patterns which reveal themselves to the curious observer free of prejudice or blame or theory
    78. 78. How to “do” SBI• HEDYDT?
    79. 79. HEDYDT?• How• Exactly• Did• You• Do• That• ?
    80. 80. HEDYDT?• How (a technology)• Exactly (a precise “recipe,” a sequence of actions and thoughts and images)• Did (post-mortem)• You (accountability, reality-based)• Do (behavioral, practical)• That (situation-specific)• ? (open, genuinely curious inquiry)
    81. 81. Personal Application• What habit or practice have you intentionally developed? And How Exactly Do You Do That?• What bad habit persists? And How Exactly Do You Do That?• End-of-day QI
    82. 82. Collect data – allow yourself to fall inlove with the truth
    83. 83. Family/Social Application• Think of the most important relationship in your life right now – What do you most admire about him/her? – If you had a magic wand, what might you change? – What could you do to improve the relationship by 10% in the next 24 hours?
    84. 84. Clinical Application• What recurring behavioral problem is showing up in your clinic or classroom?• Note: we aren’t asking “why did you do that,” but rather “how exactly did you do that.”Appendix A
    85. 85. What’s your One Thing?Appendix C
    86. 86. Summary• Understanding your brain’s built-in hard-wired reward-and-planning system• Asking 2 questions• Strategic behavioral inquiry: How exactly did you do that?
    87. 87. Living in The Gap• Compassion• Self-compassion
    88. 88. Let’s stay in touch! Join my e-newsletter list:  Fill out a card today and drop it in the box.  Text to join: text DNSEMINARS to 22828  Sign up on my web site or Facebook page Visit us on the web: www.DrNowell.com davidnowell David Nowell Seminars

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