Living For Game Day Life skills Curriculum


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  • Living For Game Day Life skills Curriculum

    1. 1. Life Skills Course Based on the book, Living for Game Day, by Philip M. Bracco
    2. 2. 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
    4. 4. 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
    5. 5. 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.
    6. 6. 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.
    7. 7. 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.
    8. 8. 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.
    9. 9. 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.
    10. 10. 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.
    11. 11. SYLLABUS
    12. 12. Course Reading Living for Game Day, Author: Philip Bracco Mans Search for Meaning, Author: Victor Frankl
    13. 13. 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.
    14. 14. 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
    16. 16. 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.
    17. 17. 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.
    18. 18. 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
    19. 19. 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.
    20. 20. 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.
    21. 21. 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.
    22. 22. 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.
    23. 23. 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.
    24. 24. 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.
    25. 25. LESSON PLANS
    26. 26. 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
    27. 27. Lesson Plan 1 Preparing to Learn
    28. 28. 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.”
    29. 29. OverviewThe key words in this proverb are:  When  Ready  Teachers  Appear
    30. 30. 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!
    31. 31. 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.
    32. 32. 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.
    33. 33. 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.
    34. 34. 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.
    35. 35. 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.
    36. 36. 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.
    37. 37. 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.
    38. 38. Journal entry - Assignment Format Teacher Lesson Taught Recognized When?123456
    39. 39. 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.
    40. 40. Team 7 Discussion Learning Inhibitors Key Factors that Prevent Us from Learning12345678910
    41. 41. 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.
    42. 42. Team 7 Discussion Unlikely Sources of Wisdom Unlikely Sources of Wisdom Impact on Your Life12345678910
    43. 43. 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.
    44. 44. 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?
    45. 45. 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.
    46. 46. 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.
    47. 47. Team 7 Discussion – Reinforcement Open-Probe Questions Closed-Probe Questions12345678910
    48. 48. 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
    49. 49. Lesson Plan 2Setting and Achieving Goals
    50. 50. 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.
    51. 51. 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.
    52. 52. Cont. Successful individuals follow specific steps to establish and organize goals. A set of rules guide the process and improve effectiveness.
    53. 53. 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.
    54. 54. 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.
    55. 55. 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.
    56. 56. 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.
    57. 57. 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
    58. 58. 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.
    59. 59. 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.
    60. 60. Most common errors made when setting goals1.
    61. 61. 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.
    62. 62. Journal entry - Assignment Format Go-Up Goal Give-up Goals12345
    63. 63. 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.
    64. 64. 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.
    65. 65. 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.
    66. 66. 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
    67. 67. Lesson Plan 3Learning the Happiness Habit Your Choice Click for Video
    68. 68. 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.
    69. 69. 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.
    70. 70. 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.
    71. 71. 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.”
    72. 72. 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.
    73. 73. 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.
    74. 74. 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)
    75. 75. Happiness (trigger thoughts) Unhappiness (trigger thoughts)Enter responses in your Virtual Life Skills Journal
    76. 76. 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.
    77. 77. 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)
    78. 78. 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
    79. 79. 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
    80. 80. 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.
    81. 81. III. List all obstacles that stand in your way.IV. Identify resources available to you to assist in the process of achieving the goal.
    82. 82. 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
    83. 83. Action StepsIV. Individual session (Time allotted 20 minutes) What is your Happiness objective for the rest of this course?
    84. 84. 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
    85. 85. Lesson Plan 4Overcoming Fear Click for Video
    86. 86. 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.
    87. 87. 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.
    88. 88. 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.
    89. 89. 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.”
    90. 90. 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.
    91. 91. 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.
    92. 92. 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.
    93. 93. 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.
    94. 94. 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.
    95. 95. 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
    96. 96. 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.
    97. 97. 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.
    98. 98. 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.
    99. 99. 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 = ________________ _______________
    100. 100. 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.
    101. 101. 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?
    102. 102. 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
    103. 103. Lesson Plan 5The Power of Purpose Click for Video
    104. 104. 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.
    105. 105. 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.”
    106. 106. 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.
    107. 107. 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.
    108. 108. 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?
    109. 109. 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.
    110. 110. 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.
    111. 111. 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?
    112. 112. 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?
    113. 113. ACTION STEPSIII. Journal Entry (Time Allotted 30 Minutes) List people and responsibilities that bring purpose to your life.
    114. 114. 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?
    115. 115. 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?
    116. 116. 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
    117. 117. Lesson Plan 6We Become What We Think Click to Play Video
    118. 118. 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.”
    119. 119. 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
    120. 120. 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.
    121. 121. 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.
    122. 122. 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.
    123. 123. 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.
    124. 124. 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?”
    125. 125. 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).
    126. 126. 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.
    127. 127. 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?
    128. 128. 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?
    129. 129. 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.
    130. 130. 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?
    131. 131. Lesson Plan 7Thought Control Click To Watch Video
    132. 132. 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.
    133. 133. 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.
    134. 134. 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.
    135. 135. 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.
    136. 136. 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?
    137. 137. 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.
    138. 138. 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.
    139. 139. 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.
    140. 140. 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?)
    141. 141. 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.
    142. 142. ObjectivesV. To ensure that participants understand that this is a skill; one that they can add to their existing repertoire of life skill techniques.
    143. 143. 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?‟
    144. 144. 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).
    145. 145. Action Steps# Issues that could have been diffused1.
    146. 146. 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.
    147. 147. 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…
    148. 148. 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.
    149. 149. SummaryInstrument Time Allotted Grade Impact %Team 7 Discussion 20 minutesIndividual Journal 10 minutesTeam 7 Discussion 20 minutesTeam 7 Discussion 20 minutesIndividual 40 minutesComposition
    150. 150. Lesson Plan 7 Visualization Click To Watch Video
    151. 151. OverviewYou cant reach what you cant see when you close your eyes – UNLESSunless you learn how to visualize.
    152. 152. ObjectivesI. Successful people in all walks of life will tell you that visualization plays a key role in their success.
    153. 153. Start With A Goal: See VisualizeHear What You Smell Learn Feel
    154. 154. Objectives continuedII. Learn to incorporate visualization into your goal setting plan.III. See a successful outcome before it occurs.
    155. 155. 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.
    156. 156. 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?
    157. 157. Action StepsII. Individual Presentation (Time allotted 30 minutes.) Outline what you consider to be the key steps in the visualization process.
    158. 158. Action StepsIII. Journal Entry (Time allotted 40 minutes) List 10 of your current goals that would benefit from the visualization process.
    159. 159. Journal Entry: Goal Visualization Goals That Would Benefit From Visualization 1 2 3 4 5 6 7 8 9 10
    160. 160. 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.
    161. 161. Team 7 - Visualization Professions That Benefit from Visualization12345678910
    162. 162. SummaryTOOLS / TIME / ASSIGNMENTSInstrument Time Allotted Grade Impact %Class videoTeam 7 Discussions 30 minutes totalIndividual Sessions 40 minutes totalJournal Entries 30 minutes totalHomework:
    163. 163. Lesson Plan 9 Biofeedback Click To Watch Video
    164. 164. 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.
    165. 165. 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.
    166. 166. 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.
    167. 167. 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.
    168. 168. 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?
    169. 169. 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.
    170. 170. 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?
    171. 171. 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.
    172. 172. 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?
    173. 173. Lesson Plan 8Mind CleansingClick To Watch The Video
    174. 174. 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.
    175. 175. 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.
    176. 176. 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.
    177. 177. Action StepsI. Individual Session (Time allotted 20 minutes.) Read Mr. Braccos mind cleansing routine in chapter 15 of his book, Living for Game Day.
    178. 178. 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?
    179. 179. 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.
    180. 180. Action Steps I Am …A__________________________ N___________________________ _B__________________________ O__________________________ __C__________________________ P___________________________ _D__________________________ Q__________________________ __E__________________________ R___________________________ _F__________________________ S___________________________ _G_________________________ T____________________________ _H__________________________ U___________________________ _
    181. 181. 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?
    182. 182. 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.
    183. 183. Lesson Plan 11Burnout: Fact or Fiction? Click To Watch This Video
    184. 184. 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.
    185. 185. 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.
    186. 186. 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.
    187. 187. 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.
    188. 188. 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”
    189. 189. 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.
    190. 190. 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.
    191. 191. 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.
    192. 192. 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?
    193. 193. Solutions How it resolves the situation:Situation UpdateBalanceVarietyBalance in your lifeExerciseUpdate Your goals
    194. 194. 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.
    195. 195. 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?
    196. 196. 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?
    197. 197. 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.
    198. 198. 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
    199. 199. Lesson Plan 12 Logotherapy Click To Watch Video
    200. 200. 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.
    201. 201. 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.
    202. 202. 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.
    203. 203. 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.
    204. 204. 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.
    205. 205. 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.
    206. 206. 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.
    207. 207. 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.
    208. 208. 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
    209. 209. 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?
    210. 210. 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?
    211. 211. 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.
    212. 212. Action StepsUnfinished Projects That Bring Meaning To Your LIfe1.
    213. 213. 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.
    214. 214. Journal entry - Assignment Format Current Negative Transition to a Positive Feeling Experience12345
    215. 215. 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?
    216. 216. Anxiety Anticipation Methods How Anticipated Anxiety Affects Your Life 1 2 3 4 5 6 7 8 9 10
    217. 217. 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
    218. 218. SummaryTOOLS / TIME / ASSIGNMENTSInstrument Time Allotted Grade Impact %Class videoTeam 7 Discussions 30 minutes totalJournal Entries 65 minutes totalIndividual Presentations 35 minutes total
    219. 219. Lesson Plan 13Overcoming Compulsive Behavior
    220. 220. 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.
    221. 221. 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.
    222. 222. Cont. People Who Rely Purpose on Them Fill The Existential Vaccum Unfinished Reason To work Live
    223. 223. 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.
    224. 224. 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.
    225. 225. 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.
    226. 226. 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.
    227. 227. 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.
    228. 228. 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.
    229. 229. 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.
    230. 230. 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.
    231. 231. 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 __________________
    232. 232. 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.
    233. 233. Action StepsII. Individual session (Time allotted 30 minutes) 1 page Explain the difference between the technique used by logotherapists versus those used by psychoanalysts.
    234. 234. 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.
    235. 235. The Essence of LogotherapyPrepared by: _________________ Date: ____________Things That Give My Life Purpose1. into your Life Skills Journal
    236. 236. Action StepsIV. Team „7‟ discussion (Time allotted 30 minutes) 1 page Describe the characteristics of neurotic behavior and logotherapy as a solution.
    237. 237. 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.
    238. 238. 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.
    239. 239. 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.
    240. 240. Lesson Plan 14 The Law of Physics
    241. 241. 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.
    242. 242. Overview continuedSo simple, yet so powerful.If you dedicate yourself to lifes positive experiences andpractice a corresponding lifestyle, there is no room forillness.
    243. 243. 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.
    244. 244. Cont. Yes, when the student is ready, the teachers appear.
    245. 245. 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.
    246. 246. 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?
    247. 247. 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.
    248. 248. 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.
    249. 249. Action Steps Behaviors that can improve your healthCurrent Behavior New Behavior
    250. 250. 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.
    251. 251. 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.
    252. 252. SummaryTOOLS / TIME / ASSIGNMENTSInstrument Time Allotted Grade Impact %Team 7 Discussions 50Individual Sessions 100Homework:Complete the reading of both books
    253. 253. Lesson Plan 15The Mind-Body Connection
    254. 254. 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.
    255. 255. 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.
    256. 256. 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.
    257. 257. 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.
    258. 258. 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.
    259. 259. 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.
    260. 260. 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.
    261. 261. 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.)
    262. 262. 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
    263. 263. 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.
    264. 264. Action StepsIII. Individual Journal Entry (Time allotted 30 minutes) What steps can you take to stop the intrusion of negative thoughts into your mind?
    265. 265. 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.
    266. 266. 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
    267. 267. 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.
    268. 268. Lesson Plan 16Converting Crisis into Opportunity
    269. 269. 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.
    270. 270. 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.
    271. 271. 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.
    272. 272. 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?”
    273. 273. 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.
    274. 274. 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.
    275. 275. 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.
    276. 276. 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)
    277. 277. 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
    278. 278. Action StepsII. Individual Session (Time allotted 30 minutes) How do you prepare for problems/ crises today?.
    279. 279. 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?
    280. 280. 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.
    281. 281. 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.”
    282. 282. 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
    283. 283. 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?
    284. 284. 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
    285. 285. Lesson Plan 17Returning to Good Health Click to View Video
    286. 286. 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.
    287. 287. 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.”
    288. 288. 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.
    289. 289. 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.