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The document discusses strategies for improving self-regulation and motivation by understanding how the brain's reward and planning system works. It recommends asking yourself two questions: "Am I having fun now?" and "Is this important?". It also advocates for a technique called strategic behavioral inquiry, which involves asking "How exactly did you do that?" to gain insight into behaviors. The goal is to help people better achieve their goals by leveraging how the brain is naturally wired to seek rewards and plan tasks.
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- 2. At the endof the day I’ll know this conference has been a success for me if _____________________.
- 3. Overview • Understanding yourbrain’s built-in hard-wired reward-and-planning system • Asking 2 questions • Strategic behavioral inquiry: How exactly did you do that?
- 4. 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
- 5. UNDERSTANDING YOUR BRAIN’SBUILT- IN HARD-WIRED REWARD-AND- PLANNING SYSTEM
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- 9. © 2011 DavidD. Nowell, Ph.D. All rights 10/21/2012 10 reserved.
- 11. We don’t doanything we’re not motivated to do
- 14. Dopamine is theneurotransmitter of: • Reward • Pride • Motivation • Success • Woo hoo! • Yay!
- 16. What does dopaminefeeeel like?
- 17. Preferred States Inventory 1.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?
- 18. Preferred States Inventory 3.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?
- 20. Preschool 1. 1-step errands 2. Chores with cues 3. Basic inhibition © 2011 David D. Nowell, Ph.D. All rights 10/21/2012 23 reserved.
- 21. 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 rights 10/21/2012 24 reserved.
- 22. 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 rights 10/21/2012 25 reserved.
- 23. 6th – 8thGrade 1. Complex chores 2. Organizing system 3. Time management 4. Self soothe 5. Manage conflict © 2011 David D. Nowell, Ph.D. All rights 10/21/2012 26 reserved.
- 24. 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 rights 10/21/2012 27 reserved.
- 25. Lending Your Brain © 2011 David D. Nowell, Ph.D. All rights 10/21/2012 28 reserved.
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- 29. The reward-and-planning system • Anticipate goal (state) • Identify tasks • Sequence / problem-solve • Block out distractions • Get the reward
- 30. Ways the reward-and-planningsystem can go wrong • Anticipate goal (state) • Identify tasks • Sequence / problem-solve • Block out distractions • Get the reward
- 31. Ways the reward-and-planningsystem can go wrong • Anticipate goal (state) – Strategies: • Preferred States Inventory • Letter from the future • Look for the goal-behind-the-goal
- 34. Ways the reward-and-planningsystem can go wrong • Identify tasks – Strategies: • Coaching • Interview someone who’s already done it • Vocational counseling • Weekly planning session
- 35. The best defenseagainst the manipulation of our attention is to determine for ourselves – in advance - how we want to invest it. - E. Goldberg
- 37. Ways the reward-and-planningsystem 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
- 38. Image: Jim Mills@ photoxpress
- 40. Ways the reward-and-planningsystem 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
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- 43. Ways the reward-and-planningsystem 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.
- 45. “authority of thebody”
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- 48. Am I havingfun now? Is this important? © 2011 David D. Nowell, Ph.D. All rights 10/21/2012 51 reserved.
- 49. Am I havingfun now? Is this important? Yes No Yes Yes Yes No No No © 2011 David D. Nowell, Ph.D. All rights 10/21/2012 52 reserved.
- 50. © 2011 DavidD. Nowell, Ph.D. All rights 10/21/2012 53 reserved.
- 51. © 2011 DavidD. Nowell, Ph.D. All rights 10/21/2012 54 reserved.
- 52. © 2011 DavidD. Nowell, Ph.D. All rights 10/21/2012 55 reserved.
- 53. © 2011 DavidD. Nowell, Ph.D. All rights 10/21/2012 56 reserved.
- 54. Am I havingfun now? Is this important?
- 55. When we focuson leading a passionate, meaningful life we create a spectacular ripple effect of inspiration in the lives around us.
- 59. Am I havingfun 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 rights 10/21/2012 62 reserved.
- 60. Am I havingfun now? Is this important? Yes No Yes Yes I’m having fun. Yes No I’m not on task. No No © 2011 David D. Nowell, Ph.D. All rights 10/21/2012 63 reserved.
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- 66. What will youdo today that you'll still remember one year from now??
- 67. What’s your OneThing?
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- 70. Take Advantage ofNatural Breaks in Your Daily Routine
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- 75. Am I havingfun 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 rights 10/21/2012 78 reserved.
- 76.
- 78. © 2011 DavidD. Nowell, Ph.D. All rights 10/21/2012 81 reserved.
- 79. © 2011 DavidD. Nowell, Ph.D. All rights 10/21/2012 82 reserved.
- 80. easy hard © 2011 David D. Nowell, Ph.D. All rights 10/21/2012 83 reserved.
- 82. © 2011 DavidD. Nowell, Ph.D. All rights 10/21/2012 85 reserved.
- 83. easy hard © 2011 David D. Nowell, Ph.D. All rights 10/21/2012 86 reserved.
- 84. © 2011 DavidD. Nowell, Ph.D. All rights 10/21/2012 87 reserved.
- 85. Barter practical /social support
- 86. Am I havingfun 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 rights 10/21/2012 89 reserved.
- 88.
- 89. A B C ANTECEDENTS BEHAVIOR CONSEQUENCES © 2011 David D. Nowell, Ph.D. All rights 10/21/2012 93 reserved.
- 90. A B C ANTECEDENT BEHAVIOR CONSEQUENCES © 2011 David D. Nowell, Ph.D. All rights 10/21/2012 94 reserved.
- 91. A B C ANTECEDENTS BEHAVIOR CONSEQUENCES © 2011 David D. Nowell, Ph.D. All rights 10/21/2012 95 reserved.
- 92. A B C ANTECEDENT BEHAVIOR CONSEQUENCES © 2011 David D. Nowell, Ph.D. All rights 10/21/2012 96 reserved.
- 93. Beginning Middle End © 2011 David D. Nowell, Ph.D. All rights 10/21/2012 97 reserved.
- 94. …and How Exactly Did You Do That?
- 95. © 2011 DavidD. Nowell, Ph.D. All rights 10/21/2012 99 reserved.
- 96. © 2011 DavidD. Nowell, Ph.D. All rights 10/21/2012 102 reserved.
- 97. © 2011 DavidD. Nowell, Ph.D. All rights 10/21/2012 103 reserved.
- 98. More • Behavioral control •Choices and options • Self-regulation – Arousal – Motivation – Mood
- 99. Objectives of SBI •Specific behavioral strategy • What feeling-goals were associated with the goal? • Motivational level on a scale from 1-10
- 100. Benefits of SBI •Affirms the value of coachees’ unique internal experience • Emphasizes the culture of self-regulation • Encourages metacognition
- 101. 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
- 102. How to “do”SBI • HEDYDT?
- 103. HEDYDT? • How • Exactly • Did • You • Do • That • ?
- 104. HEDYDT? • How (atechnology) • 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)
- 105. Personal Application • Whathabit 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
- 106. Collect data –allow yourself to fall in love with the truth
- 107. Family/Social Application • Thinkof 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?
- 108. Clinical Application • Whatrecurring 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
- 109. What’s your OneThing? Appendix C
- 111. Summary • Understanding yourbrain’s built-in hard-wired reward-and-planning system • Asking 2 questions • Strategic behavioral inquiry: How exactly did you do that?
- 112. Living in TheGap • Compassion • Self-compassion
- 113. Let’s stay intouch! 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
Editor's Notes
- #2 5 MINUTE OVERVIEW
- #7 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.
- #8 NeuroanatomyNeurotransmittersPhenomenology of dopamine and serotonin
- #9 This is a very abstract or ouside-in understanding of human motivation. We’ll be moving towards in increasingly inside-out understanding.
- #10 less
- #14 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.
- #17 Photo of me at sand dunes in idaho
- #23 NeuroanatomyNeurotransmittersPhenomenology of dopamine and serotonin
- #24 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.
- #25 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.
- #26 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.
- #27 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.
- #28 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.
- #29 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.
- #30 NeuroanatomyNeurotransmittersPhenomenology of dopamine and serotonin
- #31 NeuroanatomyNeurotransmittersPhenomenology of dopamine and serotonin
- #32 NeuroanatomyNeurotransmittersPhenomenology of dopamine and serotonin
- #38 Insight re: match b/t activities and PSI
- #45 EXPLAIN WKSHOP’S PURPOSE, INCREASE SALIENCE, RELATE TO PRIOR K’LEDGE
- #47 APPENDIX F p.a7: WRITE DOWN ?S YOU’VE HAD TO THIS POINT
- #52 Small group: id activities in each of 4 quadrants
- #54 Clarifying the 1stquestionWhy is it important that our clients are engaged in commitments and obligations and relationships which are fun?
- #55 Clarifying the 2nd question
- #56 Clarifying the 1stquestionWhy is it important that our clients are engaged in commitments and obligations and relationships which are fun?
- #57 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.
- #58 A big leap: the 2 questions are intimately bound together
- #62 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.
- #64 Google calendar w/ text f/uSupportive check-ins
- #76 Can’t decide whether it’s important? Watch tvvs study french: make it vivid
- #78 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)
- #80 EXPLAIN WKSHOP’S PURPOSE, INCREASE SALIENCE, RELATE TO PRIOR K’LEDGE
- #83 STUDY BOX
- #84 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)
- #86 242”
- #87 Getting to the gym – esp after full day’s work – is harder than a 3 / 10.
- #89 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)
- #93 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.
- #100 Grandma’s # cake – mess up 1 thing…Likewise, you have a recipe…. – change just 1 thing, and u get a diff. outcome.
- #101 29 times a month he made curfew. That’s great executive fx !
- #105 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?)
- #120 MYSTERY BOXHAVE ST / VP PUT NAMES OF ATTENDEES IN HATAPPENDIX A p. a2: TO DO