janaki severy management dynamics 206-478-7173 janakismsn

1. Janaki Severy Management Dynamics 206-478-7173 Janakis@msn.com

3. What is Emotion? Oxford English Dictionary: “Any agitation, or disturbance of mind, feeling, passion; any vehement or excited mental state” Daniel Goleman “Emotion refers to a feeling and its distinctive thoughts, psychological and biological states, and range of propensities to act.”

4. What are Emotions For? Emotions guide us in facing situations too important to leave to intellect alone. Emotions react to things like danger, painful loss, goal persistence, bonding with a mate, and building a family. Each emotion offers a distinctive readiness to act; and points us in a direction that is relevant for that emotion. As challenges are overcome through species development, our emotional repertoire becomes imprinted in our nerves as innate automatic tendencies of behavior. The more intense the feeling, the more dominant the emotional mind becomes…and the more ineffectual the rational. Emotional Intelligence, Daniel Goleman

5. Neuroscience and EQ

6. Limbic System from Brain Stem Ancient emotional root: The olfactory lobe/cells takes in and analyzes smell rand ests on the brain stem… Detects molecular signature of smell carried in the wind. First layer of cells sorts to determine relevant categories: edible, toxic, sexually available, enemy or meal. Second layer of cells sent reflexive messages throughout nervous system with directions: bite, spit, approach, flee or chase. Next, a ring developed around the Stem: “Limbus means ring” This next layer is called the Limbic System. As the limbic system evolved, it refined 2 powerful tools: Learning and Memory

7. Next: The Cortex and Neocortex First came the thin two layered Cortex Regions that plan, comprehend what is sensed and coordinate movement Then the Neocortex, with an intellectual edge Seat of thought Centers put together/comprehend what senses perceive Adds to feelings “what we think about it” Allows us to have feelings about ideas, art, symbols and imaginings. Allows for the subtlety and complexity of emotional life such as “having feelings about feelings”. The Cortex and Neocortex interpret but do not govern life!

8. Amygdala and Hippocampus Amygdala and Hippocampus were two key parts of the primitive “nose brain” that in evolution, gave rise to the cortex and then the neocortex. Limbic structures do most of the brain’s learning and remembering. The amygdala can take control over what we do even as the thinking brain is still coming to a decision. The amygdala scans every experience for trouble. The amygdala is a psychological sentinel, challenging every situation and perception for danger, harm, fear, passion, joy If it decides “yes” it reacts like an emotional tripwire, telegraphing a message of crisis to the brain.

9. Amygdala and Thalamus Hijack the Brain The route for hijacking: Sensory signals travel first in the brain to the thalamus Then they travel across a single synapse to the amygdala Then a second signal from the thalamus is routed to the neocortex-the thinking brain This branching allows the amygdala to begin to respond first The amygdala receives direct inputs from the senses and responds before they are fully registered in the neocortex These are the neural pathways for feelings that bypass the neocortex and give emotion the power to overwhelm rationality.

10. The Emotional Brain

11. Heart/Brain Communication • The human system has hundreds of sensory systems which send information back to the brain. (regulating blood chemistry, how much air in the lungs) • The vagus nerve could be compared to a big, fat telephone cable. It has thousands of nerves which carry information between the heart and brain. • The heart has a regulatory role on the brain function. It has a cascading affect all the way to the cortex. (Dr. J. Andrew Armour has provided a comprehensive overview of the heart’s intrinsic nervous system that can operate and process information independently of the brain or nervous system.) • Based on over twenty years of research, (John and Beatrice Lacey), it’s been shown that the heart talks back to the brain in ways that significantly affect how we perceive and react to the world. • Dr. W.C. Randall, 1993 introduced the concept of the “heart brain.” Heart/Brain Communication • The human system has hundreds of sensory systems which send information back to the brain. (regulating blood chemistry, how much air in the lungs) • The vagus nerve could be compared to a big, fat telephone cable. It has thousands of nerves which carry information between the heart and brain. • The heart has a regulatory role on the brain function. It has a cascading affect all the way to the cortex. (Dr. J. Andrew Armour has provided a comprehensive overview of the heart’s intrinsic nervous system that can operate and process information independently of the brain or nervous system.) • Based on over twenty years of research, (John and Beatrice Lacey), it’s been shown that the heart talks back to the brain in ways that significantly affect how we perceive and react to the world. • Dr. W.C. Randall, 1993 introduced the concept of the “heart brain.”

12. Effects of Heart Rhythms on Brain Function Neurological impulses originating in the heart transmit information to the cardiac center of the brain system (medulla) which in turn cascade up into the thalamus and the amygdala (and other subcortical areas as well). Neurons in the amygdala are synchronized to the cardiac cycle. Because the thalamus is believed to control the synchronizaton of the cortex, incoherent heart rhythm signals into the thalamus can affect cortical activity. Our perception, mental processes, feeling states and performance are all modified by the input from the heart. This helps explain why we don’t think as clearly and our reacton speed slows down when we are angry, worried or upset. A smooth, coherent rhythm, on the other hand, facilitates cortical function. The heart's rhythm also affects the amygdala. We believe that it can affect the accuracy of the comparisons it makes to emotional memory and our emotional state. Effects of Heart Rhythms on Brain Function Neurological impulses originating in the heart transmit information to the cardiac center of the brain system (medulla) which in turn cascade up into the thalamus and the amygdala (and other subcortical areas as well). Neurons in the amygdala are synchronized to the cardiac cycle. Because the thalamus is believed to control the synchronizaton of the cortex, incoherent heart rhythm signals into the thalamus can affect cortical activity. Our perception, mental processes, feeling states and performance are all modified by the input from the heart. This helps explain why we don’t think as clearly and our reacton speed slows down when we are angry, worried or upset. A smooth, coherent rhythm, on the other hand, facilitates cortical function. The heart's rhythm also affects the amygdala. We believe that it can affect the accuracy of the comparisons it makes to emotional memory and our emotional state.

13. Three Brains in One

14. Be Aware… We spend much of our time managing emotional levels such as moodiness and temperaments.. We may not know when we will be swept with emotion AND.we can prepare for and intervene when we do With no intervention, once the body is on edge, it escalates easily due to emotional triggers or any sequence of “perceived” provocation. It is difficult to manage at that time. Adrenal Cortical Arousal is the result . It is an amygdala driven state of “action readiness” which can last for hours/days and keeps us in a constant state of readiness/danger alert.

15. What is EI in Simple Terms? It is “good old street smarts”: knowing when to share sensitive information with colleagues, laugh at the boss’s jokes or speak up at a meeting. It is knowing when someone else is not doing well and keeping that “Straight talk” for another time. It is learned by practicing the skills and noticing the results. It is understanding Aristotle’s statement on emotional expression.

17. What is Emotional Intelligence? Emotional Intelligence is the capacity for recognizing our own feelings, and those of others, for motivating ourselves, and for managing emotions well in ourselves and in our relationships”. Dan Goleman, 1998

18. What Does High EQ Demonstrate? EQ is a skill, not a trait. EQ can be learned. People with high EQ can……. Build people up, bring them together, and motivate them to do their best. Create trust to build productive relationships. Demonstrate resilience to perform under pressure. Consistently have the courage to make decisions. Show the strength to persevere through adversity. Can lead a vision to create the future.

19. What Makes Learning Efficient? Doing things over and over again builds efficiency. Brain efficiency allow us to repeat behavior without thinking. We learn habits, strategies, reactions, skills this way, whether the behaviors we learn are useful or not. Repeat practices cause the brain to create a neurological pathway so the response is quicker each time. The brain doesn’t ask if we want the pathway, it just builds it!

20. Neurological Pathways:Nature or Nurture? 7000 plus twins have been studied from Minnesota Center for Twin and Adoption Research. Study traits that are heritable: Assertiveness = 60% heritable Affected by Aesthetic Experiences = 55% Happiness = 80% heritable Other heritable traits: Alienation, extraversion, traditionalism, leadership, career choice, risk aversion, attention deficit disorder, religious conviction, and vulnerability to stress.

21. Neurological Pathways:Nature or Nurture?...Twins 1942 set of twins separated at 5 weeks at birth… 39 years later were found to both have/be…. dark hair,…………………….….6 ft tall 180 lbs……………………..…....same gait same inflections…………….….same gestures both drove Chevrolets…………chain smoked Salem cigarettes married women named Linda….drank Miller Light Beer divorced them married women named Betty….Bit their nails Heart rates, brain waves, and IQs nearly identical Both had elevated blood pressure….severe migraines Had the same personality test scores….

22. When we want to Change our Patterns Awareness of patterns that aren’t useful is the first step towards change. We must be aware of the cues to the undesired pattern and when to intervene. We must overcome fear of change, and be willing to create new behaviors. New behaviors require practice so the brain can create new pathways of learning that replace the old.

23. Paradox We realize we need new behavior, yet recognize that change is difficult and we don’t know how to do what is necessary to create the new behavior. We stay with what we know, because it is familiar, learned, and has instant access. Although we begin to demonstrate new behaviors that we want, we are easily triggered to go back to the “previously learned way” because the pathway is deeper. Being emotionally triggered to old patterns, reaffirms the existing neural circuitry and makes it even harder to stabilize new pathways.

24. The Perception Process A person’s beliefs determine their selection of perceptions. Those beliefs determine their thought process. Those thought processes and perceptions cause them to “see” what they want to see to validate their beliefs. Therefore, people remember and refer to what is useful to validate their beliefs. A person’s thoughts and perceptions support their beliefs until there is a reason to acquire new beliefs.

25. Stress is in the perception, not the event.

26. Two Pathways to Stress, Which can Trigger Emotion. Problems in Perception Problems in Communication If we Recognize Stress Pathways, Why Can’t we Change Them? Some emotional reactions and memories are formed without any conscious, cognitive participation at all. We must first become aware of our undesirable patterns before we can consider changing them. Once we realize what we are doing doesn’t work, we must be willing to do what it takes to change it.

28. • the relationships between stress and performance, challenge and effort, arousal and performance • Based on a series of studies and experiments that date back to 1908, first done with mice and later extensive research was done in military training. A more complete model is provided by Swank and Marchand’s curves. • On the up-slope, performance increases with increased challenge and arousal. • The dotted line indicates the expected level of performance while the solid line indicates the actual level of performance. • On the down-slope, every increase in arousal or challenge reduces performance. • As stress increases in healthy people adapt, even thrive on the challenge and can reach optimal performance • However, for most people as stress increases, performance begins to decline, first gradually and then into a catastrophic collapse • IQM tools and techniques can help people recalibrate and move themselves back to optimal performance and to reach the desired or expected levels of performance without overextending their tolerance thresholds. • the relationships between stress and performance, challenge and effort, arousal and performance • Based on a series of studies and experiments that date back to 1908, first done with mice and later extensive research was done in military training. A more complete model is provided by Swank and Marchand’s curves. • On the up-slope, performance increases with increased challenge and arousal. • The dotted line indicates the expected level of performance while the solid line indicates the actual level of performance. • On the down-slope, every increase in arousal or challenge reduces performance. • As stress increases in healthy people adapt, even thrive on the challenge and can reach optimal performance • However, for most people as stress increases, performance begins to decline, first gradually and then into a catastrophic collapse • IQM tools and techniques can help people recalibrate and move themselves back to optimal performance and to reach the desired or expected levels of performance without overextending their tolerance thresholds.

30. Elevated Cortisol Levels & Health Metabolic Effect Chronic Health Issue Increased appetite, accelerated muscle breakdown, enhanced fat storage. Elevated cholesterol and triglyceride levels. Elevated blood pressure. Alterations in brain neurochemistry ( involving dopamine and serotonin) Physical brain cell atrophy Obesity Heart disease Heart disease Depression and anxiety Alzheimer’s disease

31. Elevated Cortisol & Effects…cont’dMetabolic Effect Chronic Health Issue Insulin resistance/elevated blood sugar levels. Accelerated bone resorption and breakdown. Reduced levels of testosterone and estrogen. Suppression of immune-cell number and activity. Reduced synthesis of brain neurotransmitters. Diabetes Osteoporosis Suppressed libido (sex drive) Frequent colds/flu/infection. Memory/concentration problems.

32. The Heart

33. • Emotions affect heart rhythms. Our changing heart rhythms affect not only the heart but the signals sent to the brain affecting the capacity to perceive, learn, act, feel, and utilize and synthesize information. Frustration causes the heart to speed up and slow down in a uncoordinated and inefficient way. The sympathetic and parasympathetic systems lose their synchronization, not unlike driving a car with one foot on the gas pedal, the other on the brake. Incoherent, non-synchronous neural processing occurs. Brain function is restricted to the lower levels of brain. Cortical inhibition occurs. The brain’s ability to process information is reduced, including decision-making, problem-solving and creativity. Reaction speed slows and coordination is impaired. One example is getting mad at someone and then saying something stupid - later you wonder where your brain was. • A feeling like appreciation causes harmony or coherence in heart rhythms. Sympathetic and parasympathetic have found a harmonious and efficient rhythm. Neural processing is enhanced. Cortical facilitation occurs and we can think clearly, manage our emotions, and creatively solve problems. Reaction speed increases. • Emotions affect heart rhythms. Our changing heart rhythms affect not only the heart but the signals sent to the brain affecting the capacity to perceive, learn, act, feel, and utilize and synthesize information. Frustration causes the heart to speed up and slow down in a uncoordinated and inefficient way. The sympathetic and parasympathetic systems lose their synchronization, not unlike driving a car with one foot on the gas pedal, the other on the brake. Incoherent, non-synchronous neural processing occurs. Brain function is restricted to the lower levels of brain. Cortical inhibition occurs. The brain’s ability to process information is reduced, including decision-making, problem-solving and creativity. Reaction speed slows and coordination is impaired. One example is getting mad at someone and then saying something stupid - later you wonder where your brain was. • A feeling like appreciation causes harmony or coherence in heart rhythms. Sympathetic and parasympathetic have found a harmonious and efficient rhythm. Neural processing is enhanced. Cortical facilitation occurs and we can think clearly, manage our emotions, and creatively solve problems. Reaction speed increases.

34. Biochemicals of Emotion Neuropeptides are tiny bits of protein that consist of strings of amino acids. Neuropeptides carry ligands which bind to receptors carrying messages from the cell surface to the interior of the cells. There are neuropeptide receptors all throughout the nervous system and the immune system These messages are changes in behavior, physical activity, moods, as well as biochemicals such as endorphins and serotonin. This multi-directional, body-wide system is the Psychoimmunoendocrine system,. which includes the immune system, nervous system, and endocrine system Molecules of Emotion , Candace Pert

35. • the relationships between stress and performance, challenge and effort, arousal and performance • Based on a series of studies and experiments that date back to 1908, first done with mice and later extensive research was done in military training. A more complete model is provided by Swank and Marchand’s curves. • On the up-slope, performance increases with increased challenge and arousal. • The dotted line indicates the expected level of performance while the solid line indicates the actual level of performance. • On the down-slope, every increase in arousal or challenge reduces performance. • As stress increases in healthy people adapt, even thrive on the challenge and can reach optimal performance • However, for most people as stress increases, performance begins to decline, first gradually and then into a catastrophic collapse • IQM tools and techniques can help people recalibrate and move themselves back to optimal performance and to reach the desired or expected levels of performance without overextending their tolerance thresholds. • the relationships between stress and performance, challenge and effort, arousal and performance • Based on a series of studies and experiments that date back to 1908, first done with mice and later extensive research was done in military training. A more complete model is provided by Swank and Marchand’s curves. • On the up-slope, performance increases with increased challenge and arousal. • The dotted line indicates the expected level of performance while the solid line indicates the actual level of performance. • On the down-slope, every increase in arousal or challenge reduces performance. • As stress increases in healthy people adapt, even thrive on the challenge and can reach optimal performance • However, for most people as stress increases, performance begins to decline, first gradually and then into a catastrophic collapse • IQM tools and techniques can help people recalibrate and move themselves back to optimal performance and to reach the desired or expected levels of performance without overextending their tolerance thresholds.

36. Symptoms of theemotional virus Us vs. them Defeatism Resentment Caustic humor Judgment and suspicion Anxiety, fear, intolerance, resignation, despair... Once people understand that a virus can already be imbedded though invisible, they can begin to notice some of the symptoms of infection all through the organizational culture in subtle ways. The symptoms can be seen, heard, and felt in lunch rooms, by the coffee machine or copier, in mail rooms and board rooms, at happy hour and other “just us” conversations. Work environments characterized by excess stress, contention and anxiety breed insecurity and nonproductivity and inhibit creativity. People don’t want to come to work in these rigid, inflexible environments. The negative attitudes compound the pressure on an already strained organization. The first thing many will do is find someone or something to blame, thereby reinforcing the organizational rigidity. The last place most people look for answers is within. Once people understand that a virus can already be imbedded though invisible, they can begin to notice some of the symptoms of infection all through the organizational culture in subtle ways. The symptoms can be seen, heard, and felt in lunch rooms, by the coffee machine or copier, in mail rooms and board rooms, at happy hour and other “just us” conversations. Work environments characterized by excess stress, contention and anxiety breed insecurity and nonproductivity and inhibit creativity. People don’t want to come to work in these rigid, inflexible environments. The negative attitudes compound the pressure on an already strained organization. The first thing many will do is find someone or something to blame, thereby reinforcing the organizational rigidity. The last place most people look for answers is within.

37. EQ Competencies Self-Awareness Self-Regulation Self-Motivation Empathy Effective Relationships

38. Self-Awareness Techniques Realize emotions are important and that awareness of your own emotional states is the foundation of EQ mastery. Learn to “tune in” to our own emotional states to learn valid information about your responses to stressful situations. Practice expressing your feelings accurately to others, especially in non-emotional states to develop comfortable interpersonal skills.

39. Self-Regulation Techniques Accept responsibility for choosing your own emotional responses. “Reframe” situations from being stressful to being challenging. Uses practices to return to homeostasis Be aware of and learn to manage your own emotional triggers.

40. Meditation In simple terms, meditation is a mind-cleansing or emptying process At a deeper level, meditation is focused concentration and increased awareness of one’s being

41. Meditation When the mind is emptied of conscious thought unconscious thoughts can enter the conscious realm to bring enlightenment to our lives

42. Types of meditation

43. Progressive Muscular Relaxation Relaxation is the direct negative of nervous excitement. It is the absence of nerve-muscle impulse. Edmund Jacobson, M.D.

44. Progressive Muscular Relaxation Muscles respond to thoughts of perceived threats with tension or contraction Muscular tension the most common symptom of stress can lead to: stiffness, pain, discomfort, distorted and disaligned posture and joint stability

45. Progressive Muscular Relaxation Muscles can contract in one of three ways: concentrically (shortening) eccentrically (lengthening) isometrically (no visible change in length)

46. Progressive Muscular Relaxation Muscle tension produced through the stress response primarily isometric Over time, muscles contracted isometrically begin to show signs of shortening

47. Progressive Muscular Relaxation Systematic approach to relieving muscle tension Edmund Jacobson a simple technique used to promote rest and relaxation by systematically tensing and relaxing the body’s musculature, from feet to the head

48. Benefits of PMR

49. Self-Motivation Techniques Avoid self-defeating thoughts; instead focus on what you “want to believe and and want to happen”, not how you feel. Recognize that emotions affect your performance. Work to achieve your “flow” state, so you are fully focused, being in the moment, with work tasks. Energize yourself by connecting your goals with your values which creates a connection between your inner person and your “work persona”.

50. Empathy Techniques Recognize and respond appropriately to the emotions of others. Express empathy for others and help create empathy in them. Learn to see things from another person’s perspective. Instead of being “right” be curious.

51. Effective Relationship Techniques Apply the previous competencies in order to build the most effective relationships. Recognize that true teamwork requires productive relationships. See emotional reactions as a “call to action” or “information” and deal with them directly and empathetically. Use of EQ competencies increases your ability to have effective relationships.

52. Practices to Manage EI Triggers Know your body ( somatic) trigger patterns and how to move from high to low arousal. Know your cognitive triggers and recognize a trigger that comes from “nowhere” is most likely subconscious. Recognize the difference between your cognitive and somatic triggers. Know the difference between worrying and constructive reflection. Practice homeostasis activities like meditation, prayer, yoga, relaxation response, etc

53. There has been much tragedy in my life; at least half of it actually happened. Mark Twain