Erik Peper and Amber Yang
“Instead of zoning out and being on my phone half the time. I felt more engaged in the class and like I was actually learning something.” -21 year old college student
Before the pandemic, roughly, two-thirds of all social interactions were face-to-face—and when the shelter-in-place order hit our communities, we were all faced with the task of learning how to engage virtually. The majority of students reported that taking online classes instead of in person classes is significantly more challenging. It is easier to be distracted and multitask online—for example, looking at Instagram, Facebook, Twitter, TikTok, texting, surfing the internet, responding to notifications, listening to music, or drifting to sleep. Hours of watching TV and/or streaming videos have conditioned many people to sit and take in information passively, which discourages them from actively responding or initiating. The information is rapidly forgotten when the next screen image or advertisement appears. Effectively engaging on Zoom requires a shift from passively watching and listening to being an active, creative participant.
Another barrier to virtual engagement is that communicating online does not engage all senses. A considerable amount of our communication is nonverbal—sounds, movement, visuals, physical structures, touch, and body language. Without these sensory cues, it can be difficult to feel socially connected on Zoom, Microsoft Teams, or Google Meet to sustain attention and to focus especially if there are many people in the class or meeting. Another challenge to virtual learning is that without the normal environment of a classroom, many students across the country are forced to learn in emotionally and/or physically challenging environments, which gets in the way of maintaining attention and focus. The Center for Disease Prevention (CDC) reported that anxiety disorder and depressive disorder have increased considerably in the United States during the COVID-19 pandemic (Leeb et al, 2020; McGinty et al, 2020). Social isolation, stay-at-home orders, and coping with COVID-19 are contributing factors affecting mental health especially for minority and ethnic youth. Stress, anxiety and depression can greatly affect students’ ability to learn and focus.
The task of teaching has also become more stressful since many students are not visible or appear still-faced and non-responsive. Teaching to non-responsive faces is significantly more stressful since the presenter receives no social feedback. The absence of social feedback during communication is extremely stressful. It is the basis of Trier Social stress test in which a person presents for five minutes to a group of judges who provide no facial or verbal feedback (Allen et al, 2016; Peper, 2020).
The Zoom experience especially in a large class can be a no win situation for the presenter and the viewer. To help resolve this challenge, we explored a strategy to increase student engagement and reduce social stress of the teacher. In this exploration, we asked students to rate their subjective energy level, attention and involvement during a Zoom conducted class. For the next Zoom class, they were asked to respond frequently with facial and body expressions to the presentation. For example, students would expressively shake their head no or yes and/or use facial expressions to signal to the teacher that they were engaged and listening. Other strategies included giving thumbs up or thumbs down, making sounds, and changing your body posture as a response to the presentation. Watch the superb non-judgmental instructions adapted for high school students by Amber Yang.
When college students purposely implement and increase their animated facial and body responses by 123% during Zoom classes, they report a significant increase in frequency of animation (ANOVA (F(1,70) = 30.66, p < .0001), energy level (ANOVA (F(1,70) = 28.96, p < .0001), attention (ANOVA (F(1,70) = 16.87, p = .0001) and involvement (ANOVA (F(1,69) = 10.70, p = .002) as compared just attending normally in class (see Figure 1).
Figure 1. Change in subjective energy, attention and involvement when the students significantly increase their facial and body animation by 123 % as compared to their normal non-expressive class behavior (Peper & Yang, in press).
“I never realized how my expressions affected my attention. Class was much more fun” -22 year old college student
“I can see how paying attention and participation play a large role in learning material. After trying to give positive facial and body feedback I felt more focused and I was taking better notes and felt I was understanding the material a bit better.” –28 year old medical student
These quotes are a few of the representative reports by more than 80% of the students who observed that being animated and responsive helped them to stay present and learn much more easily and improve retention of the materials. For a few students, it was challenging to be animated as they felt shy, self-conscious and silly and kept wondering what other students would think of them.
Having students compare two different ways of being in Zoom class is a useful assignment since it allows students to discover that being animated and responsive with facial/body expression improves learning. So often we forget how our body impacts our thoughts and emotions. For example, when students were asked to sit in a slouched position, they reported that it was much easier to recall hopeless, helpless, powerless and defeated memories and more difficult to perform mental math in the slouched position. While in the upright position it was easier to access positive empowering memories and easier to perform mental math (Peper et al, 2017; Peper et al, 2018).
Experience how body posture affects emotional recall and feeling (adapted from Alda, 2018).
1) Stand up and configure your body in a position that signals defeat, hopelessness and depression (slouching with the head down). While holding this position, recall a memory of hopelessness and defeat. Notice any negative emotions that arise from this.
2) Shift and configure your body into a position that signals joy, happiness and success (standing tall, looking up with a smile). While holding this position, recall a memory of joy and happiness. Notice any positive emotions that arise from this.
3) Configure your body in a position that signals defeat, hopelessness and depression (slouching with the head down). While holding this position, recall a joy, happiness and success. Do not change your body position. End this configuration after holding it for a little while.
4) Shift and your body in a position that signals joy, happiness and success (standing tall, looking up with a smile). While holding this position, recall a memory of hopelessness and defeat. Do not change your body position. End this configuration after holding it for a little while.
When body posture and expression are congruent with the evoked emotion, it is almost always easier to experience the emotions. On the other hand, when the body posture expression is the opposite of the evoked emotion (e.g., the body in a positive empowered stance while recalling hopeless defeated memories) it is much more difficult to evoke and experience the emotion. This same concept applies to learning. When slouching and lying on the bed while in a Zoom class, it is much more difficult to stay present and not drift off. On the other hand, when sitting erect and upright and actively responding to the presentation, the body presence/posture invites the brain to focus for optimized learning.
In a Zoom environment, it is easy to slouch, drift away, and become non-responsive—which can exacerbate zoom fatigue symptoms and also decrease our capacity to learn, focus, and feel connected with the people around us. Take charge and actively participate in class by sitting up, maintaining an empowered posture, and using nonverbal facial and body expressions to communicate. The important concept is not how you show your animation, but that you actively participate within the constraints of your own limitations. For example, if a person is paralyzed the person will benefit if they do the experience internally even though their body may not show any expression. By engaging our soma we optimize our learning experience as we face the day-to-day challenges of the pandemic and beyond.
I noticed I was able to retain information better as well as enjoy the class more when I used facial-body responses. At times, where I would try to wonder off into bliss, I would catch myself and try to actively engage in the class with body movements even if there is no discussion. Animated face/body was a better learning experience. –21-year old college student.
Leeb, R.T., Bitsko, R,H,, Radhakrishnan. L., Martinez, P., Njai, R., & Holland, K.M. (2020). Mental Health–Related Emergency Department Visits Among Children Aged <18 Years During the COVID-19 Pandemic — United States, January 1–October 17, 2020. MMWR Morb Mortal Wkly Rep, 69,1675–
McGinty, E.E., Presskreischer, R., Anderson, K.E., Han, H., &Barry, C.L. (2020). Psychological distress and COVID-19–related stressors reported in a longitudinal cohort of US adults in April and July 2020. JAMA. Published online November 23, 2020.
Peper, E., Wilson, V.E., Martin, M., Rosengard, E., & Harvey, R. (unpublished). Avoid Zoom fa
Most of us are aware that thoughts affect our body; however, we often overlook the impact of this effect. To demonstrate the power of visualization, participants are guided through a lemon imagery. In a study with 131 college students, 94% report an increase in salivation which is a parasympathetic nervous system response. The participants now know–not believe–that visualization affects physiology. Once salivation has been experienced, participants may apply other visualization techniques to change their physiology and behavior. Through visualization we communicate with our autonomic nervous system which can provide a matrix for self-healing and enhanced performance. In addition, the guided practice shows that almost everyone holds their breath when asked to tighten their muscles and some people have difficulty relaxing after tightening. Once aware, the person can and continue to breathe and relax the muscles. Enjoy the guided exercise, Mindbody connection: Lemon Imagery.
*I thank Paul Godina, Jung Lee and Lena Stampfli for participating in the videos.
Adapted from Peper, E., Gibney, K.H. & Holt. C. (2002). Make Health Happen: Training Yourself to Create Wellness. Dubuque, IA: Kendall-Hunt
Mind-Guided Body Scans for Awareness and Healing Youtube Interview of Erik Peper, PhD by Larry Berkelhammer, PhDPosted: February 19, 2016
In this interview psychophysiology expert Dr. Erik Peper explains the ways how a body scan can facilitate awareness and healing. The discussion describes how the mind-guided body scan can be used to improve immune function and maintain passive attention (mindfulness), and become centered. It explores the process of passive attentive process that is part of Autogenic Training and self-healing mental imagery. Mind-guided body scanning involves effortlessly observing and attending to body sensations through which we can observe our own physiological processes. Body scanning can be combined with imagery to be in a nonjudgmental state that supports self-healing and improves physiological functioning.
It was late in the afternoon and I was tired. A knock on my office door. One of my students came in and started to read to me from a card. “I want to thank you for all your help in my self-healing project…I didn’t know the improvements were possible for me in a span of 5 weeks…. I thank you so much for encouraging and supporting me…. I have taken back control of myself and continue to make new discoveries about my identity and find my own happiness and fulfillment.,,, Thank you so much.”
I was deeply touched and my eyes started to fill with tears. At that moment, I felt so appreciated. We hugged. My tiredness disappeared and I felt at peace.
This student had completed the daily self-healing practices . When the university students practice a sequence of daily self-healing exercises outlined in the book, Make Health Happen (Peper, Gibney & Holt, 2002), most report significant improvement in their health and well-being as shown in Figure 1 (Peper et al, 2014).
Figure 1. Self-rating by students after completing a personal health improvement project over a period of four weeks (Bier, Peper, & Burke, 2005).
The practice which students report impacts them profoundly and by which they experience a deepening connection and sense of agape (selfless unconditional caring and love) with another person is Sharing Gratitude.
Take the opportunity during the holiday season to give joy to others. Just do the following:
- Remember someone who did something for you that impacted your life in a positive direction and whom you never properly thanked.
- Write a 300 word testimonial describing what the person did and how it positively impacted you.
- Visit the person and when you meet her/him, read the testimonial to her/him (if the person cannot be visited, use Skype so you can see and connect with each other).
Although it may seem awkward to read the testimonial, after you have done it, you most likely will feel closer and more deeply connected to the person. Moreover, the person to whom you read the testimonial, will feel deeply touched and both of your hearts will open.
For more background information, watch Professor Martin Seligman’s Ted presentation below.
Bier, M., Peper, E., & Burke, A. (2005). Integrated Stress Management with Make Health Happen: Measuring the Impact through a 5-Month Follow-Up. Presented at the 36th Annual Meeting of the Association for Applied Psychophysiology and Biofeedback. Abstract published in: Applied Psychophysiology and Biofeedback, 30(4), 400.
Peper, E., Gibney, K.H. & Holt. C. (2002). Make Health Happen: Training Yourself to Create Wellness. Dubuque, IA: Kendall-Hunt. ISBN-13: 978-0787293314
Peper, E., Lin, I-M, Harvey, R., Gilbert, M., Gubbala, P., Ratkovich, A., & Fletcher, F. (2014). Transforming chained behaviors: Case studies of overcoming smoking, eczema and hair pulling (trichotillomania). Biofeedback, 42(4), 154-160.
The next time you’re feeling sad and depressed, pay close attention to your posture. According to cognitive scientists, you’ll likely be slumped over with your neck and shoulders curved forward and head looking down.
While it’s true that you’re sitting this way because you’re sad, it’s also true that you’re sad because you’re sitting this way. This philosophy, known as embodied cognition, is the idea that the relationship between our mind and body runs both ways, meaning our mind influences the way our body reacts, but the form of our body also triggers our mind.
In large part due to Amy Cuddy’s widly popular 2012 TED talk, most of us know that two minutes of “power poses” a day can change how we feel about ourselves. This isn’t just about displaying confidence to others around; this is about actually changing your hormones—increased levels of testosterone and decreased levels of cortisol, or the stress hormone, in the brain.
“The brain has an area that reflects confidence, but once that area is triggered it doesn’t matter exactly how it’s triggered,” says Richard Petty, professor of psychology at Ohio State University. “It can be difficult to distinguish real confidence from confidence that comes from just standing up straight … these things go both ways just like happiness leads to smiling, but also smiling leads to happiness.”
When it comes to posture, Petty explains that the way we ultimately feel has a lot to do with the associations we have with being taller. For example, if you take two people and you put one on a chair that’s above the other person, the one that’s looking down will feel more powerful because “we have all these associations” with height and power that “gets triggered automatically when certain movements are made,” he says. The function of your body posture tells your brain that you’re powerful, which, in turn, affects your attitude.
In a 2009 study published in the European Journal of Social Psychology, Petty along with other researchers instructed 71 college students to either “sit up straight” and “push out [their] chest” or “sit slouched forward” with their “face looking at [their] knees.” While holding their assigned posture, the students were asked to list either three positive or negative personal traits they thought would contribute to their future job satisfaction and professional performance. Afterward, the students were asked to take a survey where they rated themselves on how well they thought they would perform as a future professional.
The researchers found that how the students rated themselves depended on the posture they kept when they wrote the positive or negative traits. Those who were in the upright position believed in the positive and negative traits they wrote down while those in the slouched over position weren’t convinced of their positive or negative traits. In other words, when the students were in the upright, confident position, they trusted their own thoughts whether those thoughts were positive or negative. On the other hand, when the students sat in a powerless position, they didn’t trust anything they wrote down whether it was positive or negative.
However, those in the upright position likely had an easier time thinking of “empowering, positive” traits about themselves to write down while those in the slouched over position probably had an easier time recalling “hopeless, helpless, powerless, and negative” feelings, according to Erik Peper, professor of Holistic Health at San Francisco State University.
In a series of experiments, Peper found that sitting in a collapsed, helpless position makes it easier for negative thoughts and memories to appear while sitting in an upright, powerful position makes it easier to have empowering thoughts and memories.
“Emotions and thoughts affect our posture and energy levels; conversely, posture and energy affect our emotions and thoughts,” says one of Peper’s studies from 2012, and two minutes of skipping versus walking in a slouched position can make a significant difference on our energy levels. Like Cuddy, Peper’s research finds that it only takes two minutes to change your hormones, meaning you can basically change the chemistry in your brain while waiting for your food to heat up in the microwave.
Since posture affects our mood and thoughts so much, the increase of collapsed sitting and walking—from sitting in front of our computer to looking down at our smartphones—may very much have an effect on the rise of depression in recent years. Peper and his team of researchers suggest that posture is a significant contributor to decreased energy levels and depression. Slouching is also known to result in frequent headaches and neck and shoulder pains.
With so much research proving the influence posture has on our mind, Peper suggests hanging photos of people you love slightly higher on the wall or above your desk so that you have to look up. Also, adjust your rear view mirror slightly higher so that you have to sit up taller while driving. If you need reminders, Petty advises setting reminders on your phone, computer, or even a Post-It note. When you do have negative thoughts, instead of validating them by slumping over or bending your head, Petty says that you should write them down on a piece of paper, then throw that piece of paper away in the trash.
“People who throw those negative thoughts into the trash can are less affected by them then people who had the same thoughts but symbolically put them in their pocket,” he says. “It’s this idea that it’s not what we think that’s important; it’s how much we trust what we think.”
Reprinted by permission from Vivian Giang
Be careful what you think. You may get what you wish.
The power of the placebo and nocebo are remarkable and often overlooked in medicine. With a placebo, severe chest pain disappears with mock surgery, Parkinson’s tremors stop, knee pain is eliminated following mock arthroscopic knee surgery and even of lymphosarcoma can be affected (Beecher, 1961; Benedeteti, 2007; Moseley et al, 2002; Kirkley et al., 2008; Klopfer, 1957; Moerman & Jonas, 2002). On the other hand, nocebo can increase pain, accelerate cancer growth, and cause death (Cannon, 1942; Klopfer, 1957; Benedeteti, 2007). These are demonstrations of the self-healing and non-healing potential intrinsic within each of us.
The placebo response (from Latin, “I shall please”) is the beneficial physiological or psychological effect that results from the administration of an otherwise ineffective or inert substance, procedure, instruction. and/or environment. An example of placebo on neuron activity is demonstrated with a patient who has Parkinson’s disease (see figure 1).
Figure 1. Recording the activity of single neurons from the brain of an awake patient suffering from Parkinson’s disease. Both the recording apparatus (a) and the electrode track (b) can be seen. In (c), the activity of a single neuron in the subthalamic nucleus can be seen before and after placebo administration (reproduced from: Benedeteti, F.(2007). The Placebo and Nocebo Effect: How the Therapist’s Words Act on the Patient’s Brain. Karger Gazette, 69).
The nocebo response (from Latin, “I will harm”) may evoke the non-healing process and reactivate symptom/disease producing process and experiences. The nocebo response can be evoked by ineffective or inert substances, procedures, instructions, and internal and external environments which by themselves have no known effects.
The placebo/nocebo response is modulated by our covert cultural, familial and personal beliefs, limitations and expectations. The placebo/nocebo effects are the actual demonstrations that the limits of our beliefs are the limits of our possibilities. This process is well described in the recent published book, You are the Placebo: Making Your Mind Matter, by Chiropractor Joe Dispenza.
Dr. Dispenza describes the classic studies of placebo, mental processes and possible mechanisms by which placebo effects occur and disappears and how our thoughts and expectancies create our reality. The placebo transforms the inner beliefs and give the person the experience of improved health which transforms beliefs. In many cases we can experience improvement but are pulled back into our previous beliefs and self-images of illness by inner and outer cues which are associated with disease process.
The book describes of the covert conditioning process by which we return to our old self and may maintain illness. It is challenging to maintain new beliefs and act/think in new patterns. The internal mental chatter and doubts flood our awareness. Even the question, “How long will the improvement last?” re-evokes the associative mental conditioned disease patterns. If it is possible to interrupt and transform our thoughts moment by moment, minute by minute, hour by hour, day by day and not just for 15 minutes of practice, remarkable changes are sometimes possible. Every thought that triggers an association of the illness state needs to be interrupted and redirected. When patients somehow transform their thoughts, it may result in reversing and eliminating illnesses such as polyostotic fibrous dysphasia, Hashimot’sthyroiditis or chronic lympocytic thyroiditis, and secondary progressive multiple sclerosis.
I highly recommend this book for its outstanding description of placebo/nocebo and cognitive a model of the conditioning processes that underlie it. The book offers hope and inspiration for many patients who accept “what is/was” and are open to the present and future possibilities without judgement.
The book’s cases show that it is possible to reverse chronic “incurable illnesses.” Patients and health care providers should read the book–it provides hope, empowerment, and possibility. It is an antidote to the feeling that there is nothing one can do except to live with the illness. Medicine needs to explore and study the unusual patient who has reversed the disease process and ask, “How can we understand this process and teach it to other patients.”
The major limitation of the book is the absence of data; namely, what percentage of the patients/participants who have practiced Dispenza’s techniques have actually benefited and transformed their illness? The book would be more useful if it included both successful and the many unsuccessful cases. This would help patients who do the practices and do not improve. These patients sometimes blame themselves and failed at their self-healing—a process that increases depression and hopelessness. We need to realize that many factors affecting our health and illness are beyond our control.
Although I agree with Dr. Dspenza’s basic premise that our beliefs, acceptance of what is and being open to the present and future supports healing. This perspective is only part of the whole picture. Health and illness are multi-factorial and many factors are not within our control.
Read the book and skip chapter 8, The Quantum Mind. This chapter attempts to describe the physics of the healing process using quantum physics. As I did not understand quantum physics and quantum mind, I asked my colleague, James Johnston, PhD, who is an expert in quantum physics, to read it for accuracy. He confirmed my gut reaction when he said, “the quantum physics description of how energy changes is pseudo science, involving an incomplete understanding of quantum theory.”
“Don’t slouch! How many times do I have to tell you to sit up straight?”
“I couldn’t believe it, I could not think of any positive thoughts while looking down?
Body posture is part of our nonverbal communication; it sometimes projects how we feel. We may collapse when we receive bad news or jump up with joy when we achieve our goal. More and more we sit collapsed for many hours with our spine in flexion. We crane our heads forward to read text messages, a tablet, a computer screen or watch TV. Our bodies collapse when we think hopeless, helpless, powerless thoughts, or when we are exhausted. We tend to slouch and feel “down” when depressed.
We often shrink and collapse to protect ourselves from danger when we are threatened. In prehistoric times this reaction would protect us from predators as we were still prey. Now we may still give the same reaction we worry or respond to demands from our boss. At those moments, we may blank out and have difficulty to think and plan for future events. When the body reacts defensively, the whole body-mind is concerned with immediate survival. Rational and abstract thinking is reduced as we attempt to escape.
When standing tall we occupy more space and tend to project power and authority to others and to ourselves. When we feel happy, we walk erect with a bounce in our step. Emotions and thoughts affect our posture and energy levels; conversely, posture and energy affect our emotions and thoughts. At San Francisco State University, we have researched how posture changes physical strength and access to past memories. Experience this in the following practice (you will need a partner to do this).
How posture affects strength
Stand behind your partner and ask them to lift their right arm straight out as shown in figure 1. Apply gentle pressure downward at the right wrist while your partner attempts to resist the downward pressure. Apply enough pressure downward so that the right arm begins to go down. Relax and repeat the same exercise with the left arm. Then relax.
Figure 1. Experimenter pressing down on the arm while the subject resist the downward pressure
For the rest of this exercise, do the testing with the arm that most resisted to the downward pressure.
Have the person stand in a slouched position and then lift the same arm straight out. Again the experimenter applies enough pressure downward so that the arm begins to go down. Relax.
Then have the person stand a tall position and lift the arm straight out. Again, the experimenter now applies enough pressure downward so that the arm begins to go down. Relax.
Describe to each other how easy it was to resist the downward pressure and how much effort it took to press the arm down while standing tall or slouched.
In our just completed study in the Netherlands with my colleague Annette Booiman, we observed that 98% of the participants felt significantly stronger to resist the downward pressure when they stood in a tall position than when they stood in the collapsed position as shown in Figure 2.
Figure 2. The perceived strength to resist the down pressure on the arm in either the erect or collapsed position as observed by the subjects and the experimenters (Exp).
The subjective experience of strength may be a metaphor of how posture affects our thoughts, emotions, hormones and immune system. When slouching we experience less strength to resist and it is much more challenging to project authority, think creatively and successfully solve problem. Obviously, the loss of strength mainly related to the change in the shoulder mechanics; however, the collapsed body position contributes to feeling hopeless, helpless, and powerless.
With my colleague Dr. Vietta Wilson (Wilson & Peper, 2004), we discovered that in the collapsed position it was very difficult to evoke positive and empowering memories as compared to the upright position (for more information see the article by Wilson and Peper: http://biofeedbackhealth.files.wordpress.com/2013/01/the-effects-of-posture-on-mood.pdf).
Consistently, my students at San Francisco State University have reported that when they blank out on exams or class presentations, if they stop for a moment, change their posture and breathe, they can think again. Similarly, clients who are captured by worry and discomfort, when they shift position and look up, find it is easier to think of new options. Explore for this yourself.
How Posture effect Memory Recall
Sit comfortably at the edge of a chair and then collapse downward so that your back is rounded like the letter C. Let your head tilt forward and look at the floor between your thighs as shown in figure 3.
While in this position, bring to mind hopeless, helpless, powerless, and depressive memories one after the other for thirty seconds.
Then, let go of those thoughts and images and, without changing your position and still looking downward, recall empowering, positive, and happy memories one after the other for thirty seconds.
Shift position and sit up erect, with your back almost slightly arched and your head held tall while looking slightly upward as shown in figure 4.
While is this position, bring to mind many hopeless, helpless, powerless, or depressive memories one after the other for thirty seconds.
Then, let go of those thoughts and images and, without changing position and while still looking upward, recall as many empowering, positive, and happy memories one after the other for thirty seconds
Ask yourself: In which position was it easier to evoke negative memories and in which position was it easier to evoke empowering, positive, and happy memories?
Overwhelmingly participants report that in the downward position it was much easier to recall negative and hopeless memories. And, in the upright position it was easier to recall positive and empowering memories. In many cases, participant reported that when they looked down, they could not evoke any positive and empowering memories. It is not surprising that when people feel optimistic about the future, they say, “Things are looking up.”
Mind and body affect each other. The increase in depression and fatigue may be in part be caused by the body position of sitting collapsed at work, at home and walking a slouched pattern. By shifting body movement and position from slouching to skipping one’s subjective energy may significantly increase (Peper & Lin, 2012) (for more information see: https://peperperspective.com/2012/09/30/take-charge-of-your-energy-level-and-depression-with-movement-and-posture/)
Take charge, lightening your mood and give yourself the opportunity to be empowered and hopeful. When feeling down, acknowledge the feeling and say, “At this moment, I feel overwhelmed, and I’m not sure what to do” or whatever phrase fits the felt emotions. When your energy is low, again acknowledge this to yourself: “At this moment I feel exhausted,” or “At this moment, I feel tired,” or whatever phrase fits the feeling. As you acknowledge it, be sure to state “at this moment.” The phrase “at this moment” is correct and accurate. It implies what is occurring without a self-suggestion that the feeling will continue, which helps to avoid the idea that this was, is, and will always be. The reality is that whatever we are experiencing is always limited to this moment, as no one knows what will occur in the future. This leaves the future open to improvement.
Remind yourself that you to shift your mood by changing your posture. When you’re outside, focus on the clouds moving across the sky, the flight of birds, or leaves on the trees. In your home, you can focus on inspiring art on the wall or photos of family members you love and who love you. When you hang pictures, hang them higher than you normally would so that you must look up. You can also put pictures above your desk to remind yourself to look up and to evoke positive memories.
These two studies point out that psychology needs to incorporate body posture and movement as part of the therapeutic and teaching process. Without teaching how to change body posture only one half of the mind-body equation that underlies health and illness is impacted.
Each time you collapse or have negative thoughts, change your position and sit up and look up. Arrange your world so that you are erect (e.g., stand while working at the computer, use a separate keyboard with your laptop so that the top of the screen is at eye level, or place a pillow in your lower back when sitting). Finally, every so often, get up and move while alternately reach up with your arms into the sky as if picking fruits which you can not quite reach.
After having done these two practices, I realized how powerful my body effects my mood and energy level. Now each time I am aware that I collapse, I take a breath, shift my position, look up, and often stand up and stretch. To my surprise, I have so much more energy and my negative depressive mood has lifted.
Gorter, R. & Peper, E. (2011). Fighting cancer-A nontoxic approach to treatment. Berkeley: North Atlantic Books.
Peper, E. & Lin, I-M. (2012). Increase or decrease depression-How body postures influence your energy level. Biofeedback, 40 (3), 126-130.
Wilson, V.E. and Peper, E. (2004). The Effects of upright and slumped postures on the generation of positive and negative thoughts. Applied Psychophysiology and Biofeedback.29 (3), 189-195.
 In an elegant study by Professor Amy Cuddy from the Harvard Business School, she demonstrated that two minutes of standing in a power position significant increased testosterone and decreased cortisol while standing in the collapsed position significantly decreased testosterone and increased cortisol. By changing posture, you not only present yourself differently to the world around you, you actually change your hormones (For more information, see Professor Amy Cuddy’s Ted talk: http://www.ted.com/talks/amy_cuddy_your_body_language_shapes_who_you_are).
“You only have to think to lift the hand and the muscles react.”
“I did not realize that muscle tension occurred without visible movement.”
“I was shocked that I was unaware of my muscle activity—The EMG went up before I felt anything.”
“Just anticipating the thought of the lifting of my hand increased the EMG numbers.”
“After training I could feel the muscle tension and it was one third lower than before I started.”
-Workshop participants after working with SEMG feedback
Many people are totally unaware that they are tightening their muscles and continuously holding slight tension until they experience stiffness or pain. This covert low-level muscle tension can occur in any muscle and has been labeled dysponesis, namely, misplaced and misdirected efforts (from the Greek: dys = bad; ponos = effort, work, or energy) (Whatmore & Kohli, 1974; Harvey & Peper, 2012). This chronic covert tension is a significant contributor to numerous disorders that range from neck, shoulder, and back pain to headaches and exhaustion and can easily be observed in people working at the computer.
While mousing and during data entry, most people are unaware that they are slightly tightening their shoulder muscles. One can often see this low level chronic tension when a person continuously lifts an index finger in anticipation of clicking the mouse or bends the wrist and lifts the fingers away from the keyboard while mousing with the other hand as shown in Figure 1.
Figure 1. Lifting the hand without any awareness while mousing with the other hand (from Peper et al, 2014)
People may hold a position for a long time without being aware that they are contracting their muscles. They are focusing on their task performance. They are “captured by the screen” – until discomfort and pain occur. Only after they experience discomfort or pain, do they change position. Factors that contribute to this apparent lack of somatic awareness include:
- Being captured by the task. People are so focused upon performing a task that they are unaware of their dysfunctional body position, which eventually will cause discomfort.
- Institutionalized powerlessness. People accept the external environment as unchangeable. They cannot conceive new options and do not attempt to adjust the environment to fit it to themselves.
- Lack of somatic awareness and training. People are unaware of their own low levels of somatic and muscle tension.
Being Captured By the Task
People often want to perform a task well and they focus their attention upon correctly performing the task. They forget to check whether their body position is optimized for the task. Only after the body position becomes uncomfortable and interferes with task performance, do they become aware. At this point, the discomfort has often transformed into pain or illness.
This process of immediately focusing on task performance is easily observed when people are assigned to perform a new task. For example, you can ask people who are sitting in chairs arranged by row to form discussion groups to share information with the individuals in front or behind them. Some will physically lift and rotate their chair to be comfortable, while others will rotate their body without awareness that this twisted position increases physical discomfort. As instructors, we often photograph the participants as they are performing their tasks as shown in Figure 2.
Figure 2. Workshop participants rotating their bodies or chairs to perform the group exercise (from Peper et al, 2014).
Although there are many strategies to teach participants awareness of covert tension, our recent published article, Making the Unaware Aware-Surface Electromyography to Unmask Tension and Teach Awareness,describes a simple biofeedback approach to teach awareness and control of residual muscle contraction. Almost all the subjects can rapidly learn to increase their recognition of minimal muscle tension as shown in figure 3.
Figure 3. Measurement of forearm extensor muscle awareness of minimum muscle tension before and after feedback training (from Peper et al, 2014).
This study showed that participants were initially unaware of covert tension and that they could quickly learn to increase their sensitivity of muscle tension and reduce this tension within a short time period. Surface electromyograpy (SEMG) provides an objective (third person) perspective of what is actually occurring inside the body and is more accurate than a person’s own perception (first person perspective). The SEMG feedback (numbers and graphs) learning experience was a powerful tool to shift participants’ illness beliefs and encourage them to actively participate in their own self-improvement. It demonstrated that: 1) they were unaware of low tension levels, and 2) they could learn to increase their awareness with SEMG feedback.
The participants became aware that covert tension could contribute to their discomfort and would inhibit regeneration. In some cases, they observed that merely anticipating the task caused an increase in muscle tension. Finally, they realized that if they could be aware during the day of the covert tension, they could identify the situation that triggered the response and also lower the muscle tension.
For detailed methodology and clinical application, see the published article, Peper,E., Booiman, A., Lin, I-M., & Shaffer, F. (2014). Making the Unaware Aware-Surface Electromyography to Unmask Tension and Teach Awareness. Biofeedback, 42(1), 16-23.
Harvey, E. & Peper, E. (2012). I thought I was relaxed: The use of SEMG biofeedback for training awareness and control. In W. A. Edmonds, & G. Tenenbaum (Eds.),Case studiesin applied psychophysiology: Neurofeedback and biofeedback treatments foradvances inhuman performance. West Sussex, UK: Wiley-Blackwell, 144-159.
A major factor that contributes to illness and health is how we cope with stress. Learning stress management techniques and integrating them into our daily life can significantly reduce illness and discomfort. Patients report significant improvement in numerous disorders such as hypertension, headaches, cancer, pain, or arthritis.
A great health resource are the short YouTube videos by Dr. Mike Evans who is founder of the Health Design Lab at the Li Ka Shing Knowledge Institute, an Associate Professor of Family Medicine and Public Health at the University of Toronto, and a staff physician at St. Michael’s Hospital. His informative short video clips cover a range of medical conditions from concussions to stopping smoking (see his website: http://www.myfavouritemedicine.com).
Watch the following video presentation on The Single Most Important Thing You Can Do for Your Stress.
Energy Gain Wisdom: Strategies for Maximizing Support and Emotional Wellbeing for Caregivers & PatientsPosted: January 23, 2014
Are you exhausted and not sure there is anything you can do to change it? Learn strategies to mobilize your self-healing potential as you cope with cancer. Regardless of the severity of disease, learn skills to increase energy.
Watch the following presentation by Dianne Shumay, PhD, Associate Director, UCSF Psycho-Oncology, and Erik Peper, PhD, Professor Holistic Health, SFSU. This invited lecture was presented January 19, 2014 at the NorCal CarciNET/UCSF 2014 Patient Conference, hosted by: NorCal CarciNET Community & UCSF Helen Diller Family Comprehensive Cancer Center, at the Krutch Theater (Clark-Kerr) on the UC Berkeley Campus.