UNIVERSITY of ALTERNATIVE STUDIES

Providing Tuition-Free Online Academic Studies in Scientific Parapsychology.




Certification Program: Scientific Empathology


UNIVERSITY PROFESSIONAL EDUCATION IN PARAPSYCHOLOGY


Empathy-Certification
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Empathology is a sub-discipline of scientific parapsychology involving over a century of interdisciplinary research involving the analysis of the emotional basis of consciousness and the mental and physiological processes associated with a wide variety of emotional experiences. This Professional Certification Program provides a detailed framework, without complicated equations, onto which more advanced concepts can be applied. For students of Scientific Empathology, this Professional Certification Program will be a revelation of what actions and influences experients of empathic phenomena are involved in and exactly how an experient can take their psychical ability to a completely new professional level step-by-step.

Program Admission Requirements: Anyone may enroll in a Professional Parapsychology Certification Program regardless of age, location, and prior education. For more information, please see Recommended Prerequisites and Academic & Career Expectations. Certificate fees are not required until graduation.


Enroll in Scientific Empathology!

Open Access. No Application Required.

Study Materials Included (Videos, Assignments, Exams).

UAS Scientific Empathology Certificate.

Total Hours: 41hrs. | Courses: 9

Student Interaction Available.

Program Enrollment Period: Unlimited

Program Fees: Textbook + $50 Certificate Fee (optional)


Program Developer: Theresa M. Kelly | View Example Reading Assignment | View Example Video Presentation


Empathy is the psychical influence of emotion via experient influence over the emotional basis of consciousness and the mental and physiological processes associated with a wide variety of emotional experiences. Emotions are defined as an episode, which suggests the concept of a dynamic process, of interrelated, synchronized changes in the states of all or most of the correlated organismic subsystems [e.g. central, neuroendocrine, and somatic nervous systems] in response to the evaluation of an external or internal stimulus event as relevant to major concerns of the organism. The function of emotion is speculated to include the evaluation of objects and events, system regulation, preparation and direction of action, communication of reaction and behavioral intention, and the monitoring of internal state and organism-environment interaction. Current thought leaders in regards to the psychology of emotions support a component process model of emotion involving cognitive, neurophysiological, motivational, motor expression, and subjective feeling components. In addition, empathy can involve the influence of affective phenomena such as moods. However, this appears to apply only when an element of telepathy or clairvoyance is involved, as affective phenomena such as moods involve more than just emotional content. It is an experient of empathic phenomena’s natural endowment in which enables their influence over emotion whether phenomena is the result of conscious or subconscious performance.


Empathology /em·pa·thol-o-gy/

  1. The scientific study of the psychical influence of emotion transference and flow.

Professional Title: Certified Professional of Scientific Empathology

Designatory Letters Example: Jonathan Smith (Emp.Sc.)


:: What You Will Learn and Excel in

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This Professional Certification Program focuses on the scientific aspects of Scientific Empathology. For and in-depth overview of what is included in this program, please visit Course Overviews below, as they outline everything that is taught throughout the program. Courses in the program vary on focus including:

  • Mechanics/Dynamics of Psychical Phenomena: Learn about the how’s, why’s, when’s – and when not’s – of an ability as a means to optimize for frequency of occurrence and quality of performance.)
  • Phenomenology: Learn detailed information to differentiate between types and sub-types of psychical phenomena.
  • Techniques and Strategies: Learn the step-by-step processes and methods to control/ utilize intentional psychical influence as a means to improve accuracy and dependability of performance.
  • Therapeutic and Experimental Applications: Learn how to apply professional therapeutic approaches to psychical influence and learn about leading methods of the empirical testing of psychical phenomena.
  • Coping and Maintenance: Learn how to optimize life for easy of psychical usability through mediation, energetic regulation, diet, and overall mental and physical well-being.)
  • Enhancement: Learn how to enhance psychical influence via light and color.

In addition, applying the information provided in this program will assist those desiring to excel in:

  • Enduring reasonable to intense oppositions and impositions with little consequence of emotional fatigue.
  • Regulating one’s life in general and creating order in both ones personal and professional life.
  • Being keen observers and gaining keen insight into human behavior, whereby possessing an advanced understanding of situations.
  • Working well in teams and promoting security and peaceful existence in one’s own life and in the lives of others.
  • Reaching the core of  problems and or implementing  functional solutions to problems.
  • Problem-solving, trouble-shooting,  devising practical approaches, applications,  solutions, and fulfilling practical goals.
  • Projecting warmth via genuine interest in the health and well-being of others and adapting one’s manner to meet the expectations of others.
  • Being highly skilled in bringing out the best in people, being generous, optimistic, and persuasive.
  • Striving to understand various points of view not of their own and being naturally attentive to the world around them.
  • Displaying true generosity and kindness to those who need it most  and internally identifying and empathizing with others.
  • Quickly sensing what is going on with other individuals and immediately responding to their individual or group needs.
  • Weighing various options when making decisions for practical assistance and care.
  • Interpersonal interactions e.g. playing the role of diplomat or peacemaker i.e. resolving issues and conflicts.
  • Responding to the moment and therefore dealing effectively with whatever may spring up.
  • Directing the motivations of others, including motivating others to deal with crises, and so much more.

Certification Program Objectives:

  • To promote and raise the professional standards, practices, and ethics of those engaged in the field.
  • To improve psychical performance through professional growth, wellbeing, and the development of experiential skills.
  • To foster professional contributions to the field.
  • Provide a solid foundation in the analysis of the emotional basis of consciousness and the mental and physiological processes associated with a wide variety of emotional experiences.

Students who complete this program will:

  • Demonstrate a knowledge base of major experimental findings and theoretical perspectives in parapsychology.
  • Apply basic research methods, including research design, data analysis, interpretation, and measurement.
  • Apply parapsychological principles to personal, social, clinical, and experimental issues (i.e., Identify appropriate applications of parapsychology).
  • Comprehension and the ability to explain the origins/causes of psychical experiences.
  • Competence in interpreting, addressing, and enhancing the psychical experiences of others especially in regard to empathic experiences.

Benefits of Certification:

  • Develops a sense of personal and professional satisfaction.
  • Demonstrates a commitment to excellence in the field.
  • Provides growth of professional knowledge and expertise.

:: Course 101 – Models of Psi Mediation

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Addresses both classical and quantum mechanical modeling approaches to psi phenomena including those pertaining to the role of psi phenomena such as the psi-mediated instrumental response (PMIR) and relative need-serving qualities of psi, psychokinesis as a primary psi process, and psi as a product of evolution via Darwinian theory. Addresses classical models including electromagnetic models, energy field models, and the zero-point field model. Addresses associations of psi phenomena with quantum theory, and new approaches to such phenomena via quantum mechanical modeling. Addresses an elaboration on the essential role of quantum information theory in regards to psi phenomena, the view of computational living systems, the macroscopic challenge for quantum computation and psychical research, the quantum efficiency of psi, and the non-local communicative nature of psi. Addresses the part played by Nature in regards to the mediation of psi via a hypothesis addressing Nature as an experient accessible universal information processing and storage system with features of four dimensionalism. Addresses Geomagnetic entanglement, permanent and seemingly macroscopic entanglement, and quantum non-local communication in regards to psi.

Total Hours (Reading): 1.6 | Total Hours (Assignments): 3.5


:: Course 102 – Models of the Experiential Phase of Psi

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Addresses the psychological aspects of how and when human beings are able to utilize psi through promising models including models involving quantum mechanical approaches to cognition, and memory models. Such models of psi manifestation attempt to explain how extrasensory information enters the central nervous system or information processing center, and how the system deals with that information. In regards to psychokinesis, such models attempt to explain what manner of information processing is taking place, and what the requirements for the information to be transmitted into the environment are. Addresses the biological utilization of non-local communication, the reverse direction problem, the binding problem, the human brain and neuro-quantum interactions, and brain stimulation via circumcerebral magnetic fields. Addresses the question whether a quantum-like approach is actually more advantageous over classical approaches, and addresses quantum mechanical principles, properties, and features resulting in cognitive effects related to content sensitivity, association, the human lexicon, and psychological function in general. Addresses quantum-like mental entanglement, how this new quantum mechanical approach is shedding light on an array of anomalous experimental results composed over the greater portion of a century, pseudo-sensory models, memory models involving memory theory and associated phenomenology, receptive psi processes, memory and psi processes, the first sight model, psi requirements, and the part played by the default mode network.

Total Hours (Reading): 1.15 | Total Hours (Assignments): 3.5


:: Course 103 – Models of Extrasensory Perception

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Addresses the psychical influence of information via an experients influence over the biological basis of consciousness and the mental process by which we perceive, act, learn, and remember (Telepathy), the influence of our objective environment (Clairvoyance),  the stages of sensory processing i.e. sensation and perception, sensory systems, and sensory modalities, and the four stages of extrasensory perception including the sensory anticipation of the event, subliminal registration of the sensation, experience of a collection of sensations that the brain attempts to construe, and the attributed understanding of the experience. Addresses a biophoton model in regards to ESP involving ultra weak biophoton (bio-light) emissions (light from within and emanating from human beings capable of cooperation and communication throughout the entire mind and body), biophotonic processes and effects, the measurement utilization for indicating cellular and overall health, emissions as a by-product of cellular metabolism and an overall regulating field, and the “master conductor” role of DNA as the most fundamental source of biophoton emissions capable of emitting a wide range of frequency-based communication at the quantum level internal and possibly external to the body. Addresses additive and subtractive extrasensory information, changes in direction of orientation, or intention, requirement of uncertainty, metaphorical and fragmentation issues, our extension beyond space-time, the bimodal nature of psi, psi-unconducive states (e.g. disinterest, distraction, anxiety, and conscious work), and psi-conducive states (e.g. uncertainty, confusion, and disorientation). Addresses predispositions to psychical experiences including intention, extraversion, motivation, creativity, innovation, and experiential skills. Addresses the phenomenological approach to extrasensory including Telepathy vs. clairvoyance, temporal features, general extrasensory perception, realistic and unrealistic dreams, intuitive impressions, and hallucinations.

Total Hours (Reading): 1.6 | Total Hours (Assignments): 3.0


:: Course 104-A – Models of Empathy I

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Addresses the Phenomenology of Empathy, i.e. the three modes of Empathy. These include: Empathic Simulation, which is defined as “a case in which an individual’s emotional experience appears to directly produce a similar emotional experience in someone else without the intervention of the five senses,” includes the topics of Emotional Contagion, Mood Linkage, Tense Information, and the Mechanistic Properties of “Sharing”: Empathic Interaction, which is defined as “the direct causal influence of an emotional experience of another individual without the intervention of the five senses:” and the topics of Tense Information, and the Mechanistic Properties of “Compelling;” and Empathic Clairvoyant Cognition, which is defined as “the phenomenologically indirect knowledge of the collective emotional experience of a large group or population via Nature,” and includes the topics of Emotional Climate, Tense Information, and the Mechanistic Properties of “Knowing.” In addition, this course addresses the Temporal Phenomenology of Empathy i.e. Contemporaneous/Real-Time Clairvoyant Empathy, and includes the topics of a Real-Time Search-Based System Model, and Neurophysiological Correlates and Empathy.

Total Hours (Reading): 1.10 | Total Hours (Assignments): 1.45


:: Course 104-A – Models of Empathy II

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Addresses intentional Empathic experiences i.e. instances when the empathist is consciously aware of the need to influence and the act of influencing. This course breaks down what areas of life an empathists can excel in via intentional empathic ability, and breaks down empathic processes into several stages assumed required for each empathic type (e.g. initiation, selection, exploration, formulation, collection, and search closure). Addresses Emotional Intelligence as a technique for all empathic types and addresses the following topics: Defining Emotions, Types of Emotions (utilitarian emotions, aesthetic emotions, collective emotions, and basic and animal emotions), Features of Emotion (event focus, appraisal driven, response synchronization, rapidity of change, behavioral impact, intensity, and duration), Defining Affective Phenomena (preferences, attitudes, moods, affective dispositions, and interpersonal stance). In addition, this course addresses Emotional Regulation including the topics Emotional Dysregulation, Suppression, Detachment, and Empathic Fatigue. Techniques and Strategies for Emotional Regulation include: Antecedent-Focused Strategies, Response-Focused Strategies, and Energetic-Regulation as a strategy. Techniques for Empathic Simulation include Positive Thinking and Speaking, and Focused Listening. Techniques for Empathic Interaction include Eye-Fixation Induction, and Termination of Induction. Techniques for Empathic Clairvoyant Cognition include Emotion Mapping.

Total Hours (Reading): 2.10 | Total Hours (Assignments): 2.0


:: Course 104-A – Models of Empathy III

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Addresses practical applications in regards to Empathy including therapeutic and experimental applications. Therapeutic applications addressed include Psychotherapy, Psychoanalysis, Psychodynamic Psychotherapy, Behavior Therapy, Cognitive Therapy, Hypnotherapy, and Group Psychotherapy. Course includes an overview of types of therapy, relative factors of therapy associated with empathic professional practice, and several relative therapeutic techniques. This course addresses experimental Empathy including experimental effects such as; the experimenter effect, position and decline effects, differential effects, displacement, effects in post hoc analysis, and addresses the improvement role of feedback. In addition, research methods are addressed including qualitative research analysis, quantitative research analysis, and probabilistic research analysis. Also addressed are experimental targets for Empathy including intuition-based targets for emotions and affective phenomena, and emotional evoking targets. Experimental applications addressed include a brief overview of procedural techniques, forced-choice methods including: Emotion Wheels and Emotion Appraisal Questionnaires, and free -response methods including: Affective Label Coders. Course continues with methods involving Joint Meditation (e.g. synchronized chanting, rhythmic music, brainwave entrainment, and dual emotionally evoking visual testing), Sensory Deprivation, which addresses the five levels of hallucination (i.e. visual noise, light/dark flashes, colorful visuals and hypnagogic hallucinations, objects and environments, and overriding of physical perception). Also addressed is the Ganzfeld simulation experiment and a Peripheral Physiological and EEG Experiment for the exploration of emotional processing.

Total Hours (Reading): 1.8 | Total Hours (Assignments): 3.5


:: Course 105 – Psychical Profiling

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Addresses psychological profiling in parapsychology in regards to ESP and PK performance. Addresses increased reactivity to psychical stimuli due to anxiety, psychical and Myers-Briggs personality type correlations, and Empathy associated personality types (e.g. Type I – Typical, Type II – Typical 2, Type III – Atypical, and Type IV – Atypical 2). Topics include associated psychological effects, and MBTI associated information. Also addressed is physiological health profiling involving physiological response to psychical stimuli per type, cognitive correlations, colorization (type) profiling, complexities of colorization, and the effects of colorization on the psychological system, physiological system, and the psychical system. Topics also include dichotomous aspects, and enhancement elements per type including detailed specifications. In addition, the placebo effect is addressed along with the benefits of colorization enhancement, and enhancement via socialization. Lastly, PsiMatics is addressed, which involves psychical enhancement via geometric patterns that can result in creating measurable electrical and magnetic fields, which may happen due to a process of amplification similar to the amplification associated with symbols utilized in several forms of alternative medical treatments.

Total Hours (Reading): 2.5 | Total Hours (Assignments): 3.0


:: Course 106 – Meditation

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Defines meditation and addresses the importance of mental health, physical health, and therefore psychical health. The course also addresses the intersection of neuroscience and meditation including topics such as; Neuroplacticity, mechanisms of mind/body interaction, physiological baselines, and neuroelectric and neuroimaging correlates. In addition, the course addresses high arousal verses low arousal meditation types. Includes low arousal types such as; concentration verses mindful meditation, and methods of meditation such as; mantra mediation, deep breathing meditation, visual imagery meditation, physical object meditation, yoga, qigong, tai chi, and music meditation. High arousal types include topics on rhythmic induction, target heart rate, and several types of high arousal (rhythmic induction) trance meditation including aerobic exercises such as; aerobic dance, swimming, jogging, running, elliptical training, and cycling. In addition, this course addresses getting started in a meditation practice and maintaining motivation., and addresses the important aspects and requirement of a well balanced lifestyle and diet for psychical stability and performance. Topics include effects of round-the-clock schedule, insufficient sleep, caffeine, herbal, vitamin, and mineral supplements, tobacco, over-the-counter medications, alcohol, marijuana and psychedelics, and lastly, addresses diet and blood type correlations.

Total Hours (Reading): 1.6 | Total Hours (Assignments): 3.5


:: Course 107 – Psychical Ethics

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This course addressees psychical morality and ethics and the reason they matter. Includes a psychical oath, addresses the difference between morals and ethics, defines the caring response, addresses autonomy, duties, and the six-step ethical processes (i.e. gather relevant information, identify the type of ethical problem, use ethics theories or approaches to analyze the problem, explore the practical alternatives, complete the action, and evaluate the process and outcome). Topics also include maintaining personal integrity, addresses self-deception, the responsibility to improve the self, living with the business aspects, practice (peer) evaluation, unethical or incompetent practice, confidentiality, and informed consent. Topics also include ethical issues and end-of-life care such as; assisted suicide and euthanasia, includes ethical expressions and manifestations, and lastly, the consequences of unethical conduct as a professional. This course also addresses the ethical and professional standards for parapsychologists including topics on the protection of participants, funded research, responsibilities and rights of scientific collaborators, responsibilities related to scientific publication, responsibilities and obligations towards colleagues, responsible dissemination of information to the public, and protecting professionalism in the field.

Total Hours (Reading): 2.5 | Total Hours (Assignments): 1.5


:: Assignments & Exams

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There are several types of assignments associated with this program. All assignments must be successfully completed in one course before moving on to its following course. Some assessments are graded while others exist exclusively for the benefit of enriching the learning process (e.g. critical thinking).

  • Reading Assignments – The first step in all courses is the reading assignment. There are 2 reading assignments per course. While this sounds like a simple enough task, it can be a tough one. These assignments take students through the program textbook concept by concept, chapter by chapter, course by course. These assignments will permit the student the ability to complete other course assignments and pass their exams. Therefore, these assignments are the most critical, and therefore, should be taken at the students own pace.
  • Reflection Assignments – These assignments help students thoughtfully process their reading materials. It helps them critically assess and understand what they are reading and learning. Each answer should be at least 250 words, or 3 paragraphs. These questions are not graded. In addition, there is no time limit on these assignments while taking these assignments.
  • Application Assignments – These assignments help students practically apply the information provided as a means to bridge abstract concepts in to the real world. These assignment will ask you to list several things. Please make these lists detailed, and answer the subsequent questions provided. Each answer should be at least 250 words, or 3 paragraphs. These questions are not graded. In addition, there is no time limit on these assignments while taking these assignments.
  • Video Presentation Assignments – These assignments require the student to view video+audio presentations pertaining to program content developed to visually extend on textbook content. These presentations can include images and diagrammatical representations of parapsychological concepts. Presentations range from recommended viewing to required program assignments (i.e. viewing is required to in order to complete other assignments).
  • Terminology Matching – These assignments require the student to match up terminology utilized in certain chapters with its respective definition. These assignments must be successfully completed in one course before moving on to its following course (i.e. must have a score of 100%). There is no limit to how many times you can attempt this assignment, and the students highest grade will be the recorded grade. In addition, there is no time limit on these assignments while taking these assignments.
  • Exams – There are 9 exams in total, and 1 attempt at each exam allowed. The questions in the textbook are the questions on exams. A student must achieve a score of 70% or higher on each exam to compete this program and receive their Professional Certificate. Upon program completion, the student will receive their personalized professional certificate via the email address attached to their student account. Personalization can take up to 48 hrs.

:: Curriculum

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EMP101

Models of Psi Mediation – Classical and Quantum Approaches

  1. Introduction to Psi Modeling
  2. The Role of Psi
  3. Electromagnetic Models
  4. Energy Field Models
  5. Zero-Point Field Model
  6. Quantum Mechanical Models
  7. Quantum Information
  8. The Nature Hypothesis
    1. Conceptual Information
    2. Contextual Information
    3. Subsystems
    4. Geomagnetic Entanglement
    5. Permanent Macroscopic Entanglement
  9. Quantum Non-Local Communication
EMP101-10S1 (C) – Course One

EMP102

Models of the Experiential Phase of Psi – Quantum Mechanical and Cognitive Approaches

  1. Quantum Entanglement at the Macroscopic Scale
    1. Biological Non-Local Communication
    2. The Human Brain and Neuro-Quantum Interactions
  2. Quantum Mechanics & Cognitive Science
    1. Quantum-like Mental Entanglement
  3. Pseudo-Sensory Models
  4. Memory Models: Memory Theory and Associated Phenomenology
    1. Receptive Psi Processes
    2. Memory and Psi Processes
    3. Memory and the First Sight Model
EMP102-10S2 (C) – Course Two

EMP103

Models of Extrasensory Perception – A Quantum Mechanical Approach to ESP Phenomenology

  1. Sensation and Perception
    1. The Sensory Systems
    2. Sensory Modalities
    3. Perception
  2. The Stages of Extrasensory Perception
  3. Biophoton Model
  4. The Hypothesis of Functional Equivalence
  5. The Bimodal Nature of Psi
    1. Psi-Unconducive States – Disinterest or Distraction
    2. Psi and Anxiety
    3. Conscious Work vs. Extrasensory Performance
    4. Psi-Conducive States – Uncertainty, Confusion, or Disorientation
  6. Psychical Predisposition
    1. Intention
    2. Extraversion
    3. Motivation
    4. Creativity and Innovation
    5. Experiential Skills
  7. Phenomenology of Extrasensory Experiences
  8. Telepathy vs. Clairvoyance
  9. General Extrasensory Perception
    1. Realistic and Unrealistic Dreams
    2. Intuitive Impressions
    3. Hallucination
EMP103-10S2 (C) – Course Three

EMP104-A
Models of Empathy I – Empathic Phenomenology
  1. The Phenomenology of Empathy
    1. Empathic Simulation
      1. Emotional Contagion
      2. Mood Linkage
      3. Tense Information
      4. Mechanistic Properties of “Sharing”
    2. Empathic Interaction
      1. Tense Information
      2. Mechanistic Properties of “Compelling”
    3. Empathic Clairvoyant Cognition
      1. Emotional Climate
      2. Mechanistic Properties of “Knowing”
    4. Temporal Phenomenology
      1. Contemporaneous Clair-Empathy
        1. Real-Time Search-Based System Model
        2. Neurophysiological Correlates and Empathy
EMP104A-10S2 (C) – Course Four A

EMP104-B

Models of Empathy II – Intentional Empathic Experiences and Techniques

  1. Emotional Intelligence
    1. Defining Emotions
    2. Types of Emotions
      1. Utilitarian Emotions
      2. Aesthetic Emotions
      3. Collective Emotions
      4. Basic and Animal Emotions

      Features of Emotion

      1. Event Focus
      2. Appraisal Driven
      3. Response Synchronization
      4. Rapidity of Change and Behavioral Impact
      5. Intensity and Duration
    3. Defining Affective Phenomena
      1. Preferences
      2. Attitudes
      3. Moods
      4. Affective Dispositions
      5. Interpersonal Stance
    4. Emotional Regulation
      1. Emotional Dysregulation
      2. Emotional Suppression
      3. Emotional Detachment
      4. Empathic Fatigue
  2. Techniques and Strategies
    1. Emotional Regulation
      1. Antecedent-Focused Strategy
      2. Response-Focused Strategy
      3. Energetic -Regulation Strategy
    1. Empathic Simulation
      1. Process Stages
      2. Positive Thinking and Speaking
      3. Focused Listening
    2. Empathic Interaction
      1. Process Stages
      2. Eye-Fixation Induction
      3. Terminating Induction
    3. Empathic Cognition
      1. Process Stages
      1. Emotion Mapping
EMP104B-10S2 (C) – Course Four B

EMP104-C

Models of Empathy III – Therapeutic and Experimental Applications

  1. Psychoanalysis
  2. Psychodynamic Psychotherapy
  3. Behavioral Therapy
  4. Cognitive Therapy
  5. Hypnotherapy
  6. Group Psychotherapy
  7. Experimental Empathy
    1. Experimental Effects
      1. Experimenter Effect
      2. Position and Decline Effects
      3. Differential Effect
      4. Displacement
      5. Variance Effect
      6. Effects in Post Hoc Analyses
      7. Improvement Role Feedback
    2. Research Methods
      1. Qualitative Research Analysis
      2. Quantitative Research Analysis
      3. Probabilistic Research Analysis
  8. Experimental Applications
    1. Empathic Experimental Targets
    2. Profiling and Measuring Emotions
    3. Intuition-Based Targets – Emotion and Affect
      1. Emotional Evoking Targets
    4. Procedural Methods and Techniques
      1. Forced Choice Methods
        1. Emotion Wheels
        2. Emotion Appraisal Questionnaires
      2. Free Response Methods
        1. Affective Label Coders
      3. Joint Meditation
        1. Synchronized Breathing
        2. Synchronized Chanting
        3. Rhythmic Music
        4. Brainwave Entrainment
        5. Dual Emotionally Evoking Visual Testing
      4. Sensory Deprivation
        1. Level1: Visual Noise
        2. Level 2: Light/Dark Flashes
        3. Level 3: Colorful Visuals and Hypnagogic Hallucinations
        4. Level 4: Objects and Environments
        5. Level 5: Overriding of Physical Perception
        1. Ganzfeld Simulation Experiment
      5. Peripheral Physiological and EEG Experiment
EMP104C-10S2 (C) – Course Four C

EMP105

Psychical Profiling – Psychical, Psychological, and Physiological Health

  1. Proof-Orientated vs. Process-Orientated
  2. Psychological Profiling
    1. Increased Reactivity to Psychical Stimuli Due to Anxiety
    2. Psychical and Myers-Briggs Personality Type Correlations
    3. Associated Personality Types
      1. Associated Psychological Effects
        1. Myers-Briggs Types
  3. Physiological Profiling
    1. Associated Physiological Effects
  4. Cognitive Correlations
  5. Colorization Profiling
    1. Complexities of Colorization
    1. The Psychological System
    2. The Physiological System
    3. The Psychical System
    4. Dichotomous Aspects
    5. Enhancement Elements
    6. The Feel of Enhancement
    7. Not Just a Placebo Effect
    8. Benefits of Colorization Enhancement
  6. PsiMatics
EMP105-10S1 (C) Course Five

EMP106

Meditation – Enhancing Skill Through Psychophysiological Well-Being

  1. Importance of Mental Health
  2. Importance of Physical Health
  3. The Intersection of Neuroscience and Meditation
    1. Neuroplasticity
    2. Mechanisms of Mind-Body Interaction
    3. Physiological Baselines
    4. Neuroelectric and Neuroimaging Correlates of Meditation
  4. High Arousal vs. Low Arousal Meditation
  5. Low Level Arousal
    1. Concentration vs. Mindful Meditation
  6. Methods of Meditation
    1. Mantra Meditation
    2. Deep Breathing Meditation
    3. Visual Imagery Meditation
    4. Physical Object Meditation
    5. Yoga
    6. Qigong
    7. Tai Chi
    8. Music Meditation
  7. High Level Arousal
    1. Aerobic Exercise (Endurance)
      1. Aerobic Dance
      2. Swimming
      3. Jogging/Running
      4. Elliptical Training
      5. Cycling
  8. Getting Started and Maintaining Motivation
  9. A Well Balanced Lifestyle and Diet
    1. Round-the-Clock Schedule
    2. Sufficient Sleep
    3. Caffeine
    4. Herbal, Vitamin, and Mineral Supplements
    5. Tobacco
    6. Over-the-Counter and Prescription Medications
    7. Alcohol
    8. Marijuana and Psychedelics
    9. Diet and Blood Type
      1. Type A’s
      2. Type B’s
      3. Type AB’s
      4. Type O’s
EMP106-10S2 (C) – Course SIx

EMP107

Psychical Ethics – Morality and Ethics: What They Are and Why They Matter

  1. The Psychical Oath
  2. From Moral to Ethical
  3. The Caring Response
  4. Autonomy
  5. Duties
  6. Six-Step Ethical Process
    1. Gather Relevant Information
    2. Identify the Type of Ethical Problem
    3. Use Ethics Theories or Approaches to Analyze the Problem
    4. Explore the Practical Alternatives
    5. Complete the Action
    6. Evaluate the Process and Outcome
  7. Maintaining Personal Integrity
  8. Self-Deception
  9. The Responsibility to Improve Yourself
  10. Living with the Business Aspects
  11. Practice (Peer) Evaluation
  12. Unethical or Incompetent Practice
  13. Confidentiality
  14. Informed Consent
  15. Ethical Issues in End-of-Life Care
    1. Assisted Suicide and Euthanasia
  16. Ethical Expressions and Manifestations
  17. Consequences
  18. Protection of Participants
    1. Informed Consent
    2. Confidentiality
    3. Deception
    4. Debriefing
    5. Feedback
    6. Treatment of Participants
    7. Nonhuman Animal Subjects
  19. Funded Research
    1. Misuse of Research Funds
    2. Openness in the Conduct and Reporting of Research
  20. Responsibilities and Rights of Scientific Collaborators
    1. The Roles of the Chief Investigator and Subordinate Workers
    2. Authorship Assignment and Publication Credits
  21. Responsibilities Related to Scientific Publication
    1. Full Publication of research
    2. Refereeing of Scientific papers
    3. Proper Credit
  22. Responsibilities and Obligations Towards Colleagues
    1. Sharing Data with Scientific Colleagues
    2. Conditions for Open Discussion and Criticism
    3. Truthfulness
    4. Fraud by Participants
  23. Responsible Dissemination of Information to the Public
  24. Protecting the Professionalism of the Field
EMP107-10S3 (C) – Course Seven

:: Study Material References

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COURSES 1-2:

Baierlein, R. (2003). Thermal Physics. Cambridge University Press.
Ballentine, L.E., (1970). The Statistical Interpretation of Quantum Mechanics. Review of Modern Physics.
Blutner, R. (2010). Quantum Mechanics Meets Cognitive Science: Explanatory vs. Descriptive Approaches. Journal of NeuroQuantology.
Blutner, R., Hochnadel, E., (2010). Two Qubits for C.G. Jung’s Theory of Personality. Cognitive Systems Research.
Broughton, R.S. (1987). If you want to know how it works, first find out what it’s for.  Presidential Address, 13th Annual Convention of the Parapsychological Association.
Bruza P. (2010). Idealistic Quantum Psychopathology: A Way Forward? Journal of NeuroQuantology.
Carpenter, J.C. (2009). Relations Between ESP and Memory in Light of the First Sight Model. Journal of Parapsychology.
Conte E.(2010). On the Possibility that we think in a Quantum Probabilistic Manner. Journal of NeuroQuantology.
Conte, E. (2008). Testing Quantum Consciousness. Journal of NeuroQuantology.
Conte, E, Khrennikov, AY, Todarello, O, Federici, A, Zbilut, JP. (2009). On the Existence of Quantum Wave Function and Quantum Interference Effects in Mental States: An Experimental Confirmation during Perception and Cognition in Humans. Journal of NeuroQuantology.
Conte, E., Todarello, O., Federici, A., Vitiello, F., Lopane, M., Khrennikov, A. Zbilut, JP., (2007). Some Remarks on an Experiment Suggesting Quantum-like Behavior of Cognitive Entities and Formulation of an Abstract Quantum Mechanical Formalism to Describe Cognitive Entity and its Dynamics. Chaos, Solutions,  Fractals.
Cutnell, D., Kenneth, J. (1998). Physics, 4th Edition. John Wiley & Sons, Inc.
Dunne, B. and Jahne, R. (2007). Margins of Reality. The Role of Consciousness in the Physical World. Harcourt Brace & Co.
Gyarmati, I. (1970). Non-equilibrium Thermodynamics. Field Theory and Variational Principles. Springer.
Houtkooper, J.M. (2002). Arguing for an Observational Theory of Paranormal Phenomena. Society for Scientific Exploration.
Irwin, H., Watt, C. (2007). An Introduction to Parapsychology. McFarland & Company Inc.
Khrennikov, A. (2010). On the Physical Basis of Theory of “Mental Waves”, Journal of NeuroQuantology.
Radin D. (2006) Entangled Minds. Extrasensory Experiences in a Quantum Reality. Paraview Pocket Books.
Radin, D. (2004). Event-Related Electrocephalographic Correlations Between Isolated Human Subjects. Journal of Alternative and Complementary Medicine.
Radin, D., Storm, L., Tressoldi, P. (2010). Extrasensory Perception and Quantum Models of Cognition. Journal of NeuroQuantology.
Raffone, A, Srinivasan, N. (2009). The Exploration of Meditation in the Neuroscience of Attention and Consciousness. Marta Olivetti Belardinelli and Springer-Verlag.
Rahnama, M., Salari, V., Tuszynski, J. (2009). How Can the Visual Quantum Information be Transferred to the Brain Intact, Collapsing There and Causing Consciousness? Journal of NeuroQuantology.
Roll, W.G., Williams, B.J., (2008) Parapsychology and Quantum Entanglement.  Proceedings of the Parapsychological Association Convention.
Rosemblum, B., Kuttner, F. (2008) Quantum Enigma: Physics Encounters Consciousness. Oxford University Press.
Scientific American (1997). What is the ‘Zero-Point Energy’ (or ‘vacuum energy’) in Quantum Physics? Is it Really Possible that we Could Harness this Energy?
Swartz, N., (2003). The Concept of Physical Law / Chapter 10: Free Will and Determinism. Cambridge University Press.
Thanheld, F.H. (2010). Quantum Non-Locality: Does Nature also Perform the trick via a Biological Route? Journal of NeuroQuantology.
U.S. Army National Ground Intelligence Center (NGIC) (2010). Zero-Point Energy: Can We Get Something From Nothing.
Vedra, V. (2010). Decoding Reality: The Universe as Quantum Information. Oxford University Press, USA.
Von Neumann J. (1995). Mathematical Foundations of Quantum Mechanics. Princeton University Press.
Walker EH. (1979) The Quantum Theory of Psi Phenomena. Psychoenergetic. Systems.

COURSE 3:

Bem, D.J., Honorton, C. (1994). Does Psi Exist? Replicable Evidence for an Anomalous Process of Information Transfer. Psychological Bulletin.
Bischof, M. (2005). Biophotons – The Light in our Cells. Journal of Optometric Phototherapy.
Braude, S. (1978). Telepathy. Indiana University.
Braun, A. R., Balkin, T.J., Wesensten, N.J, Gwadry, F., Carson, R.E., Varga, M., et al. (1998). Dissociated Pattern of Activity in Visual Cortices and their Projections During Human Rapid Eye Movement Sleep. Science.
Carpenter, J.C. (2005). First Sight Model: Part Two, Elaboration of a Model of Psi and the Mind. Journal of Parapsychology.
Carpenter, J.C. (2004). First Sight Model: Part One, A Model of Psi and the Mind. Journal of Parapsychology.
Carpenter, J.C. (1977). Intrasubject and Subject-agent Effects in ESP Experiments. In Benjamin Wolman (Ed.), Handbook of Parapsychology. New York: Van Nostrand Reinhold.
Carpenter, J.C. (1971). The Differential Effect and Hidden Target Differences Consisting of Erotic and Neural Stimuli. Journal of the American Society for Psychical Research.
Choi, C., et al. (2002). Biophoton Emission from the Hands. School of Physics, Seoul National University, Seoul.
Damasio, A. R. (1996). The Somatic Marker Hypothesis and the Possible Functions of the Prefrontal Cortex. Philosophical Transactions of the Royal Society of London.
Dean, E.D. , Nash, C.B.. (1967). Coincident Plethysmograph results Under Controlled Conditions. Journal of the Society for Psychical Research.
Einstein, A. (1905). Concerning an Heuristic Point of View Towards the Emission and Transformation of Light. American Journal of Physics.
Feynman, R. (1985). QED: The Strange Theory of Light and Matter. Princeton University Press.
Gu, Q., (1999). On Coherence Theory of Biophoton Emission. International Institute of Biophysics, Kaiserslautern, Journal of the GCPD.
Hobson, J. A., Pace-Schott, E. F., Stickgold, R. (2000). Dreaming and the Brain: Toward a Cognitive Neuroscience of Conscious States. Behavioral and Brain Sciences.
Hu, P., Stylos-Allan, M., Walker, M. P. (2006). Sleep Facilitates Consolidation of Emotional Declarative Memory. Psychological Science.
Irwin, H., Watt, C. (2007). An Introduction to Parapsychology. McFarland & Company Inc.
Kelly, G.A. (1955). The Psychology of Personal Constructs. New York: W. W. Norton.
Kolb, B., Whishaw, I., (2003). Fundamentals of Human Neuropsychology. Worth Publishers.
Lantz, N.D., Luke, W.L., May, E.C., (1994). Target and Sender Dependancies in Anamouls Cognition Experiments. Journal of Parapsychology.
Leboeuf, P., Moulieras, S., (2010). Superfluid Motion of Light. Physical Review Letters.
McTaggart, L. (2003). The Field: The Quest for the Secret Force of the Universe. Harper Paperbacks.
Milton, J. (1994). Guessing Strategies and Confidence-Call Criteria of Uninstructed Participants in a Forced-Choice ESP Experiment. Journal of the Society for Psychical Research.
Myers, D.G, (2004). Exploring Psychology, 6th Edition. Macmillan.
Nelson, R.D., Dunne, B.J, Dobyns, Y.H., Jahn, R.G., (1996). Precognitive Remote Perception: Replication of Remote Viewing. Princeton Engineering Anomalies Research.
Nielsen, T. A., Stenstrom, P. (2005). What are the Memory Sources of Dreaming? Nature.
Papageorgiou P., Katsambas A., Chu, A., (2000). Phototherapy with Blue (415 nm) and Red (660 nm) Light in the Treatment of Acne Vulgaris. British Journal of Dermatology.
Pinel, J. P.J. (2005). Biopsychology 6th ed. Allyn and Bacon.
Polanyi, M. (1958). Personal Knowledge: Towards a Post-critical Philosophy.
Chicago: University of Chicago Press.
Popp, F.A. (1999).  On Coherence Theory of Biophoton Emission. Journal of the GCPD.
Radin D. (2006) Entangled Minds. Extrasensory Experiences in a Quantum Reality. Paraview Pocket Books.
Radin, D. (2000). Evidence for an Anomalous Anticipatory Effect in the Autonomic Nervous System. Boundary Institute.
Smythies, J., (1996). A Note on the Concept of the Visual Field in Neurology, Psychology, and Visual Neuroscience”. Perception.
Schlebusch, K.P. Ph.D. et al (2005). Biophotonics in the Infrared Spectral Range Reveal Acupuncture Meridian Structure of the Body. The Journal of Alternative and Complimentary Medicine.
Stanford, R.G., Kass, G., Skoll, S. (1989). Ganzfeld as an ESP-Favorable Setting. Part I. Assessment of Spontaneity, Arousal, and Internal Attention State Through Verbal transcript Analysis. Journal of Parapsychology.
Stanford, R.G., Kass, G., Skoll, S. (1989). Ganzfeld as an ESP-Favorable Setting. Part II. Prediction of ESP-Task Performance Though Verbal-Transcript Measures of Spontaneity, Suboptimal Arousal, and Internal Attention State. Journal of Parapsychology.
Stickgold, R., Hobson, J. A., Fosse, R., Fosse, M. (2001). Sleep, Learning, and Dreams: Off-line Memory Reprocessing. Science.
Stokes, D. M. (1997). Spontaneous Psi Phenomena: Advances in Parapsychological Research. Jefferson, NC: McFarland.
Turner, H., (1997). Science in Medieval Islam: An Illustrated Introduction. University of Texas Press.
Ullman, M., Krippner, S., Vaughan, A. (1989). Dream Telepathy: Experiments in Nocturnal ESP. Jefferson, NC. McFarland.
Vesalius, A., (1543). On the Workings of the Human Body.
Wagner, U., Gais, S., Haider, H., Verleger, R., Born, J. (2004). Sleep Inspires Insight.  Nature.
Walker, M. P., Stickgold, R. (2004). Sleep-dependent Learning and Memory Consolidation. Neuron.
Weiss, J. (1993). How Psychotherapy Works. New York: Guilford Press.
World Health Organization (2010). Health Effects of UV Radiation. Ultraviolet Radiation. INTERSUN Programme. (www.who.int).

COURSES 4A-C:

Bartal, I., Decety, J., Mason, P. (2011). Empathy and Pro-Social Behavior in Rats. Science.
Blumberg et al., Kaufman, J., Martin, A., Whiteman, R., Zhang, J.H., Gore, J.C., Charney, DS., Krystal, J.H. et al. (2003). Amygdala and Hippocampal Volumes in Adolescents and Adults with Bipolar Disorder. Arch Gen Psychiatry.
Butler, E., Egloff, B., et al. (2003). The Social Consequences of Expressive Suppression. The American Psychological Association.
Chanel, G., Kronegg, J., Grandjean, D., Pun, T. (2005). Emotion Assessment: Arousal Evaluation Using EEG’s and Peripheral Physiological Signals. Computing Science Center, University of Geneva.
Darwin, C. (1998). The Expressions of the Emotions in Man and Animals. Oxford University Press.
Delplanque, S., N’diaye, K., Scherer, K., Grandjean, D.,  (2007). Spatial Frequencies or Emotional Effects? A Systematic Measure of Spatial Frequencies for IAPS Pictures by a Discrete Wavelet Analysis. Journal of Neuroscience Methods
Denzin, N.K., Lincoln, Y.S., (2005). The Sage Handbook of Qualitative Research 3rd Edition. Sage Publications, Inc.
Donegan et al., Sanislow, C.A., Blumberg, H.P., Fulbright, R.K., Lacadie, C., Skudlarski, P., Gore, J.C., Olson, I.R. et al. (2003). Amygdala Hyperreactivity in Borderline Personality Disorder: Implications for Emotional Dysregulation. Biological Psychiatry.
Ekman, P., Davidson, R. J. (1994). The Nature of Emotion – Fundamental Questions. Oxford University Press.
Etchegoyen, H. (2005). The Fundamentals of the Psychoanalytic Technique. Karnac Books.
Figley, C. R. (1995). Compassion Fatigue: Coping with Secondary Traumatic Stress Disorder in those who treat the Traumatized. Brunner/Mazel.
Forgas, J. P. (1991). Emotion and Social Judgments: An Introductory Review. Pergamon.
Freud, S. (1955). The Unconscious, XIV, 2nd Edition. Hogarth Press.
Frijda, N. H. (1994). Varieties of Affect: Emotions and Episodes, Moods, and Sentiments. Oxford University Press.
Frijda, N. H. (1986). The Emotions. Cambridge University Press.
Frijda, N. H., Kuipers, P.,  ter Schure, E. (1989). Relations Among Emotion, Appraisal, and Emotional Action Readiness. Journal of Personality and Social Psychology.
Frijda, N. H. (1987). Emotion, Cognitive Structure, and Action Tendency. Cognition and Emotion.
Fu, W-T. (2008). Ahe Microstructures of Social Tagging: A Rational Model. Proceedings of the ACM 2008 conference on Computer Supported Cooperative Work.
Geneva Appraisal Questionnaire (http://www.affective-sciences.org)
Gross, J. (2002). Emotion Regulation: Affective, Cognitive, and Social Consequences. Society for Psychophysiological Research.
Gross, J. (1998). The Emerging Field of Emotion Regulation: An Integrative Review. Review of General Psychology.
Hatfield, E., Cacioppo, J. T., Rapson, R. L. (1994). Emotional Contagion. Cambridge University Press.
Heppner, P.P., Wampold, B.E., Kivlighan, D.M., (2008). Research Design in Counseling 3rd Edition. Thomson.
Hyman, R. (2007). Evaluating Parapsychological Claims. Critical Thinking in Psychology. Cambridge University Press.
Irwin, H., Watt, C. (2007). An Introduction to Parapsychology. McFarland & Company Inc.
Isbell, D., Kammerlocher, L., (1988). Implementing Kuhlthau: A New Model for Library and Reference Instruction. Reference Services Review.
Izard, C. E. (1991). The Psychology of Emotions. Plenum Press.
Janis, I. L. (1982). Groupthink. Second Edition. Houghton Mifflin.
Johnson, S. M .(1987). Humanizing the Narcissistic Style. Norton and Co.
Kelly, T. (2011). Psychical Profiling Report – Blue/ISTP. QPPResearch. Lulu Enterprises Inc.
Kelly, T. (2011). Psychical Profiling Report – Blue/ISTJ. QPPResearch. Lulu Enterprises Inc.
Kelly, T. (2011). Psychical Profiling Report – Green/ESFP. QPPResearch. Lulu Enterprises Inc.
Kelly, T. (2011). Psychical Profiling Report – Green/ESFJ. QPPResearch. Lulu Enterprises Inc.
Kelly, T. (2011). Telepathy: A Quantum Approach. QPPResearch. Lulu Enterprises Inc.
Kelly, T. (2011). Clairvoyance: A Quantum Approach. QPPResearch. Lulu Enterprises Inc.
Kemper, T. D. (1991). Predicting Emotions from Social Relations. Social Psychology Quaterly.
Ketelaar, T., Clore, G. L. (1998). Emotion and Reason: The Proximate Effects and Ultimate Functions of Emotions. In G. Matthews (Ed.), Cognitive Science Perspectives on Personality and Emotion. Elsevier.
Kirouac, G. (1995). Les Emotions. Second Edition. Presses del’Université du Québec.
Kuhlthau, C., (2004). Seeking Meaning: A Process Approach to Library and Information Services. London: Libraries Unlimited.
Lazarus, R. S. (1991a). Emotion and Adaptation. Oxford University Press.
Lazarus, R. S. (1991b). Progress on a Cognitive-Motivational-Relational Theory of Emotion. American Psychologist.
LeCron, J. (1970). Hypnotism Today. Wilshire Book Co.
Levine, L. J. (1996). The Anatomy of Disappointment: A Naturalistic Test of Appraisal Models of Sadness, Anger, and Hope. Cognition and Emotion.
Lewin, K. (1948). Resolving Social Conflicts. Harper & Row.
Lewis, M. (1993). Self-Conscious Emotions: Embarrassment, Pride, Shame, and Guilt. Handbook of Emotions. The Guilford Press.
Luckham, D., Schulte, R. (2001). Event Processing Glossary 2.0. Complex Event Processing.
Marano, H.E. (2001). Move to Boost Mood.  Psychology Today.
Marinkovic, K., Oscar-Berman, M., Urban, T., O’Reilly, C.E., Howard, J.A., Sawyer, K., Harris, G.J. (2009). Alcoholism and Dampened Temporal Limbic Activation to Emotional Faces. Alcoholism: Clinical and Experimental Research.
Mason, O., Brady, F., (2009). The Psychotomimetic Effects of Short-term Sensory Deprivation. Journal of Nervous and Mental Disease.
Moore, B.E., Fine, B.D. (1968). A Glossary of Psychoanalytic Terms and Concepts. American Psychoanalytic Association.
Nelson, R. (2009). Global Consciousness Project. (www.noosphere.princeton.edu)
Panksepp, J. (2011). Research Raises New Questions About Animal Empathy. Washington State University News. (www.news.wsu.edu)
Parapsychological Association (2006-2007). Glossary of Key Words Frequently Used in Parapsychology. (www.parapsych.org)
Parrott, G. W., Smith, R. H. (1993). Distinguishing the Experiences of Envy and Jealousy. Journal of Personality and Social Psychology.
Radin D. (2006) Entangled Minds. Extrasensory Experiences in a Quantum Reality. Paraview Pocket Books.
Radin, D., (1997). The Conscious Universe: The Scientific Truth of Psychic Phenomena. HarperOne.
Rivera, J. D. (1984). The Structure of Emotional Relationships. Emotions, Relationships, and Health. Sage.
Russell, J.A. (1983). ‘‘Pancultural aspects of the human conceptual organization of emotions’’, Journal of Personality and Social Psychology.
Rubin, R.E. (2000). Foundations of Library and Information Science. New York: Neal Schuman.
Scherer, K. R. (2001). Appraisal considered as a process of multi-level sequential checking. In K. R. Scherer, A. Schorr, & T. Johnstone (Eds.), Appraisal processes in emotion: Theory, Methods, Research. Oxford University Press.
Scherer, K. R., (2005). What are Emotions? And how can they be Measured? Social Science Information. SAGE Publications. Geneva Emotion Wheel: GEW (www.affective-sciences.org/)
Scherer, K.R., Wranik, T., Sangsue, J., Tran, V. and Scherer, U. (2004) ‘‘Emotions in Everyday Life: Probability of Occurrence, Risk Factors, Appraisal and Reaction Patterns,” Social Science Information.
Schmidt, H. (1970). PK Experiments with Animals as Subjects. Journal of Parapsychology.
Science Daily (2006). Studying Brain Activity Could Aid Diagnosis Of Social Phobia. Monash University. (www.sciencedaily.com)
Shan, G., (2004). A Primary Quantum Model of Telepathy. The Parapsychological Association Convention.
Shannon, D., (2002). Kuhlthau’s Information Search Process. School Library Media Activities Monthly.
Shaver, P., Schwartz, J., Kirson, D., O’Connor, C. (1987). Emotion Knowledge: Further Exploration of a Prototype Approach. Journal of Personality and Social Psychology.
Sheldrake, R. (1999). Dogs Know When Their Owners Are Coming Home. Crown.
Sheldrake, R. (2000). The “Psychic Pet” Phenomenon. Journal of the Society for Psychical Research.
Sheldrake, R., Morgana, A. (2003). “Testing a Language-Using Parrot for Telepathy.“ Journal of Scientific Exploration.
Sheline et al.; Barch, D.M., Donnelly, J.M., Ollinger, J.M., Snyder, A.Z., Mintun, M.A., (2001). Increased Amygdala Response to Masked Emotional Faces in Depressed Subjects Resolves with Antidepressant Treatment: an fMRI study”. Biological Psychiatry.
Skinner, B.F. (1984). The Operational Analysis of Psychological Terms. Behavioral and Brain Sciences.
Stephens, D., Duka, T. (2008). Cognitive and Emotional Consequences of Binge Drinking: Role of Amygdala and Prefrontal Cortex. Philosophical Transactions, The Royal Society, Biological Sciences.
Sundberg, N. (2001). Clinical Psychology: Evolving Theory, Practice, and Research. Englewood Cliffs: Prentice Hall.
Tangney, J. P. (1999). The Self-Conscious Emotions: Shame, Guilt, Embarrassment, and Pride. Handbook of Cognition and Emotion. John Wiley & Sons.
Tangney, J. P., Miller, R. S., Flicker, L., Barlow, D. H. (1996). Are Shame, Guilt, and Embarrassment Distinct Emotions? Journal of Personality and Social Psychology.
Thalbourne, M.A., (2003). Parapsychology. Republished by Puente Publications, Charlottesville, VA, USA.
The American Heritage. (2002). Stedman’s Medical Dictionary. Houghton Mifflin Company.
Van Hook, M. P., Rothenberg, M. (2009). Quality of Life and Compassion Satisfaction/Fatigue and Burnout in Child Welfare Workers. Social Work & Christianity.
Weitsenhoffer, A. (1972). Behavior Therapeutic Techniques and Hypnotherapeutic Methods. American Journal of Clinical Hypnosis.
Wolpe, J. (1958). Psychotherapy. Reciprocal Inhibition. Stanford University Press.
Zammuner, V. L. (1996). Felt Emotions, and Verbally communicated Emotions: The case of pride. European Journal of Social Psychology.

COURSES 5-7:

Adamo, P. (1996). Eat Right 4 Your Blood Type: The Individualized Diet Solution to Staying Healthy, Living Longer & Achieving Your Ideal Weight. Putnam Adult.
Asplund, C., St. Pierre, P. (2004). Knee Pain and Bicycling: Fitting Concepts for Clinicians. Physician and Sportsmedicine.
Beauchamp, T., Childress, J.F. (2001). Principles of Biomedical Ethics 5th Edition. New York. Oxford University Press.
Bharati, J. (?). Mindfulness and Concentration in Yoga Meditation. (www.swamij.com).
Bhattacharjee, Y. (2007). Is Internal Timing Key to Mental Health?” ScienceMag . American Association for the Advancement of Science.
Brown, S. (2011). Bicycling and Pain. (www.sheldonbrown.com).
Cacioppo, J. (1990). Principles of Psychophysiology: Physical, Social, and Inferential Elements. Cambridge: Cambridge University Press.
CDC (2011). Physical Activity and Health. Division of Nutrition, Physical Activity and Obesity. National Center for Chronic Disease Prevention and Health Promotion. (www.cdc.gov).
Cotton, D. (1990). Stress Management: An Integrated Approach to Therapy. New York: Brunner/Mazel.
Detert, R.A., Derosia, C., Caravella, T., Duquette, R.D. (2006). Reducing Stress and Enhancing the General Well-Being of Teachers Using T?ai Chi Chih Movements: A Pilot Study. Californian Journal of Health Promotion.
Doran, B. (2009). The Science Behind Reiki. The Reiki Times, International Association of Reiki Professionals LLC (www.iarp.org).
Falchi, F., Cinzano, P., Elvidge, C., Keith, D., Haim, A. (2011). Limiting the Impact of Light Pollution on Human Health, Environment and Stellar Visibility. Journal of Environmental Management.
Feuerstein, G. (2003). The Deeper Dimension of Yoga. Shambala Publications, Boston, MA.
Garner, B. (1999). Black’s Law Dictionary. 7th Edition. West Publishing Company.
Gelfand, J.L. (2010). Healthy Eating for Weight Loss. WebMD Medical Reference. (www.webmd.com).
Hunt, S. (2003). Alternative Religions: A Sociological Introduction. Aldershot, Hampshire, England.
Ilia N. et al. (2011). Disruption of Circadian Clocks has Ramifications for Metabolism, Brain, and Behavior. Proceedings of the National Academy of Sciences.
Irwin, H., Watt, C. (2007). An Introduction to Parapsychology. McFarland & Company Inc.
Irwin, M.R., Pike, J.L., Cole, J.C., Oxman, M.N. (2003). Effects of a Behavioral Intervention, Tai Chi Chih, on Varicella-Zoster Virus Specific Immunity and Health Functioning in Older Adults. Psychosomatic Medicine.
Jin, P. (1989). Changes in Heart Rate, Noradrenaline, Cortisol and Mood During Tai Chi. Journal of Psychosomatic Research.
Jonsen, A., Seigler, M., Winslade, W. (2002). Clinical Ethics: A Practical Approach to Ethical Decisions in Clinical Medicine.5th Edition. New Y York. McGraw Hill.
Leibovitch, I., Mor, Y., (March 2005). Avoid Repetitive Knee Injuries While Riding A Bike. (www.nasm.org).
Lutz, A., Dunne, J.D., Davidson, R.J. (2006). Meditation and the Neuroscience of Consciousness: An Introduction. the Cambridge Handbook of Consciousness.
Martin, M.W. (1986). Self Deception and Morality. Lawrence, KS. University Press of Kansas.
Massachusetts General Hospital (2011). Mindfulness Meditation Training Changes Brain Structure in * Weeks. Psychiatric Research: Neuroimaging.
McCraty, R., Atkinson, M., Tomasino, D., Bradley, R.T. (2009). The Coherent Heart: Heart–Brain Interactions, Psychophysiological Coherence, and the Emergence of System-Wide Order. Integral Review.
Mendoza, P. (2004). The Significance of Martial Ethics in Bioethics: An Alternative Ethical Theory. The Klin Journal of Medical Ethics, Law, and History.
Nachbur, J. (2009). Sigmon’s Study Examines Caffeine Withdrawal. University of Vermont.
Nichols, J.F., Palmer, J.E., Levy, S.S. (2003). Low Bone Mineral Density in Highly Trained Male Master Cyclists. Osteoporosis International.
Oschman, J. (2008). Energy Medicine – The Scientific Basis. Churchill Livingstone.
Phelan, M. (1979). Transcendental Meditation. A Revitalization of the American Civil Religion. Archives des Sciences Sociales des Religions.
Purtilo, R. (2005). Ethical Dimensions in the Health Professions. 4th edition. Saunders.
Purtilo, R., Haddad, A. (2002). Prefessional Boundaries Guide by Respect. Health Professional and Paitent Interaction 6th Edition. Philidalphia: WB Saunders. Purtilo, ZR. (1994). Interdisciplinary Health care Teams and health Care Reform. Journal of Law Medicine and Ethics.
Purtilo, R. (1994). Interdisciplinary Health care Teams and health Care Reform. Journal of Law Medicine and Ethics.
Rakel, D., Saunders, W.B. (2003). Integrative Medicine. Philadelphia, PA.
RIPA (2009) Useful Psychology Information: Importance of Mental Health. Rhode Island Psychological Association.
Saul, A.W. (2003). Doctor Yourself: Natural Healing The Works. Basic Health Publications.
SGMA (2007). Sports & Fitness Participation Report From the USA Sports Participation Study. SGMA.
Stoppler, M. (2009). Meditation May Reduce Stress and Improve Health. (www.emedicinelive.com).
TIME (1975). Behavior: The TM Craze: 40 Minutes to Bliss. Time.
Transcendental Meditation. Oxford English Dictionary.
Travis, F. (2010). Transcendental Meditation Activates Default Mode network, the Brain’s Natural Ground State. Cognitive Processing.
Yip, Y. L. (2002). Pivot – Qi. The Journal of Traditional Eastern Health and Fitness.

ADDITIONAL RESOURCES:

Parapsychological Association (2005). Ethical and Professional Standards for Parapsychologists: Aspirational Guidelines. (www.parapsych.org)

Program Fees: Textbook + $50 Certificate Fee Upon Graduation (optional)

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