MOST Analysis

Mission Statement

This second module shifts the focus from learning ideas to application and the Cultivating Potential process for personal transformation.

A growth foundation begins with helping participants to adopt a growth mindset. Too often, we fall prey to the false belief that we as individuals have fixed strengths, talents, and abilities. Recent neuroscience and positive psychology have shown that skills and abilities are not a fixed variable but can continue to develop throughout a person’s life. Adopting a growth mindset (the focus for this module) provides the context for tapping into innate abilities that have yet to be revealed and processing for honing skills, gaining knowledge, and developing habits that reinforce personal growth.

Once a growth mindset is adopted, the possibilities for increased performance and heightened achievement become near limitless. This change starts with learning to accept full responsibilities for our individual actions and the outcomes we experience in life. Shifting the locus of control over our outcomes to the thoughts, visions, and actions we can control is a personally liberating and incredibly empowering skill to develop. Participants will leverage new tools to analyze how they can best respond to events and circumstances to get the outcomes they seek, regardless of external factors that influence the situation.

By the end of this module, participants will be ready to give up old habits of complaining, blaming, and excuse-making to focus their attention on their personal ownership of the situation and the responses that will lead to constructive outcomes. Through process-oriented performance evaluations, leaders at every level will learn to promote a growth mindset in their team members and co-workers.

With sights set on what is possible with a proper growth foundation, any participant’s inclination to shy away from one’s most ambitious goals will be addressed through processing limiting beliefs. Too often, it is not one’s innate ability that limits their level of achievement as much as it is false beliefs about what is possible for that individual, team, or organization to achieve. These false beliefs become self-fulfilling prophecies as we as individuals or groups limit our expectations for future outcomes; our performance is governed to meet the falsely perceived limitation we hold.

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Objectives

01. Growth Mindset: departmental SWOT analysis; strategy research & development. Time Allocated: 1 Month
02. Intention Sets the Course: departmental SWOT analysis; strategy research & development. Time Allocated: 1 Month
03. Three-Part Brain: departmental SWOT analysis; strategy research & development. Time Allocated: 1 Month
04. Basic Human Needs: departmental SWOT analysis; strategy research & development. Time Allocated: 1 Month
05. Self-Esteem & Self-Efficacy: departmental SWOT analysis; strategy research & development. Time Allocated: 1 Month
06. PERMA Model of Human Flourishing: departmental SWOT analysis; strategy research & development. Time Allocated: 1 Month
07. Illness/Wellness Continuum: departmental SWOT analysis; strategy research & development. 1 Month
08. Positivity-Focused: departmental SWOT analysis; strategy research & development. Time Allocated: 1 Month
09. Strengths-Based: departmental SWOT analysis; strategy research & development. Time Allocated: 1 Month
10. Cognitive Biases: departmental SWOT analysis; strategy research & development. Time Allocated: 1 Month
11. Limiting Beliefs: departmental SWOT analysis; strategy research & development. Time Allocated: 1 Month
12. Leadership: Process Feedback: departmental SWOT analysis; strategy research & development. Time Allocated: 1 Month

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Strategies

01. Growth Mindset: Each individual department head to undertake departmental SWOT analysis; strategy research & development.
02. Intention Sets the Course: Each individual department head to undertake departmental SWOT analysis; strategy research & development.
03. Three-Part Brain: Each individual department head to undertake departmental SWOT analysis; strategy research & development.
04. Basic Human Needs: Each individual department head to undertake departmental SWOT analysis; strategy research & development.
05. Self-Esteem & Self-Efficacy: Each individual department head to undertake departmental SWOT analysis; strategy research & development.
06. PERMA Model of Human Flourishing: Each individual department head to undertake departmental SWOT analysis; strategy research & development.
07. Illness/Wellness Continuum: Each individual department head to undertake departmental SWOT analysis; strategy research & development.
08. Positivity-Focused: Each individual department head to undertake departmental SWOT analysis; strategy research & development.
09. Strengths-Based: Each individual department head to undertake departmental SWOT analysis; strategy research & development.
10. Cognitive Biases: Each individual department head to undertake departmental SWOT analysis; strategy research & development.
11. Limiting Beliefs: Each individual department head to undertake departmental SWOT analysis; strategy research & development.
12. Leadership: Process Feedback: Each individual department head to undertake departmental SWOT analysis; strategy research & development.

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Tasks

01. Create a task on your calendar, to be completed within the next month, to analyze Growth Mindset.
02. Create a task on your calendar, to be completed within the next month, to analyze Intention Sets the Course.
03. Create a task on your calendar, to be completed within the next month, to analyze Three-Part Brain.
04. Create a task on your calendar, to be completed within the next month, to analyze Basic Human Needs.
05. Create a task on your calendar, to be completed within the next month, to analyze Self-Esteem & Self-Efficacy.
06. Create a task on your calendar, to be completed within the next month, to analyze PERMA Model of Human Flourishing.
07. Create a task on your calendar, to be completed within the next month, to analyze Illness/Wellness Continuum.
08. Create a task on your calendar, to be completed within the next month, to analyze Positivity-Focused.
09. Create a task on your calendar, to be completed within the next month, to analyze Strengths-Based.
10. Create a task on your calendar, to be completed within the next month, to analyze Cognitive Biases.
11. Create a task on your calendar, to be completed within the next month, to analyze Limiting Beliefs.
12. Create a task on your calendar, to be completed within the next month, to analyze Leadership: Process Feedback.

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Introduction

This second module shifts the focus from learning ideas to application and the Cultivating Potential process for personal transformation.

A growth foundation begins with helping participants to adopt a growth mindset. Too often, we fall prey to the false belief that we as individuals have fixed strengths, talents, and abilities. Recent neuroscience and positive psychology have shown that skills and abilities are not a fixed variable but can continue to develop throughout a person’s life. Adopting a growth mindset (the focus for this module) provides the context for tapping into innate abilities that have yet to be revealed and processing for honing skills, gaining knowledge, and developing habits that reinforce personal growth.

Once a growth mindset is adopted, the possibilities for increased performance and heightened achievement become near limitless. This change starts with learning to accept full responsibilities for our individual actions and the outcomes we experience in life. Shifting the locus of control over our outcomes to the thoughts, visions, and actions we can control is a personally liberating and incredibly empowering skill to develop. Participants will leverage new tools to analyze how they can best respond to events and circumstances to get the outcomes they seek, regardless of external factors that influence the situation.

By the end of this module, participants will be ready to give up old habits of complaining, blaming, and excuse-making to focus their attention on their personal ownership of the situation and the responses that will lead to constructive outcomes. Through process-oriented performance evaluations, leaders at every level will learn to promote a growth mindset in their team members and co-workers.

With sights set on what is possible with a proper growth foundation, any participant’s inclination to shy away from one’s most ambitious goals will be addressed through processing limiting beliefs. Too often, it is not one’s innate ability that limits their level of achievement as much as it is false beliefs about what is possible for that individual, team, or organization to achieve. These false beliefs become self-fulfilling prophecies as we as individuals or groups limit our expectations for future outcomes; our performance is governed to meet the falsely perceived limitation we hold.

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Growth Foundation: reaching your full potential

Many athletes have been predicted to be the next big thing over the years, but they have failed to live up to their full potential. Freddy Adu, for example, became the youngest athlete in America to sign a professional contract when he signed with D.C United of Major League Soccer at the age of 14 in 2004. (MLS). He was dubbed “the next Pele” since he was the youngest player to appear and score in the MLS. Many people thought he was going to be one of the best soccer players ever.

Let’s jump ahead 13 years. Is Freddy Adu considered one of the best soccer players in the world? Regrettably, no. Adu has played for ten different professional clubs in the ten years since his big money move to Benfica in 2007, and at the age of just 28, he is currently a ‘free agent’ and does not play for any club.

So, why didn’t Freddy Adu achieve the heights that everyone expected him to, and why do so many other athletes share his fate? One possibility is that some athletes lack the attitude required to reach their full potential and compete at the highest level. If that’s the case, what kind of mindset does a good athlete require?

People have two types of mindsets, according to psychologist Carol Dweck: fixed and growth mindsets. Everyone will have both mindsets, but they will frequently favor one over the other.

Individuals with a fixed mindset believe that some characteristics, such as intelligence, talent, and athleticism, are unchangeable no matter what they do or try (Dweck, 2006, 2009). As a result, these people place a lower value on work and are more concerned with looking their best. People with a fixed mindset frequently fail to reach their full potential because they do not put in the necessary effort to achieve. Due to the fear of failure and looking stupid, research has consistently shown that people with a fixed mindset are more likely to give up easily when confronted with setbacks (Dweck, 2006, 2009). If you can’t succeed at something, they believe there’s no use in persevering since you simply lack the brains to succeed. This is frequently the reason why many young athletes with great potential fail to make the move to the next level.

People with a growth mindset believe that success and achievement are the result of a protracted process that requires hard work, dedication, and perseverance. They believe that talents and intelligence can be developed and improved through time, and that if they work hard enough, they can reach their full potential. According to research, cultivating a growth mindset can lead to good outcomes such as increased resilience in the face of adversity (Yeager & Dweck, 2012; Hinton & Hendrick, 2015), persistence for longer periods of time (Mueller & Dweck, 1998), and greater results (Dweck, 2008).

When examining the processes of the two mindset types, it’s easy to understand how Freddy Adu’s professional inability to achieve the heights anticipated of him might be related to a fixed mindset. His early professional success was sometimes attributed to his inherent ability and similarities to Pele, the Brazilian soccer legend. Hard work, commitment, and tenacity, on the other hand, were rarely mentioned as growth mindset behaviors. Freddy Adu may have developed a fixed mindset, believing his success was primarily due to his innate skill, as a result of the repeated praise on his ability. This research builds on Mueller and Dweck’s (1998) findings, which found that when students were commended for their intelligence/ability rather than their hard effort, their motivation and performance suffered.

According to research, having a growth mindset is a predictor of long-term success. The main question is: how can individuals learn to create growth mindset processes and boost their chances of reaching their maximum potential? The first step is to recognize that long-term success does not come solely from aptitude and ability. For example, was it easy to become a successful athlete, if you asked any elite athlete? They would argue no, claiming that high levels of work, perseverance, and a constant desire to learn are necessary factors for success. The following quotations from Michael Phelps (the most decorated Olympian) and Cristiano Ronaldo (the four-time world footballer of the year) illustrate the importance of trying to learn and progress at all times.

Michael Phelps: ‘There will be obstacles, there will be doubters, there will be mistakes. But with hard work, there are no limits’.

Cristiano Ronaldo: ‘I feel an endless need to learn, to improve, to evolve, not only to please the coach and the fans, but also feel satisfied with myself’.

The second phase is to have no limitations. Restricting what you can achieve will limit what you can accomplish. Always keep in mind that there is always something new to learn, and that every experience you have will help you grow.

The ability to embrace setbacks/failure and learn from them, as well as what you need to do to better, is a critical component in developing a growth mindset. Above all, utilize that failure to drive your desire to succeed and reach your greatest potential. Because they have learned from their previous mistakes and failures, the most successful business people can perform successfully in any circumstances, both typical and tough.

Finally, identify your sources of inspiration that pushes you to develop and succeed. Your source of inspiration could be the ambition to become the best in your field.

Embracing a growth mindset, could be the answer to you reaching your full potential.

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Growth Mindset vs Fixed Mindset: How what you think affects what you achieve

Can the way we think about ourselves and our skills impact our lives, whether we have a growth mindset or a fixed mindset? Absolutely. The way we think about our intellect and talents has an impact on not just how we feel, but also on what we achieve, whether we cling to new habits, and whether we continue to learn new skills.

If you have a growth mindset, you feel that your intelligence and abilities can be improved through time. If you have a fixed mindset, you believe that intelligence is fixed, therefore if you’re not excellent at something, you may believe that you’ll never be good at it.

Let’s look at growth vs. fixed mindsets together, explore the science, and see how people can change their mindsets over time.

Growth vs. fixed mindsets for life

The human brain was once thought to end developing in childhood, but we now know that it is always altering and changing. Many regions of the brain respond to events, and we can update our ‘software’ by learning.

Despite the scientific evidence, some individuals believe you are stuck with the abilities and ‘smarts’ you were born with. Carol Dweck, a Stanford University psychologist, was the first to investigate the concept of fixed and development mindsets.

Dr. Dweck characterized the two primary ways individuals think about intelligence or ability in her foundational work as being either:

• A fixed mindset: in this mindset, people believe that their intelligence is fixed and static.

• A growth mindset: in this mindset, people believe that intelligence and talents can be improved through effort and learning.

People who have a fixed mindset feel that their intelligence and abilities are predetermined. Fixed mindset people believe that “they have a specific amount (of knowledge) and that’s it,” according to Dr. Dweck, and that their goal is to “appear clever all the time and never look dumb.”

People with a growth mindset, on the other hand, recognize that not knowing or being good at anything is a transient state, so they don’t have to feel embarrassed or strive to prove they’re smarter than they are.

Dweck states that in a growth mindset, “students understand that their talents and abilities can be developed through effort, good teaching, and persistence.”

What is a growth mindset?

Intelligence and talent are seen as attributes that can be developed over time under a growth mentality.

This isn’t to say that people with a growth mindset believe they can become the next Einstein; there are still limits to what we can accomplish. People with a growth mindset believe that by putting up effort and taking action, they may increase their intelligence and talents.

A growth mindset also acknowledges that setbacks are an unavoidable part of the learning process, allowing people to ‘bounce back’ by boosting motivating effort.

A growth mindset views ‘failures’ as temporary and adaptable, making it essential for learning, resilience, motivation, and performance.

People that have a growth mindset are more likely to undertake the following:

• Be open to lifelong learning.

• Belief that intelligence may be enhanced

• Make a greater effort to learn

• Believe that hard work leads to mastery

• Believe that setbacks are just temporary.

• Consider criticism as a source of information.

• Takes on challenges with enthusiasm

• Take inspiration from others’ achievements.

• Look at feedback as an opportunity to improve.

What is a fixed mindset?

People with a fixed mindset believe that traits like talent and intelligence are fixed—that is, they believe they are born with the amount of intelligence and natural talents they will achieve as adults.

A fixed-minded individual avoids life’s obstacles, gives up easily, and is intimidated or threatened by other people’s success. This is due to the fact that a fixed mindset views intelligence and talent as something you “are,” rather than something you “grow.”

Negative thinking can be exacerbated by fixed mindsets. A person with a fixed mindset, for example, may fail at a task and assume it is because they aren’t smart enough to do it. A person with a growth mindset, on the other hand, can fail at the same task and assume it’s because they need to practice more.

Individual traits cannot change, no matter how hard you try, and people with a fixed mindset are more likely to:

• Believe intelligence and talent are static
• Avoid challenges to avoid failure
• Ignore feedback from others
• Feel threatened by the success of others
• Hide flaws so as not to be judged by others
• Believe putting in effort is worthless
• View feedback as personal criticism
• Give up easily

Who identified the growth mindset?

The growth mindset was originally presented by Stanford University psychologist Dr. Carol Dweck. Dweck’s ground-breaking research looked at why some people fail while others flourish.

High school pupils were given puzzles that ranged from easy to challenging in one research. Some students accepted failure and viewed it as a learning experience, much to the surprise of researchers, and this positive attitude was eventually termed by Dweck as the ‘growth mindset.’

Dweck’s research also discovered that, contrary to popular belief, it is more effective to praise the process rather than skill or innate qualities. Effort, strategies, perseverance, and resilience, in particular, should be praised. These procedures are crucial for providing constructive feedback and establishing a positive student-teacher connection.

While effort is an important aspect of a growth mindset, it shouldn’t be the primary focus of praise, according to Dweck in a 2015 paper. Effort should be viewed as a tool for learning and improvement. Continue telling yourself “excellent effort” after completing a task to promote a growth attitude, but also seek for ways to improve next time—so you feel good in the short and long term.

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The benefits of a growth mindset

According to Dweck and others’ research, a growth mindset improves motivation and academic success.

One study looked at undergraduate students’ academic satisfaction after learning about the brain’s neuroplasticity.

Three one-hour seminars on brain functioning were used to encourage pupils to adopt a growth mindset. The participants in the control group were educated that there are several types of intelligence. After learning about the growth mindset, students demonstrated much stronger motivation and pleasure of science than students in the control group.

Teaching a growth mindset to junior high school pupils resulted in enhanced motivation and academic achievement, according to another study. A growth mindset was found to be especially useful for students studying science and mathematics, according to the researchers.

Students who advocated a growth mindset rather than a fixed mindset received superior grades in mathematics, languages, and grade point averages (GPA), according to studies.

A growth mentality also has the following advantages:

• Reduced burnout
• Fewer psychological problems, such as depression and anxiety
• Fewer behavioral problems

The neuroscience of a growth mindset

To better understand the neurological correlates of a growth mindset, scientists have examined electrical activity in the brain.

Researchers have discovered a correlation between a growth mindset and activation in two important areas of the brain using neuroimaging:

• The anterior cingulate cortex (ACC): involved in learning and control
• The dorsolateral prefrontal cortex (DLPFC): involved in error-monitoring and behavioral adaptation

Higher motivation and error correction appear to be linked to a growth mindset. It’s also linked to less activation in the face of negative input.

Furthermore, studies have discovered that when a person is told how they might develop — for example, recommendations on what to do better next time – the brain is most active in growth-minded people. Meanwhile, when a person with a fixed mindset is given information regarding their performance – such as the results of a test – the brain is engaged. This implies that persons with a growth mindset are more concerned with the process than with the outcome.

Only a few studies, however, have looked at the brain mechanisms that underpin diverse mindsets. More research is needed to determine the exact brain activity of those with development mindsets.

Can a person’s mindset change?

People can change their brain processes and thinking patterns in the same way that they can grow and expand their intellect.

Even as adults, the brain continues to develop and alter, according to neuroscience. The brain is comparable to plastic in that new neural pathways can be formed over time, allowing it to be remolded. As a result, scientists have coined the term “neuroplasticity” to describe the brain’s ability to change through growth and rearrangement.

According to research, the brain may form new connections, strengthen existing ones, and increase the speed with which pulses are transmitted. These findings imply that someone with a fixed mindset might gradually shift to a growth mindset.

You may shift from a fixed mindset to a growth mindset, according to Dr. Carol Dweck. Neuroscience studies demonstrating the malleability of self-attributes such as intelligence back this up.

There are a few techniques to cultivate a growth mindset.

Researchers discovered that teaching students about neuroscience research demonstrating that the brain is changeable and improves with effort can help them develop a growth mindset.

There are a variety of approaches to cultivating a development mindset, the most of which will be covered in the first course manual. Here are a few examples to get you started:

1. Recognize that you can improve scientifically.

Understanding that our brains are built to grow and learn is one of the most direct ways to foster a growth mindset. By exposing yourself to new experiences, you can build or strengthen neural connections in your brain, allowing you to’rewire’ your brain and become smarter.

2. Remove the inner voice that has a “fixed mindset.”

A negative inner voice exists in many people, and it works against a growth mindset. To cultivate a growth mindset, try flipping thoughts like “I can’t do this” to “I can do this if I keep practicing.”

3. The process should be rewarded.

Although society frequently honors people who achieve exceptional results, this might be counterproductive to a growth attitude. Rather, commend the process and the effort put forward. Dr. Carol Dweck’s research found that rewarding effort over outcomes boosted performance in a math game.

4. Gather feedback

Make an effort to get feedback on your work. Individuals are motivated to keep going when they are given progressive feedback on what they did well and where they can improve. Feedback is also linked to a happy dopamine response and aids in the development of a growth mindset.

5. Get out of your comfort zone

Having the courage to step outside of your comfort zone can aid in the development of a growth mentality. When faced with a challenge, select the more difficult alternative to allow you to progress.

Accept failure as part of the process

Failure, setbacks, and early perplexity are all part of the learning curve! Consider occasional ‘failures’ as valuable learning opportunities while trying something new, and try to enjoy the process of discovery along the way.

Final Thoughts

The growth mindset holds that intelligence and ability may be developed through hard work and learning. Setbacks are a crucial part of the learning process for growth-minded people, and they bounce back from ‘failure’ by putting in more effort. This mindset helps you to be more motivated while also helping you to reach your full potential. According to the limited data from neuroscience, those with a growth mindset have more active brains than those with a fixed mindset, especially in areas related to error correction and learning.

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Executive Summary

Chapter 1: Growth Mindset

A growth mindset is a way of thinking about life and learning that prepares you to realize your full potential. Nothing about the human experience is fixed, according to research and wisdom ranging from Buddhist wisdom to cutting-edge neuroscience. This covers things like your personality, intelligence, and how you react to circumstances.

Formal schooling is at the heart of much of the study on the growth mindset. But it has a broad application, touching on the very core of life’s university, the everyday possibilities for learning and progress that are always present for those with the willingness and bravery to notice them.

This course manual will show you how to lay the groundwork, nourish the soil, and sow the seeds that will allow you to reach your maximum potential. A growth mindset is vital whether you want to become more self-aware, increase your productivity, ignite your success, love more, build your business, or enhance your abilities.

Carol Dweck: the growth mindset guru

Without mentioning Stanford psychologist Carol Dweck, it’s impossible to describe the growth mindset. Mindset: The New Psychology of Success, her groundbreaking book, gave a comprehensive explanation of it, based on a large body of scientific research and insights gained over two decades of effort.

Carol Dweck’s research is straightforward yet profound: one’s thinking determines a large part of one’s performance. Regardless of talent or skill, how you perceive your abilities has a significant impact on outcomes. You’re more likely to struggle if you believe you’re stupid and useless. However, if you begin to believe in your own potential and capability, the outcomes will follow.

According to Dweck’s research, your fundamental outlook on life may be altered. Because attitude affects so many parts of how you interact with the world, it has a significant impact on all facets of your life. The good news is that a growth mindset can be developed with a little work and a desire to improve.

Neuroplasticity: the neuroscience of the growth mindset

The physical structure of the brain reflects the concept of a growth mindset. Years ago, it was thought that the brain was permanently fixed. However, thanks to the development of neuroscience, this viewpoint has changed. The term “neuroplasticity” was coined in 1948 to describe how the brain constantly grows, alters, and adapts in response to new information.

“Neurons that fire together, wire together,” as the expression goes. Synapses are structures that allow neurons to communicate using electrochemical impulses. During the learning or repetition of a task, certain brain “pathways” are stimulated. These circuits in the brain strengthen with time, changing its structure.

From the moment you are born to the moment you die, your brain is always developing and evolving. Nothing about you is fixed, which serves as a great metaphor for the concept of growth. The potential of the brain to “alter in response to experience, repeated stimuli, environmental signals, and learning” is explained by experience-dependent neuroplasticity, for example.

Surprisingly, one study identified a neuroscientific link between the brain regions associated with growth mindset and intrinsic motivated behaviors. Author Betsy Ng explains, “Growth mindset is related to brain processes, and brain processes are related to motivated behaviors.” “By instilling a growth mindset, people will see the inherent worth of a task and self-regulate their behavior to complete it.”

The significance of a growth mindset in being the person you want to be

“Your personality isn’t permanent. The most successful people in the world base their identity and internal narrative on their future, not their past.” – Benjamin Hardy

A growth mindset, according to Carol Dweck, “can determine whether you become the person you want to be and whether you accomplish the things you value.” That’s a major deal, and it’s backed up by a lot of studies. It is a crucial foundation for all forms of self-development in my opinion.

Although Dweck’s work examines growth mindsets through the lens of success, she is quick to point out that there is no such thing as failure when you approach life as an opportunity to learn. This mindset sees every event as an opportunity to learn something new. This is one of the most liberating perspectives on life.

A word of caution: growth mindsets do not imply instantaneous change. Keep an eye out for small improvements over time, and be nice to yourself in the process. Human progress is cyclical, so don’t get discouraged if things don’t seem to be going your way.

There is a paradox of growth in that, in order to reach your full potential, you must accept where you are now and build from there. Trying to go away from who you are, or striving to improve in order to be more lovable, really stifles growth. Perfectionism is reduced, not enhanced, by cultivating the correct mindset.

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Chapter 2: Intention Sets the Course

“Everyone has busy, stress-filled, hectic lives; you barely have time to grab a cup of coffee in the morning, so you think there’s no way you have time to set a daily intention each morning, and that’s precisely why you need to,” says Melissa Maxx, a certified mindfulness coach. “If you don’t set an intention, you let the day determine your mood, rather than taking control and determining how you want the day to be.”

Simply said, an intention is a goal or purpose that you intend to accomplish – and paying more attention to your intentions can help you achieve incredible things in your life.

“Intention setting is empowering,” says Maxx. “Instead of feeling like a victim of circumstance, you become the conscious creators of your days and your life.”

Setting intentions has numerous advantages, but it’s not as simple as wishing on a star or concentrating on what you want. Here’s how to set your intentions the right way:

The Benefits of Setting Intentions

According to Jason Frishman, Psy.D., “intention setting” may sound woo-woo or like something you’d only do at the start of a yoga session, but it’s fundamental to anyone with objectives — aka most any human being. “As you learn and commit to your goals, intention becomes the very first step in achieving them.”

“Setting an intention is the initiation, the first step into your preferred story,” he says. “Particularly if your intention is solidly aligned with your values, then you have a powerful tool for moving forward and achieving your desires.” Regular statements of intention also allow you to change courses or adjust the path if needed, he says.

Intentions might be big (think: everlasting) or tiny (think: short-term; for the next day or even the next hour). In either case, they must be explicit and actionable, according to Frishman. (It’s similar to setting objectives using the “SMART” method.)

They may also be emotional, adds Sara Weand, L.P.C., licensed dialectical behavior therapy therapist and counselor. “Intentions involve the emotions you hope and intend to feel about a particular thing or situation in the future,” she says. “When you set an intention, it provides accountability and allows you to take control of your personal choices and life. It’s about being proactive in your own life, by purposely choosing how you want to live it.”

She claims that creating intentions allows you to actively live your life with meaning. You do this by becoming more present in both your personal life and your interpersonal relationships.

“When setting an intention, it’s like laying the foundation for what you’d like to have, feel, and experience versus just being a passive participant going through the motions,” she explains. “Intentions provide you with the opportunity to actively participate in your life the way you want to live it.”

So how, exactly, do you set intentions for the greatest chance at success? We will cover this in Course Manual 2.

What Is the Difference Between Intent and Impact, and Why Does It Matter?

Misunderstandings are unavoidable in everyday life. Whether it’s their approach to grocery shopping or how they handle dispute with a coworker, everyone has a unique perspective, lived experience, and set of biases that drive their actions.

People frequently try to justify their behavior by citing their motives, while others may have a quite different view of the overall consequence of their activities.

At best, this can result in a little misunderstanding. However, in rare circumstances, the gap between someone’s goal and the actual impact of their actions might result in considerable conflict.

While the distinction between intent and impact is frequently discussed in conflict resolution and trauma-informed care, it also comes up in everyday interactions and disputes.

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Chapter 3: Three-part brain

Did you realize you have three brains? That’s right, you read that correctly. You have three brains: one in your head, one in your heart, and one in your gut. The three brains are similar to an orchestra, with billions of neurons working together to create a harmonious symphony — harnessing an ever-changing network of neurons that function in unison.

Various actions within and across the huge communication networks are synchronized by oscillations induced by impulses from the three brains. The oscillations work together to guarantee that all components are able to perform their functions at the appropriate times, similar to how a conductor generates order among a vast number of instruments in an orchestra. Our three brains, on the other hand, stop working correctly when synchronization fails.

The Role of the Three Brains

Although the brains of the head, heart, and gut work together, they have distinct physical functions and perform distinct mental and emotional functions.

• Information is analyzed and logic is applied by the head brain.

• Emotions and feelings are how the heart brain senses the world.

• The gut brain is responsible for determining our identity and place in the world. The gut brain also teaches us self-preservation by educating us to trust our instincts — that “gut feeling” that we all have from time to time.

Source: www.naturalfactors.com

The Three Brains: Mind to Destiny

You were undoubtedly informed as a child that you only had one brain that controlled everything. You may have heard that the brain has two sides, one on the left and one on the right, as you grew older. Perhaps you learned about the Limbic System in early high school science class when discussing smells and memories. The ‘core’ three brains that make up the fundamental physiological processes of your mind will be discussed, as well as how they are connected to interpret events, guard you from threats, stressors, and generally catalog what experiences are good and bad for your overall survival.

Much of the information presented here originates from well-reviewed sources, particularly in the field of neuroscience. The majority of everything you’ll read below will be centered on the deliberate rebuilding of your brain in order to positively influence your life.

To frame your mentality, I recommend heading into this course manual with a question: How can you move from being a victim of circumstance and pre-conditioned behavior to being the creator of your own joy and success?

The Three Brains

The core infrastructure underpinning everything you think, feel, and believe is made up of three brains. Some of the functions in these three brains are within your immediate control, while others happen without your knowledge, sensation, or consent. The psychological order for what we’ll talk about more technically when we go deeper is:

Thinking – Doing – Being

This is a sequence of your being that has been at work in your life without you ever realizing it, and it has been constantly reinforced by the events that have either been placed in front of you or that you’ve sought out.

The technical names for each of these brains are:

• The Neocortex
• The Limbic or Mammalian Brain
• The Cerebellum is Reptilian Brain

In this course manual, we will discuss these regions of the brain and how each of the three sections affects how we establish a growth mindset.

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Chapter 4: Basic Human Needs

Why do we behave the way we do? Why do we prize attention and status as indicators of success and value, but frown on complacency? What power is responsible for all of our feelings, activities, quality of life, and, eventually, our fates?

Did you know that understanding about human needs may explain all of the answers to these questions?

The inability to consistently address these essential demands is the root of all dysfunctional behaviors. People’s needs, on the other hand, aren’t just behind bad judgments – they’re also behind all of humanity’s great achievements. Understanding your own needs and psychology can help you not only avoid harmful behaviors and routines, but also achieve your objectives.

How do we develop our core needs?

Each of us is unique, shaped by our personal life experiences and emotions. Many of our fundamental desires emerge throughout childhood, when our minds are absorbing as much information as possible. This knowledge, whether good or bad, shapes our views and values, which in turn shape our entire universe. Stress has also been shown to have long-term consequences on brain chemistry and development in children.

Each of us prioritizes our needs differently, and our choices are influenced by the needs we prioritize first. While human wants are deep-seated, keep in mind that until you live there, your past is not your future. You can choose to meet your needs in a healthy way while also bringing balance to your life by honing your capacity to meet them all equally.

One of the most well-known theories of motivation is Abraham Maslow’s hierarchy of needs. According to Maslow’s hypothesis, our activities are driven by physiological requirements. It’s commonly depicted as a need pyramid, with the most fundamental demands at the bottom and more complex needs at the top.

What Is Maslow’s Hierarchy of Needs?

Abraham Maslow first introduced the concept of a hierarchy of needs in his 1943 paper titled “A Theory of Human Motivation,” and again in his subsequent book, Motivation and Personality. People are motivated to meet basic needs before moving on to more complex needs, according to this hierarchy.

While several existing schools of thought at the time, such as psychoanalysis and behaviorism, focused on undesirable behaviors, Maslow was more interested in discovering what makes individuals happy and what they do to reach that goal.

Maslow, a humanist, thought that people had an inborn need to be self-actualized, or to be the best version of themselves. However, in order to attain this ultimate goal, a number of more basic requirements must be met. Food, safety, love, and self-esteem are all necessities.

These needs, according to Maslow, are akin to instincts and play a significant role in motivating behavior.

There are five different levels of Maslow’s hierarchy of needs, which we will discuss in this course manual.

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Chapter 5: Self-Esteem & Self-Efficacy

Everyone has a sense of self. Our experiences in life, as well as our judgments and assessments of ourselves, determine whether we have a positive or negative sense of self. There wouldn’t be anything to talk about if our self-evaluation was always correct. The issue is that our image of ourselves is frequently flawed.

This perspective can be skewed by previous experiences. For example, a person who grew up in a perfectionistic home may see herself as constantly falling short of the family’s standards. As a result, she sees herself as a failure, no matter how successful she is.

“How foolish!” or “What a dork!” could be spoken to a boy who is often picked on by his elder brothers. He might start to trust the labels he’s been given. People who believe in specific labels, unfortunately, typically live up to, or down to, those titles. The labels have the potential to produce a self-fulfilling expectation. He assumes he is foolish and never tries to prove differently.

What is self-concept?

The self-concept is a precise account of how you see yourself. This description may not be an exact representation of you if your perception is flawed, but it IS an accurate statement of what you believe about yourself.

Self-esteem and self-efficacy are the foundations of self-concept. A person’s self-concept may be tilted in the direction of a negative description if they have poor self-esteem. Some components of one’s self-concept may be entirely factual, such as “I have a college education” or “I don’t dance,” with no assessment of whether or not they are good or bad.

In fact, persons who have high self-esteem and self-efficacy are more likely to accept their limitations without feeling judged. “I don’t have a good sense of direction,” for example, might be simply stated without implying any positive or negative feelings.

What is self-esteem?

The admiration or respect a person has for himself or herself is known as self-esteem. Self-esteem is a term used to describe a person’s positive thoughts about themselves. However, self-esteem can refer to very specific areas as well as a general feeling about the self. For instance, a person may have low self-esteem regarding physical attractiveness and high self-esteem about ability to do a job well.

What is self-efficacy?

A person’s self-efficacy is their belief in their capacity to achieve a certain goal or task. It usually corresponds to an individual’s sense of competence. Competence varies depending on the situation. For example, a person may be extremely capable at competing in a specific sport but not of speaking in front of a group. As a result, total self-efficacy, which assesses an individual’s general sense of competence across a number of situations or tasks, may not be completely accurate.

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Chapter 6: PERMA model of human flourishing

Humans have been striving for happiness since the beginning of time.

However, the term “happy” is notoriously difficult to define.

Happiness conjures up images of living the good life, flourishing, self-actualization, joy, and meaning. Is it possible to have any of these feelings in the midst of a chaotic world and bad circumstances? Can we learn to improve or develop talents that will help us achieve this “happy life”?

This course manual will outline the PERMA+ model and the theory of wellbeing, and provide practical ways to apply its components in your career or personal life.

What Is Seligman’s PERMA+ Model?

With his criteria of a self-actualized individual, Abraham Maslow (1962) was one of the first in the area of psychology to characterize “wellbeing.” The PERMA model, which specifies the attributes of a flourishing individual, and Wellbeing Theory (WBT) are both foreshadowed by the concept of self-actualization.

In his inaugural address as the incoming president of the American Psychological Association in 1998, Dr. Martin Seligman shifted the focus away from mental illness and pathology and toward exploring what is good and beneficial in life. Positive psychology therapies that help make life worth living, as well as how to define, quantify, and generate wellbeing, have been the focus of theories and research since this period (Rusk & Waters, 2015).

In developing a theory to address this, Seligman (2012) selected five components that people pursue because they are intrinsically motivating and they contribute to wellbeing. These elements are pursued for their own sake and are defined and measured independently of each other (Seligman, 2012).

WBT differs from other theories of wellbeing in that the five components include both eudaimonic and hedonic components.

These five elements or components (PERMA; Seligman, 2012) are:

• Positive emotion
• Engagement
• Relationships
• Meaning
• Accomplishments

The PERMA model makes up WBT, where each dimension works in concert to give rise to a higher order construct that predicts the flourishing of groups, communities, organizations, and nations (Forgeard, Jayawickreme, Kern, & Seligman, 2011).

Each of the PERMA components has been proven to have strong positive connections with physical health, energy, job satisfaction, life satisfaction, and organizational commitment in studies (Kern, Waters, Alder, & White, 2014).

In addition, PERMA is a better predictor of psychological distress than earlier distress ratings (Forgeard et al., 2011). This suggests that proactively addressing the PERMA components improves aspects of wellbeing while also reducing psychological suffering.

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Chapter 7: Illness/Wellness Continuum

Understanding the illness wellness continuum

Wellness is more than just the absence of illness. It’s critical to understand how to achieve optimum wellbeing in order to live your best life.

The National Wellness Institute’s Illness-Wellness Continuum posits that wellbeing is more than just whether or not you have symptoms of an illness. It refers to one’s mental, emotional, and physical well-being.

We frequently associate health with visible conditions such as disease, injuries, or disability. But what about anxiety and despair, as well as other hidden aspects of our lives that affect our general health and well-being?

This continuum is a sliding scale on which we are continually shifting. On the right, you’ll find optimum health and wellbeing, while on the left, you’ll find illness and death. One can keep moving towards the positive end of the spectrum by increasing awareness, education, and growth.

Dimensions of wellness

You may notice fewer or more dimensions depending on where you look. According to the National Wellness Institute, there are six dimensions:

1. Emotional Wellness? – the awareness and acceptance of your feelings and emotions and how you cope with relationships and life in general.

2. Occupational Wellness – the idea of enriching your life through work that aligns with your values and is fulfilling and rewarding.

3. Physical Wellness – how you care for yourself through what you eat and drink, ensuring you are sleeping enough, and exercising.

4. Social Wellness – how you contribute to your community and interact with others.

5. Intellectual Wellness – keeping your brain stimulated by engaging in challenging and creative activities.

6. Spiritual Wellness – to discover your meaning of life and using your beliefs and values to live a life with purpose.

Stages on the wellness continuum

The ultimate goal as you progress along the spectrum is to improve your mental, bodily, and spiritual well-being so that you can reach your maximum potential.

A neutral zone separates the stages on this journey. As you go toward sickness, you will encounter signs, symptoms, and impairment. You pass through awareness, education, and progress on your route to high-level wellness.

Throughout your life, and even day to day, you can travel up and down this spectrum.

How does it work

You should practice behaviors that assist you advance along the positive road in your daily life.

You must be in a good frame of mind to live your life to its utmost potential. The body cannot perform at its optimum if it is in a state of physical or emotional illness.

As you work toward wellness, many aspects of your life can improve, including your physical health and relationships.

Newton’s First Law of Motion, which states that a body in motion stays in motion, is presumably familiar to you. The same is true when it comes to achieving wellness. When one aspect of your life improves, it inspires you to make other positive adjustments that benefit your entire health.

how can you apply it to your everyday life

You can make your way along the wellness continuum by taking a series of small steps. The following are simple things you may gradually incorporate into your life to aid with each aspect of wellness:

• Eating well by adding in wholesome nutritious food to your diet.

• Get your body moving every day.

• Practice meditating.

• Try activities that challenge you and make you step out of your comfort z