Cargando…
Split-Second Unlearning: Developing a Theory of Psychophysiological Dis-ease
Psychophysiological “stress” underpins many conditions including anxiety, depression, phobias, chronic fatigue syndrome and non-specific musculoskeletal pain such as fibromyalgia. In this article we develop an understanding of chronic psychophysiological stress from a psychological educational persp...
Autores principales: | , |
---|---|
Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Frontiers Media S.A.
2021
|
Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8666476/ https://www.ncbi.nlm.nih.gov/pubmed/34912263 http://dx.doi.org/10.3389/fpsyg.2021.716535 |
_version_ | 1784614214055231488 |
---|---|
author | Hudson, Matt Johnson, Mark I. |
author_facet | Hudson, Matt Johnson, Mark I. |
author_sort | Hudson, Matt |
collection | PubMed |
description | Psychophysiological “stress” underpins many conditions including anxiety, depression, phobias, chronic fatigue syndrome and non-specific musculoskeletal pain such as fibromyalgia. In this article we develop an understanding of chronic psychophysiological stress from a psychological educational perspective, by drawing on supporting evidence that significant emotional events in early life (traumatic and benign) can influence health and well-being later in life. We suggest that traumatic events instigate psychophysiological “stress” responses and the formation of emotional memory images (EMIs) within very short time frames, i.e., “split-second learning.” Once formed these emotional memories are triggered in daily living “re-playing” psychophysiological stress responses, resulting in chronic psychophysiological “dis-ease.” We describe a novel therapeutic approach to scan clients for mannerisms signifying a subconscious “freeze-like” stress response that involves the client as a curious observer within their own experience, feeding back the non-verbal cues as they arrive in the moment. By breaking down the observable fragments of their split-second Pavlovian response to the trigger, clients can detach their EMI from the psychophysiology stress response, i.e., “split-second unlearning.” Our split-second unlearning model recognizes the EMI as a barrier to moving forward and needs to be unlearned before the client can become naturally adaptive again. We argue that this approach places the client at the center of the work without the need of getting bogged down in a life-long narrative. |
format | Online Article Text |
id | pubmed-8666476 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2021 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-86664762021-12-14 Split-Second Unlearning: Developing a Theory of Psychophysiological Dis-ease Hudson, Matt Johnson, Mark I. Front Psychol Psychology Psychophysiological “stress” underpins many conditions including anxiety, depression, phobias, chronic fatigue syndrome and non-specific musculoskeletal pain such as fibromyalgia. In this article we develop an understanding of chronic psychophysiological stress from a psychological educational perspective, by drawing on supporting evidence that significant emotional events in early life (traumatic and benign) can influence health and well-being later in life. We suggest that traumatic events instigate psychophysiological “stress” responses and the formation of emotional memory images (EMIs) within very short time frames, i.e., “split-second learning.” Once formed these emotional memories are triggered in daily living “re-playing” psychophysiological stress responses, resulting in chronic psychophysiological “dis-ease.” We describe a novel therapeutic approach to scan clients for mannerisms signifying a subconscious “freeze-like” stress response that involves the client as a curious observer within their own experience, feeding back the non-verbal cues as they arrive in the moment. By breaking down the observable fragments of their split-second Pavlovian response to the trigger, clients can detach their EMI from the psychophysiology stress response, i.e., “split-second unlearning.” Our split-second unlearning model recognizes the EMI as a barrier to moving forward and needs to be unlearned before the client can become naturally adaptive again. We argue that this approach places the client at the center of the work without the need of getting bogged down in a life-long narrative. Frontiers Media S.A. 2021-11-29 /pmc/articles/PMC8666476/ /pubmed/34912263 http://dx.doi.org/10.3389/fpsyg.2021.716535 Text en Copyright © 2021 Hudson and Johnson. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Psychology Hudson, Matt Johnson, Mark I. Split-Second Unlearning: Developing a Theory of Psychophysiological Dis-ease |
title | Split-Second Unlearning: Developing a Theory of Psychophysiological Dis-ease |
title_full | Split-Second Unlearning: Developing a Theory of Psychophysiological Dis-ease |
title_fullStr | Split-Second Unlearning: Developing a Theory of Psychophysiological Dis-ease |
title_full_unstemmed | Split-Second Unlearning: Developing a Theory of Psychophysiological Dis-ease |
title_short | Split-Second Unlearning: Developing a Theory of Psychophysiological Dis-ease |
title_sort | split-second unlearning: developing a theory of psychophysiological dis-ease |
topic | Psychology |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8666476/ https://www.ncbi.nlm.nih.gov/pubmed/34912263 http://dx.doi.org/10.3389/fpsyg.2021.716535 |
work_keys_str_mv | AT hudsonmatt splitsecondunlearningdevelopingatheoryofpsychophysiologicaldisease AT johnsonmarki splitsecondunlearningdevelopingatheoryofpsychophysiologicaldisease |