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AUTHOR Grippo, Lois; Kelso, Richard TITLE Healing and the Mind with . Resource Materials. INSTITUTION Thirteen WNET, New York, NY. SPONS AGENCY John D. and Catherine T. MacArthur Foundation, Chicago, IL. PUB DATE 1993-00-00 NOTE 30p.; Poster and videotape are not available from ERIC. Funding provided by The Fetzer Institute; Mutual of America Life Insurance Company; and The Nathan Cummings Foundation. AVAILABLE FROM Educational Publishing, Thirteen-WNET, 356 W. 58th Street, New York, NY 10019. Web'site: http://www.wnet.org; Web site: http://www.pbs.org. Video: Ambrose Video, 1290 Avenue of the Americas, Suite 2245, New York, NY 10104. Tel: 800-526-4663 (Toll Free). PUB TYPE Guides Classroom Teacher (052) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS Buddhism; Cancer; Chinese Culture; Educational Television; Foreign Countries; Health Education; Heart Disorders; High Schools; *Human Body; Medicine; *Meditation; Mysticism; Philosophy; *Physical Health; *Psychophysiology; Science Education; Social Studies; Spirituality; *Stress Variables; World Views IDENTIFIERS *Healing; New Age Thinking; *Nontraditional Medicine

.ABSTRACT This high school resource package for the public television series "Healing and the Mind with Bill Moyers" includes:(1) a teacher's guide that provides complete lesson plans for each program in the series; (2) a glossary that features definitions of the terms used in the series;(3) a bibliography containing books of interest to both teachers and students; (4) a resources section that provides a list of journals, teacher training workshops, and organizations that can offer more information on the topics presented in the Series; and (5) student cards that can be duplicated and distributed to students and are designed to give additional information on a variety of subjects related to the programs. The first episode, "The Mystery of Chi," explores traditional Chinese medicine and its fusion with Western practices in modern China. The science of mind-body medicine is the subject of "The Mind Body Connection," which examines current scientific research in the field. The ways in which people are using Eastern meditation and group psychotherapy to improve the healing capacities within their bodies are explored in "Healing From Within." "The Art of Healing" examines how hospitals are instituting new models of medical care that can help patients become active participants in their own healing. The final program in the series, "Wounded Healers," visits Commonweal, a health education facility in northern California where people with cancer help each other to heal even though a cure may be impossible. (WRM)

Reproductions supplied by EDRS are the best that can be made from the original document. U.S DEPARTMENT OF EDUCATION Office of Educational Research end Improvement PERMISSION TO REPRODUCE AND EDUCATIONAL RESOURCES INFORMATION DISSEMINATE THIS MATERIAL HAS CENTER (ERIC) BEEN GRANTED BY This document has been reproduced as ved from the person Or organization originating it O Minor changes have been made to improve reproduction quality

Points of view or opinions stated in this TO THE EDUCATIONAL RESOURCES document do not necessarily represent INFORMATION CENTER (ERIC) official OERI position or policy 1

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January 1993 This guide was produced by lIiithn net Dear Educator: Educational Resources Center, My interest in the relation of mind and body started a long time ago, growing Ruth Ann Burns, Director up as I did in a culture that separated them so distinctly. In science class, we Project Director studied the material world, which we expected would someday be understood Robert A. Miller Supervising Editor and predicted down to the last molecule. In philosophy, we studied models of Christine Economos reality, based on the rational mind, that took no notice of conditions male and Graphic Designer female, sick and well, rich and poor. Yet every day in this divided world of B.T. Whitehill mind and body, our language betrayed the limitations of our categories. My Writers Lois Grippo parents talked about our friend the grocer, who "worried himself sick," and Richard Kelso my Uncle Carl believed that laughter could ease what ailed you. Over the Project Coordinator/Assistant Editor years, my interest in questions of mind, body, and health grew, both person- Lisa Keating Photo Researchers ally and professionally, and eventually led to HEALING AND THE MIND. Christina L. Draper David Reisman, Ed.D. I believe this series has particular relevance to young people. For them to Electronic Composition understand the connection between emotions and health is important under Lou Lomurno any circumstances, but such understanding is imperative today, given the life Copy Editor Edwina McMahon and death implications of so many decisions confronting teenagers, from the Proofreader use of drugs to issues of sex. In the words of Vaclav Havel, "Every education Kevin E. Kennedy is a kind of inward journey." The education young people receive today surely

Core Consultants must lead them into a deeper understanding of the inner sources of health. Georganne Del Canto, Assistant Director Health, Physical Education and School Sports During the production of HEALING AND THE MIND, my colleagues and New York City Board of Education I made our own journey, one that sought to answer many of the questions that Harris Dienstfrey, Editor provoked our curiosity about the emerging field of mind-body medicine. We Advances,The Journal of Mind-Body Health encountered new questions, too for which there are not yet answers. Judy Doctoroff O'Neill, Vice President If the series advocates anything, it is that the journey is worth making for Public Affairs Television what each of us might learn about this remarkable union of mind, body and Patricia Moore Harbour, Ed.D., President The Center for Quality Education spirit that is the human being. I invite you and your students to join us. Carol Hegedus, Director of Institutional Relations The Fetzer Institute Sincerely, Marilyn Howell, Ed.D. Brookline High School David Sluyter, Ed.D., Program Officer The Fetzer Institute Molly Vass, Ed.D. Bill Moyers Western Michigan University

Advisors David Eisenberg, M.D. Instructor in Medicine, Harvard Medical School The HEALING AND THE MIND WITH BILL MOYERS Series Associate in Medicine, Beth Israel Hospital James Gordon, M.D., Clinical Professor. Executive Producer Series funding provided by The Fetzer Institute, Depts. of Psychiatry, Community, and David Grubin Mutual of America Life Insurance Company, Family Medicine Executive Editors Laurance S. Rockefeller, The John D. and School of Medicine Bill Moyers Catherine T. MacArthur Foundation, and by Judith Davidson Moyers The Nathan Cummings Foundation. Jon Kabat-Zinn, Ph.D., Director Stress Reduction Clinic Producers University of Massachusetts Medical Center Chana Gazit David Grubin Michael Lerner, Ph. D., President Alice Markowitz Commonweal Pamela Mason Wagner Karen Olness, M.D., Professor of Pediatrics, Project Administration Family Medicine and International Health Dana Fox Case Western Reserve University Linda Patterson Rachel Naomi Remen, M.D., Director Debbie Rubenstein Institute for the Study of Health and Illness at Commonweal © 1993 Thirteen/WNET The complete set of HEALING AND THE MIND WITH BILL MOYERS, a five-part series, can be purchased for educational or library use for $395 (plus shipping and handling). Individual programs are available at $99.95 (plus shipping and handling). Shipping and handling costs are $5 for the first tape and $1 for each additional tape. Contact: Ambrose Video 1290 Avenue 6f the Americas, Suite 2245 New York, NY 10104 Or call toll free: 1-800-526-4663

The book, HEALING AND THE MIND With Bill Moyers, is available at your local bookstore for $25.99 or by calling 1-800-223-6834 (ext. 9479). In New York call 212-765-6500. t

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PROGRAM I THE MYSTERY OF CHO ABLE OF CONTENTS STUDENT CARD: "HEALING AROUND THE WORLD" Health Education Chinese medicineallopathic medicine traditional healing arts Tai Chi Chuan acupressure acupuncture massage Chi Gong homeopathic medicine To The Teacher 1 Science Use of acupuncture in brain surgery The Mystery of Chi 2 Social Studies Peoples and Cultures The Mind Body Connection 4 China Africa Egypt India South America United States (Native American)Western Europe Healing From Within 6

PROGRAM 2 The Art of Healing 8 THE MOND BODY CONNIECTOON STUDENT CARD: "THE IMMUNE SYSTEM" Wounded Healers 1 0 Health Education Reversal of heart disease importance of diet, exercise, stress Glossary 12 reduction and group support biofeedback Science Bibliography 13 Overview of mind-body researchthe immune system relationship of the immune system to the emotions links between the nervous system and the immune system conditioning immune response neuropeptides biofeedback heart disease

PROGRAM 3 D-1EALING FROM WOTHON STUDENT CARD: "WELLNESS SELF-ASSESSMENT" Health Education Self-assessment of behaviors related to health Buddhist NOTE: meditation known as mindfulnessrelaxation effects of You have the right to tape the programs off the air and use meditation and group psychotherapy on those who are ill them for instructional purposes through June 30, 1993. importance of expressing feelings The programs are closed captioned for the hearing impaired. Science group psychotherapycancer

PROGRAM 4 THE ART OF HE ALONG STUDENT CARD: "TAKING CHARGE OF YOUR HEALTH" ABOUT THE FUNDER Health Education The Fetzer Institute Taking an active part in your healthhow to cope when a loved 9292 West KL Avenue massage nurturingtherapeutic touch role playing one is ill Kalamazoo, MI 49009 Science Neonatal clinicnew models of medical careopen heart (616) 375-2000 surgery The Fetzer Institute is a nonprofit educational organization that Social Studies promotes research into health-care methods that utilize the Satellite hospitals in urban areasoverview of role of hospitals principles of mind-body phenomena. The Institute believes that throughout history the study of the mind's influence on the body and the relation- ship of the body, mind, and spirit can provide the basis for PROGRAM 5 developing scientifically sound approaches to health care that WOUNDED HEALERS expand the scope of medical science and give individuals greater STUDENT CARD: "THE CIRCLE OF LIFE" control over their own health. Health Education The Institute works collaboratively with other research and Relationship of family members to the seriously ill healing function of yoga, meditation, massage, relaxation, poetry, art, educational organizations and institutions. Its research interests and prayer healing and curing are aimed at exploring the relationship between the mind and the Science body and its impact on health. Its educational activities are Cancer directed toward the development of mind-body curricula for Social Studies medical schools and health professionals and the dissemination of Peoples and Cultures research findings into the educational process. United States Cameroon Brazil (Candomblé) Zaire MexicoChina Peru Native Americanrituals celebrating life transitions and milestones 6 TO-HE TEACHER

INTRODUCTION o A Teacher's Guide that provides complete lesson plans for each program in the series. Each lesson plan includes: In Boston, a construction worker learns a form of Buddhist meditation that he hopes will help alleviate his chronic pain. In China, a fully A Topic Index that lists the corresponding curriculum areas for conscious woman undergoes brain surgery in which acupuncture is each program. used to minimize the need for anesthesia. In California, a group of Background/Overview that offers a brief history and overview of women with metastatic breast cancer attend a weekly psychotherapy the program's subject. This background information may be support group in hopes of easing anxiety and depression and enhanc- duplicated for students. ing their lives. In Dallas, patients review their medical records in a Program Summary that gives a brief synopsis of the program. program designed to help them become partners in their own healing. Goals that provide the teacher with outcomes for each lesson. These are only some of the models today's Western medical practition- Introducing the Program that recommends an approach for ers are examining in an effort to understand the healing connection introducing students to the basic theme of the program without between the mind and the body. requiring any prior knowledge or preparation. For thousands of years the connections between mind and body have Discussion Questions that help students assess the main points of been central to the healing traditions of many cultures. Western the program and extend them to their own experience. medicine, with its extraordinary advances in research and technology, Introduction to the Student Card that introduces students to the has only recently begun to reconsider this relationship. Scientific activity on the student card accompanying the lesson. research, for example, is examining the connection between the Activities that help students explore and extend the themes immune system and the emotions; the effectiveness of traditional presented in the program. healing arts is being studied using scientific methods; and the effect of new clinical approaches, designed to help patients take an active role Suggested Reading that features books that not only correspond to in healing, are being carefully documented. the program's theme but also may be of special interest to students. In HEALING AND THE MIND WITH BILL MOYERS, a five-part o A Glossary that provides definitions of terms that are used in the series premiering on public television in February, 1993, Bill Moyers series appears on page 12. explores healing approaches that are outside the framework of o A Bibliography with books of interest to both teachers and Western allopathic medicine. "The Mystery of Chi" explores tradi- students appears on page 13. tional Chinese medicine and its fusion with Western practices in modern China. The science of mind-body medicine is the subject of o A Resources Section provides a list of journals, teacher training "The Mind Body Connection," which examines current scientific workshops, and organizations that can offer more information on research in the field. How people are using Eastern meditation and the topics presented in the series. group psychotherapy to improve the healing capacities within their o Student Cards that can be duplicated and distributed to students bodies is explored in "Healing From Within." "The Art of Healing" are designed to give them additional information on a variety of examines how hospitals are instituting new models of medical care subjects related to the programs. These four cards include: a health that can help patients become active participants in their own healing. inventory, a description of the functioning of the immune system, The final program in the series, "Wounded Healers," visits information on the healing traditions of other cultures, information Commonweal, a health education facility in northern California on how to take an active part in your own health, and an overview where people with cancer help each other to heal even when a cure of the rites of passage, as celebrated in different cultures, which may be impossible. mark a person's journey through life. USING THE EDUCATIONAL MATERIALS o A Poster is also provided for classroom display. For today's young person, health choices have life and death implica- tions. Drug and alcohol abuse as well as the threat of AIDS have put PROGRAM SCHEDULING greater pressure on educators to prepare students to face challenges The programs are scheduled to be broadcast initially on the following and to make healthy choices. In this context, these educational dates. Please check local listings for any scheduling changes. Contact materials, which highlight the mind's role in health and healing, can your local station for rebroadcast schedules. play a valuable role in high school classes. The underlying objectives of the materials are-to provide students with new ways to look at The Mystery of Chi health and to give them information that can help them make good, Monday, February 229:00 p.m. informed choices that will contribute to their health and well-being. The Mind Body Connection Monday, February 2210:00 p.m. HEALING AND THE MIND is appropriate for health and science curricula at the secondary level and can be integrated into social Healing From Within studies and guidance classes as well. The educational materials are Tuesday, February 239:00 p.m. designed to be used in conjunction with the programs, but can also The Art of Healing function as permanent reference units that can be used without the Wednesday, February 249:00 p.m. program component.. Wounded Healers Contents Wednesday, February 2410:00 p.m. This High School Resource Package contains the following: All programs are 60 minutes long except for "Healing From Within," which is 90 minutes in length. 7

I I BROADCAST DATE: MONDAY, FEBRUARY 22, 9:00 P.M. -HE MYS--ERY OF CH

ACCOMPANYING STUDENT CARD: HEALING AROUND THE WORLD ACKGROUND/OVERVIIEW PROGRAM SUMMARY

Chinese Medicine. The term sounds foreign, even exotic to Filmed on location in the People's Republic of China, many Western minds, because we've learned to think of "The Mystery of Chi," Program I of HEALING AND medicine as synonymous with European and American THE MIND, explores various aspects of traditional science. For more than a decade, however, Western physicians Chinese medicine. Dr. David Eisenberg, instructor in have been examining the centuries-old Chinese system and the medicine at Harvard Medical School and a staff internist unique insights and methods of treatment that it offers. In at Boston's Beth Israel Hospital, guides Bill Moyers general, Chinese practitioners consider all aspects of a through some startling differences between Chinese patient's life, including mental state, personality, and social and Western medicine. Eisenberg and Moyers inter- and physical environment, and their bearing on the person's view Chinese doctors who combine Western ap- health. They consider symptoms part of the pattern of a proaches to medicine with traditional Chinese meth- person's life. In contrast, Western practitioners tend to focus ods; they interview teachers of herbal medicine, acu- on specific diseases and their causes. puncture, massage, and Tai Chi Chuan and witness an The Chinese system of medicine is based on several extraordinary demonstration by a Chi Gong master. important ideas. The two Westerners pose probing questions about the o Yin and Yang. In Chinese philosophy, these are the dy- nature of Chinese medicine, the possibility of integrat- namic, opposing but complementary forces that are present in ing its theory and techniques into Western medical all parts of the universe animate as well as inanimate practices, and the necessity of using the scientific method objects, visible as well as invisible phenomena. For example, to test its efficacy. time has yin and yang aspects night and day; temperature has heat and cold; weight has light and heavy. All foods have yin and yang aspects, as do all organs of the body. Westerntechniques, or a combination of both traditional o Chi or Qi (pronounced CHEE). In very simple terms, Chi is Chinese and Western methods. The patient's decision about said to be the human body's vital energy. From the perspective which treatment to pursue is usually based on the specific of Chinese philosophy and medicine, it is akin to "matter on illness that he or she is experiencing. the verge of becoming energy or energy at the point of Some Western health-care professionals use concepts and materializing" into matter. Optimally, according to the Chinese techniques from Chinese medicine to treat their patients. They model, Chi circulates freely throughout the body. When the choose acupuncture, in particular, as a treatment for certain body's yin and yang properties are in balance, Chi flows ailments and diseases such as chronic pain and addiction. smoothly and the person is healthy. When yin and yang are out Another practice that is gaining acceptance among Western of balance, Chi is excessive, deficient or blocked and illness practitioners is the use of meditation and other mental tech- results. niques to reduce stress and promote health. o Every aspect of nature, including a person's surroundings, is said to have a direct impact on the body. In diagnosing an GOALS illness, a doctor of traditional Chinese medicine asks questions about all aspects of the patient's life in order to discern a to examine traditional Chinese medicine in which the mind "pattern of disharmony" that would indicate the specific and the body are considered one entity imbalance that is causing the illness. 1> to recognize similarities and differences between Chinese o Chi is said to travel over 14 major channels and numerous and Western approaches to health and healing minor pathways, called meridians, in the body. Meridians do 1> to expand awareness of ways in which the mind may not correspond to any known system in Western medicine. In influence the body Chinese medicine, the meridian system links the inside of the 1). to learn about the healing traditions of other cultures. body to the outside world. Nearly all acupuncture and acupressure points lie along meridians. o Chi energy can be directed through acupuncture or acupressure (a form of deep tissue massage), various forms of meditation, the heightening of consciousness, and herbal preparations. These are the main treatments in Chinese medicine. The aim of treatment is to rebalance yin and yang and unblock the flow of Chi. 8 At dawn people gather in a Beijing Park to perform the o Today the Chinese have a choice of medical treatments. ancient art of Tai Chi Chuan. They can be treated with traditional Chinese techniques,

I 2 I BEFORE VIEWING AFTER VIEWING STUDENT CARD

Introducing the Program Discussion Questions The student card, "Healing Around the Tell students that they are going to per- Encourage students to discuss the program World," presents traditional healing as prac- form a simple experiment. Ask each stu- and to share their observations. The fol- ticed in several cultures throughout the dent to rub his or her palms together lowing questions may be used to guide the world. Introduce the material by having briskly for 10 seconds. Then have students discussion. students discuss some of the home rem- hold their hands about 12 inches apart, edies that their families may have used to Eili How does a Chinese medical practition- treat illnesses. Ask them whether they palms facing each other. Suggest that they er view a patient? How does a Western bring their hands slowly toward each other believe the remedies work. Explain that in medical practitioner view a patieni? How many cultures the beliefs in specific medical until they almost touch and slowly back might a doctor's beliefs affect treatment? several times. Ask them to concentrate on systems are deeply rooted in the cultures 12 Why do you think the hospital featured the sensation between their two palms and themselves. Duplicate and distribute "Heal- to describe what they feel. (Note: Some in this program has both a traditional Chi- ing Around the World" to students. After students may say that they feel nothing. nese medicine section and a contemporary they have read the material, ask them to Western medicine section? Explain that some people feel nothing and think about whether a person's belief in a that that is no cause for concern.) Tell them 1:21 Do you think that most Westerners medical treatment can affect the person's that several interpretations have been ad- would like to have a choice of medical recovery. vanced to explain the sensation: one is that treatments as the Chinese do? Do you the sensation is caused by the body's en- think that Westerners or their insurance ACTIVITIES ergy field; another is that it is the result of companies would be willing to pay for such on Many Chinese practice Tai Chi as a way stimulated nerve endings in the hands. Have treatments? Explain. of awakening and controlling their Chi. students discuss both interpretations and gal What aspects of Chinese medicine do Some students may have studied a martial explore the possibility that one or both you think might be the easiest to adopt in explanations could be correct. After the art or Tai Chi itself. Ask such students to the West? What might be the hardest? demonstrate some of the basic movements discussion, explain that the belief that each El) Do you think the scientific method and to describe the philosophy of the art, body has a vital energy called Chi is central or if possible, invite a martial arts instruc- to Chinese philosophy and medicine. Tell should be used to test Chinese therapies students that the program they will see, before they are recommended or adopted tor to give a demonstration for the class, or "The Mystery of Chi," explores some of in the West? Is testing relevant or possible? suggest that interested students visit a the ways in which the Chinese system of How might such therapies be tested? martial arts class. medicine provides a unique, nonwestern Do you agree with the belief underlying The idea of balance, as shown in the frame of reference regarding the human Chinese medicine that one's mind influ- concept of yin and yang, is central to Chi- body and the mind. Suggest that as students ences one's body, that is, can cause disease nese medicine and philosophy. Have stu- watch the program, they examine the ap- and promote health and healing? Why might dents examine aspects of balance in their proach that Chinese medical practitioners this idea generate controversy? own lives food, exercise, work (school take toward health and healing. work, volunteer work, and work for in- come), social interactions, and entertain- Terms/Vocabulary ment or play. Encourage them to identify You may want to write the following terms those aspects that are in balance and those on the board in order to facilitate a discus- that are not in balance. Suggest students sion of the program: acupuncture, meridian, write down their observations in their Tai Chi Chuan, Chi Gong, yin yang, scientific journals. method. Definitions of these terms appear EE In the film, the master painter on page 12. describes how he uses his imagination and Chi in his work how mind and body work together. Have students describe how mind and body work together in something they do well, such as in an artistic, musical, or athletic skill.

SUGGESTED READING

Eisenberg, David, M.D. with Thomas Lee Wright. Encounters with Qi: Exploring Chinese Medicine. New York and Lon- don: Penguin Books, 1987.

I 3 I BROADCAST DATE: MONDAY, FEBRUARY 22,1 0:00 P.M. THE MOND BODY CONNEOMN

ACCOMPANYING STUDENT CARD: THE IMMUNE SYSTEM BACKGROUND/OVERVIEW PROGRAM SUMMARY

The mind's capacity to affect physical health has long been In"The Mind Body Connection," Program 2 of acknowledged in a general way. But until recently medical HEALING ANDTHEMIND, Bill Moyers interviews science mostly regarded it as a complicating and amorphous several scientists whose work challenges the centu- factor involving such vague elements as thoughts, emotions, ries-old Western scientific model in which the body and attitudes that only got in the way of hard and clear and the mind were considered separate entities. science. For example, physicians have known for centuries Using scientific methods, these scientists have found that a person's belief in a treatment is often as effective as the biochemical evidence that the mind and the body medicine used in the treatment. The effect called the function as a single entity. placebo effect is so powerful that medical science guards Moyers asks Dr. Candace Pert about the implications against it when testing a new drug. People receiving a new of these findings for health and healing. The answers drug are always compared with people who receive only a are startling yet harken back to the oldest folk placebo, a dummy medication that has no medicinal value wisdom. One of the most important findings is that to make sure the drug and not just the person's faith is having our thoughts and emotions influence our immune an impact. system, the body's first line of defense against Today scientific researchers have found new ways to infectious disease. For example, Dr. Robert Ader's explore the mind's effect on the body and to measure it in experiments show that the immune systems of lower objective, quantifiable terms. Their work has begun to reveal animals can be trained both to be more susceptible the mind's contribution to health and disease. The mind-body and to resist infectious agents. Research by Dr. Dean connection is becoming both an important part of modern Ornish has demonstrated that changing behavior can medical theory and a practical way to help people maintain reverse heart disease. their health. As these scientists point out, their work is now at The recent investigations into the mind's influence on the the threshold of reintroducing the concept of "mind" body falls into three areas: physiological research, clinical back into medical science. As their work continues, it research, and epidemiological research. is likely to bring about a revolution in the way Physiological research is aimed at determining the basic Western scientists think about mind and body. processes that connect the brain and nervous system with the rest of the body. The key development of the last decade has been the birth of (PNI), the effort to trying to duplicate those results and are testing psychological understand the links between the brain and the immune approaches and stress reduction for people with physical system, the physiological system that protects the body from problems as diverse as hypertension, migraine headaches, infectious disease and plays a role in fighting cancer. chronic pain, diabetes, and infertility. Building on groundbreaking experiments done in the 1970s Epidemiological researchers study large groups of people by Robert Ader, a psychologist, and Nicholas Cohen, an and try to find social and psychological factors that are immunologist, researchers in PNI have uncovered a rich array associated with variations in illness and health. Numerous of connections between the nervous system and the immune studies have now shown that people with strong "social system. They have now shown that nerve cells connect directly support" those that have a tight network of family and to organs of the immune system; that hormones responsive to friends live longer than people without such relationships. stressful experience affect the immune response; and that Of course, many critical questions remain open. For psychological and social factors can affect the immune example, in PNI only a few studies have successfully shown system's responsiveness. Additional research into the chemi- an effect of stress on the immune system that is large enough cals produced by the brain particularly a group of chemicals to increase the risk of illness. Similarly, although many studies known as neuropeptides is showing how the brain and the have shown a general association between psychological immune system may communicate. There is now every factors and illness, few have succeeded in revealing the indication that the nervous system and the immune system biological links connecting them. Finally, there is still no speak the same chemical language and "talk" to each other comprehensive theory of the mind's influence on health that continuously. unifies the varied studies exploring the mind-body connection Clinical researchers use psychological approaches to try to no equivalent of the germ theory that underlies modern affect physical health. The most acclaimed recent study of this research into infectious disease. sort was performed by David Spiegel, a psychiatrist, and his Even without such a theory, however, mind-body research colleagues, who found that weekly group-therapy sessions is providing dramatic new insights in many critical areas: the dramatically increased the life expectancy of women with functioning of the immune system, the value of psychological advanced breast cancer. Spiegel's rigorously controlled study treatments for physical illness, and the link between social was the first to show that psychotherapy could extend the lives connections and health. It already has the potential to enhance of at least some cancer patients. Other researchers are now our health and our lives. iC 4 BEFORE VIEWING AFTER VIEWING STUDENT CARD

Introducing the Program Discussion Questions The student card, "The Immune System," Use the following exercise to demon- Encourage students to discuss the illustrates how the body's defense strate the connection between mind and program and to share their observations. system operates. To introduce the body. Announce to your students that The following questions may be used to subject, call on students to share their they are going to take a test. Ask them guide the discussion. knowledge about how the body reacts when attacked by a disease. Have to follow normal test-taking procedures ljj What effect do the following have on knowledgeable students give the names (i.e., clear their desks, put books on the the immune system: emotions, rest, of the various defender cells and de- floor, etc.). Then ask students to des- nutrition? Explain. cribe how they feel physically, that is, scribe their functions. Then duplicate and DT Why is the interaction of mind and how do their palms and throats feel? Are distribute "The Immune System." As the immune system important? their hearts beating faster? Are their students read the card, suggest that they faces turning red? You will probably get a Ell What are some things you might do think about how the immune system variety of responses, including references to maintain your health? When you are works like an army. to cold hands and feet, sweating palms, ill, what do you do to get better? warm or hot faces, pounding hearts, and El What is an auto-immune disease? Give ACTIVITIES so on. Ask why they think their bodies examples. are reacting to a "mental message." Have E How did the biofeedback experiment [1:0 Have students work in small groups. them give other examples of ways in involving Bill Moyers suggest that the Using what they have learned from the which they think the body and the mind mind and body are connected? program and from the student card, "The are connected. Immune System," students should create What doubts do you have about the skits that depict how the body's defense After the discussion, point out that connection between mind and body? system fights disease. Tell them that the scientists are exploring the relationship What evidence from the program skits may be humorous. Give students time between mind and body and have come seemed the most persuasive to you? The to present their skits to the rest of the up with some interesting results that will least? be described in the program they are class. about to see, "The Mind Body Connec- SUGGESTED READING MI Encourage interested students to tion." research and report on AIDS and why the Gurin, Joel, and Daniel Goleman. Mind/ body's immune system has been ineffectual Terms/Vocabulary Body Medicine: How to Use Your Mind for in overcoming the opportunistic infections You may want to write these terms on Better Health. New York: Consumer associated with the HIV virus. the board in order to facilitate a discus- Reports Books, 1993. 12 Have students give dramatic readings like sion of the program: biofeedback, endor- those given by the actors in the program. phin, neuropeptide, , psycho- After a short scene, have students take a neuroimmunology. Definitions of these few moments to monitor and describe their terms appear on page 12. own physical feelings. Are their hearts beating fast? Are their pulse rates normal? GOALS What is their breathing like? Do they feel Biofeedback helps a person relaxed? Do responses depend on the kind I> to recognize that mind and body learn to control certain of role played? communicate with each other physiological processes I> to learn that emotions influence previously thought to be the immune system automatic. I> to examine research in the field of mind-body medicine D to learn how the body's immune system operates.

The BackgroundlOverview was written by Harris Dienstfrey, editor of Advances, The Journal of Mind-Body Health, and Joel Gurin, science editor of Consumer Reports. BROADCAST DATE: TUESDAY, FEBRUARY 23, 9:00 P.M. EA_ONG FROM WOTHON

ACCOMPANYING STUDENT CARD: WELLNESS SELF-ASSESSMENT

BACKGROUND/OVERVIEW P OGRAN SUMMARY

During the last 75 years, the burden of disease in the United "Healing From Within," Program 3 of HEALING States has shifted from acute, life-threatening emergencies to AND THE MIND, explores how Eastern meditation chronic illnesses, including hypertension, arthritis, cancer, and Western group psychotherapy help people use asthma, chronic pain, and, most recently, AIDS. These their minds to improve the healing capacities within illnesses are prevalent, expensive, and lethal: More than 40 their bodies. million Americans suffer from hypertension; chronic pain Moyers visits the Stress Reduction Clinic at the accounts for $63billion a year of our national health bill; and University of Massachusetts Medical Center to share cancer claims 520,000 lives annually.Thirty years ago it the experiences of individuals suffering from severe seemed that these conditions could not be significantly altered medical problems as they learn to trust and practice by those who suffered from them. Now there is strong evi- a form of Buddhist meditation known as mindfulness. dence that they are shaped and sustained, if not caused, at least Their teacher is Dr. Jon Kabat-Zinn, founder of the in part, by our environment and our interpersonal world, by the clinic and an associate professor of preventive and ways we eat and exercise, work and play, think, feel, and act. behavioral medicine. We observe these individuals We now know too that what we as individuals and societies over a period of eight weeks as they work to gain can make worse, we can also, in many cases, improve. control over their pain and anxiety by focusing their One of our most powerful healing tools is our own mind. minds' attention on their bodies. The concept of Since the 1960s, medical researchers have begun to map the mindfulness becomes clear as the participants learn pathways by which thoughts, emotions, and attitudes can to focus in on the present moment, observing their affect the body and its various systems. Researchers are breathing, body sensations, their thoughts and beginning to define routes by which anger and fear, despair feelings, and then, learning to come to terms with and optimism can exert their influences on the central and their illness and their pain in new ways based on autonomic nervous systems and through them on the heart and their experiences using meditation. cardiovascular functioning, on the digestive, endocrine, and Moyers then visits the Stanford Medical Center in immune systems. Palo Alto, California, and follows one group of There are many ways to mobilize the mind to enhance the women with metastatic breast cancer as they meet in functioning and improve the health of the body. Since the weekly therapy sessions with psychiatrist Dr. David 1960s, researchers have used the technology of biofeedback to Spiegel. In an earlier study, Spiegel found that group demonstrate the mind's capacity to regulate functions that had psychotherapy appeared to prolong life in such seemed automaticamong them, skin temperature, contrac- patients. Under his guidance, the women come tions of blood vessels, and the electrical patterns of the brain. together to talk about their lives, their losses, and Dr. Herbert Benson and his colleagues at Harvard have shown their disease. As they share their experiences of how meditation can produce physiological and psychological illness, they seem to reduce their own and one balance, which can, in turn, lower high blood pressure, decrease another's anxiety and depression. Inhis conversa- pain, and diminish the nausea that accompanies chemotherapy. tions withMoyers, Spiegel expresses his hope that Other researchers have demonstrated the reciprocal influence this sharing will not only reduce anxiety and feelings of the body and the mind. Behavior that improves physical of helplessness but will also enhance coping skills and functioning such as jogging on a regular basis can be self-esteem. as potent as antidepressants in relieving anxiety and depression. Although the program examines pain and illness that The mind can affect the body, and the body can affect the mind. may cause death, it is ultimately uplifting, for the In the last 15 years, clinicians, inspired by this research, viewer recognizes that the people whom he or she have begun to create comprehensive programs in which people meets are learning that they do not have to feel like with refractory conditions, such as chronic pain, cancer, AIDS, helpless victims but can become active individuals asthma, infertility, and anxiety can learn to help themselves working to live and appreciate their lives as fully as and one another. The results are impressive. People who join possible while facing the actuality of their situations. these programs may use less medication and have less pain. They are less likely to go to an emergency room seeking treatment for an asthma attack, and have less trouble getting pregnant. There are increases in the quality and, in some cases, The success of these programs is encouraging health the length of their lives. The mutual support that is given and professionals in public hospitals and in private offices through- received in the programs makes measurable improvements in out the country to develop similar programs that address the the physical well-being of the participants and in their outlook variety of chronic illnesses that in different ways beset them on their lives and illnesses. and their patients.

6 BEFORE VIEWING AFTER VIEWING ACTIVITIES

Introducing the Program Discussion Questions The following relaxation exercise can be NOTE: This introductory activity requires Encourage students to discuss the used to help reduce stress. Students can a raisin for each student. program and share their observations. do the exercise while sitting at their desks. Speak slowly and softly and pause The following activity is featured in The following questions may be used to frequently. It may be helpful to visualize "Healing From Within" and is used to guide the discussion. each suggestion as you say it to give introduce people to meditation and the OD What is your opinion of the healing students adequate time to experience concept of mindfulness. The exercise therapies presented in this program? the exercise. Turning off the lights will may be used to introduce students to the Would you pursue either of these help students focus inwardly. If you concepts presented in the program. therapies if you were ill? Why or why choose to do this, let students know not? OD Give students the raisins (one to when you are about to turn off and turn each), and ask them to inspect the raisins PE What evidence from the program on the lights. carefully and to describe their qualities. suggests that the mind can improve the ED Tell students you are going to guide healing capacities of the body? E21 Have students bring the raisins to them through a relaxation exercise but their noses and smell them. 1E) Which of your activities do you feel that they will be in control of their own LE Have them put the raisins in their keep you physically and mentally healthy? experiences. They can go at their own mouths and notice how they feel. Could these activities help you to heal if pace, modify the instructions, or even fall you became ill? How? Kg Have students chew the raisins slowly, asleep. Have students close their eyes, concentrating only on the taste. K1 Does religion help you to heal? How? take a deep breath, and then exhale. [01 Finally, have students swallow the How does the support of family and EiD Then say: Imagine that your entire raisins, experiencing them as they pass friends help those who are ill? body is filled with orange soda. It fills down the throat, into the stomach. your head, your neck, your torso, your STUDENT CARD arms and legs, your fingers and feet. You Allow students time to discuss the are going to drain your body of the activity. Point out how their mindfulness Introduce the student card, "Wellness orange soda and with it all the tension helped them to experience the raisin Self-Assessment." Have small groups of and stress that your body is holding. more fully in the present moment. Tell students discuss what they consider to students that this and similar exercises IE Imagine the crown of your head and be the "perfect model of health." After are being used by medical practitioners the soda slowly draining downpast the discussion, duplicate and distribute to heighten awareness in patients as part your eyes and ears, your nose and "Wellness Self-Assessment." Tell of new healing therapies. Such therapies mouth, and your throattaking with it students that the purpose of the self- teach people who are ill how to use their any stress and tension had been holding. assessment is to get them to start minds to improve the potentially healing The soda is moving very slowly down thinking about their own health and how capacities within their bodies. past your shoulders and down your their behavior influences their health. arms. Feel your body relax as the soda Also, emphasize that this inventory is Terms/Vocabulary slowly drains out through your fingers. confidential and the answers will not be ED Now, it's draining down slowly You may want to write these terms on shared with anyone. the board in order to facilitate a discus- through your torsoyour body is relaxing, letting go of tension. It's slowly sion of the program: cancer, chemo- SUGGESTED READING therapy, meditation, mindfulness, psycho- moving down your legs, your feet, and out through your toes. therapy, stress. Definitions of these terms Kabat-Zinn, Jon. Full Catastrophe Living: appear on page 12. Using the Wisdom of Your Body and Mind 0] Imagine taking a few paper towels and to Face Stress, Pain, and Illness. New York: blotting up any pools or drops of soda GOALS Delacorte Press, 1991. that might still remain. Stay here for awhile, just feeling your breath moving in (> to examine the relationship between and out of your body. (2 or 3 minutes of The BackgroundlOverview was written by the mind and healing silence) Can you feel your body as a James S. Gordon; M.D., a clinical I> to learn about various healing thera- whole? How does it feel in this moment, professor in the Departments of Psychia- pies that are being used successfully by in this silence, in this stillness? (2 or 3 try, and Community and Family Medicine people who are ill minutes of silence) When you feel ready, at the Georgetown University School of 1> to learn how the expression of feelings take a deep breath letting it in, letting it Medicine. can positively affect a person's health. out, and allow your eyes to open. Give students a few minutes to readjust. Allow time for them to discuss their experiences of the exercise. 13

I 7 I BROADCAST DATE: WEDNESDAY, FEBRUARY 24, 9:00 P.M. THE ART OF HEA_ONG

ACCOMPANYING STUDENT CARD:TAKING CHARGE OF YOUR HEALTH

BACKGROUND/ON/ERN/DEW PROGRAM SUMMARY

The traditional function of hospitals since they were In "The Art of Healing," Program 4 of HEALING AND founded more than 2000 years ago by Buddhists in India has THE MIND , Bill Moyers visits several American hospi- been to provide full medical care to those who are ill or tals that are altering their procedures and physical injured. The quality and quantity of services that hospitals environments in order to meet patients' emotional and provide increased dramatically as a result of the impact of psychological needs as well as treat their illnesses. In his major medical advances beginning in the early 19th century. interviews with patients, doctors, nurses, and hospital Those advances included the discovery and the use of anesthe- consultants, Moyers explores such issues as the impact sia, the introduction of antiseptic techniques, the use of X-rays, of serious illness on the family and how hospitals are and the establishment of nursing schools. Twentieth-century addressing the family's needs; how hospitals are helping technological improvements have also enhanced the ability of patients allay the fear of illness; how health-care work- hospitals to diagnose and treat a variety of diseases. Today ers are being encouraged to listen and respond to hospitals serve a much broader function by providing many patients; and how hospital staffs are attempting to services ranging from counseling to wellness clinics to health reduce "hospital anxiety" by using art, humor, massage, fairs for both the ill and the healthy. hand-holding, and other forms of person-to-person The heart of any hospital transcends its technology. The bonding. These new models of medical care are helping core of a hospital's effectiveness is its staff especially patients heal faster, leave the hospital earlier, and do patient-support services doctors, nurses, technicians, and better when they get home. volunteers on whose expertise and care the patient's life depends. Until fairly recently that care tended to focus on treating disease as if it were separate from the person being treated. People entered hospitals where they became powerless GOALS "cases" controlled in a laboratorylike manner through the imposition of impersonal hospital procedures, rules, schedules, and technology. Now clinicians and researchers are demon- I> to recognize the new methods that hospitals are using in treating patients and their families strating how the atmosphere and the style of treatment can promote healing. I> to understand that every individual has a responsiblity for his or her health Evidence that mind and the emotions play an important role in health has motivated some hospitals to create environments I> to recognize the importance of patients' emotional well- that support the emotional as well as the medical needs of being to their overall health and recovery patients. These efforts include the following: t> to understand the value of family support in a person's o decentralizing nursing care so that a patient is cared for by a recovery from illness. few "regular" nurses rather than with an army of temporary ones o helping patients learn more about their diseases, the procedures involved in treating them, and how they can In an effort to help people take part in their promote their own recovery own health and well-being, a nurse shows a o encouraging patients to ask questions six-year-old girl how to read her temperature. o making the hospital environment appealing by creating a homelike atmosphere, which includes comfortable furniture, flexible visiting hours, and fewer restrictions on who may visit o expanding counseling and psychological and emotional support provided for patients o allowing patients to see and discuss their medical records o training health-care workers to use compassion when working with patients. The goal is to help patients become active participants in their own recovery, which will produce faster rates of recov- ery, less anxiety when entering and leaving a hospital, and continued improvement after returning home.

141 8 BEFORE VIEWING AFTER VIEWING

Introducing the Program Discussion Questions her to be tested. You will begin the role play by initiating a dialogue with Mrs. In "The Art of Healing" we see how Encourage students to discuss the Hanson. touch from therapeutic massage to program and to share their observations. the cradling of a premature infant is The following questions may be used to Card 2: Mrs. Hanson used to help people heal. The following guide the discussion. You have been experiencing occasional severe stomach pain. You tell your husband activity involving a handshake can help al What do medical personnel hope to the condition is not serious and will pass students recognize the various feelings achieve by making changes in the way soon, but secretly you are frightened that that can be communicated by touch. patients are treated in hospitals? Have students work in pairs. Ask them something is terribly wrong. You want to 2 How are hospitals helping patients' to stand or sit so that one partner's back be cured but, because of previous hospital families? Does this kind of assistance is aligned with the chalkboard. Tell the experiences, are afraid of going to the ultimately help patients? How? class that you are going to write the hospital for tests. names of three emotions or feelings on 2 Why is it important for premature Your goal is to find out all you can about the chalkboard and that you want the babies to be held and touched? What do your condition and persuade the doctor to other partner, the person facing the you think is communicated by touch? prescribe medicine you can take at home. board, to communicate each of those [ffi What have your experiences in Dr. Ortega will begin the role play. feelings, one at a time, to his or her hospitals been like? How might they have Card 3: Mr. Hanson partner with a handshake or by touching been better? Your wife has been experiencing severe the partner's hand in some other way. 2 How might you support a family stomach pain. You are very worried, even Write the following on the board: fear, member who is ill and needs to be though she says it is nothing. You believe compassion/reassurance, joy. Have partners hospitalized? that she needs to be tested to find out what discuss their reactions after each touch. is wrong. You like the doctor and want to Then ask partners to change places and STUDENT CARD cooperate in every way possible. repeat the activity to show the following Your goal is to support your wife emotion- feelings: anger, sorrow, victory. When The student card, "Taking Charge of ally and to convince her to undergo appro- students have completed the activity, ask Your Health," will suggest to students priate tests. Dr. Ortega will begin the role them to discuss their feelings: how they ways of thinking about maintaining and play. felt as initiators and recipients of each promoting their health. Introduce the Allow groups ten minutes to enact their touch. student card by having small groups of role plays. Then allow each group time to Explain that many hospitals are helping students discuss the responsibilities of discuss the role play and determine whether patients to heal in ways that are new to both a doctor and a patient. Have one they interacted in constructive, supporting hospital settings. Health-care profession- person from each group share the ways. Allow groups time to share their als are using touch, compassion, and group's conclusions with the class. Allow observations with one another. other forms of communication to help time for class discussion. Then duplicate 1:21 Design a project in which individuals patients recover more quickly. Tell and distribute "Taking Charge of Your or groups of students research and students that the program they are about Health." report on the services provided by area to see, "The Art of Healing," examines hospitals. Students can begin by contact- how several hospitals in the United ACTIVITIES ing the public-relations officer at the States are using new ways to treat hospital or by interviewing people who premature infants as well as chronic al Using what they have learned from have been patients at the hospital. diseases and to alleviate stress. the program and the student card, Suggest that they research the following: "Taking Charge of Your Health," stu- emergency-room care, aftercare, patient- Terms/Vocabulary dents should work in groups of three to support services, support groups/ You may want to write these terms on role-play the situation described below. programs, social workers, nutritional the board in order to facilitate discussion Make up sets of index cards featuring the counseling, and the like. Have each group of the program: allopathic medicine following information, and give one set present an oral report to the rest of the (conventional medicine), bonding, curandero, to each group. Ask each group member class. holistic medicine, imagery, self-care, wellness. to take and read only one card. Definitions of these terms appear on Card I: Dr. Ortega SUGGESTED READING page 12. Mrs. Hanson has been complaining of occa- sional severe stomach pain. You would like Cassall, Eric. The Nature of Suffering and her to undergo some tests so that you can the Goal of Medicine. New York: Oxford determine what is wrong and how to treat University Press, 1991. her. She seems resistant to the idea. Your goal is to allay her fears and convince 15 9 BROADCAST DATE: WEDNESDAY, FEBRUARY 24,I 0:00 P.M. WOUNDED H LERS

ACCOMPANYING STUDENT CARD: THE CIRCLE OF LIFE

BACKGROUND/OVIERVaEW PROGRAM SUMMARY

In our culture, illness is often viewed as a kind of mechanical In "Wounded Healers," Program 5 of HEALING breakdown. Many believe that to overcome sickness, all we AND THE MIND, Bill Moyers visits Commonweal, a need do is fix the broken part. However, many medical profes- health education and research center in Bolinas, sionals are recognizing the need to treat illness as more than an California, that offers week-long stress-reduction isolated physical problem. They realize the importance of and healing retreats for people with cancer. He treating the whole person. They also make a distinction between witnesses the experience of a group of people as curing and healing. "Curing" describes an external process used they learn to navigate the life passage called cancer. to treat a specific disease. Even patients who have a terminal As these people meet together under the guidance illness and cannot be cured, these medical professionals say, can of Michael Lerner, Ph.D., founder and president of often be healed. the Commonweal Cancer Help Program, and Rachel Some health-care experts, such as Michael Lerner of the Naomi Remen, M.D., its medical director, they share Commonweal Cancer Help Program, distinguish healing from feelings of isolation, guilt, fear, rage, despair, hope curing. Lerner says, "Healing is a process of becoming whole. and love. It can happen at a physical level, as in wound healing. It can At Commonweal they talk openly and emotionally also occur at an emotional and spiritual level. It is a movement about their illness, their medical treatment and the toward wholeness that seeks out physical recovery whenever effect of both on their bodies and spirits. As the possible." sessions progress, we see how this sharing and Psychotherapists and physicians with this view of health not bonding allows them to find new meaning in their only encourage patients to get conventional treatments, but experience and helps them to heal themselves and also promote other therapies including diet, exercise and the each other. In a remarkable scene, Lerner and exploration of feelings, beliefs, and attitudes towards life. Remen share with the group their personal experi- From the perspective of these health-care professionals, illness ences and feelings about serious illness and death. can become an agent of transformation. This process can Their intimacy provides a breathtaking contrast to promote an expanded self-knowledge and understanding of life the way many doctors distance themselves from even while, in the case of terminal illness, revealing the patients as individual human beings. painful reality of approaching death. "Wounded Healers" witnesses the healing ap- Healing can be fostered through a number of approaches proaches offered at Commonweal. The program that complement conventional therapies. They can increase a illuminates how the gentle touch or voice of another person's sense of well-being and decrease his or h& fear. Such human being can both reassure and ease emotional approaches include non-competitive physical exercise, dance, pain and perhaps even strengthen the will to live. It poetry, art, and group discussions of the experience of illness also shows that massage, yoga, art, experiencing itself. Leaders in the field advocate the following approaches, nature, and simply walking on the beach with a new- among others, to facilitate healing: found friend can all contribute to the healing o Meditation and yoga help people relieve stress and anxiety, process. develop inner peace, understand the body's needs, and The program often evokes deep sadness, yet it has experience the psychological well-being that can result from moments of humor and optimism. Our last image of relaxation and gentle physical exercise. the participants is one in which they are smiling and o Expression through the visual arts, poetry, and dance can be hugging, filled with love and hope. therapeutic. For the ill, these art forms help expand self- awareness and restore a sense of wholeness by providing NOTE: Please preview "Wounded Healers" before opportunities to creatively explore and communicate the showing it to your class. This program may be emotion- difficult experience of illness and explore its personal meaning. ally distressing for some students. They may react by acting out or getting extremely upset. Students need to o Support groups provide a place for participants to overcome be aware of these possibilities and given permission to the sense of loneliness and isolation that frequently accompa- "tune out" or leave the classroom, if they cannot deal nies serious illness. In such groups, people share their anxi- with the subject matter. The program may seem sad at eties, hopes, feelings of guilt, questions, and strengths. This the start but students who see it to the end will receive a sharing is a source of empowerment that enables the partici- powerful message about the importance of love and relationships and the strength of the human spirit. pants to better deal with their illness and their lives. Such approaches can play an important role in overcoming the stress and psychological pain of traumatic illness. They can help the seriously and terminally ill confront sickness and mortality and draw on the strength and inner resources which are part of every human being.

liol BEFORE VIEWING AFTER VIEWING ACTIVITIES

Introducing the Program Discussion Questions EE Have students work in small groups. This activity will allow students to express Encourage students to discuss the Have each group sit around a table or their feelings about serious illness, death, program and share their observations. group of desks covered by a large sheet and their own strengths in a non- The following questions may be used to of unlined paper. Using magic markers, threatening way. It will also bring into guide discussion. ask students to write down all the words they can think of that evoke images of focus the universality of these feelings. II What part of this program was the healing. Encourage them to be wide- most difficult for you to deal with? What Distribute index cards to students. Ask ranging in their ideas. After five minutes, part did you like the best? What did you them to write a sentence describing their instruct groups to look over what has see that you haven't seen before? deepest feelings about terminal illness or been written and to choose and circle 20 death as it relates to them or to those Ell Is there a difference between curing words or phrases that they feel best close to them. Also ask them to write a and healing? Explain. describe healing. Then, have groups sentence describing one inner strength IE What feelings did you have towards organize the words into a poem. Remind that empowers them. Remind them not the people in this program who were students that the poem need not rhyme. to write their names. Collect the cards, seriously ill? Did you learn something Allow time for a member of each group shuffle and redistribute them. Have each about relating to people who are ill? to recite the poem to the class. student, in turn, read aloud the card he What would you do if someone close to or she has received. Have students dis- gi Remind students that at Commonweal you became ill? cuss their reactions to the feelings ex- both poetry and art were important pressed by their classmates. Ask students ED Are you able to ask for and receive components of the healing process. how their strengths might help them to help the way the people in this film do? Encourage students, using any medium deal with a serious illness or a loss. Are you willing to give support? What, if they wish, to create an art piece that anything, stands in your way? would symbolize healing. Tell students that the program they will ED Ask students to think about the see, "Wounded Healers," visits the STUDENT CARD rituals and ceremonies in which they or Commonweal Cancer Help Program, their families have participated. Encour- where participants come, not to be The student card, "The Circle of Life," age students to write about one of these cured, but to search for emotional and will introduce students to the rituals and rituals and explain its meaning. How spiritual healing. celebrations that various cultures might participation in it relate to Michael celebrate to mark passages through life. GOALS Lerner's idea of healing as "a process of Before distributing the card, have becoming whole"? Have students share students discuss milestones in their lives their work and discuss ways in which it. to recognize the difference between and the ceremonies that mark them. these rituals are life-affirming. curing and healing Students may mention such ceremonies to understand that many people share as baptisms, bar mitzvahs, sweet-sixteen SUGGESTED READING similar feelings and fear about illness parties, graduations, and marriages. Ask and death them to think about how participation in Levine, Stephen. Meetings at the Edge: to understand the importance of these .eremonies marks an individual's Conversations with the Grieving and the relationships and giving and receiving new relationship to the community. Dying, The Healing and the Healed. New help in the healing process. Discuss how feeling part of a community York: Doubleday, 1984. (either through formal ceremonies, organized group participation, or personal relationships) might have a role in healing. At this time duplicate and distribute "The Circle of Life" (two sides).

Helping each other at Commonweal. 17 The following terms are used in HEALING AND THE MIND G _OSSMY WITH BILL MOYERS.

acupuncture a healing technique from China in which needles Some forms of meditation, such as calligraphy, tai chi, flower are inserted into the body at acupoints that correspond to arranging and hatha yoga, however, emphasize the harmony of various internal organs and functions. The acupoints lie along inner and outer experience in motion. energy pathways called meridians. The stimulation by the meridian in Chinese medicine any of 14 major channels or needles is believed to increase or decrease Chi, returning organs minor pathways in the body. The meridian system links the to a more harmonious and healthy state. inside of the body to the outside world. Nearly all acupuncture allopathic medicine (conventional medicine) medical practice and acupressure points lie along meridians. that treats illness by methods directed at opposing particular mind all categories of human experience (perception, cogni- symptoms and disease states. Allopathic medicine is practiced tion, intuition, instinct, and emotion) at all levels, including mainly in Western Europe and the United States. those commonly termed conscious, subconscious, biofeedback a method of treatment that utilizes electronic superconscious, and unconscious. devices to detect subtle changes in body states. The feedback mindfulness paying attention from moment to moment in the can be used to reach optimal states of relaxation and even to service of perceiving with insight and clarity what is actually direct some body functions not normally under conscious occurring at the time it happens. Mindfulness meditation is that control. class of meditative practices that extends attention beyond one- bonding feelings of attachment, trust, or kinship with another pointed concentration to cultivate a nonjudgmental, open person. awareness of the entire field of potential human experience and cancer a group of diseases characterized by unregulated cell understanding in the present moment. multiplication. neuropeptide strings of amino acids found in the brain and chemotherapy a cancer treatment that utilizes a specific throughout the body. Called the biochemicals of emotion, chemical agent to eradicate or arrest the progress of cancer neuropeptides form the communication network within the without causing irreversible injury to healthy tissues. body. Chi in Chinese philosophy the human body's vital energy. It is neuroscience a branch of the life sciences that deals with the akin to "matter on the verge of becoming energy or energy at anatomy, physiology, biochemistry, or molecular biology of the point of materializing" into matter. Optimally, Chi circulates nerves and nervous tissue and their relation to behavior and freely thoughout the body. When the body's yin and yang learning. properties are in balance, Chi flows smoothly and the person is psychoneuroimmunology a field of medical science that healthy. When yin and yang are out of balance, Chi is excessive, studies the interrelationships among the mind (psycho), the deficient, or blocked and illness results. nervous system (neuro), and the immune system (immunology) Chi Gong a system for controlling Chi (energy) that can be in health and in illness. applied to healing or to the martial arts. psychotherapy the treatment of mental or emotional disorders curandero a lay healer who treats patients by prescribing or related bodily ills by psychological means. herbal remedies and performing ritual ceremonies. Curanderos relaxation response a technique that incorporates traditional practice in Latin American and in Latino communities through- forms of meditation and passive states of mind to achieve a deep out the world. state of relaxation that measurably affects the body's physiol- endorphin any of a group of proteins that occur naturally in the ogy. brain and have the ability to counteract pain and to produce a scientific method principles and procedures for the systematic relaxed feeling of well-being in the body. pursuit of knowledge involving the recognition and formulation health (from Old English hal, meaning "whole") the condition of a problem, the collection of data through observation and of being sound in body, mind, and spirit. experiment, and the formulation and testing of hypotheses. holistic medicine a medical philosophy that views the indi- self-care the practice of taking responsibility for maintaining a vidual as an organic whole, as having mental, physical, emo- day-to-day balance in one's emotional and physical life in order tional, and spiritual aspects that contribute to the creation of to stay healthy. health or illness. stress bodily or mental tension resulting from internal and imagery a form of therapy based on the use of directed external factors that tend to disrupt the state of equilibrium. meditation or hypnosis. A person first achieves a state of Tai Chi Chuan a traditional Chinese meditative exercise and relaxation and is then guided by a therapist through an imagi- martial art involving slow, graceful movements and mental nary experience. The principle is to assist the individual to hold concentration intended to harmonize mental and physical an image in the mind that will lead to physical healing. functions. meditation a wide range of methods used for expanding the wellness a state of health, happiness, vitality, and wholeness of boundaries of human development, self-knowledge, and the mind and body. wisdom involving a systematic nonconceptual focusing of yin/yang in Chinese philosophy the dynamic, opposing but attention in the present moment with a nonstriving and complementary forces that are present in all things noncalmness and stability of mind. It is commonly practiced as animate as well as inanimate objects. a formal daily discipline with the body held in relative stillness. 18

12 The following books may be of interest to those who want to learn RAPHY more about the topics presented in HEALING AND THE MIND 303_00G WITH BILL MOYERS.

Achterberg, Jeanne. Woman As Healer. Minneapolis, Minn.: LeShan, Lawrence. How to Meditate: A Guide to Self Discovery. Shambhala Publications, 1991. New York: Bantam Books, 1984. Benson, Herbert, M.D., with Miriam Z. Klipper. The Relaxation Levine, Stephen. Meetings at The Edge: Conversations with the Response. New York: Avon Books, 1976. Grieving and the Dying, The Healing and the Healed. New York: Doubleday, 1984. Borysenko, Joan. Minding the Body, Mending the Mind. New York: Bantam Books, 1988. Matthews-Simonton, Stephanie, and 0. Carl Simonton. Getting Well Again. New York: Bantam Books, 1980. Cassall, Eric. The Nature of Suffering and the Goal of Medicine. New York: Oxford University Press, 1991. Morgan, Ernest. Dealing Creatively with Death: A Manual of Death Education and Simple Burial, ed. Jennifer Morgan. Chopra, Deepak, M.D. Quantum Healing: Exploring the Frontiers New York: Barclay House, 1990. of MindlBody Medicine. New York: Bantam Books, 1990. Morris, David B. The Culture of Pain. Berkeley, Calif.: University Church, Dawson, and Alan Sherr, eds. The Heart of the Healer. of California Press, 1991. New York: NAL Dutton, 1989. Ornish, Dean. Dr. Dean Ornish's Program for Reversing Heart Cousins, Norman. Head First: The Biology of Hope and the Disease. New York: Ballantine Books, 1992. Healing Power of the Human Spirit. New York and London, England: Viking Penguin, 1990. Ornstein, Robert. Multimind: A New Way of Looking at Human Behavior. Boston: Houghton Mifflin, 1986. Dienstfrey, Harris. Where the Mind Meets the Body. New York: HarperCollins, 1991. Ornstein, Robert, and David Sobel. The Healing Brain: Break- through Medical Discoveries About How the Brain Manages Dossey, Larry, M.D. Beyond Illness: Discovering the Experience Health. New York: Simon & Schuster, 1987. of Health. New York: Random House, 1985. Ornstein, Robert, and Paul Ehrlich. New World, New Mind. New Eisenberg, David, M.D., with Thomas Lee Wright. Encounters York: Doubleday, 1989. with Qi: Exploring Chinese Medicine. New York and London, England: Penguin Books, 1987. Payar, Lynn. Medicine and Culture. New York: Viking Penguin, 1989. Garfield, Charles A., and Hal Zina Bennet. Peak Performance: Mental Training Techniques of the World's Greatest Athletes. Pelletier, Kenneth R. Mind As Healer, Mind As Slayer: A Holistic Boston: J. P. Tarcher, 1984. Approach to Preventing Stress Disorders. New York: Delta Books, 1977. Gordon, James, M.D. Stress Management. New York: Chelsea House, 1990. . Holistic Medicine: From Stress to Optimum Health. Magnolia, Mass.: Peter Smith, 1984. Gurin, Joel, and Daniel Goleman. MindlBody Medicine: How to Use Your Mind for Better Health. New York: Consumer Pilisuk, Marc, and Susan Hillier Parks. The Healing Web: Social Reports Books, 1993. Networks and Human Survival. Hanover, N.H.: University Press of New England, 1986. Hanna, Thomas. Somatics, Re-Awakening the Mind's Control of Movement, Flexibility and Healing. Menlo Park, Calif.: Remen, Rachel Naomi, M.D. The Human Patient. New York: Addison-Wesley Publishing, 1988. Doubleday, 1980. Hastings, Arthur C., Ph.D., James Fadiman, Ph.D., and James S. Selzer, Richard. Mortal Lessons: Notes on the Art of Surgery. New Gordon, M.D., eds. Health for the Whole Person: A Complete York: Simon and Schuster, 1987. Guide to Holistic Medicine. Boulder, Colo.: Westview Press, Shapiro, Debbie. The Body-Mind Workbook. London, England: 1980. Element Books, 1990. Houston, Jean. The Possible Human: A Course in Extending Your Siegel, Bernie S., M.D. Love, Medicine, and Miracles. New York: Physical, Mental, and Creative Abilities. Boston: J. P. Tarcher, HarperCollins, 1986. 1982. Peace, Love & Healing: Bodymind Communciation Justice, Blair. Who Gets Sick: How Beliefs, Moods, and Thoughts and the Path to Self-Healing: An Exploration. New York: Affect Your Health. Boston: J. P. Tarcher, 1988. HarperPerennial, 1990. Kabat-Zinn, Jon. Full Catastrophe Living: Using the Wisdom of Smolan, Rick, Phillip Moffitt, and Matthew Naythons, M.D. The Your Body and Mind to Face Stress, Pain, and Illness. New Power to Heal: Ancient Arts and Modern Medicine. New York: York: Delacorte Press, 1991. Prentice Hall Press, 1990. Kaptchuk, Ted J., O.M.D. The Web That Has No Weaver: Under- Spiegel, David. Living Beyond Limits. New York: Times Books, standing Chinese Medicine. New York: Congdon & Weed, (due October, 1993). 1984. Unschuld, Paul U. Medicine in China, a History of Ideas. Berkeley, Klivington, Kenneth. The Science of Mind. Cambridge, Mass.: The Calif.: University of California Press, 1985. MIT Press, 1989. Weiner, Michael A. Maximum Immunity. New York: Simon and Lerner, Michael. Choices in Cancer: Integrating the Best of Conventional and Alternative Approaches to Cancer Treatment Schuster, 1986. and Care. (in press) 19 13 Mittel net 356 West 58th Street New York, NY 10019 HEALINGSTUDENT CARD and theAA I N vlocei- EA AAOUND WOAn

OdeA7eik FOR USE WITH "THE MYSTERY OF CHI" SIDE I

AFRICAN HEALING ARTS STRESS INTERCONNECTEDNESS Within the last 100 years, The origins of African healing practices modern scientific medicine has can be traced to ancient Egypt where a made tremendous progress. For person's connection to the spiritual example, immunology has led to world was an important part of daily life. the successful treatment of many African spiritual life is extremely rich, serious diseases; technology and with numerous powerful deities. Many computers now aid physicians in Africans believe that illness is the result both diagnosing and treating of a disharmony between a person and diseases and injuries; the discovery the spirits, a family or a community. To of insulin and other hormones has be healed a person requires the services prolonged the lives of many people. of an intermediary who is in touch with the spirit world. This person may per- Yet long before the advent of form a ritual and may prescribe herbal In Malawi, Africa, a traditional healer modern medicine, men and women cures. sets up practice in a marketplace. searched for the causes of disease Traditional healing is practiced both in and their cures. There is evidence, villages and in urban areas. In urban for example, that ancient Peruvians areas Africans can choose between tra- performed brain surgery, that the ditional healers and licensed doctors, NATIVE AMERICANS people of the Stone Age used nurses, and other health-care workers AND HEALING medicinal plants to cure ailments, who practice modern western medi- and that the ancient Egyptians cine. In Zimbabwe, for example, there Wholeness or unity between mind and prescribed herbal remedies for are more than 24,000 traditional heal- body is the underlying principle in the crocodile bites. Retaining their ers and 11,000 registered practitioners healing tradition of Native Americans. vitality as manifestations of cul- of Western medicine. For thousands of years before the ar- tures and belief systems, many rival of Europeans in America, Native traditional healing customs are Americans developed and refined their practiced today. Inherent in many vast knowledge of medicine that was of those traditions are the ideas that derived from a rich spiritual connection (especially to nature) and from knowl- there is a mind-body interaction, edge of hundreds of prairie, swamp, and that there is a relationship among forest plants. Key figures in Native people, the environment, and the American heal ing are the shamans (tribal cosmos; and that the spiritual realm leaders) and medicine men. Healing plays a part in a person's life and in methods almost always involve the use healing. of prayer, ceremony and ritual and may As you read about healing include dance, singing, smoking a cer- emonial pipe, sitting in a sweat lodge, traditions in other parts of the the use of various symbols or articles world, compare them to your own that are believed to have special pow- beliefs about health and healing. ers, and drinking herbal teas. The pur- Which aspects of these traditions pose of ritual is to engage the spirits and An Apache medicine man might you incorporate into your help the patient embark on a new path- own health model? way to unity. 21 STUDENT CARD

FOR USE WITH "THE MYSTERY OF CHI" SIDE 2

THE HEALING ART OF INDIA

Ayurveda is a form of medicine widely practiced in India. It means "life" (ayus), "science" or "knowledge" (veda), and is thousands of years old. The underlying idea of Ayurveda is that health is the result of balance between the spirit and the body. The goal of ayurvedic treat- ment is to restore the balance and enable the patient to achieve "right living" rather than just freedom from illness. Every aspect of a person's life is taken into account when he or she is being treiied. Each person is classified as a type, or doshaair, fire, or water. Depending on a person's dosha, a doctor of Ayurveda may prescribe various types and combinations of massage; herbal preparations (applied externally or taken In China, a doctor prepares a remedy for a person who isill. internally); changes in diet, sleeping po- The herbal preparation is boiled and the tea consumed. sition, and/or personal hygiene; activi- Here the doctor is measuring out a six-day supply. ties to induce sweating (i.e., a steam bath); breathing practices; and medita- tion. A HEALER AMONG HOMEOPATHY IN LATINOS EUROPEAN COUNTRIES

In Latin America and among Latinos in Homeopathy is a form of treatment in the United States, a person who isill which diseases are believed to be cured may visit a curandero, a lay healer, who by using small amounts of substances A botanica in New York City may prescribe herbal teas and provide a that would bring about in healthy people ritual ceremony involving the burning of the very symptoms the patient is exper- candles. Just as important as the ritual, iencing. For example, to treat fever a TA, however, is the spiritual connection doctor of homeopathy would give a between the patient and the curandero, patient a remedy a small dose of an a trusted member of the community. extract from a plant, an animal, or a drug Ct. - 041 4 that would raise the patient's body CHIC!, Botanicas, small stores found through- out Latin America and the United temperature. In homeopathy, a symp- States, sell merchandise intended to tom is a sign that the body is curing itself. This viewpoint differs from Western help people improve their health, finan- medicine (allopathic medicine) that at- cial condition, love life or other aspects tempts to eliminate symptoms. Ng' of their lives. Potions, charms, herbs, incense, statues of saints and other holy Homeopathy, which originated in Ger- people, and shark jaws are among the many in the 1800s, was widely practiced merchandise sold. in the United States, Europe and South America before 1900 and is still popular 22 among many people today. HEALINGSTUDENT CARD and the /AIN!) Vlexek. ThMMUNE SYSTEM

OdeAri'fr- FOR USE WITH "THE MIND BODY CONNECTION"

THE IMMUNE SYSTEM WHAT HAPPENS WHEN AN ENEMY INVADES YOUR BODY? Your immune system is your body's defense against thousands of invisible enemiesviruses, bacteria, Macrophages engulf cells invaded by virus. The Killer T-Cells destroy cells that have been other microbes, and pollutantsthat can and do Wearing the antigens of the virus, they dis- invaded by the virus. Without host cells, the attack the body continuously. A highly intricate sys- play them to Helper T-Cells that have been virus can no longer replicate. tem made up of cells that carry out specific tasks, called to action. your immune system has the ability to identify any- 0 Macrophages engulf the inactivated virus. thing that is "self" and everything that is "not self." Helper T-Cells lock onto the antigens and begin to multiply. They release a chemical ("kOnce the virus has been eliminated, Suppres- Scientific research has found that the brain commu- that brings killer T-Cells and B-Cells into sor T-Cells signal the B- and Killer T-Cells to nicates with the immune system by means of neu- action. stop the attack. ropeptides, chemicals produced by nerve cells in the brain and in other parts of the body. Neuropeptides The B-Cells multiply and produce specific Memory B- and T-Cells stay on the alert. If the seem to fluctuate with emotional states. Scientists antibodies that bind to the antigens, prevent- same virus enters the body again, these cells therefore conclude that the emotions can influence ing them from invading other cells. will meet it instantly and destroy it. the immune system.

ENEMY Virus unit of genetic material that must enter a cell in your body in order to replicate (other enemies include bacteria, fungi, and protozoa).

DEFENDERS Macrophage a scavenger cell that looks for and collects invaders and cellular waste.When it finds an enemy, it alerts Helper T-cells.

Helper T-Cell recognizes the enemy and calls B- and Killer T-cells in the spleen and lymph nodes to fight the invaders.

Killer T-Cell kills cells invaded by an enemy as well.

Antibody protein that matches the antigen of a specific enemy. Attaching to the enemy, the antibody signals macrophages to move in for the kill.

B-Cell responds to Helper T-Cells by replicating and then producing antibod- ies, chemical weapons for fighting enemies.

Suppressor T-Cell signals B-Cells and Killer T-Cells to call off the attack after the enemy has been overcome.

Memory Cell specialized B- or T-Cell that remembers the shape of a specific invader. If this invader enters the body again, the memory cell will recognize it and will begin an immediate defense. HEALINGSTUDENT CARD and the i'V\ IND TAKNG CH&AME OF YOU EA

Odmrk FOR USE WITH "THE ART OF HEALING"

Be completely honest with your Follow the treatment. Once you Youcan take a more active role in doctor both in answering any ques- understand what it is and agree to it, keeping yourself healthy, and even tions and in filling out the medical his- follow the treatment your doctor pre- helping yourself recover more quickly tory form. This is important informa- scribes. Often when patients learn that when you are ill or injured. It is often tion the doctor needs to know in or- their ailment isn't serious, they are so hard to feel in control when you are not der to help you remain healthy or help relieved that they fail to follow the well. First, you feel sick. Second, you you recover your health. prescribed treatment for the lesser ail- ment. Also, tell the doctor about any may know very little about the illness or Ask questions. You should receive problems that develop after you have injury, the treatment, and the length of as much information about your illness begun treatment. time it will take you to recover. Some of as your doctor can give you. You should us surrender our responsibility to a ask what illness you have, what causes Ask for help. If you are ill dr injured physician in the hopes that he or she will it, what treatments are possible, what and need help, seek assistance from take charge of our recovery. Yet it is treatment the doctor recommends, family or friends. Allowing someone to often our feelings of utter dependence what side effects you may experience, help you can be as simple as asking for on a physician that make us feel help- and how long the treatment will last. a box of tissues or as complex as ask- less. It doesn't have to be that way. Such information should be explained ing someone to accompany you to Whether we are healthy or ill, we can to you in language that you can under- the hospital for testing. Obtaining sup- and should be active participants in our stand. If you don't understand some- port reaffirms your belief that people own health and healing. thing, ask the doctor to repeat it or care about you and your well-being. Realizing that we can make choices explain it in simple language.. can help us take control of our well- TAKING INVENTORY being. There are many decisions that we Educate yourself about the illness or injury. Learn as much about it as Take a look at the choices you make can make. Among them are when to that affect your health. Write down the seek help, which physician to choose, you can. Find books and articlesin positive ones the things you do or the and what type of treatment to pursue. your local library, or contact national choices you make that keep you healthy Here are some points to consider when foundations or agencies. Knowing about or improve your health. Then record the making choices about your health: your disease or injury will help you make decisions and will give you a negative ones the things you do or the choices you make that might be detri- Choose a doctor you feel com- sense of control. mental to your health. Think about ways fortable with. A doctor is a trained Make decisions. Take part in all de- in which you can change the negative medical specialist who can do some- cisions about your health. If you re- ones into positives and whether you are thing that you cannot do diagnose quire hospitalization or medical tests, willing to make those changes. Remem- your illness, and prescribe treatment you should know why and what the ber that this inventory is for your per- and medication,if necessary. Even cost will be. Before you agree to be sonal use only. You do not have to share though a doctor has specialized knowl- hospitalized, or take a specific test or it with anyone unless you want to. edge, he or she does not know your medication, learn what other options body and your life as well as you do. are available to you. That is why it's important to think of your relationship with your doctor as a partnership both of you will work together to help you stay healthy or recover if you become ill or sustain an injury. You also have the choice to change doctors if you are not satisfied. If you In an effort to help do not get the kind of information you people take part in their need, if you think you are not getting own health and well- better, if you are confused and wor- being, a nurse shows a ried, discuss these problems with your six-year-old girl how to doctor. If you still feel dissatisfied, you read her temperature. have the right to change doctors.

2 41 HEALINGSTUDENT CARD and the MIND WELN SS SEF-ASSESSM ENT

Oa/Ark FOR USE WITH "HEALING FROM WITHIN" SIDE I SECTION 6 2.I keep in shape by doing vigorous exercise Thesestatements are designed to help (biking, swimming, running, sports, aerobics, Accidents you assess your health and add to your etc.) for at least 30 minutes three times a awareness and understanding of your week or doing moderate exercise (like walk- I.I do not accept rides from drivers who have overall health. Circle the number before ing) an hour a day. been drinking or taking drugs. each statement which you believe to be an 3.I stretch, do yoga, or move my body regularly 2. I wear a seat belt wheneverI am in an accurate description of youself. in a variety of ways to keep it supple and automobile. flexible. 3.I wear a helmet when Iride a bicycle or motorcycle. SECTION I 4.I regularly engage in activities (weight training, work that involves moving heavy objects, 4.I obey all traffic and safety rules. Nutrition sports that work the whole body) that de- I.I limit my consumption of high-fat foods (eggs, velop over-all strength. SECTION 7 dairy products, fatty meats, fried foods). 5.I am pleased with the way I look and feel. Human Values 2.I limit my consumption of salt and salty foods. 6.I have enough energy to do the things I like to I. I take part in activities that stimulate me 3.I eat fish and poultry more often than I eat red do. intellectually. meat. SECTION 4 2.I participate in family, church and/or commu- I eat 5 servings of fruits and vegetables a day. 4. nity events.

5.I limit my intake of sweets, sodas, and snack Family History 3.I stand by my own values even when they are foods. I have a family member who: different from those of my friends. 6.I drink several glasses of water a day. I . Had a heart attack. 4.I use my thoughts and attitudes in life-affirm- ing ways. 2. Had or has high blood:pressure. SECTION 2 5. I accept other people's ideas and values even Emotional Well-Being 3. Developed diabetes as an adult. though they may be different from my own. 4. Had or has breast cancer. 6.I believe in a positive force that supports my I.I laugh often and easily. well-being. 5. Had or has a drug or alcohol problem. 2.I can ask for help when needed. SECTION 8 3.I include relaxation time as part of my daily SECTION 5 schedule. Alcohol, Nicotine, and Self-Care 4. I have someone with whom Ican discuss I. I have yearly dental and medical check-ups. personal problems. Other Drug Use 2.I get at least 8 hours of sleep a day or sufficient 1.I do not smoke cigarettes or chew tobacco. 5.I can express concern and love to those I care sleep for me to awaken feeling rested. about. I do not use alcohol. 3.I am aware of bodily changes that might 6.I can express my angry feelings rather than 3.I do not use marijuana or other drugs. indicate a health problem. hold them in. 4.I ask about the side effects of any prescribed 4.I know how to do self-examinations. 7. There is a healthy balance between my work medications. 5.When I am ill,I rest and follow the doctor's (school and job) and leisure time. treatment. 5. I read and follow the instructions on all prescribed or over-the-counter medications. SECTION 3 6.I know what to do in case of illness or injury. 6.I ask about the effect of taking more than one 7.I do not participate in behavior that could be Fitness medication at a time. dangerous to my health.

I.I am within the normal weight range for my 7.I am aware of the dangers of alcohol, nicotine, 8.I know how to prevent the transmission of gender, height and age. and other drugs. STD, and HIV/AIDS.

4 Write the number of statements SECTION you circled for each section. (omit)

25 STUDENT CARD WLLES SEF-ASSE SNEM FOR USE WITH "HEALING FROM WITHIN" SIDE 2 A PORTRAIT OF YOUR HEALTH Use your responses for each section to complete the graph. The results will give example: you an overall picture of how you view your health. For each section, shade one box for each statement you circled.

SECTION 2 Nutrition Emotional Well-Being

SECTION 8 SECTION 3 Self-Care 111%1 ittFitness

SECTION 5 SECTION T Human Values Alcohol, Nicotine, and /Other Drug Use SECTION 6 Accidents

EVALUATION KEY

Completely Shaded Sections: Healthy behavior and life-style Note: This graph does not include Section 4: Family History, since you choices. Keep it up! have no control over this area of Partially Shaded Sections: A little more effort and attention to your life. However, it is helpful to be these issues can improve the quality and length of your life. Work aware of health issues that may be a little harder! hereditary and use this awareness to pay particular attention to preventa- Barely or Not At All Shaded Sections: There is significant tive steps that can help you avoid room for improving your health in these areas. First, work on areas these conditions. where you feel confident of success, then attack the areas that are more difficult for you.

This self-assessment card was prepared by Thirteen/WNET based on a concept developed by the editors of the Wellness Letter at the University of California atBerkeley. HEALINGSTUDENT CARD and the M I ND THE C'MU FE

OdePierk FOR USE WITH "WOUNDED HEALERS" SIDE I

Existence is a circle, and we err In a rigorous four-day when we assign to it for measurement ceremony, attended by the limits of the cradle and the grave. members of her tribe, this young Apache girl Manuel Acutia performs rituals that Excerpt reprinted with permission from: celebrate and affirm her Mexican Poetry, An Anthology, Grove Press, New York © 1985. passage from childhood to womanhood. Those who face serious illness reflect on their lives and their life passages as they search to heal them- selves. They strive to understand their illness as part of the life experience. In many cultures, a person's journey INITIATION AND ADOLESCENCE MARRIAGE AND ADULTHOOD through life is honored by celebrations and rituals. The ceremonies of birth, Adolescence is a pivotal stage in the The marriage ceremony sanctifies the- initiation, marriage and death each mark passage from childhood to adulthood. union of a man and woman. It marks the a rite of passage in this circle of life. In many cultures there is a ceremony of end of their separate lives and the begin- initiation into the adult world which ning of a new life together. In all societ- consists of an ordeal or trial through ies, marriage is a time of celebration and BIRTH AND CHILDHOOD which adolescents learn and accept what joy. In Western cultures, the bride is is expected of them. In the Candomblé showered with rice in a tradition that The rituals welcoming children into the culture of Brazil, a boy becomes a mem- dates back to the Middle Ages. It sym- world mark a time of great joy and ber of the community through an an- bolizes the community's wishes for the solemnity as new life is received into the cient ceremony that takes place over new couple to experience fertility and community. Baptism in the Catholic re- several months and involves intense good fortune. The veil worn by the ligion is a community affair in which the preparation. During this time, the boy is bride is an ancient symbol of purity. In newborn, bathed in holy water,is believed to be possessed by a spirit that communities from the Caspian Sea to cleansed of original sin and welcomed helps him pass into adulthood and be the border of China, the bride wears a into the church community. received by society with a new status. cone-shaped hat as a symbol of celebra- tion and joy. In the Cameroon rainforest, newborns Young women in the African country of are welcomed through a ceremony of Zaire receive their initiation at the on- annointment. A family matriarch rubs set of menstruation. While secluded in the baby with the juice from the ngele a menstrual hut for up to a month, these tree that is both medicine and "holy young women are taught by older water." women about sex and child rearing. At the conclusion of this instruction, the young women are reintroduced to the community as new women and potential brides.

In India, a couple weds in a traditional A baptism ceremony. ceremony

2 7 STUDENT CARD ME COACLIE OP LSE FOR USE WITH "WOUNDED HEALERS" SIDE 2

At Commonweal, people DEATH come to heal. They share In every society there is a rite to honor pain and joy and their under- the deceased and consecrate their pas- standing of the meaning of sage to the next world. These rites help illness and of life. the survivors make the transition from anger and grief to acceptance as well as to confront their own mortality. In the Chinese traditions of Taoism, Buddhism and Confucianism, death is considered a passage to rebirth. Dressed in white, the traditional Chinese color of mourn- ing, grieving relatives and friends ac- company the body to the cemetary. MADRAP They ignite firecrackers to ward off WHAT'S THE WISDOM? unfriendly spirits. When the coffin is This is a place of daily miracles placed in the ground, family members where strangers sit in circles The people in "Wounded perform an act of closure by tossing a Healers" face some basic handful of dirt on the grave. Closure is and discover the lost language of love, issues that people have faced an important facet of death rituals. putting themselves back together, since the beginning of time. In Andean villages of Peru, closure does fitting tears and anger and pain Ask yourself these questions. Ask them throughout your life. not occur until a year after death. The like puzzle pieces clothing of the deceased is ritually laid They may help you to live out on a table and surrounded by candles. until their stories make sense again. more consciously, to enrich Mourners pray all night around these your life and to grow in James A. Autry symbols of the departed. By morning, it wisdom. As time passes, the is believed that the living and the dead Life AfterMississippi, Yoknapatawpha Press, answers may change. are both free to move on. Oxford, Mississippi, © 1989 What is a healer? What is a healing community? A Chinese funeral processsion What is loss? What is communion? What is a hospital? What is strength? What is weakness? What is wisdom? When have you helped a person to heal? What is a place of healing?

28 such as conferences, workshops, publications,A health research institute that seeks topro- RESOURCES consultation programs, and a scholarship fund vide support and education programs for can- for teacher training. cer patients and the health professionals who Marilyn Howell care for them. The Commonweal Cancer Help The following organizations provide informa- 39 Linden Place Program offers week-long retreats seven times tion about the various subjects presented in Brookline, MA 02146 a year for people who have cancer and mem- HEALING AND THE MIND WITH BILL (617) 232-3275 bers of their families or significant others. The MOYERS. Check your telephone directory for Marilyn Howell conducts workshops that pro- retreats include yoga, progressive relaxation, other organizations in your area. vide teachers with training about how to incor- meditation, imagery, massage, art, poetry, a veg- porate mind-body studies and science into their etarian diet, and classes on making informed MIND-BODY PUBLICATIONS curricula. The workshops offer a variety of tech- choices about conventional and complementary cancer therapies. Advances: The Journal of Mind-Body Health niques derived from both Eastern and Western Fetzer Institute traditions, including relaxation, imagery, move-Foundation for Advancement in 9292 West KL Avenue ment, community building, and cognitiveCancer Therapy Kalamazoo, MI 49009 reframing. Participants develop strategies to be Box 1242, Old Chelsea Station (616) 375-2000 more effective in their classrooms and more at New York, NY 10013 A quarterly journal published by The Fetzer peace in their lives. (2 I 2) 74 I -2790 Institute that reports on developments in theThe Mysteries Program A foundation that emphasizes nutrition, detoxi- study of mind-body health and explores their Shelley Kessler fication, and mind-body cohesion as therapies implications for health care, medical training, The Crossroads School to control cancer. It asserts the right of the and further research. The journal provides a 1714 2Ist Street public to be informed of the "nontoxic biologi- common forum for the many health profession- Santa Monica, CA 90404 cal" adjuncts and alternatives to surgery, che- als who are concerned with mind-body stud- (Written requests only please.) motherapy, and radiotherapy and disseminates iesresearchers, health-care providers, medi- The Mysteries Program is a human-develop- information about the efficacy of the therapies. cal administratorsand for general readers who ment curriculum for students aged 12-18. It in- Institute of Noetic Sciences are intrigued by the new perspective that these tegrates a broad variety of tools for expanding 475 Gate Five Road, Suite 300 studies bring to the maintenance of health and human capacities, preventing self-destructive Sausalito, CA 94965 the treatment of illness. behavior in youth, and facilitating a constructive (415) 331-5650 Mental Medicine Update adolescent "rite of passage." It enables studentsThe Institute promotes education and research The Mind/Body Health Newsletter to enhance their capacities for learning, self- about the noetic sciences as well as the study of The Center for Health Sciences Institute for expression, and celebrating human diversity. human consciousness. It seeks to broaden knowl- the Study of Human Knowledge Workshops for teachers are available in several edge of the nature and abilities of the mind and P.O. Box 176 states. Also available are The Mysteries Sourcebook, consciousness and to apply that knowledge to- Los Altos, CA 94023 a 300-page teacher's guide, and "Honoring Young ward the enhancement of human well-being and (415) 948-9428 Voices," a 50-minute video. the quality of life.It provides a network of A quarterly newsletter that focuses on the ef- communication and discourse between scien- fects of mood, personality, social support, and CONFERENCES AND ORGANIZATIONS tists and scholars and publishes a quarterly news- other psychosocial factors on health. Geared to letter, a quarterly bulletin, and an annual guide both professionals and lay people, it contains Alliance for Alternatives in Healthcare to books and resources in the field of mind- articles on the latest clinical research, practical 22704 Ventura Boulevard, Suite 506 body connections. self-help guides, and reviews of books and tapes. Woodland Hills, CA 91364 (818) 702-0888 National Chronic Pain Outreach Planetree Library Association An organization that seeks to enhance recogni- Tracey Cosgrove 7979 Old Georgetown Road, Suite 100 tion of holistic, homeopathic, naturopathic, 2040 Webster Street Bethesda, MD 20814 chiropractic, and acupunture treatments and San Francisco, CA 94115 (301) 652-4948 (415) 923-3681 encourages health insurance systems to cover holistic, homeopathic, and naturopathic treat- An organization that disseminates information A medical library and book store that provides ments in their policies. Membership includes about chronic pain and its management in an the latest research on health topics, including holistic doctors, corporations, and iindividuals. effort to lessen the suffering caused by chronic treatment options, experimental programs, and pain. Operates information clearinghouse for complementary therapies such as Chinese herbal American Holistic Health Association pain sufferers, family members, and health-care medicine, homeopathy, and aromatherapy. It re- P.O. Box I 7400 professionals. fers callers to national health organizations andAnaheim, CA 92817 Stress Reduction Clinic support groups and provides contact informa- (714)779-6152 University of Massachusetts Medical Center tion for health practitioners. A nonprofit, nonmembership educational organ- Jon Kabat-Zinn, Ph.D., Director ization that promotes a proactive holistic ap- 55 Lake Avenue TEACHER RESOURCES proach to health and health care. AHHA en- North Worcester, MA 01655 courages individuals to make everyday choices Association of Waldorf Schools of (508) 856-1616 North America that enhance their health. Among other re- 391 I Bannister Road sources, the Association provides, free of charge, The Stress Reduction Clinic provides instruc- Fair Oaks, CA 95628 an extensive list of organizations that offer re-tion in Buddhist meditation to patients suffering (916) 961-0927 ferrals to a wide variety of health-care practition- from diverse medical problems such as chronic back pain, heart disease, and high blood pres- A nonprofit membership organization whose ers. All resource lists and educational materials sure. The eight-week course helps patients re- purpose is to foster the lives of the soul and the are provided free of charge. gain control over their health by focusing their spirit in individuals and society through the spiri- Commonweal mind's attention on the body. tual science of anthroposophy. Membership in- Michael Lerner, Ph.D., President cludes 94 Waldorf schools, five teacher-training Rachel Naomi Remen, M.D., Medical Director institutes, and 850 individuals. The Association P.O. Box 316 seeks to improve the quality of education of- Bolinas, CA 94924 fered by its member schools through activities (415) 868-2245 4.9 -

A computer-assisted image of opiate receptors (Herkenham and Pert, Journal of Neuroscience, 1982) in a rhesus monkey brain The neuropeptide, endorphin, acts on these receptors, which range from the highest density (shown # here in red) to the lowest density (shown here in purple).

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