Teaching Techniques

Cognitive, Emotional, and Physical Responses

After collecting the papers, ask the students, “What are you emo- ,

Understanding the Mind-Body Relationship Stanley Snegroff

eople often have difficulty P understanding the interaction between mind and body, and the effect of this relationship on their health. Once students gain an under- standing of how the mind and body interact, they can begin to under- stand how emotional responses to life experiences are important deter- minants of health status.

Experiences are evaluated con- sciously or unconsciously by indi- viduals, which determines the per- sonal meaning of the experiences. Evaluations may be based on past conditioning, present circumstances, or future goals and expectations. Personal evaluations effect how an event is perceived and interpreted which, in turn, determines how people respond to the event. There- fore, it is important to learn that emotional responses to any situation in life affect the body by causing a physical response. Some students discount this effect while others accept it theoretically but not per- sonally. This experiential technique creates a teachable moment and pro- duces personal evidence of the holistic concept. Personally exper- iencing the mind-body interaction and being cognizant of its occur- rence establishes an awareness that enhances the understanding of health.

Students from junior high school through college can benefit from the technique. While the method re- mains basically the same regardless of grade level, the content must be adapted appropriately. Many re- sources are available to health edu- cators or classroom teachers with little or no health education train- ing to assist them in using the tech- nique, teach the concepts, and pro- vide appropriate content and follow-

Stanley Snegroff, EdD, Associate Professor, Dept. of Health Studies, Adelphi University, Garden City, N Y 11530. This article was sub- mitted December 21, 1987, and revised and accepted for publication April I I, 1988.

up for their grade level. Figure 1 contains a list of books, pamphlets, papers, and audiovisuals to use with this technique.

THE ACTIVITY Surprise Test

At the beginning of a class meet- ing early in the semester or school year, distribute a sheet of paper with the formal department and course heading to each student. Provide space at the top of the sheet for the student’s name and this statement: “Based on previous class meetings, briefly explain the following state- ment.” The statement that is pre- sented should be vague and ambigu- ous with difficult vocabulary. How- ever, it should read as if it makes sense and seems to relate to previous class meetings. In reality, it is virtu- ally inexplicable. The instructor can create such a statement based on what transpired at previous class meetings .

Distribute the papers and tell the students to think their explanation through as best they can. Give them five minutes, then announce the time at three minutes and one min- ute.

The words “test” or “exam” are never used, and students are not told to write anything down. None- theless, most students sit up alertly and begin to write shortly after they receive the handout. Some students will ask for clarification of the state- ment, others will ask if it is a test or if they should write their name. The instructor’s answer is always “Just think it through as best you can.” Nothing else is said. At the comple- tion of the five minutes, collect the papers, though it was never an- nounced they would be collected.

tionally feeling now, or what were you feeling during the past five minutes?” Answers are reported orally to the class. It is important

Figure 1 Resources

Texts Schultz E, Heuchert C: Child Stress

and the School Experience. New York, Human Sciences Press, 1983.

Allen R: Human Stress: Its Nature and Control. Minneapolis, Burgess Publish- ing Co, 1983.

Greenberg J: Comprehensive Stress Management. Dubuque, Iowa, William C. Brown Publishers, 1987.

Tubesing N, Tubesing D (eds.): Struc- tured Exercises in Stress Management. Duluth, MN, Whole Person Press, 1983.

Moore C (ed.) Adolescence and Stress. Report of an NlMH Conference , Rock- ville, Md, National Institute of Mental Health, Science Reports Branch, 1981,

Curricula, Resources Stress Management: A Practical

Guideline for Teaching. Paper presented at the American School Health Associa- tion, annual meeting, Pittsburgh (1984), by Dr. Ma1 Goldsmith, Southern Illinois University.

Student Stress. Current Health 1, Highland Park, IL, Curriculum Innova- tions Inc., 1983; 7(3).

Goth-Owens J: The Stress Connection: kid’s guide. East Lansing, Michigan, Michigan State University Cooperative Extension Service.

Goth-Owens J: The Stress Connection: leaders guide. East Lansing, Michigan, Michigan State University Cooperative ixtension Service.

’amp hlets Freese A: Understanding Stress.

Public Affairs Pamphlet No 538), New fork, Public Affairs Pamphlets, 1982.

Stress. Blue Print For Health (pam- lhlet), New York, Blue Cross Associa- ion, 1974.

Ludiovisual Managing Stress, Anxiety A n d

‘rustration. (filmstrips), Pleasantville, J.Y., Sunburt Communications.

Journal of School Health May 1988, Vol. 58, No. 5 195

that their answers focus on emotion- al responses and not their thoughts. I t will be shown later that their thoughts were factors in their emo- tional reaction. Emotional reactions will vary and often include anger, fear, surprise, anxiety, and for some, no reaction.

Then, ask students to share the thoughts they had while the papers were being distributed and during the five minutes they had the papers. Some typical answers in- clude: “ I can’t believe the teacher is doing this, I better write something, everyone else seems to be writing, what have we been doing in here?, I should understand this, or I hope this doesn’t count.”

Finally, ask students to recall any physical responses they felt during the same five minute period. Num- erous physical responses are recal- led, including heart rate increase, heart pounding, muscles tensing, stomach churning, increased respir- ation, and body warmth or perspira- tion. Though all students d o not recall a physical reaction, indicate

that any student who had an emo- tional response also had a physical response. During this time, students remain curious about the purpose of the “exam,” but d o not discuss it or explain the statement that was writ- ten on it. Some students begin to realize the exercise was a learning experience and not an evaluative tool.

Analysis of Responses Discuss with the students why

they responded cognitively, emo- tionally, and physically as they did, and why the responses may vary from person to person. As a result, they learn the concept that their per- ception and interpretation of this experience or any life event is based to varying degrees on past condi- tioning such as experiences with exams, circumstances of the mo- ment such as their present mind set or the behavior of others, and their future goals and expectations such as course evaluation.

Then, discuss the relationship I

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among their thoughts, emotions, and physical responses. Most stu- dents note that those who perceived and interpreted the experience as a s t r e s s o r b e c a m e e m o t i o n a l l y a r o u s e d , caus ing a physical response. Students who did not perceive and interpret the experience as a stressor did not report emotional arousal or physical reaction. At this point, explain to the students the purpose of the experiential technique, and inform them it is not a test.

CONCLUSION Though most students experienced

some tense moments, they appreci- ate the value of this experiential and personal approach to learning about the mind-body relationship. Further discussions focus o n health as it relates to reactions to events in everyday life. As a result, students can more readily accept and under- stand that health is a function of the whole human being and not one dimension. rn

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196 Journal of School Health May 1988, Vol. 58, No. 5