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培养勇士精神

书籍名:《心理韧性》    作者:伊丽莎白·A. 斯坦利
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    《心理韧性》培养勇士精神,页面无弹窗的全文阅读!



在我们的社会中,我们通常认为道德行为是由一种我们或有或无的道德品质所决定的。与此同时,我们并未领会勇士传统的真理:品格并非固定不变,它来自不断培养美德、拓宽耐受窗及做出明智决策等行为。换句话说,我们可以通过训练和坚持不懈地练习来强化自己的品格。

从古至今,勇士传统注重的是培养智慧与勇气,因为人们明白自身需要兼具这两种品质才能充分发挥其中一种。这两种品质可以共同帮助我们获得能动性。

然而,现代的勇士并没有对等地培养这两种品质。现代高可靠性组织培训方式大多忽视了培养智慧的具体实践。这种不平衡很可能会导致冲动决策、判断失误、不道德与暴力行为,以及过去20年里我们看到的精神损害行为的增加。即使在最极端的情况下,勇士精神也构成了我们“最后的道德准则”,但前提是智慧和勇气能够得到同等发展。

MMFT以数千年来的勇士传统为基础,并且怀着同样的愿望去培养人们的智慧和勇气,这是人们找到能动性、在适应压力的情况下有效运作并在之后得到恢复所必需的两种品质。实际上,MMFT的第一个模块明确强调了勇士传统,并将它的技能培训放在了这样一个道德框架之中。

具体而言,MMFT培养了两种替代性技能:注意力控制和挑战耐受力,而它们实际上就是智慧和勇气在每时每刻的微观体现。此外,通过有意识地整合正念技术与神经系统的自我调控方式,MMFT指导人们拓宽自己的耐受窗,从而提高他们的思考脑在压力下发挥作用,做出符合道德标准且有效的决策的能力。MMFT也提高了人们在极端事件中获得能动性的可能性,同时降低了他们经历创伤的可能性。

我们无法预测未来,但可以培养出适用于未来任何可能性的品质,尤其是智慧和勇气。要想在任何时刻唤醒智慧,我们只需要问一问:现在正在发生什么?而若想唤起勇气,我们只需要问问自己:我可以接受这样的经历、它现在的样子并且不需要它有所改变吗?

尽管并非所有人都会经历战斗,我们依然可以通过源自勇士传统的通用领域训练培养我们内在的勇士精神。随着我们耐受窗的拓宽,我们便可以学着在生活的各个方面表现出智慧和勇气,并且获得能动性。无论我们身处压力-创伤连续体的什么位置,我们都可以相信自己有能力表现得灵活、坚韧和足智多谋。要想做到这一点,我们首先要教会自己的思考脑和生存脑协同运作,而这正是我们接下来要讨论的。

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[2]Jennifer Kavanagh, Stress and Performance: A Review of the Literature and Its Applicability to the Military (Arlington, VA:RAND, 2005); Kelsey L. Larsen and Elizabeth A. Stanley, “Conclusion: The Way Forward,” in Bulletproofing the Psyche: Preventing Mental Health Problems in Our Military and Veterans,edited by Kate Hendricks Thomas and David Albright (Santa Barbara, CA:Praeger, 2018), 233-253; J. E. Driskell and J. H. Johnston, “Stress Exposure Training,” in Making Decisions under Stress Implications for Individual and Team Training, edited by J. A. Cannon-Bowers and E. Salas (Chicago:American Psychological Association, 1998), 191-217; T. Saunders et al., “The Effect of Stress Inoculation Training on Anxiety and Performance,” Journal of Occupational Health Psychology 1, no. 2 (1996): 170-186; R. A Dienstbier,“Arousal and Physiological Toughness: Implications for Mental and Physical Health,” Psychological Review 96, no. 1 (1989): 84-100; E. A. Stanley, “Neuroplasticity, Mind Fitness, and Military Effectiveness,” in Bio-Inspired Innovation and National Security, edited by R. E. Armstrong et al. (Washington,D.C: National Defense University Press, 2010), 257-279.

[3]M. R. Baumann, C. L. Gohm, and B. L. Bonner, “Phased Training for HighReliability Occupations: Live-Fire Exercises for Civilian Firefighters,” Human Factors 53, no. 5 (2011): 548-557.

[4]R. W. Cone, “The Changing National Training Center,” Military Review 86, no.3 (2006): 70.

[5]Kavanagh, Stress and Performance, H. R. Lieberman et al., “Severe Decrements in Cognition Function and Mood Induced by Sleep Loss, Heat, Dehydration,and Undernutrition during Simulated Combat,” Biological Psychiatry 57, no. 4(2005): 422-429; H. R. Lieberman et al, “Effects of Caffeine, Sleep Loss, and Stress on Cognitive Performance and Mood during U.S. Navy Seal Training,”Psychopharmacology 164, no. 3 (2002): 250-261; C. A Morgan et al., “StressInduced Deficits in Working Memory and Visuo-Constructive Abilities in Special Operations Soldiers,” Biological Psychiatry 60, no. 7 (2006): 722-729;C. A. Morgan et al., “Relationships among Plasma Dehydroepiandrosterone Sulfate and Cortisol Levels, Symptoms of Dissociation, and Objective Performance in Humans Exposed to Acute Stress,” Archives of General Psychiatry 61, no. 8 (2004): 819-825; C. A. Morgan et al., “Neuropeptide-Y,Cortisol, and Subjective Distress in Humans Exposed to Acute Stress:Replication and Extension of Previous Report,” Biological Psychiatry 52, no.2 (2002): 136-142; C. A. Morgan et al., “Relationship among Plasma Cortisol,Catecholamines, Neuropeptide Y, and Human Performance during Exposure to Uncontrollable Stress,” Psychosomatic Medicine 63, no. 3 (2001): 412-422;A. P. Jha et al., “Minds ‘at Attention: Mindfulness Training Curbs Attentional Lapses in Military Cohorts,” PLOS One 10, no. 2 (2015): e0116889; A. P.Jha, A. B. Morrison, S. C. Parker, and E. A. Stanley, “Practice Is Protective:Mindfulness Training Promotes Cognitive Resilience in High-Stress Cohorts,”Mindfulness 8, no. 1 (2017): 46-58; A. P. Jha et al., “Examining the Protective Effects of Mindfulness Training on Working Memory Capacity and Affective Experience,” Emotion 10, no. 1 (2010): 54-64; A. P. Jha et al. “Short-Form Mindfulness Training Protects against Working-Memory Degradation over High-Demand Intervals,” Journal of Cognitive Enhancement 1, no. 2 (2017):154-171; E. A Stanley et al., “Mindfulness-Based Mind Fitness Training: A Case Study of a High-Stress Predeployment Military Cohort,” Cognitive and Behavioral Practice 18, no. 4 (2011) 566-576.

[6]C. S. Green and D. Bavelier, “Exercising Your Brain: A Review of Human Brain Plasticity and Training-Induced Learning,” Psychology and Aging 23, no. 4(2008): 692-701; H. A. Slagter, R. J. Davidson, and A. Lutz, “Mental Training as a Tool in the Neuroscientifc Study of Brain and Cognitive Plasticity,”Frontiers in Human Neuroscience 5, no. 1 (2011): 1-12; P. R. Roelfsema, A.van Ooyen, and T. Watanabe, “Perceptual Learning Rules Based on Reinforcers and Attention,” Trends in Cognitive Sciences 14, no. 2 (2010): 64-71; C. Basak et al. “Can Training in a Real-Time Strategy Video Game Attenuate Cognitive Decline in Older Adults?” Psychology and Aging 23, no. 4 (2008): 765-777;K. Ball et al., “ Effects of Cognitive Training Interventions with Older Adults:A Randomized Controlled Trial,” Journal of the American Medical Association 288, no. 18 (2002): 2271-2281; J. C. Allaire and M. Marsiske, “Intraindividual Variability May Not Always Indicate Vulnerability in Elders' Cognitive Performance,” Psychology and Aging 20, no. 3 (2005): 390-401; A. F. Kramer and S. L Willis, “Cognitive Plasticity and Aging,” Psychology of Learning and Motivation 43 (2003):267-302.

[7]K. MacDonald, “Domain-General Mechanisms: What They Are, How They Evolved, and How These Interact with Modular, Domain-Specific Mechanisms to Enable Cohesive Human Groups,” Behavioral and Brain Sciences 37, no. 4(2014): 430-431.

[8]Green and Bavelier, “Exercising Your Brain,” 693; 1. M. Chien and W.Schneider, “Neuroimaging Studies of Practice-Related Change: fMRI and Meta-Analytic Evidence of a Domain-General Control Net work for Learning,”Cognitive Brain Research 25 (2005)607-623.

[9]参见Green and Bavelier, “Exercising Your Brain.”

[10]A. B. Graziano, M. Peterson and G. L. Shaw, “Enhanced Learning of Proportional Math through Music Training and Spatial-Temporal Training,”Neurological Research 21, no. 2 (1999): 139-152; Y. C. Нo, M. C. Cheung,and A. S. Chan, “Music Training Improves Verbal but Not Visual Memory:Cross-Sectional and Longitudinal Explorations in Children,” Neuropsychology 17, no. 3 (2003): 439-450; F. H. Rauscher et al., “Music Training Causes Long-Term Enhancement of Preschool Children's Spatial-Temporal Reasoning,” Neurological Research 19, no. 1 (1997): 2-8; E. G. Schellenberg,“Music Lessons Enhance IQ,” Psychological Science 15, no. 8 (2004): 511-514.

[11]E. Kioumourtzoglou et al., “Differences in Several Perceptual Abilities between Experts and Novices in Basketball, Volleyball and Water-Polo,”Perceptual and Motor Skills 86, no. 3, pt. 1 (1998): 899-912; Green and Bavelier, “Exercising Your Brain.”

[12]C. H. Hillman, K. I. Erickson, and A. F. Kramer, “Be Smart, Exercise Your Heart: Exercise Effects on Brain and Cognition,” National Review of Neuroscience 9 (2008): 58-65; A. F. Kramer and K. I. Erickson, “Capitalizing on Cortical Plasticity: Infuence of Physical Activity on Cognition and Brain Function,” Trends in Cognitive Sciences 11, no. 8 (2007): 342-348; K.F. Hsiao, “Can We Combine Learning with Augmented Reality Physical Activity?” Journal of Cybertherapy and Rehabilitation 3, no. 1 (2010): 51-62.

[13]Green and Bavelier, “Exercising Your Brain”; Slagter et al., “Mental Training as a Tool.”

[14]M. Ahissar and S. Hochstein, “The Reverse Hierarchy Theory of Visual Perceptual Learning,” Trends in Cognitive Sciences 8, no. 10 (2004): 457-464.

[15]Slagter et al., “Mental Training as a Tool.”

[16]Slagter et al., “Mental Training as a Tool.”

[17]Slagter et al., “Mental ‘Training as a Tool.”

[18]E. A. Maguire et al., “Navigation-Related Structural Change in the Hippocampi of Taxi Drivers,” Proceedings of the National Academy of Sciences 97 (2000):4398-4403; E. A. Maguire et al., “Navigation Expertise and the Human Hippocampus: A Structural Brain Imaging Analysis,” Hippocampus 13, no. 2(2003): 250-259.

[19]E. A. Maguire, K. Woollet, and H. J. Spiers, “London Taxi Drivers and Bus Drivers: A Structural MRI and Neuropsychological Analysis,” Hippocampus 16 (2006): 1091-1101.

[20]Green and Bavelier, “Exercising Your Brain.”

[21]Bruce E. Wexler, Brain and Culture: Neurobiology, Ideology, and Social Change (Cambridge MA: MIT Press, 2006), chap. 3.

[22]Carol S. Pearson, Awakening the Heroes Within (San Francisco:HarperSanFrancisco, 1991), chap. 8.

[23]E. Hamilton and H. Cairns, The Collected Dialogues of Plato (Princeton, NJ:Princeton University Press, 1987), 627.

[24]Winston L. King, Zen and the Way of the Sword: Arming the Samurai Psyche(Oxford, UK: Oxford University Press, 1993), 65.

[25]Nancy Sherman, Stoic Warriors: The Ancient Philosophy Behind the Military Mind (New York: Oxford University Press, 2005), 67, 117.

[26]公案是禅宗术语,指禅宗祖师的一段言语或是一个小故事,通常与禅宗祖师的开悟过程或教学片段相关。禅师在示法时,或用问答,或用动作,或二者兼用,来启迪众徒,以使顿悟。——译者注

[27]King, Zen and the Way of the Sword, 160-161, 67; Jeffrey K. Mann, When Buddhists Attack: The Curious Relationship between Zen and the Martial Arts (Rutland, VT: Tuttle, 2012), 78-79.

[28]Miyamoto Musashi, The Book of Five Rings, translated by B. J. Brown, Y.Kashiwagi, and W. H. Barrett (New York: Bantam, 1982), 57-58.

[29]A. K. Ericsson, “Deliberate Practice and Acquisition of Expert Performance: A General Overview,” Academic Emergency Medicine 15, no. 11 (2008): 988994; K. Yarrow, P. Brown, and J. W. Krakauer, “Inside the Brain of an Elite Athlete: The Neural Processes That Support High Achievement in Sports,”Nature Reviews Neuroscience 10, no. 8 (2009): 585-596; U. Debarnot et al., “Experts Bodies, Experts Minds: How Physical and Mental Training Shape the Brain,” Frontiers in Human Neuroscience 8 (2014): doi:10.3389/fnhum.2014.00280.

[30]Aristotle, Nicomachean Ethics, ii, 4.

[31]Musashi, The Book of Five Rings, 12. 另见:Richard Strozzi-Heckler, In Search of the Warrior Spirit: Teaching Awareness Disciplines to the Green Berets, Third Edition (Berkeley, CA: North Atlantic Books, 2003), 33-34.

[32]Quoted in Sherman, Stoic Warriors, 33.

[33]Sun Tzu, The Art of War: Denma Translation (Boston: Shambala, 2002), 16.

[34]Sun Tzu, The Art of War, 5.

[35]Chogyam Trungpa, Shambala: The Sacred Path of the Warrior (Boston:Shambala, 2007), 9.

[36]Steven Pressfield, The Warrior Ethos (Los Angeles: Black Irish Entertainment,2011), 13.

[37]爱比克泰德(约55—约135年)是古罗马最著名的斯多葛学派哲学家之一。——译者注

[38]Sherman, Stoic Warriors, 10.



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