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DOCUMENT RESUME ED 460 840 SE 062 664 AUTHOR Grippo, Lois; Kelso, Richard TITLE Healing and the Mind with Bill Moyers. 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.

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DOCUMENT RESUME

ED 460 840 SE 062 664

AUTHOR Grippo, Lois; Kelso, RichardTITLE Healing and the Mind with Bill Moyers. Resource Materials.INSTITUTION Thirteen WNET, New York, NY.SPONS AGENCY John D. and Catherine T. MacArthur Foundation, Chicago, IL.PUB DATE 1993-00-00NOTE 30p.; Poster and videotape are not available from ERIC.

Funding provided by The Fetzer Institute; Mutual of AmericaLife 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 theAmericas, 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; HighSchools; *Human Body; Medicine; *Meditation; Mysticism;Philosophy; *Physical Health; *Psychophysiology; ScienceEducation; Social Studies; Spirituality; *Stress Variables;World Views

IDENTIFIERS *Healing; New Age Thinking; *Nontraditional Medicine

.ABSTRACT

This high school resource package for the public televisionseries "Healing and the Mind with Bill Moyers" includes: (1) a teacher'sguide 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) abibliography containing books of interest to both teachers and students; (4)

a resources section that provides a list of journals, teacher trainingworkshops, and organizations that can offer more information on the topicspresented in the Series; and (5) student cards that can be duplicated anddistributed to students and are designed to give additional information on avariety of subjects related to the programs. The first episode, "The Mysteryof Chi," explores traditional Chinese medicine and its fusion with Westernpractices in modern China. The science of mind-body medicine is the subjectof "The Mind Body Connection," which examines current scientific research inthe field. The ways in which people are using Eastern meditation and grouppsychotherapy to improve the healing capacities within their bodies areexplored in "Healing From Within." "The Art of Healing" examines howhospitals are instituting new models of medical care that can help patientsbecome active participants in their own healing. The final program in theseries, "Wounded Healers," visits Commonweal, a health education facility innorthern California where people with cancer help each other to heal eventhough a cure may be impossible. (WRM)

Reproductions supplied by EDRS are the best that can be madefrom the original document.

PERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIAL HAS

BEEN GRANTED BY

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TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)

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U.S DEPARTMENT OF EDUCATIONOffice of Educational Research end Improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

This document has been reproduced asved from the person Or organization

originating it

O Minor changes have been made toimprove reproduction quality

Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy

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.6NCXNOWLEDGMENTS

This guide was produced by

lIiithn netEducational Resources Center,Ruth Ann Burns, Director

Project DirectorRobert A. MillerSupervising EditorChristine Economos

Graphic DesignerB.T. WhitehillWritersLois GrippoRichard Kelso

Project Coordinator/Assistant EditorLisa Keating

Photo ResearchersChristina L. DraperDavid Reisman, Ed.D.

Electronic CompositionLou LomurnoCopy EditorEdwina McMahonProofreaderKevin E. Kennedy

Core Consultants

Georganne Del Canto, Assistant DirectorHealth, Physical Education and School SportsNew York City Board of Education

Harris Dienstfrey, EditorAdvances,The Journal of Mind-Body Health

Judy Doctoroff O'Neill, Vice PresidentPublic Affairs Television

Patricia Moore Harbour, Ed.D., PresidentThe Center for Quality Education

Carol Hegedus, Director of Institutional RelationsThe Fetzer Institute

Marilyn Howell, Ed.D.Brookline High SchoolDavid Sluyter, Ed.D., Program OfficerThe Fetzer Institute

Molly Vass, Ed.D.Western Michigan University

Advisors

David Eisenberg, M.D.Instructor in Medicine, Harvard Medical SchoolAssociate in Medicine, Beth Israel Hospital

James Gordon, M.D., Clinical Professor.Depts. of Psychiatry, Community, andFamily MedicineGeorgetown University School of Medicine

Jon Kabat-Zinn, Ph.D., DirectorStress Reduction ClinicUniversity of Massachusetts Medical Center

Michael Lerner, Ph. D., PresidentCommonweal

Karen Olness, M.D., Professor of Pediatrics,Family Medicine and International HealthCase Western Reserve University

Rachel Naomi Remen, M.D., DirectorInstitute for the Study of Health and Illness atCommonweal

January 1993

Dear Educator:

My interest in the relation of mind and body started a long time ago, growing

up as I did in a culture that separated them so distinctly. In science class, we

studied the material world, which we expected would someday be understood

and predicted down to the last molecule. In philosophy, we studied models of

reality, based on the rational mind, that took no notice of conditions male and

female, sick and well, rich and poor. Yet every day in this divided world of

mind and body, our language betrayed the limitations of our categories. My

parents talked about our friend the grocer, who "worried himself sick," and

my Uncle Carl believed that laughter could ease what ailed you. Over the

years, my interest in questions of mind, body, and health grew, both person-

ally and professionally, and eventually led to HEALING AND THE MIND.

I believe this series has particular relevance to young people. For them to

understand the connection between emotions and health is important under

any circumstances, but such understanding is imperative today, given the life

and death implications of so many decisions confronting teenagers, from the

use of drugs to issues of sex. In the words of Vaclav Havel, "Every education

is a kind of inward journey." The education young people receive today surely

must lead them into a deeper understanding of the inner sources of health.

During the production of HEALING AND THE MIND, my colleagues and

I made our own journey, one that sought to answer many of the questions that

provoked our curiosity about the emerging field of mind-body medicine. We

encountered new questions, too for which there are not yet answers.

If the series advocates anything, it is that the journey is worth making for

what each of us might learn about this remarkable union of mind, body and

spirit that is the human being. I invite you and your students to join us.

Sincerely,

Bill Moyers

The HEALING AND THE MIND WITH BILL MOYERS Series

Executive ProducerDavid GrubinExecutive EditorsBill MoyersJudith Davidson Moyers

ProducersChana GazitDavid GrubinAlice MarkowitzPamela Mason Wagner

Project AdministrationDana FoxLinda PattersonDebbie Rubenstein

Series funding provided by The Fetzer Institute,Mutual of America Life Insurance Company,Laurance S. Rockefeller, The John D. andCatherine T. MacArthur Foundation, and byThe Nathan Cummings Foundation.

© 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 firsttape and $1 for each additional tape. Contact:

Ambrose Video1290 Avenue 6f the Americas, Suite 2245New York, NY 10104

Or call toll free: 1-800-526-4663

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

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TOP C DNDEX

PROGRAM ITHE MYSTERY OF CHOSTUDENT CARD: "HEALING AROUND THE WORLD"

Health EducationChinese medicine allopathic medicine traditional healing artsTai Chi Chuan acupressure acupuncture massage

Chi Gong homeopathic medicine

ScienceUse of acupuncture in brain surgery

Social StudiesPeoples and Cultures

China Africa Egypt India South America United States(Native American) Western Europe

PROGRAM 2THE MOND BODY CONNIECTOONSTUDENT CARD: "THE IMMUNE SYSTEM"

Health EducationReversal of heart disease importance of diet, exercise, stressreduction and group support biofeedback

ScienceOverview of mind-body research the immune systemrelationship of the immune system to the emotions linksbetween the nervous system and the immune systemconditioning immune response neuropeptides biofeedbackheart disease

PROGRAM 3D-1EALING FROM WOTHONSTUDENT CARD: "WELLNESS SELF-ASSESSMENT"

Health EducationSelf-assessment of behaviors related to health Buddhistmeditation known as mindfulness relaxation effects ofmeditation and group psychotherapy on those who are illimportance of expressing feelings

Sciencegroup psychotherapy cancer

PROGRAM 4THE ART OF HE ALONGSTUDENT CARD: "TAKING CHARGE OF YOUR HEALTH"

Health EducationTaking an active part in your health how to cope when a lovedone is ill massage nurturing therapeutic touch role playing

ScienceNeonatal clinic new models of medical care open heartsurgery

Social StudiesSatellite hospitals in urban areas overview of role of hospitalsthroughout history

PROGRAM 5WOUNDED HEALERSSTUDENT CARD: "THE CIRCLE OF LIFE"

Health EducationRelationship of family members to the seriously ill healingfunction of yoga, meditation, massage, relaxation, poetry, art,and prayer healing and curing

ScienceCancer

Social StudiesPeoples and Cultures

United States Cameroon Brazil (Candomblé) ZaireMexico China Peru Native American rituals celebratinglife transitions and milestones

ABLE OF CONTENTS

To The Teacher 1

The Mystery of Chi 2

The Mind Body Connection 4

Healing From Within 6

The Art of Healing 8

Wounded Healers 1 0

Glossary 12

Bibliography 13

NOTE:You have the right to tape the programs off the air and usethem for instructional purposes through June 30, 1993.

The programs are closed captioned for the hearing impaired.

ABOUT THE FUNDER

The Fetzer Institute9292 West KL AvenueKalamazoo, MI 49009(616) 375-2000

The Fetzer Institute is a nonprofit educational organization thatpromotes research into health-care methods that utilize theprinciples of mind-body phenomena. The Institute believes thatthe study of the mind's influence on the body and the relation-ship of the body, mind, and spirit can provide the basis fordeveloping scientifically sound approaches to health care thatexpand the scope of medical science and give individuals greatercontrol over their own health.

The Institute works collaboratively with other research andeducational organizations and institutions. Its research interestsare aimed at exploring the relationship between the mind and thebody and its impact on health. Its educational activities aredirected toward the development of mind-body curricula formedical schools and health professionals and the dissemination ofresearch findings into the educational process.

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TO -HE TEACHER

INTRODUCTIONIn Boston, a construction worker learns a form of Buddhist meditationthat he hopes will help alleviate his chronic pain. In China, a fullyconscious woman undergoes brain surgery in which acupuncture isused to minimize the need for anesthesia. In California, a group ofwomen with metastatic breast cancer attend a weekly psychotherapysupport group in hopes of easing anxiety and depression and enhanc-ing their lives. In Dallas, patients review their medical records in aprogram designed to help them become partners in their own healing.These are only some of the models today's Western medical practition-ers are examining in an effort to understand the healing connectionbetween the mind and the body.

For thousands of years the connections between mind and body havebeen central to the healing traditions of many cultures. Westernmedicine, with its extraordinary advances in research and technology,has only recently begun to reconsider this relationship. Scientificresearch, for example, is examining the connection between theimmune system and the emotions; the effectiveness of traditionalhealing arts is being studied using scientific methods; and the effect ofnew clinical approaches, designed to help patients take an active rolein healing, are being carefully documented.

In HEALING AND THE MIND WITH BILL MOYERS, a five-partseries premiering on public television in February, 1993, Bill Moyersexplores healing approaches that are outside the framework ofWestern allopathic medicine. "The Mystery of Chi" explores tradi-tional Chinese medicine and its fusion with Western practices inmodern China. The science of mind-body medicine is the subject of"The Mind Body Connection," which examines current scientificresearch in the field. How people are using Eastern meditation andgroup psychotherapy to improve the healing capacities within theirbodies is explored in "Healing From Within." "The Art of Healing"examines how hospitals are instituting new models of medical carethat can help patients become active participants in their own healing.The final program in the series, "Wounded Healers," visitsCommonweal, a health education facility in northern Californiawhere people with cancer help each other to heal even when a curemay be impossible.

USING THE EDUCATIONAL MATERIALSFor today's young person, health choices have life and death implica-tions. Drug and alcohol abuse as well as the threat of AIDS have putgreater pressure on educators to prepare students to face challengesand to make healthy choices. In this context, these educationalmaterials, which highlight the mind's role in health and healing, canplay a valuable role in high school classes. The underlying objectivesof the materials are-to provide students with new ways to look athealth and to give them information that can help them make good,informed choices that will contribute to their health and well-being.

HEALING AND THE MIND is appropriate for health and sciencecurricula at the secondary level and can be integrated into socialstudies and guidance classes as well. The educational materials aredesigned to be used in conjunction with the programs, but can alsofunction as permanent reference units that can be used without theprogram component..

ContentsThis High School Resource Package contains the following:

o A Teacher's Guide that provides complete lesson plans for eachprogram in the series. Each lesson plan includes:A Topic Index that lists the corresponding curriculum areas foreach program.Background/Overview that offers a brief history and overview ofthe program's subject. This background information may beduplicated for students.Program Summary that gives a brief synopsis of the program.Goals that provide the teacher with outcomes for each lesson.Introducing the Program that recommends an approach forintroducing students to the basic theme of the program withoutrequiring any prior knowledge or preparation.Discussion Questions that help students assess the main points ofthe program and extend them to their own experience.Introduction to the Student Card that introduces students to theactivity on the student card accompanying the lesson.Activities that help students explore and extend the themespresented in the program.Suggested Reading that features books that not only correspond tothe program's theme but also may be of special interest to students.

o A Glossary that provides definitions of terms that are used in theseries appears on page 12.

o A Bibliography with books of interest to both teachers andstudents appears on page 13.

o A Resources Section provides a list of journals, teacher trainingworkshops, and organizations that can offer more information onthe topics presented in the series.

o Student Cards that can be duplicated and distributed to studentsare designed to give them additional information on a variety ofsubjects related to the programs. These four cards include: a healthinventory, a description of the functioning of the immune system,information on the healing traditions of other cultures, informationon how to take an active part in your own health, and an overviewof the rites of passage, as celebrated in different cultures, whichmark a person's journey through life.

o A Poster is also provided for classroom display.

PROGRAM SCHEDULINGThe programs are scheduled to be broadcast initially on the followingdates. Please check local listings for any scheduling changes. Contactyour local station for rebroadcast schedules.

The Mystery of ChiMonday, February 22 9:00 p.m.

The Mind Body ConnectionMonday, February 22 10:00 p.m.

Healing From WithinTuesday, February 23 9:00 p.m.

The Art of HealingWednesday, February 24 9:00 p.m.

Wounded HealersWednesday, February 24 10:00 p.m.

All programs are 60 minutes long except for "Healing From Within,"which is 90 minutes in length.

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BROADCAST DATE: MONDAY, FEBRUARY 22, 9:00 P.M.

-HE MYS--ERY OF CHACCOMPANYING STUDENT CARD: HEALING AROUND THE WORLD

ACKGROUND/OVERVIIEW

Chinese Medicine. The term sounds foreign, even exotic tomany Western minds, because we've learned to think ofmedicine as synonymous with European and Americanscience. For more than a decade, however, Western physicianshave been examining the centuries-old Chinese system and theunique insights and methods of treatment that it offers. Ingeneral, Chinese practitioners consider all aspects of apatient's life, including mental state, personality, and socialand physical environment, and their bearing on the person'shealth. They consider symptoms part of the pattern of aperson's life. In contrast, Western practitioners tend to focuson specific diseases and their causes.

The Chinese system of medicine is based on severalimportant ideas.

o Yin and Yang. In Chinese philosophy, these are the dy-namic, opposing but complementary forces that are present inall parts of the universe animate as well as inanimateobjects, visible as well as invisible phenomena. For example,time has yin and yang aspects night and day; temperaturehas heat and cold; weight has light and heavy. All foodshave yin and yang aspects, as do all organs of the body.

o Chi or Qi (pronounced CHEE). In very simple terms, Chi issaid to be the human body's vital energy. From the perspectiveof Chinese philosophy and medicine, it is akin to "matter onthe verge of becoming energy or energy at the point ofmaterializing" into matter. Optimally, according to the Chinesemodel, Chi circulates freely throughout the body. When thebody's yin and yang properties are in balance, Chi flowssmoothly and the person is healthy. When yin and yang are outof balance, Chi is excessive, deficient or blocked and illnessresults.

o Every aspect of nature, including a person's surroundings, issaid to have a direct impact on the body. In diagnosing anillness, a doctor of traditional Chinese medicine asks questionsabout all aspects of the patient's life in order to discern a"pattern of disharmony" that would indicate the specificimbalance that is causing the illness.

o Chi is said to travel over 14 major channels and numerousminor pathways, called meridians, in the body. Meridians donot correspond to any known system in Western medicine. InChinese medicine, the meridian system links the inside of thebody to the outside world. Nearly all acupuncture andacupressure points lie along meridians.

o Chi energy can be directed through acupuncture oracupressure (a form of deep tissue massage), various forms ofmeditation, the heightening of consciousness, and herbalpreparations. These are the main treatments in Chinesemedicine. The aim of treatment is to rebalance yin and yangand unblock the flow of Chi.

o Today the Chinese have a choice of medical treatments.They can be treated with traditional Chinese techniques,

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PROGRAM SUMMARY

Filmed on location in the People's Republic of China,"The Mystery of Chi," Program I of HEALING ANDTHE MIND, explores various aspects of traditionalChinese medicine. Dr. David Eisenberg, instructor inmedicine at Harvard Medical School and a staff internistat Boston's Beth Israel Hospital, guides Bill Moyersthrough some startling differences between Chineseand Western medicine. Eisenberg and Moyers inter-view Chinese doctors who combine Western ap-proaches to medicine with traditional Chinese meth-ods; they interview teachers of herbal medicine, acu-puncture, massage, and Tai Chi Chuan and witness anextraordinary demonstration by a Chi Gong master.The two Westerners pose probing questions about thenature of Chinese medicine, the possibility of integrat-ing its theory and techniques into Western medicalpractices, and the necessity of using the scientific methodto test its efficacy.

Western techniques, or a combination of both traditionalChinese and Western methods. The patient's decision aboutwhich treatment to pursue is usually based on the specificillness that he or she is experiencing.

Some Western health-care professionals use concepts andtechniques from Chinese medicine to treat their patients. Theychoose acupuncture, in particular, as a treatment for certainailments and diseases such as chronic pain and addiction.Another practice that is gaining acceptance among Westernpractitioners is the use of meditation and other mental tech-niques to reduce stress and promote health.

GOALS

to examine traditional Chinese medicine in which the mindand the body are considered one entity

1> to recognize similarities and differences between Chineseand Western approaches to health and healing

1> to expand awareness of ways in which the mind mayinfluence the body

1). to learn about the healing traditions of other cultures.

8 At dawn people gather in aBeijing Park to perform theancient art of Tai Chi Chuan.

BEFORE VIEWING AFTER VIEWING STUDENT CARD

Introducing the ProgramTell students that they are going to per-form a simple experiment. Ask each stu-dent to rub his or her palms togetherbriskly for 10 seconds. Then have studentshold their hands about 12 inches apart,palms facing each other. Suggest that theybring their hands slowly toward each otheruntil they almost touch and slowly backseveral times. Ask them to concentrate onthe sensation between their two palms andto describe what they feel. (Note: Somestudents may say that they feel nothing.Explain that some people feel nothing andthat that is no cause for concern.) Tell themthat several interpretations have been ad-vanced to explain the sensation: one is thatthe sensation is caused by the body's en-ergy field; another is that it is the result ofstimulated nerve endings in the hands. Havestudents discuss both interpretations andexplore the possibility that one or bothexplanations could be correct. After thediscussion, explain that the belief that eachbody has a vital energy called Chi is centralto Chinese philosophy and medicine. Tellstudents that the program they will see,"The Mystery of Chi," explores some ofthe ways in which the Chinese system ofmedicine provides a unique, nonwesternframe of reference regarding the humanbody and the mind. Suggest that as studentswatch the program, they examine the ap-proach that Chinese medical practitionerstake toward health and healing.

Terms/VocabularyYou may want to write the following termson the board in order to facilitate a discus-sion of the program: acupuncture, meridian,Tai Chi Chuan, Chi Gong, yin yang, scientificmethod. Definitions of these terms appearon page 12.

Discussion QuestionsEncourage students to discuss the programand to share their observations. The fol-lowing questions may be used to guide thediscussion.

Eili How does a Chinese medical practition-er view a patient? How does a Westernmedical practitioner view a patieni? Howmight a doctor's beliefs affect treatment?

12 Why do you think the hospital featuredin this program has both a traditional Chi-nese medicine section and a contemporaryWestern medicine section?

1:21 Do you think that most Westernerswould like to have a choice of medicaltreatments as the Chinese do? Do youthink that Westerners or their insurancecompanies would be willing to pay for suchtreatments? Explain.

gal What aspects of Chinese medicine doyou think might be the easiest to adopt inthe West? What might be the hardest?

El) Do you think the scientific methodshould be used to test Chinese therapiesbefore they are recommended or adoptedin the West? Is testing relevant or possible?How might such therapies be tested?

Do you agree with the belief underlyingChinese medicine that one's mind influ-ences one's body, that is, can cause diseaseand promote health and healing? Why mightthis idea generate controversy?

The student card, "Healing Around theWorld," presents traditional healing as prac-ticed in several cultures throughout theworld. Introduce the material by havingstudents discuss some of the home rem-edies that their families may have used totreat illnesses. Ask them whether theybelieve the remedies work. Explain that inmany cultures the beliefs in specific medicalsystems are deeply rooted in the culturesthemselves. Duplicate and distribute "Heal-ing Around the World" to students. Afterthey have read the material, ask them tothink about whether a person's belief in amedical treatment can affect the person'srecovery.

ACTIVITIES

on Many Chinese practice Tai Chi as a wayof awakening and controlling their Chi.Some students may have studied a martialart or Tai Chi itself. Ask such students todemonstrate some of the basic movementsand to describe the philosophy of the art,or if possible, invite a martial arts instruc-tor to give a demonstration for the class, orsuggest that interested students visit amartial arts class.

The idea of balance, as shown in theconcept of yin and yang, is central to Chi-nese medicine and philosophy. Have stu-dents examine aspects of balance in theirown lives food, exercise, work (schoolwork, volunteer work, and work for in-come), social interactions, and entertain-ment or play. Encourage them to identifythose aspects that are in balance and thosethat are not in balance. Suggest studentswrite down their observations in theirjournals.

EE In the film, the master painterdescribes how he uses his imaginationand Chi in his work how mind andbody work together. Have studentsdescribe how mind and body worktogether in something they do well, suchas in an artistic, musical, or athletic skill.

SUGGESTED READING

Eisenberg, David, M.D. with Thomas LeeWright. Encounters with Qi: ExploringChinese Medicine. New York and Lon-don: Penguin Books, 1987.

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BROADCAST DATE: MONDAY, FEBRUARY 22, 1 0:00 P.M.

THE MOND BODY CONNEOMNACCOMPANYING STUDENT CARD: THE IMMUNE SYSTEM

BACKGROUND/OVERVIEW

The mind's capacity to affect physical health has long beenacknowledged in a general way. But until recently medicalscience mostly regarded it as a complicating and amorphousfactor involving such vague elements as thoughts, emotions,and attitudes that only got in the way of hard and clearscience. For example, physicians have known for centuriesthat a person's belief in a treatment is often as effective as themedicine used in the treatment. The effect called theplacebo effect is so powerful that medical science guardsagainst it when testing a new drug. People receiving a newdrug are always compared with people who receive only aplacebo, a dummy medication that has no medicinal valueto make sure the drug and not just the person's faith is havingan impact.

Today scientific researchers have found new ways toexplore the mind's effect on the body and to measure it inobjective, quantifiable terms. Their work has begun to revealthe mind's contribution to health and disease. The mind-bodyconnection is becoming both an important part of modernmedical theory and a practical way to help people maintaintheir health.

The recent investigations into the mind's influence on thebody falls into three areas: physiological research, clinicalresearch, and epidemiological research.

Physiological research is aimed at determining the basicprocesses that connect the brain and nervous system with therest of the body. The key development of the last decade hasbeen the birth of psychoneuroimmunology (PNI), the effort tounderstand the links between the brain and the immunesystem, the physiological system that protects the body frominfectious disease and plays a role in fighting cancer.

Building on groundbreaking experiments done in the 1970sby Robert Ader, a psychologist, and Nicholas Cohen, animmunologist, researchers in PNI have uncovered a rich arrayof connections between the nervous system and the immunesystem. They have now shown that nerve cells connect directlyto organs of the immune system; that hormones responsive tostressful experience affect the immune response; and thatpsychological and social factors can affect the immunesystem's responsiveness. Additional research into the chemi-cals produced by the brain particularly a group of chemicalsknown as neuropeptides is showing how the brain and theimmune system may communicate. There is now everyindication that the nervous system and the immune systemspeak the same chemical language and "talk" to each othercontinuously.

Clinical researchers use psychological approaches to try toaffect physical health. The most acclaimed recent study of thissort was performed by David Spiegel, a psychiatrist, and hiscolleagues, who found that weekly group-therapy sessionsdramatically increased the life expectancy of women withadvanced breast cancer. Spiegel's rigorously controlled studywas the first to show that psychotherapy could extend the livesof at least some cancer patients. Other researchers are now

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PROGRAM SUMMARY

In "The Mind Body Connection," Program 2 ofHEALING AND THE MIND, Bill Moyers interviewsseveral scientists whose work challenges the centu-ries-old Western scientific model in which the bodyand the mind were considered separate entities.Using scientific methods, these scientists have foundbiochemical evidence that the mind and the bodyfunction as a single entity.

Moyers asks Dr. Candace Pert about the implicationsof these findings for health and healing. The answersare startling yet harken back to the oldest folkwisdom. One of the most important findings is thatour thoughts and emotions influence our immunesystem, the body's first line of defense againstinfectious disease. For example, Dr. Robert Ader'sexperiments show that the immune systems of loweranimals can be trained both to be more susceptibleand to resist infectious agents. Research by Dr. DeanOrnish has demonstrated that changing behavior canreverse heart disease.

As these scientists point out, their work is now atthe threshold of reintroducing the concept of "mind"back into medical science. As their work continues, itis likely to bring about a revolution in the wayWestern scientists think about mind and body.

trying to duplicate those results and are testing psychologicalapproaches and stress reduction for people with physicalproblems as diverse as hypertension, migraine headaches,chronic pain, diabetes, and infertility.

Epidemiological researchers study large groups of peopleand try to find social and psychological factors that areassociated with variations in illness and health. Numerousstudies have now shown that people with strong "socialsupport" those that have a tight network of family andfriends live longer than people without such relationships.

Of course, many critical questions remain open. Forexample, in PNI only a few studies have successfully shownan effect of stress on the immune system that is large enoughto increase the risk of illness. Similarly, although many studieshave shown a general association between psychologicalfactors and illness, few have succeeded in revealing thebiological links connecting them. Finally, there is still nocomprehensive theory of the mind's influence on health thatunifies the varied studies exploring the mind-body connection

no equivalent of the germ theory that underlies modernresearch into infectious disease.

Even without such a theory, however, mind-body researchis providing dramatic new insights in many critical areas: thefunctioning of the immune system, the value of psychologicaltreatments for physical illness, and the link between socialconnections and health. It already has the potential to enhanceour health and our lives.

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BEFORE VIEWING AFTER VIEWING STUDENT CARD

Introducing the ProgramUse the following exercise to demon-strate the connection between mind andbody. Announce to your students thatthey are going to take a test. Ask themto follow normal test-taking procedures(i.e., clear their desks, put books on thefloor, etc.). Then ask students to des-cribe how they feel physically, that is,how do their palms and throats feel? Aretheir hearts beating faster? Are theirfaces turning red? You will probably get avariety of responses, including referencesto cold hands and feet, sweating palms,warm or hot faces, pounding hearts, andso on. Ask why they think their bodiesare reacting to a "mental message." Havethem give other examples of ways inwhich they think the body and the mindare connected.

After the discussion, point out thatscientists are exploring the relationshipbetween mind and body and have comeup with some interesting results that willbe described in the program they areabout to see, "The Mind Body Connec-tion."

Terms/VocabularyYou may want to write these terms onthe board in order to facilitate a discus-sion of the program: biofeedback, endor-phin, neuropeptide, neuroscience, psycho-

neuroimmunology. Definitions of theseterms appear on page 12.

GOALS

I> to recognize that mind and bodycommunicate with each other

I> to learn that emotions influencethe immune system

I> to examine research in the field ofmind-body medicine

D to learn how the body's immunesystem operates.

The BackgroundlOverview was written byHarris Dienstfrey, editor of Advances,The Journal of Mind-Body Health, andJoel Gurin, science editor of ConsumerReports.

Discussion Questions

Encourage students to discuss theprogram and to share their observations.The following questions may be used toguide the discussion.

ljj What effect do the following have onthe immune system: emotions, rest,nutrition? Explain.

DT Why is the interaction of mind andthe immune system important?

Ell What are some things you might doto maintain your health? When you areill, what do you do to get better?

El What is an auto-immune disease? Giveexamples.

E How did the biofeedback experimentinvolving Bill Moyers suggest that themind and body are connected?

What doubts do you have about theconnection between mind and body?What evidence from the programseemed the most persuasive to you? Theleast?

SUGGESTED READING

Gurin, Joel, and Daniel Goleman. Mind/Body Medicine: How to Use Your Mind forBetter Health. New York: ConsumerReports Books, 1993.

Biofeedback helps a personlearn to control certainphysiological processespreviously thought to beautomatic.

The student card, "The Immune System,"illustrates how the body's defensesystem operates. To introduce thesubject, call on students to share theirknowledge about how the body reactswhen attacked by a disease. Haveknowledgeable students give the namesof the various defender cells and de-scribe their functions. Then duplicate anddistribute "The Immune System." Asstudents read the card, suggest that theythink about how the immune systemworks like an army.

ACTIVITIES

[1:0 Have students work in small groups.Using what they have learned from theprogram and from the student card, "TheImmune System," students should createskits that depict how the body's defensesystem fights disease. Tell them that theskits may be humorous. Give students timeto present their skits to the rest of theclass.

MI Encourage interested students toresearch and report on AIDS and why thebody's immune system has been ineffectualin overcoming the opportunistic infectionsassociated with the HIV virus.

12 Have students give dramatic readings likethose given by the actors in the program.After a short scene, have students take afew moments to monitor and describe theirown physical feelings. Are their heartsbeating fast? Are their pulse rates normal?What is their breathing like? Do they feelrelaxed? Do responses depend on the kindof role played?

BROADCAST DATE: TUESDAY, FEBRUARY 23, 9:00 P.M.

EA _ONG FROM WOTHONACCOMPANYING STUDENT CARD: WELLNESS SELF-ASSESSMENT

BACKGROUND/OVERVIEW

During the last 75 years, the burden of disease in the UnitedStates has shifted from acute, life-threatening emergencies tochronic illnesses, including hypertension, arthritis, cancer,asthma, chronic pain, and, most recently, AIDS. Theseillnesses are prevalent, expensive, and lethal: More than 40million Americans suffer from hypertension; chronic painaccounts for $63billion a year of our national health bill; andcancer claims 520,000 lives annually.Thirty years ago itseemed that these conditions could not be significantly alteredby those who suffered from them. Now there is strong evi-dence that they are shaped and sustained, if not caused, at leastin part, by our environment and our interpersonal world, by theways we eat and exercise, work and play, think, feel, and act.We now know too that what we as individuals and societiescan make worse, we can also, in many cases, improve.

One of our most powerful healing tools is our own mind.Since the 1960s, medical researchers have begun to map thepathways by which thoughts, emotions, and attitudes canaffect the body and its various systems. Researchers arebeginning to define routes by which anger and fear, despairand optimism can exert their influences on the central andautonomic nervous systems and through them on the heart andcardiovascular functioning, on the digestive, endocrine, andimmune systems.

There are many ways to mobilize the mind to enhance thefunctioning and improve the health of the body. Since the1960s, researchers have used the technology of biofeedback todemonstrate the mind's capacity to regulate functions that hadseemed automaticamong them, skin temperature, contrac-tions of blood vessels, and the electrical patterns of the brain.Dr. Herbert Benson and his colleagues at Harvard have shownhow meditation can produce physiological and psychologicalbalance, which can, in turn, lower high blood pressure, decreasepain, and diminish the nausea that accompanies chemotherapy.Other researchers have demonstrated the reciprocal influenceof the body and the mind. Behavior that improves physicalfunctioning such as jogging on a regular basis can beas potent as antidepressants in relieving anxiety and depression.The mind can affect the body, and the body can affect the mind.

In the last 15 years, clinicians, inspired by this research,have begun to create comprehensive programs in which peoplewith refractory conditions, such as chronic pain, cancer, AIDS,asthma, infertility, and anxiety can learn to help themselvesand one another. The results are impressive. People who jointhese programs may use less medication and have less pain.They are less likely to go to an emergency room seekingtreatment for an asthma attack, and have less trouble gettingpregnant. There are increases in the quality and, in some cases,the length of their lives. The mutual support that is given andreceived in the programs makes measurable improvements inthe physical well-being of the participants and in their outlookon their lives and illnesses.

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P OGRAN SUMMARY

"Healing From Within," Program 3 of HEALINGAND THE MIND, explores how Eastern meditationand Western group psychotherapy help people usetheir minds to improve the healing capacities withintheir bodies.

Moyers visits the Stress Reduction Clinic at theUniversity of Massachusetts Medical Center to sharethe experiences of individuals suffering from severemedical problems as they learn to trust and practicea form of Buddhist meditation known as mindfulness.Their teacher is Dr. Jon Kabat-Zinn, founder of theclinic and an associate professor of preventive andbehavioral medicine. We observe these individualsover a period of eight weeks as they work to gaincontrol over their pain and anxiety by focusing theirminds' attention on their bodies. The concept ofmindfulness becomes clear as the participants learnto focus in on the present moment, observing theirbreathing, body sensations, their thoughts andfeelings, and then, learning to come to terms withtheir illness and their pain in new ways based ontheir experiences using meditation.

Moyers then visits the Stanford Medical Center inPalo Alto, California, and follows one group ofwomen with metastatic breast cancer as they meet inweekly therapy sessions with psychiatrist Dr. DavidSpiegel. In an earlier study, Spiegel found that grouppsychotherapy appeared to prolong life in suchpatients. Under his guidance, the women cometogether to talk about their lives, their losses, andtheir disease. As they share their experiences ofillness, they seem to reduce their own and oneanother's anxiety and depression. In his conversa-tions with Moyers, Spiegel expresses his hope thatthis sharing will not only reduce anxiety and feelingsof helplessness but will also enhance coping skills andself-esteem.

Although the program examines pain and illness thatmay cause death, it is ultimately uplifting, for theviewer recognizes that the people whom he or shemeets are learning that they do not have to feel likehelpless victims but can become active individualsworking to live and appreciate their lives as fully aspossible while facing the actuality of their situations.

The success of these programs is encouraging healthprofessionals in public hospitals and in private offices through-out the country to develop similar programs that address thevariety of chronic illnesses that in different ways beset themand their patients.

BEFORE VIEWING AFTER VIEWING ACTIVITIES

Introducing the ProgramNOTE: This introductory activity requiresa raisin for each student.

The following activity is featured in"Healing From Within" and is used tointroduce people to meditation and theconcept of mindfulness. The exercisemay be used to introduce students to theconcepts presented in the program.

OD Give students the raisins (one toeach), and ask them to inspect the raisinscarefully and to describe their qualities.

E21 Have students bring the raisins totheir noses and smell them.

LE Have them put the raisins in theirmouths and notice how they feel.

Kg Have students chew the raisins slowly,concentrating only on the taste.

[01 Finally, have students swallow theraisins, experiencing them as they passdown the throat, into the stomach.

Allow students time to discuss theactivity. Point out how their mindfulnesshelped them to experience the raisinmore fully in the present moment. Tellstudents that this and similar exercisesare being used by medical practitionersto heighten awareness in patients as partof new healing therapies. Such therapiesteach people who are ill how to use theirminds to improve the potentially healingcapacities within their bodies.

Terms/VocabularyYou may want to write these terms onthe board in order to facilitate a discus-sion of the program: cancer, chemo-therapy, meditation, mindfulness, psycho-therapy, stress. Definitions of these termsappear on page 12.

GOALS

(> to examine the relationship betweenthe mind and healingI> to learn about various healing thera-pies that are being used successfully bypeople who are ill1> to learn how the expression of feelingscan positively affect a person's health.

Discussion QuestionsEncourage students to discuss theprogram and share their observations.The following questions may be used toguide the discussion.

OD What is your opinion of the healingtherapies presented in this program?Would you pursue either of thesetherapies if you were ill? Why or whynot?

PE What evidence from the programsuggests that the mind can improve thehealing capacities of the body?

1E) Which of your activities do you feelkeep you physically and mentally healthy?Could these activities help you to heal ifyou became ill? How?

K1 Does religion help you to heal? How?

How does the support of family andfriends help those who are ill?

STUDENT CARD

Introduce the student card, "WellnessSelf-Assessment." Have small groups ofstudents discuss what they consider tobe the "perfect model of health." Afterthe discussion, duplicate and distribute"Wellness Self-Assessment." Tellstudents that the purpose of the self-assessment is to get them to startthinking about their own health and howtheir behavior influences their health.Also, emphasize that this inventory isconfidential and the answers will not beshared with anyone.

SUGGESTED READING

Kabat-Zinn, Jon. Full Catastrophe Living:Using the Wisdom of Your Body and Mindto Face Stress, Pain, and Illness. New York:Delacorte Press, 1991.

The BackgroundlOverview was written byJames S. Gordon; M.D., a clinicalprofessor in the Departments of Psychia-try, and Community and Family Medicineat the Georgetown University School ofMedicine.

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The following relaxation exercise can beused to help reduce stress. Students cando the exercise while sitting at theirdesks. Speak slowly and softly and pausefrequently. It may be helpful to visualizeeach suggestion as you say it to givestudents adequate time to experiencethe exercise. Turning off the lights willhelp students focus inwardly. If youchoose to do this, let students knowwhen you are about to turn off and turnon the lights.

ED Tell students you are going to guidethem through a relaxation exercise butthat they will be in control of their ownexperiences. They can go at their ownpace, modify the instructions, or even fallasleep. Have students close their eyes,take a deep breath, and then exhale.

EiD Then say: Imagine that your entirebody is filled with orange soda. It fillsyour head, your neck, your torso, yourarms and legs, your fingers and feet. Youare going to drain your body of theorange soda and with it all the tensionand stress that your body is holding.

IE Imagine the crown of your head andthe soda slowly draining downpastyour eyes and ears, your nose andmouth, and your throattaking with itany stress and tension had been holding.The soda is moving very slowly downpast your shoulders and down yourarms. Feel your body relax as the sodaslowly drains out through your fingers.

ED Now, it's draining down slowlythrough your torsoyour body isrelaxing, letting go of tension. It's slowlymoving down your legs, your feet, andout through your toes.

0] Imagine taking a few paper towels andblotting up any pools or drops of sodathat might still remain. Stay here forawhile, just feeling your breath moving inand out of your body. (2 or 3 minutes ofsilence) Can you feel your body as awhole? How does it feel in this moment,in this silence, in this stillness? (2 or 3minutes of silence) When you feel ready,take a deep breath letting it in, letting itout, and allow your eyes to open.

Give students a few minutes to readjust.Allow time for them to discuss theirexperiences of the exercise.

I 7 I

BROADCAST DATE: WEDNESDAY, FEBRUARY 24, 9:00 P.M.

THE ART OF HEA _ONGACCOMPANYING STUDENT CARD: TAKING CHARGE OF YOUR HEALTH

BACKGROUND/ON/ERN/DEW

The traditional function of hospitals since they werefounded more than 2000 years ago by Buddhists in India hasbeen to provide full medical care to those who are ill orinjured. The quality and quantity of services that hospitalsprovide increased dramatically as a result of the impact ofmajor medical advances beginning in the early 19th century.Those advances included the discovery and the use of anesthe-sia, the introduction of antiseptic techniques, the use of X-rays,and the establishment of nursing schools. Twentieth-centurytechnological improvements have also enhanced the ability ofhospitals to diagnose and treat a variety of diseases. Todayhospitals serve a much broader function by providing manyservices ranging from counseling to wellness clinics to healthfairs for both the ill and the healthy.

The heart of any hospital transcends its technology. Thecore of a hospital's effectiveness is its staff especiallypatient-support services doctors, nurses, technicians, andvolunteers on whose expertise and care the patient's lifedepends. Until fairly recently that care tended to focus ontreating disease as if it were separate from the person beingtreated. People entered hospitals where they became powerless"cases" controlled in a laboratorylike manner through theimposition of impersonal hospital procedures, rules, schedules,and technology. Now clinicians and researchers are demon-strating how the atmosphere and the style of treatment canpromote healing.

Evidence that mind and the emotions play an important rolein health has motivated some hospitals to create environmentsthat support the emotional as well as the medical needs ofpatients. These efforts include the following:

o decentralizing nursing care so that a patient is cared for by afew "regular" nurses rather than with an army of temporaryones

o helping patients learn more about their diseases, theprocedures involved in treating them, and how they canpromote their own recovery

o encouraging patients to ask questions

o making the hospital environment appealing by creating ahomelike atmosphere, which includes comfortable furniture,flexible visiting hours, and fewer restrictions on who may visit

o expanding counseling and psychological and emotionalsupport provided for patients

o allowing patients to see and discuss their medical records

o training health-care workers to use compassion whenworking with patients.

The goal is to help patients become active participants intheir own recovery, which will produce faster rates of recov-ery, less anxiety when entering and leaving a hospital, andcontinued improvement after returning home.

8

PROGRAM SUMMARY

In "The Art of Healing," Program 4 of HEALING ANDTHE MIND , Bill Moyers visits several American hospi-tals that are altering their procedures and physicalenvironments in order to meet patients' emotional andpsychological needs as well as treat their illnesses. In hisinterviews with patients, doctors, nurses, and hospitalconsultants, Moyers explores such issues as the impactof serious illness on the family and how hospitals areaddressing the family's needs; how hospitals are helpingpatients allay the fear of illness; how health-care work-ers are being encouraged to listen and respond topatients; and how hospital staffs are attempting toreduce "hospital anxiety" by using art, humor, massage,hand-holding, and other forms of person-to-personbonding. These new models of medical care are helpingpatients heal faster, leave the hospital earlier, and dobetter when they get home.

GOALS

I> to recognize the new methods that hospitals are using intreating patients and their families

I> to understand that every individual has a responsiblity forhis or her health

I> to recognize the importance of patients' emotional well-being to their overall health and recovery

t> to understand the value of family support in a person'srecovery from illness.

In an effort to help people take part in theirown health and well-being, a nurse shows asix-year-old girl how to read her temperature.

141

BEFORE VIEWING AFTER VIEWING

Introducing the Program

In "The Art of Healing" we see howtouch from therapeutic massage tothe cradling of a premature infant is

used to help people heal. The followingactivity involving a handshake can helpstudents recognize the various feelingsthat can be communicated by touch.Have students work in pairs. Ask themto stand or sit so that one partner's backis aligned with the chalkboard. Tell theclass that you are going to write thenames of three emotions or feelings onthe chalkboard and that you want theother partner, the person facing theboard, to communicate each of thosefeelings, one at a time, to his or herpartner with a handshake or by touchingthe partner's hand in some other way.Write the following on the board: fear,compassion/reassurance, joy. Have partnersdiscuss their reactions after each touch.Then ask partners to change places andrepeat the activity to show the followingfeelings: anger, sorrow, victory. Whenstudents have completed the activity, askthem to discuss their feelings: how theyfelt as initiators and recipients of eachtouch.

Explain that many hospitals are helpingpatients to heal in ways that are new tohospital settings. Health-care profession-als are using touch, compassion, andother forms of communication to helppatients recover more quickly. Tellstudents that the program they are aboutto see, "The Art of Healing," examineshow several hospitals in the UnitedStates are using new ways to treatpremature infants as well as chronicdiseases and to alleviate stress.

Terms/VocabularyYou may want to write these terms onthe board in order to facilitate discussionof the program: allopathic medicine(conventional medicine), bonding, curandero,holistic medicine, imagery, self-care, wellness.

Definitions of these terms appear onpage 12.

Discussion Questions

Encourage students to discuss theprogram and to share their observations.The following questions may be used toguide the discussion.

al What do medical personnel hope toachieve by making changes in the waypatients are treated in hospitals?

2 How are hospitals helping patients'families? Does this kind of assistanceultimately help patients? How?

2 Why is it important for prematurebabies to be held and touched? What doyou think is communicated by touch?

[ffi What have your experiences inhospitals been like? How might they havebeen better?

2 How might you support a familymember who is ill and needs to behospitalized?

STUDENT CARD

The student card, "Taking Charge ofYour Health," will suggest to studentsways of thinking about maintaining andpromoting their health. Introduce thestudent card by having small groups ofstudents discuss the responsibilities ofboth a doctor and a patient. Have oneperson from each group share thegroup's conclusions with the class. Allowtime for class discussion. Then duplicateand distribute "Taking Charge of Your

Health."

ACTIVITIES

al Using what they have learned fromthe program and the student card,"Taking Charge of Your Health," stu-dents should work in groups of three torole-play the situation described below.Make up sets of index cards featuring thefollowing information, and give one setto each group. Ask each group memberto take and read only one card.

Card I: Dr. OrtegaMrs. Hanson has been complaining of occa-sional severe stomach pain. You would likeher to undergo some tests so that you candetermine what is wrong and how to treather. She seems resistant to the idea.Your goal is to allay her fears and convince

15

her to be tested. You will begin the roleplay by initiating a dialogue with Mrs.Hanson.

Card 2: Mrs. HansonYou have been experiencing occasionalsevere stomach pain. You tell your husbandthe condition is not serious and will passsoon, but secretly you are frightened thatsomething is terribly wrong. You want tobe cured but, because of previous hospitalexperiences, are afraid of going to thehospital for tests.Your goal is to find out all you can aboutyour condition and persuade the doctor toprescribe medicine you can take at home.Dr. Ortega will begin the role play.

Card 3: Mr. HansonYour wife has been experiencing severestomach pain. You are very worried, eventhough she says it is nothing. You believethat she needs to be tested to find out whatis wrong. You like the doctor and want tocooperate in every way possible.Your goal is to support your wife emotion-ally and to convince her to undergo appro-priate tests. Dr. Ortega will begin the roleplay.Allow groups ten minutes to enact theirrole plays. Then allow each group time todiscuss the role play and determine whetherthey interacted in constructive, supportingways. Allow groups time to share theirobservations with one another.

1:21 Design a project in which individualsor groups of students research andreport on the services provided by areahospitals. Students can begin by contact-ing the public-relations officer at thehospital or by interviewing people whohave been patients at the hospital.Suggest that they research the following:emergency-room care, aftercare, patient-support services, support groups/programs, social workers, nutritionalcounseling, and the like. Have each grouppresent an oral report to the rest of theclass.

SUGGESTED READING

Cassall, Eric. The Nature of Suffering andthe Goal of Medicine. New York: OxfordUniversity Press, 1991.

9

BROADCAST DATE: WEDNESDAY, FEBRUARY 24, I 0:00 P.M.

WOUNDED H LERSACCOMPANYING STUDENT CARD: THE CIRCLE OF LIFE

BACKGROUND/OVIERVaEW

In our culture, illness is often viewed as a kind of mechanicalbreakdown. Many believe that to overcome sickness, all weneed do is fix the broken part. However, many medical profes-sionals are recognizing the need to treat illness as more than anisolated physical problem. They realize the importance oftreating the whole person. They also make a distinction betweencuring and healing. "Curing" describes an external process usedto treat a specific disease. Even patients who have a terminalillness and cannot be cured, these medical professionals say, canoften be healed.

Some health-care experts, such as Michael Lerner of theCommonweal Cancer Help Program, distinguish healing fromcuring. Lerner says, "Healing is a process of becoming whole.It can happen at a physical level, as in wound healing. It canalso occur at an emotional and spiritual level. It is a movementtoward wholeness that seeks out physical recovery wheneverpossible."

Psychotherapists and physicians with this view of health notonly encourage patients to get conventional treatments, butalso promote other therapies including diet, exercise and theexploration of feelings, beliefs, and attitudes towards life.From the perspective of these health-care professionals, illnesscan become an agent of transformation. This process canpromote an expanded self-knowledge and understanding of lifeeven while, in the case of terminal illness, revealing thepainful reality of approaching death.

Healing can be fostered through a number of approachesthat complement conventional therapies. They can increase aperson's sense of well-being and decrease his or h& fear. Suchapproaches include non-competitive physical exercise, dance,poetry, art, and group discussions of the experience of illnessitself. Leaders in the field advocate the following approaches,among others, to facilitate healing:

o Meditation and yoga help people relieve stress and anxiety,develop inner peace, understand the body's needs, andexperience the psychological well-being that can result fromrelaxation and gentle physical exercise.

o Expression through the visual arts, poetry, and dance can betherapeutic. For the ill, these art forms help expand self-awareness and restore a sense of wholeness by providingopportunities to creatively explore and communicate thedifficult experience of illness and explore its personal meaning.

o Support groups provide a place for participants to overcomethe sense of loneliness and isolation that frequently accompa-nies serious illness. In such groups, people share their anxi-eties, hopes, feelings of guilt, questions, and strengths. Thissharing is a source of empowerment that enables the partici-pants to better deal with their illness and their lives.

Such approaches can play an important role in overcomingthe stress and psychological pain of traumatic illness. They canhelp the seriously and terminally ill confront sickness andmortality and draw on the strength and inner resources whichare part of every human being.

liol

PROGRAM SUMMARY

In "Wounded Healers," Program 5 of HEALINGAND THE MIND, Bill Moyers visits Commonweal, ahealth education and research center in Bolinas,California, that offers week-long stress-reductionand healing retreats for people with cancer. Hewitnesses the experience of a group of people asthey learn to navigate the life passage called cancer.As these people meet together under the guidanceof Michael Lerner, Ph.D., founder and president ofthe Commonweal Cancer Help Program, and RachelNaomi Remen, M.D., its medical director, they sharefeelings of isolation, guilt, fear, rage, despair, hopeand love.

At Commonweal they talk openly and emotionallyabout their illness, their medical treatment and theeffect of both on their bodies and spirits. As thesessions progress, we see how this sharing andbonding allows them to find new meaning in theirexperience and helps them to heal themselves andeach other. In a remarkable scene, Lerner andRemen share with the group their personal experi-ences and feelings about serious illness and death.Their intimacy provides a breathtaking contrast tothe way many doctors distance themselves frompatients as individual human beings.

"Wounded Healers" witnesses the healing ap-proaches offered at Commonweal. The programilluminates how the gentle touch or voice of anotherhuman being can both reassure and ease emotionalpain and perhaps even strengthen the will to live. Italso shows that massage, yoga, art, experiencingnature, and simply walking on the beach with a new-found friend can all contribute to the healingprocess.

The program often evokes deep sadness, yet it hasmoments of humor and optimism. Our last image ofthe participants is one in which they are smiling andhugging, filled with love and hope.

NOTE: Please preview "Wounded Healers" beforeshowing it to your class. This program may be emotion-ally distressing for some students. They may react byacting out or getting extremely upset. Students need tobe aware of these possibilities and given permission to"tune out" or leave the classroom, if they cannot dealwith the subject matter. The program may seem sad atthe start but students who see it to the end will receive apowerful message about the importance of love andrelationships and the strength of the human spirit.

BEFORE VIEWING AFTER VIEWING ACTIVITIES

Introducing the ProgramThis activity will allow students to expresstheir feelings about serious illness, death,and their own strengths in a non-threatening way. It will also bring intofocus the universality of these feelings.

Distribute index cards to students. Askthem to write a sentence describing theirdeepest feelings about terminal illness ordeath as it relates to them or to thoseclose to them. Also ask them to write asentence describing one inner strengththat empowers them. Remind them notto write their names. Collect the cards,shuffle and redistribute them. Have eachstudent, in turn, read aloud the card heor she has received. Have students dis-cuss their reactions to the feelings ex-pressed by their classmates. Ask studentshow their strengths might help them todeal with a serious illness or a loss.

Tell students that the program they willsee, "Wounded Healers," visits theCommonweal Cancer Help Program,where participants come, not to becured, but to search for emotional andspiritual healing.

GOALS

it. to recognize the difference betweencuring and healingto understand that many people sharesimilar feelings and fear about illnessand deathto understand the importance ofrelationships and giving and receiving

help in the healing process.

Discussion QuestionsEncourage students to discuss theprogram and share their observations.The following questions may be used toguide discussion.

II What part of this program was themost difficult for you to deal with? Whatpart did you like the best? What did yousee that you haven't seen before?

Ell Is there a difference between curingand healing? Explain.

IE What feelings did you have towardsthe people in this program who wereseriously ill? Did you learn somethingabout relating to people who are ill?What would you do if someone close toyou became ill?

ED Are you able to ask for and receivehelp the way the people in this film do?Are you willing to give support? What, ifanything, stands in your way?

STUDENT CARD

The student card, "The Circle of Life,"will introduce students to the rituals andcelebrations that various culturescelebrate to mark passages through life.Before distributing the card, havestudents discuss milestones in their livesand the ceremonies that mark them.Students may mention such ceremoniesas baptisms, bar mitzvahs, sweet-sixteenparties, graduations, and marriages. Askthem to think about how participation inthese .eremonies marks an individual'snew relationship to the community.Discuss how feeling part of a community(either through formal ceremonies,organized group participation, orpersonal relationships) might have a rolein healing. At this time duplicate anddistribute "The Circle of Life" (twosides).

Helping each otherat Commonweal.

17

EE Have students work in small groups.Have each group sit around a table orgroup of desks covered by a large sheetof unlined paper. Using magic markers,ask students to write down all the wordsthey can think of that evoke images ofhealing. Encourage them to be wide-ranging in their ideas. After five minutes,instruct groups to look over what hasbeen written and to choose and circle 20words or phrases that they feel bestdescribe healing. Then, have groupsorganize the words into a poem. Remindstudents that the poem need not rhyme.Allow time for a member of each groupto recite the poem to the class.

gi Remind students that at Commonwealboth poetry and art were importantcomponents of the healing process.Encourage students, using any mediumthey wish, to create an art piece thatwould symbolize healing.

ED Ask students to think about therituals and ceremonies in which they ortheir families have participated. Encour-age students to write about one of theserituals and explain its meaning. Howmight participation in it relate to MichaelLerner's idea of healing as "a process ofbecoming whole"? Have students sharetheir work and discuss ways in whichthese rituals are life-affirming.

SUGGESTED READING

Levine, Stephen. Meetings at the Edge:Conversations with the Grieving and theDying, The Healing and the Healed. NewYork: Doubleday, 1984.

G _OSSMY

acupuncture a healing technique from China in which needlesare inserted into the body at acupoints that correspond tovarious internal organs and functions. The acupoints lie alongenergy pathways called meridians. The stimulation by theneedles is believed to increase or decrease Chi, returning organsto a more harmonious and healthy state.

allopathic medicine (conventional medicine) medical practicethat treats illness by methods directed at opposing particularsymptoms and disease states. Allopathic medicine is practicedmainly in Western Europe and the United States.

biofeedback a method of treatment that utilizes electronicdevices to detect subtle changes in body states. The feedbackcan be used to reach optimal states of relaxation and even todirect some body functions not normally under consciouscontrol.

bonding feelings of attachment, trust, or kinship with anotherperson.

cancer a group of diseases characterized by unregulated cellmultiplication.

chemotherapy a cancer treatment that utilizes a specificchemical agent to eradicate or arrest the progress of cancerwithout causing irreversible injury to healthy tissues.

Chi in Chinese philosophy the human body's vital energy. It isakin to "matter on the verge of becoming energy or energy atthe point of materializing" into matter. Optimally, Chi circulatesfreely thoughout the body. When the body's yin and yangproperties are in balance, Chi flows smoothly and the person ishealthy. When yin and yang are out of balance, Chi is excessive,deficient, or blocked and illness results.

Chi Gong a system for controlling Chi (energy) that can beapplied to healing or to the martial arts.

curandero a lay healer who treats patients by prescribingherbal remedies and performing ritual ceremonies. Curanderospractice in Latin American and in Latino communities through-out the world.

endorphin any of a group of proteins that occur naturally in thebrain and have the ability to counteract pain and to produce arelaxed feeling of well-being in the body.

health (from Old English hal, meaning "whole") the conditionof being sound in body, mind, and spirit.

holistic medicine a medical philosophy that views the indi-vidual as an organic whole, as having mental, physical, emo-tional, and spiritual aspects that contribute to the creation ofhealth or illness.

imagery a form of therapy based on the use of directedmeditation or hypnosis. A person first achieves a state ofrelaxation and is then guided by a therapist through an imagi-nary experience. The principle is to assist the individual to holdan image in the mind that will lead to physical healing.

meditation a wide range of methods used for expanding theboundaries of human development, self-knowledge, andwisdom involving a systematic nonconceptual focusing ofattention in the present moment with a nonstriving andnoncalmness and stability of mind. It is commonly practiced asa formal daily discipline with the body held in relative stillness.

12

The following terms are used in HEALING AND THE MINDWITH BILL MOYERS.

Some forms of meditation, such as calligraphy, tai chi, flowerarranging and hatha yoga, however, emphasize the harmony ofinner and outer experience in motion.

meridian in Chinese medicine any of 14 major channels orminor pathways in the body. The meridian system links theinside of the body to the outside world. Nearly all acupunctureand acupressure points lie along meridians.

mind all categories of human experience (perception, cogni-tion, intuition, instinct, and emotion) at all levels, includingthose commonly termed conscious, subconscious,superconscious, and unconscious.

mindfulness paying attention from moment to moment in theservice of perceiving with insight and clarity what is actuallyoccurring at the time it happens. Mindfulness meditation is thatclass of meditative practices that extends attention beyond one-pointed concentration to cultivate a nonjudgmental, openawareness of the entire field of potential human experience andunderstanding in the present moment.

neuropeptide strings of amino acids found in the brain andthroughout the body. Called the biochemicals of emotion,neuropeptides form the communication network within thebody.

neuroscience a branch of the life sciences that deals with theanatomy, physiology, biochemistry, or molecular biology ofnerves and nervous tissue and their relation to behavior andlearning.

psychoneuroimmunology a field of medical science thatstudies the interrelationships among the mind (psycho), thenervous system (neuro), and the immune system (immunology)in health and in illness.

psychotherapy the treatment of mental or emotional disordersor related bodily ills by psychological means.

relaxation response a technique that incorporates traditionalforms of meditation and passive states of mind to achieve a deepstate of relaxation that measurably affects the body's physiol-ogy.

scientific method principles and procedures for the systematicpursuit of knowledge involving the recognition and formulationof a problem, the collection of data through observation andexperiment, and the formulation and testing of hypotheses.

self-care the practice of taking responsibility for maintaining aday-to-day balance in one's emotional and physical life in orderto stay healthy.

stress bodily or mental tension resulting from internal andexternal factors that tend to disrupt the state of equilibrium.

Tai Chi Chuan a traditional Chinese meditative exercise andmartial art involving slow, graceful movements and mentalconcentration intended to harmonize mental and physicalfunctions.

wellness a state of health, happiness, vitality, and wholeness ofthe mind and body.

yin/yang in Chinese philosophy the dynamic, opposing butcomplementary forces that are present in all things animateas well as inanimate objects.

18

303_00GRAPHY

Achterberg, Jeanne. Woman As Healer. Minneapolis, Minn.:Shambhala Publications, 1991.

Benson, Herbert, M.D., with Miriam Z. Klipper. The RelaxationResponse. New York: Avon Books, 1976.

Borysenko, Joan. Minding the Body, Mending the Mind. NewYork: Bantam Books, 1988.

Cassall, Eric. The Nature of Suffering and the Goal of Medicine.New York: Oxford University Press, 1991.

Chopra, Deepak, M.D. Quantum Healing: Exploring the Frontiersof MindlBody Medicine. New York: Bantam Books, 1990.

Church, Dawson, and Alan Sherr, eds. The Heart of the Healer.New York: NAL Dutton, 1989.

Cousins, Norman. Head First: The Biology of Hope and theHealing Power of the Human Spirit. New York and London,England: Viking Penguin, 1990.

Dienstfrey, Harris. Where the Mind Meets the Body. New York:HarperCollins, 1991.

Dossey, Larry, M.D. Beyond Illness: Discovering the Experienceof Health. New York: Random House, 1985.

Eisenberg, David, M.D., with Thomas Lee Wright. Encounterswith Qi: Exploring Chinese Medicine. New York and London,England: Penguin Books, 1987.

Garfield, Charles A., and Hal Zina Bennet. Peak Performance:Mental Training Techniques of the World's Greatest Athletes.Boston: J. P. Tarcher, 1984.

Gordon, James, M.D. Stress Management. New York: ChelseaHouse, 1990.

Gurin, Joel, and Daniel Goleman. MindlBody Medicine: How toUse Your Mind for Better Health. New York: ConsumerReports Books, 1993.

Hanna, Thomas. Somatics, Re-Awakening the Mind's Control ofMovement, Flexibility and Healing. Menlo Park, Calif.:Addison-Wesley Publishing, 1988.

Hastings, Arthur C., Ph.D., James Fadiman, Ph.D., and James S.Gordon, M.D., eds. Health for the Whole Person: A CompleteGuide to Holistic Medicine. Boulder, Colo.: Westview Press,1980.

Houston, Jean. The Possible Human: A Course in Extending YourPhysical, Mental, and Creative Abilities. Boston: J. P. Tarcher,1982.

Justice, Blair. Who Gets Sick: How Beliefs, Moods, and ThoughtsAffect Your Health. Boston: J. P. Tarcher, 1988.

Kabat-Zinn, Jon. Full Catastrophe Living: Using the Wisdom ofYour Body and Mind to Face Stress, Pain, and Illness. NewYork: Delacorte Press, 1991.

Kaptchuk, Ted J., O.M.D. The Web That Has No Weaver: Under-standing Chinese Medicine. New York: Congdon & Weed,1984.

Klivington, Kenneth. The Science of Mind. Cambridge, Mass.: TheMIT Press, 1989.

Lerner, Michael. Choices in Cancer: Integrating the Best ofConventional and Alternative Approaches to Cancer Treatmentand Care. (in press)

The following books may be of interest to those who want to learnmore about the topics presented in HEALING AND THE MINDWITH BILL MOYERS.

LeShan, Lawrence. How to Meditate: A Guide to Self Discovery.New York: Bantam Books, 1984.

Levine, Stephen. Meetings at The Edge: Conversations with theGrieving and the Dying, The Healing and the Healed. NewYork: Doubleday, 1984.

Matthews-Simonton, Stephanie, and 0. Carl Simonton. GettingWell Again. New York: Bantam Books, 1980.

Morgan, Ernest. Dealing Creatively with Death: A Manual ofDeath Education and Simple Burial, ed. Jennifer Morgan.New York: Barclay House, 1990.

Morris, David B. The Culture of Pain. Berkeley, Calif.: Universityof California Press, 1991.

Ornish, Dean. Dr. Dean Ornish's Program for Reversing HeartDisease. New York: Ballantine Books, 1992.

Ornstein, Robert. Multimind: A New Way of Looking at HumanBehavior. Boston: Houghton Mifflin, 1986.

Ornstein, Robert, and David Sobel. The Healing Brain: Break-through Medical Discoveries About How the Brain ManagesHealth. New York: Simon & Schuster, 1987.

Ornstein, Robert, and Paul Ehrlich. New World, New Mind. NewYork: Doubleday, 1989.

Payar, Lynn. Medicine and Culture. New York: Viking Penguin,1989.

Pelletier, Kenneth R. Mind As Healer, Mind As Slayer: A HolisticApproach to Preventing Stress Disorders. New York: DeltaBooks, 1977.

. Holistic Medicine: From Stress to Optimum Health.Magnolia, Mass.: Peter Smith, 1984.

Pilisuk, Marc, and Susan Hillier Parks. The Healing Web: SocialNetworks and Human Survival. Hanover, N.H.: University Pressof New England, 1986.

Remen, Rachel Naomi, M.D. The Human Patient. New York:Doubleday, 1980.

Selzer, Richard. Mortal Lessons: Notes on the Art of Surgery. NewYork: Simon and Schuster, 1987.

Shapiro, Debbie. The Body-Mind Workbook. London, England:Element Books, 1990.

Siegel, Bernie S., M.D. Love, Medicine, and Miracles. New York:HarperCollins, 1986.

Peace, Love & Healing: Bodymind Communciationand the Path to Self-Healing: An Exploration. New York:HarperPerennial, 1990.

Smolan, Rick, Phillip Moffitt, and Matthew Naythons, M.D. ThePower to Heal: Ancient Arts and Modern Medicine. New York:Prentice Hall Press, 1990.

Spiegel, David. Living Beyond Limits. New York: Times Books,(due October, 1993).

Unschuld, Paul U. Medicine in China, a History of Ideas. Berkeley,Calif.: University of California Press, 1985.

Weiner, Michael A. Maximum Immunity. New York: Simon andSchuster, 1986.

1913

Mittel net356 West 58th StreetNew York, NY 10019

HEALINGand the AA I N

vlocei-OdeA7eik

STUDENT CARD

EA AAOUND WOAn

Within the last 100 years,modern scientific medicine hasmade tremendous progress. Forexample, immunology has led tothe successful treatment of manyserious diseases; technology andcomputers now aid physicians inboth diagnosing and treatingdiseases and injuries; the discoveryof insulin and other hormones hasprolonged the lives of many people.

Yet long before the advent ofmodern medicine, men and womensearched for the causes of diseaseand their cures. There is evidence,for example, that ancient Peruviansperformed brain surgery, that thepeople of the Stone Age usedmedicinal plants to cure ailments,and that the ancient Egyptiansprescribed herbal remedies forcrocodile bites. Retaining theirvitality as manifestations of cul-tures and belief systems, manytraditional healing customs arepracticed today. Inherent in manyof those traditions are the ideas thatthere is a mind-body interaction,that there is a relationship amongpeople, the environment, and thecosmos; and that the spiritual realmplays a part in a person's life and inhealing.

As you read about healingtraditions in other parts of theworld, compare them to your ownbeliefs about health and healing.Which aspects of these traditionsmight you incorporate into yourown health model?

FOR USE WITH "THE MYSTERY OF CHI"

AFRICAN HEALING ARTSSTRESS INTERCONNECTEDNESS

The origins of African healing practicescan be traced to ancient Egypt where aperson's connection to the spiritualworld was an important part of daily life.African spiritual life is extremely rich,with numerous powerful deities. ManyAfricans believe that illness is the resultof a disharmony between a person andthe spirits, a family or a community. Tobe healed a person requires the servicesof an intermediary who is in touch withthe spirit world. This person may per-form a ritual and may prescribe herbalcures.

Traditional healing is practiced both invillages and in urban areas. In urbanareas Africans can choose between tra-ditional healers and licensed doctors,nurses, and other health-care workerswho practice modern western medi-cine. In Zimbabwe, for example, thereare more than 24,000 traditional heal-ers and 11,000 registered practitionersof Western medicine.

An Apache medicine man

21

SIDE I

In Malawi, Africa, a traditional healersets up practice in a marketplace.

NATIVE AMERICANSAND HEALING

Wholeness or unity between mind andbody is the underlying principle in thehealing tradition of Native Americans.For thousands of years before the ar-rival of Europeans in America, NativeAmericans developed and refined theirvast knowledge of medicine that wasderived from a rich spiritual connection(especially to nature) and from knowl-edge of hundreds of prairie, swamp, andforest plants. Key figures in NativeAmerican heal ing are the shamans (triballeaders) and medicine men. Healingmethods almost always involve the useof prayer, ceremony and ritual and mayinclude dance, singing, smoking a cer-emonial pipe, sitting in a sweat lodge,the use of various symbols or articlesthat are believed to have special pow-ers, and drinking herbal teas. The pur-pose of ritual is to engage the spirits andhelp the patient embark on a new path-way to unity.

STUDENT CARD

FOR USE WITH "THE MYSTERY OF CHI"

THE HEALING ARTOF INDIA

Ayurveda is a form of medicine widelypracticed in India. It means "life" (ayus),"science" or "knowledge" (veda), and isthousands of years old. The underlyingidea of Ayurveda is that health is theresult of balance between the spirit andthe body. The goal of ayurvedic treat-ment is to restore the balance andenable the patient to achieve "rightliving" rather than just freedom fromillness. Every aspect of a person's life istaken into account when he or she isbeing treiied.

Each person is classified as a type, ordoshaair, fire, or water. Dependingon a person's dosha, a doctor ofAyurveda may prescribe various typesand combinations of massage; herbalpreparations (applied externally or takeninternally); changes in diet, sleeping po-sition, and/or personal hygiene; activi-ties to induce sweating (i.e., a steambath); breathing practices; and medita-tion.

A botanica in New York City

TA,

Ct.- 041 4CHIC!,

Ng'

SIDE 2

In China, a doctor prepares a remedy for a person who is ill.

The herbal preparation is boiled and the tea consumed.Here the doctor is measuring out a six-day supply.

A HEALER AMONGLATINOS

In Latin America and among Latinos inthe United States, a person who is ill

may visit a curandero, a lay healer, whomay prescribe herbal teas and provide aritual ceremony involving the burning ofcandles. Just as important as the ritual,however, is the spiritual connectionbetween the patient and the curandero,a trusted member of the community.

Botanicas, small stores found through-out Latin America and the UnitedStates, sell merchandise intended tohelp people improve their health, finan-cial condition, love life or other aspectsof their lives. Potions, charms, herbs,incense, statues of saints and other holypeople, and shark jaws are among themerchandise sold.

22

HOMEOPATHY INEUROPEAN COUNTRIES

Homeopathy is a form of treatment inwhich diseases are believed to be curedby using small amounts of substancesthat would bring about in healthy peoplethe very symptoms the patient is exper-iencing. For example, to treat fever adoctor of homeopathy would give apatient a remedy a small dose of anextract from a plant, an animal, or a drug

that would raise the patient's bodytemperature. In homeopathy, a symp-tom is a sign that the body is curing itself.This viewpoint differs from Westernmedicine (allopathic medicine) that at-tempts to eliminate symptoms.

Homeopathy, which originated in Ger-many in the 1800s, was widely practicedin the United States, Europe and SouthAmerica before 1900 and is still popularamong many people today.

HEALINGand the /AIN!)

Vlexek.OdeAri'fr-

STUDENT CARD

Th MMUNE SYSTEMFOR 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 againstthousands of invisible enemiesviruses, bacteria,other microbes, and pollutantsthat can and doattack the body continuously. A highly intricate sys-tem made up of cells that carry out specific tasks,your immune system has the ability to identify any-thing that is "self" and everything that is "not self."

Scientific research has found that the brain commu-nicates with the immune system by means of neu-ropeptides, chemicals produced by nerve cells in thebrain and in other parts of the body. Neuropeptidesseem to fluctuate with emotional states. Scientiststherefore conclude that the emotions can influencethe immune system.

ENEMY

Virus unit of genetic material that mustenter a cell in your body in order toreplicate (other enemies include bacteria,fungi, and protozoa).

DEFENDERS

Macrophage a scavenger cell thatlooks for and collects invaders andcellular waste.When it finds an enemy,it alerts Helper T-cells.

Helper T-Cell recognizes the enemyand calls B- and Killer T-cells in thespleen and lymph nodes to fight theinvaders.

Killer T-Cell kills cells invaded by anenemy as well.

Antibody protein that matches theantigen of a specific enemy. Attaching tothe enemy, the antibody signalsmacrophages to move in for the kill.

B-Cell responds to Helper T-Cells byreplicating and then producing antibod-ies, chemical weapons for fightingenemies.

Suppressor T-Cell signals B-Cells andKiller T-Cells to call off the attack afterthe enemy has been overcome.

Memory Cell specialized B- or T-Cellthat remembers the shape of a specificinvader. If this invader enters the bodyagain, the memory cell will recognize itand will begin an immediate defense.

Macrophages engulf cells invaded by virus.Wearing the antigens of the virus, they dis-play them to Helper T-Cells that have beencalled to action.

Helper T-Cells lock onto the antigens andbegin to multiply. They release a chemicalthat brings killer T-Cells and B-Cells intoaction.

The B-Cells multiply and produce specificantibodies that bind to the antigens, prevent-ing them from invading other cells.

The Killer T-Cells destroy cells that have beeninvaded by the virus. Without host cells, thevirus can no longer replicate.

0 Macrophages engulf the inactivated virus.

("k Once the virus has been eliminated, Suppres-sor T-Cells signal the B- and Killer T-Cells tostop the attack.

Memory B- and T-Cells stay on the alert. If thesame virus enters the body again, these cellswill meet it instantly and destroy it.

HEALINGand the i'V\ IND

Odmrk

STUDENT CARD

TAKNG CH&AME OF YOU EA

FOR USE WITH "THE ART OF HEALING"

You can take a more active role inkeeping yourself healthy, and evenhelping yourself recover more quicklywhen you are ill or injured. It is oftenhard to feel in control when you are notwell. First, you feel sick. Second, youmay know very little about the illness orinjury, the treatment, and the length oftime it will take you to recover. Some ofus surrender our responsibility to aphysician in the hopes that he or she willtake charge of our recovery. Yet it isoften our feelings of utter dependenceon a physician that make us feel help-less. It doesn't have to be that way.Whether we are healthy or ill, we canand should be active participants in ourown health and healing.

Realizing that we can make choicescan help us take control of our well-being. There are many decisions that wecan make. Among them are when toseek help, which physician to choose,and what type of treatment to pursue.Here are some points to consider whenmaking choices about your health:

Choose a doctor you feel com-fortable with. A doctor is a trainedmedical specialist who can do some-thing that you cannot do diagnoseyour illness, and prescribe treatmentand medication, if necessary. Eventhough a doctor has specialized knowl-edge, he or she does not know yourbody and your life as well as you do.That is why it's important to think ofyour relationship with your doctor asa partnership both of you will worktogether to help you stay healthy orrecover if you become ill or sustain aninjury.

You also have the choice to changedoctors if you are not satisfied. If youdo not get the kind of information youneed, if you think you are not gettingbetter, if you are confused and wor-ried, discuss these problems with yourdoctor. If you still feel dissatisfied, youhave the right to change doctors.

Be completely honest with yourdoctor both in answering any ques-tions and in filling out the medical his-tory form. This is important informa-tion the doctor needs to know in or-der to help you remain healthy or helpyou recover your health.

Ask questions. You should receiveas much information about your illnessas your doctor can give you. You shouldask what illness you have, what causesit, what treatments are possible, whattreatment the doctor recommends,what side effects you may experience,and how long the treatment will last.Such information should be explainedto you in language that you can under-stand. If you don't understand some-thing, ask the doctor to repeat it orexplain it in simple language..

Educate yourself about the illnessor injury. Learn as much about it asyou can. Find books and articles in

your local library, or contact nationalfoundations or agencies. Knowing aboutyour disease or injury will help youmake decisions and will give you asense of control.

Make decisions. Take part in all de-cisions about your health. If you re-quire hospitalization or medical tests,you should know why and what thecost will be. Before you agree to behospitalized, or take a specific test ormedication, learn what other optionsare available to you.

In an effort to helppeople take part in theirown health and well-being, a nurse shows asix-year-old girl how toread her temperature.

Follow the treatment. Once youunderstand what it is and agree to it,follow the treatment your doctor pre-scribes. Often when patients learn thattheir ailment isn't serious, they are sorelieved that they fail to follow theprescribed treatment for the lesser ail-ment. Also, tell the doctor about anyproblems that develop after you havebegun treatment.

Ask for help. If you are ill dr injuredand need help, seek assistance fromfamily or friends. Allowing someone tohelp you can be as simple as asking fora box of tissues or as complex as ask-ing someone to accompany you tothe hospital for testing. Obtaining sup-port reaffirms your belief that peoplecare about you and your well-being.

TAKING INVENTORYTake a look at the choices you makethat affect your health. Write down thepositive ones the things you do or thechoices you make that keep you healthyor improve your health. Then record thenegative ones the things you do or thechoices you make that might be detri-mental to your health. Think about waysin which you can change the negativeones into positives and whether you arewilling to make those changes. Remem-ber that this inventory is for your per-sonal use only. You do not have to shareit with anyone unless you want to.

2 41

HEALINGand the MIND

Oa/Ark

STUDENT CARD

WELN SS SE F-ASSESSM ENT

FOR USE WITH "HEALING FROM WITHIN"

These statements are designed to help

you assess your health and add to yourawareness and understanding of youroverall health. Circle the number beforeeach statement which you believe to be an

accurate description of youself.

SECTION I

NutritionI. I limit my consumption of high-fat foods (eggs,

dairy products, fatty meats, fried foods).

2. I limit my consumption of salt and salty foods.

3. I eat fish and poultry more often than I eat redmeat.

4. I eat 5 servings of fruits and vegetables a day.

5. I limit my intake of sweets, sodas, and snackfoods.

6. I drink several glasses of water a day.

SECTION 2

Emotional Well-BeingI. I laugh often and easily.

2. I can ask for help when needed.

3. I include relaxation time as part of my dailyschedule.

4. I have someone with whom I can discuss

personal problems.

5. I can express concern and love to those I care

about.

6. I can express my angry feelings rather thanhold them in.

7. There is a healthy balance between my work(school and job) and leisure time.

SECTION 3

FitnessI. I am within the normal weight range for my

gender, height and age.

2. I keep in shape by doing vigorous exercise(biking, swimming, running, sports, aerobics,etc.) for at least 30 minutes three times aweek or doing moderate exercise (like walk-ing) an hour a day.

3. I stretch, do yoga, or move my body regularlyin a variety of ways to keep it supple andflexible.

4. I regularly engage in activities (weight training,work that involves moving heavy objects,sports that work the whole body) that de-velop over-all strength.

5. I am pleased with the way I look and feel.

6. I have enough energy to do the things I like todo.

SECTION 4

Family HistoryI have a family member who:

I . Had a heart attack.

2. Had or has high blood:pressure.

3. Developed diabetes as an adult.

4. Had or has breast cancer.

5. Had or has a drug or alcohol problem.

SECTION 5

Alcohol, Nicotine, andOther Drug Use1. I do not smoke cigarettes or chew tobacco.

I do not use alcohol.

3. I do not use marijuana or other drugs.

4. I ask about the side effects of any prescribedmedications.

5. I read and follow the instructions on allprescribed or over-the-counter medications.

6. I ask about the effect of taking more than onemedication at a time.

7. I am aware of the dangers of alcohol, nicotine,and other drugs.

SIDE I

SECTION 6

AccidentsI. I do not accept rides from drivers who have

been drinking or taking drugs.

2. I wear a seat belt whenever I am in anautomobile.

3. I wear a helmet when I ride a bicycle ormotorcycle.

4. I obey all traffic and safety rules.

SECTION 7

Human ValuesI. I take part in activities that stimulate me

intellectually.

2. I participate in family, church and/or commu-nity events.

3. I stand by my own values even when they aredifferent from those of my friends.

4. I use my thoughts and attitudes in life-affirm-ing ways.

5. I accept other people's ideas and values eventhough they may be different from my own.

6. I believe in a positive force that supports mywell-being.

SECTION 8

Self-CareI .

2.

3.

4.

5.

6.

7.

8.

I have yearly dental and medical check-ups.

I get at least 8 hours of sleep a day or sufficientsleep for me to awaken feeling rested.

I am aware of bodily changes that mightindicate a health problem.

I know how to do self-examinations.

When I am ill, I rest and follow the doctor'streatment.

I know what to do in case of illness or injury.

I do not participate in behavior that could bedangerous to my health.

I know how to prevent the transmission ofSTD, and HIV/AIDS.

Write the number of statementsyou circled for each section.

SECTION

25

4

(omit)

STUDENT CARDWLL ES SE F-ASSE SNEMFOR USE WITH "HEALING FROM WITHIN"

A PORTRAIT OF YOUR HEALTHUse your responses for each section to complete the graph. The results will giveyou an overall picture of how you view your health. For each section, shade one boxfor each statement you circled.

Nutrition

111%1 itt/ SECTION 5

Alcohol,Nicotine, andOther Drug Use

SECTION 8

Self-Care

example:

SECTION 2

EmotionalWell-Being

SECTION T

Human Values

EVALUATION KEY

SIDE 2

SECTION 3

Fitness

SECTION 6

Accidents

Completely Shaded Sections: Healthy behavior and life-stylechoices. Keep it up!

Partially Shaded Sections: A little more effort and attention tothese issues can improve the quality and length of your life. Worka little harder!

Barely or Not At All Shaded Sections: There is significantroom for improving your health in these areas. First, work on areaswhere you feel confident of success, then attack the areas that aremore difficult for you.

Note: This graph does not includeSection 4: Family History, since youhave no control over this area ofyour life. However, it is helpful to beaware of health issues that may behereditary and use this awareness topay particular attention to preventa-tive steps that can help you avoidthese conditions.

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.

HEALINGand the M I ND

OdePierk

STUDENT CARD

THE C 'MU FE

Existence is a circle, and we errwhen we assign to it for measurementthe limits of the cradle and the grave.

Manuel Acutia

FOR USE WITH "WOUNDED HEALERS"

Excerpt reprinted with permission from:Mexican Poetry, An Anthology, Grove Press, New York © 1985.

Those who face serious illnessreflect on their lives and their lifepassages as they search to heal them-selves. They strive to understand theirillness as part of the life experience. Inmany cultures, a person's journeythrough life is honored by celebrationsand rituals. The ceremonies of birth,initiation, marriage and death each marka rite of passage in this circle of life.

BIRTH AND CHILDHOOD

The rituals welcoming children into theworld mark a time of great joy andsolemnity as new life is received into thecommunity. Baptism in the Catholic re-ligion is a community affair in which thenewborn, bathed in holy water, is

cleansed of original sin and welcomedinto the church community.

In the Cameroon rainforest, newbornsare welcomed through a ceremony ofannointment. A family matriarch rubsthe baby with the juice from the ngeletree that is both medicine and "holywater."

INITIATION AND ADOLESCENCE

Adolescence is a pivotal stage in thepassage from childhood to adulthood.In many cultures there is a ceremony ofinitiation into the adult world whichconsists of an ordeal or trial throughwhich adolescents learn and accept whatis expected of them. In the Candombléculture of Brazil, a boy becomes a mem-ber of the community through an an-cient ceremony that takes place overseveral months and involves intensepreparation. During this time, the boy isbelieved to be possessed by a spirit thathelps him pass into adulthood and bereceived by society with a new status.

Young women in the African country ofZaire receive their initiation at the on-set of menstruation. While secluded ina menstrual hut for up to a month, theseyoung women are taught by olderwomen about sex and child rearing. At

the conclusion of this instruction, theyoung women are reintroduced tothe community as new women andpotential brides.

A baptismceremony

SIDE I

In a rigorous four-dayceremony, attended bymembers of her tribe,this young Apache girlperforms rituals thatcelebrate and affirm herpassage from childhoodto womanhood.

MARRIAGE AND ADULTHOOD

The marriage ceremony sanctifies the-union of a man and woman. It marks theend of their separate lives and the begin-ning of a new life together. In all societ-ies, marriage is a time of celebration andjoy. In Western cultures, the bride isshowered with rice in a tradition thatdates back to the Middle Ages. It sym-bolizes the community's wishes for thenew couple to experience fertility andgood fortune. The veil worn by thebride is an ancient symbol of purity. Incommunities from the Caspian Sea tothe border of China, the bride wears acone-shaped hat as a symbol of celebra-tion and joy.

In India, a coupleweds in a traditionalceremony.

2 7

STUDENT CARDME COACLIE OP LSEFOR USE WITH "WOUNDED HEALERS"

DEATH

In every society there is a rite to honorthe deceased and consecrate their pas-sage to the next world. These rites helpthe survivors make the transition fromanger and grief to acceptance as well asto confront their own mortality. In theChinese traditions of Taoism, Buddhismand Confucianism, death is considered apassage to rebirth. Dressed in white,the traditional Chinese color of mourn-ing, grieving relatives and friends ac-company the body to the cemetary.They ignite firecrackers to ward offunfriendly spirits. When the coffin isplaced in the ground, family membersperform an act of closure by tossing ahandful of dirt on the grave. Closure isan important facet of death rituals.

In Andean villages of Peru, closure doesnot occur until a year after death. Theclothing of the deceased is ritually laidout on a table and surrounded by candles.Mourners pray all night around thesesymbols of the departed. By morning, itis believed that the living and the deadare both free to move on.

A Chinese funeral processsion

MADRAP

This is a place of daily miracles

where strangers sit in circles

and discover the lost language of love,

putting themselves back together,

fitting tears and anger and pain

like puzzle pieces

until their stories make sense again.

James A. Autry

Life After Mississippi, Yoknapatawpha Press,Oxford, Mississippi, © 1989

28

SIDE 2

At Commonweal, peoplecome to heal. They sharepain and joy and their under-standing of the meaning ofillness and of life.

WHAT'S THE WISDOM?

The people in "WoundedHealers" face some basicissues that people have facedsince the beginning of time.Ask yourself these questions.Ask them throughout your life.They may help you to livemore consciously, to enrichyour life and to grow inwisdom. As time passes, theanswers may change.

What is a healer?

What is a healing community?

What is loss?

What is communion?

What is a hospital?

What is strength?

What is weakness?

What is wisdom?

When have you helpeda person to heal?

What is a place of healing?

RESOURCES

The following organizations provide informa-tion about the various subjects presented inHEALING AND THE MIND WITH BILLMOYERS. Check your telephone directory forother organizations in your area.

MIND-BODY PUBLICATIONSAdvances: The Journal of Mind-Body HealthFetzer Institute9292 West KL AvenueKalamazoo, MI 49009(616) 375-2000

A quarterly journal published by The FetzerInstitute that reports on developments in thestudy of mind-body health and explores theirimplications for health care, medical training,and further research. The journal provides acommon forum for the many health profession-als who are concerned with mind-body stud-iesresearchers, health-care providers, medi-cal administratorsand for general readers whoare intrigued by the new perspective that thesestudies bring to the maintenance of health andthe treatment of illness.

Mental Medicine UpdateThe Mind/Body Health NewsletterThe Center for Health Sciences Institute forthe Study of Human KnowledgeP.O. Box 176Los Altos, CA 94023(415) 948-9428

A quarterly newsletter that focuses on the ef-fects of mood, personality, social support, andother psychosocial factors on health. Geared toboth professionals and lay people, it containsarticles on the latest clinical research, practicalself-help guides, and reviews of books and tapes.

Planetree LibraryTracey Cosgrove2040 Webster StreetSan Francisco, CA 94115(415) 923-3681

A medical library and book store that providesthe latest research on health topics, includingtreatment options, experimental programs, andcomplementary therapies such as Chinese herbalmedicine, homeopathy, and aromatherapy. It re-fers callers to national health organizations andsupport groups and provides contact informa-tion for health practitioners.

TEACHER RESOURCES

Association of Waldorf Schools ofNorth America391 I Bannister RoadFair Oaks, CA 95628(916) 961-0927

A nonprofit membership organization whosepurpose is to foster the lives of the soul and thespirit in individuals and society through the spiri-tual science of anthroposophy. Membership in-cludes 94 Waldorf schools, five teacher-traininginstitutes, and 850 individuals. The Associationseeks to improve the quality of education of-fered by its member schools through activities

such as conferences, workshops, publications,consultation programs, and a scholarship fundfor teacher training.

Marilyn Howell39 Linden PlaceBrookline, MA 02146(617) 232-3275

Marilyn Howell conducts workshops that pro-vide teachers with training about how to incor-porate mind-body studies and science into theircurricula. The workshops offer a variety of tech-niques derived from both Eastern and Westerntraditions, including relaxation, imagery, move-ment, community building, and cognitivereframing. Participants develop strategies to bemore effective in their classrooms and more atpeace in their lives.

The Mysteries ProgramShelley KesslerThe Crossroads School1714 2Ist StreetSanta Monica, CA 90404(Written requests only please.)

The Mysteries Program is a human-develop-ment curriculum for students aged 12-18. It in-tegrates a broad variety of tools for expandinghuman capacities, preventing self-destructivebehavior in youth, and facilitating a constructiveadolescent "rite of passage." It enables studentsto enhance their capacities for learning, self-expression, and celebrating human diversity.Workshops for teachers are available in severalstates. Also available are The Mysteries Sourcebook,a 300-page teacher's guide, and "Honoring YoungVoices," a 50-minute video.

CONFERENCES ANDORGANIZATIONSAlliance for Alternatives in Healthcare22704 Ventura Boulevard, Suite 506Woodland Hills, CA 91364(818) 702-0888

An organization that seeks to enhance recogni-tion of holistic, homeopathic, naturopathic,chiropractic, and acupunture treatments andencourages health insurance systems to coverholistic, homeopathic, and naturopathic treat-ments in their policies. Membership includesholistic doctors, corporations, and iindividuals.

American Holistic Health AssociationP.O. Box I 7400Anaheim, CA 92817(714)779-6152

A nonprofit, nonmembership educational organ-ization that promotes a proactive holistic ap-proach to health and health care. AHHA en-courages individuals to make everyday choicesthat enhance their health. Among other re-sources, the Association provides, free of charge,an extensive list of organizations that offer re-ferrals to a wide variety of health-care practition-ers. All resource lists and educational materialsare provided free of charge.

CommonwealMichael Lerner, Ph.D., PresidentRachel Naomi Remen, M.D., Medical DirectorP.O. Box 316Bolinas, CA 94924(415) 868-2245

4.9

A health research institute that seeks to pro-vide support and education programs for can-cer patients and the health professionals whocare for them. The Commonweal Cancer HelpProgram offers week-long retreats seven timesa year for people who have cancer and mem-bers of their families or significant others. Theretreats include yoga, progressive relaxation,meditation, imagery, massage, art, poetry, a veg-etarian diet, and classes on making informedchoices about conventional and complementarycancer therapies.

Foundation for Advancement inCancer TherapyBox 1242, Old Chelsea StationNew York, NY 10013(2 I 2) 74 I -2790

A foundation that emphasizes nutrition, detoxi-fication, and mind-body cohesion as therapiesto control cancer. It asserts the right of thepublic to be informed of the "nontoxic biologi-cal" adjuncts and alternatives to surgery, che-motherapy, and radiotherapy and disseminatesinformation about the efficacy of the therapies.

Institute of Noetic Sciences475 Gate Five Road, Suite 300Sausalito, CA 94965(415) 331-5650

The Institute promotes education and researchabout the noetic sciences as well as the study ofhuman consciousness. It seeks to broaden knowl-edge of the nature and abilities of the mind andconsciousness and to apply that knowledge to-ward the enhancement of human well-being andthe quality of life. It provides a network ofcommunication and discourse between scien-tists and scholars and publishes a quarterly news-letter, a quarterly bulletin, and an annual guideto books and resources in the field of mind-body connections.

National Chronic Pain OutreachAssociation7979 Old Georgetown Road, Suite 100Bethesda, MD 20814(301) 652-4948

An organization that disseminates informationabout chronic pain and its management in aneffort to lessen the suffering caused by chronicpain. Operates information clearinghouse forpain sufferers, family members, and health-careprofessionals.

Stress Reduction ClinicUniversity of Massachusetts Medical CenterJon Kabat-Zinn, Ph.D., Director55 Lake AvenueNorth Worcester, MA 01655(508) 856-1616

The Stress Reduction Clinic provides instruc-tion in Buddhist meditation to patients sufferingfrom diverse medical problems such as chronicback pain, heart disease, and high blood pres-sure. The eight-week course helps patients re-gain control over their health by focusing theirmind's attention on the body.

-

A computer-assisted image ofopiate 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 (shownhere in red) to the lowest density(shown here in purple).

Thirteen/WNET, 356 West 58th Street, New York NY 10019

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