" Grant yourself permission to have all that life has to offer, and you will discover it has more to offer than you've ever imagined." NDW
Paul with Neale
Author: 2. Eckhart Tolle
"I have little use for the past and rarely think about it...until my thirtieth year, I lived in a state of almost continuous anxiety interspersed with periods of suicidal depression. It feels now as if I am talking about some past lifetime or somebody else's life." ET
“Realize deeply that the present moment is all you have. Make the NOW the primary focus of your life.” ET
“Time isn’t precious at all, because it is an illusion. What you perceive as precious is not time but the one point that is out of time: the Now. That is precious indeed. The more you are focused on time—past and future—the more you miss the Now, the most precious thing there is.” ET
Author: 3. Bill O'Hanlon
"In 1971, I decided to kill myself." B O'H
"Insanity is doing the same thing over and over again and expecting different results" B O'H
"...this [solution-oreinted] approach suggests acknowledging the past and then getting on with changing things" B O'H
"One way to solve a problem, then, is not to analyze why the problem arose, but to change what you are doing to solve it."
Author: 4. Dr Tina Payne Bryson and Dr. Daniel Siegel
" The Whole-Brain Child could help your children to lead balanced, meaningful, and connected lives using 12 key strategies, including: Name It to Tame It: Corral raging right-brain behavior through left-brain storytelling, appealing to the left brain's affinity for words and reasoning to calm emotional storms and bodily tension. Engage, Don't Enrage: Keep your child thinking and listening, instead of purely reacting. Move It or Lose It: Use physical activities to shift your child's emotional state. Let the Clouds of Emotion Roll By: Guide your children when they are stuck on a negative emotion, and help them understand that feelings come and go. SIFT: Help children pay attention to the Sensations, Images, Feelings, and Thoughts within them so that they can make better decisions and be more flexible."
“How could a cottage whose yard door was shadowed by wych elms not teach me?
How could a cottage mirrored in the Owenmore not teach me?”
(Moriarty, 2007 p135).
“Who am I sociologically? Who am I giving an account of myself in a curriculum vitae or answering the questions on a census form? All of that sense of myself fallen away from me, I go out to find out who I am in the hazel wood, and two hours later there I am following the girl with the apple blossom in her hair.”
(Moriarty, 2007 p94)
“…I sensed that the mule in me had gone down on his knees before Christ, that the Minotaur in me had gone down on his knees before Christ, that Chiron the Centaur in me had gone down on his knees before Christ. More abstractly, I sensed that my inner phylogenetic ancient regime had gone down on its knees before Christ. This was my French Revolution, and the only difference between me and the Minotaur was that his beastliness had outcropped more obviously in him than mine had in me” (Moriarty, 2007, p368).
Paul with John
Author(s) 7: Jaak Panksepp & Lucy Biven
This book describes seven emotional systems that explain how we live and behave. These systems originate in deep areas of the brain that are remarkably similar across all mammalian species. When they are disrupted, we find the origins of emotional disorders.
Author 8: Pat Ogden
This book centers on a detailed review of research in neuroscience, trauma, dissociation, and attachment theory that points to the need for an integrative mind-body approach to trauma.
Author 9: Allan Schore
The latest groundbreaking, interdisciplinary work from one of the most eloquent and significant writers about emotion and the brain.
An exploration into the adaptive functions of the emotional right brain - which describes not only affect and affect regulation within minds and brains, but also the communication and iterative regulation of affects between minds and brains.