Split-Second Unlearning: Developing a Theory of Psychophysiological Dis-ease

Psychophysiological “stress” underpins many conditions including anxiety, depression, phobias, chronic fatigue syndrome and non-specific musculoskeletal pain such as fibromyalgia. In this article we develop an understanding of chronic psychophysiological stress from a psychological educational persp...

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Autores principales:	Matt Hudson, Mark I. Johnson
Formato:	article
Lenguaje:	EN
Publicado:	Frontiers Media S.A. 2021
Materias:	psychological trauma physiological stress psychophysiological dis-ease emotional memory image (EMI) hypothalamic-pituitary-adrenal (HPA) axis talking therapies Psychology BF1-990
Acceso en línea:	https://doaj.org/article/5c91e1e9404542069f14e62508d84909
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id	oai:doaj.org-article:5c91e1e9404542069f14e62508d84909
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spelling	oai:doaj.org-article:5c91e1e9404542069f14e62508d849092021-12-01T11:58:02ZSplit-Second Unlearning: Developing a Theory of Psychophysiological Dis-ease1664-107810.3389/fpsyg.2021.716535https://doaj.org/article/5c91e1e9404542069f14e62508d849092021-11-01T00:00:00Zhttps://www.frontiersin.org/articles/10.3389/fpsyg.2021.716535/fullhttps://doaj.org/toc/1664-1078Psychophysiological “stress” underpins many conditions including anxiety, depression, phobias, chronic fatigue syndrome and non-specific musculoskeletal pain such as fibromyalgia. In this article we develop an understanding of chronic psychophysiological stress from a psychological educational perspective, by drawing on supporting evidence that significant emotional events in early life (traumatic and benign) can influence health and well-being later in life. We suggest that traumatic events instigate psychophysiological “stress” responses and the formation of emotional memory images (EMIs) within very short time frames, i.e., “split-second learning.” Once formed these emotional memories are triggered in daily living “re-playing” psychophysiological stress responses, resulting in chronic psychophysiological “dis-ease.” We describe a novel therapeutic approach to scan clients for mannerisms signifying a subconscious “freeze-like” stress response that involves the client as a curious observer within their own experience, feeding back the non-verbal cues as they arrive in the moment. By breaking down the observable fragments of their split-second Pavlovian response to the trigger, clients can detach their EMI from the psychophysiology stress response, i.e., “split-second unlearning.” Our split-second unlearning model recognizes the EMI as a barrier to moving forward and needs to be unlearned before the client can become naturally adaptive again. We argue that this approach places the client at the center of the work without the need of getting bogged down in a life-long narrative.Matt HudsonMark I. JohnsonFrontiers Media S.A.articlepsychological traumaphysiological stresspsychophysiological dis-easeemotional memory image (EMI)hypothalamic-pituitary-adrenal (HPA) axistalking therapiesPsychologyBF1-990ENFrontiers in Psychology, Vol 12 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	psychological trauma physiological stress psychophysiological dis-ease emotional memory image (EMI) hypothalamic-pituitary-adrenal (HPA) axis talking therapies Psychology BF1-990
spellingShingle	psychological trauma physiological stress psychophysiological dis-ease emotional memory image (EMI) hypothalamic-pituitary-adrenal (HPA) axis talking therapies Psychology BF1-990 Matt Hudson Mark I. Johnson Split-Second Unlearning: Developing a Theory of Psychophysiological Dis-ease
description	Psychophysiological “stress” underpins many conditions including anxiety, depression, phobias, chronic fatigue syndrome and non-specific musculoskeletal pain such as fibromyalgia. In this article we develop an understanding of chronic psychophysiological stress from a psychological educational perspective, by drawing on supporting evidence that significant emotional events in early life (traumatic and benign) can influence health and well-being later in life. We suggest that traumatic events instigate psychophysiological “stress” responses and the formation of emotional memory images (EMIs) within very short time frames, i.e., “split-second learning.” Once formed these emotional memories are triggered in daily living “re-playing” psychophysiological stress responses, resulting in chronic psychophysiological “dis-ease.” We describe a novel therapeutic approach to scan clients for mannerisms signifying a subconscious “freeze-like” stress response that involves the client as a curious observer within their own experience, feeding back the non-verbal cues as they arrive in the moment. By breaking down the observable fragments of their split-second Pavlovian response to the trigger, clients can detach their EMI from the psychophysiology stress response, i.e., “split-second unlearning.” Our split-second unlearning model recognizes the EMI as a barrier to moving forward and needs to be unlearned before the client can become naturally adaptive again. We argue that this approach places the client at the center of the work without the need of getting bogged down in a life-long narrative.
format	article
author	Matt Hudson Mark I. Johnson
author_facet	Matt Hudson Mark I. Johnson
author_sort	Matt Hudson
title	Split-Second Unlearning: Developing a Theory of Psychophysiological Dis-ease
title_short	Split-Second Unlearning: Developing a Theory of Psychophysiological Dis-ease
title_full	Split-Second Unlearning: Developing a Theory of Psychophysiological Dis-ease
title_fullStr	Split-Second Unlearning: Developing a Theory of Psychophysiological Dis-ease
title_full_unstemmed	Split-Second Unlearning: Developing a Theory of Psychophysiological Dis-ease
title_sort	split-second unlearning: developing a theory of psychophysiological dis-ease
publisher	Frontiers Media S.A.
publishDate	2021
url	https://doaj.org/article/5c91e1e9404542069f14e62508d84909
work_keys_str_mv	AT matthudson splitsecondunlearningdevelopingatheoryofpsychophysiologicaldisease AT markijohnson splitsecondunlearningdevelopingatheoryofpsychophysiologicaldisease
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Split-Second Unlearning: Developing a Theory of Psychophysiological Dis-ease

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