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◄ SOMATIC LEARNING: PCO2 play dynamics
Somatic-learning is
about play dynamics for awareness of the effects of breathing. Fundamental to behavioral management of
hypocapnia are the following:
●
learning to experience the somatic (i.e., physical) subtleties
of PCO2 changes (e.g., clarity of consciousness), ●
extinguishing classically conditioned emotional responses to
the effects of hypocapnia (e.g., fear elicited by disorientation, ●
extinguishing operant responses emitted by the effects of
hypocapnia (e.g., breathlessness emits “reaching for air”), ●
learning new operant behaviors to the effects of hypocapnia
(e.g., quieter breathing), and ●
cognitive learning of new thoughts (e.g., embracing, rather
than defending).
discriminative stimuli (SD) for adaptive
breathing mechanics. The experiential
effects of hypocapnia vary greatly from person to person. Learning to physically identify the effects
of hypocapnia, as in the case of breathing mechanics, is achieved through chemistry play. What does it physically feel like to breathe
at 35 mmHg vs. 30 mmHg, or 25 vs. 30 mmHg?
Trainees learn by monitoring PCO2 levels and changing them
intentionally, moving down to one level and back to the previous level. If someone can overbreathe down to 30 mmHg on
purpose, and then know how to get back to 35 mmHg, an awareness of the
differences begin to emerge. Ultimately,
the result is awareness of even small changes in chemistry along with the mechanical
shifts required for restoring good chemistry.
Train first with PCO2 feedback. Then train without it.
How does playing
with PCO2 feedback specifically affect the individual? Are there noticeable changes in muscle
tension: in the jaws, around the eyes, below the ears, around the vocal chords,
across the forehead, and in the upper back, shoulders, chest, and abdomen? Is there spasm or tetany? Is skin temperature changing: in the fingers,
hands, feet, face, or ears? Does the
person feel cold, or hot? Is there
numbness, tingling, light-headedness, feeling of being off-balance, blurred
vision, dry mouth, stiffness, or forehead pressure? Is there ringing in your ears? Do sounds seem closer or more distant? Does the person feel nausea, pain, or cardiac
changes (e.g., a racing heart)?
Basic principles of
breathing mechanics for raising PCO2 levels include coaching clients
to use the diaphragm, to breathe more slowly, to allow the exhale, to be
present for the transition, to allow the inhale to come on its own, and to
observe how little air is actually required for achieving maximum comfort. During this time ask your client what s(he)
feels, physically and emotionally. Are
physical sensations changing, disappearing, or emerging? Are emotions engaging or disengaging?
Copyrighted by
Behavioral Physiology Institute, |