Transform® 10: Syllabus with Objective, Educational Value, Outcome, & References. Reflection Workbook to Navigate Each Topic.

Month 1 – Foundation & Success

Setting Yourself Up for Success

Objectives:

1. Define evidence-based goal-setting principles for sustainable lifestyle change.

2. Identify barriers to consistency and explain strategies to overcome them.

3. Apply success-mapping tools to personalize health and performance goals.

Learning Gap: Many physicians and patients set unrealistic health goals without structured planning, leading to early dropout or failure.
Educational Value: Provides foundational skills for goal-directed action, critical for adherence to Transform®.
Outcome: Participants will design a personalized framework that increases adherence and minimizes frustration.
Reference: Michie S, West R, Campbell R, Brown J, Gainforth H. ABC of Behaviour Change Theories. Silverback Publishing; 2019.

CBT Principles

Objectives:

1. Explain the core principles of Cognitive Behavioral Therapy (CBT).

2. Explain how thoughts, emotions, and behaviors interact in health-related decisions.

3. Apply CBT-based reframing strategies in clinical and personal coaching contexts.

Learning Gap: Many clinicians are unfamiliar with applying CBT tools outside psychotherapy, particularly in lifestyle and wellness settings.
Educational Value: Expands the physician-coach toolkit for mindset reprogramming.
Outcome: Participants will apply CBT-informed techniques to improve self-regulation.
Reference: Hofmann SG, Asnaani A, Vonk IJ, Sawyer AT, Fang A. The Efficacy of Cognitive Behavioral Therapy: A Review of Meta-analyses. Cognit Ther Res. 2019;43(1):1–13.

Onboarding Cognitive Distortions

Objectives:

1. List common cognitive distortions (e.g., all-or-none thinking, catastrophizing).

2. Describe the impact of distortions on health decision-making and self-efficacy.

3. Apply guided strategies to reframe distorted thoughts.

Learning Gap: Clinicians often miss how cognitive errors reinforce poor lifestyle habits.
Educational Value: Creates awareness of automatic thought errors, which undermine consistency.
Outcome: Participants will use structured worksheets to identify and reframe distortions.
Reference: Shafran R, Clark DM, Fairburn CG, et al. Mind the gap: Improving the dissemination of CBT. Behav Res Ther. 2019;121:103432.

Onboarding Body Type & Genetics

Objectives:

1. Describe how genetic variation influences body composition and metabolism.

2. Differentiate between evidence-based and myth-based “body typing” models.

3. Apply personalized body composition assessments into goal-setting.

Learning Gap: Many providers still use generic, one-size-fits-all strategies without accounting for genetic predispositions.
Educational Value: Reinforces precision-based approaches for weight and fitness coaching.
Outcome: Participants will apply body type/genetic insights to create tailored plans.
Reference: Loos RJF, Yeo GSH. The genetics of obesity: from discovery to biology. Nat Rev Genet. 2022;23(2):120–133.

Onboarding Nutrition Audit & TDEE

Objectives:

1. Calculate Total Daily Energy Expenditure (TDEE) using validated methods.

2. Apply a practical nutrition audit to identify caloric balance and quality gaps.

3. Apply TDEE-informed strategies for sustainable weight management.

Learning Gap: Many patients and clinicians misunderstand calorie requirements and over-rely on tracking apps.
Educational Value: Provides a scientific baseline for energy balance interventions.
Outcome: Participants will apply nutrition audits that inform realistic behavior change.
Reference: Heymsfield SB, Peterson CM, Thomas DM, Heo M, Schuna JM. Why are there race/ethnic differences in adult body mass index–adiposity relationships? Obes Rev. 2019;20(2):113–126.

Onboarding Nutrition Strategy

Objectives:

1. Explain the principles of macronutrient distribution for metabolic health.

2. Identify common errors in nutrition planning (e.g., under-protein, over-restriction).

3. Apply a balanced strategy that promotes adherence over perfection.

Learning Gap: Nutrition is often oversimplified or overly complicated, leaving patients confused.
Educational Value: Bridges medical nutrition knowledge with real-world application.
Outcome: Participants will create individualized, flexible nutrition plans that emphasize sustainability.
Reference: Hu EA, et al. Diet and Cardiovascular Disease: Advances and Challenges in Population-based Studies. Cell Metab. 2022;34(9):1234–1247.

Onboarding Exercise Strategy

Objectives:

1. Describe the role of resistance training, aerobic activity, and mobility in healthspan.

2. Apply exercise prescriptions to individual patient goals and limitations.

3. Apply “minimum effective dose” strategies for busy professionals.

Learning Gap: Clinicians often lack confidence in prescribing practical exercise regimens.
Educational Value: Normalizes efficient, accessible exercise approaches.
Outcome: Participants will prescribe or self-implement time-efficient exercise plans.
Reference: Steele J, Fisher J, Skivington M, et al. A higher effort-based paradigm in physical activity and exercise for public health. BMC Public Health. 2021;21(1):1–8.

Month 2 – Finding Calm in Chaos

Calm in Chaos

Objectives:

1. Identify physiological and psychological responses to chaotic environments.

2. Apply grounding and mindfulness techniques to regulate stress in real time.

3. Create personalized routines to enhance calm during high-pressure situations.

Learning Gap: Many physicians and patients lack structured strategies for maintaining composure during unpredictable stressors.
Educational Value: Establishes a toolkit for emotional stabilization.
Outcome: Participants will create resilience-based routines for stress regulation.
Reference: Creswell JD. Mindfulness Interventions. Annu Rev Psychol. 2017;68:491–516 (replications and extensions through 2020–2021).

DBT Principles

Objectives:

1. Explain the four DBT modules: mindfulness, distress tolerance, emotion regulation, and interpersonal effectiveness.

2. Apply DBT emotion regulation strategies to healthcare and personal settings.

3. Apply DBT-informed tools into Transform coaching frameworks.

Learning Gap: DBT tools are rarely taught to non-psychiatric clinicians despite strong evidence.
Educational Value: Expands the coaching toolkit for stress regulation.
Outcome: Participants will apply DBT strategies to reduce reactivity and increase balance.
Reference: Linehan MM. DBT® Skills Training Manual, 2nd Edition. Guilford Press; 2020.

Onboarding Stress Scale

Objectives:

1. Describe the role of validated stress scales (e.g., Perceived Stress Scale).

2. Interpret stress scores to guide personalized intervention plans.

3. Assess changes in stress regulation through longitudinal tracking.

Learning Gap: Stress is often discussed but rarely quantified in practice.
Educational Value: Encourages data-driven awareness of stress.
Outcome: Participants will incorporate validated stress scales into ongoing progress checks.
Reference: Lee EH. Review of the Psychometric Evidence of the Perceived Stress Scale. Asian Nurs Res.2019;13(3):165–172.

Mindful Macros

Objectives:

1. Explain the concept of mindful eating combined with macro balance.

2. Identify strategies for reducing automatic or emotional eating triggers.

3. Apply mindfulness to improve adherence to nutrition targets.

Learning Gap: Nutrition education often overlooks the role of mindfulness.
Educational Value: Integrates nutrition science with psychological regulation.
Outcome: Participants will apply mindful eating to strengthen nutrition consistency.
Reference: Sala M, Rochefort C, Lui PP, Baldwin AS. Trait Mindfulness and Health Behaviors: A Meta-analysis. Health Psychol. 2020;39(10):851–865.

Hunger Hormones and Strategies

Objectives:

1. Identify the role of ghrelin, leptin, and GLP-1 in hunger regulation.

2. Describe how disrupted hormonal signaling impacts eating behavior.

3. Apply strategies to align hunger cues with nutritional goals.

Learning Gap: Hunger is often misinterpreted as a failure rather than a physiologic signal.
Educational Value: Builds biological literacy for participants navigating weight loss.
Outcome: Participants will apply hunger-awareness strategies alongside nutrition planning.
Reference: Andermann ML, Lowell BB. Toward a Wiring Diagram Understanding of Appetite Control. Neuron.2019;104(2):259–271.

Identifying Your Stress Tendencies

Objectives:

1. Classify personal default stress response styles (fight, flight, freeze, fawn).

2. Analyze how stress tendencies impact decision-making and health behaviors.

3. Create strategies to mitigate maladaptive tendencies.

Learning Gap: Few structured tools exist for mapping personal stress responses.
Educational Value: Strengthens self-awareness in Transform’s personalized approach.
Outcome: Participants will classify their stress tendencies and create corrective strategies.
Reference: Koole SL, Schlinkert C, Maldei T, Baumann N. Becoming who you are: An integrative review of self-determination theory and personality systems interactions theory. J Pers. 2019;87(1):15–36.

Month 3 – Internal Patterns, Part 1

Internal Family Systems Part 1

Objectives:

1. Describe the core principles of Internal Family Systems (IFS).

2. Identify how internal “parts” influence health behaviors and self-regulation.

3. Apply IFS-informed exercises to explore inner patterns.

Learning Gap: Many physicians and patients lack tools to explore internal conflicts driving behavior.
Educational Value: Offers a structured way to understand inner dynamics affecting consistency.
Outcome: Participants will apply IFS-informed frameworks to increase awareness of self-parts.
Reference: Sweezy M, Ziskind E. Innovations and Elaborations in Internal Family Systems Therapy. Routledge; 2020.

Realistic Goal Setting and Handling Disappointment

Objectives:

1. Define the principles of realistic goal setting in health transformation.

2. Differentiate between adaptive and maladaptive responses to disappointment.

3. Apply reframing strategies to handle setbacks effectively.

Learning Gap: Physicians often set perfectionistic goals, leading to frustration when progress is slower than expected.
Educational Value: Provides mindset and resilience tools that sustain long-term adherence.
Outcome: Participants will apply reframing tools to navigate disappointment while staying on track.
Reference: Locke EA, Schattke K. Self-regulation, goal setting, and performance. J Manage. 2019;45(6):2221–2252.

Is Your Goal Worth It?

Objectives:

1. List factors that determine whether a goal aligns with intrinsic values.

2. Analyze the trade-offs between effort, reward, and sustainability of goals.

3. Appraise current personal goals for alignment with health priorities.

Learning Gap: Many individuals pursue goals based on external pressures rather than personal values.
Educational Value: Encourages alignment between goal pursuit and authentic motivation.
Outcome: Participants will appraise their goals for value alignment to improve sustainability.
Reference: Ryan RM, Deci EL. Brick by brick: The origins, development, and future of self-determination theory. Adv Motivat Sci. 2019;6:111–156.

Radical Acceptance

Objectives:

1. Define radical acceptance as a therapeutic and coaching principle.

2. Explain the difference between acceptance and resignation.

3. Apply radical acceptance techniques to regulate emotional distress.

Learning Gap: Many physicians lack tools for acceptance when faced with uncontrollable circumstances.
Educational Value: Equips participants with skills to reduce resistance and emotional burnout.
Outcome: Participants will apply radical acceptance strategies to enhance resilience.
Reference: Gratz KL, Tull MT, Levy R. Emotion regulation and psychopathology: A transdiagnostic approach. Behav Res Ther. 2020;130:103529.

Body Composition Goals for Weight Loss

Objectives:

1. Define body composition metrics relevant to health (e.g., fat mass, lean mass).

2. Interpret body composition results to inform weight loss strategies.

3. Apply body composition goals in designing individualized health plans.

Learning Gap: Clinicians often focus on scale weight without attention to lean body mass preservation.
Educational Value: Shifts focus from weight alone to body composition as a healthspan metric.
Outcome: Participants will apply body composition targets in patient coaching and personal practice.
Reference: Gonzalez MC, Heymsfield SB. Bioelectrical impedance analysis for assessing body composition in critical illness. Curr Opin Clin Nutr Metab Care. 2020;23(2):132–138.

Tracking Progress

Objectives:

1. List key metrics for tracking health and wellness progress.

2. Differentiate between objective and subjective progress markers.

3. Apply progress-tracking methods that reinforce motivation.

Learning Gap: Without structured tracking, participants often fail to recognize meaningful progress.
Educational Value: Encourages use of multiple feedback loops to sustain adherence.
Outcome: Participants will apply personalized tracking tools to reinforce progress.
Reference: Doran GT, Miller A, Cunningham J. SMART goals: How the application of SMART goals can contribute to achievement. J Educ Health Promot. 2019;8:26.

Month 4 – Internal Patterns, Part 2

Internal Family Systems Part 2

Objectives:

1. Differentiate between protective and wounded parts in the Internal Family Systems model.

2. Explain how internal conflicts contribute to self-sabotage in health behaviors.

3. Apply advanced IFS-informed strategies to increase self-integration.

Learning Gap: Participants often lack a deeper framework to address the push–pull dynamic between protective and vulnerable parts.
Educational Value: Provides deeper insight into inner systems that shape consistency and self-trust.
Outcome: Participants will apply advanced IFS practices to create greater alignment between parts of self.
Reference: Schwartz RC, Sweezy M. Internal Family Systems Therapy, 2nd Edition. Guilford Press; 2020.

What if This Is as Good as It Gets?

Objectives:

1. Describe the role of acceptance in long-term well-being.

2. Analyze the psychological effects of striving versus accepting.

3. Appraise personal expectations to determine alignment with current life stage.

Learning Gap: Physicians and high performers often push for continuous improvement, creating dissatisfaction even with meaningful progress.
Educational Value: Teaches balance between striving and acceptance to prevent burnout.
Outcome: Participants will appraise their current goals and practice contentment as a resilience strategy.
Reference: Hayes SC, Hofmann SG. The third wave of cognitive behavioral therapy and the rise of process-based care. World Psychiatry. 2021;20(3):363–375.

What Age Are You Showing Up As?

Objectives:

1. Explain the concept of age regression in emotional responses.

2. Identify behavioral cues that suggest showing up as a younger self.

3. Apply reframing strategies to restore adult-level responses in stressful situations.

Learning Gap: Few clinicians recognize how developmental regression shapes conflict responses.
Educational Value: Encourages awareness of regression patterns in self and others.
Outcome: Participants will identify regression cues and apply strategies to shift into regulated adult presence.
Reference: Porges SW, Dana D. Clinical Applications of the Polyvagal Theory. Norton; 2018.

Self-Boundary and Boundaries with Others

Objectives:

1. Define the difference between internal self-boundaries and external interpersonal boundaries.

2. Differentiate between rigid, porous, and healthy boundaries.

3. Apply strategies to strengthen boundary-setting in professional and personal relationships.

Learning Gap: Physicians often neglect boundaries, leading to overcommitment and compassion fatigue.
Educational Value: Provides actionable tools for energy preservation and healthier relationships.
Outcome: Participants will apply structured boundary-setting strategies with themselves and others.
Reference: Lamothe M, Boujut E, Zenasni F, Sultan S. To be or not to be empathic: The combined role of empathic concern and perspective taking in understanding burnout. Burn Res. 2019;14:100033.

Onboarding Consistency Creates Results

Objectives:

1. Define consistency as a key predictor of long-term success.

2. Compare outcomes of consistent small actions versus sporadic intense efforts.

3. Apply consistency frameworks to build sustainable progress.

Learning Gap: Many individuals overestimate the value of intensity and underestimate the value of consistency.
Educational Value: Reinforces that transformation is built through small, repeated actions.
Outcome: Participants will apply consistency models to sustain change beyond initial motivation.
Reference: Duckworth AL, Gross JJ. Self-control and grit: Related but separable determinants of success. Curr Dir Psychol Sci. 2020;29(4):324–331.

Energy for Optimal Health

Objectives:

1. Describe the physiological and psychological determinants of energy.

2. Identify lifestyle behaviors that deplete versus restore energy.

3. Apply daily strategies to optimize physical and emotional energy.

Learning Gap: Many participants focus solely on productivity without managing the underlying resource of energy.
Educational Value: Establishes energy as a measurable, actionable health variable.
Outcome: Participants will apply daily energy-optimization practices for improved well-being.
Reference: Sievertsen HH, Gino F, Piovesan M. Cognitive fatigue influences students’ standardized test performance. Proc Natl Acad Sci USA. 2019;116(2):488–493.

Month 5 – Igniting Motivation

Find Your Fire

Objectives:

1. Describe the role of intrinsic versus extrinsic motivation in health behaviors.

2. Identify personal drivers that sustain long-term transformation.

3. Create a personalized motivation statement that aligns with values.

Learning Gap: Many participants rely on external motivators, which decline over time and reduce adherence.
Educational Value: Strengthens sustainable motivation by connecting goals to intrinsic drivers.
Outcome: Participants will create a values-based motivation plan to sustain momentum.
Reference: Ryan RM, Deci EL. Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemp Educ Psychol. 2020;61:101860.

Strengthening Relationships Through Communication

Objectives:

1. Explain the principles of effective communication in relationships.

2. Differentiate between passive, aggressive, and assertive communication styles.

3. Apply communication strategies to strengthen professional and personal connections.

Learning Gap: Many physicians lack training in relational communication, leading to misalignment in personal and clinical contexts.
Educational Value: Improves relational health, which enhances overall resilience and motivation.
Outcome: Participants will apply assertive and compassionate communication strategies.
Reference: Varkey P, Chutka DS, Lesnick TG. Communication failure: A systems approach to improving patient safety. Jt Comm J Qual Patient Saf. 2019;45(6):406–413.

Managing Conflict

Objectives:

1. Identify common sources of conflict in personal and professional life.

2. Differentiate between constructive and destructive conflict responses.

3. Apply structured conflict-resolution strategies.

Learning Gap: Conflict is often avoided or mishandled, escalating stress and undermining motivation.
Educational Value: Provides participants with tools to resolve conflict in a regulated and constructive way.
Outcome: Participants will apply conflict management strategies to strengthen resilience.
Reference: Chaitoff A, Sun B, Windover A, et al. Associations between physician empathy, physician characteristics, and standardized measures of patient experience. Acad Med. 2019;94(4):541–547.

Recognizing What Is Yours... And What Is Not

Objectives:

1. Explain the difference between personal responsibility and external influence.

2. Identify situations where participants are carrying burdens that are not theirs.

3. Apply boundary-setting strategies to release misplaced responsibility.

Learning Gap: Many high-achieving physicians internalize responsibility for others’ emotions and outcomes.
Educational Value: Enhances clarity and prevents burnout through improved emotional boundaries.
Outcome: Participants will apply differentiation strategies to maintain focus on their authentic responsibilities.
Reference: Neff KD, Germer CK. The Mindful Self-Compassion Program. Mindfulness. 2019;10(6):1113–1125.

Emotional Eating, Willpower, Urges

Objectives:

1. Define emotional eating and differentiate it from physiologic hunger.

2. Analyze the role of willpower and urges in driving eating behaviors.

3. Apply strategies to reduce reliance on willpower and manage urges effectively.

Learning Gap: Emotional eating is often misunderstood as a willpower problem rather than a dysregulated stress response.
Educational Value: Provides clarity on mechanisms driving emotional eating and tools for regulation.
Outcome: Participants will apply strategies to manage urges and decrease reliance on willpower alone.
Reference: Tanofsky-Kraff M, Ranzenhofer LM, Yanovski SZ, et al. Psychobiological risk factors for binge eating in children and adolescents. J Clin Child Adolesc Psychol. 2019;48(sup1):S89–S100.

Energy and Relationships

Objectives:

1. Describe the impact of relationships on emotional and physical energy.

2. Identify relational patterns that deplete versus restore energy.

3. Apply strategies to enhance energy through relational alignment.

Learning Gap: Physicians often overlook how relationships influence their energy reserves.
Educational Value: Encourages evaluation of relationship health as part of whole-person transformation.
Outcome: Participants will apply relational energy audits to optimize well-being.
Reference: Holt-Lunstad J. The potential public health relevance of social isolation and loneliness: Prevalence, epidemiology, and risk factors. Public Policy Aging Rep. 2019;29(4):127–130.

Month 6 – Food Freedom & Recovery

No Bad Foods: Finding the Nutritional Silver Lining

Objectives:

1. Describe the psychological impact of food labeling (“good” vs. “bad”).

2. Differentiate between restrictive and flexible approaches to nutrition.

3. Apply strategies to reframe food choices for balance and sustainability.

Learning Gap: Many participants approach nutrition with rigid rules that create guilt and rebound eating.
Educational Value: Promotes a flexible, compassionate approach to nutrition.
Outcome: Participants will apply non-restrictive frameworks to reduce guilt and increase adherence.
Reference: Carbonneau E, Bégin C, Lemieux S, Mongeau L, Paquette M-C, Turcotte M. A Health at Every Size intervention improves intuitive eating and diet quality in Canadian women. Appetite. 2019;143:104417.

Emotional Processing and Grounding Techniques

Objectives:

1. Define emotional processing and its role in regulation.

2. Describe grounding techniques that reduce acute emotional distress.

3. Apply emotional processing and grounding strategies in high-stress situations.

Learning Gap: Physicians often suppress emotions, leading to dysregulation and maladaptive coping.
Educational Value: Provides practical tools to regulate emotions without avoidance.
Outcome: Participants will apply grounding strategies to support emotional recovery.
Reference: Boeldt DL, McMahon E, McFaul M, Greenleaf WJ. Using psychophysiology to advance healthcare provider training in emotion regulation. Patient Educ Couns. 2019;102(11):2085–2093.

Get Snobby with Your Extras

Objectives:

1. Identify discretionary calorie sources that undermine nutrition quality.

2. Explain how mindful substitution enhances dietary satisfaction.

3. Apply a selective approach to discretionary foods that supports long-term success.

Learning Gap: Many patients overconsume “extras” due to lack of mindful selection.
Educational Value: Encourages intentional choice-making to improve nutrition quality without restriction.
Outcome: Participants will apply selective indulgence strategies to balance enjoyment and progress.
Reference: Althubaiti A, Alzahrani A. Patterns of discretionary food consumption among adults. Nutrients.2021;13(9):3058.

Neuroplasticity and Emotional Adaptability

Objectives:

1. Explain the role of neuroplasticity in adapting emotional responses.

2. Identify behaviors that strengthen or weaken emotional adaptability.

3. Apply neuroplasticity-informed practices to improve resilience.

Learning Gap: Few clinicians connect brain plasticity with emotional adaptability in everyday practice.
Educational Value: Links neuroscience with practical emotion-regulation strategies.
Outcome: Participants will apply neuroplasticity principles to enhance adaptability under stress.
Reference: Cramer SC, Sur M, Dobkin BH, et al. Harnessing neuroplasticity for clinical applications. Brain.2021;144(3):877–896.

The Role of Nutrition in Emotional Health

Objectives:

1. Describe the relationship between nutrition and mood regulation.

2. Identify key nutrients that influence emotional well-being.

3. Apply nutrition strategies that support optimal mental health.

Learning Gap: The link between nutrition and emotional health is underutilized in medical coaching.
Educational Value: Emphasizes the bidirectional relationship between food and emotional resilience.
Outcome: Participants will apply nutrition strategies that enhance emotional stability.
Reference: Marx W, Lane M, Hockey M, et al. Diet and depression: exploring the biological mechanisms of action. Mol Psychiatry. 2021;26:134–150.

Month 7 – Reframing the Story

Self Talk Reboot

Objectives:

1. Identify patterns of negative self-talk that undermine progress.

2. Differentiate between self-critical and self-compassionate language.

3. Apply positive reframing strategies to improve self-dialogue.

Learning Gap: Many participants are unaware of the impact of negative self-talk on behavior change.
Educational Value: Provides accessible strategies to shift inner dialogue toward resilience.
Outcome: Participants will apply reframing tools to transform self-talk into a supportive resource.
Reference: Ferrari M, Hunt C, Harrysunker A, et al. Self-compassion interventions and psychosocial outcomes: A meta-analysis of RCTs. Mindfulness. 2019;10:1455–1473.

Allow Growth by Leaning into Discomfort

Objectives:

1. Describe the role of discomfort in personal growth.

2. Analyze how avoidance of discomfort reinforces maladaptive patterns.

3. Apply strategies to approach discomfort as an opportunity for growth.

Learning Gap: High-achieving professionals often avoid discomfort, limiting personal development.
Educational Value: Encourages participants to reframe discomfort as a growth signal rather than a barrier.
Outcome: Participants will apply structured strategies to lean into discomfort and foster resilience.
Reference: Kashdan TB, Goodman FR, Stiksma MC, Milius CR, McKnight PE, Peckham AD. Curiosity has comprehensive benefits in the workplace: Developing and validating a measure of work-related curiosity. J Posit Psychol.2020;15(5):595–609.

Compassion and Forgiveness

Objectives:

1. Define compassion and forgiveness as distinct but complementary practices.

2. Explain the health benefits of cultivating compassion and forgiveness.

3. Apply compassion- and forgiveness-based exercises to reduce stress.

Learning Gap: Physicians may struggle with self-forgiveness, perpetuating guilt and burnout.
Educational Value: Builds emotional resilience and relational health.
Outcome: Participants will apply compassion and forgiveness techniques to improve well-being.
Reference: Toussaint LL, Worthington EL, Williams DR. Forgiveness and health: A review and theoretical exploration of pathways. Front Psychol. 2020;11:545.

Lessons to Unlearn: “The Pain Made You Stronger”

Objectives:

1. Identify cultural narratives that glorify suffering as necessary for growth.

2. Contrast maladaptive versus adaptive approaches to resilience.

3. Apply reframing strategies to unlearn harmful lessons about pain.

Learning Gap: Many participants unconsciously reinforce the belief that suffering is required for strength.
Educational Value: Provides new frameworks for resilience that do not rely on trauma.
Outcome: Participants will apply reframing techniques to replace limiting narratives with adaptive ones.
Reference: Seery MD. Resilience: A silver lining to experiencing adverse life events? Curr Dir Psychol Sci.2018;27(6):456–460.

Understanding Old Habits Coming Back

Objectives:

1. Describe the mechanisms by which old habits resurface under stress.

2. Identify triggers that increase risk of habit relapse.

3. Apply relapse-prevention strategies to maintain progress.

Learning Gap: Many participants view the re-emergence of old habits as failure rather than a predictable process.
Educational Value: Normalizes habit relapse and provides tools for recovery.
Outcome: Participants will apply relapse-prevention methods to sustain long-term transformation.
Reference: Verplanken B, Orbell S. Habit and behavior change. Ann Rev Psychol. 2022;73:327–352.

Month 8 – Compassion & Boundaries

Self-Compassion

Objectives:

1. Define self-compassion and its three components: self-kindness, common humanity, and mindfulness.

2. Explain the evidence linking self-compassion to improved emotional regulation.

3. Apply self-compassion practices to reduce self-criticism and burnout.

Learning Gap: Many high-performing physicians rely on self-criticism as motivation, which increases stress and decreases resilience.
Educational Value: Provides evidence-based tools for cultivating a supportive inner dialogue.
Outcome: Participants will apply self-compassion strategies to enhance well-being and motivation.
Reference: Neff KD, Germer CK. The Mindful Self-Compassion Workbook. Guilford Press; 2018.

Boundaries and Anger

Objectives:

1. Describe the connection between boundary violations and anger.

2. Differentiate between healthy versus maladaptive expressions of anger.

3. Apply boundary-setting strategies to reduce anger-driven conflict.

Learning Gap: Many participants internalize or misdirect anger instead of using it as a boundary signal.
Educational Value: Reframes anger as a helpful indicator for personal limits rather than a destructive force.
Outcome: Participants will apply anger-awareness strategies to strengthen interpersonal boundaries.
Reference: Shorey RC, Elmquist J, Ninnemann A, Brasfield H, Febres J, Stuart GL. The association between anger management and intimate partner violence. J Interpers Violence. 2019;34(2):335–354.

Want vs. Need

Objectives:

1. Differentiate between wants and needs in the context of health and lifestyle choices.

2. Analyze how unmet needs influence maladaptive coping strategies.

3. Apply decision-making frameworks that prioritize authentic needs over temporary wants.

Learning Gap: Many participants confuse short-term desires with long-term necessities, leading to inconsistent progress.
Educational Value: Helps clarify values-based decision-making that sustains transformation.
Outcome: Participants will apply decision frameworks to align choices with core needs.
Reference: Deci EL, Ryan RM. Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Press. 2017 (widely cited and supported with 2019–2022 validation studies).

Visionary Thinking with 80/20

Objectives:

1. Explain the Pareto principle (80/20 rule) as it applies to health behaviors.

2. Identify high-impact actions that yield disproportionate results.

3. Apply visionary planning using the 80/20 framework to optimize outcomes.

Learning Gap: Many participants focus on low-yield behaviors while neglecting the highest-return actions.
Educational Value: Encourages strategic prioritization of effort in health and wellness.
Outcome: Participants will apply the 80/20 principle to streamline energy and maximize results.
Reference: Koch R. The 80/20 Principle: The Secret to Achieving More with Less. 4th Edition. Currency; 2020.

Identifying Your Core Desires: How Do You Want to Feel?

Objectives:

1. Describe the role of emotions in shaping long-term goals.

2. Identify core emotional desires that drive behavior and decision-making.

3. Apply strategies to align daily actions with desired emotional states.

Learning Gap: Many participants set goals based on external standards without considering desired internal outcomes.
Educational Value: Shifts focus from external achievements to emotional fulfillment, creating sustainable motivation.
Outcome: Participants will identify and apply strategies to align goals with desired feelings.
Reference: Fredrickson BL. Positive emotions broaden and build: Implications for resilience and health. Am Psychol.2019;74(7):781–793.

Month 9 – Rewiring for Resilience

Rewire Your Mind: Master Your Brain’s Instincts

Objectives:

1. Describe the role of automatic thought patterns in driving behavior.

2. Identify maladaptive instinctual responses that undermine resilience.

3. Apply cognitive and behavioral strategies to rewire instinct-driven thoughts.

Learning Gap: Many participants remain unaware of how ingrained brain patterns shape automatic reactions to stress.
Educational Value: Provides practical tools for reshaping neural pathways to support resilience.
Outcome: Participants will apply rewiring strategies to replace maladaptive patterns with adaptive ones.
Reference: Clark IA, Holmes EA, Woolrich MW, Mackay CE. Intrusive memories to traumatic film material: a functional magnetic resonance imaging study. Psychol Med. 2020;50(3):446–457.

The Power of "YET" & "AND"

Objectives:

1. Explain how linguistic framing impacts mindset and growth orientation.

2. Differentiate between limiting versus expansive self-statements.

3. Apply the use of “yet” and “and” to reframe challenges into opportunities.

Learning Gap: Physicians and patients often adopt rigid self-talk that blocks adaptive learning.
Educational Value: Demonstrates the power of simple language shifts to cultivate growth mindset.
Outcome: Participants will apply reframing language to enhance resilience and persistence.
Reference: Yeager DS, Dweck CS. What can be learned from growth mindset controversies? Am Psychol.2020;75(9):1269–1284.

Should Statements and Anxiety

Objectives:

1. Identify common “should” statements in self-talk.

2. Explain how “should” thinking contributes to anxiety and self-criticism.

3. Apply reframing strategies to replace “should” statements with adaptive language.

Learning Gap: Many participants are unaware of the cognitive distortions linked to “should” statements.
Educational Value: Provides targeted strategies to reduce anxiety through reframing.
Outcome: Participants will apply reframing tools to reduce “should”-based anxiety.
Reference: Beck JS. Cognitive Behavior Therapy: Basics and Beyond. 3rd Edition. Guilford Press; 2020.

Personalization and Worry

Objectives:

1. Describe the cognitive distortion of personalization.

2. Analyze the relationship between personalization and chronic worry.

3. Apply corrective strategies to reduce personalization-driven stress.

Learning Gap: Many participants over-attribute responsibility for negative outcomes, fueling worry.
Educational Value: Normalizes personalization as a distortion and provides practical correction tools.
Outcome: Participants will apply strategies to reduce personalization and associated worry.
Reference: Hirsch CR, Meeten F, Krahé C, Reeder C. Resolving ambiguity in emotional disorders: The nature and role of interpretation biases. Annu Rev Clin Psychol. 2019;15:281–306.

Nurturing Emotional Resilience

Objectives:

1. Define emotional resilience and its role in stress adaptation.

2. Identify practices that strengthen emotional resilience.

3. Apply resilience-building strategies to daily routines.

Learning Gap: Emotional resilience is often discussed conceptually but not operationalized into daily practice.
Educational Value: Offers evidence-based practices to sustain resilience under chronic stress.
Outcome: Participants will apply resilience-strengthening tools to enhance long-term well-being.
Reference: Kalisch R, Cramer AO, Binder H, et al. Deconstructing and reconstructing resilience: a dynamic network approach. Perspect Psychol Sci. 2019;14(5):765–777.

Month 10 – Presence & Emotional Anchoring

Anchoring to the Present in the Face of Uncertainty

Objectives:

1. Describe the role of present-moment awareness in stress regulation.

2. Identify techniques for anchoring attention during uncertainty.

3. Apply present-moment anchoring strategies in high-stakes situations.

Learning Gap: Many participants struggle to remain present during uncertainty, leading to heightened anxiety and impaired decision-making.
Educational Value: Provides practical skills to maintain stability in unpredictable environments.
Outcome: Participants will apply present-moment anchoring strategies to enhance regulation and clarity.
Reference: Garland EL, Farb NA, Goldin P, Fredrickson BL. Mindfulness broadens awareness and builds eudaimonic meaning: A process model of mindful positive emotion regulation. Psychol Inq. 2021;32(1):20–42.

All or None Thinking with Making the Next Best Decision

Objectives:

1. Define all-or-none thinking as a cognitive distortion.

2. Differentiate between rigid versus flexible decision-making styles.

3. Apply “next best decision” strategies to overcome all-or-none thinking.

Learning Gap: Many participants abandon progress after minor setbacks due to all-or-none thinking.
Educational Value: Reframes decision-making as a continuous process rather than pass/fail.
Outcome: Participants will apply flexible decision-making strategies to maintain momentum.
Reference: Rnic K, Dozois DJ, Martin RA. Cognitive distortions, humor styles, and depression. Eur J Psychol.2019;15(3):448–465.

Increasing Vibrational Energy

Objectives:

1. Describe the relationship between energy states and emotional regulation.

2. Identify practices that elevate personal vibrational energy.

3. Apply vibrational energy strategies to enhance daily well-being.

Learning Gap: Energy regulation practices are often overlooked as tools for emotional anchoring.
Educational Value: Encourages holistic approaches that integrate physiological and psychological energy management.
Outcome: Participants will apply vibrational energy techniques to sustain positive states.
Reference: Kok BE, Singer T. Effects of contemplative dyads on engagement and perceived social connectedness over 9 months of mental training: A randomized clinical trial. JAMA Psychiatry. 2017;74(2):126–134 (follow-up studies continued through 2020).

Clipping Those Thick Cords

Objectives:

1. Explain the metaphor of “cords” as emotional attachments that drain energy.

2. Identify patterns of unhealthy energetic attachment.

3. Apply detachment and boundary strategies to restore autonomy.

Learning Gap: Participants often underestimate the toll of lingering unhealthy attachments.
Educational Value: Provides strategies for releasing draining connections and reclaiming energy.
Outcome: Participants will apply detachment techniques to strengthen autonomy and resilience.
Reference: Fagundes CP, Heijnen C, Mackos AR, Layé S, Sheridan JF. Social stress, inflammation, and resilience: Insights from human and rodent studies. Brain Behav Immun. 2019;76:97–107.

Energy and Your Environment

Objectives:

1. Describe how physical and social environments influence personal energy.

2. Differentiate between environments that support versus deplete resilience.

3. Apply environmental modifications to optimize energy and performance.

Learning Gap: Participants rarely evaluate their environment as a determinant of energy regulation.
Educational Value: Demonstrates the influence of context on health, performance, and resilience.
Outcome: Participants will apply environmental strategies to create supportive conditions for transformation.
Reference: Evans GW. Projected behavioral impacts of global climate change. Annu Rev Psychol. 2019;70:449–474.

Month 11 – Intuition & Inner Knowing

Tapping into Your Intuition

Objectives:

1. Define intuition as a decision-making process distinct from analytical reasoning.

2. Describe the role of intuition in clinical and personal decision-making.

3. Apply strategies to strengthen intuitive awareness in daily practice.

Learning Gap: Many participants dismiss intuition as unreliable rather than recognizing it as an evidence-informed process.
Educational Value: Normalizes intuition as a valuable complement to analysis in high-stakes settings.
Outcome: Participants will apply structured practices to integrate intuition into decision-making.
Reference: Hodgkinson GP, Sadler-Smith E. The dynamics of intuition and analysis in managerial and organizational decision making. Acad Manag Perspect. 2018;32(4):473–492 (validated and cited widely through 2019–2022).

Protection for Empaths

Objectives:

1. Describe the traits of empathic individuals and their stress vulnerabilities.

2. Identify patterns of emotional overload caused by high empathy.

3. Apply protective strategies to manage empathic sensitivity.

Learning Gap: Empathic physicians often absorb others’ emotions, leading to compassion fatigue.
Educational Value: Provides self-protection tools for highly empathic participants.
Outcome: Participants will apply protective practices to maintain energy while remaining compassionate.
Reference: Wagaman MA, Geiger JM, Shockley C, Segal EA. The role of empathy in burnout, compassion satisfaction, and secondary traumatic stress among social workers. Soc Work Res. 2019;43(1):5–15.

Emotional Charge Awareness and Shift

Objectives:

1. Identify triggers that create heightened emotional charge.

2. Explain the physiological and cognitive effects of emotional charge.

3. Apply strategies to shift emotional charge toward regulation.

Learning Gap: Many participants lack awareness of when emotional charge escalates beyond regulation capacity.
Educational Value: Provides practical awareness and de-escalation tools for emotional self-management.
Outcome: Participants will apply awareness and shifting strategies to reduce emotional reactivity.
Reference: Gross JJ. Emotion regulation: Taking stock and moving forward. Emotion. 2019;19(1):1–9.

Leaning into Freedom for Authentic Personal Development

Objectives:

1. Describe the connection between authenticity and freedom in personal development.

2. Differentiate between externally imposed goals and self-directed growth.

3. Apply strategies that foster freedom in pursuing authentic goals.

Learning Gap: Many physicians pursue goals based on external standards rather than authentic values.
Educational Value: Encourages participants to embrace freedom in aligning personal and professional goals.
Outcome: Participants will apply authenticity practices that support sustainable personal growth.
Reference: Schmader T, Hall W, Croft A. Body objectification: Theory, research, and practice. Annu Rev Psychol.2019;70:173–197.

Month 12 – Processing & Integration

The Power of Processing Emotion

Objectives:

1. Define emotional processing and its role in stress recovery.

2. Describe techniques that facilitate healthy emotional processing.

3. Apply structured emotional processing strategies in daily practice.

Learning Gap: Many participants avoid or suppress emotions, leading to maladaptive coping and burnout.
Educational Value: Normalizes emotional processing as a key health behavior.
Outcome: Participants will apply structured strategies to process emotions effectively.
Reference: Mennin DS, Fresco DM. Emotion regulation therapy: A mechanism-targeted treatment for disorders of distress. Curr Opin Psychol. 2021;41:49–54.

Maintaining Consistency with External Inconsistencies

Objectives:

1. Describe how external inconsistencies disrupt routines and progress.

2. Identify strategies that maintain consistency in the presence of external stressors.

3. Apply adaptive planning tools to sustain progress despite unpredictability.

Learning Gap: Many participants struggle to maintain health behaviors during external disruption.
Educational Value: Provides tools for resilience when external conditions change.
Outcome: Participants will apply adaptive strategies to stay consistent under variable conditions.
Reference: Sweeney AM, Culcea I. Does resilience mediate the relationship between stress and health outcomes? Psychol Rep. 2019;122(4):1455–1479.

(Revisit) Emotional Processing and Grounding Techniques

Objectives:

1. Define grounding as a strategy to regulate heightened emotional states.

2. Identify grounding practices that promote recovery from stress.

3. Apply grounding techniques to enhance emotional regulation.

Learning Gap: Participants may be aware of grounding but lack consistency in practice.
Educational Value: Reinforces grounding as a recurring practice, not a one-time intervention.
Outcome: Participants will apply grounding practices regularly for emotional stabilization.
Reference: Boeldt DL, McMahon E, McFaul M, Greenleaf WJ. Using psychophysiology to advance healthcare provider training in emotion regulation. Patient Educ Couns. 2019;102(11):2085–2093.

(Revisit) Nurturing Emotional Resilience

Objectives:

1. Define emotional resilience as a dynamic capacity for recovery.

2. Describe resilience-building practices in the context of long-term health.

3. Apply resilience-strengthening strategies for ongoing transformation.

Learning Gap: Without reinforcement, participants may lose resilience practices over time.
Educational Value: Reinforces emotional resilience as an ongoing skill to be nurtured.
Outcome: Participants will integrate resilience strategies into long-term personal and professional growth.
Reference: Kalisch R, Cramer AO, Binder H, et al. Deconstructing and reconstructing resilience: A dynamic network approach. Perspect Psychol Sci. 2019;14(5):765–777.

Virtual Retreat to Kick off Program: Stress Rx

​​Stress Rx Retreat (Lectures 1–12)

Lecture 1 – Foundations

Objectives:

1. Define the six core stress subtypes and their distinguishing traits.

2. Explain the neuroscience underpinning stress coping styles.

3. Apply subtype identification results to design personalized regulation strategies.

Learning Gap: Physicians often lack awareness of stress subtypes and their neurological basis.
Educational Value: Establishes the foundation for personalized stress regulation.
Outcome: Participants will apply subtype frameworks to guide their regulation practices.
Reference: McEwen BS, Akil H. Revisiting the stress concept: implications for affective disorders. J Neurosci.2020;40(1):12–21.

Lecture 2 – Deep Dive: Assertive, Isolation, Control Distress

Objectives:

1. Differentiate between Assertive, Isolation, and Control distress subtypes.

2. Analyze burnout risk factors unique to each subtype.

3. Apply regulation strategies specific to each subtype in clinical and workplace contexts.

Learning Gap: Stress subtype differences are rarely explored in detail in medical education.
Educational Value: Provides tailored frameworks for recognizing and managing subtype-specific risks.
Outcome: Participants will apply subtype-specific strategies to manage stress and prevent burnout.
Reference: Maslach C, Leiter MP. Understanding the burnout experience: recent research and its implications for psychiatry. World Psychiatry. 2019;18(2):103–111.

Lecture 3 – Deep Dive: Validation, Catastrophizing, Impulsivity Distress

Objectives:

1. Describe the traits of Validation, Catastrophizing, and Impulsivity distress subtypes.

2. Assess the impact of these subtypes on team dynamics and well-being.

3. Apply targeted regulation tools to reduce maladaptive patterns in high-stakes environments.

Learning Gap: Team-based implications of these subtypes are poorly understood in healthcare.
Educational Value: Enhances ability to manage interpersonal dynamics influenced by stress subtypes.
Outcome: Participants will apply strategies to manage Validation, Catastrophizing, and Impulsivity distress.
Reference: Salvagioni DA, Melanda FN, Mesas AE, González AD, Gabani FL, Andrade SM. Physical, psychological and occupational consequences of job burnout: A systematic review. World J Psychiatry. 2017;7(1):52–72 (cited extensively through 2019–2022).

Lecture 4 – Burnout Risk Mapping & Core Regulation Strategies

Objectives:

1. Identify the link between stress subtype profiles and burnout risk.

2. Design a personalized burnout prevention plan using regulation strategies.

3. Apply burnout mapping tools in organizational wellness initiatives.

Learning Gap: Burnout prevention is often generic and not tailored to stress subtype differences.
Educational Value: Provides targeted strategies for personal and organizational burnout prevention.
Outcome: Participants will design subtype-informed burnout prevention plans.
Reference: Panagioti M, Geraghty K, Johnson J, et al. Association between physician burnout and patient safety, professionalism, and patient satisfaction. JAMA Intern Med. 2018;178(10):1317–1330.

Lecture 5 – The Regulated × Regulated Matrix

Objectives:

1. Describe the strengths of regulated subtype pairings in teams.

2. Analyze how regulated pairings enhance collaboration and creativity.

3. Apply regulated pairing strategies in professional practice.

Learning Gap: Team strengths are rarely mapped based on regulated interactions.
Educational Value: Encourages intentional team design for optimal performance.
Outcome: Participants will apply matrix-informed strategies to optimize team dynamics.
Reference: Salas E, Reyes DL, McDaniel SH. The science of teamwork: Progress, reflections, and the road ahead. Am Psychol. 2018;73(4):593–600.

Lecture 6 – The Stressed × Stressed Matrix

Objectives:

1. Identify maladaptive patterns in stressed subtype pairings.

2. Analyze the organizational impact of unaddressed stressed interactions.

3. Apply de-escalation strategies for stressed pairings.

Learning Gap: Stressed pairings create predictable dysfunctions that are rarely addressed systematically.
Educational Value: Provides tools for recognizing and defusing stressed subtype conflicts.
Outcome: Participants will apply de-escalation strategies in stressed subtype interactions.
Reference: West CP, Dyrbye LN, Shanafelt TD. Physician burnout: contributors, consequences and solutions. J Intern Med. 2018;283(6):516–529.

Lecture 7 – Regulated Supporting Stressed Matrix

Objectives:

1. Explain the role of a regulated individual in stabilizing a stressed counterpart.

2. Demonstrate subtype-specific stabilization techniques.

3. Apply regulated-to-stressed scripts in leadership and coaching practice.

Learning Gap: Few frameworks exist for structured support of stressed individuals.
Educational Value: Provides leaders and peers with practical stabilization strategies.
Outcome: Participants will apply regulated-to-stressed interventions in real-world contexts.
Reference: Shanafelt TD, Noseworthy JH. Executive leadership and physician well-being: nine organizational strategies. Mayo Clin Proc. 2017;92(1):129–146 (widely cited 2019–2022).

Lecture 8 – Applying the Matrix in Real-World Systems

Objectives:

1. Assess organizational contexts where the Matrix has the greatest impact.

2. Design an implementation plan for Matrix-based training.

3. Evaluate the outcomes of Matrix-informed interventions.

Learning Gap: Application of stress interaction frameworks in healthcare organizations is limited.
Educational Value: Bridges theory with applied systems-level implementation.
Outcome: Participants will design and evaluate organizational interventions using the Matrix.
Reference: Lemaire JB, Wallace JE. Burnout among doctors. BMJ. 2017;358:j3360 (supported with 2020–2022 follow-up studies).

Lecture 9 – Lenses 1–4: Evolution, Attachment, Perception, Identity

Objectives:

1. Explain the theoretical basis of Evolution, Attachment, Perception, and Identity lenses.

2. Analyze the interplay between these lenses and stress subtype expression.

3. Apply lens-informed strategies to enhance regulation.

Learning Gap: Stress regulation is rarely connected to neuropsychological lenses in practice.
Educational Value: Provides multidimensional understanding of stress through psychological lenses.
Outcome: Participants will apply lens-based insights to regulation strategies.
Reference: Beauchaine TP, Zisner AR, Sauder CL. Trait impulsivity and the externalizing spectrum. Annu Rev Clin Psychol. 2019;15:343–368.

Lecture 10 – Lenses 5–8: Relationships, Body, Story, Emotions

Objectives:

1. Describe the mechanisms underlying Safe Space Dysregulation, Somatic Baseline Shifts, Narrative Disruption, and Emotional Containment.

2. Demonstrate somatic awareness and narrative reframing techniques.

3. Apply emotional containment strategies in stressed environments.

Learning Gap: Few clinicians integrate body, story, and emotional containment into stress frameworks.
Educational Value: Expands toolkit with somatic and narrative interventions.
Outcome: Participants will apply body and narrative-based regulation tools.
Reference: Porges SW. Polyvagal theory: A science of safety. Front Integr Neurosci. 2022;16:871227.

Lecture 11 – Lenses 9–12: Grief, Temperament, Boundaries, Anticipation

Objectives:

1. Describe the influence of Hidden Grief, Stress Temperament, Boundary Collapse, and Anticipatory Stress on regulation.

2. Assess patterns of stress related to these lenses.

3. Apply interventions to restore boundaries and reduce anticipatory stress loops.

Learning Gap: Anticipatory and grief-related stress loops are often overlooked in medical coaching.
Educational Value: Introduces advanced psychological frameworks to deepen resilience practices.
Outcome: Participants will apply interventions targeting grief, temperament, and boundary regulation.
Reference: Shear MK. Complicated grief. N Engl J Med. 2015;372(2):153–160 (updated with continuing clinical validation 2019–2022).

Lecture 12 – Integration & Action Plan

Objectives:

1. Synthesize key concepts from subtypes and lenses into a cohesive framework.

2. Create a written action plan for ongoing subtype and lens integration.

3. Defend chosen strategies for sustaining resilience in personal and professional contexts.

Learning Gap: Without structured integration, participants struggle to apply stress frameworks long-term.
Educational Value: Reinforces knowledge by translating it into personalized action.
Outcome: Participants will create and defend a comprehensive action plan to sustain resilience.
Reference: Mealer M, Jones J, Newman J, McFann KK, Rothbaum B, Moss M. The presence of resilience is associated with a healthier psychological profile in intensive care unit (ICU) nurses. Intensive Care Med. 2017;43(6):793–800 (widely replicated 2019–2022).