Peering into our Unconscious Minds
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Peering into our Unconscious Minds

'Reading Human Behaviour Like a Book' with Philip Be'er
5.0 (2 ratings)
Instead of using a simple lifetime average, Udemy calculates a course's star rating by considering a number of different factors such as the number of ratings, the age of ratings, and the likelihood of fraudulent ratings.
21 students enrolled
Created by Philip Be'er
Last updated 8/2017
English
Price: $40
30-Day Money-Back Guarantee
Includes:
  • 1.5 hours on-demand video
  • 12 Supplemental Resources
  • Full lifetime access
  • Access on mobile and TV
  • Assignments
  • Certificate of Completion
What Will I Learn?
  • Prevent Toxic-Interpersonal-Relationship dynamics from escalating
  • Avoid ensnarement in painful Control-and-Manipulation-Crossfire scenarios
  • Help people to break cycles of abuse, bullying, and family dysfunction
  • Apply non-violent communication strategies in every aspect of home and work life
  • Become eligible to participate in more-advanced courses on Interpersonal Relationship dynamics by Philip Be'er
View Curriculum
Requirements
  • None
Description

Although it's unpleasant, It makes sense for someone who dislikes you to be controlling and manipulative, but why would any person, who cares about you, or who depends on you, ever treat you with a lack of respect?

Find the answer to this (and many other important questions) by Peering Into The Unconscious Mind and nurturing your ability to Read Human Behaviour Like a Book.

Thanks for joining me,

Philip Be'er

Author, Pioneer, and Educator

Who is the target audience?
  • Anyone exposed to Toxic-Interpersonal-Relationship dynamics
  • Anyone caught in the Control-and-Manipulation-Crossfire
  • Anyone RESPONSIBLE for preventing the Control-and-Manipulation-Crossfire from escalating and sabotaging what you're trying to achieve
  • Peering into our Unconscious Minds can be incorporated into your existing leadership training and educational programming whether you’re running a huge multinational corporation or a tiny community group.
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Curriculum For This Course
25 Lectures
01:37:42
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Intro
2 Lectures 13:13
  1. Understanding what motivates specific behaviour.
  2. Exploring Behavioural Loop Patterns.
  3. Understanding what happens when people temporarily lose their reasoning ability due to stress.
  4. Applying your growing understanding of unconscious motivational and behavioural patterns to the cultivation of healthier, more connective relationships
Preview 06:03

  1. In the first section of this course we differentiate between those things that are done consciously and those that are done automatically.
  2. In the next section we shine a light on the real reason why people are doing and saying the things they are.
  3. Then we learn about Behavioural Loop Patterns and the invisible role that they play in determining our response to every single experience.
  4. Section four is an exploration of the critical role that emotions play in keeping a person safe.
  5. Section five examines the harm that occurs when portions of our brain shut down at exactly the moment when we’re most dependent on those sections.
  6. Then we spend a moment exploring the built-in capability that allows our brains to be reprogrammed at will.
  7. Employing everything that we’ve studied about the unconscious, we conclude by exploring a fresh paradigm that is based upon compassion and on a newfound ability to read human behaviour the way one would, a book.
Preview 07:10
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Your Ability to See What’s Hidden
1 Lecture 01:17

Here are the video clips that we will be using throughout the first few sections

Your Ability to See What’s Hidden
01:17
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What the Eye Sees
2 Lectures 06:50
Here are the video clips that we will be using throughout the first few section
What the Eye Sees
01:57

Video Clips for Peering Into Our Unconscious Minds
04:53

View the video clips one by one (use the pause button to slow things down) describing, in the box provided for each clip, what you see the dominant character/s doing.
What the Eye Sees 1
18 questions

View the video clips one by one (use the pause button to slow things down) describing, in the box provided for each clip, what you see the dominant character/s doing. Access the full sequence of video clips at http://www.b-loops.com/course_resource
What the Eye Sees 2
6 questions
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The End Result
1 Lecture 02:17

After doing what he or she did, how do you imagine the character/s felt?

The End Result
02:17

After doing what he or she did, how do you imagine the character/s felt? (Choose from list of emotions included in your resources, if that’s helpful.) Access the full sequence of video clips at http://www.b-loops.com/course_resource
The End Result 1
10 questions

After doing what he or she did, how do you imagine the character/s felt? (Choose from list of emotions included in your resources, if that’s helpful.)
The End Result 2
8 questions
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High Hopes
1 Lecture 02:06

Do you imagine that the character was (characters were) hoping to feel differently from the way they ended up feeling?

High Hopes
02:06

Do you imagine that the character was / characters were HOPING to feel?
High Hopes 1
10 questions

How do you imagine that the character was (characters were) HOPING to feel?​
High Hopes 2
8 questions
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The Nitty Gritty
1 Lecture 01:15
The Nitty Gritty
01:15

The fourth challenge is a little more complex, or demanding, than those that you’ve completed to this point. The first step is to write a simple description of: What the clip is about.
The Nitty Gritty 1
10 questions

The fourth challenge is a little more complex, or demanding, than those that you’ve completed to this point. The first step is to write a simple description of: What the clip is about.
The Nitty Gritty 2
8 questions
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Motivation Under a Microscope
1 Lecture 04:53
Motivation Under a Microscope
04:53

Step 2 of Challenge 4 is to: Name some of the emotions that prompted the character to do what they did.
Motivation Under a Microscope 1
10 questions

Step 2 of Challenge 4 is to: Name some of the emotions that prompted the character to do what they did.
Motivation Under a Microscope 2
8 questions
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Unhappy with what Is
1 Lecture 02:13

Everything that we do is motivated by a sensation, or by an emotion that we’re experiencing, and by the inner desire to experience a more pleasant emotion or sensation.

Important Questions can be answered. 

Here are some of those questions:

  1. What is the motivation behind bullying behaviour?
  2. What causes conflict in families?
  3. Why are compulsive and habitual behaviours so difficult to disrupt
Preview 02:13

Unhappy with what Is
2 questions
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Craving Connection
1 Lecture 02:01

A desire for connection was central to each of the examples that I shared and here's the reason why.

Craving Connection
02:01

What role does a desire for connection or belonging play in each of the video clips?
What role does a desire for connection or belonging play?
10 questions

What role does a desire for connection or belonging play in each of the video clips?
Part 2: What role does a desire for connection or belonging play?
8 questions
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Getting Personal
1 Lecture 02:08
Getting Personal
02:08

We’re going to apply these challenges to your own personal experiences by inviting you to choose three memorable examples of things that your PEERS (people at a similar stage in life to you) have recently done.
Examples of things that your PEERS have recently done. Example 1
8 questions

We’re going to apply these challenges to your own personal experiences by inviting you to choose three memorable examples of things that your PEERS (people at a similar stage in life to you) have recently done.
Examples of things that your PEERS have recently done. Example 2
8 questions

We’re going to apply these challenges to your own personal experiences by inviting you to choose three memorable examples of things that your PEERS (people at a similar stage in life to you) have recently done.
Examples of things that your PEERS have recently done. Example 3
8 questions
11 More Sections
About the Instructor
Philip Be'er
5.0 Average rating
1 Review
21 Students
1 Course
Author, Pioneer, and Educator

A little less than ten years ago, I took part in a personal-growth retreat that opened a door to massive improvements in the quality of my life. During that week I experienced more growth and healing than I’d experienced in the twenty years proceeding.

I had grown up in what felt, to me, like a ‘domestic war-zone' and over the years, had invested thousands of dollars and countless hours in individual and couple’s therapy … apart from my relief at making so much personal progress at the retreat, I was exhilarated to discover that I could access tools and techniques powerful enough to initiate radical personal transformation on a timescale measured in years, rather than decades!

Needless to say, I devoted the years following that retreat to mastering these tools and techniques while applying them to my own inner-evolution or inner-game. Whenever an opportunity to improve  or to refine these tools and techniques presented itself, I stepped up to the challenge, eventually birthing Behavioural Loop Theory, elaborating on Carl Jung’s ‘Shadow’, authoring the manual  “Learning to Love – Your Guide to Personal Empowerment” and more recently, introducing ‘Personal Compassion Maps’ and ‘Personality Spheres’.

I generally work with clients displaying symptoms of anxiety or depression, with their relatives and with anyone supporting them, and with anyone whose pathways to happiness and peace seem to be obstructed by unrelenting compulsions, by uncontrollable behaviours, habits or addictions.

Many of my clients are recovering from abuse and from other childhood traumas, from PTSD, domestic violence and suicidal ideation. In the majority of cases, the Learning to Love curriculum offers better outcomes than drug and medication based treatments. The Learning to Love curriculum is only taught by highly trained facilitators who are adept at recognising and counteracting the unconscious role played by their ‘*Shadow’ when supporting clients. The degree to which Learning to Love practitioners have integrated ‘Shadow’ elements, differentiates us from those healing professionals and practitioners who remain reactive when they encounter elements of their own shadow in the clients they serve. (*Your shadow is visible in the Blue section of your Personality Sphere)

I strongly encourage anyone who finds herself/himself a point in life where transformative change can no longer be deferred, to invest heavily in freedom, self-acceptance and happiness by fully embracing the Learning to Love Curriculum revolution, now.

My home is on Vancouver Island, on the West Coast of Canada, where I work in close collaboration with Jenna Forster a Behavioral Leadership Expert, Life Coach and Mentor.