This article provides a breakdown of the full LP course content, concepts and mechanisms involved in the intervention. This version is designed for attendees and so is written in a less academic style. A more academic version of this document, designed for those in academia, can be found here.
LP Protocol (for attendees), P Parker PhD,2020
Introduction
The Lightning Process (LP) is a mind-body training programme designed to help you learn how to actively influence the way your brain and nervous system works in order to change how your body’s systems work (Parker et al., 2018). It teaches you practical tools to do this to help improve your physiology, health and wellbeing, using discussion, gentle movement and meditation-like techniques. It has been applied to a range of issues, e.g. Multiple Sclerosis, Chronic Fatigue Syndrome/Myalgic Encephalomyelitis (CFS/ME), Complex Regional Pain Syndrome (CRPS), Chronic Pain and Fibromyalgia, as well as a range of emotional and cognitive issues such as anxiety, depression, dyslexia and dyspraxia (Crawley et al., 2018; Finch, 2010, 2013, 2014; Parker et al., 2018, 2020)
Concepts, mechanisms and tools of the LP
The LP is based on ideas and research from Positive Psychology, health education theory, mindfulness, osteopathy, coaching and Neuro-Linguistic Programming (NLP) and has two phases 1) teaching core concepts and 2) adopting practical tools.
Phase 1
In phase 1, research is presented to help you understand how using the mind-body connection can improve health (Locher et al., 2017). Particular attention is paid to how language can affect the way your brain works (Parker et al., 2018; Richter et al., 2014). How chronic stress and the ability of the brain to change through repeated use (neuroplasticity) play a powerful role in illness (Kirsch, 2018; Selye, 1978) is also covered. These concepts are part of the pathway to rediscovering that you can make a difference to your health (Hibbard & Greene, 2013; Parker, 2011).
Phase 2
In phase 2 you learn a set of steps to a) spot any patterns (thoughts, feeling, changed physiology, symptoms, etc) that may be harming your health (Grossman et al., 2004) b) pause them by employing an interruptive ‘stop’ process (Wise, 2002) and c) make an active choice to start applying some self-coaching routines. These routines include how to develop strong self-compassion (Neff et al., 2007) and a series of questions designed to identify what you want and how you want your body to feel in this moment (to replace those identified in step a).
The process is completed by the recalling strong memories (Bryant et al., 2005) of previous experiences of those feelings which has been shown to change your physiology for the better (Speer & Delgado, 2017). To increase this recall it is combined with the use of body movements and voice tone and speed, (Davis et al., 2010; Hamann, 2001) that match those memories.
Structure of your LP training
The LP is delivered via a 4 hr audio home-study program with 1 hr of phone coaching. This is important preparation for the 3 training seminars (4 hr each) that will be run by your registered practitioner. They are delivered face to face or online with between 3-8 attendees. One registered practitioner teaches you the entire course, facilitating the discussions and supporting you to put the tools into practice at your own pace.
Detailed content of each part of the LP
Pre-seminar: audio program and coaching
This section of the training introduces some of the core concepts on language and the evidence for mind-body approaches. It includes exercises for using health promoting (salutogenic) language, increasing self-compassion and developing self-coaching skills.
It also helps to identify if the seminar is likely to be of value for you, through exploration and discussion of your understanding of how mind-body approaches can help health and the need to practice the taught tools to achieve the change you want.
The Seminar- Day 1
Language: Salutogenic, passive and active language and the ‘dû’ verb
The research into how your language affects your brain (i.e. pain words trigger pain processing)(Eck et al., 2011; Richter et al., 2014, 2014) is explored along with exercises to consistently increase the use of health promoting language.
The dû verb, specific to the LP, is taught in this phase. It provides a practical way for you to see things differently.
First it helps you see illness as a constantly changing process rather than a single static un-influenceable event. This also encourages a sense that your current illness/issue experience has the possibility to change. Second it gives you a sense of empowerment, discovering that you can have an influence on your body and your health.
Using an unfamiliar verb also has the additional benefits of waking up that part of your brain, called ‘system 2’ (Kahneman & Miller, 1986), that is skilled at thinking about things in a careful and considered way. This helps us break out of established patterns of thinking and unhelpful habits. Additionally, using the dû, rather than the more familiar ‘do’, highlights the unconscious and unintentional nature of the patterns that your brain and body are running. This emphasises the importance of a lack of sense of being to blame that is central to the LP’s approach to change (Parker, 2011).
Neuroplasticity, response expectancy and physiology
Some important concepts are explored through discussion and exploratory exercises. These include:
- Neuroplasticity – how the structure of the nervous system is changed as a result of how we use it (Fuchs & Flügge, 2014).
- Response expectancy – how our expectations about our health, and the treatments we are about to receive, actually alter our physiology (Kirsch, 2018).
- The mechanisms of interrupted recovery- how the normal cycle of recovery from illness can be blocked by a range of factors is covered in depth. These include increased allostatic load (McEwen, 2000), the General Adaptation Syndrome (Selye, 1978) and the stress/flight/flight response (described as the Physical Emergency Response in the LP to avoid confusion of the meanings of ‘emotional stress’ and ‘stress’).
The importance of these three themes is considered in relationship to illness and as a route to recovery (Davidson, 2003; Lutz et al., 2008).
Tools
You will learn the set of steps (see phase 2) so you can become awareness of when to use the tools and start to create changes in your physiology. You’ll practice these steps with your trainer and the other participants in a friendly supportive learning environment.
Completion
The day will end with an opportunity to ask any final questions before creating a goal you want to achieve before the next session. Together you and your trainer will work on the goal to make sure it is reasonable and attainable. You’ll be given a manual containing background information to support the training. There will be some short written exercises, including a questionnaire to check that you’ve got what you need from the training. You’ll be encouraged to discuss, if you want to, what you have learnt with friends and family to get the best support from them.
Day 2
Progress
Your trainer will check in with your progress through the completed questionnaires and by chatting with you about how you found putting the tools into practice. They’ll note your successes and any issues that you need support with in using the tools to make change.
Neuroplasticity and narrative smoothing
Neuroplasticity is covered in more depth and with reference to your experiences between day one and two. There will be discussions and exercises on developing further awareness of opportunities to use the tools. You’ll discover the importance of focusing on change as much as on any unresolved issues as you learn how to breakout of unconscious patterns of disempowering thinking (caused by ‘narrative smoothing’ (Burke et al., 1992) and ‘negative and familiarity bias’(Rozin & Royzman, 2001)).
Response expectancy
You’ll learn even more about placebo studies, response expectancy and health. You’ll explore your current beliefs about change, recovery and speed of progress and apply the steps of the process to update them if appropriate.
Advanced steps of the process
You’ll learn how to use specific memories (Bryant et al., 2005) to help shift your neurology and physiology (Speer & Delgado, 2017). You’ll discover how combining the recall with the use of body movements and voice tone and speed, (Davis et al., 2010; Hamann, 2001) that matches those memories, encourages improved physiology (Speer & Delgado, 2017).
You’ll learn how there are unavoidable ‘triggers’ that will activate existing unhelpful pathways. However, you’ll also learn how to use those triggers to switch your brain into instantly developing new healthier response to challenging situations.
Completion
Has similar content to that of day one.
Day 3
Progress
This is identical to day two, and any further issues noted so they can be addressed in the practical exercises that follow.
Q and A
Further time is devoted to questions that have arisen.
Advanced steps
The final steps of detailed mental rehearsal of how it feels to flourish in previously challenging situations is covered in this section (Kirsch, 2018; Speer & Delgado, 2017). Issues are addressed including: how to use a simplified version of the process when a more physical version would be inappropriate; how to apply the tools to non-health issues, including other opinions about participants’ recovery and the nature of their illness; how to healthily manage a return to being well and active.
Follow up structure
The follow up provision is explained
Follow up
Your trainer will talk you through the extensive materials that are provided to support the use of your new tools: these include 3 hours of coaching with your trainer, a downloadable audio programme and access to support groups and forums.
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