Empathy A Quantum Approach PDF

Empathy
A QUANTUM APPROACH
THE PSYCHICAL INFLUENCE OF EMOTION
Empathy
____________________________________________________________
A QUANTUM APPROACH
THE PSYCHICAL INFLUENCE OF EMOTION
DR. THERESA M. KELLY

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Copyright ©2012 by Dr. Theresa M. Kelly
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~ Dedicated to the Memory of My Father ~
To find a loved one lost is to find one’s self without breath, without
gravity, and in the absence of a physical presence once dear. However,
while the physical may be laid to rest, consciousness endures. January
21st 1950 my father, Michael John Kelly, was brought into this world.
He was a son, a brother, a husband, a father, an uncle, and a grandfa-
ther. He was a brilliant man, a scientist, a hero, and he was loved by,
and an inspiration to all who knew him. He was selfless, kindhearted,
and courageous. The night of January 21st 2012, we said our farewells
as he passed and joined our Lord. He is at peace and cancer free, but he
is still with us, not just in memory, or in heart, but in spirit. I dedicate
this book to the memory of my father for without his great capacity for
compassion and understanding I would not be the woman I am today.
Father, you changed my life and views of the world only for the better
and you have inspired me in ways without words. May you look down
and smile upon us as you find yourself in divine company, safe, com-
plete, and finally at peace.
- Michael John Kelly - [01/21/50 – 01/21/12].

Contents
INTRODUCTION ............................................................................... 1
CHAPTER 1: MODELS OF PSI MEDIATION .......................................... 5

INTRODUCTION TO PSI MODELING ............................................................ 5
THE ROLE OF PSI .................................................................................... 6
ELECTROMAGNETIC MODELS .................................................................. 12
ENERGY FIELD MODELS ......................................................................... 13
ZERO-POINT FIELD MODEL .................................................................... 14
QUANTUM MECHANICAL MODELS .......................................................... 15
QUANTUM INFORMATION...................................................................... 17
THE NATURE HYPOTHESIS ...................................................................... 22
CONCEPTUAL INFORMATION ......................................................................... 23
CONTEXTUAL INFORMATION ......................................................................... 25
SUBSYSTEMS .............................................................................................. 26
GEOMAGNETIC ENTANGLEMENT .................................................................... 27
PERMANENT MACROSCOPIC ENTANGLEMENT................................................... 28
QUANTUM NON-LOCAL COMMUNICATION ............................................... 29
QUESTIONS ......................................................................................... 30
CHAPTER 2: MODELS OF THE EXPERIENTIAL PHASE OF PSI .............. 34

QUANTUM ENTANGLEMENT AT THE MACROSCOPIC SCALE .......................... 35
BIOLOGICAL NON-LOCAL COMMUNICATION ..................................................... 35
THE HUMAN BRAIN AND NEURO-QUANTUM INTERACTIONS ............................... 36
QUANTUM MECHANICS & COGNITIVE SCIENCE ........................................ 38
QUANTUM-LIKE MENTAL ENTANGLEMENT....................................................... 41
PSEUDO-SENSORY MODELS ................................................................... 42
i
MEMORY MODELS ................................................................................ 43
RECEPTIVE PSI PROCESSES .............................................................................44
MEMORY AND PSI PROCESSES ........................................................................46
MEMORY AND THE FIRST SIGHT MODEL ...........................................................49
QUESTIONS .......................................................................................... 58
CHAPTER 3: MODELS OF EXTRASENSORY PERCEPTION .................... 62

SENSATION AND PERCEPTION ................................................................. 62
THE SENSORY SYSTEMS .................................................................................63
SENSORY MODALITIES ..................................................................................64
PERCEPTION................................................................................................65
THE STAGES OF EXTRASENSORY PERCEPTION ............................................ 65
BIOPHOTON MODEL .............................................................................. 66
THE HYPOTHESIS OF FUNCTIONAL EQUIVALENCE ........................................ 72
THE BIMODAL NATURE OF PSI ................................................................ 74
PSI-UNCONDUCIVE STATES - DISINTEREST OR DISTRACTION .................................74
PSI AND ANXIETY .........................................................................................76
CONSCIOUS WORK VS. EXTRASENSORY PERFORMANCE .......................................78
PSI-CONDUCIVE STATES - UNCERTAINTY, CONFUSION, OR DISORIENTATION ............78
PSYCHICAL PREDISPOSITION .................................................................... 80
INTENTION..................................................................................................80
EXTRAVERSION ............................................................................................81
MOTIVATION ..............................................................................................82
CREATIVITY AND INNOVATION ........................................................................82
EXPERIENTIAL SKILLS .....................................................................................83
PHENOMENOLOGY OF EXTRASENSORY EXPERIENCES ................................... 83
TELEPATHY VS. CLAIRVOYANCE ............................................................... 84
GENERAL EXTRASENSORY PERCEPTION ..................................................... 85
REALISTIC AND UNREALISTIC DREAMS ..............................................................86
INTUITIVE IMPRESSIONS ................................................................................87
HALLUCINATIONS .........................................................................................89
QUESTIONS .......................................................................................... 93
ii
CHAPTER 4: MODELS OF EMPATHY I ............................................... 96
THE PHENOMENOLOGY OF EMPATHY ...................................................... 97
EMPATHIC SIMULATION ......................................................................... 98
EMOTIONAL CONTAGION ........................................................................... 102
MOOD LINKAGE ....................................................................................... 103
TENSE INFORMATION ................................................................................ 103
MECHANISTIC PROPERTIES OF “SHARING” ...................................................... 104
EMPATHIC INTERACTION ...................................................................... 105

MECHANISTIC PROPERTIES OF “COMPELLING” ................................................. 108
EMPATHIC CLAIRVOYANT COGNITION .................................................... 110

EMOTIONAL CLIMATE ................................................................................ 113
MECHANISTIC PROPERTIES OF “KNOWING” .................................................... 114
TEMPORAL PHENOMENOLOGY .............................................................. 115

CONTEMPORANEOUS CLAIR-EMPATHY .................................................. 115
REAL-TIME SEARCH-BASED SYSTEM MODEL .................................................. 116
NEUROPHYSIOLOGICAL CORRELATES AND EMPATHY ........................................ 118
QUESTIONS ....................................................................................... 119
CHAPTER 5: MODELS OF EMPATHY II ............................................ 123

EMOTIONAL INTELLIGENCE ................................................................... 124
DEFINING EMOTIONS ................................................................................. 125
TYPES OF EMOTIONS ................................................................................. 127
FEATURES OF EMOTIONS ............................................................................ 137
DEFINING AFFECTIVE PHENOMENA ........................................................ 140
PREFERENCES ........................................................................................... 140
ATTITUDES .............................................................................................. 141
MOOD ................................................................................................... 142
AFFECTIVE DISPOSITIONS ............................................................................ 142
INTERPERSONAL STANCE ............................................................................ 143
EMOTIONAL REGULATION .................................................................... 143
iii
EMOTIONAL DYSREGULATION ......................................................................143
EMOTIONAL SUPPRESSION ...........................................................................144
EMOTIONAL DETACHMENT ..........................................................................145
EMPATHIC FATIGUE ....................................................................................146
TECHNIQUES: EMOTIONAL REGULATION ................................................ 147
ANTECEDENT-FOCUSED STRATEGY ................................................................147
RESPONSE-FOCUSED STRATEGY ...................................................................148
ENERGETIC-REGULATION STRATEGY ..............................................................149
TECHNIQUES: EMPATHIC SIMULATION ................................................... 150
PROCESS STAGES .......................................................................................150
POSITIVE THINKING AND SPEAKING ...............................................................152
FOCUSED LISTENING ..................................................................................154
TECHNIQUES: EMPATHIC INTERACTION .................................................. 155
PROCESS STAGES .......................................................................................155
EYE-FIXATION INDUCTION ...........................................................................158
TERMINATING INDUCTION ...........................................................................159
TECHNIQUES: EMPATHIC COGNITION ..................................................... 160
PROCESS STAGES .......................................................................................160
EMOTION MAPPING ..................................................................................163
QUESTIONS ........................................................................................ 166
CHAPTER 6: MODELS OF EMAPTHY III............................................ 170

PSYCHOANALYSIS ................................................................................ 171
PSYCHODYNAMIC PSYCHOTHERAPY ........................................................ 174
BEHAVIORAL THERAPY ......................................................................... 175
COGNITIVE THERAPY ........................................................................... 175
HYPNOTHERAPY .................................................................................. 176
GROUP PSYCHOTHERAPY ...................................................................... 178
EXPERIMENTAL EMPATHY .................................................................... 180
EXPERIMENTAL EFFECTS .............................................................................180
EXPERIMENTER EFFECT ...............................................................................180
iv
POSITION AND DECLINE EFFECTS .................................................................. 181
DIFFERENTIAL EFFECT ................................................................................ 182
DISPLACEMENT ........................................................................................ 183
EFFECTS IN POST HOC ANALYSES ................................................................. 183
IMPROVEMENT ROLE OF FEEDBACK .............................................................. 183
RESEARCH METHODS ......................................................................... 184
QUALITATIVE RESEARCH ANALYSIS ................................................................ 184
QUANTITATIVE RESEARCH ANALYSIS .............................................................. 185
PROBABILISTIC RESEARCH ANALYSIS .............................................................. 186
EXPERIMENTAL APPLICATIONS ............................................................. 187

EMPATHIC EXPERIMENTAL TARGETS ...................................................... 187
PROFILING AND MEASURING EMOTIONS ....................................................... 188
INTUITION-BASED TARGETS - EMOTION AND AFFECT ....................................... 189
PROCEDURAL METHODS AND TECHNIQUES ............................................ 191
FORCED-CHOICE METHODS ........................................................................ 191
FREE-RESPONSE METHODS ........................................................................ 194
JOINT MEDITATION ................................................................................... 197
SENSORY DEPRIVATION ............................................................................. 200
PERIPHERAL PHYSIOLOGICAL AND EEG EXPERIMENT ....................................... 204
QUESTIONS ....................................................................................... 207
CHAPTER 7: PSYCHICAL PROFILING ............................................... 210

PROOF-ORIENTATED VS. PROCESS-ORIENTATED ..................................... 210
PSYCHOLOGICAL PROFILING ................................................................. 211
INCREASED REACTIVITY TO PSYCHICAL STIMULI DUE TO ANXIETY ....................... 215
PSYCHICAL AND MYERS-BRIGGS PERSONALITY TYPE CORRELATIONS.................... 217
ASSOCIATED PERSONALITY TYPES ................................................................ 220
PHYSIOLOGICAL PROFILING .................................................................. 225
COGNITIVE CORRELATIONS ................................................................... 228
COLORIZATION PROFILING ................................................................... 231
COMPLEXITIES OF COLORIZATION ................................................................. 232
THE PSYCHOLOGICAL SYSTEM ...................................................................... 233
v
THE PHYSIOLOGICAL SYSTEM ....................................................................... 234
THE PSYCHICAL SYSTEM .............................................................................. 237
DICHOTOMOUS ASPECTS ............................................................................ 239
ENHANCEMENT ELEMENTS ................................................................... 239
BLUE TYPES .............................................................................................. 234
GREEN TYPES ........................................................................................... 240
THE FEEL OF ENHANCEMENT ....................................................................... 244
NOT JUST A PLACEBO EFFECT ...................................................................... 244
BENEFITS OF COLORIZATION ENHANCEMENT .................................................. 244
ENHANCEMENT VIA SOCIALIZATION ............................................................... 242
ENHANCEMENT VIA SOCIALIZATION ....................................................... 245

PSIMATICS ......................................................................................... 246
QUESTIONS ........................................................................................ 250
CHAPTER 8: MEDITATION .............................................................. 254

IMPORTANCE OF MENTAL HEALTH ........................................................ 255
IMPORTANCE OF PHYSICAL HEALTH ....................................................... 255
THE INTERSECTION OF NEUROSCIENCE AND MEDITATION .......................... 256
NEUROPLASTICITY ...................................................................................... 256
MECHANISMS OF MIND-BODY INTERACTION................................................... 257
PHYSIOLOGICAL BASELINES .......................................................................... 257
NEUROELECTRIC AND NEUROIMAGING CORRELATES .......................................... 258
HIGH AROUSAL VS. LOW AROUSAL MEDITATION ...................................... 259

LOW LEVEL AROUSAL .......................................................................... 260
CONCENTRATION VS. MINDFUL MEDITATION .................................................. 260
METHODS OF MEDITATION ................................................................... 262
MANTRA MEDITATION................................................................................ 263
DEEP BREATHING MEDITATION .................................................................... 263
VISUAL IMAGERY MEDITATION .................................................................... 265
PHYSICAL OBJECT MEDITATION .................................................................... 265
YOGA ...................................................................................................... 266
QIGONG................................................................................................... 267
TAI CHI .................................................................................................... 267
vi
MUSIC MEDITATION ................................................................................... 268
HIGH LEVEL AROUSAL ......................................................................... 269
AEROBIC EXERCISE ..................................................................................... 270
GETTING STARTED AND MAINTAINING MOTIVATION ................................ 275
A WELL BALANCED LIFESTYLE AND DIET ................................................. 280
ROUND-THE-CLOCK SCHEDULE .................................................................... 280
SUFFICIENT SLEEP ...................................................................................... 281
CAFFEINE ................................................................................................. 281
HERBAL, VITAMIN, AND MINERAL SUPPLEMENTS ............................................282
TOBACCO ................................................................................................. 283
OVER-THE-COUNTER AND PRESCRIPTION MEDICATIONS ...................................283
ALCOHOL ................................................................................................. 284
MARIJUANA AND PSYCHEDELICS ................................................................... 284
DIET AND BLOOD TYPE ............................................................................... 285
QUESTIONS ....................................................................................... 289
CHAPTER 9: PSYCHICAL ETHICS .................................................... 292

THE PSYCHICAL OATH ........................................................................... 293
FROM MORAL TO ETHICAL .................................................................... 294
THE CARING RESPONSE ........................................................................ 296
AUTONOMY ...................................................................................... 296

DUTIES .............................................................................................. 297
SIX-STEP ETHICAL PROCESS ................................................................... 297

STEP 1 ..................................................................................................... 298
STEP 2 ..................................................................................................... 298
STEP 3 ..................................................................................................... 299
STEP 4 ..................................................................................................... 299
STEP 5 ..................................................................................................... 300
STEP 6 ..................................................................................................... 300
MAINTAINING PERSONAL INTEGRITY ....................................................... 301
SELF-DECEPTION ................................................................................. 302
THE RESPONSIBILITY TO IMPROVE YOURSELF ............................................ 303
vii
LIVING WITH THE BUSINESS ASPECTS ....................................................... 304
PRACTICE (PEER) EVALUATION ............................................................... 304
UNETHICAL OR INCOMPETENT PRACTICE .................................................. 305
CONFIDENTIALITY ................................................................................ 305
INFORMED CONSENT ............................................................................ 306
ETHICAL ISSUES IN END-OF-LIFE CARE ..................................................... 307

ASSISTED SUICIDE AND EUTHANASIA ............................................................... 309
ETHICAL EXPRESSIONS AND MANIFESTATIONS ........................................... 310
CONSEQUENCES ................................................................................. 312

QUESTIONS ........................................................................................ 314
REFERENCES ................................................................................. 317
INDEX ........................................................................................... 327
viii
INTRODUCTION
This textbook addresses an array of rather difficult subjects, but
even if the reader has absolutely no prior understanding of these sub-
jects, they will still find the majority of the information in this book
comprehensible. Of course it is OK if the reader does not understand
all the aspects presented, as the way modern science and philosophy
has to describe Nature [i.e. the universe as a whole] is generally incom-
prehensible to all of us. In this textbook, I address what I know best,
psychical phenomena. Parapsychology today has no satisfactory me-
chanism to describe even the simplest of psychical phenomena, just as
modern science has no satisfactory mechanism to describe even the
simplest of physical phenomena [e.g. mechanisms of quantum electro-
dynamics], and may not for many years to come. This is because the
mechanisms of these phenomena exist in a way that is not yet fully
comprehensible to us, and the little we do know involves unpredicta-
bility. When we deal with probabilities under ordinary circumstances,
there are the following “rules of composition”: [1] if something can
happen in alternative ways, we add the probabilities for each of the dif-
ferent ways; [2] if the event occurs as a succession of steps - or depends
on a number of things happening “concomitantly” [independently] -
then we multiply the probabilities of each of the steps [things].
To understand models psychical phenomena, in this textbooks
case, namely clairvoyance, one must resort to peculiar rules and
strange reasoning in order to understand Nature as it [Nature] can only
be described in a way that is absurd to common sense. This book is de-
signed to stretch the imagination of the reader, not as in how the im-
agination is stretched as in fiction [that which is not really there], but to
simply comprehend these things in which are there. It is also designed
to express that: in order to correctly calculate the probability of an
event, one must be very careful to define the complete event clearly – in
particular, what the initial conditions and the final conditions are. This
is whether or not the definition of the event is assumed, theorized or a
1
Empathy: A Quantum Approach
direct result of known physical laws. It then becomes a natural wonder

how far one can push the process of defining events, and splitting
events into simpler and simpler sub-events. Then we are posed with
questions such as; Are there a limited number of bits that can be com-
bined to form all the phenomena that involves psychical phenomena?
Is there a limited number of “letters” in this language of Psi that can be
collective to form “words” or “phrases” that help describe portions of
Nature, or even Nature as a whole?
The answers are in all probability, yes, and two. There are only two
supposed actions needed to produce all associated psychical pheno-
mena; [2] Information goes from place to place; [3] Nature emits and
absorbs information. The stage on which these actions on a classical
scale take place is not just space, but space and time. However, to de-
fine psychical phenomena, one has to accept that they do not concern
space and time, or space-time, in the same way as classical phenomena.
Instead, one has to accept that these phenomena exist because of the
classical and quantum world. While distance and time are fundamen-
tally important in local communication [influenced only by immediate
surroundings as a result of the principle of locality], they are not funda-
mental in non-local communication [in violation of the principle of lo-
cality] as non-local communications can seemingly occur at any dis-
tance instantaneously [action at a distance].
Here the entire “Theory of Psi” can be simplified to the first basic ac-
tion - information goes from place to place. Of course this “theory”
would be too simplified, being that is it void of restrictions and results
of interactions. We could say now that psi is possible because informa-
tion goes from place to place [A to B], but to fully define and under-
stand we need to know when Nature will decide to emit or absorb in-
formation. While at a classical level this may be possible by under-
standing how information interacts with all things [parts of Nature] at
the quantum level, probability will always interfere with our calcula-
tions. Therefore, because of the unpredictability associated with the
quantum world, a “theory of psi” is unlikely, but fortunately, practice
can be independent of theory. A theory of psi involves trying to under-
2
Introduction
stand the causes of interactions within Nature and the nature of Na-
ture, while the practical side of psi involves being a function of nature,
practicing Nature.
In other words, even though it may be impossible to research Na-
ture, it is possible to utilize nature without knowing how it works. For
a classical example of this, we will use the discipline of medicine as a
means to explain the distinction between theory and practice. Medical
theory involves trying to comprehend the causes and nature of health
and sickness, while the practical side of medicine is trying to make
people healthy. They can be independent because it is possible to re-
search health and sickness without curing a patient and it is possible to
cure a patient without knowing how the cure worked. Practice without
theory in regards to psychical phenomena dates back to ancient cul-
ture, and skepticism surrounding these phenomena is just as archaic.
Regardless, the practice of these phenomena, despite millennia’s of
skepticism, have endured the ages because no matter how elegant
theories that oppose psi are, no matter how smart the individuals who
developed those theories were, if a theory is wrong, it’s wrong.
Most publications relative to psi experiments are proof-orientated.
This is because many experimenters believe that there is little sense in
attempting to explain psi mechanisms prior to exposing that psi exists
beyond a reasonable doubt. This textbook however is not solely proof-
orientated. This textbook was not designed to be a resource to turn to
for experimental data that may one day lead to solid proof that psi does
exist [e.g. through repeatability], but rather to publish suppositions [in
conjunction with associated theories and laws] that have not yet been
testable to the extent of formulating theoretical explanations. Proposed
explanations of psychical phenomena hold promise for developing
practical applications that can lead to testable scientific hypotheses via
the scientific method. Therefore, the content of this textbook should be
viewed as a hypothetical multi-model of psychical phenomena formed
from relative scientific facts, theories, and hypotheses. These models
are formed from decades, even centuries, of ideas and research in the
sciences and parasciences [i.e. parapsychology and paraphysics]. All of
3
these models involve some of my own suppositions, and such are re-
cognizable by referencing as “I.” In this textbook I will be touching on a
diversity of subjects of which I am familiar, but do not claim expertise.
Therefore, when I address these subjects, I do so to my best compre-
hension.
About the Author
Dr. Theresa M. Kelly has been active in the field of metaphysics and
parapsychology for over fifteen years including psychical research and
studies, and metaphysical and parapsychological counseling and con-
sulting. She obtained her honorary doctorate in metaphysics in 2008
and has since published many bestselling publications including books
and papers in the field of metaphysics with an emphasis in parapsy-
chology. Her publications are exclusively focused on her firsthand ex-
periences, collected research data, and professional opinion regarding
an array of extrasensory and psychokinetic phenomena.
Dr. Kelly is the president of, and professor of psychical studies at
the University of Alternative Studies. Her mission is to direct expe-
rients of, and those with interests regarding, psychical phenomena to-
wards comparable scientific principles and theories. She does so as a
means to promote practical alternative therapies, and experimental
applications of psychical phenomena with confidence in the impor-
tance of utilizing the investigative mode of the established sciences in
order to inquire into the authenticity, and to potentially explain the
nature of psychical phenomena. She believes that with a greater em-
phasis upon practical applications of psychical phenomena, improve-
ment can be accomplished towards parapsychology’s reception among
other scientists and the scientific community via innovative concepts
and methods of experimentation.
4
1
MODELS OF PSI MEDIATION

A Classical and Quantum Approach
Psi is an all-encompassing term for extrasensory perception and

psychokinesis combined. Models in regards to psi are separated into
two main categories: [1] the basic physical mechanism [psi mediation],
and [2] the psychological aspects of how and when human beings are
able to utilize psi [experiential phase of psi]. The first category will be
addressed in this chapter, and the former will be addressed later on.
There have been many types of models constructed throughout the
history of parapsychology including theoretical and hypothetical mod-
els. It should be noted that parapsychology is focused more upon scien-
tific rather than mystical modeling, where Nature and the laws of Na-
ture are addressed to explain the mediation of psi. Psi modeling pro-
vides a hypothetical and theoretical basis for the multitude of theories
and hypothesis of paranormal phenomena. These concepts have in-
cluded electromagnetic theories, space-time theories, neurophysiologi-
cal theories, and theories based on brain-mind dualisms, only some of
which will be discussed here. Such theories are accompanied by many
problems, such as coding-decoding issues when considering electro-
magnetic radiation.
Although psi modeling is mainly concerned with the physical as-
pects of psi, there is hope among the parapsychological community
that a comprehensive theory of paranormal phenomena may be pro-
vided allowing such phenomena to no longer be considered in the cat-
egory of the “anomalous.” Such models are constructed to answer the
core questions concerned in the parapsychology field, such as: “how is
psi possible?” and “how are people able to produce psi phenomena?”
5
Unfortunately, the common view of physics leaves very little space for
paranormal phenomena. Therefore, the objective of parapsychologists
and researchers in related fields is to use that “very little space” to their
advantage as best as they can.
The Role of Psi
When psi is regarded, spoken or written, as an ability, caution

should be taken against a casual perception of the term “ability.” Typi-
cally, an “ability” implies some degree of conscious control, such as
verbal ability. However, psi is assumed similar to a physiological func-
tion such as the sensory feature of hearing. Perhaps it is best to view
psi as an ability, or feature, in which is bound to an individual human
being as a function of his or her personality in the broadest sense of
that term. Much effort has been devoted in regards to speculating on
how psi works, assuming that its purpose is either extended communi-
cation [extrasensory perception] or extended motor action [psychokinesis].
However, the consideration of how psi works is not the same as the
consideration of what psi is for or why human beings possess such an
ability. The former considerations, extended communication and ex-
tended motor function, appear faulty; as such extended functions are
unreliable and erratic. So again the question is brought to the forefront,
“why do we have psi?” or “what is its role in life?” Such questions
must be addressed to move forward in an understanding of psi, and
this understanding must be applied to move forward in developing a
model of psi.
Such modeling points to characteristics of psi such as psi being
need-serving; where psi functions to serve goals such as survival and
deep psychological needs. These types of needs are not the focus of
conscious attention, but rather involve the linking of psi to the serving
of subconscious needs. While this is sufficient for spontaneous cases,
which lead us to more questions pertaining to the elusiveness of psi,
slightly different characteristics are apparent, such as decisions making
needs and the need for health and well-being. These types of needs do
6
Chapter 1: Models of Psi Mediation
appear to be the focus of somewhat conscious attention, linking psi to

the serving of semi-conscious casual needs, allowing the potential for
practical applications. While the practical application of psi may still
prove to be somewhat erratic, psi appears to be somewhat designed to
adapt to organizing principles, perhaps as a means to maintain the or-
der of mechanisms of probability.
In the mid-70’s there was a shift in view surrounding psi pheno-
mena due to the dismantlement of the classical view of psi because of
quantum mechanics. This new view of psi proposed greater impor-
tance to psychokinesis, suggesting it to be a “fundamental” or “prima-
ry” psi process that could subsume extrasensory perception, rendering
extrasensory perception an assumed direct result of psychokinetic
functions [i.e. the movement of information e.g. "thoughts" or packets
of information]. I postulate that thought, despite the current incapabili-
ty of brining a thought “to rest,” which is required to submit a single
thought to examination, does have measureable mass as thought is ca-
pable of moving in waves in which implies mass. The motion of im-
plied mass therefore suggests psychokinesis as a primary psi process.
Such a shift in the view of psi also changed the view of psychokinesis
from a psychic mechanism [e.g. a psychic lever] to a force-like function,
and then to a view of psychokinesis as the ability to shift probabilities
of events, to bias probability distributions. In other words, practical
applications can be found through the usefulness of psychokinesis in
the area of changing odds in our favor.
With a fresh new view of psi, soon thereafter came the considera-
tion of the systematically possible function of psi and the introduction
of the psi-mediated instrumental response or PMIR. The basic concept sur-
rounding the PMIR was that human beings utilize psi to accomplish
something that fulfils certain needs in which the individual consciously
or subconsciously possesses. Such concepts lead to arguments suggest-
ing that psi may be far more common in daily life than immediately
apparent, but that psi does accomplish its goals in a subtle elegant
manner void of conscious awareness. Further arguments then direct us
towards the question “if psi is a staple in our subconscious daily life,
7
can psi be directed to be a staple in our conscious daily life to any ex-
tent? The assumption in which describes how the PMIR should work
has been summarized in the following points:
1. Psi [as PMIR] is probably operative in daily life far more

than we realize.
2. The chief function of PMIR is to accomplish certain goals
or to fulfill certain needs of human beings.
3. PMIR operates for the most part unconsciously. Not only is
the operation of psi unnoticed by the individual, but also
the need might not even be consciously recognized.
Continued insistences have been made over the years in regards to

the role of psi as a function to serve the needs of the individual. If psi is
such a useful psychic device, then it should have, and therefore has
become, the responsibility of relative scholars to consider more serious-
ly the possible psychological and biological implications of the pheno-
mena deemed “paranormal” and to consider more seriously possible
practical applications. It is also therefore the responsibility of the indi-
vidual to consider more seriously the need to strive for a better under-
standing of psi functioning in everyday life before they expect to cap-
ture it in a practical sense. The practical use of psi is assumed possible
via therapeutic and experimental applications in which can be utilized
on a daily basis. Regular conscious use of psi, via the subconscious
need to perform, appears to be the fundamental key to regular success-
ful psychical influence.
Psi ability is viewed as the product of evolution, of the same
processes of natural selection that has yielded human beings all other
features and abilities. Such a view of psi’s evolutionary nature allows a
working assumption. This working assumption leads us to look to evo-
lutionary biology for the answers to the initial question ‘what is psi
for?” Here we find answers that are more straightforward. Darwinian
Theory has a base explanation for any ability: it serves to help human
beings survive and pass on their genes to the next generation. The base
8
explanation here is survival in the biological sense. The real survival in

an evolutionary view is the survival of the gene rather than the being.
If psi is indeed a product of evolution, then its function is to help en-
sure survival. We have already addressed that psi is need-serving, and
these needs are significant as they contribute to the health and well-
being of the individual so as to make the individual better able, and
more likely to reproduce to ensure the passing of genes. One may take
the tem “survival” to assume psi is only useful in a critical moment
collective with a critical need, but the term “survival” should be un-
derstood to mean more plainly: the ability to endure on a daily basis, to
withstand hardships and stress [i.e. to be well].
Considering psi as a survival-related product of evolution, pro-
posed speculations as to the characteristics of psi include the relation
and contributions of psi on the mental and physical health of the indi-
vidual, and quite possibly the individual’s children. This implies that
the individual will know, typically subconsciously, in what circums-
tances psi may or may not be needed. In other words, their subcons-
cious will recognize when the application of psi or “probability shifting”
would help the individual, or recognize when there is no need for the
application of psi. Such is fundamental to the idea surrounding an
“ability,” i.e. that the individual will know when to apply that ability to
their best advantage. Again, this is not to assume psi can only be used
in critical situations or that any event in which can be attributed to the
application of psi must have a need behind it, but the latter does seem
to be the case. It is believed that psi is unequally distributed amongst
the population, in other words, some individuals may be more success-
ful than others at the application of psi to serve their needs, but that is
only to say that psi is like any other human ability.
Here a new set of questions are brought to the forefront, “if psi
presents itself as being characteristically subconscious, how is one to
consciously control psi to better apply it? Here we try to define the ap-
pearance of semi-conscious psi, where a need is consciously known to
the individual, and psi is utilized to shift probability. Here we can
simply attribute the application of psi to the subconscious element even
9
though the conscious element was aware of the need. However, if be-
ing consciously aware and therefore subconsciously aware of the need
for psi, how can one increase their chances of shifting probability? This
question could be answered with “the avoidance of antagonists of psi”
or “the implementation of enhancing elements of psi” within the indi-
vidual [e.g. enhancement: personality] or within their immediate envi-
ronment [e.g. antagonists: an abundance of sensory stimuli]. While we
know psi can be elusive in the laboratory, and in real-life use, and this
elusiveness is assumed a byproduct of the nature of psi, could it be that
psi is elusive because imperceptible psi is more effective? Could this
imperception, this hidden characteristic, be a necessity for the individ-
ual’s protection? Are there safeguards that can be put in place to utilize
psi at a conscious level?
Take shamanic practices, where psi appears to be relatively con-
sciously controlled by the individual, yet also involved in practice are
features of spiritually tending to their tribe/community and tending to
the health and well-being of their tribe/community. These characteris-
tics appear to remove the individual from the limitation of subcons-
cious applications of psi, whereby allowing semi-conscious control.
This can also be seen in other career-focuses of psi such as card readers
and energy healers, where a need to help, providing a service to others,
is applied. Here the need could consist of the individual feeling the
need to help others and therefore placing themselves in a position of
continually needing to help, or that another individual possesses the
need, therefore the first individual can apply psi to help the second
individual.
This takes us back to the individual utilizing psi for the survival of
themselves and their children. Could “children” be diversified to “fam-
ily?” Many spontaneous cases of psi suggest the individual producing
the psi effect required the application of psi to survive, but there are
nearly as many cases where the individual utilized psi as a means for
the survival of a loved one. In the case of the shaman, his tribe is his
family, so again we diversify. Could “tribe” then be comparable to
“community” today? In any case, psi tends to present itself in cases
10
involving people the individual care for [i.e. know and have strong
feeling towards]. The definition of “community” a few hundred years
ago has changed when considering the definition of “community” by
today’s standards. Today many are unlikely to know all the citizens in
their community, some people may even be unfamiliar with their own
neighbors. Therefore, if the definition of “community” is so subject to
change, perhaps we should be looking at the limitations not of the
people surrounding the individual, but rather the limitation of “loved
ones.”
Other cases report the application of psi in ensuring the survival of
a friend or colleague, someone the individual cared for, but not neces-
sarily in a deeply emotional way. This may suggest that regular re-
peated spatial interaction may play a role in the application of psi, or
simply spatial proximity, which we will go into more deeply later.
Whether it be a self-serving need or a need for a loved one, need
appears to be a requirement. So how does one create a conscious need
on a regular basis, enough to have some level of semi-conscious control
of psi? For the development of a need, there has to be a relative conse-
quence for the individual. The individual therefore would need to de-
velop or employ a practical daily application where if the semi-
conscious control of psi is not obtained, then a consequence will befall
the individual. While one with a scheming mind may hesitate at such a
proposition as a consequence, evidence supports that the consequence
need not be a life-or-death matter. Instead, they can be psychological
needs such as approval or status, feelings of achievement, i.e. real
needs on regular bases. Such needs can be found in traditional medical
and alternative medical fields.
Healing practices, consulting practices, etc. can provide a practical
daily need to help others, maintain status in field, and to seek achieve-
ment for their contributions to society. The complexities of psi make it
proper for career focuses, rather than a general interest where the ap-
plication of psi is irregular and not focused on a real need. To under-
stand the whole of the question “what and why is psi,” we need to first
look at how psi mediates, then later, we will look at how psi manifests.
11
Electromagnetic Models
Early in parapsychological history, some accounts of psi were be-

lieved mediated by electromagnetic radiation. Suggestions were made
theorizing that in regards to extrasensory perception, radiation affected
the electrical activity in the brain in a direct manner [e.g. void of pass-
ing through any known sensory organ]. In regards to psychokinesis,
electrical activity in the brain was theorized to be “transmitted” as elec-
tromagnetic radiation. During this time, telepathy was viewed as a sort
of “mental radio” where extremely low frequencies [ELF] waves played a
fundamental role. The electromagnetic hypothesis suggested that “sig-
nals” conveying psi information affected a primitive portion of the
brain rather than affecting neurons [e.g. the glial cells]. This elementary
form of conveyance was assumed to work more effectively during pe-
riods of low geomagnetic activity [a variable intensity of Earth’s magnet-
ic field], and at times in which an individual is exposed to a minimal
amount of sensory stimuli [e.g. sensory deprivation].
Further support for this theory was due to correlations between
cases of spontaneous extrasensory perception and low levels of geo-
magnetic activity, which were later observed in spontaneous and expe-
rimental psi performance. However, the data for extremely low fre-
quency waves is not conclusive. Related questions pertaining to geo-
magnetic activity and psi mediation proposed investigations of atmos-
pheric electromagnetism as a possible psi mediator. Investigations pro-
duced a small, but significant negative correlation in regards to extra-
sensory perception and atmospheric electromagnetism. However, there
have been various arguments surrounding electromagnetic theories.
One reason that lead researchers to object to the theory of electromag-
netic mediation was that psi seemed independent of distance. Another
strong argument for electromagnetic theories stands at the fact that psi
continues to mediate within a Faraday cage [a small chamber designed
to exclude electromagnetic radiation of specific wavelengths] during
experimentation. While a Faraday cage possesses no obstacle for ex-
tremely low frequency waves due to resonate frequency, this theory is
12
still objected due to a lack of clarity as to how an experimental partici-

pant could “sense” and interpret zero point field .
Other arguments have been made regarding how the human brain
could not possibly act as an antenna for such waves being that the
brain is small compared to the considerable proportions that would be
required. Such considerable proportions would be required as such
waves possess a poor capacity to travel over large distances. Around
this time, hypothetical “advanced” electromagnetic waves were as-
sumed, but also were declined. In the end, electromagnetic theories
could not be fortified enough to explain the mediation of psi, and were
therefore replaced with other theories.
Energy Field Models
Another common theory researchers attributed to psi mediation

involved some undiscovered or unrecognized form of physical energy
assumed to radiate from the individual as a field effect. The energy was
assumed to exist as small energy packets or quanta, so small that they
were assumed to not interact with matter, whereby allowing the energy
to pass though solid matter without difficulty. Interests in such a “bio-
energy” lead to the type of research commonly called psychotronics. The
momentum of energy raised arguments targeting the theory, as energy
tends to pass through matter unimpeded, therefore how could the
energy be rendered inert as to be detected by the brain in cases of re-
ceptive psi? The response to this argument was based on the supposi-
tion that the energy was not rendered inert, but rather effected via an
interaction with neurological processes as the energy passed through
the brain, correspondingly to how magnetic fields can induce electrical
flow. Unfortunately, even after years of psychotronic research, such a
form of energy with these characteristics has not been found to exist.
Because the energy field has not been found to exist, it cannot be sub-
jected to empirical testing. Therefore, this “theory” in terms of legiti-
macy is better categorized as a hypothesis. However, future quantum
mechanical models of psi may lead to the discovery of this “bio-
13
energy.” Current candidates include biophotons, which appear capable

of quantum information transference.
Zero-Point Field Model
While the scientific concept of the zero point field is not a topic of
controversy, the pseudoscientific concept surrounding the harnessing
of the zero point field is a controversial matter. This hypothesis sug-
gests that a human being can harness perpetual motion machines and
other generating devices assumed based on zero point energy. This
hypothesis has been criticized as being in violation of fundamental
physical laws. The concept remains a hypothesis because there has
been no level of demonstration to substantiate the claim, nor has a
“plausible” description of the mediation process been given. The scien-
tific community’s findings suggest that zero point energy is a mini-
mum energy below which a thermodynamic system [including human
beings] can never go. Therefore, such energy is unobtainable or incap-
able of being withdrawn.
However, if zero point energy is dynamic, which is assumed the
case, then it constitutes as a large pool of energy and momentum flux
inherent to the “fabric of the universe.” If this is true, then the ability to
tap into this pool may be allowed. If such were the case, then systems
[e.g. human beings] in which draw from this pool of energy would not
necessarily violate any conservation laws. However, there is no theoret-
ical basis or practical evidence suggesting that an infinite amount of
energy is available for use, nor a basis suggesting that it is not. While
those in alternative medicine [e.g. energy healers] emphasize the impli-
cation of zero point energy in the rational for practices such as Reiki,
much of the scientific community considers such claims to be based on
misunderstandings in regards to physical laws, biology, and medical
science.
14
Quantum Mechanical Models
The study if psi or psychical phenomena involves assortments of

disciplines including quantum mechanics. Many readers of this book
may have had some exposure to quantum physics. Therefore, they may
be rightfully perplexed [e.g. the absence of wave function]. Psychical
phenomena alone can be perplexing enough, let alone when approach-
ing it from other disciplines such as quantum mechanics. Understand-
ing the certainty of uncertainty can be frustrating at times [e.g. know-
ing the more certain you are about one aspect, the less certain you are
going to be about another], as well as understanding the relevant af-
fairs of the macroscopic and microscopic aspects of the phenomena.
However, parapsychologists have associated parapsychological phe-
nomena with quantum theory. As the classical views of parapsychologi-
cal processes were dismantled, the adoptions of quantum mechanics
lead researchers towards two new approaches to parapsychology.
These two new approaches include [1] the “weak quantum theory,” in
which quantum theoretical concepts are directly applied to the phe-
nomenology of parapsychological processes, and [2] the examination of
ways in which the quantum world acts at the physical level that are
assumed to lead to large scale psi effects.
The fundamental change in our understanding of how the universe
works started with the first quantum theory in physics, Planck Law.
This law was discovered by Max Planck in 1900 and resulted in a Nobel
Prize in 1918 in recognition of the services rendered to the advance-
ment of physics his discovery made – energy quanta. The foundation of
this law is the Planck constant, which was first described as the propor-
tionality constant between the energy of a photon and the frequency of
its associated electromagnetic wave. Albert Einstein soon after sug-
gested that the energy in a beam of light occurs in individual packets,
later called photons, and the energy of a single photon is given by its
frequency multiplied by Planck’s constant. While the energy of a pho-
ton could be approximated at this time, whether light was a wave or
consisted of a stream of was up for debate for some time after. Several
15
physicist composed particle models, others wave models, but neither

appeared to fit entirely.
In 1924, French physicist Louis de Broglie proposed the idea of wave-
particle duality suggesting that light has both wave-like and particle-like
properties, as do electrons, atoms, and small molecules etc. In conclu-
sion, neither of the classical concepts of particles or waves could fully
describe the behavior of quantum-scale objects be they photons or mat-
ter. This discovery has since served as a central concept in quantum
mechanics.
Quantum mechanics [QM] is briefly defined as a body of scientific
principles describing the behavior of matter and its interactions on both
the atomic and subatomic scales. QM’s development, a revolution in
physical theory, is the result of physicist coming to terms with the limi-
tations of classical physics. The principles of QM are difficult for the
human mind to comprehend. This is mainly in part by the fact that
humans are accustomed to reasoning in regards to the world on a scale
where classical physics is an exceptional approximation. QM is counte-
rintuitive, and in the words of Richard P. Feynman, a founder of quan-
tum electrodynamics [QED], “I hope you can accept Nature as She is –
absurd.” Many fundamental components of the universe exhibit wave-
particle duality where their behavior is in some ways particle-like and
in other ways wave-like, such as photons [discrete packages of light]. In
regards to electromagnetic radiation, the laws of QM predict such
energies, colors, and spectral intensities.
Unfortunately, because QM laws are counterintuitive, predictions
in one area instantly creates unpredictability in another area. For ex-
ample, the more one comes closer to measuring the position of a par-
ticle the less predictable the measurement will be regarding its momen-
tum as stated by the Heisenberg uncertainty principle. The result here are
different outcomes when measuring position and then momentum
compared to momentum and then position. In addition, particles can
be paired and entangled, which results in an action where if one of the
entangled particles characteristics are altered [influenced] its pair will
16
instantaneously alter to match its entangled twin. This instantaneous

action is regardless of the distance between the entangled twins.
Another issue that arises in regards to measurement is the unre-
solved problem of how wave function collapse occurs, termed the mea-
surement problem. Wave function collapse is defined as the process by
which a wave function initially in superposition [in multiple states at
once] appears to reduce to a single state after interaction with the envi-
ronment. In other words, it is the condensation of physical possibilities
into a single occurrence. While a physical system can be described by
its wave function, a systems wave function cannot be directly observed
without initiating wave function collapse. This measurement problem
has posed a particular problem in parapsychological research and is a
central issue in the interpretation quantum mechanics.
Quantum Information
Since the development of quantum information theory, quantum in-

formation has been considered an essential role in the description of
Nature. The quantum theoretical descriptions of physical systems were
and continue to be formed by the hypothesis that we exist in a universe
in which there is specific constraints on the acquisition, representation,
and communication of information. These descriptions are viewed as
complimentary to the classical description of physical systems in terms
of the laws of physics, and can be reducible to information at their most
primitive state. The role of information in this view is to reveal the
deep nature of our physical reality. This view suggests that a quantum
state is a construct of the observer and not an objective property of the
physical system. It also assumes that the nature of reality can potential-
ly be explained by subjective knowledge.
However, an opposing view exists, one in which I strongly agree
upon, which infers underlying laws of our physical reality with a range
of flexibility. This view is based on considerations of physical reality,
and assumes that any constant description of Nature is composed of
both the flexible, but finite, laws of Nature and the sum of its finite sub-
17
systems including their past, present and potential future positions.

Nature is not deterministic in all regards, but is subjected to indetermi-
nistic properties in quantum systems in which are finite. These indeter-
ministic properties result in an absence of predictability throughout Na-
ture and therefore throughout our physical reality. It is assumed that
Nature is aware of the finite probabilities for any object or event, and is
therefore prepared for any probability when it occurs. Therefore, Na-
ture itself is never exclusively sure of the result of quantum interac-
tions, but it is able to calculate the most likely probabilities to occur and
arrange them based on highest percentage of probability.
These laws and information aid Nature and us in distinguishing
one aspect of the system from another. This is important, as without
distinguishability, all aspects of the system would appear identical.
The fundamental concept of distinguishability between systems is
found in the states of the systems. These different states are essentially
referred to as a “bit of information.” A bit is the most essential measure
of information in the classical sense. In QM, the most essential measure
of information is the qubit. In the classical sense, when one has more
than two outcomes, the system simply uses more bits to distinguish
one from the other. This is commonly understood when viewing com-
puter information in binary code (e.g. 0101000101001101 = QM). Inde-
terminism is best understood when a coin lands on its side (not heads
or tails, but both). In technical terms, this would be termed quantum
superposition.
A rule exists in QM stating that to know the exact value of a prop-
erty of a system [e.g. energy, momentum, location, etc.] we have to de-
stroy its quantum nature or “quantumness” in order to obtain the in-
formation. Not only our interaction with a quantum system causes this
result, but also through the systems interaction with its environment.
Systems are in a continual engagement with the environment, as Na-
ture continually wants to know more about quantum systems [quan-
tum objects] as to measure their properties and log changes to those
properties. Currently, the scientific community cannot prevent the en-
vironment from interacting with a quantum object for more than a few
18
seconds except through experiments involving free-space [vacuums]

etc. Within this time, physicists are currently able to use quantum inde-
terminism in applications such as quantum computation and quantum
cryptography. This quantum indeterminism, being in several states at
once, is not just confined to the microscopic scale, as it also exists on the
macroscopic scale. It is responsible for many macroscopic effects that
we can see with our own two eyes, possibly including instances of
psychical phenomena.
Typically, quantum physics is not applied to macroscopic objects
as classical physics is usually sufficient and reduces complexity, except
in regards to more complex phenomena. Through the analysis of in-
formation, we can review the two most important properties of quan-
tum theory. The first property is that qubits can exist in various states
at the same time. The second property is that when we measure a qu-
bit, we reduce it to its classical result [i.e. we can derive a definitive
result]. A qubit is briefly defined as a quantum system that can exist in
any combination of two states [e.g. zero and one], unlike the classical
bit, which can only exist in one state at a time. Therefore, in QM, to
quantify information we use entropy of a qubit, rather than entropy of
a bit. While the change from a qubit and bit may seem inconsequential,
there are profound implications. Such implications involve how the
quantum entropy of two correlated quantum systems can be smaller
than the entropy of the systems individually. These reductions of in-
formation, and other factors not applicable to classical information,
provide us with a great deal of available potential in regards to what
we can accomplish in information processing in normal regards, and in
paranormal regards.
Computers at a basic level are defined as any object capable of tak-
ing instruction, and performing computations based on said instruc-
tion. Two valid examples of computers by this definition are living or-
ganisms [e.g. human beings] and atomic physical phenomena. Like
computers, the human mind is capable of encoding and decoding in-
formation in the brain, and parpsychologically speaking, is assumed to
be able receive and decode information from the environment, or other
19
individuals, and encode and transmit information to the environment

or other individuals. In regards to encoding information quantum me-
chanically, there are many different systems that could be involved in
such processes [e.g. photons]. However, there are debates regarding
how quantum information can be receive and interpreted by the hu-
man brain or measured by the environment in this manner, for as soon
as any information in superposition is observed, it is destroyed. We
will discuss more on this in the next chapter, but for now we will be
addressing issues with parapsychological research and quantum decohe-
rence.
Quantum decoherence is the mechanism by which quantum sys-
tems interact with the environment to exhibit probabilistically additive
behavior. Decoherence presents the appearance of wave function col-
lapse. It is the mechanism in which the classical limit [ability to recover
classical information] emerges out of a quantum system and deter-
mines the location of the quantum-classical boundary. In other words,
it is the process by which the “quantumness” of a system is lost and
replaced by its classical counterpart. While the discovery of decohe-
rence works well in laboratory physics, when applied to treat the
whole of Nature as a quantum system, the strategy of decoherence
fails. It fails because Nature has no “external environment.” While de-
coherence is considered a key aspect in QM and parapsychology, far
more information is needed as decoherence theories are not capable of
resolving the measurement problem, and while this may be of a lesser
importance to quantum physicists, the measurement problem is a cen-
tral issue in parapsychological research.
Fortunately, some development in this area has been made in the
area of quantum computing, which also requires the use of quantum
information at a macroscopic level. The initial challenge for quantum
computation was a constant battle with entropy. As with human be-
ings, the lower the overall entropy of a physical system, the higher the
chances that its constituent atoms may become entangled. Atoms in-
itially utilized for quantum computation typically needed to be at tem-
peratures close to absolute zero [about -459.67°F], but today, materials
20
have been found only requiring temperatures as high as room tempera-

ture. Due to this, physicists are now realizing that quantum effects are
far more ever-present in macroscopic systems. This provides physicists
with the hope that one day they may discover that Nature has already
supplied us with a computer capable of quantum computation, and the
only thing left for them to do, is program it. The direction of this dis-
covery is relatively parallel to the direction of parapsychological re-
search. That is, to seek out the ability to tap Nature in a quantum re-
spect at the macroscopic level as a means to explain the nature of psi
and discover how to make the most of psi through practical applica-
tions.
Could it be that a human being is a quantum computer, or perhaps
exclusively the human brain? What if quantum computation is so ever-
present that it can be found in every living cell of our bodies? There is
consistent evidence suggesting that natural processes must be based on
quantum principles in order to function in the manner in which they
do. In fact, the possibility that quantum computation can be imple-
mented by living systems is a growing area of scientific research. How-
ever, if parapsychological processes exist at the quantum level, why do
they not exist at the classical level, or rather why qubits rather than
bits? While utilizing a single bit may appear simpler, Nature some-
where along the way decided to make an extra effort, well, kind of. The
answer here may be in regards to the central function of psi, informa-
tion processing. While it may be simpler to utilize single bits, there is a
significant quantum advantage in search when utilizing two quantum
bits [qubits]. With qubits, Nature can complete computational search-
based processes in one simple step. Therefore, Nature is designed, and
therefore quite possibly human beings are designed, to allow more effi-
cient information processing than if we were to utilize one classical bit
in the same number of steps.
This poses the question, “can DNA actually be a quantum comput-
er?” It is unclear at this time how DNA could exist in several different
states at once [superposition], and whether DNA is more quantum
than classical is unknown. The discoveries being made in the quantum-
21
computing field are showing us that larger and larger systems appear
capable of exhibiting quantum effects under certain conditions. How-
ever, the ability to “look at them in the right way” may be many years
away. Does this mean that any complex portion of matter or energy
could potentially, under specific external conditions, be considered or
used as a quantum computer? Could Nature itself be a complex brain
or multilayered quantum computer?
The Nature Hypothesis
The following is my hypothesis on the part played by Nature in re-

gards to the mediation of psi. Here the whole of Nature cannot be cor-
related with any other system, since by definition, reality comprises all
physical systems. I believe that the method utilized by experients of psi
phenomena is best comprehensible via the convergence of the mechan-
ics and laws pertaining to Nature understood as a universal information
processing and storage system. Nature appears congruent in respect to the
ontological view of four dimensionalism, which is concerned with how
objects persist in time. These proponents of four dimensionalism claim
that both past and future objects lay equal claims to having the same
level of reality as does the present moment. Therefore, if any object or
event [x] is a past reality, then the past object or event [x] is equally as
real as the present object or event. In addition, the equivalent idea ap-
plies for any future object or event. If any future object or event [y] is a
future reality, then the future object or event [y] is equally as real as
any present object or event. The system appears to order events into a
single distinct mode. In this mode, events are ordered by way of non-
relational singular predicates “is past”, “is present” and “is future,”
which is similar to the A-series of temporal events, a type of ordered
relation among events referenced in modern discussions of the philos-
ophy of time.
A-series suggests a series of positions, which run from the remote
past through the recent past to the present and from the present
through the near future, and continues on to the remote future. The
22
essential attribute of this descriptive modality is that one must think of

the series of temporal positions as being in a continual transformation,
in the sense that an event is first a potential [future], then a part of real-
time [present], and then the past. In addition, assertions made in re-
gards to this modality implies the temporal perspective of the system. I
have hypothesized that Nature stores factual information deemed dec-
larative, procedural, conceptual, or contextual. In regards to an expe-
rient requesting declarative or procedural information, information can
be explicit, intentionally requested, or implicit, unintentionally re-
quested. These two forms of information can be further sub-divided
into conceptual and contextual information.
Conceptual Information
Conceptual information refers to meanings, understandings, and

other concept-based information unrelated to specific experiences of
Nature. It may however be independent of contextual information.
Conceptual information is best defined as generalized information that
does not involve specific events or objects. Conceptual information is
likely acquired across various contexts and is able to be used across
different objects or events, and is considered the sum of all information
within Nature, or portions of Nature. It is an abstract information sub-
set that applies to a wide variety of experiential objects and events in
which delineates categorical and functional relationships between ob-
jects or events.
This subset is hypothesized to operate and organize based on net-
works internal, and possibly external, to its locale composed of finite
nodes connected by finite links. Each node may represent concepts,
perceptual features, probabilities, or nothing at all. A node is directly
linked to other nodes in which are either deemed a subclass or a super-
class inferring a hierarchical information representation in which high-
level nodes representing larger categories are connected. These high-
level nodes can be either directly or indirectly connected to many
nodes belonging to those categories, whereas nodes representing spe-
23
cific experiences are at a lower level, hypothesized to be connected only

to their superclasses. Links may be weighted, in that some links are
stronger than others are, and equivalently every link posses a length,
which results in some links requiring more time to traverse than others
do if we base the system on classical physics. If we base the system on
quantum physics, system links are not subjected to distance or length.
Information in this subset is stored at the highest category level in
which it applies essentially, that is, at the point in which the informa-
tion becomes critical. Nodes may also store negations of information
regarding their superordinate nodes.
When a node becomes active, during a request from Nature or ex-
perient request, this activation spreads to other nodes via the links be-
tween them. In an exclusively classical sense, the time to request and
receive information is a function of how far the activation between the
nodes must spread, but considering the quantum mechanical nature of
Nature, this time would always be instantaneous. All nodes involving
the activation spread are linked together, which removes an adequate
description of single nodes without the full consideration of the other
nodes involved, whereby creating difficulty for experients with a single
query or request rather than a series of queries or requests. This in-
cludes individual nodes that are spatially separated in a spacelike
manner, whereby again possibly inferring the principals of quantum
entanglement, or quantum non-local connections, which is a property
belonging to the quantum mechanical state of Nature.
The defining feature of this network is that its links are nearly al-
ways directed as they only point in one direction, from base to target,
and the links come in many different types, each one standing or
representing a particular relationship between two nodes, or a set of
nodes. When two nodes are simultaneously active, the association be-
tween them grows stronger, and whereby the more likely the scenario
of either node activating each other. These associative characteristics
not only appear in Nature in regards to nodes, but also in regards to
experients [i.e. the stronger the association between two individuals,
the more likely the scenario of either individual activating information
24
transference during highly emotional states.] It is unsure whether the

conceptual information subset of Nature is in and of itself a subset lo-
cated within one subsystem separate from other subsystems or if it is
widely distributed across all of Nature. However, the latter presents
itself as more of a possibility.
Contextual Information
Contextual information refers to historical events [times, places, as-

sociated objects or events, and other contextual information] that can
be explicitly or implicitly accessed. It is assumed that the formation of
new contextual information requires the utilization of several informa-
tion structures. Without the utilization of these structures, Nature may
be unable to form new procedural processes. This subset is assumed to
store new procedural processes without storing relative events during
which Nature learned these processes resulting in different experient
search or request parameters for information regarding [ESP] or inte-
ractions with [PK] events and process. It is assumed that Nature learns
new contextual information in an organized fashion associating recog-
nition and recollection [recognition of an object and recollection of the
contexts relative to the object such as position or location]. It is also as-
sumed that Nature organizes all information in an organized manner
for more efficient storage, drawing upon its role in executive functions.
This information is stored in several different ways, and is moved from
one area of Nature to the other based on how long nature is aware of
the information or what type of information it has obtained [probabilis-
tic, real-time, or historical]. All information is eventually consolidated
as historical information. This is due to Nature requiring the removal
of outdated time sensitive information from select areas to increase its
efficiency to obtain and process new information.
Contextual information differs from conceptual information as con-
textual information is saved as instances only saved once, while con-
ceptual information is updated per each experience. Contextual infor-
mation can be described as a mapping system in which ties together
25
conceptual information. For example, contextual information will ad-

dress what an object looks like while all contextual information regard-
ing an object will reference a single conceptual representation of the
object, and all new experiences regarding the object will modify the
single conceptual representation of the object. Contextual information
informs conceptual information and contextual information is reliant
upon conceptual information, but as time passes, Nature appears to
retain the separation of these types of information and does not conso-
lidate either type into the other.
Historical information is a representation of general or specific
events and facts. Historical information also refers to Natures history as
a whole. Stored information is constructive, whereby previous expe-
rience affects how Nature organizes, stores, and recalls information.
The information is constructed and reconstructed as an evolving
process. Types of contextual information include specific events [when
an event first took place], general events [describing the experience of
the event], object facts [relating to the objects or persons involved in or
around the event], and flash information [critical information regard-
ing major events]. Conceptual information is stored in autoassociative
networks, which are forms of backpropagation or other networks that
enable Nature, or an experient, to retrieve or interact with entire bytes
or packages of information from only requesting a tiny bit of relative
information. These forms include “fill in the blank,” association, and
translation. In conclusion, autoassociation networks can recreate the
whole of an event from merely requesting parts of the event.
Subsystems
Nature is hypothesized to have several crucial subsystems in which

enable Nature-to-experient communication. These include, but are not
limited to, transmission, personal network, interpretive and, search
based subsystems. In all cases, it appears that Nature is the determinate
of the minimum and maximum information capacities required to
reliably transfer information. This infers transmission based subsys-
26
tems in which determine transmission properties such as information

capacity, coherence, and comprehension. While this hypothesis sug-
gests the experient is entirely subjective to these properties and para-
meters, it appears that experients do possess the ability to widen and
constrict their own parameters to a slight degree [i.e. experients appear
to be able to consciously/subconsciously control, or lose control, of how
much data is sent or received]. When Nature has an expectation of the
amount of information contained in a transmission, it can properly de-
termine the minimum capacity required to transmit. During minimum
capacities, psi remains nonintrusive; while maximum capacities are
seen as intrusive, [i.e. experients are consciously aware of the informa-
tion received].
It is assumed that there is a relatively fixed capacity for transmis-
sions directed towards experients to prevent psychological or physio-
logical harm. Experients also appear to be subject to fixed transmission
speeds determined by the experients state of consciousness during
transmission. Experients of extrasensory perception in which request
information from Nature consciously, report decelerated transmission
speeds as opposed to subconscious requests. Decelerated transmission
speeds tend to result in equivocal and reduced quantities of informa-
tion while accelerated speeds tend to result in more unequivocal and
extensive quantities of information. These speeds are assumed to be
relative to information processing in the brain, rather than in Nature, as
such processes in regards to Nature are assumed to be instantaneous.
Geomagnetic Entanglement
In regards to Nature and magnetic entanglement, reports and re-

search suggest that entanglement not evoked via spatial proximity may
be the result of magnetic entanglement. Microscopic and macroscopic
correlations without spatial proximity is consistent with the temporal
congruence in recent observations with Quantitative Electroencephalo-
graphy [QEEG] showing that global geomagnetic activity affects brain
activity. Because all biological beings [e.g. humans] are immersed with-
27
in Earth’s magnetic field, even spatially separated pairs of “strangers”

might show similar EEG power shifts. The shared external geomagnet-
ic fluctuations would facilitate the entanglement of particles [and ag-
gregations of particles – e.g. two human brains] without past interac-
tion.
Permanent Macroscopic Entanglement
In experient reports involving entanglement with friends or stran-

gers, entanglement appears to have a “shelf life” after spatial proximity
has been reduced. Reports suggest that in order for the experient to
become again entangled to the person, close spatial interaction has to
be made. This interaction appears to include spatial proximity or an
electrical medium such as a computer or telephone. On the other hand,
experient reports suggest that entanglement continues regardless of
proximity and void of an electrical medium in regards to persons ge-
netically related to the experient. This form of entanglement appears to
persist from birth to death regardless if the family members have ever
directly interacted. Such a potential finding could explain when one
family member is able to tell another family member is upset, ill or in
danger despite years of no interaction. This interaction appears strong-
er in twins where several sensory modalities come into play not typi-
cally reported in non-twin related cases [e.g. tactile and thermocep-
tion]. Such a hypothesis would require the existence of permanent ma-
croscopic entanglement possibly in regards to DNA.
In experient reports involving physical objects [fluids, solids, par-
ticles, etc.] rather than biological organisms, entanglement also appears
to have a “shelf life” after spatial proximity has been reduced. In all
accounts, experients suggest that after they have distanced themselves
from the object, or person, entanglement is broken and influence can no
longer be achieved. These distances appear to vary subtly per type of
psychical phenomena.
28
Quantum Non-Local Communication
Heading back to more popular quantum models, quantum teleporta-

tion, or entanglement-assisted teleportation, is a technique utilized by Na-
ture to transform quantum information from one of its systems to
another. This form of transport does not involve relocating a system,
nor does it allow faster than light communication. Quantum teleporta-
tion does not include the rearranging of the particles of an object to
copy the form of another object. In other words, the word teleportation
here is not used in the context most familiar. Instead, quantum telepor-
tation’s distinctive characteristic is that it can transmit the information
present in a quantum superposition, which enables quantum commu-
nication and computation. Quantum teleportation is crucial to the prac-
tical realization of quantum-based communication efforts, including of
a parapsychological nature. In the case of psi communication efforts,
research shows the required involvement of a “sender,” in which wish-
es to transmit information or Nature wishing to transmit and arbitrary
quantum state of a particle, to a distant “receiver.” In other words, for
quantum teleportation to achieve information transfer, there must be a
sender and receiver involved whether it be experient/Nature, Na-
ture/experient, Nature/Nature, or experient/experient.
Some attempts to explain psi have been focused on this form of
non-local communication. However, current understandings of pre-
cognition tend to hinder this explanation as most parapsychologists
believe that precognition is the result of defying the principle of causal-
ity [cause and effect], rather than assuming precognition to be the re-
sult of experient access to Nature’s probabilistic computations in real-
time. If precognition is assumed a result not in defiance of the principle
of causality, then we can begin to apply quantum teleportation as a
function of the two main problems of parapsychology, specifically of
the mediation and the manifestation of psi.
29
QUESTIONS
1. Models in regards to psi are separated into which two main
categories?
a. Theoretical and hypothetical models
b. Psi mediation and the experiential phase of psi models
c. Scientific and mystical models
d. Paranormal and anomalous models
2. The consideration of how psi works is not the same as the con-
sideration of what psi is for or why human beings possess such
an ability. T/F
3. While the practical application of psi may still prove to be
somewhat erratic, psi appears to be somewhat designed to
adapt to organizing principles, perhaps as a means to maintain
the order of mechanisms of probability. T/F
4. In the mid-50’s there was a shift in view surrounding psi phe-
nomena due to the dismantlement of the classical view of psi
because of quantum mechanics. T/F
5. Extrasensory perception is assumed a “primary” process that
could subsume psychokinesis rendering psychokinesis an as-
sumed direct result of extrasensory functions. T/F
6. The basic concept surrounding the psi-mediated instrumental
response was that human beings utilize psi to accomplish
something that fulfils certain needs in which the individual
consciously or subconsciously possesses. T/F
7. Psi ability is viewed as the product of evolution, of the same
processes of natural selection that has yielded human beings all
other features and abilities. T/F
8. For the development of a need, there has to be a relative conse-
quence for the individual. Such needs can include psychologi-
cal needs such as approval or status, feelings of achievement,
i.e. real needs on regular bases. T/F
30
9. Sensory deprivation can be defined as a minimal amount of

exposure to sensory stimuli. T/F
10. In the end, electromagnetic theories could be fortified enough
to explain the mediation of psi. T/F
11. The pseudoscientific concept of the zero point field is not a top-
ic of controversy. T/F
12. Parapsychologists have associated parapsychological pheno-
mena with quantum theory. T/F
13. Quantum mechanics is briefly defined as a body of scientific
principles describing the behavior of matter and its interactions
on both the atomic and subatomic scales. T/F
14. Which of the following was a founder of quantum electrody-
namics (QED)?
a. Max Planck
b. Louis de Broglie
c. Richard P. Feynman
15. Photons are discrete packages of light. T/F
16. Particles can be paired and entangled, which results in an action
where if one of the entangled particles characteristics are al-
tered (influenced) its pair will instantaneously alter to match
its entangled twin. This instantaneous action is regardless of
the distance between the entangled twins. T/F
17. Heisenberg uncertainty principle is defined as the process by
which a wave function initially in superposition appears to re-
duce to a single state after interaction with the environment.
18. A qubit is the most essential measure of information in the
classical sense. T/F
19. A rule exists in QM stating that to know the exact value of a
property of a system [e.g. energy, momentum, location, etc.]
we have to destroy its quantum nature or “quantumness” in
order to obtain the information. T/F
20. Through the analysis of information, we can review the two
most important properties of quantum theory, which include
31
qubits existing in various states at the same time, and the re-
duction of a qubit to its classical result. T/F
21. Quantum information is the mechanism by which quantum
systems interact with the environment to exhibit probabilisti-
cally additive behavior. T/F
22. The lower the overall entropy of a physical system, the higher
the chances that its constituent atoms may become entangled.
T/F
23. It is assumed that the whole of Nature cannot be correlated
with any other system, since by definition, reality comprises all
physical systems. T/F
24. Contextual information refers to meanings, understandings,
and other concept-based information unrelated to specific ex-
periences of Nature. T/F
25. When a node becomes active, during a request from Nature or
experient request, this activation spreads to other nodes via the
links between them. T/F
26. When two nodes are simultaneously active, the association be-
tween them grows stronger, and whereby the more likely the
scenario of either node activating each other. T/F
27. Historical information is a representation of general or specific
events and facts. Historical information also refers to Natures
history as a whole. T/F
28. Quantum teleportation, or entanglement-assisted teleportation,
is a technique utilized by Nature to transform quantum infor-
mation from one of its systems to another. This form of trans-
port involves relocating a system, and allow faster than light
communication. T/F
29. For quantum teleportation to achieve information transfer,
there must be a sender and receiver involved whether it be ex-
perient/Nature, Nature/experient, Nature/Nature, or expe-
rient/experient. T/F
30. Assuming precognition to be the result of experient access to
Nature’s probabilistic computations in real-time, whereby not
32
in defiance of the principle of causality, could allow the appli-

cation of quantum teleportation as a function of the two main
problems of parapsychology, specifically of the mediation and
the manifestation of psi. T/F
33
2
MODELS OF THE EXPERIENTIAL

PHASE OF PSI
Quantum Mechanical and Cognitive Approaches
As mentioned in the former chapter, models in regards to psi are

separated into two main categories: [1] the basic physical mechanism,
and [2] the psychological aspects of how and when human beings are
able to utilize psi. We will now be discussing the latter in this chapter.
The means by which psi mediates information within an experient re-
mains unexplained in its entirety. However, several models have been
presented that look very promising including models involving quan-
tum mechanical approaches to cognition, and memory models. Such
models of psi manifestation attempt to explain how extrasensory in-
formation enters the central nervous system or information processing
center, and how the system deals with that information. In regards to
psychokinesis, such models attempt to explain what manner of infor-
mation processing is taking place, and what the requirements for the
information to be transmitted into the environment are.
The objective for such models is not to develop a model to explain
extrasensory information separate from an explanation of psychokine-
sis, but rather to formulate a model in which explain both ESP and PK
manifestations. I believe that if a solid theory is formulated to explain
one type of psi manifestation [e.g. ESP], then the other [PK] will be
found to follow the same process as proposed by the model. However,
there has been little success to date in regards to formulating a model
of psi manifestation that includes both extrasensory perception and
psychokinesis. Because of this, we will begin by addressing models in
34
Chapter 2: Models of the Experiential Phase of Psi
regards to extrasensory perception, as more efforts have gone into

modeling ESP than PK. The basic issue in regards to extrasensory per-
ception is whether ESP operates in a sensory-like manner, despite the
absence of an attachment to any known sensory organ. However, even
before we address the particular models of ESP and later PK, we will
first be looking at a present issue concerning these models. This issue
involves the role of quantum mechanical process in the human brain,
or macroscopic quantum entanglement and non-local communication.
Quantum Entanglement at the Macroscopic Scale
Biological Non-Local Communication
Non-local influences exist after particles [such as photons] interact

and separate. In addition, when one of the particles post-separation is
polarized, the entangled particle instantaneously possesses the same
degree of polarization as the other. No energy or signal is sent between
them; instead, the alteration to one quantum twin resulted in the altera-
tion of the other due to a non-local transfer of information [quantum
teleportation]. Nature is non-local, and evidence suggests that this non-
local communication also exists biologically. Understanding this bio-
logical utilization of quantum non-locality may open the door not only
for signaling purposes, but also to resolve the reverse direction prob-
lem [whether mental processes can influence, control, or initiate neu-
ronal processes] and the binding problem [how the brain is capable of
fusing numerous disparate features of complex perception]. In the past,
the existence of biological non-locality has been explored in regards to
separated human subject’s brains, human neural stem cells grown in
microelectrode arrays, and quantum coherence in muscle contraction in
single actin filaments.
In all of these types of experiments, experimenters were able to get
elementary correlated results by varying stroboscopic light Hz rate. In
experiments involving two human subjects’ brains, EEG results show
that photic stimulated and non-stimulated participants undergo co-
35
variations or state correlations. In tissue-based experiments, the sepa-

rated, non-stimulated tissue displays correlated electrical signals with
the stimulated tissue. While the science community is uncertain how
Nature does this, evidence suggests that Nature is doing this on a bio-
logical level. One direction suggested to understand better how Nature
does this, is through subjecting the neuron to selected empirical studies
focusing on the action potential mechanism, as it is beginning to appear
that single neurons may be able to enlighten us on the subject of biolog-
ical non-locality each time they fire. Once we are able to fully under-
stand, predetermine the results arising from, biological non-locality
then specific signaling processes can be utilized to initiate and control
neuronal stimulations opening the door for future bio-quantum non-
local communication technologies involving quantum computation.
The Human Brain and Neuro-Quantum Interactions
Many have suggested that consciousness may be the direct result

of neuro-quantum interactions [a coupling between the classical and
quantum scales]. Because evidence supports this assumption, two im-
perative possibilities must be considered. These possibilities include a
brain association with wave propagation through space, and that the
aggregate of particles that composes the brain exhibits a macroscopic
wave function operating within a collective mode for the propagation
of the matter field. Such would indicate that acceleration might allow
access to space-time rather than simply space. In other words, access to
the extent of “the continuum of space-time “would require a specific
value for phase space that is related to the derivative of acceleration or
time.
A consequence of two brains interfering [becoming entangled] is
that an alteration in the state of one brain [as seen which photic stimu-
lation experiments] should be associated with a simultaneous alteration
in the state of the other brain. The first example of entanglement in-
volved the change in the polarity of one photon, even when separated
from the other by a factor of a million wavelengths, resulted in the
36
symmetrical change of its twin. The existence of entanglement at the

particle level suggests microscopic non-locality, but the entanglement
of two brains would require macroscopic non-locality, which for dec-
ades was considered impossible. This macroscopic non-locality has
been described as an enforced correlation between separated parts of a
quantum system that reside outside of the boundaries of light velocity
across space and time as a means to ensure the parts of the system
maintain equilibrium.
It has been hypothesized that for two brains [considered large ag-
gregates of particles], this connection originates from an initial spatial
proximity, and despite their distance later on, the alteration of one
brain would result in the alteration of the other. Rates of change have
been hypothesized to exist within the theta range, particularly between
5 Hz and 7 Hz. However, this range may only be the range for the clas-
sical result of quantum interactions. Knowing the range enabling quan-
tum interaction may require quantum technologies to fully identify
changes in aggregated particles in superposition [e.g. the brain], whe-
reby isolating the range of coherent quantum interaction.
Brain stimulation via circumcerebral magnetic fields also shows
evidence of quantum entanglement between pairs of siblings. Such
experiments involve magnetic fields arranged in a circle [45◦ apart]
around the “senders” head. This circular geometry was selected be-
cause a field moving in a circle is constantly accelerating; as aforemen-
tioned, this acceleration may allow access to space-time. The most sig-
nificant alterations in the spectrum within the “receivers” brain oc-
curred within the 5 to 5.9 Hz when the rate of change of the field
around the sender was 20 msec. Qigong emissions, produced by Toate
practitioners [an ancient Japanese martial art involving remote action]
has shown evidence of producing transient contiguous increased phase
correlations of alpha waves over the frontal and occipital cortices of
unaware recipients [strangers]. While these studies showed spatial
proximity was the condition for entanglement, studies involving mag-
netic fields and unaware recipients suggested the enhancement of
37
power at the 5 to 5.9 Hz band was unique to siblings, and did not seem
to apply to the unaware recipients.
In other studies involving friends vs. strangers, strangers showed
positive correlations within the electroencephalographic theta and al-
pha bands over the frontal lobes [based on my research, prefrontal cor-
tex correlations are assumed associated with clairvoyant influence],
and the gamma band over the temporal lobes [assumed to be involved
in psychical influence, per my research]. However, “involved” pairs
[involving multiple occasions of spatial proximity] showed negative
correlations with each other’s frontal activity within the alpha band.
The negative correlation between power levels for the pairs who were
“involved” suggests to me to be exemplative of non-clairvoyant entan-
glement [e.g. telepathy]. In conclusion, in either the case of qigong
sensing, or circumcerebral magnetic fields, theta and alpha power over
the frontal area have been noted.
Quantum Mechanics and Cognitive Science
Those today involved in researching quantum cognition or quan-

tum interaction are quite optimistic concerning the question whether a
quantum-like approach is actually more advantageous over classical
approaches. Devising a solid quantum cognitive theory requires both
descriptive and explanatory elements. Descriptive theories are important
because they attempt to explain what particular cognitive phenomenon
[e.g. perception, language, or cognitive aspects of personality] are like.
They are theories in regards to what tools are required in order to pro-
vide sufficient descriptions of phenomena. Explanatory theories howev-
er, are theories regarding why these phenomena are the way they are.
The history of correlating the quantum approach to cognitive science
has been extensive and diverse. Early on, biologists concluded that
quantum mechanics is linked to living systems and thought. In addi-
tion, many characteristics of mind are comparable to the characteristics
of atomic particles. An example of this is, both arise from dynamical
38
systems, both display continuity and wholeness, and both are localized
yet spatially independent.
The idea that consciousness plays a fundamental part in the ma-
nifestation of the physical world is, and has been considered to be since
the idea was first proposed, highly controversial. This is due to the dis-
inclination of the scientific community to accept anything as “ephe-
meral” as consciousness into physical studies. However, despite the
scientific community’s efforts to exclude consciousness studies from
physical studies, the neurosciences have shown great progress in ex-
plaining perception, cognition, and awareness in the classical sense.
Recent mathematical developments suggest that quantum mechanics
may fundamentally be the direct result of cognitive and conceptual
factors rather than that of physical factors. In addition, experimental
evidence proposing that some human cognitive capabilities are better
defined utilizing quantum rather than classical formalisms have been
investigated and have confirmed the existence of quantum-like interfe-
rence effects during certain types of perception. Another proposal ar-
gues that quantum mechanical principles [e.g. superposition and inter-
ference], may result in cognitive effects related to content sensitivity and
associations. Quantum-like entanglement properties have also been
suggested in regards to the human lexicon. Advanced models have pro-
posed quantum-like features in correlate psychological functions and atti-
tudes. In other words, much effort and evidence has been proposed
suggesting that “quantum mechanical-inspired” models are superior to
contrasting classical models when attempting to describe an array of
psychological processes that have otherwise been tough to explain un-
der more traditional concepts.
There has also been hypotheses in regards to the quantum-like
processing of information not based in the physical brain [e.g. quantum
physical carriers of information], but rather the quantum-like represen-
tation of information in Hilbert space [an extension of the two-
dimensional Euclidean plane and three-dimensional space to spaces
with any finite or infinite number of dimensions]. Such hypotheses
suggest that the “quantumness” of the brain is a direct consequence of
39
its compositions of quantum systems. They involve the viewpoint of

the quantum brain as a processor of quantum information via ap-
proaches inducing various complex questions on the physical laws go-
verning such a brain [e.g. can the brain operate in a quantum mechani-
cal manner at room temperature, or is the brain too hot to be quantum?].
In regards to wave representation of information in the brain, such
suggestions include that perhaps the brain is capable of creating quan-
tum-like representations of information via classical electromagnetic
signaling. Such classical waves produce superposition in systems and
violate the law of total probability, but quantum information processing
is not solely based on superposition, but also on entanglement. Such is
the source of “superstrong” nonlocal correlations, which are in viola-
tion of Bell’s theorem [i.e. no physical theory of local hidden variables
can ever reproduce all of the predictions of quantum mechanics]. Can
entanglement actually be produced by classical signals, and can quan-
tum information processing be reproduced by utilizing classical
waves? The answer appears to be yes.
Brain wave models to come will most likely tailor to the role of
crucial elements in the presence of the random background field or back-
ground fluctuations in the brain [where the classical statistics of the
electric and magnetic fields are chosen to match the vacuum expecta-
tion values of the equivalent operators in quantum electrodynamics].
In regards to vacuum fluctuation, fluctuations of the vacuum field are
combined with random fields in which resent quantum systems. Since
the ability to separate a system [e.g. electron] from the vacuum field
does not exist, technically speaking, we cannot entirely separate any
two quantum systems. This suggests that all quantum systems are en-
tangled via the field and as a result, one could be lead to conclude that
white noise [a random signal with a flat power spectral density] may be
the basis of everything in Nature. Such a random background essential-
ly increases correlations between various mental functions [e.g. the
generation of nonlocal presentations of information], and such models
may end up answering the binding problem [i.e. “how the unity of
40
conscious perception is brought about by the distributed activities of

the central nervous system”].
Such similar modeling may also be able to address whether the col-
lapse of the wave function [in which describes the state of a quantum
system i.e. quantum information] occurs, or can occur, in the brain,
whereby answering whether or not quantum information [e.g visual
quantum information] can be transferred non-locally to the brain and
then collapse. In addition, such modeling may answer whether or not
such a collapse in the brain results in consciousness. Such models re-
quire the new approach of quantum processing in the brain, where it is
assumed that “due to structural shielding, microtubules inside neurons
can be protected against the wet and warm environment inside the
brain.” Such current hypotheses are advancing [e.g. due to the possibil-
ity that the quantum state of photons are transmitted to the brain via a
quantum-like manner instead of collapsing inside the human eye].
Quantum-like Mental Entanglement
One of the ideals of this new quantum mechanical approach is

shedding light on an array of anomalous experimental results com-
posed over the greater portion of a century. Such results include quan-
tum entanglement-like cognitive processes between individuals iso-
lated by distance or shielding. Early on, such results were not attri-
buted to quantum mechanical effects because of the misconception that
such effects were limited to microscopic systems. Of course more re-
cent advances have proven otherwise showing that quantum entan-
glement and non-local communication are phenomena in which occur
in both microscopic and macroscopic systems, including living systems
at room temperature as aforementioned. Such advances are opening
doors for parapsychological research initiatives in hopes that these va-
lid quantum-like models may help them ascertain a better understand-
ing of perception and extrasensory perception. These opening doors
will allow researchers to start answering questions like:
41
• Does neuronal activity include sub-atomic processes in which

incorporate information or energy transfer at the required scale
to provide genuine quantum connections?
• If collapse of the wave function requires an observer to transi-
tion quantum potentials into a classical state, and human be-
ings are observers, then why are some still arguing over the ex-
istence of extrasensory perception when it should be expected?
• If empirical evidence has been repeatedly provided to support
the existence of clairvoyance for over 30 years, then why has its
valid existence not been confirmed by the scientific communi-
ty?
• When will enough solid evidence be enough?
Actually, the second to last question has been answered in that the
academic mainstream is under the impression that there is no empirical
evidence in support of clairvoyance, or that if there is evidence, it lacks
repeatability and therefore is not amendable to scientific inquiry. How-
ever, this commonly long held belief is a serious misunderstanding.
While the parapsychological community lacks accepted theoretical
models of psi phenomena, new lines of research may lead to testable
quantum-like models in the future for entangled brains an entangled
subjective experiences such as extrasensory perception. Such models
and intriguing perspectives in regards to the study of perception and
cognition, and the natural capacities of humankind one thought to be
impossible, may not be as far away as one may think. Instead, hopes
aspire to answer the last question as soon as the second decade of the
21st century.
Pseudo-Sensory Models
Pseudo-sensory models propose that the perceptual processing of

psi stimuli is equivalent to sensory stimuli at a basic level of analysis
such as the ability to discriminate a figure from its background. Such
pseudo-sensory processing is assumed reliant on the strength of the
42
stimuli. Such models approach psi with the view of the brain as an in-
formation processing system, address the stages of information
processing, and addresses whether the nature of psi [e.g. ESP] perfor-
mance characteristically conforms to the stages of processing. Howev-
er, evidence is contrary to pseudo-sensory models, such as how the
“quality” of an ESP target [e.g. size, form, contrast, etc.] has no syste-
matic effects of performance void of effects explainable in terms of psy-
chological reactions, unlike regular sensory stimuli. It should be noted
here that sensory processing is only one modality of human informa-
tion processing. The ideational mode, in which the information is
processed by the brain, is assumed obtainable via from within the self,
rather than the external environment. Relative models address the role
of the long-term memory in processing extrasensory information. Such
concepts are encapsulated in memory models, which show not only
promise in explaining the manifestation of extrasensory perception, but
also may someday explain the manifestation of psychokinesis.
Memory Models: Memory Theory and

Associated Phenomenology
Memory models in regards to extrasensory perception have been

proposed suggesting that extrasensory perception is “imagination that
relates to the target.” One version suggests that the memorial informa-
tion activated during ESP performance is “structurally” similar to the
ESP target [e.g. in regards to a star, a daisy, a bicycle wheel, etc.] will
typically be activated. Research in this area has shown evidence in
support of extraordinarily accurate representations of ESP targets by
subjects while exhibiting little perception of the targets characteristics
or meaning. Similar studies found psi misses prominent in Zener card-
based experiments with like symbols [i.e. calling a square for a circle, or
a star for a cross]. A large quantity of ESP based data has become com-
prehensible due to memory models in which assume that the systemic
source of extrasensory information is somehow localized in the long-
43
term memory. These models correlate with both intentional and spon-
taneous ESP experiences including those characteristic of pure emo-
tional reactions or semantic associations.
Such models also correlate with experimental ESP performance
such as psi missing and positions effects. Consistency can also be found
in correlations between long-term memory skills and ESP scores. These
types of studies have lead the parapsychological community to believe
that extrasensory, and possibly psychokinetic, processes are not only
similar to these fundamental performances in memory tasks, but rather
that such psi processes in regards to ESP are, or in regards to PK may
be, dependent upon memorial processes as a means of expression. In
other words, it appears that Nature and or other people can communi-
cate with people via a person’s own experiential data. Such data in-
cludes images and language [e.g. vocabulary] from the recipients own
long-term memory; rendering individuals with a great deal of life ex-
perience more likely to coherently decipher received information than
those with little life experience.
Incorporations have been perused by the parapsychological com-
munity in regards to PK and memory modeling. However, the area has
received little attention due to limited experimental data. Such PK-
based memory modeling suggest mechanisms converse to ESP memory
models, in that a long-term memory trace [or set of traces] is assumed
activated by unknown means [e.g. possibly mechanistic or teleological]
resulting in a correlation between the nature of the trace and the struc-
ture of a physical system in the environment. While such approaches
have not yet yielded successful applications, there is a broad endorse-
ment of this concept, including myself.
Receptive Psi Processes
Memory models tailor to receptive psi processes, namely ESP, which

has traditionally been assumed to involve a two-part process concern-
ing [1] information traveling from the environment to the individual
and [2] the information received being elaborated into conscious
44
awareness. Memory models are typically focused on the latter concern

[i.e. how information is elaborated into conscious awareness and or
elicits a behavioral response]. In this two-part conceptualization, the
first part of the receptive psi process is mainly assumed the result of
aforementioned information transfer via quantum teleportation, which
stems from recent scientific evidence supporting the existence of quan-
tum mechanical processes at the macroscopic level. Assumptions per-
taining to the second part of the receptive psi process are the direct re-
sult of conceptual and experimental progress within the fields of para-
psychology, psychology, and neuroscience.
This distinction between the two-parts of receptive psi processes
has been articulated to separate psi process from psi production [i.e.
termed paranormal cognition]. Conversely, in regards to expressive psi
processes [i.e. information traveling through the individual and out into
the environment], psi process and production is termed paranormal in-
teraction. The paranormal cognitive process has been suggested to be the
result of normal cognitive processes, rather than of a “paranormal”
cognitive process, as the product of the paranormal cognitive process is
always the product of cognitive and other types of processes in which
are we are not in the habit of deeming paranormal. Such “paranormal-
ly” acquired information is assumed to be acquired via mediating stag-
es such as dreams, hallucinations [e.g. mental images]. These stages are
also known as the mediation and the experiential phases of psi. Such stag-
es, as aforementioned, involve normal cognitive and emotional
processes, and many researchers have developed hypothesis in order
to identify fundamental components of the process. Therefore, in re-
gards to the two-part model of psi, half of the challenge in discovering
how psi mediates involves comprehending its pathway via the normal
cognitive operations of the brain and perhaps other various systems of
living organisms.
As mentioned earlier in this section, knowing what psi is for was
considered a critical step in discovering how psi works. The key here
was to look at the functions of how evolution operates. Evolution has a
simplistic answer for the need of psi. That is to say, it should play a
45
vital role in improving our fitness, i.e. our ability to survive and to pass
on our genetic code to the next generation. In regards to the process of
evolution, one of its major characteristics is that it only keeps what is
useful, [i.e. what can be extremely efficient as far as organism re-
sources]. Evolution does not typically devise new processes or systems
where existing processes or systems can be adapted and elaborated to
serve new needs and present new advantages. A fundamental aspect of
the evolutionary fitness and survival of human beings has been to ac-
quire and store information to utilize in planning future actions based
on the assessment of probability. Therefore, if evolution decided to
present human beings with the ability to benefit from anomalous in-
formation or interaction, then expecting that such an ability would be
built upon, and tightly integrated with, brain systems in which serve
critical characteristics such as fitness, would be a reasonable expecta-
tion.
Memory and Psi Processes
A brain system has been identified by the parapsychological com-

munity in which is assumed to play a vital, if not a majority, role in psi
processes. This brain system is the human memory, or rather, the long-
term memory. In the past, memory was hypothesized to be stored in
one region of the brain. However, recent findings support the hypothe-
sis that memory is distributed in many regions of the brain, assumed as
a means to potentially compensate for damage to one storage area. In
other words, the support of memory is not specific to certain regions,
but rather a whole network. The view up until now was that in regards
to memory, if point [A] was lost then point [B] would be on all of the
time to take over for [A]. However, this assumption appears today to
be incorrect, as [B] would only take over if and when needed [i.e. is
exclusively need-based]. Most of the time [B] appears to act like a nor-
mal piece of brain tissue and only kicks into “hyperdrive” when [A] is
particularly challenged, and performs in less than a second. While this
is a remarkable fluid neural plasticity, it is not to be confused with the
46
standard “[B] took over for [A], but rather [B] will take over when
needed. Such a finding [that memory is distributed in many regions of
the brain] will pose an issue for the parapsychological community in
regards to isolating a region of the brain responsible for psi cognitive
processes, or rather, could potentially explain what such a region has
not yet exclusively been found.
The first sight model helps the parapsychological community an-
swer difficult questions like “why do ghosts wear clothes?” or “how
can there be apparitions of living individuals?” Such experiences are
assumed the result of hallucinations, possibly mediated via telepathy
or clairvoyance. Such hallucinations are assumed a product of the mind
and constructed from images in the ‘receivers’ memory, rather from the
‘senders’ memory. Therefore, it is assumed that no mediation of visual
impressions from the sender to the receiver has occurred, but rather the
mediation of generalized information to be later cognized via the re-
ceivers own memorial images. Assumptions continue suggesting that
the images are retrieved from the receiver’s conscious and subcons-
cious memory [i.e. extrasensory experience arises exclusively from
memory]. It has been suggested that ESP-based [triggered] memories
are subject to the same mental processing as ordinary memories on
their way into consciousness via several stages of unconscious or pre-
conscious processing and back into memory [i.e. memory consolidation;
a category of processes in which stabilizes a memory trace post-initial
acquisition] as a new memory trace.
While sensory models in light of memory models have not entirely
been ruled out, available evidence does not support the idea that extra-
sensory information reception involves the same types of processing as
sensory input. An example of this evidence is that typical characteris-
tics of sensory stimuli [e.g. discriminability; how hard or easy it is to
detect that a target stimulus is present from a background effect] have
no systemic effect on ESP-based performance. Therefore, the weight of
the evidence points in the direction of memory-based models, suggest-
ing that during ESP information transfer, the recipient is not receiving a
large amount of information, which would be the case if receiving im-
47
agery, but rather very little information in which is sufficient enough to

activate the appropriate systems in order to elaborate the “message”
into consciousness. Such an initial pathway into the brain has been as-
sumed similar to subliminal perception or perception void of aware-
ness, rather than ordinary sensory processing. One argument for mem-
ory exclusive processing in ESP transfer is as follows:
“A psychic experience that informs one that a good friend has just
died obviously would not activate a memory of the friend dead, but would
likely activate networks of memories that involve the friend, death in gen-
eral, and perhaps the manner in which the friend might be likely to die.”-
Richard Broughton
Extrasensory perception is assumed to activate and link subtle rela-

tive components in which produce new information via their collabora-
tion. Such an experience is often accompanied by a distinctive con-
scious awareness where the ESP-triggered memorial images are all of a
sudden intruding upon mental activity in which was otherwise di-
rected. Memory models essentially account for incomplete or trans-
formed extrasensory information into direct imagery [e.g. the recipient
may not have possessed the required memories to complete the image
or for an unknown reason the ESP-trigger was unable create necessary
memory links]. As aforementioned, considerations in regards to what
type of memory is involved in psi receptive processes have lead to the
long-term memory. Also mentioned prior, it appears that through a
number of experimental and quasi-experimental studies, it is the struc-
ture of the target in which is received [e.g. concrete images rather than
abstract images]. However, the structure of a target received is typical-
ly void of semantic memorial activation. If semantic information does
emerge, it emerges when the individual attempts to interpret the in-
formation [e.g. images] experienced.
In light of this understanding, past research programs [e.g. remote
viewing research programs] altered their standard operating proce-
dures to promote sketches or drawings of the experients impressions to
be later interpreted by a pool of individuals, rather than the experient
48
attempt to interpret the information themselves. While evidence, par-

ticularly from dream research and ganzfeld experiments, supports that
complete images of objects, scenes, or individuals [i.e. visual images]
are primary, this is not to say they are exclusive, as other forms of hal-
lucinations have been identified, as well as intuitive and emotional im-
pressions [e.g. intuition and emotional-based ESP].
Memory and the First Sight Model
This model describes psi as a “basic, continuously active constitu-

ent of the development of all experience.” The model presumes a pre-
conscious engagement between all living systems and Nature beyond
physical and sensorial boundaries. Such engagements void of spatial
proximity [psi] are assumed available to all living systems before prox-
imal sensorial information, whereby suggesting that all experience can
be comprehensible with psi existing at the basic and beginning level of
living functions. In other words, psi is presumed as a first sight as op-
posed to a second sight. All modes of experience are assumed to have
similar preconscious developmental histories, including perception.
Studies suggest that in regards to perceptual experience, the chain of
preconscious development begins with the basic level [psi] of engage-
ment with Nature. Such engagements are assumed preconscious, antic-
ipatory, and to be the leading edge of the preconscious processes by
which the human mind assembles all types of experiences. Like similar
preconscious processes, psi is assumed personal and purposeful rather
than contrastingly mechanical and or impersonally automatic. Even
though psi phenomena are assumed a result of the unconscious state,
they are considered in correlation to what an individual does, rather
than what happens to the individual.
It is assumed that this psi level of engagement is continuously active
as a means to assist the individual in efficiently predicting and com-
prehending developing experiences. As a result, an individual can be
detoured from unfavorable events or outcomes due to the discovery of
favorable alternatives. Typically, the individual is not consciously
49
aware of psi apprehensions, but like subliminal apprehensions, they

appear to arouse nexuses of meaning and feeling in which predict de-
veloping experience. If such developmental processes are subject to
interruption [e.g. brief stimuli] then such activated networks are typi-
cally inadvertently expressed in “fantasies, associations, spontaneous
behaviors, moods, dreams, etc.” Some states of mind [e.g. dissociative,
meditative, sleep, etc.] are more advantageous for expressing and no-
ticing such inadvertent expressions. In conclusion, psi appears to con-
tribute to the development of all human experiences at a basic, first lev-
el, and is assumed to function in a manner similar to other precons-
cious processes.
Psi is assumed bimodal, in that in regards to any type of potential
experience, the individual’s position will be either towards or away
from [e.g. posture of approach or avoidance]. The terms most common-
ly utilized in this regard are assimilation [additive participation] and
contrast [subtractive participation]. In regards to ESP experiments, as-
similation is correlated with psi-hitting, while contrast is correlated
with psi-missing. These findings suggest that unfocused and receptive
states of mind are more conducive towards the assimilative expression
of extrasensory apprehensions, while highly focused states of mind
characterized by clear, cognitive processes and tasks result in such ap-
prehensions becoming subject to contrast and therefore are excluded
from expression entirely.
This model assumes that psi, mainly ESP, intermingles with other
preconscious processes as a means to form experiences. However, this
model does not assume that psi functions are uniquely in the human
mind, nor does it characterize psi as being unpredictable or possessing
magical properties. Conversely, this model assumes that psi and simi-
lar preconscious processes operate continually in unison with similar
patterns of functioning. If memory and extrasensory perception, or PK,
are indeed similar processes, then this similarity should be positively
correlated within the performance of individuals tested in similar situa-
tions. In addition, they should also exhibit similar patterns of function-
ing in terms of other type of variables. While positive correlations be-
50
tween memory tests and ESP have been significantly confirmed, one
type of memory appears to be positively correlated [secondary memory],
while another type of memory is negatively correlated [primary memo-
ry]. The distinction between these two memory types is that primary
memory [i.e. short-term memory] now typically referred to as working
memory, is a relatively conscious, effortful matter in which an individ-
ual is actively holding a mental item in mind via rehearsal [repetition],
whereby the individual later attempts to reproduce [recall] the mental
item. Secondary memory on the other hand refers to the individual’s
long-term memory, which is a less effortful process of recalling or oth-
erwise responding to an item of information previously learned.
As aforementioned, psi phenomena appear to be need-based, sug-
gesting a “requirement” rather than simply a general “desire” or want.
Such a need is pertinent to the reception of psi-based information and
the possible assimilation of the information along with information
gathered via other preconscious processes. To differentiate between a
desire and a requirement, desire in this case is a sense of longing for an
outcome. Such a longing is excited by the thought of the outcome, whe-
reby exciting an individual to take action to obtain said outcome [i.e. I
want to perform]. Contrastingly, to require an outcome is to identify a
necessary obligation, or to indentify a necessity arising from the cir-
cumstances of a situation [i.e. I have to perform].
Such reception and assimilation requires a “free-floating,” “tran-
scendental meditative” or “daydreaming” state of mind, also known as
the default mode network. Individually, the regions of the brain in which
consist of this network have been recognized as active in effortful tasks
such as recalling the past, projecting into future scenarios, assigning the
motives and feelings to other individuals, and weighing personal val-
ues. However, when these structures collaborate simultaneously, when
we daydream, they function as a “neutral” brain setting. Some neuros-
cientists suggest that a further understanding of this mode may lead
them in an exploration of a central mystery in human psychology: the
location of where our concept of “self” is created, maintained, altered,
and renewed. In this mode, introspection [i.e. the contemplation of
51
one’s own thoughts, desires, and conduct] comes alive. When more
information is required to make complete considerations, this state of
deep reflection may stimulate psi processes, whereby shifting this ebb
and flow of thoughts from looking inwards to “looking outwards.” The
central hub of this mode activity, what appears to light up consistently
during mental relaxation, is the medial parietal cortex, which also be-
comes active when one attempts to recall their past [i.e. utilize the long-
term memory, which has been correlated with psi processes].
The medial prefrontal cortex, which is a uniquely human structure
that becomes active when one attempts to imagine what another indi-
vidual is thinking. In addition, this mode appears to require the same
level of energy to operate as do the networks associated with hard
mental labor, suggesting that there is quite a bit more going on during
this so-called “idle” state of mind. Research shows that during these
moments of free-floating thought, the brain is forming a set of mental
laws pertaining to reality. These laws include, in particularly, social
experiences, in which help us navigate interactions, rapidly make sense
of, and react to information [e.g. a strangers intentions, a child’s next
move, a choice before us]. This is all void of having to run a complex
and conscious calculation of all of our values, expectations, and beliefs.
Such moments, such a mental stage, may be psi conducive, where-
by the unconscious mind reaches out for more information when ne-
cessary. This necessity for information would be an extension of our-
selves in which allows us to not only assume a great deal in regards to
ourselves and the individuals and environment we interact with, but
also receive information via the basic level of preconsciousness to im-
prove our ability to make choices. Not only is this psi-based informa-
tion beneficial towards our general health and survival, but the use of
this default mode network also appears to play as critical of a role in
mental well-being as sleep appears to play in the roles of learning,
memory, consolidation, and maintaining the body’s metabolic func-
tions. In addition, the default mode has been found to work differently
in those suffering from depression, autism, schizophrenia, and post-
traumatic stress disorder then it does in healthy individuals. In each
52
condition, the malfunction appears slightly different, whereby holding

the prospect of more efficient psychiatric diagnoses in the future.
Through my research, I have found correlations with the aforemen-
tioned conditions and experients of specific psychical phenomena.
While mild mental health issues appear to reduce psi-hitting in psi test-
ing, severe mental health conditions appear to increase the intrusion of
and spontaneous nature of psychical phenomena, while in healthy sub-
jects, psi phenomena typically appears non-intrusive and consistent.
Studies involving the default mode and wiring abnormalities show that
there are weak links between the mode and a region involved in moti-
vation and reward-seeking behavior when looking at scans of those
suffering from depression. In addition, the default mode was found to
be “hot-wired” to regions of the brain in which process emotions or
help one in attentional focus during demanding mental tasks, and that
these connections over-fire or fire unreliably. Several studies have cor-
related psi-missing with stress, poor mood, and anxiety [i.e. processes
in which appear to degrade attentional resources and memory recall in
which appear to inhibit the correct response in regards to psi appre-
hensions].
However, while stress and mental health conditions tend to reduce
psi testing scores, they typically result in the “over-firing” and or “fire
unreliability” of psychical experiences [i.e. spontaneous cases]. This
excessive “crosstalk” among these regions of the brain may account for
the frequently reported symptoms of emotional hypersensitivity and lack
of concentration in those with depression, and possibly those expe-
riencing stress induced spontaneous psi. In regards to the undeniable link
between the brain at rest and psychiatric illness, current research does
not tell us which comes first, as is the current position in regards to
psychical experience and illnesses correlated with specific psychical
phenomena [e.g. anxiety and clairvoyance]. Such an inclusion as the
concept of the “self” in these matters typically leaves sufferers of these
mental health concerns, and spontaneous psi experiences, with little
hope, as “there is no escape from the self.” However, with proper
treatment, relaxation, exercise, and a well balanced diet, many individ-
53
uals have treated these conditions void of spontaneous psychical expe-

rience, and despite such experiences.
This default state of mind appears to facilitate these conditions,
whereas cognitive work or tasks via a clear conscious state tend to in-
hibit them [i.e. the more defined an experience is, the less likely the
elements of context will be sensed as pertinent and be assimilated].
Thus, the assimilation of psi-based information is highly similar to the
activity of retrieving or responding to elements of the secondary mem-
ory. Contrastingly, the consciously effortful process of retaining and
reproducing primary memory is assumed to exclude extrasensory in-
formation. While primary memory upon reception of psi-based infor-
mation is excluded, consolidation back into working memory, and later
into long-term memory, appears to be critical when the need to recall
the information to better analyze its content takes place. As most psi-
based information is received in a “flash,” the experient may require
recalling the information later. In this case, a well functioning working
memory appears critical to psi post-assimilation analyses.
This primary memory requirement is per my research, as for example,
individuals in which receive information in the form of imagery will
initially assimilate the information into the formation of the experience,
but may require recalling the image several times over to identify all
contextual or conceptual inclusions. Utilizing diagrammatic reasoning
[reasoning via visual representations] and other forms of organization-
al tasks [e.g. mind mapping] post-assimilation appears to be conducive
to the recollection of psi-information. Another example of this is in re-
gards to psi-based information reception in dream. While the state of
mind is unconscious and effortless, those in which desire to recall de-
tailed information pertaining to dreams later on are suggested to keep
a dream journal. This journal is recommended to be placed by the bed-
side with a writing instrument. Per awakening or arousal of the indi-
vidual, he or she is to immediately write down or sketch the details of
the dream via the bottom-up method [i.e. list the details of the dream,
level-by-level, followed by writing down the overall deductive impres-
sion of the dream]. However, it is assumed that the initial more passive
54
inner searching required to receive psi-based information, where the

individual is searching a broad range [exploratory search] of inner as-
sociations, images, and sensations, looking for some sense of “fit,” will
result in a successful outcome, and may be more likely to facilitate the
expression of the extrasensory apprehensions. In other words, effor-
tlessness is required to receive and assimilate psi-based information,
while effort is require to properly consolidate the information in detail
to be recalled at a later time.
In regards to searches for information relative to information al-
ready well known, there is a less likelihood of psi-based information
being received. This is opposed to if the information being searched for
is based on relative information in which is not well known [i.e. the
more one knows the correct information pertaining to a request for in-
formation, the less likely the individual “needs” the information there-
fore the less likely the individual will receive the information via
psychical means]. Hence, when an individual knows little or nothing
pertinent to the information required, the individual is forced to search
in a more exploratory manner, which is correlated to psi information
reception. However, while positive correlations have been found in
regards to individual’s performing with little knowledge relative to
their search, there have been negative correlations in regards to indi-
viduals performing with “poor” knowledge or no knowledge at all.
Therefore, a successful search and reception of psi-based information
appears to be correlated with knowing “some” relative information.
In addition, in regards to memory and psi, whether ESP affects
memory is debatable. Per my studies, I have found that individuals
with higher ESP scores tend to report difficulties with memory, rang-
ing from mild memory problems to intrusive memory problems. Pa-
rapsychological studies have shown that those with weaker memories
typically score higher in ESP tests, while those with stronger memories
typically scored lower. This reflects the aforementioned findings where
those who know, or remember, a great deal of relative information per-
taining to a search, will be less likely to have the “need” for psi infor-
55
mation as if the non-required psi information is being subjected to con-

trast and avoided.
These findings appear to be reflective in regards to choosing tar-
gets. In regards to tests of ESP, targets are typically chosen with some
degree of familiarity. Targets in which can be identified as relevant to
the task should pose no issues in regards to assimilation. However,
targets in which are too relative appear to hinder assimilation. In other
words, associated targets, whether relative to the individual and or
have been briefly experienced by the individual, have been found to be
positively correlated with high ESP scores [e.g. the names of friends].
Contrastingly, negative correlations have been found when utilizing
targets not known or experienced by the individual [e.g. names of
strangers], or targets known all too well or “overlearned” [e.g. the
name of the individuals spouse]. The latter suggests that these targets
are to meaningful to evoke positive scoring as targets, rather they tend
to evoke a clear set of conscious meanings in which serve to exclude
extrasensorial information. This negative correlation may later be
found in relation to psychokinetic targets, in that targets of long-term
possession, no familiarity, or targets possessed by someone the indi-
vidual has strong emotion towards, may yield lower PK test scoring
then targets in which the individual has little familiarity. Familiarity is
assumed to facilitate a sense of pertinence to the task whereby increas-
ing psi-hitting. In contrast, “an extreme degree of familiarity in which
is accompanied by highly predictable cognitive associates and beha-
vioral responses, leads to such rapid closure that psi-missing is likely.”
While memory-based models offer a comprehensive and important
framework through which to understand how psi works, strong sug-
gestions pointing towards the involvement of the emotional system
have also been made. These suggestions stem from recent advance-
ments in the neuroscience of the emotional system. Such advancements
have allowed a growing understanding of its role in decision making,
whereby assuming the involvement of the emotional system in the
translation of psi-based information into consciousness or behavior.
However, it must be noted here that the emotional system in this con-
56
text should not be confused with the content of experimental targets or

relationships with between individuals involved in a psi experience.
Rather, the emotional system to which is being referred, is the collec-
tion of neural systems in which underlie human emotion in the same
manner as extensions of memory models of psi implicate the “cortical
circuitry” in which makes memory possible. In an evolutionary con-
text, the emotional system is the fundamental foundation of survival
adaptation [e.g. fight or flight response]. The systems operative func-
tion is to identify threats and or danger and to initiate survival res-
ponses automatically. It has been stated, “It is the merging of the emo-
tional and cognitive systems that has conferred upon us our immense
evolutionary advantage because it allows us to shift from simple auto-
matic reactions to planned actions.”
57
QUESTIONS
1. The objective for experiential models is not to develop a model

to explain extrasensory information separate from an explana-
tion of psychokinesis, but rather to formulate a model in which
explain both ESP and PK manifestations. T/F
2. Nature is non-local, and evidence suggests that this non-local
communication also exists biologically. T/F
3. Many have suggested that consciousness may be the direct re-
sult of neuro-quantum interactions. T/F
4. Macroscopic non-locality has been described as an enforced
correlation between separated parts of a quantum system that
reside outside of the boundaries of light velocity across space
and time as a means to ensure the parts of the system maintain
equilibrium. T/F
5. Devising a solid quantum cognitive theory requires both de-
scriptive and explanatory elements. T/F
6. Explanatory theories attempt to explain what particular cogni-
tive phenomenon [e.g. perception, language, or cognitive as-
pects of personality] are like. T/F
7. Quantum-like entanglement properties have been suggested in
regards to the human lexicon. T/F
8. Which is an extension of the two-dimensional Euclidean plane
and three-dimensional space to spaces with any finite or infi-
nite number of dimensions.
a. Bells Theorem
b. Hilbert Space
c. Neuro-quantum interactions
9. Quantum information processing can be reproduced by utiliz-
ing classical waves. T/F
10. White noise may be the basis of everything in Nature. T/F
58
11. It has been proven that quantum entanglement and non-local

communication are phenomena in which occur in both micro-
scopic and macroscopic systems, including living systems at
room temperature. T/F
12. Consistency has not been found in correlations between long-
term memory skills and ESP scores. T/F
13. Psi processes in regards to ESP are, or in regards to PK may be,
dependent upon memorial processes as a means of expression.
T/F
14. Memory models tailor to receptive psi processes, namely ESP,
which has traditionally been assumed to involve a three-part
process. T/F
15. The distinction between the two-parts of receptive psi
processes has been articulated to separate psi process from psi
production (i.e. termed paranormal cognition). T/F
16. The paranormal cognitive process has been suggested to be the
result of normal cognitive processes, rather than of a “para-
normal” cognitive process. T/F
17. In regards to the process of evolution, one of its major charac-
teristics is that it only keeps what is useful, (i.e. what can be ex-
tremely efficient as far as organism resources). T/F
18. A brain system has been identified by the parapsychological
community in which is assumed to play a vital, if not a majori-
ty, role in psi processes. Which system has been identified?
a. Working memory
b. Prefrontal Cortex
c. Long-term memory
d. Left hemisphere
19. The support of memory is specific to certain regions of the
brain. T/F
20. A psychic experience that informs one that a good friend has
just died obviously would not activate a memory of the friend
dead, but would likely activate networks of memories that in-
59
volve the friend, death in general, and perhaps the manner in

which the friend might be likely to die. T/F
21. All modes of experience are assumed to have similar precons-
cious developmental histories, including perception. T/F
22. Like similar preconscious processes, psi is assumed personal
and purposeful rather than contrastingly mechanical and or
impersonally automatic. T/F
23. Even though psi phenomena are assumed a result of the un-
conscious state, they are considered in correlation to what an
individual does, rather than what happens to the individual.
T/F
24. Unfocused and receptive states of mind are less conducive to-
wards the assimilative expression of extrasensory apprehen-
sions. T/F
25. While positive correlations between memory tests and ESP
have been significantly confirmed, one type of memory ap-
pears to be positively correlated. That type of memory is…
a. Secondary memory
b. Primary memory
26. Psi reception and assimilation requires a “free-floating,” “tran-
scendental meditative” or “daydreaming” state of mind, also
known as the default mode network. T/F
27. The medial prefrontal cortex is a uniquely human structure
that becomes active when one attempts to imagine what anoth-
er individual is thinking. T/F
28. The use of this default mode network appears to play as critical
of a role in mental well-being as sleep appears to play in the
roles of learning, memory, consolidation, and maintaining the
body’s metabolic functions. T/F
29. The default mode has been found to work the same in those
suffering from depression, autism, schizophrenia, and post-
traumatic stress disorder as it does in healthy individuals. T/F
60
30. The consciously effortful process of retaining and reproducing

primary memory is assumed to include extrasensory informa-
tion. T/F
61
3
MODELS OF EXTRASENSORY
PERCEPTION
A Quantum Mechanical Approach to ESP
Phenomenology
Extrasensory perception [ESP] is defined as the reception of informa-

tion not gained through the recognized physical senses, but sensed by
the mind. I assume that extrasensory perception is the psychical influ-
ence of information via an experients influence over the biological basis
of consciousness and the mental process by which we perceive, act,
learn and remember [Telepathy]. In addition, I assume that extrasen-
sory perception is the psychical influence of our objective environment
[Nature], which is a universal information system capable of storing,
retaining, and recalling information pertaining to the past and current
states of objects and events, and probabilistically determining the po-
tential trajectory of future events [Clairvoyance].
Sensation and Perception
To comprehend accurately what extrasensory perception is and is

not, first one has to define and analyze both sensation and perception.
Sensation and perception are defined as stages of sensory processing in
human and animal systems. These senses vary in modality such as vi-
sion, auditory, etc. They are stages classified as psychological, rather
than anatomical or physiological. This is because processes in the brain
affect the perception of a stimulus. Includes pertaining to these subject
62
Chapter 3: Models of Extrasensory Perception
areas are illusions such as motion aftereffect, color constancy, depth

perception, and auditory illusions. In addition, sensation is a function
of the low-level biochemical and neurological events in which begin
with the impinging of a stimulus upon the receptor cells of a sensory
organ [e.g. eyes, ears, skin, etc.]. Perception on the other hand, includes
the mental processes or states that are reflected in statements such as “I
see a rectangular red vase,” whereby representing awareness or the
comprehension of the practical cause of the sensory input. Otherwise
stated, sensation is defined as the first stages in the functioning of
senses to represent stimuli from environs, while perception is defined
as a higher brain function regarding the interpretation of events and
objects in environs.
The Sensory Systems
A sensory system is a component of the nervous system responsible

for processing sensory information. They consist of sensory receptors
[sensory nerve endings], neural pathways [connecting one component
of the nervous system to another], and components of the brain in-
volved in sensory perception. Commonly recognized sensory systems
are those for vision, hearing, somatic sensation [touch], taste, and olfac-
tion [smell]. These systems are transducers from the physical environ-
ment to the environment of the mind. Receptor organs and cells re-
spond to a specific part of the environment [e.g. the part of an envi-
ronment the eye can see]. This area of receptivity is called the receptive
field. In regards to extrasensory perception, such a field range does not
appear to apply because extrasensory perception appears not to be the
result of any known sensory organ, which poses issues with testability
[i.e. evidence is contrary to sensory models].
Sensory systems code for four features of detectible change wheth-
er the changes are internal or external. These four features of stimuli
include type or modality, intensity, location, and duration. In regards
to type, certain sensory receptors are sensitive to specific types of sti-
muli [e.g. various mechanoreceptors respond best to various touch sti-
63
muli]. In regards to intensity, sensory receptors send impulses in spe-

cific patterns to send information pertaining to the intensity of a stimu-
lus [e.g. how bright a light may be]. In regards to localization in the
environment, the arrival time of a sound pulse and phase variations of
continuous sound are utilized by the auditory system to localize sound
sources. In addition, the location of a stimulated receptor tells the brain
information pertaining to the location of the stimulus on the body [e.g.
stimulating a mechanoreceptor in the hand will communicate informa-
tion to the brain pertaining to that hand]. In regards to duration, the
duration of the stimulus is communicated via the firing patterns of the
receptors involved.
Sensory Modalities
A sensory modality [stimulus modality] is a type of physical pheno-

menon that can be sensed. These include the sense of temperature,
taste, pressure, sound, etc, and the type of sensory receptor activated
by a stimulus plays a fundamental role in coding the sensory modality.
However, it is uncertain how extrasensory stimuli are “sensed,” as they
appear to be cross-sensed [involving two or several sensory modali-
ties]. The senses are the physiological capacities within human beings
that provide inputs for perception, but such an input has not been
found for extrasensory perception. Interdisciplinary research efforts
encompassing subjects such as neuroscience, cognitive psychology, the
philosophy of perception, and parapsychology, study the senses and
their operations, classifications, and theories. Their studies dedicate
one specific, physical sensory system or organ to each sense, but in the
case of extrasensory perception, such a dedication has yet to be made.
Such a dedication cannot be made until a specific physiological capaci-
ty can be identified as an input provider for extrasensory perception.
However, current research suggests that information may be received
via the body’s biophotonic field [input] with the central nervous sys-
tem as its path to perception.
64
Perception
Perception is the process through which we attain awareness or an

understanding of sensory information. What one perceives is a result of
interactions between past experiences and the interpretation of that
which is currently being perceived. In regards to extrasensory percep-
tion, extrasensory information in which is received via our biophotonic
field, is assumed to mediate through the central nervous system and up
through our long-term memory, which is where our past experiences
reside. When extrasensory information enters the long-term memory,
the brain attempts to utilize past experiences to interpret the informa-
tion received. Once the information has been interpreted, the interpre-
tation is the either subconsciously, or potentially consciously perceived
[i.e. the individual becomes aware of the information to some degree].
The Stages of Extrasensory Perception
The processes of extrasensory perception are assumed to include

four major stages. Stage 1 involves the sensory anticipation of the event
e.g. information reception [and/or a reciprocal action and reaction, eli-
citation of the event], whereby initiating the perceptual process. Here,
the experient is in touch with nearly everything in a manner that is
beyond our ability to asses a boundary between the experient and his
or her environment. It is at stage 1 that an experient begins a selective
and deselective process to determine the difference between all informa-
tion and relative important information, which is assumed a basic psi
process. In making this selection, it is assumed that we must utilize two
criterion [1] the importance of a potential event, [2] and how likely it is
for the event to occur]. These criterions are assumed to comprise the
event’s sensed relevance. However, the psi function is not complex, but
rather is assumed to have only one binary tool. In regards to ESP, this
tool appears to direct towards or away from something. In regards to
PK, this tool appears to force a potential object of intention in the
“prointention” direction, or in some opposing direction. In other
65
words, the unconscious mind does not decide “this or not-this,” but
rather, it decides “this or that,” or “towards or away from.” Stage 2
involves the subliminal registration of the sensation. Stage 3 involves
the experience of a collection of sensations that the brain attempts to
construe. Lastly, stage 4 involves the attributed understanding of the
experience [e.g. I see and therefore think about what I see]. A consi-
derable amount of the work of experimental psychology has focused
efforts on processes at stage 3. Psychologists in which study subliminal
perception, or “perception without awareness” [PWA] added the pre-
conscious stage 2 to the cognitive account, while stage 4 was added via
parapsychological findings. In the origins of a perception, each stage
appears to link to the next and directs it in a beneficial way.
When a preconsciously received piece of extrasensory information
is selected as salient [relatively important], this selection appears to
initiate the activation of preconscious affective responses and asso-
ciated meanings. Such does not result in conscious experience, but ra-
ther in the arousal of an apprehensive network in which enhances expe-
rience. This network is the result of a presemantic [pre-meaning] affect
and an array of classes of meanings. The network poses a collection of
implicit questions in which preconscious attention seeks to answer via
the consult of additional sensory information, and with it, the experient
poses tentative, general, preverbal hypotheses as a means to search for
confirmatory evidence. Therefore, it directs the effort to construe, and
preconscious processes, including psi processes, anticipate, and impli-
citly structure the formation of experience. Therefore, it is assumed that
psi is part of the preparatory process in which assists the mind in mak-
ing the best use of its sensory experiences.
The Biophoton Model
Light is produced by human cells in which forms a major compo-

nent of our bodies, whereby connecting our bodies as a whole and
connecting us to the outer environment. This light is emitted as a low-
intensity glow [ultra weak biophoton emission] normally unseen by the
66
naked eye and only detectable via sensitive photomultiplier tubes and
associated electronic equipment. This light’s spectral range of frequen-
cies [colors] extends from 200-800 nanometers. In other words, it ex-
tends from the UV-C and UV-A through the entire visible range into
the infrared. This light from within and emanating from human beings
is coherent light, or rather light in which is capable of cooperation and
communication throughout the entire mind and body. Such a level of
coherence is typically only observable in substances such as supercon-
ductors and superfluids. Superfluidity is the phase of matter that
enables a fluid to move up the sides of its container, and is a primary
example of how quantum effects can become visible on the macroscop-
ic scale under particular conditions. Typically, in laboratory settings,
such coherence is only observed in temperatures slightly above zero.
However, in this case, such levels of coherence are being found to exist
even at room temperature.
In other words, biophotons [biological light packets or photons]
consist of light with a high degree of order [coherence] that is very
quiet and shows an extremely stable intensity void of fluctuations
normally observed in light. This stability in field strength allows waves
to superimpose resulting in interference effects that are also not ob-
served in ordinary light. In addition, because of this high degree of or-
der, this form of light is able to generate and keep sustained order, and
allows the light to transmit information within us.
Biophotons are well known as capable of activating physiological
processes, and at various frequencies, biophotons perform various
functions. This biological phenomenon [biophotonic processes and ef-
fects] has been postulated to be the result of occasional losses of the
excitation energy in which typically is used up in biochemical
processes, but biophoton emission also has a biological significance.
This significance is that biophoton emissions correlate strongly with all
of our life activities and therefore possibly fulfills many biological func-
tion(s). These emissions react sensitively to all disturbances, external
influences, and inner changes within us. For this reason, such mea-
surements can be utilized as a reliable and sensitive indicator for such
67
influences and changes including cellular and overall health. Indica-

tions suggest that the light is stored in tissue and that emissions are not
originating from isolated molecules in cells, but rather emitting mole-
cules are coupled by a connecting coherent radiation field.
The weak biophoton emission produced is due to normal human
response that is considered in part to be by-product of cellular metabol-
ism. The cellular metabolism of an individual involves energy ex-
changes between spatially-separate metabolic reactions. During these
energy exchanges, chemical excitations release photons, typically in the
hands, upon being forced to a lower energy level via chemical excita-
tion as a result of these higher amounts of oxidative stress, which lead
to the release of photons upon returning to a low-energy level [ground
state]. High-energy electrons being forced to low-energy states in con-
text with these biochemical reactions are speculated to do so by coupl-
ing a reaction between high-energy electrons and low-energy electrons.
Due to a certain degree of randomness according to the laws of
thermodynamics, an irregular reaction of photon emission is then pro-
duced because of a physiochemical energy imbalance between the high
and low-energy electrons. Here biophotons are produced and then
reabsorbed by the low-energy electrons [i.e. a continuous effort of pro-
duction and absorption].
The weak biophoton emission produced by human beings is also in
part assumed to be the expression of an overall regulating field within
us. Here, human beings are best described as open macroscopic quan-
tum living systems far from thermodynamic equilibrium. In this view,
the coherent radiation field forms a unity where biophotons must be
considered to be emitted by the whole organism rather just an assigned
area such as the hands, though assigned areas can be intensified while
the whole of the individual is not. This is in the case of illness. In indi-
viduals in good health, biophoton emissions have been found to follow
particular patterns [e.g. biological rhythms at 7, 14, 32, 80, and 270
days]. Biophoton emissions have also been found correlated with other
natural biological rhythms. Such correlations noted are by day or night,
68
by week, and by month as though the body is correlated with world

biorhythms as well as its own.
However, individuals in which are unwell appear to lack these
natural periodic biorhythms, including their level of coherence. It is as
though the lines of internal communication are scrambled and the hu-
man being has lost connection with the world around them. In other
words “their light was going out.” Contrarily, in cases of individuals of
severe illness, such as individuals with Multiple Sclerosis, too much
light and coherence is produced as though individuals with MS appear
to take in or produce too much light which appears to inhibit cell
communication, whereby not allowing cells to do their job. It appears
that too much cooperation and harmony prevents the flexibility and
individuality of cells, leaving cells incapable of improvising. In other
words, people with MS are “drowning in light.” This is accordant with
my own research, as individuals who influence light, or rather are
more prone to psychical side effects involving too much light [type
purple] are also appear more prone to MS and other conditions such as
acne, asthma, migraines, and certain types of cancer then other psychi-
cal types.
In states of heightened stress, the rate of biophoton emissions in-
creases as a means to return the individual back to energy equilibrium.
In addition, when an individual has become physically injured, the in-
jured cells appear to trigger the emission of a much higher biophoton
rate that normal cells. These emissions [in the case of illness or injury]
are assumed either some form of chemical-based distress signal or
merely a background chemical process. When an individual is injured,
the injured cells are put under higher amounts of oxidative stress of
which is the source of the biophoton emission. The contributing factors
to spontaneous biophoton emission due to injury appear to be wea-
kened in individuals with diets rich in antioxidants. Antioxidants are
molecules capable of inhibiting the oxidation of other molecules. Oxi-
dation is a chemical reaction that transfers electrons from a substance
to an oxidizing agent and is the source of the emissions. Unfortunately,
oxidation reactions can produce chemically-reactive radicals [free radi-
69
cals], which in turn can start chain reactions that damage cells and are
believed to cause degenerative diseases and cancers.
These finding infer that in order for human beings to reduce or al-
together eliminate these heightened light emissions, they should in-
crease their intake of foods rich in antioxidants as to help repair dam-
aged tissue and or help prevent the further damaging of injured cells.
Foods rich in antioxidants include various fruits and vegetables. Re-
search has also lead to the discovery that raw foods are electron-rich,
and act as high-powered electron donors and “light resonance fields”
in the body as to attract, store, and conduct light energy, whereby forc-
ing energy equilibrium. In either case, via illness or injury, areas of the
body that result in the larger amount of light buildup are the hands
and forehead. In fact, in healthy individuals, both hands typically pro-
duce the same amount of light, while in ill individuals, typically one
hand produces more light than the other, suggesting there is no longer
system wide communication attempting equilibrium.
Such communication normally appears to be instantaneous. The
discovery of biophoton emissions have resolved many questions in-
cluding those pertaining to how different areas of the body are capable
of communicating with other areas of the body despite being in posi-
tions a fair distance away from each other. Such has also answered the
question of how the body is capable of performing more than one ac-
tion at a time. DNA itself is found capable of emitting a wide range of
frequencies, each of which are linked to specific physiological func-
tions. Through experimentation, DNA has been found to be the most
fundamental storage of light and source of biophoton emissions. Such
findings have lead researchers to describe DNA as a “master conduc-
tor.” In fact, when DNA is directed towards a certain frequency, asso-
ciated molecules follow DNA’s lead. Biophoton emissions are adequate
to organize and orchestrate the body, and their quality of low intensity
has been found to be due to these communications occurring at the
quantum level. In addition, in all our complexities, human beings, in
fact all living systems, emit a permanent supply of photons ranging
from a few to hundreds. Correlations between photons emitted appear
70
to include the position of the living system on the evolutionary scale

[i.e. the more complex the living system, the less light is emitted]. Hu-
man beings typically emit only ten photons per square centimeter per
second at wavelengths of 200-800 nanometers, thus in correspondence
with high frequency electromagnetic waves. However, less complex
living systems typically emit 10x this amount.
Research in this area later lead to the discovery that these emis-
sions also appear to have a purpose outside of the body [i.e. that wave
resonance is not simply being utilized to communicate system wide,
but between living systems], and that living systems exchange biopho-
tons. Because biophoton emissions can be considered to originate from
interactions between many biological molecules and such an interac-
tion can be described through various physical models, there are sever-
al associated theories. These associated theories include thermodynam-
ics, nonequilibrium statistical physics, chaos theory, coherent states of
quantum optics, cooperative-radiation theory, and cavity quantum
electrodynamics. All of these associative theories combine into a sys-
tem of theoretical descriptions in terms of an overall mechanism of bi-
ophoton emission.
Today’s view of the universe is as a dynamic network of energy ex-
change comprised of all possible variations of all possible forms of mat-
ter. Nature is not viewed as blind and mechanistic like the once classic-
al view, but more so as open-ended, intelligent and which makes use of
coherent learning feedback processes of information being fed back
and forth between living systems and their environment. Biology today
is viewed still from the classical angle, but also as a result of quantum
fluctuations throughout the body including higher brain functions and
consciousness. When one becomes ill, the view is developing that we
are “out of synch” with our selves and Nature. In fact, Light therapies
have been around for quite some time in the alternative, and medical
fields as research has shown that large amounts of light can cause a
medical condition. However, research has also found that the same
frequency that caused the condition can also be used when highly di-
luted to treat that same condition.
71
In summary, biophoton emissions appear to be the dynamic me-

chanism through which human beings communicate with other living
systems, and communicate with their environment whether through
photon exchange when in spatial proximity, or the quantum teleporta-
tion of information when entangled.
The Hypothesis of Functional Equivalence
If extrasensory information is expected to be contextually useful in

interpreting sensory information, then it is assumed that the extrasen-
sory information is combined additively to the sensory information.
Conversely, if the extrasensory information is assumed irrelevant to
sensory information, or contrary to the task of comprehending it, the
effect of the extrasensory information will be primarily subtractive [e.g.
expressed via a behavioral effect]. However, in regards to the mechan-
ism of rapid directional switching, the extrasensory information will re-
sult in no apparent behavioral effect. Rapid directional switching refers
to bimodal tendencies of stable or rapidly changing directions of orien-
tation, or intention, i.e. the shifting between conscious and subcons-
cious intention. In regards to extrasensory perception, the mind decides
to orientate either toward or away from an object of potential percep-
tion. This capacity to orient preconsciously toward or away from exists
because it benefits the needs of the individual.
However, this seems to apply only when uncertainty is sustained
for a duration, and the solution is not readily available in a way that we
would anticipate to find traces of psi processes. If information is readily
received or recalled, or a problem is effortlessly solved, the issue that
has been resolve will result in the rapid closure of the issue, at which
point we will see only clear processes of consciousness. Therefore, it is
unclear perception, uncertain recall, or when a creative production is
not relatively within grasping that preconscious processes, including
psi processes, may be detectable. This is assumed even through these
processes are implicitly active in the overall development of conscious-
ness. In these cases, it is assumed that extrasensory information has the
72
potential to be combined with information from other sources [e.g. sen-

sory information], more often additively, but occasionally subtractive-
ly.
The apparent traces of psi processes, and or phenomena, available
to most individuals on a daily basis are assumed occasional, elusive,
and hints of consistent preconscious mental activity. One of these func-
tions of activity may be to prepare the mind for its “incipient” expe-
riences and decisions. This view of psi as a seamlessly functioning fac-
tor of assumed normal preconscious processes, acts to normalize pa-
rapsychological ideas and efforts as much as it suggests the everyday
experience of functioning of psi phenomena in an unconscious and im-
plicit manner. The view also suggests the reason the individual is not
overwhelmed with extrasensory awareness all of the time.
In addition, the view extends to assume that when expressions are
produced due to the reception of extrasensory information, activated
classes of meaning are subsequently compared to initiating stimuli in
the “full light” of consciousness. When this occurs, the meaning may
appear metaphorical or fragmented [e.g. “a bear may have aroused an
image of some other kind of animal or some other kind of danger, a
line of windows in a building may have evoked and image of a row on
a checkerboard, or a scene of an automobile accident may have stirred
up an imageless sense of repulsion.” It is assumed that these expres-
sions occur when the mind elects to interpret preconscious experience
preceding the obtainment of clearly interpretable sensorial information.
In this case, the expressions will appear to be characteristic of qualities
of incompleteness and indirectness.
It is also assumed that when an individual engages with their sur-
roundings [i.e. environment] the individual is not limited to physical,
sensory impingement, but rather the individual extends beyond space-
time. At the forefront of perception and intention, the individual and
the environment appear to lack distinguishability. In other words, the
identities of both the individual and the environment are assumed one,
capable of “becoming themselves out of each other.” In regards to this
situation, I assume that the environment is not a part of the individual,
73
but rather the individual is a part of the environment. Either way, one
cannot be entirely separated from the other.
The Bimodal Nature of Psi
The nature of psi has been divided into two main divisions or cate-
gories. [1] The first division pertains to the qualities of an individual’s
irritation, disinterest in target material, and disinterest in disengaging
and or repetitive tasks. Such situations are evident of an individual’s
desire to quit the task while otherwise continuing persistent to comple-
tion, whereby resulting in mixed, or alternating intentions. [2] The
second division pertains to the qualities of factors including distraction,
rational analyses, obsessive doubt, and situational interruptions. Such
situations are evident of a need for the individual to relocate their at-
tention away from inner searching, which is assumed to provide con-
sistent intentional attention towards the direction of another focus of
effort. In either case, the individual appears to be experiencing internal
conflictions to know and not-know, or experiencing fluctuations of in-
tention.
Psi-Unconducive States - Disinterest or Distraction
Suppositions involving rapid switching of direction [attention]

with small-deviation performance at times of varied motivation in re-
gards to extrasensory material appear to be functional. Such functional-
ity suggests representations of the many instances when another task
[e.g. cognitive tasks] is deemed more pertinent then the request from a
small amount of extrasensory information. During cognitive tasks, it
would be beneficial to eliminate any distractions, including extrasen-
sory apprehensions, so the mind may efficiently concentrate on the
conscious tasks. If an individual finds an ESP test insignificant and
pointless, as they peruse their individual thoughts and visions, they
also appear to succeed in removing ESP targets remotely from their
experience. Such a removal may be the result of balancing psi’s bimod-
74
al responsive tendencies. Large deviation [high] scoring appears to be

associated with originality, interest, and sustained, unreflective en-
gagement in the task, engaging target material [i.e. a task that is gener-
ally salient and involving for the participants], and an absence of inter-
ruptions. Distractions and small-deviation scoring is associated with
fatigue, cognitive work, dull target material, disengaging tasks, repeti-
tive testing, self-reflective investigation of the experience, or situational
alterations such as a change in a task.
As aforementioned, inconsistent unconscious intention is assumed
the result of rapid switching and small deviations. These observations
suggest that the degree of reliability of these intentions may be affected
by variables such as unreflective absorption as opposed to distraction.
In other words, positive correlations include free-floating attention,
pertinent extrasensory information, and sustained situational con-
strains, while negative correlations include rational analysis, irrelevant
extrasensory information, and interrupted situational constraints.
As human beings, we want to survive, and live happily and freely
as to avoid potential dangers, pain, and confinement that would oth-
erwise challenge our happiness and freedom. We strive to maintain
harmony and success in our relations with our interpersonal network
whereby trying to avoid conflict, shame, and guilt. In addition, we at-
tempt to maintain sufficient control over our state of affairs and main-
tain a well-functioning predictive comprehension of events as to avoid
confusion, identity diffusion, the invalidation of core constructs, and a
loss of freewill to discover and examine. A number of human needs are
characterized as more personal, and involve unconscious emotional
reactions and unconscious beliefs. Just as these needs exist and are car-
ried out by normal preconscious processes in which do not require a
barrier or filter to protect consciousness, psi processes are assumed to
have no such barriers. Just as subliminal or incidental stimuli have no
barriers of this type, no filter mechanism is hypothesized to be required
to comprehend the relation between psi and consciousness. In this
view, conscious awareness is assumed the part of all human beings
through which we construct an understanding of our environment, and
75
negotiate with our environment as though the individual is a part of

the environment.
In ESP testing, consistent intention typically produces extreme
scoring. Conversely, conflicted or alternating intentions typically pro-
duce small deviations from chance. Such psi-misses have been inter-
preted as errors, but this is a limited view. Image for a moment that
you are driving to a very important event, you come to an intersection,
and you are unsure whether you are suppose to go left or right. To the
right is the correct direction and to the left is the incorrect direction un-
beknownst to you. The best action is to go right, which will lead you to
where you need to go. This will be the direction you take when you
suddenly feel a sense of interest in something to the right [i.e. your at-
tention is drawn to the right] and take that right. However, suppose
your psychic apprehension alerted you to the trouble of going left, or
your need not to go left. This may cause you to pause for a moment and
shift your attention to the left, whereby inclining you to go left. In an
ESP test, such an inclination to go left would be seen as a psi-miss. To
summarize, the mind appears capable of assessing the relevancy of in-
formation, whether the information be subliminal or extrasensorial,
and turning away from information it deems irrelevant. In the terms of
the Hypothesis of Directional Intention, this assessment of relevance and
irrelevance is an important criterion for the direction of attention.
Psi and Anxiety
In parapsychology, it is well known that anxious individuals typi-

cally psi-miss more so than non-anxious individuals. It is also well
known that the anxious individuals find more events potentially dan-
gerous [anxiety arousing]. Therefore, anxious individuals typically
have more events in which they are inclined to avoid, psychologically,
physiologically, and therefore psychically. In ESP tests involving hid-
den materials that are potentially emotionally arousing [e.g. erotic pic-
tures], coupled with blank cards, subjects with low anxiety [based on
the Taylor Manifest Anxiety Scale], typically psi-hit on the emotionally
76
arousing targets [expressing an implicit interest in more evocative tar-

gets]. However, subjects with high anxiety typically psi-miss on evoca-
tive targets, as though subjects with high anxiety desire to avoid a “po-
tentially dangerous event.” In these types of studies, the subjects never
actually view the evocative material, so such a potentiality is never rea-
lized. Conceptually speaking, a similar effect has been identified. This
effect involves subjects of both genders of who showed larger declines
in state anxiety, subsequent to a relaxation procedure in which pre-
ceded the ESP task, and showed a preference for the evocatively
charged targets. However, those who failed to become less anxious typ-
ically avoided such targets by missing them.
Additional studies have reported a psi-missing tendency in regards
to targets that were potentially anxiety-arousing, and that psi-missing
in these cases does not suggest an absence of psi responses, but that
fear or anxiety arousing material typically elicits greater implicit psi
responses then when compared to emotionally neutral material. Be-
cause of these finding, psi-missing, as an expression of a preconscious
orientation away from potential events, is viewed as much of an active
event as psi-hitting. It is also viewed that it is a generally adaptive
strategy as a means to minimize the probability of experiencing some-
thing unwanted. The identification of something being unwanted
could simply be the result of something else being more important at
that current moment, or it may reflect an apprehension to something
that could be potentially dangerous. Psi-hitting and psi-missing are the
result of largely unconsciously guided intention. In such cases, this in-
tention primarily acts in avoidance of something, which inclines con-
scious and unconscious intention to be in disagreement with each oth-
er.
In alternative cases, not involving anxiety, conscious and uncons-
cious intention are typically congruent and function harmoniously.
However, in regards to psi-missing, the conscious intention to correctly
“know” a target is obverse to the unconscious desire to avoid the tar-
get, and in this battle for intention, unconscious intention succeeds
conscious intention. In relative modeling, chance-level scoring is
77
viewed equally an expression of psi functioning as that resulting from

extreme deviation from chance expectation. In other words, rapid ten-
dential switching occurs when a subject is attempting to “get” extra-
sensorial content, and as such is assumed why chance-level scores are
produced along with some consistency in an ESP test.
Conscious Work vs. Extrasensory Performance
When a rational, cognitive task is necessitated, attention to extra-

sensory preconscious information is typically suspended, as the ESP
information is deemed non-relative. Because of this, attempting con-
scious work during an ESP test is considered self-defeating. While on
the average day-to-day basis cognitive work, rational analysis, and a
concentrated mind is desirable, at such times, the mind protects its fo-
cus unconsciously via switching directional tendencies as a means to
avoid unwanted potential experiences. This occurs rapid enough as to
not allow the distraction of an allusion towards or away from such ex-
periences. In these moments, the extrasensorial engagement is assumed
“tightly bound” by our cognitive functions, where by eliminating any
extrasensory observable effect. These moments involve cognitive clo-
sure and relative certainty, which negate the need for “more informa-
tion.” In other words, these mental conditions are necessary for analy-
sis and judgment, and typically prevent access to any type of content
that may evoke some sense of “psychic cognizance” as well as aware-
ness to expressions of subliminal stimulation.
Psi-conducive States - Uncertainty, Confusion, or Disorienta-

tion
When our experience cannot be firmly interpreted or understood,

our minds consult allusions directed towards the possible meaning,
which is guided by preconscious processes. If ambiguity persists [e.g.
an image does not come entirely into focus], then we continue to strive
for some level of comprehension by consulting the allusions in which
78
are being generated as possible guides to meaning. In these moments,

we preconsciously maintain a directional propensity in respects to the
initial meaning as a means to generate assisting allusions in the direc-
tion towards a desired level of comprehension. When we narrow our
focus and close in on an understanding, we experience the “ah, hah!”
factor. I assume this factor is brought about and experienced similarly
to understandings of which are brought about due to psi-received in-
formation. In other words, when our minds are incapable of coming to
an understanding, our minds “reach out” in attempts to gather more
information as a means to know, and in these psychical instances we
experience this same “ah, hah!” factor.
However, such is the case of a mental healthy individual. In cases
involving the dissociative states of highly dissociative individuals, such
individuals can experience prolonged periods of disorientation at
which adults may behave and think in the manner of a young and con-
fused child. During such periods, observations have been made of
what appears to be prominent instances of accurate ESP. In cases of
individuals with Schizophrenia, while ideas are typically highly dra-
matized by fiction, realization gone array, there has also been observa-
tions of apparent correct ESP amidst the muddle. Brain damage has
also been linked to periods of extended disorientation, confusion, and
cognitive uncertainty. Interestingly enough, several famous self-
proclaimed psychics in which have participated in controlled laborato-
ry studies, have reported subsequent brain and or nervous system
damage in which they often attribute to an initiation or heightening of
psychical experiences. Relative reports of strong psi-hitting have in-
cluded individuals suffering from brain concussions, predominantly in
those whose adaptation to such an injury appeared to feature passive
acceptance.
Lastly, it is assumed possible for a well-functioning individual to
implement intentionally a mental set of suspended cognitive closure or
free-floating attention, which is the mindset common in meditation.
With a strong desire to “know,” coupled by unknown material, such a
mindset is the approach recommended by highly successful ESP per-
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formers [based on their introspections]. In other words, the deliberate

adoption of honored practices and inward disciplines such as medita-
tion appears to be highly psi conducive, in that such a mindset appears
to allow relatively consistent access to images and feelings “that inad-
vertently express connotations of non-sensory material.” It is assumed
that individuals who are “psychic, are more prone to intentions and
states of mind in which facilitate the production of such marginal ma-
terial,” or the individuals have managed to somehow develop more
interest and skill in regards to introspective examination.
Psychical Predisposition
The distinguishability between one individual and another is a top-

ic that cannot be addressed here in its entirety. However, in regards to
relative ESP models, a few features are probable to be present, al-
though not necessarily expected, and cannot fully account for psychical
phenomena in any particular case. These features include the follow-
ing:
Intention
Intention is briefly defined as the act of intending, or a volition that

one intends to carry out. Individuals in which appear prone to psychic
experiences and possess some degree of control over their production,
are typically expected to possess a general intention to acquire informa-
tion, or have influenced over information. This intention should be ex-
pected to be relatively congruent at both the conscious and uncons-
cious level, and should be consistent over time. Such an intentional pat-
tern is assumed to originate at an early age. In some cases, the ability
appears to have been privy to important adults. In addition, may cases
suggest that those who are highly psychically gifted typically report a
family tradition of close relatives of which claim an array psychical ex-
periences. This raises the question as to if psychical ability is heredita-
ry, and such a topic has raised a great deal of interest. Per my research,
80
there appears to be at least some truth in this. In addition, many of

these cases also include family environments of which the subjects of
psychical experiences were a family interest, whereby concepts pertain-
ing to psychical experience were typically known at a young age. In
similar cases, the onset of the psychical ability appears to have relieved
particular problems for the “psychic” involved in a difficult early envi-
ronment, whereby psychical ability is seen in its true form, as a me-
chanism for survival.
Extraversion
Extraversion is briefly defined as an extroverted disposition, or con-

cern with what is outside the self. Individuals who are characteristical-
ly extroverts, that are adventurous, outgoing, and relatively free from
anxiety, typically have high ESP scores. However, per my research,
individuals who are occasionally mildly introverted, and occasionally
mildly extroverted, also typically score well, but only in regards to par-
ticular types of phenomena [e.g. telepathic simulation]. Conversely,
individuals who are characteristically timid, avoidant, and fearful are
typically expected to possess a preconscious attitude of avoidance to-
ward many possible experiences. On the other hand, individuals who
typically courageously seek out new experiences and meet life in a pos-
itive manner and mindset are expected to be more positively respon-
sive at the preconscious level to extrasensory information. In regards to
individuals who find themselves largely limited, by either illness or
societal limitations, and therefore are “frustratingly unadventurous,”
the individual may find that psychical experience and influence pro-
vides “compensatory freedom.” Such is certainly true per my own re-
search efforts. However, limitations of illness suggest psychological or
physiological, or both, instability, which can lead towards unstable
psychical experience. Similarly, societal limitations can be indicative of
a severe lack of extroversive characteristics, which can lead to mild ESP
scoring, scoring at or below chance, and/or unstable psychical expe-
rience.
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Motivation
Motivation is briefly defined as the psychological feature in which

arouses an individual to action towards a desired goal. Motivation is
what provides purpose and direction to behavior. It involves a high
general level of effectiveness, or a relative deficiency of general self-
defeating tendencies. Individuals of who are typically effective are as-
sumed to possess motivations to succeed of which are consistent at
multiple levels of awareness, and are relatively consistent over time.
Conversely, individuals with self-defeating tendencies are understood
to have unconscious motivations to fail in spite of a seemingly sincere
conscious desire to be successful. Highly psychical individuals, those in
which appear to possess an atypical skill in producing information
extrasensorially, are expected to display a general tendency to be suc-
cessful across all situations in life. In other words, if you are wondering
where to find some of the most skilled “psychics” of our time, look at
those who are the most successful at life.
Creativity and Innovation
Creativity is briefly defined as the ability to create new things. Inno-

vation is briefly defined as the creation of something as a result of
study, experimentation, or simply the act of introducing something
new. In regards to individuals with high scores in ESP testing, it is ex-
pected that they are creative and have a capacity for cognitive closure.
Cognitive closure can be understood as “a condition in which one
knows clearly the content of one’s own experience.” Cognitive closure
serves to “bridge” or “bind” preconscious apprehensions and renders
them firmly external to awareness. Closure delays allow an individual
to consult unintentional material such as inner imagery, stray associa-
tions, and novel impulses, all of which may convey the influence of
ESP apprehension. Creative individuals are characterized by an ability
to maintain a situation of abundant uncertainty, a need for problem
solving, and an ability to avoid the premature closure of experience
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while the new, innovative, or creative idea or object is formed. In other

words, typically, effectively psychical individuals should be expected
to be relatively creative, to utilize their creativity successfully, to ex-
pand, and reorganize one’s situations and life, to overcome previous
limitations, but may possess a generalized capacity for dissociation and
absorption.
Experiential Skills
Experiential skills are skills acquired due to experience. The cultiva-

tion of these skills is expected in regards to highly psychical individu-
als. These skills may be the result of attending to marginal experience,
questioning it patiently yet dedicatedly, and understanding the nature
or structure of their own “preconscious associative network.” Individ-
uals of who practice inward disciplines, such as meditation, or prayer,
are typically expected to possess such experiential skills. Similarly, in-
dividuals who have learned to generate creative works of science or
art, or those who have developed heightened insight into their dreams
may also possess these skills. Such extrasensory experiential skills are
assumed various, and particular to the individuals psychical capacities
[intuition, hallucination, dreams, etc]. Such capacities can be identified
via the phenomenological approach to extrasensory experiences.
Phenomenology of Extrasensory Experiences
The phenomenological approach to [the study of] extrasensory

perception developed slowly throughout many years of traditionally
collecting case reports largely compiled for other purposes. Through
years of analyzing case studies of ESP, trends and characteristic of the
various categories of parapsychological experiences were found. These
findings resulted in providing a direct access to the phenomenology of
parapsychological experiences, or features of phenomena as they are
experienced by an individual. Several categories were defined involv-
ing modeling features such as clairvoyance and telepathy, and tempor-
83
al features such as precognitive [precognition], contemporaneous [re-

mote viewing], and retrocognitive [postcognition/retrocognition] expe-
riences. In addition, several categories were defined involving the form
of the extrasensory experience. Broadly speaking, every extrasensory
case report can be categorized as an intuitive impression, hallucination,
or dream [realistic or unrealistic].
Telepathy vs. Clairvoyance
The terms telepathy and clairvoyance are often contrasted. Howev-

er, telepathy involves a causal sequence between two minds [i.e.
brains], while clairvoyance involves a causal sequence propagating
from some physical state of affairs to a mind. In accordance with my
view, clairvoyance involves a causal sequence propagating from Na-
ture, in which is always aware of the physical state of affairs, which
intercommunicates such physical states of affairs to a mind. This dis-
tinction between telepathy and clairvoyance is taken to be a distinction
between two forms of cognition. The objective of telepathic cognition is
assumed to involve a person’s thoughts or mental states. In contrast,
the objective of clairvoyant cognition is assumed to involve a physical
state of affairs. Because of these assumptions, telepathy could be
deemed a form of clairvoyance in that mental states are a physical state
of affair. While the distinction of telepathy from clairvoyance is widely
held, it is difficult to determine telepathy cases from clairvoyant cases.
If an individual [a] becomes aware of the mental state of individual [b]
after observing individuals [a]’s physical state, this would of course be
defined as clairvoyance. However, when in regards to telepathy, indi-
vidual [a] would only be aware of individual [b]’s mental state void of
observing individual [b]’s physical state. In light of this distinction,
clairvoyance is defined as phenomenologically indirect, while telepa-
thy is defined as phenomenologically direct.
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General Extrasensory Perception
While the distinction between telepathy and clairvoyance seems

clear-cut descriptively, attempts towards clairvoyant or telepathically
exclusive experiments have shown an almost complete lacking of suc-
cess. This lack of success has maintained that there may be a genera-
lized form of psi phenomena, in which possess a variety of manifesta-
tions including clairvoyance and telepathy. This generalized form of
psi is called General Extrasensory Perception or GESP. An example of
the presence of GESP in experimental studies is that of ESP tests in-
volving one individual concentrating on a target [a drawing or card]
while another individual at a distance would attempt to reproduce or
identify the target. While these types of experiments tend to yield im-
pressive results, and an indication of mental interaction, similar results
were obtained void of an individual focusing on a target. This makes it
harder to determine if the receiver was aware of the target via mental
interaction, or remotely viewing the target indirectly [i.e. clairvoyance].
Difficulty in the determination of which form was involved continues,
as the knowledge of the target could be the result of the precognitive
knowledge of the order of the cards or precognitive or postcognitive
knowledge of the image to be drawn, or was drawn. Such perplexities
have prevented the design of pure telepathy experiments in the past.
To counteract these perplexities, researches have had to avoid record-
ing the target objects or the scoring [results] of experiments. Experi-
ments in which implement this method tend to produce less impressive
results, which may be indicative of clairvoyance [i.e. postcognition ap-
pears to be more common than remote viewing and precognition;
avoid recording and a postcognitive view becomes ineffective]. In addi-
tion, such a method is typically not acceptable to those who prefer to
test under strict controls.
Spontaneous cases of extrasensory perception are typically catego-
rized into three primary categories. In regards to case reports, while
exact proportions tend to differentiate between major collections,
dreams form between one-third and two-thirds of all spontaneous cas-
85
es, followed by intuitive-based cases and waking hallucinations. The

dream state has long been viewed as a highly psi productive state in
regards to both receiving and assimilating ESP-based information. The
dream state appears particularly accommodating to facilitate the ar-
rangement and combining of memorial imagery into new patterns and
episodes. Such is a fundamental feature in psychoanalytic theory and is
a long-familiar factor in of creativity and problem solving. The dream
state has been considered an “ideal workspace” through which to re-
ceive any information pertinent to consciousness via the influence and
assimilation of memorial images required to perceive such information.
Realistic and Unrealistic Dreams
Early on in parapsychological history, extrasensory-based dreams

were categorized into two primary categories:
1. Realistic dreams
2. Unrealistic dreams [or symbolic dreams]
Realistic dreams are defined as dreams that are not necessarily com-
pletely literal in context, but information does not include the quality of
being conveyed in a disguised form. Typically, realistic dreams are
more detailed in content than that of intuitive or hallucinatory expe-
riences. Unrealistic dreams are similar to realistic dream experiences, but
here the imagery is more dramatized by fantasy. Important elements
within the spectrum may appear realistic, but the scene or scenarios
surrounding the elements appear disguised, as in symbolic form. Dur-
ing either of these types of dreams, memory and emotion appear to
underlie ESP processes. The sources of the memories stimulated by ESP
stimuli in regards to dreaming are unclear, but continuing research has
lead to the view that dreams are not the result of “random brain activi-
ty.” Rather, dreaming appears to be a form of significant memory
processing including the consolidation and strengthening of memories,
particularly when emotionally stimulating content is involved.
86
Dreaming, especially sleep in general, appears to form a bidirec-

tional relationship with memory. Reports involving short spans of time
with multiple spontaneous cases typically reveal heightened stress in
the experients where reduced sleep quality is assumed, suggesting that
sleep may have a strong impact on ESP processing due to a reduce
quality of memory processing. There is also developing evidentiary
support suggesting that the emotional system plays and integral role in
ESP processes. Support includes the finding that during REM sleep, the
dorsolateral prefrontal cortex is deactivated and the hippocampal for-
mation processes minimal output. What this suggests is that structured
episodic memories are void of involvement, while the visual associa-
tion area and associated paralimbic projections function in a sort of
“close loop” and appear to dissociate from external sensorial input.
Unknown and unpredictable actions appear involved in the traces
of episodic memory in this case. In addition, during REM sleep, the
central nucleus of the amygdala and limbic forebrain structures become
activated whereby making substantial contributions to input from the
emotional system. However, while emotions appear to act as a primary
feature in the selection of memories to be included in to dreams, the
dreams produced often appear to lack emotional content. It has been
assumed that the conditions in which occur during the dream state
may be conducive to creative and problem-solving activity, assumed
requirements or ESP-based information assimilation, as such “may
provide a suitable canvas upon which the memory images needed to
convey anomalous information can be printed.”
Intuitive Impressions
The second largest category of ESP experience in regards to spon-

taneous ESP in most collections is that of intuitive impressions. Intuitive
impressions cover any extrasensory experience in which comprises of a
general unreasoned impression or hunch. With intuitive experiences,
there is no visual imagery, or auditory information in accompaniment,
nor any conscious processes of linear coherent thought leading to the
87
impression. The experient reports suddenly “just knowing” something,

typically describing a vague impression, that upon subsequent investi-
gation was supported to some extent. The informational feature is typi-
cally abstract and minimal with the experient sensing little else than a
strong, unexpected emotion. Experients typically tend to amass enough
information to derive the identity of the individual whom, or the situa-
tion of which, the impression relates. However, this is not always the
case, as reports also include moments in which an experient will de-
scribe a sudden “bad feeling” with no impression to its relation. Intui-
tive impressions [involving only emotions] where an experient “feels”
the emotions of another individual, is today commonly referred to as
empathy, or intuitive telepathy. Cases in which experients describe the
impression as a “warning” may involve that of a clairvoyant impres-
sion more so rather than a telepathic impression, where the source of
the impression is not an individual, but perhaps Nature itself. Intuitive
impressions can also consist of generalized information and concepts,
or conceptual information.
As aforementioned, conceptual information pertains to meanings,
understandings, and other concept-based information that presents
itself more as a feeling, impression, or idea when received by the expe-
rient. Conceptual information is best defined as generalized informa-
tion that does not involve a specific target [including individuals], or
events. Conceptual information is considered the sum of all information
involved regarding a target or event. In other words, it is abstract in-
formation received by an experient that can apply to a wide variety of
experiential or non-experiential targets and events in which can deli-
neate categorical and functional relationships between objects or
events. Contextual information on the other hand refers to events
[times, places, associated objects or events, and other contextual infor-
mation].
Intuitive impressions alone can and have resulted in numerous
considerable changes in action, including behavioral actions, which
subsequently prove to be highly beneficial to survival of the self, or
those close [emotional and spatial association] to the experient. While
88
at first glance, intuitive impressions do not appear to involve memorial

processes or imagery, but a subtle interplay of learned emotional expe-
rience and memory are the result of intuitive impressions, and such
processes are unperceivable and void of conscious awareness. To at-
tempt to understand what constitutes intuition, one must first accept
that in every moment the contents of consciousness exclusively involve
images. Many of these images are the result of sensorial input, whereas
other images are drawn from the memory. During time spans includ-
ing little sensory input, memorial images will dominate experience.
Such images are stored in the primary memory [working memory]
from a fraction of a second, to several seconds only. Holding one image
in mind does so typically to the exclusion of other images. Such is an
unconscious process of basic attention. It has been assumed that the
emotional system, working in unison with the prefrontal regions of the
brain, “plays a major role in generating the particular images that play
across consciousness and in determining which images receive the fo-
cus of attention.” These unconscious processes can lead to sudden con-
clusions or decisions, but while such revelations feel like intuition, as
the solution appears to have simply “popped” into mind, they are the
direct result of memorial and emotional processes.
Hallucinations
In hallucinatory extrasensory experiences, information is conveyed

in the form of a sensory hallucination. Hallucinations are reported as
being vivid, substantial, and are perceived in a conscious and awake
state. Hallucinations can occur in any sensory modality including visu-
al [sight], auditory [hearing], olfaction [smell], gustatory [taste], tactile
[pressure/touch], equilibrioception [balance], thermoception [tempera-
ture], chronoception [time], etc. Hallucinations in which only occur
visually are termed psipathic in relation to psipathy. Hallucinations in
regards to visual sensations can involve images in forms such as static
images [e.g. photographs] or dynamic images [e.g. videos]. In regards
to audio hallucinations, hallucinations can involve general sounds [e.g.
89
knocking, rattling, thumping, etc.] or spoken language [e.g. words,

whole sentences, etc.]. Hallucinations often involve living persons, or
the deceased. In regards to hallucinations, animals are also common.
Hallucinatory cases often convey useful information, often pertaining
to warnings, or unwelcoming news, but also somewhat trivial halluci-
nations are also reported. Hallucinations involve images drawn from,
or constructed from, internal representations of the world held in the
long-term memory. Therefore, the more one has experienced, the more
one will be likely to full construct, and therefore comprehend, halluci-
natory psi-based information.
Information received by an experient of extrasensory perception is
that of contextual information rather than conceptual information. Con-
textual information refers to information pertaining to historical [past,
present or future] events [e.g. times, places, associated objects or
events, and other contextual information] that can be retrieved implicit-
ly or explicitly, either from an individual’s mind or from Nature itself.
Historical contextual information is a representation of general or spe-
cific events and facts, and refers to the history of an individual’s expe-
riences or Natures experiences as a whole. Types of contextual infor-
mation include specific events [e.g. when an event first took place],
general events [e.g. describing the experience of the event], object facts
[e.g. relating to the objects or persons involved in or around the event],
and flash information [e.g. critical information regarding major events].
Stored contextual information is constructive, whereby previous
experience affects how the brain or Nature organizes, stores, and re-
calls information. The information is constructed and reconstructed as
an evolving process. Contextual information is stored in autoassocia-
tive networks, which are forms of backpropagation or other networks
that enable the brain, and possibly Nature, or an experient in general,
to retrieve entire bytes or packages of information from only requesting
a tiny bit of relative information. These forms include “fill in the
blank,” association. In other words, autoassociation networks can
recreate the whole of an event from merely requesting parts of the
event.
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The formation of new contextual information in the brain and Na-

ture [assumed] requires the utilization of several information struc-
tures. Without the utilization of these structures, the brain or Nature
would be unable to form new procedural processes. Information stored
in regards to new procedural processes, without storing relative events
during which the brain or Nature learned these processes, results in
different experient information search parameters for information re-
garding event and process. The brain and Nature learns new contextual
information in an organized fashion associating recognition and recol-
lection [recognition of an object and recollection of the contexts relative
to the object such as position or location].
The brain and Nature [assumed] organizes all information in an
organized manner for more efficient storage, drawing upon its role in
executive function. This information is stored in several different ways,
and is moved from one area of the brain or Nature to the other based
on how long the system is aware of the information or what type of
information it has obtained [e.g. probabilistic, real-time or historical].
All information is eventually consolidated as historical information,
including future potentials. This is due to the brain and Nature requir-
ing the removal of outdated time sensitive information from select
areas to increase its efficiency to obtain and process new information.
Contextual information differs from conceptual information as con-
textual information is saved as instances only saved once, while con-
ceptual information is updated per each exposure. Contextual informa-
tion can be described as a mapping system in which ties together con-
ceptual information. For example, contextual information will address
what an object looks like while all contextual information regarding the
object will reference this single conceptual representation of the object,
and all new exposures or experiences regarding the object will modify
the single conceptual representation of the object. Contextual informa-
tion informs conceptual information and contextual information is re-
liant upon conceptual information, but as time passes, the brain and
Nature retain the separation of these types of information and do not
consolidate either type into the other.
91
Experients of extrasensory perception of a younger age bracket

tend to access conceptual information more so than contextual informa-
tion, while adults tend to access the two types equally. While research
shows experients primarily receptive to conceptual information appear
to obtain and comprehend conceptual information regardless of awake
or trance levels, experients primarily receptive to contextual informa-
tion appear to obtain less information as trance levels increase. Expe-
rients in higher trance states tend to receive only conceptual informa-
tion void of any contextual information.
92
QUESTIONS
1. Sensation is defined as a higher brain function regarding the
interpretation of events and objects in environs. T/F
2. A sensory system is a component of the nervous system re-
sponsible for processing sensory information. T/F
3. Extrasensory perception appears not to be the result of any
known sensory organ. T/F
4. Light is produced by human cells in which forms a major com-
ponent of our bodies. T/F
5. A sensory modality is a type of physical phenomenon that can
be sensed. T/F
6. Biophotons are well known as capable of activating physiolog-
ical processes, and at various frequencies, biophotons perform
various functions. T/F
7. The weak biophoton emission produced by the human body is
due to a supernormal human response that is considered in
part to be by-product of cellular metabolism. T/F
8. In states of heightened stress, the rate of biophoton emissions
increases as a means to return the individual back to energy
equilibrium. T/F
9. Light therapies have been around for quite some time in the al-
ternative, and medical fields as research has shown that large
amounts of light can cause a medical condition. However, re-
search has also found that the same frequency that caused the
condition can also be used when highly diluted to treat that
same condition. T/F
10. Biophoton emissions appear to be the dynamic mechanism
through which human beings communicate with other living
systems. T/F
11. In regards to the mechanism of rapid directional switching, the
extrasensory information will result in being combined addi-
tively to sensory information. T/F
93
12. If an individual finds an ESP test insignificant and pointless, as

they peruse their individual thoughts and visions, they also
appear to succeed in removing ESP targets remotely from their
experience. T/F
13. Conscious awareness is assumed the part of all human beings
through which we construct an understanding of our envi-
ronment, and negotiate with our environment as though the
individual is a part of the environment. T/F
14. In parapsychology, it is well known that anxious individuals
typically psi-miss more so than non-anxious individuals. T/F
15. Attempting conscious work during an ESP test is considered
self-defeating. T/F
16. The deliberate adoption of honored practices and inward dis-
ciplines such as meditation is self-defeating and not psi condu-
cive. T/F
17. Individuals in which appear prone to psychic experiences and
possess some degree of control over their production, are typi-
cally expected to possess a general intention to acquire infor-
mation, or have influenced over information. T/F
18. Individuals who are characteristically extroverts, that are ad-
venturous, outgoing, and relatively free from anxiety, typically
have low ESP scores. T/F
19. While the distinction between telepathy and clairvoyance
seems clear-cut descriptively, attempts towards clairvoyant or
telepathically exclusive experiments have shown an almost
complete lacking of success. T/F
20. The hallucination state has been considered an “ideal work-
space” through which to receive any information pertinent to
consciousness via the influence and assimilation of memorial
images required to perceive such information. T/F
21. Which of the following is not a category of extrasensory-based
dreams?
a. Unrealistic
b. Hallucinations
94
c. Realistic
d. Symbolic
22. Dreaming, especially sleep in general, appears to form a bidi-
rectional relationship with memory. T/F
23. With intuitive experiences, there is no visual imagery, or audi-
tory information in accompaniment, nor any conscious
processes of linear coherent thought leading to the impression.
T/F
24. Intuitive impressions [involving only emotions] where an ex-
perient “feels” the emotions of another individual, is today
commonly referred to as empathy, or intuitive telepathy. T/F
25. Holding one image in mind does so typically to the exclusion
of other images. T/F
26. Intuitive impressions are reported as being vivid, substantial,
and are perceived in a conscious and awake state. T/F
27. Hallucinations involve images drawn from, or constructed
from, internal representations of the world held in the long-
term memory. Therefore, the more one has experienced, the
more one will be likely to full construct, and therefore compre-
hend, hallucinatory psi-based information. T/F
28. Contextual information refers to information pertaining to his-
torical events that can be retrieved implicitly or explicitly, ei-
ther from an individual’s mind or from Nature itself. T/F
29. Experients of extrasensory perception of a younger age bracket
tend to access conceptual information more so than contextual
information. T/F
30. Experients in higher trance states tend to receive only concep-

tual information void of any contextual information. T/F
95
4
MODELS OF Empathy I
Empathic Phenomenology
Empathy is the psychical influence of emotion via experient influ-

ence over the emotional basis of consciousness and the mental and
physiological processes associated with a wide variety of emotional
experiences. Emotions are defined as an episode, which suggests the
concept of a dynamic process, of interrelated, synchronized changes in
the states of all or most of the correlated organismic subsystems [e.g.
central, neuroendocrine, and somatic nervous systems] in response to
the evaluation of an external or internal stimulus event as relevant to
major concerns of the organism. The function of emotion is speculated
to include the evaluation of objects and events, system regulation,
preparation and direction of action, communication of reaction and
behavioral intention, and the monitoring of internal state and organ-
ism-environment interaction. Current thought leaders in regards to the
psychology of emotions support a component process model of emo-
tion involving cognitive, neurophysiological, motivational, motor ex-
pression, and subjective feeling components. In addition, empathy can
involve the influence of affective phenomena such as moods. However,
this appears to apply only when an element of telepathy or clair-
voyance is involved, as affective phenomena such as moods involve
more than just emotional content. It is an experient of empathic phe-
nomena’s natural endowment in which enables their influence over
emotion whether phenomena is the result of conscious or subconscious
performance.
96
Chapter 4: Models of Empathy I
The Phenomenology of Empathy
Beginning with terminology, empathy literally means, “physical af-

fection, passion, partiality.” In parapsychology, empathy is viewed as a
component of telepathy, which literally means, “feeling at a distance,”
but limited to the influence of emotions. However, defining what emo-
tions actually are has been a neglected area of research until recent
years. Today, these research efforts, typically in the social and behavior
sciences, are providing insight and dimension into what psychical em-
pathists may influence [emotion], and where their limitations may lie
[affective phenomena]. I suggest of two types of psychical empathy, in
correlation to types of telepathy called for in the mid 50’s. These types
include empathic simulation and empathic interaction, which appear to
be components of telepathy. These two types are typically activated
during localized interpersonal encounters involving two individuals or
a small group of individuals [e.g. family or friends].
However, an additional type of empathy appears to exist that I
termed empathic cognition, which appears to be a component of clair-
voyance, which literally means “clear vision.” This type typically acti-
vates during localized interpersonal encounters with, or remote emo-
tional associations during a spike in collective emotion involving, large
groups and populations [e.g. communities, or nations]. While this latter
type appears to be a component of clairvoyance, it appears to lack as-
sociated retrocognitive/postcognitive and precognitive temporal fea-
tures, but does appear to involve a cotemporaneous temporal feature
pertaining to spatially localized and remote organisms and events in
regards to emotional information acquisition. Due to a lack of parapsy-
chological research in psychical empathy, I will be drawing from re-
search pertaining to telepathy and clairvoyance over the past century,
and from my own research in psychical empathy throughout my years
of psychical research.
Empathic simulation is hereby defined as “a case in which an indi-
vidual’s emotional experience appears to directly produce a similar
emotional experience in someone else without the intervention of the
97
five senses.” Empathic interaction is hereby defined as “the direct

causal influence of an emotional experience of another individual
without the intervention of the five senses.” Lastly, empathic cognition
is hereby be defined as “the phenomenologically indirect knowledge of
the collective emotional experience of a large group or population via
Nature.”
Empathic Simulation
While the existence of telepathy has been proven via many strict
empirical experiments over the course of many years, researchers have
yet to provide a scientific explanation for telepathic phenomena, and
therefore psychical empathic phenomena, as they have yet to develop a
Theory of Psi. However, in regards to phases of telepathy, and there-
fore tele-empathy, current modeling suggest three phases. The first
phase is characterized by the formation of a quantum entanglement
state of one human brain with another human brain. During this phase,
the quantum states of the brains of the subjects are entangled via either
spatial proximity or some form of interaction or association. The
second phase is characterized by the sustainment of the entangled state
of the two brains. In this phase, it is assumed that the formed entangled
state of the two brains may hold for an extended period of time in a
region of the brain under special conditions. However, there is no evi-
dence to support that long-term or possibly permanent entanglement is
a result of special conditions in the brain. On the other hand, research
in the coming years may find this “special condition” localized in the
DNA. However, if this prolonged form of entanglement is located in
the brain, current parapsychological research suggests that the entan-
glement may be located in the emotional system or long-term memory.
The third phase is characterized by the collapsing of the entangled
state between the two brains. It is when the entangled state of the two
brains is collapsed by the measurement of one of the brains that the
brain states of both individuals synchronize to be definite states from
an entangled state. At this time, the other individual, at-a-distance, will
98
perceive the change. Such modeling continues by assuming that when

information is in an entangled state [superposition] no definite percep-
tion in relation to the state yet exists. However, when the superposition
state collapses into a defined state, a definite perception in relation to
the collapse appears. It is at this time that the assumed empathic effect,
and therefore empathic effect, becomes perceptible. These three phases
can be explained in the following example: In a telepathy experiment
involving entangled subject [a] and subject [b], subject [a] is stimulated
with flashes of light or a visual pattern. When the entangled state be-
tween subject [a] and [b] is collapsed by the stimulation, both subjects
[a] and [b] will display a distinct distribution of the brains electrical
activities or perhaps feel that their interaction has been successful.
Empathic simulation has been defined as “a case in which an indi-
vidual’s emotional experience appears to directly produce a similar
emotional experience in someone else without the intervention of the
five senses.” In other words, the empathist’s emotional experience pro-
duces a similar emotional experience in subjects or vice versa. Via this
type of empathy, the subjects and empathist do not “know” the emo-
tional experience of the other participants, nor is the emotional expe-
rience “impressed.” Experients [empathist and subjects] typically exhi-
bit physiological responses associated with this form of empathic sti-
muli. However, the experients are rarely ever aware of this interaction
and this may suggest that there is an element of empathic interaction.
However, while the physiological response may be a form of empathic
interaction, the physiological response is a result of empathic simula-
tion or emotion sharing. In other words, the intention is empathic simu-
lation and the effect is the empathic simulation of an emotional expe-
rience and empathic interaction of a physiological response.
In the case of this type of empathy, the empathist does not “know”
empathically what the emotional experience of the subjects are, but
rather it appears that the emotional experience of the empathist and
subjects instantaneously become qualitatively identical. The identical-
ness of the emotional experience is debatable, as there is no empirical
evidence to support this at this time. However, reports in regards to
99
this form of tele-empathy suggest exact, or nearly exact, emotional ex-

periences. This type of empathy also appears to be more non-invasive
as subjects are typically is unaware that, or do not “know” that, the
emotional experience is “not their own,” as it appears to be less intru-
sive than empathic cognition or impression. The skilled empathist
would however be able to identify that the simulated emotional expe-
rience originated from him/her if the empathist knowingly shared the
emotion with subjects. In other words, the empathist can share his/her
own emotional experiences with subjects, or the empathist can evoke
the sharing process of the subject’s emotional experience to replace
his/her own emotional experience. In the end, I believe the most effi-
cient way to view empathic simulation is as though the emotional ex-
periences have be shared via the exact transmission of the experience
from one participant to the other. Because of the very physical nature
of empathic simulation [e.g. experience or state simulation and physio-
logical response], questions have been raised as to if empathic simula-
tion should be considered a complex form of PK. Of course, ESP in
general has also raised this same question.
The most common way in which this type of empathy is utilized is
to provide comfort and or motivation, to either the empathist or the
subjects. In regards to comfort, if the empathist and subjects find them-
selves in a situation in which only the empathist feels comfortable or
safe [e.g. a lacking of fear], or vice versa, the empathist can share
his/her own emotional experience, or fear-neutral emotional episode,
with the subjects, whereby non-invasively sharing his/her sense of se-
curity and comfort with the subjects. A similar instance of this involves
the sharing of the empathists feeling that an action is a “good idea,”
possibly due to neutralizing the emotional experiences of the subjects
in regards to fear, shame, guilt, etc. This sense of security is shared with
the subjects leading the subjects to often bypass their natural tenden-
cies. Unlike impression, while simulation can result in subjects deviat-
ing from natural tendencies to more “synthetic” tendencies, there typi-
cally is no evidence suggesting a hypnotic element in regards to em-
pathic simulation, which is more common in regards to empathic inte-
100
raction. In regards to motivational efforts, the empathist is able to ex-

trinsically share his emotional experiences in a way that evokes a form
of driving force [not to be confused with “forcefully” driving one to act,
which is relative to impression] to achieve a goal with the subjects. Mo-
tivational efforts typically include a desired object, a goal, state of being
or sense, ideal, altruism, selfishness, morality, and in rare cases, avoid-
ing morality.
An example of empathic simulation being utilized in an unstable
manner involves attempting to increase self-comfort or self-esteem by
initiating empathic simulation to “feel out” the emotions of others as to
appraise their emotional stance or position in regards to how they feel
towards the empathist. While this is a common and healthy in small
dosages, empathists with social anxiety disorders can exacerbate this
process, which can result in emotional exhaustion or overwhelming
emotional stimuli. In this case, the empathist is advised to treat the dis-
order as a means to regulate emotional input, rather than to initiate the
avoidance of people, the suppression of emotions, or via emotional de-
tachment. While comfort and security are a result of emotional beha-
vior, motivation is related to emotion, but is distinctly non-emotional.
Therefore, verbal or physical direction appears to be a necessity for this
process, as the influence of emotion alone is not sufficient. The emo-
tional self-control of the empathist does not appear correlated with the
subject’s self-control, in that the self-control aspect of one is not shared
with the other. The self-control of motivation is increasingly unders-
tood as a subset of emotional intelligence, and while emotional influ-
ence is the whole of empathic simulation, it does not appear to pene-
trate the barrier of self-control, which appears to be more common in
regards to empathic interaction.
In general, empathic simulation does not require a verbal element,
but in some cases as aforementioned, the empathist may need to im-
plement natural verbal coercion. In this regards, the empathist may
need to add a convincing argument along with simulation including
incentives, convincing the subjects of their “shared” need, or increasing
a sense of security in the subject via calming vocabulary and vocal
101
tone. However, the skilled empathist is more likely operate in a way

that almost appears to be subliminal, in that the emotional experience
is shared at the subconscious level of the subjects only [i.e. does not
reach conscious awareness], which results in “seemingly” natural un-
conscious motives on the subjects behalf.
The output feature of empathic simulation occurs when an em-
pathist simulates their own emotional experience onto another indi-
vidual or group of individuals [i.e. the empathist negotiates sharing
their own emotional experience to replace the current emotional expe-
rience of others]. This feature is initiated when the ability to simulate is
deemed accommodating to the empathists current intentions/needs [i.e.
the empathist is more focused on sharing their own emotional expe-
rience than emotional experience acquisition]. The input feature of em-
pathic simulation occurs when an empathist simulates the emotional
experiences of a subject or group of subjects onto his or herself [i.e. the
empathist negotiates the acquisition of the current emotional expe-
rience of others to replace his or her own emotional experience].This
feature is initiated when the ability to simulate is deemed accommodat-
ing to the empathists current intentions/needs [i.e. the empathist is
more focused on emotional experience acquisition than sharing their
own emotional experience].
Emotional Contagion
Emotional contagion has been defined as the tendency to “catch”

another person’s emotions in the non-psychical sense. In other words,
contagion occurs when two or more individuals find themselves expe-
riencing the same emotional experience via processes of social influ-
ence. Emotional contagion results in attentional, emotional, and beha-
vioral synchrony, and has an adaptive function. Primitive emotional con-
tagion has been defined as the “unconscious and automatic tendency to
mimic and synchronize other’s nonverbal behaviors [e.g. facial, postur-
al], thus emotionally converging with others.” In other words, this
more primitive form of contagion “occurs via unconscious facial and
102
postural mimicry.” While emotional contagion refers to the synchronic-

ity of emotions in a group of individuals, two or more people, in the
non-psychical sense, it has been speculated in the field of parapsychol-
ogy that psi processes are possibly additive to non-psychical biological
processes. In the case of empathic simulation, it is emotional contagion,
or more probable and more specifically the primitive form of emotional
contagion, that may be what psychical empathic simulation processes
are additive to, whereby suggesting that the skills related to emotional
contagion, particularly in relation to emotional intelligence, may be
imperative to empathic skill.
Mood Linkage
In the non-psychical sense, emotional contagion can have an effect

on high-energy moods [i.e. highly pleasant or highly unpleasant, or
very positive or very negative orientations]. This is to say, that even in
the psychical sense, while psychical empathy does not appear to direct-
ly influence mood, it can indirectly influence mood via prolonged en-
counters with individuals experiencing high-energy moods. However,
this should not be interpreted as an empathists mood being simulated
with another’s mood, but rather as the empathist being unable to regu-
late and manage emotions empathically simulated, whereby in time,
resulting in an alteration in their own mood. Therefore, empathists are
assumed directly and solely responsible for their own moods. Howev-
er, non-verbal behaviors are not the only indirect reason for mood alte-
ration in empathists, or their subjects over time, but also verbal beha-
viors such as positive or negative affect and tone. We will be discussing
more in regards to moods in the next chapter.
Tense Information
In regards to empathic simulation, shared emotional experiences

can be described in tense.
103
Present Tense Information - In regards to simulated emotional expe-

riences pertaining to present tense emotion, the emotional experience
the empathist, or subjects, is sharing is exclusively current and is in
relation only to the present. There is one primary type correlated to
emotion: [1] Indicative; “We are sad.” [i.e. indicative of present expe-
rienced emotion]. In addition, there is one subtype correlated to both
emotion and affective phenomena: [1] Present perfect; “We have felt sad
for some time now, and are annoyed.” [i.e. present tense emotion with
retrospective aspect of affective phenomena]. There are also two prima-
ry types correlated to affect phenomena: [1] Present progressive or present
continuous; “We are enjoying reading this book.” [i.e. present tense, but
suggestive of a prolong duration not typical of emotion], and [2] Sub-
junctive; “We are sad today.” [i.e. indicative of present tense and ex-
tended feelings]. In addition, there are two subtypes correlated to affec-
tive phenomena: [1] Emphatic present; “We do not like this place.”[i.e.
indicative of a preference], [2] and Present perfect progressive; “We love
my cat.” [i.e. indicative of an interpersonal attitude, and events or ac-
tions that have begun at some point in the past and continue through
the present].
Mechanistic Properties of “Sharing”
In regards to empathic simulation, the subconscious, or conscious

and therefore subconscious, need for emotional experience sharing is
evoked and the emotional experience of the subjects instantaneously
become qualitatively identical to that of the empathists emotional expe-
rience. The emotional experience may or may not mediate in the same
manner as other empathic information, but however the emotions me-
diate; the emotional experience simulated appears to be non-synthetic
to the recipients unlike information pertaining to cognitive or impres-
sionistic empathy. Because of this more natural “feel” of the emotional
experience, experients of simulation are less likely to become con-
sciously aware that the experience is the result of a shared emotional
state.
104
Empathic Interaction
Per my own research, individuals who engage in empathic interac-

tion [i.e. empathic impressionists] appear to do so in an authoritative
manner as a command. These commands can be either suggestive,
which is characteristic of a mild likelihood of influencing the emotions
of subjects per the needs of the empathist, or compulsive, which is cha-
racteristic of a very strong likelihood of influencing the emotions of
subjects per the needs of the empathist. The empathic impressionist
does this as a means to instruct subjects to feel a particular way that is
accommodating to the empathist. However, it appears that there may
be an associated hypnotic element in regards to empathic interaction.
Hypnogenic empathic interaction is a form of empathic interaction that is
assumed involved in causing a mild hypnotic state in subjects, possibly
involving impressed emotions related to relief, which results in the be-
haviors of relaxation or decompression, via an empathists command.
This relaxed state allows for a more dominant approach by the empath-
ist in influencing the emotions of others, and allows subjects to be more
susceptible to impression. Unlike empathic simulation, this impressio-
nistic process is void of the empathist having a similar emotional expe-
rience at the time of impression on subjects. In other words, the em-
pathist is not simulating their own emotional experience onto subjects,
rather the empathist is “generating” an emotional experience of their
choosing in others that will be accommodating to the empathists
needs/intentions. Hypnogenic empathy appears to not only evoke
strong emotions in subjects, but also typically results in prompting a
behavior in subjects.
Therefore, hypnotic empathic interaction appears to be the strong-
est form of empathy and the most dangerous, raising an assortment of
moral and ethical questions as to how such an ability should be utilized
in practical applications. Further studies on my part have lead to the
conclusion that initial empathic “impressions” [i.e. commands/ evoked
emotions] do not always fade away with time in a sense. Rather, these
commands occasionally result in the same strength of emotion anytime
105
a subject is confronted by the empathist, or in some cases merely is re-

minded of the empathist. In other words, subjects can simply think of
the empathist [in-mind] and the initial emotional impression becomes
once again active. For instance, when an empathist evokes the emotion
of fear, which can prompt behavioral tendencies for subjects to “stay
away,” the subjects will continue to feel that same strength of fear
every time they encounter the empathist. Again, this is only in rare cas-
es and these occurrences may be indicative of a telepathic element [i.e.
not exclusively empathic]. Such encounters appear to occasionally re-
sult in the same magnitude of emotion even years after the initial em-
pathic impression. How long the impression lasts appears possibly cor-
related to the strength of the “need” of the empathist for subjects to be
emotively evoked or redirected [e.g. “stay away”]. This may indicate a
component of stress levels as the determinant of an impressions dura-
tion to have an effect.
Reports involving highly successful empathic interaction typically
pertain to experiential conditions where subjects are either in a relaxed
state, fatigued, asleep, under the influence of some prescription medi-
cations, recreational drugs, or alcohol. In other words, empathic inte-
raction appears to work more efficiently if a subjects mind is in a re-
laxed or fatigued state. Such is why experiments involving telepathic
interaction, involving more information than just emotional states, are
typically conducted with the subject asleep in the state of REM [rapid
eye movement; dream state]. In regards to the emotional state of the
empathist, in intentional empathic interaction, the empathist is typical-
ly in a relaxed state, while in regards to spontaneous empathic interac-
tion, the empathist is typically in a stressed state. Reports suggest that
the most common component of successful empathic interaction is a
strong need to control the emotions, and therefore possibly the actions,
of others. The need is typically associated with the empathist, or asso-
ciated with someone of whom the empathist has a strong emotional
connection.
Reports regarding spontaneous empathic interaction typically in-
clude mild to severe frustration in regards to subjects. In other words,
106
subjects are at least partially aware that the emotion is not of his or her
own volition, but cannot seem to feel conversely to the command de-
spite great initiative. It appears in severe cases, the stronger the emo-
tions during the initial impression, the stronger the frustration of im-
pressed subjects. This emotional strength can be increase or decrease
with continued impression. In other words, if the empathist develops a
stronger emotional association between him/her [the empathist] and a
subject between empathic impressions of a similar nature, the emotion-
al strength of the initial impression will be amplified. Cases of this na-
ture do seem to result in abnormal behavior in subjects when the im-
pression is assumed “active.” In some cases, subjects may feel the need
to “escape” from the empathist [though distance limitations do not ap-
pear to apply to empathic interaction] or feel the need to “attack” the
empathist mentally, emotionally, or in rare cases, physically. The emo-
tional strength of the impression, if not readjusted by the empathist,
appears to reduce overtime, but mild suggestion appears to last for
much longer.
Again, in regards to features of empathic interaction, both a com-
pulsive and suggestive feature appears to exist, in that their emotional
commands are typically forceful [compulsion] and may involve a hyp-
notic effect, or less forceful [suggestive] which may or may not involve
a hypnotic effect. The strength or need for compulsion or suggestion
appears equivalent to the severity of the need on the empathists, or
subjects, behalf. In other words, the regulation or utilization of compul-
sive or suggestive empathic interaction appears correlated to the
strength of the emotional need. If little emotional need is involved, then
suggestive empathic interaction or empathic simulation are modes of
empathy more likely to be utilized by the empathist. In the case of an
impressionist utilizing simulation, characteristic of about half of all im-
pressionists, they typically only simulate one-on-one via their output
feature, as opposed to pure simulators who typically simulate in
groups via both their input and output feature. If an empathic impres-
sionist possesses telepathic impressionistic skills, then they may pos-
sess a dominate compulsive feature [i.e. more compulsive, less sugges-
107
tive]. In cases when an experient possesses elevated skills in both tele-

pathy and empathy, the information impressed or simulated can in-
clude emotions, feelings, thoughts, and possibly behavioral alterations.
Tense Information
In regards to empathic interaction, impressed emotional expe-

riences can be described in tense.
Present Tense Information - In regards to impressed emotional expe-

riences pertaining to present tense emotion, the emotional experience
of the empathist is being impressed onto subjects is exclusively current
and is in relation only to the present. There is one primary type corre-
lated to emotion: [1] Indicative; “You are sad.” [i.e. indicative of present
emotion]. In addition, there is one subtype correlated to both emotion
and affective phenomena: Present perfect; “You have felt sad for some
time now, and you are annoyed.” [i.e. present tense emotion with re-
trospective aspect of affective phenomena]. There are also two primary
types correlated to affect phenomena: [1] Present progressive or present
continuous; “You are enjoying reading this book.” [i.e. present tense, but
suggestive of a prolong duration not typical of emotion], and [2] Sub-
junctive; “You are sad today.” [i.e. indicative of present tense and ex-
tended feelings]. In addition, there are two subtypes correlated to affec-
tive phenomena: [1] Emphatic present; “You do not like this place.”[i.e.
indicative of a preference], [2] and Present perfect progressive; “You love
my cat.” [i.e. indicative of an interpersonal attitude, and events or ac-
tions that have begun at some point in the past and continue through
the present].
Mechanistic Properties of “Compelling”
In regards to empathic interaction, the subconscious, or conscious

and therefore subconscious, need to suggest or compel subjects into an
emotional experience results in the need for the emotional experience
108
to be impressed to pass out of the brain of the empathist, through the

central nervous system, and at-a-distance the emotional experience to
be impressed is impressed on the subjects. The information impressed
is then mediated through the central nervous system of the subjects,
and up through the long-term memory. Once in the memory, the brain
“searches” for an emotion associated with impressed emotional expe-
rience as a means to describe the emotion, to be perceived later by the
subject via conscious or subconscious awareness.
In regards to empathic interaction with a hypnotic aspect, many
different techniques are utilized for induction. The most common is
“eye-fixation,” which involves direct eye contact between the empath-
ist and subjects. Prolonged concentrated focus on the empathist’s eyes
typically results in induction. The stronger the empathists skill, the less
time is required for induction. Empathic impressionists can typically
tell when they are in the presence of another impressionist. This
awareness does not stem from a “feeling” but rather an inexplicable
reluctance to look into another impressionist’s eyes. In cases when im-
pressionists gaze into the eyes of another impressionist, the intensity of
the stare can be overwhelming, exhilarating, or highly frustrating. Ef-
fect strength appears correlated to impressionistic skill. In moments of
concentrated focus between two impressionists attempting to induce
the other, the more skilled impressionist typically “wins.” Subject sus-
ceptibility, can be increased with relaxation, fatigue, alcohol consump-
tion, or mind-altering substances. However, it is assumed that about
80% of the human population possesses mild susceptibility, 10% with
high, and 10% with low susceptibility. These percentages are based on
hypnotic susceptibility scales and are only assumed relevant. If rele-
vant, then “fantasizers” and “dissociaters” would be the most suscepti-
ble to empathic impression, which coincidentally, per my research,
well defines experients of telepathic cognition [telepathic receivers].
109
Empathic Clairvoyant Cognition
I define empathic clairvoyant cognition as the “the phenomenological-

ly indirect knowledge of the collective emotional experience of a large
group or population via Nature.” Unlike psychical empathy, the physi-
cal nature of clairvoyance is an important and ongoing issue in psi re-
search and consciousness studies. In regards to phases of clairvoyance,
and therefore assumed clair-empathy, modeling suggests three phases.
The first phase is characterized y the formation of a quantum entan-
glement state of one human brain with an informational system within
Nature. During this phase, the quantum states of the brain and infor-
mational system of Nature are entangled via some form of interaction
or association. The second phase is characterized by the sustainment of
the entangled state of the brain and the informational system. In this
phase, it is assumed that the formed entangled state of the brain and
the informational system may hold for an extended period of time in a
region of the brain under special conditions. However, there is no evi-
dence to support that long-term or possibly permanent entanglement is
a result of special conditions in the brain. On the other hand, research
in the coming years may find this “special condition” localized in our
DNA. However, if this prolonged form of entanglement is located in
the brain, current parapsychological research suggests that the entan-
glement may be located in the emotional system or long-term memory.
The third phase is characterized by the collapsing of the entangled
state between the brain and informational system. It is when the entan-
gled state of the brain and information system is collapsed by the mea-
surement of either, that the states of both synchronize to be definite
states from an entangled state. At this time, the experient, regardless of
space-time variables associated with the informational system or the
group or populous they retrieve emotional experiences regarding, will
perceive the change. Such modeling continues by assuming that when
emotional information is in an entangled state [superposition] no defi-
nite perception in relation to the state yet exists on the experients be-
half. However, when the superposition state collapses into a defined
110
state, a definite perception in relation to the collapse appears. It is at

this time that the assumed clair-empathic effect becomes perceptible to
the empathist. These three phases can be explained in the following
example: In a hypothetical experiment involving an entangled informa-
tion system of Nature [a], and an empathist [b], subject [a] is “aware”
of a collective emotional experience that subject [b] could not yet possi-
bly be aware. When the entangled state between subject [a] and [b] is
collapsed via measurement, both subjects [a] and [b] will display a dis-
tinct distribution of activities or perhaps “feel” that their interaction
has been successful.
In cases of empathic clairvoyant cognition, an experient is retriev-
ing information from Nature, i.e. the experient is able to “pick up on” a
current collective emotional experience recorded in Nature [i.e. even if
the emotional experience is current, it is assumed that Nature “knows”
about the experience, and therefore has a “record” of the experience].
The informational system from which the collective emotional expe-
rience originates does appear to play an intentional part in the emo-
tional information teleportation processes. In other words, the process
is not assumed entirely evoked by the empathist, whereby possibly
suggesting Natures ever-present contribution to the survival [well-
being] of the empathist. Again, in regards to empathic clairvoyant cog-
nition, the experient is an individual with clair-empathic ability capable
of evoking clair-empathic processes, or allowing the occasion for Na-
ture to evoke such processes when needed by the empathist. Here, the
empathist will become aware of Nature-based information [e.g. collec-
tive emotional experiences], but should be able to clearly identify that
the information did not originate in their own mind. Here the emotion-
al information is received and perceived by the empathist, but the in-
formation did not develop from a chain of prior emotions belonging to
the empathist. Instead, the emotional experience appears to “pop up,“
but is immediately associated with a specific group or populous, or
simply identified as not originating from the empathist.
The type of experient of empathic clairvoyant cognition described
above could be defined as an experient of spontaneous empathic clair-
111
voyant cognitive phenomena, in that the emotional experience appears to

“pop up” rather than being intentionally requested. Empathists of in-
tentional empathic clairvoyant cognition are experients whom select or
specify a particular group from which they wish to extract collective
emotional information regarding. However, this type of empathist can
also generalize their search from a “which [e.g. group],” to “what [e.g.
emotion or event]” based search depending on the type of collective
emotional information the empathist requires. In the case of the latter,
it is a search for collective emotional events [i.e. when a large group of
typically thousands or millions of individual emotional experiences, or
consciousness, becomes coherent and synchronized]. In other words,
when a unified field of consciousness occurs, typically void of informa-
tion pertaining to what the event is or where unless there is a telepathic
component, an empathic clairvoyant cognitive can acquire emotional
information when such an event takes place in the world. This search
type is sometimes interpreted as a form of precognition, but rather ap-
pears to be contemporaneous since the collective emotions are only
“known” to the empathist at the time of the event.
To assist in clarification, there appears to be two subtypes of em-
pathic clairvoyant cognition. The first subtype is typically people-
orientated, in that while they receive emotional information from Na-
ture, the emotional information is predominately in reference to a bio-
logical organism of interest to the empathist [e.g. are within their own
environment]. This environment can include a single individual,
though single emotional experiences are not the primary focus of these
types of empathists, but typically includes those in their neighborhood,
workplace, community, etc. In other words, this subtype is typically
only concerned with obtaining emotional information that is exclusive-
ly relative to the empathist as a means to empathize with others in their
surround. However, the second subtype is typically Nature-orientated,
in that these empathists have a primary focus on obtaining information
pertaining to large scale emotional events [i.e. major events and mass
emotions] that pertain to biological organisms that may or may not be
on an entirely different side of the planet [i.e. not within their own
112
more immediate environment]. Therefore, the primary distinguishabili-

ty between these two subtypes is an interest in a familiar groups collec-
tive emotions [i.e. which], and an interest in large-scale, national or
world, emotional events evoked by, for example, natural or unnatural
disasters [i.e. what].
Emotional Climate
In regards to the scientific research of emotions, an emotional cli-

mate is defined as the emotional relationships between members of a
society or nation. Emotional climates are assumed to contribute to
maintain the political unity or cultural identity of the members of a so-
ciety or nation. Emotional climates appear to be emergent processes of
which have a social function and are formed by an “aggregate of the
four ‘basic’ emotions.” [i.e. fear, anger, sadness, joy with an accompa-
niment of “specific ways of social interaction” and “specific predisposi-
tion towards action”]. While an emotional climate appears to be based
on more than just emotions [e.g. beliefs, social representations, etc.], it
is assumed to be what empathic clairvoyant cognitive processes are
additive to. These collective phenomena are not believed to be simply
an aggregation of individual emotions or all emotional relations, but
rather collective phenomena based on the predominance of particular
emotions, which are what is assumed to be acquired by the empathist.
Tense Information
In regards to clair-empathic cognition, “known” or acquired collec-

tive emotional experiences can be described in tense.
Present Tense Information - In regards to known emotional expe-

riences pertaining to a present tense emotion, the collective emotional
experience of a group is exclusively current and is in relation only to
the present. There is one primary type correlated to emotion: [1] Indica-
tive; “They are sad.” [i.e. indicative of present experienced emotion].
113
In addition, there is one subtype correlated to both emotion and affec-

tive phenomena: Present perfect; “They have felt sad for some time now,
and are annoyed.” [i.e. present tense emotion with retrospective aspect
of affective phenomena]. There are also two primary types correlated to
affect phenomena: [1] Present progressive or present continuous; “They are
fearful of the weather.” [i.e. present tense, but suggestive of a prolong
duration not typical of emotion], and [2] Subjunctive; “They are sad to-
day.” [i.e. indicative of present tense and extended feelings]. In addi-
tion, there are two subtypes correlated to affective phenomena: [1] Em-
phatic present; “They do not like their leaders.”[i.e. indicative of a prefe-
rence], [2] and Present perfect progressive; “They love their leaders.” [i.e.
indicative of an interpersonal attitude, and events or actions that have
begun at some point in the past and continue through the present].
Mechanistic Properties of “Knowing”
In regards to empathic clairvoyant cognition, the subconscious, or

conscious and therefore subconscious, need for emotional information
passes out of the brain of the empathist, through the central nervous
system and regardless of space-time, retrieves emotional information
from Nature in regards to an event involving collective emotional ex-
periences. The information received is then mediated through the cen-
tral nervous system of the empathist, and up through the long-term
memory. Once in the memory, the brain “searches” for emotions asso-
ciated with emotional information as a means to describe the emotional
information, to be perceived later by the empathist via conscious or
subconscious awareness.
There have been several features of clairvoyance that appear simi-
lar to clair-empathy, but are slightly dissimilar. We will now briefly
address these definitions and differences. Claircognizance is defined as
the intuitive ability to be cognizant or aware of information without
receiving the information through normal sensory modes. It is often
reported by experients as the sensation of “just knowing” along with
114
dual sensations such as “right or wrong,” and is also known as intuitive

impressions. On the other hand, clair-empathy can involve emotions
such as fear and joy that can assist an empathist in “knowing” which of
two or more choices or directions is “right or wrong,” but this “know-
ing” is void of any other types of information. However, cases of intui-
tive impressions and definitions of claircognizance often suggest the
inclusion of “feelings,” or “sensations” [i.e. more than just emotions].
In regards to the term “clairsensing,” this same distinguishability ap-
pears to apply, in that “sensing” suggests more than just emotions [e.g.
visual, auditory, sensation of pain or discomfort].
Temporal Phenomenology
A single temporal facet of empathic clairvoyant cognition appears

to exist, which is a contemporaneous temporal facet in which seems to
involve the “perception of emotional information about organisms or
events involving organisms through psychical means during the time
at which they are occurring.”
Contemporaneous Clair-Empathy
Many psychologists reject the notion of contemporaneous clair-

voyance because if it existed, it would be at odds with known scientific
principles. While contemporaneous clairvoyance apparently involves
the transfer of information not attributed to known sensory modalities,
by no means is contemporaneous clairvoyance contrary to any scientif-
ic principle. The “fact” that environmental information must pass
through the senses is a tacit assumption, i.e. an assumption implied or
inferred from relative actions or statements, whereby is not a con-
firmed principle. Therefore, if contemporaneous clairvoyance exists, it
could be accommodated by extending our present philosophical un-
derstanding of behavioral science, which is possible void of revising or
discounting any established principle. In other words, the conflict be-
115
tween contemporaneous clairvoyance and the accepted laws of psy-

chology and physics have been immensely exaggerated by skeptics.
I define the contemporaneous facet of clair-empathy as the psychi-
cal influence of an objective environment I term the universal informa-
tion system, or Nature, which I assume is involved in the interim inte-
gration, processing, shifting, and retrieval of information pertaining to
localized and remote objects and events in real-time. In regards to clair-
empathy, the information receivable includes emotional information
pertaining to biological organisms in real-time, and events involving
biological organisms in real-time. I assume this is achievable through
the act of an empathist requesting and receiving emotional information
pertaining to local or remote organisms or events involving organisms
via the systems working memory or short-term information storage. I
assume this system is actively monitoring and manipulating informa-
tion at a constant, possibly with real-time constraints; operational dead-
lines between event to system response. I assume the system captures,
retains, and stores this information and that its stored emotional infor-
mation can be requested by an empathist of which is then conveyed
emotionally to the empathist.
Real-Time Search-Based System Model
The method assumed utilized by experients of clair-empathy is

comprehensible via the convergence of the mechanics and laws per-
taining to the universal information system, or Nature, and the expe-
rient. I have hypothesized that the system, in respects to real-time mon-
itoring and manipulation of information, is based on two major subsys-
tems, several minor subsystems, and a central executive subsystem,
which is responsible for the supervision of information integration and
for coordinating subsystems. I assume one subsystem stores sound-
based information and continuously produces its contents in a loop as
opposed to linearly. The other subsystem I assume is visuo-spatial,
which stores visual and spatial information. The visuo-spatial subsys-
tem can be further broken down into a visual subsystem in which the
116
subsystem monitors and records the shape, size, color, texture, etc. of
objects and a spatial subsystem in which the subsystem monitors and
records the orientation or location and possibly the momentum of ob-
jects. The central executive, among other activities, I assume is respon-
sible for the directing of system attention to relevant information, whe-
reby storing irrelevant information separately as a means of informa-
tion organization. In addition, I assume the central executive responsi-
ble for coordinating the systems many processes operating simulta-
neously.
In addition, an episodic subsystem may exist in which integrates
the aforementioned sound and visuo-spatial subsystems, and informa-
tion pertaining to other subsystems. This subsystem, or possibly a
component of a subsystem, I consider episodic in that I assume it binds
visuo-spatial, sound based, and other relative information, such as bio-
logically-based emotional information, into a unitary episodic repre-
sentation or event. In addition, I assume that the systems capability of
real-time monitoring is not a separate system from the systems long-
term system storage, but rather its representations are a subset of the
representations in long-term system storage. In regards to real-time
subsystem associations with an assumed probabilistic subsystem, the
most crucial requirement of the real-time subsystem would be predic-
tability as a means to eliminate possibly delays between events and
system response, which could otherwise result in reduced perfor-
mance. In other words, either the accuracy of real-time information is
subject to probability if received by an experient at the exact time of an
event, or the information will always be accurate, but subject to delay.
This delay is not assumed the result of the system, but rather the expe-
rient, as signals from different sensory modalities, including ESP, are
processed at different speeds in neural regions. These signals need to
be aligned in time and correctly tagged to outside events to be useful to
the experient as a whole. All of this of course takes time, along with the
possibilities of distortions in temporal judgments [e.g. causality, atten-
tional shifts, adrenaline, eye movements, etc.].
117
Neurophysiological Correlates and Empathy
There have been correlates found between empathy in general and

the amygdala in empathists. As aforementioned, the emotional system
is believed to play a part in the translation of anomalous information
into human consciousness or behavior, and in an evolutionary context,
is at the foundation of our most fundamental survival adaptation. In
addition, is seems psychological and physiological conditions caused
by injury to the amygdala are in correlation with several disorders re-
ported by experients of empathy including mild to significant social
and emotional deficits including hyperemotionality and hypoemotio-
nality, loss of fear or a “no fear complex,” hyper or hyposexuality,
hyperorality, social anxiety disorders, depression, bipolar disorder, and
borderline personality disorder. While these conditions are known to
be exacerbated by alcoholism, mild alcohol consumption, and even
binge drinking, appears to be a somewhat common, yet poor coping
mechanism for unbalanced/unhealthy empathists. This exacerbation is
caused due to alcoholisms association with dampened activation in
brain networks responsible for emotional processing, including the
amygdala. In addition, the amygdala is physically damaged by re-
peated episodes of intoxication and withdrawal.
118
QUESTIONS
1. Empathy literally means:
a. “physical affection, passion, partiality.”
b. “mental affection, passion, partiality.”
c. “love, desire, bias.”
d. “affection, need, emotional experience.”
2. In parapsychology, empathy is viewed as a component of tele-
pathy. T/F
3. Empathic interaction is defined as “a case in which an individ-
ual’s emotional experience appears to directly produce a simi-
lar emotional experience in someone else without the interven-
tion of the five senses.” T/F
4. Empathic cognition is defined as “the phenomenologically in-
direct knowledge of the collective emotional experience of a
large group or population via Nature.” T/F
5. The first phase of empathy is characterized by the sustainment
of the entangled state of the two brains. T/F
6. The third phase of empathy is characterized by the collapsing
of the entangled state between the two brains. T/F
7. When information is in an entangled state [superposition] no
definite perception in relation to the state yet exists. T/F
8. In cases of empathic simulation, the empathists emotional ex-
perience produces a similar emotional experience in subjects or
vice versa. T/F
9. Because of the very physical nature of empathic simulation
[e.g. experience or state simulation and physiological re-
sponse], questions have been raised as to if empathic simula-
tion should be considered a complex form of PK. T/F
10. Comfort, security, and motivation are a result of emotional be-
havior. T/F
119
11. The output feature of empathic simulation is initiated when the

ability is deemed accommodating to the empathists current in-
tentions/needs. T/F
12. Emotional contagion has been defined as the tendency to
“catch” another person’s emotions in the psychical sense. T/F
13. Empathic interaction is “the direct causal influence of an emo-
tional experience of another individual without the interven-
tion of the five senses.” T/F
14. Hypnogenic empathic interaction is a form of empathic interac-
tion that is assumed involved in causing a mild hypnotic state
in subjects T/F
15. Hypnotic empathic interaction appears to be the strongest form
of empathy and the most dangerous, raising an assortment of
moral and ethical questions as to how such an ability should be
utilized in practical applications. T/F
16. Reports involving highly unsuccessful and ineffective empath-
ic interaction typically pertain to experiential conditions where
subjects are either in a relaxed state, fatigued, asleep, under the
influence of some prescription medications, recreational drugs,
or alcohol. T/F
17. In regards to the emotional state of the empathist, in intention-
al empathic interaction, the empathist is typically in a relaxed
state, while in regards to spontaneous empathic interaction, the
empathist is typically in a stressed state. T/F
18. Reports suggest that the most common component of success-
ful empathic interaction is a strong need to control the emo-
tions, and therefore possibly the actions, of others. T/F
19. In regards to features of empathic interaction, both a compul-
sive and suggestive feature appears to exist. T/F
20. Empathic clairvoyant cognition is defined as “the phenomeno-
logically indirect knowledge of the collective emotional expe-
rience of a large group or population via Nature.” T/F
120
21. The first stage of empathic clairvoyant cognition is characte-

rized by the collapsing of the entangled state between the brain
and informational system. T/F
22. In cases of empathic clairvoyant cognition, an experient is re-
trieving information from Nature, i.e. the experient is able to
“pick up on” a current collective emotional experience record-
ed in Nature. T/F
23. Empathic clairvoyance cognitive processes are not assumed en-
tirely evoked by the empathist, whereby possibly suggesting
Natures ever-present contribution to the survival [well-being]
of the empathist. T/F
24. The type of empathy that is characteristic of emotional expe-
riences that ”pop up,” and are immediately associated with a
specific group or populous, or simply identified as not origi-
nating from the empathist, is called empathic simulation. T/F
25. Empathists of spontaneous empathic clairvoyant cognition are
experients whom intentionally select or specify a particular
group from which they wish to extract collective emotional in-
formation regarding. T/F
26. Clair-empathists can generalize their search from a “which
[e.g. group],” to “what [e.g. emotion or event]” based search
depending on the type of collective emotional information the
empathist requires. T/F
27. There appears to be two subtypes of empathic clairvoyant cog-
nition. The first subtype is typically people-orientated, and the
second subtype is typically Nature-orientated. T/F
28. In regards to contemporaneous clair-empathy, the information
receivable includes emotional information pertaining to biolog-
ical organisms in real-time, and events involving biological or-
ganisms in real-time. T/F
29. Signals from different sensory modalities, including ESP, are
processed at the same speeds in neural regions. T/F
121
30. The emotional system is believed to play a part in the transla-

tion of anomalous information into human consciousness or
behavior, and in an evolutionary context, is at the foundation
of our most fundamental survival adaptation. T/F
122
5
MODELS OF EMPATHY II
Intentional Empathic Experiences & Techniques
Intentional empathic experiences refer to instances when the em-

pathist is consciously aware of the need to influence and the act of in-
fluencing. Mental states utilized by experients of empathic phenomena,
or empathists, typically involve free-floating thought along with cogni-
tive thought. While these two types of thought cannot coexist, it is as-
sumed that highly successful empathists are efficient at “switching” i.e.
can switch from a meditative, free-floating state, to a cognitive task,
and back to a free floating state quickly and efficiently. This switching
allows the experient to control consciously their empathic ability.
However, this conscious control is assumed only an illusion; rather,
conscious thought is assumed to affect subconscious thought, whereby
consciously “controlling” the subconscious. While such an influence
may seem simple enough, the actual process is quite complex. Through
intentional empathy, empathists can excel in many areas of their per-
sonal and professional life. These areas will now be addresses per type
of empathy.
Intentional empathic simulators will excel at being tolerant and flexi-
ble, directing the motivations of others, gaining keen insight, building
excellent observational skills, enduring reasonable to intense opposi-
tions and impositions void of personal complaints, weighing various
options when making decisions, regulating their lives in general, re-
solving issues and conflicts, motivating others, being thorough, devis-
ing practical and logical approaches and applications, creating order in
both their personal and professional lives, being keen observers, being
well prepared for eventualities, understanding most situations, fulfil-
ling practical goals, working well in teams, and promoting security and
123
peaceful existence in their lives and in the lives of those they deem im-
portant. Intentional empathic interactors will excel at being authoritarian
in their interactions, directing the motivations of others, forcefully in-
fluencing others on an emotional level as a means to reach the core of
problems and or implement functional solutions to problems [i.e. prob-
lem-solving, trouble-shooting, and devising practical solutions]. Em-
pathists that fluctuate from simulation to interaction will excel at being
calculated and functional one minute, while being chaotic the next
minute. This “bipolar” nature of this fluctuating type can be a gift, or it
can be a curse if not properly managed through emotional regulation.
Intentional empathic clairvoyant cognitives will excel in being efficient
at projecting warmth through genuine interest in the health and well-
being of other individuals, being highly skilled in bringing out the best
in people, striving to understand various points of view not of their
own, to be highly sensitive to and seek out those who need them most,
to immediately set out to meet those needs via practical care, people
reading, adapting their manner to meet the expectations of others, dis-
playing true generosity and kindness to those who need it most, inter-
nally identifying and empathizing with others, being naturally atten-
tive to the world around them, being keen observers of human beha-
vior, quickly sensing what is going on with other individuals and al-
lowing them to immediately respond to their individual needs, moti-
vating individuals to deal with crises, and being generous, optimistic,
and persuasive. In addition, they excel at interpersonal interactions,
playing the role of diplomat or peacemaker, responding to the mo-
ment, and therefore dealing effectively with whatever may spring up.
The following are techniques empathists typically utilize to stabilize
their ability and utilize during intentional performance to maintain
stability and increase the likelihood of influence.
Emotional Intelligence
A critical component for empathic skill is emotional intelligence.

Emotional intelligence includes the mental capacity to precisely perce-
124
Chapter 5: Models of Empathy II
ive emotions, access and produce emotions to assist in thought

processes, understand emotions and emotional knowledge, and to re-
gulate emotions reflectively to promote emotional and intellectual de-
velopment. Emotional intelligence allows an empathist to recognize
and comprehend the meanings and relationships of experienced emo-
tions, and efficiently manage such perceived emotions, whether the
emotions originated from the self or another. In regards to psychical
empathy, empathists need to understand fully that emotions are not
purely passive behaviors such as instincts or reflexes, but rather can be
controlled and managed. In addition, empathists need to understand
fully that empathic information reception and transmission is not
something that happens to them, but is rather something they them-
selves are doing. In this next portion, we will be addressing how to
understand emotions by increasing ones emotional knowledge through
current research in the psychology of emotions. Our topics will include
both theoretically and empirically grouped emotions, of which share
similar patterns of appraisal, and we will define the characteristics of
these grouped emotions as a means to understand emotional messages
and correlated behaviors and action tendencies.
Defining Emotions
In regards to empathic studies and social science research to date,

one of the main disadvantages is the need to utilize everyday language
concepts in regards to both theory and empirical investigation. How-
ever, with such language categories being in constant development, as
well as existing issues with inter-language, inter-cultural, and inter-
individual variants, there remains hindrances to define central working
concepts [universal, invariant, and accordant], which is generally re-
quired for a systematic scientific approach. The question of “what is an
emotion?” rarely results in a similar response from different individu-
als, whether they originate from scientists or laypersons. The number
of scientific definitions of emotion proposed is continually growing, in
that there appears to be too numerous to count. This conceptual and
125
definitional issue has had stifling consequences in the advancements of

various fields and disciplines [e.g. humanities and the social and beha-
vioral sciences]. In this chapter section, we will discuss the defining
features of the various types of affective phenomena [i.e. phenomena
characterized by emotion]. In addition, I will be addressing a component
process definition of emotion. References to “componential theories of
emotion” is reasonably extensive today and the conception of emotions
being component processes appears to have increasing acceptance. In
this section, I will briefly address the component process definition,
examine the defining characteristics of emotion, and address how emo-
tions can be differentiated from other affect states.
In this component process model, emotion is defined as “an epi-
sode of interrelated, synchronized changes in the states of all or most of
the five organismic subsystems in response to the evaluation of an ex-
ternal or internal stimulus event as relevant to major concerns of the
organism.” The components of an emotion episode are considered the
relevant states of the five subsystems, while the process is considered
to consist of the coordinated changes over time. The following table
identifies the relationship between the subsystems, functions, and
components of emotion.
Emotion function Subsystem & Substrata Emotion component
Evaluation of objects Information processing Cognitive component

and events (CNS) (appraisal)
System regulation Support (CNS, NES, Neurophysiological

ANS) component (bodily
symptoms)
Preparation and di- Executive (CNS) Motivational compo-

rection nent
of action (action tendencies)
Communication of Action (SNS) Motor expression

reaction and beha- component (facial and
vioral vocal expression)
126
intention
Monitoring of internal Monitor (CNS) Subjective feeling

state and organism– component (emotional
environment interac- experience)
tion
Note: CNS = Central Nervous System; NES = Neuroendocrine System; ANS = Autonomic
Nervous System; SNS = Somatic Nervous System. [Scherer, K.R. (2005) Social Science
Information, SAGE Publications].
Components including expression, bodily symptoms and arousal,

and subjective experience have long-standing acceptance as modalities
of emotion. The elicitation of action tendencies and preparation of ac-
tion have been implicitly associated with emotional arousal, such as the
fight-flight tendencies. However, the inclusion of the cognitive infor-
mation-processing component is less consensual, as many theorists
prefer to view emotion and cognition as two entirely separate, yet inte-
racting, subsystems. Therefore, in this hypothetical construct of emo-
tion, the coordination and synchronization of all of these systems dur-
ing an emotion episode is suggested to be driven by appraisal [i.e. the
cognitive component]. In other words, emotional responses are elicited
by and individuals’ subjective assessment of an event that is deemed
relevant to their needs and/or goals, and it is their method of appraisal
in which the individual utilizes that determines the emotion elicited.
Types of Emotions
We have already distinguished that emotion is episodic, which

suggests the concept of a dynamic process. In addition, emotions are
considered to possess a beginning and an end, and to exist for a rela-
tively brief duration. Emotion is also considered to be event or object
specific, and is typically the result of a definite cause and cognitive con-
tent. Therefore, emotions implication on behavior is regarded to be fo-
127
cused and specific. For an individual to generate an emotion or initiate

psi processes to e.g. retrieve the knowledge of, or simulate another’s
emotional state, one must have a personal interest. This interest gene-
rates an action tendency, which is a precursor to potential overt beha-
vior. In other words, action tendencies are the behavioral consequences
of emotion.
Utilitarian Emotions - These emotions correspond to the basic diversi-

ty of emotions typically studied in emotion research. These types of
emotions are considered utilitarian in the sense of facilitating our adap-
tion to events of which have important consequences in regards to our
survival and overall wellbeing. Many of these emotions are high-
intensity crisis reactions [e.g. flight or flight], and involve synchroniza-
tion or many subsystems. Because similar emotions appear to share
similar patterns of appraisal, it has been insisted that similar patterned
emotions can be grouped into classes. The first class of emotions is
called achievement emotions. This class of emotions includes emotions
such as pride, elation, joy, and satisfaction. The justifications for group-
ing these emotions are both theoretical and empirical. Characteristic
similarities of these emotions include positivity, appraisal with a high
degree of control over events and consequences, and enhanced self-
esteem and wellbeing. Achievement emotions from a negative point of
view can result in an overestimation of personal merit, and encourage
complacency or stagnation.
Pride is associated with an enhancement of ego-identity [i.e. the
sense of oneself as a distinct continuous entity] and self-esteem. When
displaying a sense of pride, one can trigger in another party or parties a
sense of envy or hostility, and therefore conflict, if the sense of pride is
not mutually shared, because one is endorsing the credit for an
achievement. Therefore, pride can be felt collectively, whereby result-
ing in a group’s identity becoming heightened, as a result of a mutually
shared sense pride, or decreased morale, as a result of a non-mutually
shared sense of pride. Elation provides an individual with the feeling of
living fully. Elation strengthens bonds between individuals allowing
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individuals to be more open, receptive, and participative. In addition,

elation can result in an effort to care for others, which can lead to a un-
ion of interests, purposes, or sympathies with others. Therefore, in re-
gards to the empathic simulation of emotions, for example, elation can
facilitate the participation of others. However, elation can lead towards
boastful courses of action, and therefore envy or hostility if the sense of
elation is not mutual to other parties, which can be disadvantageous to
the individual and/or all parties involved.
Joy elicits confidence, comfort, and boosts self-esteem. Joy can pro-
vide an individual with a sense of accomplishment when a job is car-
ried out well, or a new task or intellectual challenge has developed,
which can provide the individual, or if mutually shared, the groups
sense of worth and competence. Like elation, joy strengths bonds be-
tween individuals and groups. Joy encourages creativity and intuition.
However, joy may also result in decreased performance and productive
thinking. Satisfaction is contributing to a feeling of fulfillment and well-
being. It is correlated with serenity, relaxation, and openness. In addi-
tion, similar to joy, satisfaction can provide a sense of accomplishment.
However, satisfaction can also be preventative in regards to an indi-
vidual or a group making an effort to investigate new alternatives or
opportunities [i.e. complacency].
The second class of emotions is called approach emotions. This class
of emotions includes emotions such as relief, hope, interest, and sur-
prise. These emotions share the characteristics of positivity, an apprais-
al with a low control in regards to events and associated consequences,
and posses a future orientation. These emotions encourage exploration
and investigation, development, and moving forward. Relief results
subsequent to a negative emotion when an event has taken a turn for
the betterment of the individual or group. Therefore, distress is dimi-
nished and a sense of relief sets in. This sense of relief can in turn en-
courage the individual or group to move on to further activities. When
relief is felt, one shows signs of decompression and experiences a sense
of relaxation, which allows one the capacity to regenerate energetically
for new events. This re-energization can be experienced by an individ-
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ual or collectively by a group, often subsequent to an accomplishment

or the granting of an award. However, if relief is sustained for an ex-
tended period to time, it can lead to withdrawal.
Hope contains some level of uncertainty because it is future orien-
tated, but plays a vital role in adaptation as a means to pursue ones
goals. In addition, hope can assist in the sustainability of vigilance in
regards to the mobilization of others. Hope keeps one committed, mo-
tivated, and involved in actions and events. However, hope can lead
one to develop unrealistic goals [e.g. idealistic goals] and act inappro-
priately. Interest is the emotion elicited when one experiences a feeling
of engagement, fascination, and curiosity. Interest is typically corre-
lated with creative activities, the development of intelligence and skills,
the acquisition of new competencies, and persistence in effort. Interest
is associated with the behaviors and/or action tendencies of mobiliza-
tion, commitment, attendance, effort, motivation, and involvement.
Interest reinforces the correlations between individuals and acts as a
form of cohesion for groups. However, if interest is to intently focused,
impractical plans of action can be formulated, and attention can be spo-
radic or dispersed as well as vigor. Surprise is accompanied by uncer-
tainty, which keeps one on their toes and stimulated as a means to cope
with and adjust to new and unexpected actions and events. There is
minute physical effort correlated with the emotion of surprise. Howev-
er, surprise can direct one towards a state of mental clarity, a crystalli-
zation of ideas, and the obtainment of new information.
The third class of emotions is called resignation emotions. This class
of emotions includes emotions such as sadness, fear, shame, and guilt.
These emotions share the characteristics of negativity and an appraisal
of little control over actions and events and their linked consequences.
However, resignation emotions do have positive implications such as
assisting in strengthening bonds between group members, and provid-
ing time to recuperate and reenergize, which allows one the ability to
readapt to new conditions. In addition, resignation emotions can pre-
vent an individual from taking unfavorable risks in life, relationships,
business, etc. Such emotions can result in a decrease of activity and ef-
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fort, minute innovation, and shift ones focus to be primarily internal.

Sadness is evoked when one loses something in life such as a loved one,
employment, or social standing, and is typically correlated with resig-
nation and failure. Sadness is associated with behaviors of withdrawal,
apathy, and appeal for support as a means to assist the individual in
conserving energy, with the objective of adapting to new conditions.
Sadness can lead towards protective behavior, and therefore can rein-
force collective cohesion. Sadness can slow ones pace, which can result
in one exchanging unachievable goals for achievable goals.
Fear is the emotion that activates a sense of threat, or uncontrolla-
bility, alongside a need to preserve integrity. Fear constricts an indi-
vidual’s thoughts, whereby restricting the quantity of alternative op-
tions or actions. However, fear can serve as a signal function for obtain-
ing relevant information from the environment. Fear typically restrains
aggressive behavior and can function to reunite members of a group.
Fear allows an individual, or collectively as a group, to appraise risk
factors, and therefore fear is considered and adaptive emotion. Shame is
the emotion experienced when a negative appraisal of the all-inclusive
self is concerned, when an individual experiences humiliation or feels
as though others find the individual insignificant or worthless, and can
result in a momentary inability to think logically and efficiently. Beha-
viors associated with shame include a desire to retreat and hide, the
inability to speak to others alongside confusion, or contrarily, an indi-
vidual exhibits rapid, repetitive, and even obsessive speech. However,
shame can lead one towards self-improvement as a means to evade a
sense of incompetency, which is often accompanied by the experience
of shame.
Guilt is also associated with negative self-appraisal, but unlike
shame, it is related to specific actions and behaviors. Guilt results in
making individuals feel remorse, regret, and can result in persistent
thoughts in regards to wrongdoing. The main behavior characteristic of
guilt is reparative action. In addition, guilt can increase compliance,
and strengthen social cohesion, due to an accompanied sense of inter-
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personal obligation, and can prevent one from acting in a destructive

manner against other individuals.
The fourth and final class of emotions is called antagonistic emotions.
This class of emotions includes emotions such as envy, disgust, con-
tempt, and anger. These emotions share the characteristics of negativi-
ty, an appraisal of elevated control over events and associated conse-
quences, and enhanced aggressiveness, which can exacerbate desires
for retaliation and potentially verbal or physical assault. Antagonistic
emotions can have positive implications including assisting group
members in gaining confidence and the required energy to collectively
achieve goals, and counter-attack competitors with the objective of
winning. Envy is the emotion evoked when an individual desires what
another individual possesses and feels a sense of inferiority in compari-
son to the other individual. If envy becomes correlated with anger, the
passivity of envy can shift to include potentially aggressive attack. In
addition, if envy is experienced over an extended duration of time, it
can be toxic to all relationships [e.g. friends, family, colleges, etc.].
However, on the positive side, envy can direct an individual to emulate
another individual’s positive accomplishment. This action is often ex-
ecuted in order to achieve admiration from peers.
Disgust is the emotion experienced when an individual is confront-
ing something considered repulsive or abhorrent. If accompanied by
anger, a sense of disgust for oneself or with another individual can
provide motivation for attack or destruction [e.g. destruction of proper-
ty]. However, disgust can serve as an indication for an individual or an
associated group to adapt or change their behavior or attitudes, or risk
rejection by not doing so. Contempt is the emotion experienced when an
individual feels superior and dominant, but typically does not engage
in aggressive behaviors such as assault. Rather, those experiencing con-
tempt typically use passive aggressive or indirect strategies as a means
of retaliation [e.g. humiliation]. However, contempt contributes to
maintaining social norms via putting pressure on deviant individuals.
Anger is the emotion experienced when one feels a sense of wrong-
doing, on their part or by other individuals, which is considered offen-
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sive and is accompanied by a sense of injustice, unfairness, or inequali-

ty. Those experiencing anger are typically accompanied by a sense that
they are in control of the situation, and therefore, can act to re-establish
ones threatened goals. When one is angry, one is ready to physically
attack or strike out at others or their surrounding environment. How-
ever, such aggressive behavior is typically inhibited for social reasons,
as physical aggression incurs social disapproval, and/or punishment.
Because of this, physical attack is typically substituted with verbal ag-
gression, symbolic aggression such as the denial or removal of benefits
possessed by the anger instigator, by delaying compensation, or
through passive aggressive behaviors typically implemented to annoy
or anger others indirectly. However, small amounts of anger can en-
hance self-confidence in certain situations, which is a necessity in re-
gards to reacting to aggression or assault from other individuals or
groups. Anger may also assist groups in gaining cohesiveness as anger
can reinforce group values.
Aesthetic Emotions - These emotions are characteristic of an absence or

a less pronounced function for immediate adaptation to a situation of
which requires goal relevance evaluation and coping potential. In other
words, the aesthetic experience of a work of art or a piece of music is
not formed through the appraisal of whether the work meets physical
needs, assists in furthering current goals or projects, or is in accordance
with personal social values. Instead, aesthetic emotions are the product
of an appreciation for the intrinsic qualities of naturalistic beauty, or
the qualities of a work of art or artistic performance. A few examples of
aesthetic emotions include being moved, in awe, full of wonder, admi-
ration, bliss, ecstasy, fascination, harmony, rapture, and solemnity.
Collective Emotions - Emotion at the collective level refers to when a

group of individual’s consciousness is replaced by a “collective mind,”
where the sentiments and ideas of all the individuals composing the
group take the same direction. This phenomenon is known as conta-
gion, and is considered by some to be inherently contagious, in that an
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emotion is triggered in one individual by the expression of the equiva-

lent emotion in another. Initially, the idea of a collective mind was not
generally accepted in the social sciences, as it was considered vague,
mystical, or metaphysical. However, today’s social psychologists who
study group dynamics recognize, explicitly or implicitly, the fact that
something “affective” occurs during group interactions and/or task
performance. Three types of emotional phenomena have be identified
in regards to groups and include: [1] Constituent group emotions,
which are the basis for group formation, [2] Secondary group emotions,
which develop from group formation processes, and [3] Emotional con-
tagion, which is the propagation of one individuals behavior in the
group to another individual, or the group collectively. This collective
mind is an often-unconscious feeling that is dominant at some point in
time, of which rules or regulates the life of the group, and therefore is
shared by all members of the group. This period of dominance can re-
sult in collectively increasingly similar views, and the associated un-
conscious affect can become a part of conscious awareness.
When and individual is confronted by a threat [e.g. fear is evoked],
the individual will typically seek a connection or affiliation with other
individuals facing a similar threat. This act of exploration is carried out
as a means for the individual to appraise him/herself, and to acquire
cognitive clarity in regards to physical stimulation post-event. It is this
comparison of the self with other individuals that assists in the deter-
mination of a label and appropriation of one’s emotions. In addition,
this affiliation can allow a collection of individuals the capacity to syn-
chronize emotional states. When an empathist experiences fear, they
may trigger empathic processes that will create a sense of uncontrolla-
ble empathic ability. This is sense of uncontrollability is the result of the
empathist “reaching out” for an excessive amount of relative emotional
information from others or the environment to assist them in problem
solving. The bombardment of this information acquisition is typically
equal to the strength of the fear experience. Its effect on the empathist
is based on the empathists level of emotional intelligence, and the em-
pathists ability to cope with the situation evoking fear. If coupled with
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a preexisting anxiety disorder, the bombardment can result in brief

panic attacks or can develop into agoraphobia. In the case of the latter,
targeting the disorder will be the prime objective in resolving the issue
[i.e. the regulation/management of fear].
Basic and Animal Emotions – Earlier in this book, we elaborated on

emotional contagion, the collective emotions of groups, and emotional
climate, the collective emotions of a community or other large popula-
tions, which are both suggested to be correlated to the pursuit of com-
mon activity via interrelated behaviors encompassed in a common
task. Now we will be addressing the concept of basic, primitive, or core
animal emotions. Proponents of discrete emotions theories, inspired by
Charles Darwin, have suggested various “basic” emotions. Most of
these suggested basic emotions are utilitarian emotions, which are crit-
ical to the adaptation to significant events in the life of the individual.
These basic emotions can include anger, fear, joy, and sadness, with
anger and joy being more frequently experienced. These basic emotions
are theorized to be core emotions that stem from deep, primitive parts
of the brain. While this theory is typically accepted by the scientific
community, there has been a fair amount of resistance towards the no-
tion that “nonhuman animals have affective experiences.” However,
recent advances in neuroscience allows researchers to peer into how
animal emotions control learning, memory and behavior.
In parapsychology, the parapsychological abilities of animals, and
occasionally insects, are called anpsi. In the past, laboratory experi-
ments typically involved random event generator [REG] devices as a
means to investigate into the precognitive and psychokinetic skills of
animal subjects. Subjects typically utilized in anpsi-based research in-
cluded hamsters, guinea pigs, gerbils, cats, laboratory rats, and even
brine shrimp and cockroaches. In these experiments, these species typi-
cally showed statistical significance, in that these creatures were able to
avoid shocks, except the cockroaches, which yielded statistical signific-
ance in the opposite direction [i.e. receive more shocks then what
would be expected at chance]. There are numerous interpretations of
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why cockroaches significantly psi-miss including being masochistic by

nature [i.e. enjoyed the shocks], or the sample of cockroaches utilized
may have been numerically dominated by “neurotic” cockroaches [i.e.
not a behavior typical of the special as a whole]. In consideration of the
bimodal nature of psi, in that those who are prone to neuroticism tend
to be directed towards what they should avoid, and the apparent do-
minant behavior of cockroaches being somewhat neurotic [i.e. scatter-
ing when an organism larger than itself approaches, or the lights are
turned on], I personally would be more inclined to support the bimod-
al/commonly neurotic behavior of the species.
However, more recent parapsychological research is providing
evidence that cats and dogs appear to posses telepathic skills [i.e.
knowing when their own is on their way home prior to any form of
sensory cue such as smells or sounds, typically 10 minutes prior to the
owners arrival at non-routine times]. In addition, there are also cases of
animals being taught systems of communication to identify hidden
objects or to answer questions in telepathy or clairvoyance tests. How-
ever, in any anpsi experiment, the parapsychological experimenter ef-
fect is considered a plausible explanation [i.e. that human psi, not anp-
si, may be the cause of the effect]. Other animals utilized in research
that is more current include those aforementioned, dolphins, and lan-
guage-using parrots. While there have been substantial evidence of psi
ability in regards to animals, this is still an area of controversy in the
scientific community.
As aforementioned, this skepticism has existed as well in regards
to animals possessing the capacity for non-psi empathy, until recently.
Today, there is no question that all other animals have emotions, and
the scientific evidence is there to support the stance. In addition, cur-
rent neuroscientific research suggests that our strongest basic emotions
originate from brain networks of which all mammals share. However,
the ability to empirically test and compare the intensity of emotions
cross-species is still out of our reach. Current researchers also suggest
that mammals share the basic tools for feeling and learning, and even
perhaps thinking, and that empathy is reflected at all these levels. In
136
addition, they suggest that emotional contagion appears to be universal

among mammals. While emotion appears to be more complex in re-
gards to humans than other mammals, dolphins may be an exception,
as they appear to posses enlarged emotional regions of the brain that
could possibly be utilized in higher forms of empathy.
Features of Emotion
Firstly, we should discuss the difference between an emotion and a

feeling. The term feeling, is defined as a single component in reference
to the subjective experience process of an emotion, while emotion is de-
fined as the total multi-modal component process. However, while
feelings are a component process of an emotion [i.e. are a required part
of an emotion], feelings that are experienced are relative to information
pertaining to situations of which originate in-mind [e.g. contextual
memories]. Therefore, while a feeling is required to “compose” an emo-
tion, it is only the emotion conveyed to an empathist, not its compo-
nents [e.g. feelings, physiological responses]. Rather, in the case of phy-
siological responses, if only emotions are “known” [i.e. clair-empathic
cognition], or felt [i.e. simulation], this would suggest the result of phy-
siological responses as not necessarily “transferred” or “simulated”
from the other individual to the empathist, but elicited as a result of the
experienced emotion post-simulation/cognition.
Feelings, or affective phenomena, are assumed to have an essential
monitoring and regulation function, and it has been suggested that
they “integrate the central representation of appraisal-driven response
organization in emotion, thus reflecting the whole pattern of cognitive
evaluation as well as motivational and somatic response patterning of
which underlie the subjective experience of an emotional episode.
Emotions can be distinguished from other affective phenomena such as
moods, preferences, and attitudes. Examples of affective phenomena in
which are typically referred to as emotions can include liking, loving,
cheerful, contemptuous, or anxious. in a moment, we will be address-
ing types of affective phenomena in which are distinguishable from
137
emotion, but first we will be addressing in detail the design features

that have be utilized to profile these types.
Event Focus - When an empathist is subject to a stimulus event, i.e.

something stimulates or triggers a response post-appraisal of impor-
tance [i.e. if the stimulus is relative to the empathist], an emotion is eli-
cited. This can include events caused by the environment, people, ani-
mals, or one’s own behavior. Internal events are defined as events that
are explicitly considered as emotion elicitors, such as sudden neuroen-
docrine or physiological changes or memories of images that may be
recalled. This design feature suggests that emotions are always in some
way correlated to or “anchored in a specific event,” whether the event
is internal or external, and should not be considered as free-floating,
the direct result of a strategic or internal decision, or considered a last-
ing feature of the empathist.
Appraisal Driven - As aforementioned, an emotion-eliciting event

must be relevant to the major concerns of the empathist. This is to say
that if an empathist is receiving emotional information from another
individual, group of individuals, or the environment, while the need
may be unconscious, and therefore not consciously known to the em-
pathist, empathic processes are occurring due to a relevant need. This
supposition is correlated to evidence that psi processes appear to be
need serving, and as a result functions to accomplish something that
fulfills certain needs. Therefore, seemingly non-intentional empathy
should not be seen as stochastic, but rather as being a detector of relev-
ance for conscious or subconscious needs. This refers to whether the
“something’ to be accomplished to fulfill the need is known [i.e. con-
sciously or subconsciously by the self, another individual, or the envi-
ronment], which can lead the empathist towards a solution to fulfill the
need, or unknown, which can lead towards unaccommodating emotion-
al or physical effects, which is common in moments of heightened
stress when no immediately known solution to the problem at hand
exists.
138
An empathists appraisal of event relevancy is typically assumed to

consist of a highly complex, but very rapidly occurring evaluation and
can occur on numerous “levels of processing ranging from automatic
and implicit to conscious conceptual or propositional evaluations.” In
regards to appraisal, two types have been distinguished. The first type
is intrinsic appraisal, which raises the feature of a person or object apart
from current needs or goals of the empathist, which are subject to ge-
netic or learned preferences. The second type is transactional appraisal,
which appraises events and their associated consequences in correla-
tion to their accommodating effects for salience, needs, desires, or goals
of the empathist. This design feature highlights the adaptational func-
tions of emotions, which assist the empathist in preparing appropriate
behavioral reactions to events associated with potentially significant
consequences.
Response Synchronization - Also implied by the adaptational func-

tions of emotion, this design feature represents the response patterns
that must correlate to the evaluation analysis of the supposed implica-
tions of an event if the emotions prepare appropriate responses to the
event. It is assumed that all or the majority of the subsystems of the
empathist must contribute to response preparation. The resulting sub-
stantial mobilization of resources will have to be organized, which is
termed response synchronization. This design feature has been specu-
lated to be one the most imperative features of emotion due to the
strong likelihood that it can be operationalized and empirically meas-
ured.
Rapidity of Change and Behavioral Impact - Rapid alteration, or rapid-

ity of change, is characteristic of events and the appraisal of those
events. This is typically due to the acquisition of new information or re-
evaluations. Because such appraisals drive response patterning in the
interest of adaptation, the patterning is also probable to alter conse-
quentially rapidly. Therefore, while social and behavioral scientists
often refer to something called “emotional states,” emotion processes
139
are subject to consistent modification, and are therefore rarely stable

states due to their allowability of rapid re-adjustment to altering cir-
cumstances or appraisal. Behavioral impact refers to the preparation of
adaptive action tendencies and their associated motivational supports.
In this sense, they have a heightened effect on “emotion-consequent
behavior,” which often lead to the interruption of ongoing sequences of
behavior and can result in the generation of new plans and goals.
Intensity and Duration - The intensity of an emotion is typically quite

high, which makes this design feature imperative in distinguishing
emotions from affective phenomena such as moods, which are charac-
teristic of low intensity, and having little impact on behavior. In addi-
tion, the duration of affective phenomena such as moods can have a
lasting duration without showing adverse effects, such as days, weeks,
months, etc, while the duration of an emotion is conversely relatively
short. This is because emotions imply substantial mobilization and
synchronization as a component of specific action tendencies, and this
short duration appears to facilitate an unstrained utilization of re-
sources, which enables behavior flexibility. In the next portion, we will
be defining and extending on the characteristics of mood along with
other affective phenomena.
Defining Affective Phenomena
Preferences
This type of affective phenomena is defined as “relatively stable

evaluative judgments in the sense of liking or disliking a stimulus, or
preferring it or not over other objects or stimuli. “ Therefore, by defini-
tion, consistent preferences should produce intrinsic appraisal [e.g. is
the stimuli pleasant or unpleasant], of which is carried out indepen-
dently of existing needs or goals, however in the case of the latter, ap-
praisal may be modified. Preferences have a very low event focus, very
high intrinsic appraisal, medium transactional appraisal, very low re-
140
sponse synchronization, very low rapidity of change, medium beha-

vioral impact, of low intensity, and of medium duration. Preferences
are characteristic of the production of unspecific positive or negative
feelings, and have a low behavioral impact with the exception of the
consideration of tendencies towards avoidance or approach. Prefe-
rences can include likes or dislikes in regards to things, events, indi-
viduals, groups or categories of individuals, etc.
Attitudes
This type of affective phenomena is defined as “relatively enduring

beliefs and predispositions towards specific objects or persons.” In the
domain of social psychology, three components of attitudes have been
identified [1] a cognitive component in regards to beliefs about the atti-
tude object [e.g. things, events, individuals, groups or categories of in-
dividuals, etc.], [2] an affective component, which mainly consists of
differential valence, and [3] a motivational, or behavioral, component,
which is viewed as a stable action tendency relative to the object [e.g.
avoidance or approach]. Attitudes have a very low event focus, low
intrinsic appraisal, low transactional appraisal, very low response syn-
chronization, low rapidity of change, low behavioral impact, of me-
dium intensity, and high in duration. Behavioral tendencies are typical-
ly counteracted by situational constraints. Attitudes can include hating,
valuing, or desiring. Love is considered an interpersonal attitude cha-
racteristic of a strong positive affect component rather than being an
emotion. This is due to the extended duration or long-term affective
disposition of love, rather than the feeling of love being a short-lived
episodic feeling or emotion. In other words, while the interaction with
a loved one and associated thoughts of a loved one may evoke highly
intense and complex emotions, emotions are brief, by definition; love is
of an extended duration.
141
Mood
This type of affective phenomena is defined as “diffuse affect

states, characterized by a relative enduring predominance of certain
types of subjective feelings that affect the experience and behavior of
an individual.” Moods typically surface void of an apparent cause that
could otherwise be correlated to an event or specific evaluations.
Moods are low in event focus, medium in intrinsic appraisal, low in
transactional appraisal, low in response synchronization, medium in
rapidity of change, high in behavioral impact, of medium intensity, and
high duration lasting hours, days, or more. Moods can include being
cheerful, gloomy, listless, depressed, or buoyant.
Affective Dispositions
This type of affective phenomena is defined as “stable personality

traits and behavior tendencies that have a strong affective core.” These
depositions involve the tendency of an individual to experience partic-
ular moods more frequently or to be prone to reaction in regards to
particular types of emotions even in the case of minor provocation.
Certain terms can be utilized to describe affect dispositions, momenta-
ry moods, and even emotions, but it is imperative to specify whether
the respective term being utilized is to qualify a personality disposition
or an episodic state. The emotional pathology of affect dispositions
states that while being subject to a depressed mood is deemed normal,
always being in a depressed state is a sign of affective disturbance [e.g.
clinical depression]. Affect dispositions are very low in event focus,
low in intrinsic appraisal, very low in transactional appraisal, very low
in response synchronization, very low in rapidity of change, low in be-
havioral impact, of low intensity, and very high in duration. Affective
dispositions can include feeling nervous, anxious, irritable, reckless,
morose, or hostile.
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Interpersonal Stance
Finally, this type of affective phenomena is defined as “a characte-

ristic of an affective style that spontaneously develops or is strategical-
ly employed in the interaction with a person or a group of persons, co-
loring the interpersonal exchange in that situation.” This stance is typi-
cally activated by events [e.g. encountering a particular individual], but
they are to a lesser amount formed via spontaneous appraisal affect
dispositions, interpersonal attitudes, or strategic intentions. Interper-
sonal stances can include an individual being polite, distant, cold,
warm, supportive, or contemptuous.
Emotional Regulation
Emotional regulation is the term utilized to describe the differences

in individuals in regards to how those individuals regulate their emo-
tions through growth, particularly ways in which we attempt to regu-
late our emotions [e.g. denying, intensifying, weakening, restricting,
masking, or complete suppression]. Through emotion regulation, an
empathist can successfully modify their emotional reactions, cope with
emotions via increasing or decreasing the intensity of the moment, and
increase social comfortability, as such regulation is considered essential
to socialization. In time, even the most emotionally unregulated em-
pathist can grow to regulate their emotions nearly effortlessly and en-
tirely habitually throughout the rest of their lives. Firstly, we will be
identifying four major types and symptoms of occurrences that do not
involve healthy emotional regulation, which are common among all
types of psychical empathists. Later, we will be discussing emotional
regulation techniques to avoid such occurrences.
Emotional Dysregulation
The first type is emotional dysregulation, which refers to the occur-

rence of emotional evoking events taking place, where the individual
143
cannot influence their emotions or appropriately adapt them to the so-

cial situation. Continued issues of this nature can in time lead to an
emotional disorder. The inability to regulate emotions can lessen the
quality of professional relationships and social interactions. Avoidance
of dysregulation comes from developing a deeper understanding of
how one may feel, and how others may feel, in different situations,
which in turn results in well-developed intrapersonal and interperson-
al skills. Continued dysregulation can result in outbursts of anger or
behavior outbursts such as destroying or throwing objects, aggression
towards the self or others, and in extreme cases, threats of suicide or
homicide. Continued dysregulation can result in loss of friends, em-
ployment, or freedom [i.e. incarceration], reduced academic perfor-
mance, and/or difficulties at home. Such results can lead empathists to
feeling that alcohol or substance abuse may be the only way to find
relief. However, such poor coping mechanisms will only be perpetually
detrimental to the life and wellbeing of the empathist.
Emotional Suppression
The second type is emotional suppression, which occurs when an in-

dividual attempts to suppress or conceal emotions from others particu-
larly through their nonverbal channels. Empathists who regularly sup-
press their own negative emotions, and/or the negative emotions of
others, typically do so to find relief, but this relief is only short lived.
While the sense of relief may be short lived, emotional suppression can
lead to long-term health consequences, the suppression of thoughts,
and rumination. When an empathist cannot cope with negative emo-
tions such as fear, anger, and sadness, the empathist may undergo de-
leterious effects on health and may experience an array of mental and
physical effects such as fatigue, depression, irritability, overeating
[which can lead to obesity], and can increase blood pressure. In other
words, while empathists feel they are doing themselves a favor by
suppressing their emotions, they are actually hurting themselves in the
long run.
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However, this is not to say that suppression in an emotional mo-

ment followed by semi-immediate reappraisal is not a valid technique
for emotional regulation. In addition, when suppressing emotions, it is
not only the empathist that is suffering, but research has shown that
individuals interacting with those suppressing emotions can actually
result in raising the blood pressure of those interacting. This is to say,
not only are emotional suppressors negatively affecting themselves,
but are also negatively affecting others. While this research suggests
affecting others in a non-psychical manner, psychical empathic simula-
tors and interactors appear to affect others in this regard twofold [i.e. at
both the non-psychical and psychical level]. This twofold effect appears
to be what results in subject irritability, and in some cases, hostility,
and psychological or physical attack [more common in cases involving
empathic interaction than simulation].
Emotional Detachment
The third type is emotional detachment, which typically arises from

psychological trauma and involves the individual “moving elsewhere
in the mind,” as though the individual is “no longer entirely present.”
In moments of detachment, the individual will appear distracted, or
operating purely at an intellectual level void of appropriate emotional
responses. Continued detachment leads to psychical and non-psychical
empathic cessation, which is often describe as an inability to”connect or
care.” The solution to this disconnection is typically positive social in-
teraction in regular intervals where the individual allows himself or
herself to emote freely. In some cases, simply keeping a journal of ex-
perienced emotions and feelings daily can assist the individual in re-
connecting to their own emotions, and in time, the emotions, and emo-
tional needs of others. If an individual continues to practice emotional
detachment, such actions can lead to emotional disorders related to the
spectrum of narcissistic personality disorder. Detachment is most
common among empathic interactors and simulators, but can still oc-
cur in clair-empathic cognitives. Signs of detachment can include
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avoiding activates, places, and people associated with traumatic events,

finding difficulty in loving family members, impaired memory, and
attentional difficulties.
Empathic Fatigue
Lastly, the fourth type is empathic fatigue, which refers to occur-

rences when individuals in care giving positions experience the taxing
nature of showing compassion for or empathizing with dependent in-
dividuals who are suffering from continuous or unresolvable illness,
ailments, etc. This type of fatigue also applies to psychical empathists,
where the empathist becomes increasingly exhausted by the emotions
of others. In either case, prolonged empathic fatigue can lead to the
abuse or neglect of others as ones natural human desire to assist others
in need begins to diminish. Such fatigue is most prominent in those in
the health care profession such as nurses and doctors, which are com-
mon fields for empathists. Those in the heath profession tend to detach
as a means to prevent empathizing the emotions, feelings, sensations,
and trauma-altered preferences of their patients {e.g. fear, pain, para-
noia, etc.], as a means to avoid secondary exposure to stressful events.
Unfortunately, those who excel most empathically appear to be most
prone to empathic fatigue, which makes rest and relaxation critical to
utilizing psychical empathy at a professional level. In other words, the
larger ones capacity for feeling and expressing empathy, the most at
risk one is for empathic fatigue and stress. Symptoms of empathic fati-
gue can include a disruption in ones sense of safety, trust, self-esteem,
sense of control, and relationships with loved ones.
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Techniques: Emotional Regulation
In regards to emotional regulation, there are two primary types of

regulation strategies, one with a specific point prior to emotional sti-
muli, and one subsequent to emotional stimuli. These strategies can be
utilized to modify one’s own emotions regardless of the source by in-
fluencing the emotions they experience, when they experience them,
and how they experience and express those emotions.
Antecedent-Focused Strategy
The first type of regulation strategy is called antecedent-focused,

which refers to what an empathist does prior to experiencing a particu-
lar emotion and can influence their physiological and behavior res-
ponses [e.g. viewing a failure as an opportunity to try something new].
The first step of this type of strategy is called situation selection, which
refers to approaching or completely avoiding particular people, places,
or things as a means to regulate emotion. This step can be applied
when the empathist knows or speculates that a particular emotional
stimulus will be triggered in a situation prior to being in the situation.
This knowledge of the situation is typically base on prior firsthand ex-
perience with an identical or similar situation or secondhand informa-
tion pertaining to the situation. With this step, the empathist can take
evade the negative emotional implications of a situation. Here the em-
pathist must evaluate what situations are negative verses positive al-
ternatives, necessary and unnecessary [i.e. assessing consequences and
importance], and short- or long-term emotional benefits [i.e. short-term
emotional benefits with long-term negative consequences, or vice ver-
sa]. An example of the latter would be when an empathist avoids social
situations for the short-term emotional relief of experiencing others
emotions at the cost of longer-term social isolation, which can only ex-
acerbate empathic phenomena.
Once a situation is selected, the empathists may need to take the
second step of situation modification, which refers to changing a situa-
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tion to soften emotional impact, also called problem focusing coping or

as a primary control, when ones feels or thinks they are on the verge of
entering into a situation that will have a negative emotional affect. An
example of this modification would be when a friend prompts the em-
pathist for emotional support when the empathists is emotionally fati-
gued and the empathists prompts themselves to change the subject un-
til the empathist is well rested. Here the empathist is already in the
situation involving interaction with an individual, but the empathist is
choosing how the interaction will take place for the benefit of both par-
ties [i.e. delayed support].
If the empathist finds they cannot modify the situation further to
their emotional needs, the third step is called attentional deployment,
which refers to selecting one of numerous aspects of the situation the
empathist will supply their focus. For example, the empathist may
chose to focus on the “the big picture,” on the positive aspects of a dis-
tressing conversation or distract him or herself from a conversation that
they find distressing by thinking about something else [e.g. counting
in-mind, thinking of a pleasant memory, checking or responding to text
messages, etc.]. This can also include the empathist devising a plan to
leave the situation [e.g. “I have to make a call”]. Once the empathists
focus has be placed, he/she can engage in the fourth step called cogni-
tive change, which refers to selecting one of numerous meanings he/she
will correlate to the aspect they find negative [e.g. in regards to the dis-
tressing conversation, the empathist may remind themselves that it is
“only their opinion, not necessarily the truth”]. In other words, cogni-
tive change is utilized to decrease emotional response. However, cogni-
tive change can magnify emotions and therefore experiential, beha-
vioral, and physiological responses, or even change an emotion [e.g.
changing anger towards a criminal into pity].
Response-Focused Strategy
The second type of regulation strategy is called response-focused,

which refers to the steps an empathist can take once an emotion has
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been elicited. The first step in this strategy type is called response modifi-
cation, which refers to attempting influence over emotional response
tendencies post emotional elicitation, typically by decreasing expres-
sive behavior [i.e. emotional suppression], as to later initiate reappraisal,
which is when a person modifies their view in regards to a particular
emotion in order to lessen the impact of that emotion. Another way to
define reappraisal is “as construing a potentially emotion-eliciting situ-
ation in nonemotional terms.” These two types of response-focused
regulation strategies are focused on the concealment of emotions and
therefore have varying consequences such as affective, cognitive, phy-
siological, or social consequences. Of the two types, reappraisal has far
less short- and long-term consequences. Efforts to decrease emotions
through reappraisal should change the trajectory of the entire emotion-
al response. While suppression leads to deception and takes a great
deal of psychological and physiological energy to sustain, reappraisal
is strategically superior as it “nips emotion in the bud.”
Energetic-Regulation Strategy
This regulation strategy refers to physical exercise as a means to

regulate emotion, and works for almost everyone. Energetic regulation
has been found to alter norepinephrine, which is a neurotransmitter in
emotion, in the frontal cortex and hippocampus, which appear to have
an effect on mood similar to that of antidepressants. In addition, ener-
getic regulation has been found to assist individuals with stress by
“acting on the neurohormones that govern the stress response,” which
increases an individual’s threshold for stress, whereby making emo-
tions more manageable, along with life in general. Energetic regulation
acts as an automatic strategy during day-to-day emotional stresses.
That is to say, as long as an empathist remains physically active at least
thirty minute to an hour three times a week, their emotions will be eas-
ier to regulate due to the automatic neurochemical alterations initiated
by regular exercise [e.g. swimming, elliptical training, cycling, hiking,
etc.].
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Techniques: Empathic Simulation
In regards to intentional empathic simulation techniques, several

stages are assumed to exist through which the empathist shares emo-
tional experiences. During spontaneous [non-intentional] empathic
simulation, these processes are assumed to run automatically by the
subconscious. However, since the processes are run subconsciously,
there is no conscious directive. To obtain a level of conscious direction,
the empathist is assumed to require achieving each step in order to per-
form successfully.
Process Stages
Stage 1 of the empathic simulative process involves initiation, i.e.

the empathist recognizes his or her need for sharing an emotional ex-
perience consciously, and therefore subconsciously. At this stage, the
empathist may focus on the need or verbally state the need. In addi-
tion, the empathist may be filled with feelings of apprehension and
uncertainty. The empathist will need to dismiss the feeling of appre-
hension, and focus on his or her feeling of uncertainty to initiate em-
pathic processes. Stage 2 involves physical interaction, i.e. the empathist
must physically interact with a subject or group of subjects. Physical
interaction is assumed a requirement for any form of tele-empathy.
Physical interaction’s role in empathic simulation involves linking the
empathist’s emotional state to the emotional state of the subjects in a
way that the quantum emotional state of each participant cannot be
sufficiently described void of a full consideration of the other partici-
pants, even though the participants are spatially separated [i.e. initiat-
ing quantum entanglement]. Physical interaction is achievable via any
action through which the empathist and subjects have an effect upon
one and other. This two-way effect, or interconnectivity, is assumed
essential for empathic simulative processes. Examples of types of phys-
ical interaction can include emotional communication between partici-
pants of any kind [e.g. talking], electronic medium [e.g. phone, video
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chat, etc.], close spatial proximity, or direct physical touch. It is at this

stage that the participant’s emotional states become linked at the quan-
tum level, where said emotional states are in superposition. When the
participant’s are entangled, initially the information has been shared,
but has not yet been measured [i.e. not yet realized by the partici-
pant’s].
Stage 3 of the empathic simulative process involves psychophysical
interaction, i.e. the participant’s measure [i.e. become aware] of the
shared emotional information. This awareness includes the shared
emotional information, but not the source of the emotional information.
Instead, the participants are unaware that the emotional information
shared is from another source other than the self [i.e. a participant does
not realize they “know” the emotions of another, nor has any partici-
pant “impressed” an emotion onto another]. It is during this stage that
one definite classical emotional state is generated via the brain’s psy-
chophysical interaction [i.e. measurement] with the shared emotional
information in superposition. In other words, when the brain directly
interacts with the shared emotional information, which is in multiple
states, the multiple quantum states will collapse into one definite clas-
sical state. Upon collapse, the shared emotional information is then rea-
lized by the brain/body at a subconscious level, but the information
does not always propagate up into participant’s conscious awareness.
Without initiating stage 3, stage 2 is assumed to persist for an extended
amount of time [i.e. the collapse may not occur for an extended time]. It
is assumed that the empathists intent to collapse [i.e. need for the col-
lapse] is what causes the collapse. It is assumed that if stage 3 is not
achieved, participant emotional states remain continuous [i.e. states con-
tinue to simulate emotional states across participants as they change
over time, which can mimic the empathic simulation of moods]. It ap-
pears that the participant’s emotional states continue to track altera-
tions in other participant’s emotional states over time via entanglement
until their link is broken. If stage 3 is achieved, then psychophysical
interaction results in a discrete-event simulation [i.e. an emotional quan-
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tum state measurement, resulting in the collapse of the wave function,

whereby resulting in one classical emotional state].
Upon the collapse, the participant’s emotional state simulates each
other simultaneously. While the simulation includes only a simulated
emotional state, it can lead to similar behaviors in participants. The
emotional information shared across participant’s appears to be quali-
tatively identical [i.e. quality does not appear to fade as more partici-
pants are added]. However, the typical number of participants in-
volved in tele-empathic simulation includes the empathist and one sub-
ject [i.e. two individuals] followed by a number of participants equal to
that of a small group [ten or less]. These common numbers may not be
a limitation of probable influence, but rather a limitation of how many
participants are required to meet the empathist’s needs.
Positive Thinking and Speaking
An empathic simulator’s most efficient technique is positive speak-

ing through positive thinking. Positive thinking leads to positive ideas
and to the positive verbal expression of those ideas. It is assumed that
speech is a major factor in both empathic interaction and simulation
equally. In regards to empathic impressionists, it is their hypnotic
“charm” in which draws in subjects. However, in regards to empathic
simulators, it is their caring, nurturing and positive personality in
which draws in subjects and shifts their subjects desire to work with
the empathist and each other. It is the empathist’s inward communica-
tive-thinking, and therefore inward communicative-feeling, which di-
rectly influences the way their subconscious mind processes the em-
pathist’s needs. Positive thinking is highly psi conducive for empathic
simulators, but positive speaking, in conjunction with positive think-
ing, on behalf of the empathist is highly conducive for all participants.
While personality wise empathic simulators are naturally introverted
[i.e. have a rich inner world], their caring and positive personality
tends to draw in, or draw them too, small to large groups of people.
The ability to amass groups, influence emotions, and direct the motiva-
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tion of others all are assumed to exist as an opportunity for social

[group, communal, organizational, etc.] problem-solving, achievement,
and prosperity.
Intention experiments in regards to psi show that the more indi-
viduals involved in the experiment, with shared intention, the greater
the effect. It appears that empathic simulators act in this case as a me-
dium for group/social networking and activities. Positive speaking
stems from taking the optimistic route towards the expression of emo-
tions, ideas, and actions [e.g. seeing opportunities in difficulties]. This
optimistic expression when heard by others seems to prep subjects for
simulation by reducing stress associated with negative thoughts and
emotions. When negative thoughts and emotions, such as sadness and
fear, or depressive or anxious thoughts are subdued, the subjects are
able to calm their minds and relax their bodies. This state of relaxation
can progress when the empathist continues positive speaking by direct-
ing the subjects to “imagine” a concept or action optimistically. This
progression leads to daydreaming, which involves the use of the de-
fault mode network of the brain. When this area of the brain is acti-
vated, alpha waves increase allowing the subjects to enter a mild tran-
scendental meditative state. Once in this mild meditative state, the par-
ticipants are assumed to synchronize wave patterns and their minds
appear to “hum” in a unified manner. These shared wavelengths and
frequencies, in conjunction with physical interaction [spatial proximity,
touch, etc.], is assumed a major mechanism in which allows for em-
pathically mediated emotional state sharing [i.e. empathic simulation].
This tendency for the empathist to take a favorable or hopeful emo-
tional stance and view on matters and ideas should not be confused for
optimistic bias, which is the tendency to be “over-optimistic,” but ra-
ther simply “seeing the silver lining” even in the darkest of times.
There are several techniques that can be applied in attempts to in-
itiate empathic simulation such as: selecting an environment with little
distraction [e.g. visual or noise], the empathist being as close to the sub-
jects as possible [3 to 5 feet], physically organizing the group into a cir-
cle [facing each other], avoiding narrow or dimly lit areas, avoiding
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brightly lit areas, and making sure all participants are comfortable
[temperature, seating, etc]. The more positive the environment, em-
pathist, and subjects are, the more successful the outcome.
Focused Listening
While positive thinking and speaking works well with efforts in

which the empathist is sharing his or her emotional experience with
subjects, focused listening works well with efforts in which the em-
pathist needs the subjects to share their emotional experience with the
empathist. How well an empathic simulator listens appears to have a
major impact on their effectiveness and the quality of simulation
processes. This poses a particular problem in regards to needs, as the
empathist will be required to focus on their need to obtain emotional
information at the same time they will be required to focus on their
subjects. Improvement in listening skills appears directly correlated to
the empathists ability to direct, motivate, and negotiate with subjects
[i.e. the more a empathist knows in regards to a subject’s emotional
state, feelings, and thoughts, the more efficiently the empathist can ac-
commodate their speech to compliment those emotions, feelings, and
thoughts.
This form of complex information sharing appears to reduce con-
flicts and misunderstandings during simulation due to the empathists
ability to better simulate the subject’s emotional experience in the em-
pathists own mind, whereby allowing a satisfactory understanding of
the subject’s complete position. To ensure the subject produces the
complex information required, the empathist should acknowledge fre-
quently that he or she is listening to the subject through mild gestures,
such as head nodding or verbal acknowledgement such as “OK,” or “I
understand.” If the empathist is required to respond to the subject, he
or she should keep his or her thoughts and speech positive and his or
her responses should be brief. If the process appears to be concluding
prior to required effects, the empathist should provoke a continuance
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of communication by asking the subject an open-ended question [e.g.

“why do you feel this way?” or “what do you know about ____?”].
Techniques: Empathic Interaction
In regards to intentional empathic interaction techniques, several

stages are assumed to exist through which the empathist impresses
emotional experiences. During spontaneous [non-intentional] empathic
interaction, these processes are assumed to run automatically by the
subconscious. However, since the processes are run subconsciously,
there is no conscious directive. To obtain a level of conscious direction,
the empathist is assumed to require achieving each step in order to per-
form successfully.
Process Stages
Stage 1 of the empathic impression process involves initiation, i.e.

the empathist recognizes his or her need to impress emotional informa-
tion consciously, and therefore subconsciously. At this stage, the em-
pathist may focus on the need or verbally state the need. In addition,
the empathist may be filled with feelings of apprehension and uncer-
tainty. The empathist will need to dismiss the feeling of apprehension,
and focus on his or her feeling of uncertainty to initiate empathic
processes.
Stage 2 involves selection, i.e. the empathist begins to decide what
emotional experience will be impressed, and whom the subject or sub-
jects will be. The empathist will need to induce the emotional informa-
tion transfer process at this time. Techniques vary per the limitation of
the empathist. Techniques include, but are not limited to; eye to eye
contact, touch, spatial proximity, and the use of an electronic medium
[e.g. phone or computer; real-time programs such as chat or internet
phone]. Some emotional information impression may occur at this
point, and the feelings of uncertainly in regards to the empathist may
begin to fade, and be slowly replaced with optimism. However, it is at
155
this time that subjects may begin to feel uncertain of their own emo-
tions, as their own emotions are being interrupted by the impressed
emotional experience. If the empathist is able to identify that the sub-
ject is becoming uncomfortable, the empathist will either have to
“ease” the impression [e.g. reduce its “strength”] or distract the subject.
Distractions can be carried out in a verbal manner via the empathist
talking in a calm and quite manner avoiding topics that may evoke
subjects into cognitive thinking. A good topic may involve a simple
mundane story during which subjects will not require problem solving
thought processes and may be inclined to lose focus [i.e. get bored and
dissociate into a more free floating mental state and more neutral emo-
tional state]. Alternatively, the empathist can perform or engage the
subject in a repetitive and or rhythmic task that will induce a more me-
ditative state.
Stage 3 involves induction, i.e. the empathist induces the subject in-
to a hypnotic state. This step is not considered a requirement for non-
hypnotic empathic interaction [i.e. purely suggestive emotional im-
pression]. In regards to compulsive emotional information impression,
this hypnotic state is broken down into two sub-stages. In the first sub-
stage, if subjects remain uncomfortable, the empathist will need to con-
tinue focusing on reducing discomfort. If subjects have not yet shown
signs of discomfort, the empathist should now focus their attention
towards preventing any likelihood of subject discomfort prior to im-
pression. Sub-stage 2 involves the empathist defining the emotional
state of the subject [i.e. directing subject attention solely onto the em-
pathist and the empathist focusing on what he or she needs subjects to
emotionally experience]. After the empathist has focused his or her
conscious mind on the subjects, and has directed subjects to focus their
attention onto the empathist, the connection between the empathist
and subjects will be made. Once the connection is made, the empathist
will need to direct the attention of the subjects to focus on a single do-
minate emotion, or an idea or action in relation to an emotion. Here the
empathist is inducing a psychical condition in the subjects, which in-
156
creases subject susceptibility to emotional suggestion and compulsion

[i.e. inducing a state that facilitates suggestion and compulsion].
Stage 4 involves suggestion, i.e. the empathist directs the focus of a
dominate emotion or relative idea or call to action by shifting subject
“focus” on an emotion or relative idea or call to action to a “command”
to accept the emotional experience. If this stage is skipped, subjects
may sense only a proposal to accept the emotional experience. Howev-
er, if this stage is not skipped, subjects will be compelled to accept the
emotional experience. Either way, emotional information is impressed,
just too different degrees of causation. This stage can be implemented
by the empathist by including direct suggestions [i.e. compelling] or
indirect verbal suggestions [i.e. proposing; to be said aloud or in-mind
by the empathist]. Indirect suggestions include requests or insinua-
tions, metaphors and other rhetorical figures of speech, and non-verbal
suggestion in the form of empathically evoked emotions, voice tonality
of the empathist, or physically directing the subject towards an emo-
tion through the motion of the empathists hands or body to assist in the
expression of an emotion.
The distinction between types of suggestions is delivery i.e. “per-
missively” or in a more “authoritarian” manner. The more authorita-
rian the delivery, the more “compelling” the idea or action. In addition,
the empathist typically utilizes one of two main uses for empathic sug-
gestions. The first usage is designed to bring about an immediate re-
sponse [e.g. “You feel elated”]. The second usage is designed for a
more hypnotherapeutic reaction, or in general, post-hypnotic reactions.
This type of usage is typically intended to trigger responses to affect
emotion and behavior recurrently for long durations ranging from
days to possibly lifetime duration, which mimics an alteration in mood,
preference, and personality, but is not assumed authentic, and while
they may be recurrent, are still event focused and brief in duration [e.g.
“You will always feel elated when you first see your mother”]. The av-
erage empathist may need to repeat the suggestive process several
times before the suggestion reaches peak effectiveness, while the more
skilled empathist may only require one session of empathic suggestion
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for the suggestion to last for years. Typically, long-term suggestions are
associated with a dire need or are suggested during a time that is caus-
ing the empathist a great deal of stress [e.g. emotional stress]. Unfortu-
nately, suggestions made while the empathist is stressed, can result in
unintended suggestions [e.g. evoking a sense of obsession rather than a
feeling of elation over time].
Eye-Fixation Induction
For the eye-fixation technique, the empathist will need to be in the

spatial proximity of about three to five feet from subjects. The empath-
ist should draw subject attention to the empathist so subjects are direct-
ly looking at the empathist. The empathist should then direct subjects
to gaze into the empathists eyes. This can be achieved in a physically
suggestive manner such as the empathist scratching their brow. If the
empathist is taller than the majority of subjects, this technique may be
more efficient towards compelling an emotional experience. However,
if the empathist is shorter than the majority of subjects, this technique
may be more efficient towards proposing and emotional experience.
This may be the result of a more “predatory” positioning verses the
positioning of “prey.” If so, then the taller empathist may be more effi-
cient in “commanding,” whereas the shorter empathist may be more
efficient at “luring.” If the empathist wants to even out the efficiency
of the technique, utilize compelling and proposing, the empathist and
subjects should be seated in a way that brings their height more into
equilibrium.
Once the empathist has drawn the gaze of the subjects and has
properly induced subjects, the empathist will firstly notice the eyes of
his or her subjects beginning to dilate, and after they have done so to a
considerable extent, subjects should be ready for suggestion. One way
for the empathist to tell if the subject is ready for suggestion is by the
empathist slightly shifting their body to see if the eye s of their subjects
continues to be fixed on the empathists eyes. If the eyes of a subject
break focus at this time, then that subject is not yet properly induced
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and ready for suggestion. The setting for this technique, as for any
technique for interaction, should be in a setting that is not distracting to
either the empathist or subjects and should be a setting both mentally
and physically relaxing. While skilled empathists appear to be able to
work under more chaotic conditions, many empathists do not possess
such a level of concentration, nor such a level of skill to “draw in” sub-
jects amidst distraction. While subjects are gazing into the eyes of the
empathist, it will be important for the empathist to blink as little as
possible to insure subjects hold their focus. The empathist will also
benefit from narrowing their eyes slightly, as to prevent their eyes from
drying out to quickly, which otherwise forces the empathist to blink
more often.
Terminating Induction
When an empathist has finished suggesting a group of subjects, the

empathist has the option to terminate the induction or leave the sub-
jects induced until they ease out of, or are forced out of, the induced
state. Not terminating the induction can result in confusion and a loss
of time for subjects, as they are in a state fixated on the empathist, not
surrounding stimuli. The empathist has the option to bring the subject
slowly out of the induced state by slowly raising their voice to a normal
speaking level. However, the most common technique utilized by em-
pathists is more abrupt and typically involves a sudden loud sound
such as a clap, snap, or the use of a single word spoken loudly [e.g. spo-
ken loudly” OK!” spoken normally “Let’s solve that problem now.” fol-
lowed by a loud clap of the hands]. While this technique is more ab-
rupt, it typically results in a quick startling and brief confused state in
subjects, which appears to reduce subject ability to recognize that the
suggested emotional experience is not authentic. Contrarily, subjects
maybe more inclined to accept the impression if they are left in the in-
duced state for some time post-suggestion, allowing the subconscious
of the subjects to consolidate the impression into long-term memory,
with subjects to be later brought out of the induction gently.
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Techniques: Empathic Cognition
In regards to intentional empathic clairvoyant cognitive tech-

niques, several stages are assumed to exist through which the clair-
empathic cognitive acquires emotional information. During spontane-
ous [non-intentional] clair-empathic cognition, these processes are as-
sumed to run automatically via the subconscious. However, since the
processes are run subconsciously, there is no conscious directive. To
obtain a level of conscious direction, the clair-empathic cognitive is as-
sumed to require achieving each step in order to perform successfully.
Process Stages
Stage 1 of the clair-empathic cognitive process involves initiation,

i.e. the empathist recognizes his or her need for collective emotional
information consciously, and therefore subconsciously. At this stage,
the empathist may focus on the need or verbally state the need. In ad-
dition, the empathist may be filled with feelings of apprehension and
uncertainty. The empathist will need to dismiss the feeling of appre-
hension, and focus on his or her feeling of uncertainty to initiate clair-
empathic cognitive processes.
Stage 2 involves selection, i.e. the empathist begins to decide what
collective emotional experience, or event will be investigated. The em-
pathist will need to induce the emotional information transfer process
at this time by opening up to communications with Nature. For exam-
ple, coming within a close proximity to the event, communicating with
someone within the collective experience, or in some cases, viewing an
object associated with the event [e.g. a form of news media]. Selection
techniques vary per the limitation of the empathist. Techniques in-
clude, but are not limited to; touch, altered states of consciousness, spa-
tial proximity, or the use of an electronic medium [e.g. phone or com-
puter; real-time programs such as a webcam, chat or internet phone].
Some emotional information retrieval may occur at this point, and the
160
feelings of uncertainly may begin to fade and be slowly replaced with

optimism.
Stage 3 involves exploration, i.e. the empathist begins to gather in-
formation on the decided collective emotional experience or event, and
new emotional knowledge comes into knowing [i.e. conscious aware-
ness]. The empathist then associates the new emotional information
with information previously known in regards to the event. At this
time, feelings of apprehension may return if the empathist finds infor-
mation that is inconsistent or incompatible. Empathic clairvoyant cog-
nitive processes [ESP processes in general] appear limited to exploratory
search parameters. Exploratory search is a specialization of information
exploration in which represents the activities carried out by empathist
who is either: unfamiliar with the domain of their goal [i.e. need to
know collective emotional information in regards to an event in order
to understand how to fulfill the needs of the community, nation, etc.],
are unsure about the ways to fulfill the needs of others [the process], or
are unsure about the needs of others and themselves in general. Explo-
ratory search includes a broad class of activities for the empathist to
implement including investigating, evaluating, comparing, and synthe-
sizing. Exploratory queries are defined as open-ended questions that
maybe difficult to phrase making it difficult for an empathist to recog-
nize immediately a suitable response, especially since the information
they obtain is primarily emotional and is only rarely accompanied by
an intuitive impression identifying an association to a particular event.
Exploratory questions require an empathist to fan out in various direc-
tions to locate emotional information relevant to the event pertaining to
their query.
Exploratory query search strategies start with generalized queries,
which lead to less generalized queries that will being the collective ex-
perience into a narrowed focus [i.e. will result in the complete know-
ledge of a collective emotional experience]. Achieving a search goal
depends on intricacy and skill in regards to discernment and speed.
The process leads to a broadening scope as an empathist collects emo-
tional information pertinent to the initial exploratory question [i.e.
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event or group]. As their search expands, they may find themselves

collecting tangential emotional information that is somewhat relative to
their initial query, but does not aide them in an acceptable answer goal.
The boundary between useful and tangential information is situational-
ly specific, and it can often be difficult to tell the difference precisely.
Clair-empathic cognitives need to determine whether the collective
emotional information acquired has a superficial relevance or a ge-
nuine relevance to their query [e.g. pertains entirely to their communi-
ty or an event of interest]. This can delay the duration between the ini-
tial query and an acceptable answer as delays can be limited or ex-
tended.
Stage 4 involves formulation, i.e. the empathist begins to evaluate
the emotional information that has been gathered. At this point, a more
focused perspective starts to form, whereby reducing the confusion
and uncertainty related to earlier stages. This is assumed the most criti-
cal stage of the clair-empathic cognitive process, as here the empathist
will formulate a personalized construction of the event or collective
experience from the general [or specific] emotional information ga-
thered during their exploratory search. Stage 5 involves collection, i.e.
the clair-empathic cognitive now “knows” the collective emotional in-
formation he or she set out to gather. At this point, the empathist will
feel more interested in the event, have increased confidence, and will
be more successful in continued searching activities if required. The
final Stage 6 involves search closure, i.e. the empathist has completed his
or her search for collective emotional information, and will continue by
summarizing the collective emotional information that was found via
the exploratory search process, which involves emotional mapping. At
this point, the empathist will feel a sense of relief, and depending on
their search success, will feel either satisfaction or disappointment. As a
note, to reduce delays, empathists should be encouraged to carefully
formulate and clearly state their query [verbally or mentally], select the
proper class [e.g. investigating, evaluating, comparing, or synthesizing]
of activity for acquisition, evaluate the relevance of the search results,
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redefine the query if necessary, and repeat previous steps until they
have achieved an acceptable answer goal.
Emotion Mapping
An emotion map, or emotion wheel, is a diagrammatical instru-

ment utilized in forced-choice emotional experience self-reporting ex-
periments. It is a graphical tool that can be utilized for organizing and
representing gathered emotional information. In emotion maps, emo-
tions are typically placed individually, or grouped in emotion families,
within boxes or next to circles with no hierarchical structure. In some
emotional maps, the intensities of emotional experiences can be ex-
pressed by selecting one of variously sized geometrical shapes. Emo-
tion wheels are typically fixed on a single center with or without
unique content at the center of the wheel. Such instruments are typical-
ly utilized by clair-empathists as a means to quickly and efficiently
map emotional experience as they come into “knowing,” whether due
to intentional or even spontaneous empathy, as these instruments can
be easily memorized, visualized in-mind, and selected on a physical
wheel later on.
The Geneva Emotion Wheel is a theoretically derived and empirical-
ly tested instrument designed to measure ones emotional experiences
as accurately as possible. In regards to this particular emotion wheel,
20 different emotion families are included for one to classify their emo-
tional experience via an arrangement of emotional families in a circular
manner. Each of the two emotion words or labels in a family can stand
for the entire range of similar emotions [e.g. irritation/anger can also
include emotions such as rage, vexation, annoyance, indignation, fury,
or being mad.] Included in this wheel are 14 emotions already covered,
several correlated emotions grouped as families, several added utilita-
rian and aesthetic emotions, and affective phenomena for empathists
that may have an intuitive or clairvoyant quality. Not included in this
wheel are two emotions already covered, which are hope, which
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should be grouped under involvement/interest, and satisfaction, which

should be grouped under enjoyment/pleasure.
The first step to utilizing this wheel is for the empathists to identify
an approximation of what the individual, group, or event meant to the
empathist if the identity is conveyed or intuitively known to any de-
gree. The second step is for the empathist to select the emotion family
that appears to correlate the most to the type of emotion experienced
when the emotion was first “known,” even if the words on the wheel
may fall short of capturing the entirety of their emotional experience.
The third step is for the empathist to determine to which intensity the
emotional experience was conveyed in regards to each respective emo-
tion selected in step two. In regards to selecting intensity, the stronger
the intensity of the experience, the larger the circle in the wheel. In con-
sideration of complex collective emotional experiences, one should se-
lect as many emotions that appear to apply to the experience and select
intensities in correlation to each emotion, especially if the intensities
differ per emotion.
If the empathist attempts intentional clair-empathic cognition and
receives no emotional informational feedback, then the upper half cir-
cle in the center of the wheel should be checked. In addition, if the em-
pathist receives emotional information feedback pertaining to an emo-
tion/feeling that is very different then the emotions and affective phe-
nomena listed, the empathist should check the lower half circle in the
center of the wheel. After checking this lower half circle, the empathist
should write the name of the emotion/feeling they have experienced
and include a detailed description of the emotion/feeling as an attach-
ment to their wheel.
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Geneva Emotion Wheel [GEW; see Scherer, 2005]
165
QUESTIONS
1. A critical component for empathic skill is emotional intelli-
gence. T/F
2. Emotional intelligence allows an empathist to recognize and
comprehend the meanings and relationships of experienced
emotions, and efficiently manage such perceived emotions,
whether the emotions originated from the self or another. T/F
3. Emotions are purely passive behaviors such as instincts or ref-
lexes, and cannot be controlled and managed. T/F
4. In the component process model, emotion is defined as “an ep-
isode of interrelated, synchronized changes in the states of all
or most of the five organismic subsystems in response to the
evaluation of an external or internal stimulus event as relevant
to major concerns of the organism.” T/F
5. Emotions are considered to possess no beginning or an end,
and to exist for a relatively long duration. T/F
6. Utilitarian emotions facilitate our adaption to events of which
have important consequences in regards to our survival and
overall wellbeing. T/F
7. Parapsychological abilities of animals, and occasionally insects,
are called anpsi. T/F
8. The term feeling, is defined as a single component in reference
to the subjective experience process of an emotion, while emo-
tion is defined as the total multi-modal component process. T/F
9. While social and behavioral scientists often refer to something
called “emotional states,” emotion processes are subject to con-
sistent modification, and are therefore rarely stable states due
to their allowability of rapid re-adjustment to altering circums-
tances or appraisal. T/F
166
10. Which of the following is defined as “diffuse affect states, cha-

racterized by a relative enduring predominance of certain
types of subjective feelings that affect the experience and beha-
vior of an individual?”
a. Mood
b. Affective dispositions
c. Attitudes
d. Preferences
11. In time, even the most emotionally unregulated empathist can
grow to regulate their emotions nearly effortlessly and entirely
habitually throughout the rest of their lives. T/F
12. While reappraisal takes a great deal of psychological and phy-
siological energy to sustain, emotional suppression is strategi-
cally superior as it “nips emotion in the bud.” T/F
13. Physical interaction’s role in empathic simulation involves
linking the empathists emotional state to the emotional state of
the subjects in a way that the quantum emotional state of each
participant cannot be sufficiently described void of a full con-
sideration of the other participants, even though the partici-
pants are spatially separated [i.e. initiating quantum entangle-
ment]. T/F
14. Physical interaction is achievable via any action through which
the empathist and subjects have an effect upon one and other.
This two-way effect, or interconnectivity, is not assumed at all
essential for empathic simulative processes. T/F
15. Without initiating stage 2 of empathic simulation, stage 3 can
persist for an extended amount of time [i.e. the collapse may
not occur for an extended time]. T/F
16. It is assumed that if stage 3 is not achieved, participant emo-
tional states remain continuous [i.e. states continue to simulate
emotional states across participants as they change over time,
which can mimic the empathic simulation of moods]. T/F
167
17. If stage 3 is achieved, then psychophysical interaction results in

a discrete-event simulation. T/F
18. Stage 2 of the empathic impression process involves initiation,
i.e. the empathist recognizes his or her need to impress emo-
tional information consciously, and therefore subconsciously.
T/F
19. In regards to empathic interaction, once the connection is
made, the empathist will need to direct the attention of the sub-
jects to focus on a single dominate emotion, or an idea or action
in relation to an emotion. T/F
20. If stage 4 of empathic interaction is skipped, subjects may sense
only a proposal to accept the emotional experience. However,
if this stage is not skipped, subjects will be compelled to accept
the emotional experience. T/F
21. The distinction between types of suggestions is delivery i.e.
“permissively” or in a more “authoritarian” manner. The more
authoritarian the delivery, the more “compelling” the idea or
action. T/F
22. Typically, long-term suggestions are associated with a dire
need or are suggested during a time that is causing the em-
pathist a great deal of stress [e.g. emotional stress]. T/F
23. All empathists, regardless of skill, appear to be able to work
under chaotic conditions and “draw in” subjects amidst dis-
traction. T/F
24. When an empathist has finished suggesting a group of sub-
jects, the empathist has the option to terminate the induction or
leave the subjects induced until they ease out of, or are forced
out of, the induced state. T/F
25. Not terminating the empathic induction can result in confusion
and a loss of time for subjects, as they are in a state fixated on
the empathist, not surrounding stimuli. T/F
26. Stage 1 of the clair-empathic cognitive process involves initia-
tion, i.e. the empathist recognizes his or her need for collective
168
emotional information consciously, and therefore subcons-

ciously. T/F
27. Empathic clairvoyant cognitive processes [ESP processes in
general] do not appear limited to exploratory search parame-
ters. T/F
28. Exploratory queries are defined as open-ended questions that
maybe difficult to phrase making it difficult for an empathist to
recognize immediately a suitable response, especially since the
information they obtain is primarily emotional and is only
rarely accompanied by an intuitive impression identifying an
association to a particular event. T/F
29. An emotion map, or emotion wheel, is a diagrammatical in-
strument utilized in forced-choice emotional experience self-
reporting experiments. T/F
30. In regards to utilizing the emotion wheel presented, the second
step is for the empathist to select the emotion family that ap-
pears to correlate the most to the type of emotion experienced
when the emotion was first “known,” even if the words on the
wheel may fall short of capturing the entirety of their emotion-
al experience. T/F
169
6
MODELS OF EMPATHY III

Therapeutic and Experimental Applications
Psychotherapy [i.e. personal counseling with a psychotherapist] is an

intentional interpersonal relationship [i.e. association] utilized by
trained psychotherapists to aid a client or patient in problems of living.
Psychotherapy is traditionally a form of talk therapy, but with the ad-
dition of empathic skill, psychotherapists can excel in their field
through traditional verbal [i.e. with the client] and empathic non-verbal
communication [i.e. via the individual or Nature]. These forms of
communication can be utilized in aims to increase the therapist’s emo-
tional understanding of a patient, and increase the patient’s sense of
their own emotional well-being. Psychotherapists utilize a variety of
techniques based on experiential relationship building, dialogue, com-
munication, and behavioral alterations in which are designed to im-
prove the psychological and emotional health of a client or patient, or
improve upon group relationships. Therefore, psychotherapy is an ex-
cellent and advantageous therapeutic application for empathic skills,
particularly when involving group sessions.
While some institutions offer programs in psychotherapy, psycho-
therapy is typically preformed by practitioners with one or a number of
qualifications. In most states, for an individual to offer professional
psychotherapeutic services, the individual will have to obtain a degree
in psychology or in a system of psychotherapy such as psychoanalysis.
Individuals in which typically offer psychotherapy are practitioners in
fields such as: psychiatry, clinical psychology, clinical social work,
counseling psychology, mental health counseling, grief counseling,
clinical or psychiatric social work, marriage and family therapy, reha-
bilitation counseling, music therapy, art therapy, occupational therapy,
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Chapter 6: Models of Empathy III
psychiatric nursing, life counseling or coaching, and psychoanalysis.

While psychotherapy as a whole is an excellent field for empathists,
different systems of psychotherapy are more correlated with different
phenomenologies of empathy.
Psychoanalysis
Psychoanalysis involves a body of ideas and is primarily devoted to

the study of human psychological functioning and behavior. The three
main components of psychoanalysis include: [1] a method of investiga-
tion of the mind and the way in which one thinks, [2] a systemized set
of theories in regards to human behavior, [3] a method of treatment of
psychological or emotional illness. In regards to the first component,
empathic cognitives and simulators will excel in investigative efforts
due to their innate psychical ability to investigate into the emotional
experiences of other human beings, individually or collectively.
Through psychoanalysis, the empathist can utilize their psychical abili-
ty to peer into [cognition], or personally experience [simulation], the
patient’s emotional experiences, and in some cases, acquire enough
emotional information to reveal unconscious conflicts causing a pa-
tient’s symptoms and character problems.
In regards to the second component, theoretical orientations and
interpretations in regards to human emotions, behavior, and develop-
ment vary, as there are several theories associated with psychoanalysis.
Major psychoanalytic theories can be grouped into many theoretical
schools, not all of which will be mentioned. The first theoretical school
is called topographic theory, which states that the mental apparatus can
be divided into three systems [1] conscious, [2] preconscious, and [3]
unconscious. These systems are not to be understood as anatomical or
physical structures of the brain, but rather as three systems of mental
processes. Today this theory is considered classical, as it has mainly
been replaced by structural theory. Structural theory still divides the
mind into three systems, but here the three systems are labeled [1] the
id, [2] the ego, and [3] the super-ego. Structural theory states that the id is
171
present at birth as the “repository of basic instincts.” The id is de-

scribed as unorganized, unconscious, and operating solely on the
“pleasure principle” [i.e. that people seek to satisfy biological and psy-
chological/emotional needs], void of realism or foresight. The ego on
the other hand, is described as developing gradually throughout one’s
life and is concerned with mediating between urgings of the id and the
realities of our external world. The ego is understood to operate on the
“reality principle” [i.e. that which compels us to defer instant gratifica-
tion when necessary due to the obstacles of reality]. Lastly, the super-
ego is understood to be a component of the ego in which self-
observation, self-criticism, and other reflective and judgmental func-
tions develop. The ego and the super-ego are understood to be both
conscious and unconscious.
Another theoretical school is called ego psychology, which is rooted
in structural theory. This school identifies various autonomous ego
functions such as; sensory perception, motor control, symbolic thought,
logical thought, speech, integration [i.e. synthesis], orientation, concen-
tration, judgment in regards to danger, reality testing, adaptive ability,
executive decision-making, hygiene, and self-expression. Ego psychol-
ogy addresses both inhibition as a method the mind may utilize to inter-
fere with ego functions in order to avoid painful emotions, and ego
strengths that are defined as capacities to control certain impulses oth-
erwise utilized to help a client or patient tolerate painful affects and
prevent thoughts and behaviors in which are divorced from reality
[symbolic fantasy].
After the analyst has investigated the mental and emotional state of
the client or patient, the analyst then interprets the information for the
client or patient to create insight for a resolution of the conflict. Such
interpretations typically lead to the patient [with the assistance of the
psychoanalyst] confronting and clarifying the patient’s pathological
defenses, wishes, and feelings of guilt. In regards to empathic analysts,
it is through empathic skill and the analysis of conflicts that an analyst
can clarify how a patient’s emotions are negatively affecting the patient
and decide on a form of treatment. Conflicts include those of which
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contribute to resistance, and conflicts involving transference onto the

analyst resulting in distorted reactions. Transference in psychoanalytical
terminology is defined as an unconscious redirection of feelings from
one participant to another in a psychological sense, not in a psychical
sense. However, the addition of empathic skill in this case is assumed
capable of exacerbating the probability and or strength of transference.
Empathists in which tend to be more prone to transference are simula-
tors followed by cognitives, with very little interference for impression-
ists.
In regards to the third and final component, approaches in treat-
ment vary based on the phenomenology of empathy, theoretical orien-
tation, and the problem requiring treatment. The most common prob-
lems treatable with psychoanalysis include phobias, conversions, com-
pulsions, obsessions, anxiety attacks, depressions, sexual dysfunctions,
a variety of relationship issues [e.g. dating and marital issues], and a
variety of character issues [e.g. shyness, meanness, obnoxiousness,
workaholism, hyperdeductiveness, hyperemotionality, hyperfasti-
diousness, etc]. Classical techniques are typically comprised of instruc-
tions [i.e. telling the client or patient to attempt to speak what is on their
mind, share how they feel, including interferences], exploration [i.e. ask-
ing questions], and clarification [i.e. rephrasing and summarizing what
has been described by the client or patient]. Today, more evolved tech-
niques are utilized including: interpersonal, intersubjective, relational,
and corrective object relations techniques. These techniques involve
expressing and “empathic attunement” [psychological empathy, not
psychical empathy] to the client or patient [i.e. creating a sense of
“warmth” via sharing information pertaining to the personal life or
attitudes of the analyst to the client or patient]. Overall, empathic cog-
nitives and simulators will benefit the most from psychoanalytical ap-
plications.
173
Psychodynamic Psychotherapy
Psychodynamic psychotherapy is a form of depth psychology [i.e. a

psychoanalytic approach to therapy and research, which considers the
unconscious mind]. The primary focus of psychodynamic psychothe-
rapy is to reveal the unconscious content of a client or patient’s psyche
in an effort to relieve mental and emotional tension. While it shares
similarities with psychoanalysis, psychodynamic psychotherapy is typ-
ically briefer and less intensive. This system relies on interpersonal re-
lationships and takes on its techniques from a variety of sources. Em-
pathic cognitives and simulators will excel in this field in regards to
group, and possibly individual, psychodynamic psychotherapy. Core
principles and characteristics in psychodynamic psychotherapy can
include: [1] Emphasizing on the centrality of intrapsychic and uncons-
cious conflicts, and their relation to development, [2] Seeing defenses
as developing in internal mental structures as a means to avoid unde-
sirable consequences or conflict, [3] A belief that psychopathology [the
study of mental illness, distress and abnormal, maladaptive behavior]
develops mainly from childhood experiences, [4] A view that internal
representations of experiences are organized around interpersonal rela-
tions, [5] A conviction that life issues and dynamics will re-emerge in
the context of the client-therapist relationship as transference and coun-
ter-transference [the redirection of a psychotherapists feelings toward a
client or patient, or an emotional “entanglement,” psychological not
psychical, between therapist and client], [6] Use of free association as a
primary method for exploration of internal conflicts and problems, [7]
Focusing on interpretations of transference, defense mechanisms, cur-
rent symptoms, and the working through [the process of repeating,
elaboration, and amplifying interpretations] of these present issues,
and [8] trust in insight as a critical component important for success in
therapeutic endeavors.
174
Behavior Therapy
Behavior therapy [or behavior modification] is an approach to psy-

chotherapy that is based on learning theory, which is a philosophy of
psychology based on the idea that all things that organisms do, includ-
ing acting, thinking, and feeling, can and should be considered as be-
havior. Behavior therapy aims to treat psychopathology through tech-
niques in which are designed to reinforce [increasing the rate or proba-
bility of a certain type of behavior] desired, and eliminate undesired,
behaviors. Behavioral therapies are empirical [data-driven], contextual
[focused on the environment and context], functional [interested in the
effect of consequence a behavior ultimately has], probabilistic [viewing
behavior as statistically predictable], monistic [rejecting mind-body
dualism and treating the client or patient as a unit], and relational [ana-
lyzing bidirectional interactions]. In regards to this system, empathic
cognitives and simulators will excel, particularly if there is the addition
of telepathic or clairvoyant skill. Behavior therapy is most advanta-
geous for empathic simulators as the empathist can “feel” what the
client or patient is feeling as to better understand the client or patient,
and the empathist can show the client or patient how to “feel” via shar-
ing their more stable feelings with them.
Cognitive Therapy
Cognitive therapy is a form of psychotherapy, which seeks to assist a

client or patient in overcoming difficulties by identifying and altering
dysfunctional thinking, behavior, and emotional responses. Cognitive
therapy involves assisting clients or patients in developing skills for
modifying beliefs, indentifying distorted thinking, relating to other in-
dividuals in different ways, and changing behaviors. Treatment op-
tions are based on patient-therapist collaboration and on testing beliefs.
Cognitive therapy typically consists of testing the assumptions that a
client or patient makes and identifying how certain of one’s typically
175
unquestioned thoughts are distorted, unrealistic, unhelpful, or self-

defeating. Once such thoughts and emotional responses have been
challenged, a client or patient’s feelings in regards to the subject matter
of those thoughts become more easily subject to modification. Cogni-
tive therapy is most advantageous for empathic cognitives and simula-
tors.
Hypnotherapy
While systems of psychotherapy can be advantages to empathic

impressionists, hypnotherapy is their ideal system. Hypnotherapy is a
form of therapy in which is undertaken with a subject in hypnosis.
Hypnotherapy is typically applied in order to modify a client or pa-
tient’s behavior, emotional content, and attitudes, as well as treat vari-
ous conditions including dysfunctional habits, anxiety, stress-related
illness, and assist in pain management and or personal development. It
is through the therapeutic application of hypnotic empathy or empath-
ic interaction that an empathist will excel in this system of psychothe-
rapy. Traditional hypnotherapy typically involves direct suggestion of
symptom removal in conjunction with the utilization of therapeutic
relaxation, and occasionally aversions to addictive substances. Hypnoa-
nalysis is a form of hypnotherapy, which is utilized to regress clients or
patients to an earlier age as a means to assist the them in recalling or
acting out repressed traumatic memories and associated emotions and
feelings. Hypnoanalysis has been more commonly utilized to treat war
related issues such as shellshock and posttraumatic stress disorder
[PTSD].
Cognitive-behavioral hypnotherapy [CBH] is considered and inte-
grated psychological therapy involving clinical hypnosis and cognitive
behavioral therapy. Many cognitive and behavioral therapies were
originally influenced by older hypnotherapy techniques [e.g. systemat-
ic desensitization from hypnotic desensitization]. Traditional style
hypnotherapy can be viewed as a precursor of cognitive-behavioral
therapy as both types of therapies place emphasis upon common sense
176
theoretical explanations, the utilization of relaxation, and rehearsal of

positive concepts and imagery during therapy. Techniques still utilized
today in hypnotherapy include: Age Regression, which is a technique in
which involves returning the client or patient to an earlier ego-state so
the client or patient can regain qualities they once possessed, but since
have lost [i.e. recalling an earlier, healthier ego-state, whereby resulting
in an increase in strength and confidence]. Revivification, which is a
technique in which involves calling on the client or patient to recall
past experiences to contribute to therapy. Guided Imagery, which is a
method by which the client or patient is provided a new and relaxing
experience. Parts Therapy, which is a method to identify conflicting
parts in which are hindering [damaging] the well-being of the client or
patient, as a means to assist the client’s or patient’s parts into negotiat-
ing with each other thorough the hypnotherapist to bring about a reso-
lution to the conflict.
Confusion, which is a method through which the client or patient is
more likely to be receptive to indirect suggestion due to an altered state
of confusion. Repetition, which is a technique founded on the know-
ledge that the more an idea is repeated, the more likely it is accepted
and acted upon by the client or patient. Direct Suggestion, which is a
method where statements are suggested directly to the client or patient.
Indirect Suggestion, which involves utilizing an “interspersal” [the act of
combining one thing at intervals among other things] technique and
other means to cause effect. Mental State, which involves addressing the
mental state of the client or patient, as they are typically more receptive
while relaxed, sleeping, or in a trance. Hypnoanalysis, which is a tech-
nique involving a client or patient to recall moments from his or her
past, as to confront them and release associated emotions. Post-
Hypnotic Suggestion, which is a technique involving a suggestion to be
carried out after the trance has ended. Visualization, which is a method
that involves the client or patient being told to imagine or visualize a
desired outcome as a means to make the desire more likely to occur.
Overall, hypnotherapy is ideal for empathic impressionists as empathic
177
hypnotic suggestion typically appears to last longer and appears to be

more effective than non-empathic hypnotic suggestion.
Group Psychotherapy
Group psychotherapy is an ideal therapeutic application for all types

of empathists because they primarily work at the collective level.
Group psychotherapy involves one or more therapists treating a small
group of clients or patients together as a whole. Basically, group psy-
chotherapy applies to any form of psychotherapy delivered in a group
format including group cognitive-behavioral therapy, though typically
it is applied to psychodynamic group therapy, where the group context
and process is explicitly utilized as a mechanism of change by develop-
ing, exploring, and examining interpersonal relationships within the
group. Types of group therapy include any assisting process in which
takes place in a group such as: support groups, skills training groups
[e.g. anger management, mindfulness, relaxation training or social
skills training], and psycho-education groups. Specialized forms of
group therapy can include non-verbal therapies such as; expressive
therapies [e.g. dance therapy and music therapy].
Therapeutic factors associated with group psychotherapy and prac-
tice include: [1] Universality, which involves the recognition of shared
experiences and feelings among group members, the recognition that
these shared experience and feelings may be widespread or universal
human concerns, and serves to remove a group member’s sense of iso-
lation, validate their experiences, and raise self-esteem. This therapeu-
tic factor is enhanced via an empathic simulative approach to therapy,
as through simulation, the simulator can empathically share group ex-
periences throughout the group, share individual feelings across the
group, and unify whole group feelings. [2] Altruism, which involves the
unselfish concern for the welfare of group members by group mem-
bers. A group is a setting through which members can assist each oth-
er, and through the experience of assisting each other, each individual
of the group can benefit from a lift in self-esteem and learn more adap-
178
tive coping styles and interpersonal skills. [3] Instillation of hope, which
involves members at later stages of development or members who
have overcome issues encouraging other members at various earlier
stages in which are still struggling with same or similar issues.
[4] Imparting information, which involves members of the group
learning factual information in regards to, for example, their treatment
or in regards to access to services. [5] Corrective recapitulation of the pri-
mary family experience, which involves a form of transference specific to
group psychotherapy where members often unconsciously indentify
the group therapist and other group members with their own parents
and siblings. Through the therapist’s interpretations, group members
can expand their understanding of the impact of childhood experiences
on their personality. They may also learn to avoid unconsciously re-
peating self-defeating past interactive patterns in current relationships.
[6] Development of socializing techniques, which involves members taking
risks by extending their collection of interpersonal behavior and im-
proving their social skills because of the safe and supportive environ-
ment a group setting provides. [7] Imitative behavior, which involves
group members developing social skills through a modeling process,
whereby observing and imitating the therapist and other group mem-
bers [e.g. sharing personal feelings, showing concern, and supporting
others]. These factors can be enhanced via the empathist replacing ‘imi-
tation’ with empathic ‘simulation.’
[8] Cohesiveness, which involves all members of a group feeling a
sense of belonging, acceptance, and validation. Group cohesion is con-
sidered the primary factor from which all other factors “flow.” As herd
animals, human beings have an instinctive need to belong to groups,
and from belonging, personal development can take place in an inter-
personal context. [9] Existential factors, which involves learning that one
has to take responsibility for one’s own life including the consequences
of one’s own decisions. [10] Catharsis, which involves the experience of
relief from emotional distress via the uninhibited and free expression of
emotion [i.e. when members verbally express their story to supportive
group members, they can achieve relief from chronic emotions such as
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shame and guilt]. [11] Interpersonal learning, which involves group

members achieving a higher level of self-awareness through interaction
with the group. This stems from giving feedback on the members be-
havior and impact on others. Lastly, [12] Self-understanding, which in-
volves the achievement of greater levels of insight into the origin of
one’s problems and the unconscious motivations in which underlie
one’s behavior. This final factor overlaps with interpersonal learning.
Regardless of the factor, a skilled empathic simulator can assist via
psychically sharing emotional information to help group members
achieve goals of understanding and being understood, and achieve
goals of altering one’s emotions and therefore thoughts, feelings, and
behaviors for the individuals and or the group’s benefit and well-being.
Experimental Empathy
Experimental Effects
The effect, or effect size, is an indication of the practical importance

of an experimental result. A result is the final consequence of a se-
quence of actions or events expressed qualitatively or quantitatively. In
parapsychology, there have been observed particular consistencies or
patterns of performance. These patterns, or experimental effects, vary
from an experimenter effect to effects pertaining to the participants of
an experiment.
Experimenter Effect
The parapsychological experimenter effect is not to be confused with

the more common experimenter effect. The common definition of the ex-
perimenter effect is that it is a form of reactivity [a phenomena that oc-
curs when individuals alter their performance or behavior due to the
awareness that they are being observed], in which a researcher’s cogni-
tive bias [a pattern of deviation in judgment, which occurs in particular
situations] causes them to subconsciously influence the participants of
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an experiment. By definition, this subconscious influence does not in-

volve psychical influence. However, the parapsychological experimen-
ter effect does involve the partial dependence of the obtained data on
the parapsychological abilities of the experimenter. As the effect as-
sumes the existence of psi, it is not especially problematic for the issue
of authenticity, but rather whether it is possible for a researcher to in-
vestigate into the nature of psi.
Whether the parapsychological abilities of the experimenter helps
him or her extrasensorially locate a series of targets in which are more
susceptible to higher scoring, locate a group of experients in which are
more susceptible to higher scoring, or directly influence the targets,
participants, or experients extrasensorially or psychokinetically etc., the
experimenters influence, whether nonintentionally or not, may influ-
ence experiments in a direction favoring his or her hypothesis. Today,
the only general defense against the parapsychological experimenter
effect is for experimenters to conduct replications of one and other’s
experiments. When a given result is confirmed via various independent
experimenters, the result becomes increasingly improbable to have
been an artifact of an isolated researcher’s subconscious use of his or
her own psi, particularly if some of the replications were performed by
disinterested researchers.
Position and Decline Effects
A position effect is defined as the tendency of scores in a psi test to

vary systematically according to the location of the trial on the record
sheet. A decline effect is defined as the tendency for high scores in a psi
test to decrease, either within a run, within a session, or over a longer
duration. In early experimental research, performance often declined
within defined units of sections of a test. Within a run [25 guesses],
scoring in the first half of the experiment is typically superior to that in
the second half of the experiment. The subject’s performance may in
addition gradually decline over the duration of the experiment. Similar
chronological declines may be found across a set of experiments carried
181
out by the same researcher or researchers. Such declines may be the

result of the effects of boredom or gradual disinterest. Another reason
for decline effects is due to changes in an experimenter’s goal. Early
proof-orientated studies were entirely focused on demonstrating psi. In
these studies, researchers typically utilized simple designs that were
exciting and motivating for both the researchers and the subjects.
Contrastingly, the goal of later studies was focused on how psi
works. These studies utilize designs that are more complicated and are
typically less personally motivating. Decline effects are not unique to
psi research, but rather, meta-analyses in many other disciplines also
show declines [e.g. the biological sciences]. In addition, researchers in
these studies are not working with a highly stable object, but rather a
complex system that is elegantly sensitive to the interactions of psycho-
logical processes. Psi is a highly dynamic and interactive process; there-
fore, decline effects are expected in psi research efforts. However, to-
day, lesser attention is focused on these effects due to the progression
of experimental methodologies such as utilizing computers to carry out
procedures.
Differential Effect
The differential effect involves the utilization of two contrasting con-

ditions in an experiment in which may result in different levels of per-
formance under the two conditions, typically with psi hitting in one
and psi missing in the other. Typically this effect is appears meaning-
ful, but in other instances the effect appears to be quite unpredictable,
perhaps signaling the operation of some kind of experimenter effect.
The differential effect is one of three examples of a replicable effect in
parapsychology.
Displacement
Displacement involves a form of ESP where the experient consistent-

ly obtains information pertaining to a target that is one or more re-
182
moved, spatially or temporally, from the actual target designed for that
particular trial. Backwards displacement involves the target being extra-
sensorial cognized preceding the intended target of one, two, or more
steps. Forward displacement involves the target being responded to later
than the intended target by one or two, or more steps. Assumptions in
regards to displacement involve correlations between displacement
effects and negative moods and attitudes such as impatience, and in-
stances of distractibility. In addition, the effect may be the result of the
experient curiously exploring [searching] beyond the immediate target,
or a result of the experient having difficulty indentifying which target
is “important” among other nearby possible targets. Per my research,
anxiety may also be an underlying factor in this effect.
Effects in Post Hoc Analyses
In the context of design and analysis of experiments, post hoc analy-

sis refers to looking at the data post-experiment for patterns that were
not specified a priori [known prior to the experiment]. The occurrence
of many of the aforementioned effects cannot yet be anticipated, and in
undertaking all types of post hoc analyses to test for the presence of
these diverse patterns, there is a reasonable probability of ending up
with a significant result purely by chance. These various effects cannot
be regarded as meaningful; therefore, researchers need to be better able
to specify the conditions under which these effects are expected to oc-
cur to identify genuine significant results.
Improvement Role of Feedback
In regards to the decline effect, chronological declines, and poor

performance in general, are assumed the result of inadequate oppor-
tunities for learning. For instance, if the experient were only told the
result of the experiment at the end of an experimental session, the ex-
perient would be less likely to learn when he or she was utilizing psi.
Some parapsychologists recommend the experient be informed of cor-
183
rectness during each call as it is made, whereby providing the expe-

rient with a chance to determine what they may have been doing diffe-
rently in trials in which calls were correct verses incorrect. In other
words, it is advantageous for the experient to utilize the experimental
process as an opportunity to learn about their ability via the provision
of immediate feedback. It is assumed by the parapsychological com-
munity that it is still too early to deduce whether extrasensory perfor-
mance can be enhanced via the application of learning principles, but
the issue is considered of such importance as to warrant considerable
research effort including my own. Per my research, the application of
learning principles does appear to enhance some types of extrasensory
performance to a degree [e.g. empathic cognition], a degree in which
appears to be limited by several normal psychological and physiologi-
cal processes [i.e. biologically speaking, empathic enhancement ap-
pears to have its limits, as does any other human ability].
Research Methods
Research can be defined as the search for knowledge, or as any type

of systematic investigation, with an open mind, to establish hypothes-
es, theories, or facts. Approaches to psychical research typically involve
the search for one of two types of evidence, or a combination of the two
types of evidence. The first type involves the search for qualitative evi-
dence for psi phenomena. The second type involves the search for quan-
titative evidence for psi phenomena.
Qualitative Research Analysis
Qualitative research is a method of inquiry utilized by various aca-

demic disciplines but also in further contexts. Qualitative researchers
aim to gather an in-depth understanding of the behavior of experients
of psi and psi itself. They seek to understand the reasons and laws that
govern such behaviors, and investigate into the why and how of psi,
rather than just the what, where, and when of psi. Therefore, smaller but
184
focused samples are more often required, rather than larger samples.
Qualitative methods produce information only pertaining to particular
case studied, and any more general conclusions are to be only regarded
as hypotheses [informative guesses]. In other words, qualitative means
a non-numerical data collection or an explanation based on the
attributes of source data [e.g. psychological or personality patterns],
and methodologically speaking, is typically utilized for exploration [i.e.
hypothesis generating] or for explaining puzzling quantitative results.
In qualitative research: [1] Cases can be selected purposely, accord-
ing to whether or not they typify certain behaviors or characteristics.
[2] The researcher’s role receives greater critical attention. [3] Qualita-
tive data analysis can require a wide variety of forms. In addition, qua-
litative research approaches analysis holistically and contextually. Qua-
litative research is required in the examination, analysis, and interpre-
tation of observations for discovering underlying meanings and pat-
terns of relationships. This includes classifications of types of pheno-
mena in a manner that does not involve mathematical models.
Quantitative Research Analysis
Quantitative research refers to the systematic empirical investigation

of qualitative properties, phenomena, and their relationships. The ob-
jective of qualitative research is to develop and utilize mathematical
models, theories, and or hypotheses in regards to phenomena. The
process of measurement is primary to quantitative research because it
provides the critical connection between empirical observation and
mathematical expression of quantitative relationships. Quantitative
methods produce information only in regards to the particular cases
studied, and any more general conclusions are deemed hypotheses.
Such methods can be utilized to verify which hypotheses are correct.
Quantitative research is typically made utilizing scientific methods
that can include: [1] The generation of models, theories, and hypothes-
es. [2] The development of instruments and methods for measurement.
[3] Experimental control and manipulation of variables. [4] Collection
185
of empirical data. [5] Modeling and analysis of data. [6] Evaluation of

results. Examples of early qualitative and statistical research in para-
psychology include approaches utilizing cards and dice. Quantitative
research utilizing statistical methods begin with the collection of data
based on a theory or hypothesis. Typically, a big sample of data is col-
lected and will require verification, validation, and recording prior to
analysis.
Probabilistic Research Analysis
In a classical sense, theories and definitions in which underpin

measurement are generally deterministic. Contrastingly, probabilistic
measurement models are typically employed in parapsychology, such
as the mean chance expectation. To engage in psychical research, one is
required to formulate the statistical means of evaluating data yielded
via such experiments. The probability of guessing the identity of an
ESP card is 1/5 so one would expect the experient to produce on aver-
age 1/5 of 25, or 5, correct calls purely by random guessing, or chance.
In other words, the mean chance expectation [MCE] is 5 per run. By
conducting the experient through an extended series of runs, the actual
performance could be compared to MCE. The statistic utilized for such
a comparison is a form of a standard or Z score known as a critical ratio
[CR]. The critical ratio is the ratio of a particular deviation from the
mean value to the standard deviation.
Example: ”If a participant completed 30 runs [750 trials] and had
175 hits, Z would equal 2.28. If you look in a table of areas under the
normal curve the two-tailed probability [p] of obtaining Z = 2.28 or
larger is 0.02. This [hypothetical] subject therefore has exhibited a level
of success that statistically is unlikely to have been due simply to
chance [p<.05].” – H. Irwin
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Experimental Applications
There are two main types of experiments: forced-choice experiments

and free-response experiments. A forced-choice experiment is any ESP
experiment in which a receiver is required to make a response that is
limited to a range of possibilities [e.g. a specific target] known in ad-
vance. A free-response experiment is defined as any ESP experiment in
which the range of possible targets is relatively unlimited and is un-
known to the receiver, therefore permitting a free response to whatever
impressions come to mind. If the experiment is forced-choice, then ex-
perimenters will be required to formulate the statistical means [mean
chance expectation] of the results yielded during the experiment. While
forced-choice experimental targets are fairly clear-cut, free-response
experiments require a judge to identify which of the target and decoy
possibilities was the actual target.
The judge can be the receiver, or an independent judge who con-
siders a number of experimental results after the study is concluded
[i.e. all experiments within a study are concluded]. The judge is re-
quired to be “shielded” from any information pertaining to the actual
targets identity. It is important that the judge is not looking at any of
the targets that may have been entangled with [e.g. touched by] the
sender, as such an encounter may leave a physical trace on the targets
via the sender. Physical traces can include greasy fingerprints, per-
fume, or creasing that may provide sensory cues as to the targets iden-
tity. A way to avoid possible sensory cues can include utilizing identic-
al target sets, one for sending, and one for judging.
Empathic Experimental Targets
In an empathy experiment, the target is the emotional experience

that the participant [empathist or subject] attempts to identify via in-
formation empathically acquired. In empathic cognition, the target is
the subject’s emotion or “feeling.” In empathic interaction, the target is
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the empathist’s impressed emotional experience. In empathic simula-

tion, the target is the shared emotion or “feeling.”
Profiling and Measuring Emotions
While headway has been made into the question of the number
and nature of discriminable types of emotions in the social and beha-
vioral sciences, there have been ongoing issues involving mapping ab-
stract and complex semantic fields of social/cultural emotion concepts
onto the scientific construct definitions. This mapping is essential, and
in classifying emotions “the task is not to identify common semantic
primitives, but to examine fine-grained differences, spanning all of the
components of the respective emotion processes, to grasp the specifici-
ty of the processes referenced by the respective terms” - K.R. Scherer.
While dictionary definitions and thesaurus entries may be found to
be useful by experimenters, such emotion labels have been considered
neither adequately comprehensive nor consensual to a degree that
would appropriate the scientific profiling of emotional terms. There-
fore, subjects in emotion-based experiments are often asked to evaluate
the typical eliciting and response characteristics, which would necessitate
the description of the subject’s emotional experience with an emotion
label. This evaluation method includes [1] items on the eliciting event,
[2] the type of appraisal the subject was likely to have made of the ex-
perience and its consequences, [3] the response patterns component
differentiation, [4] behavioral impact or action tendencies generated, [5]
and the associated experiences intensity and duration. The above me-
thod would we applicable to experimenters who accept the component
process model of emotion, whereby only convergent measurement by
means of assessment of all component alternations involved can pro-
vide a complete measure of an emotion.
Ideally, to measure emotion based on this model, an experimenter
would need to measure [1] continuous alternations in appraisal
processes at all levels of CNS processing [i.e. all appraisal checks in-
cluding their neural substrata], [2] response patterns generated in the
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neuroendocrine, autonomic, and somatic nervous systems, [3] motiva-

tional alterations produced by appraisal results [i.e. predominantly
action tendencies including neural signatures in respective motor
command circuits], [4] patterns of facial and vocal expression and body
movements, and [5] the nature of the subjectively experienced emotion
state of which reflects all component alterations. Because such a com-
prehensive measurement of emotion has yet to be preformed, and may
not for some time, recent advances have been made in respect to mea-
suring individual components like appraisal, physiological response
patterns, and expressive behavior.
Intuition-Based Targets - Emotion and Affect
Emotion and affect targets include experiences classified in emo-

tion types, families, affect categories and word stems, and can include
some appreciation of the identity of the person from whom, or the situ-
ation to which, the emotion relates if there is an additive intuitive fea-
ture [i.e. telepathy or clairvoyance]. Emotion and affect targets can be
categorized into various representational types. [1] Achievement emo-
tions: pride, elation, joy, and satisfaction. [2] Positive and lively: amuse-
ment, delight, elation, excitement, happiness, joy, and pleasure. [3] Car-
ing: affection, empathy [non-psychical empathy], friendliness, and love.
[4] Positive thoughts: courage, hope, pride, satisfaction, and trust. [5]
Approach emotions: relief, hope, interest, and surprise. [6] Quite positive:
calm, content, relaxed, relieved, serene. [7] Reactive: interest, and sur-
prise. [8] Antagonistic emotions: envy, disgust, contempt, and anger. [9]
Agitation: stress, shock, and tension. [10] Negative and forceful: anger,
annoyance, contempt, disgust, and irritation. [11] Resignation emotions:
sadness, fear, shame, and guilt.
[12] Negative and uncontrollable: anxiety, embarrassment, fear, hel-
plessness, powerlessness, and worry. [13] Negative thoughts: doubt,
envy, frustration, guilt, and shame. [14] Negative and passive: boredom,
despair, disappointment, hurt, and sadness. Because many emotional
targets “feel” somewhat similar, or very similar, experimenters are typ-
189
ically inclined to begin with more contrasting emotional targets such as

joy and sadness, and relief and fear. Stronger intensity emotions may
bring about higher hit rates, while weaker intensity emotions may
bring about more challenging experiments. Intensity is typically corre-
lated to the participant’s experiences, attitudes, preferences, disposi-
tions, etc. towards emotionally stimulating content [e.g. a mother may
produce a stronger intensity of grief or sadness when viewing an image
or video of a child in distress than a participant with no children or
younger siblings].
Emotional Evoking Targets - Whether the emotional information is

known, impressed, or simulated, utilizing emotionally evoking visual
targets is quite simple and very common in non-psychical emotion ex-
periments. These targets can include emotionally evoking photos
and/or videos in which will trigger an emotional response in the em-
pathist to be simulated with a subject [i.e. simulation – empathist-to-
subject], viewed by the subject and to be simulated with the empathist
[i.e. simulation – subject-to-empathist], or viewed by the subject and
“known” to the empathist [i.e. empathic cognition – subject-to-Nature-
to-empathist]. However, since an empathic impressionist does not ap-
pear to require the same current emotional experience as the emotional
experience they want to impress on a subject [e.g. an impressionist can
feel happy when impressing sadness onto a subject], these visual tar-
gets are not considered necessary for empathic impressionistic experi-
mentation aside from a means to focus intention.
In addition, the extensive use of previously utilized collections of
emotionally evoking photos and videos lowers the impact of the im-
ages, because this increases the knowledge participants have of the im-
ages. Furthermore, the limited availability of larger sets of images
representing particular themes is a concern for studies focusing on
“specific emotion thematics, and for designs that require numerous
trials from the same kind [e.g. EEG recordings].” Because of this, data-
bases have been created involving hundreds of images [e.g. the Geneva
Affective PicturE Database [GAPED]. Images utilized to evoke negative
190
emotions can include: spiders, snakes, and scenes that evoke emotions
in relation to the violation of moral and legal standards [e.g. human or
animal rights violations]. Images utilized to evoke positive emotions
can include: human and animal babies, and pleasant nature scenes,
with neutral images consisting of mainly inanimate objects. Images
utilized in emotion experiments are typically rated according to va-
lence [i.e. attractiveness or aversiveness], arousal [i.e. reactivity to sti-
muli], and the correspondence of the scene with internal and external
standards [i.e. moral and legal standards].
Procedural Methods and Techniques
The experimental setting or physical conditions under which the

empathist completes a test, and procedures utilized during experi-
ments, appear to affect the success of the experiment. While various
procedural variables have been studied [e.g. rate of response, spontane-
ity of response, lighting levels, background music, and reward or pu-
nishment], the procedural feature that has possibly received the most
attention is the experients state of mind during testing, more specifical-
ly, the experients state of consciousness. Popular states of conscious-
ness include hypnosis, sensory [perceptual] deprivation via the ganzfeld
simulation, meditation, progressive relaxation, hypnagogic states,
dreaming, and drug intoxication. Except perhaps the latter, there has
been substantial evidence to support these states of consciousness as
psi conducive.
Forced Choice Methods
Emotion Wheels - As aforementioned in the previous chapter, an emo-

tion wheel, is a diagrammatical instrument utilized in forced-choice
emotional experience self-reporting experiments. The Geneva Emotion
Wheel is a theoretically derived and empirically tested instrument de-
signed to measure ones emotional experiences as accurately as possi-
ble. In regards to this particular emotion wheel, 20 different emotion
191
families are included for one to classify their emotional experience via
an arrangement of emotional families in a circular manner. The step-
by-step self-reporting process of the GEW is as follows: [1] identify an
approximation of the emotion experienced, [2] select the emotion fami-
ly that appears to correlate the most to the type of emotion expe-
rienced, [3] determine the intensity of the experienced emotion, [4] if no
emotion was felt, select the upper half circle in the center of the wheel,
or if another emotion was felt that is very different then the emotions
and affective phenomena listed on the wheel, select the upper half cir-
cle in the center of the wheel. See previous chapter for image.
Emotion Appraisal Questionnaires - The following questions, involv-

ing representative items for a grid to profile the semantic fields of dif-
ferent affect labels, was adapted from the Geneva Appraisal Question-
naire [GAQ]. It’s function is to evaluate the results of an individual's
appraisal process in the case of a specific emotional experience as much
as is possible through recall and verbal account. This instrument in-
cludes questions that draw from the appraisal criterion suggested by
the emotion component model. The first set of questions pertains to the
appraisal of the eliciting event, and is designated by the letter E: [1] How
suddenly and abruptly did E occur? [2] How familiar was the person
with E? [3] How probable is the occurrence of E in general? [4] How
pleasant is E in general, independently of the current situation? [5]
How unpleasant is E in general, independently of the current situation?
[6] How important/relevant is E to the person’s current goals or needs?
[7] How likely is it that E was mostly caused by chance or natural caus-
es? [8] How likely is it that E was mostly caused by the person’s own
behavior? [9] How likely is it that E was mostly caused by someone
else’s behavior? [10] If E is caused by a behavior, how likely is it that E
was caused intentionally?
[11] Are the potential consequences of E clearly envisaged and may
they occur in the near future? [12] How different is E from what the
person expected at this moment? [13] How likely will the consequences
of E bring positive, desirable outcomes to the person [i.e. helping the
192
person to achieve a goal]? [14] How likely will the consequences of E

bring negative undesirable outcomes to the person [i.e. preventing the
person from achieving a goal]? [15] Did E require the person to react
immediately [i.e. urgently]? [16] Would the consequences of E be in-
eluctable or still be avoidable and modifiable? [17] Could the conse-
quences of E still be avoided or modified to the person’s advantage [i.e.
through his/her own power or helped by others]? [18] Would the per-
son be able to live with, and adjust to, the consequences of E? [19] How
likely is it that E would not be consistent with the person’s image of
him-herself? [20] How likely is it that E violated laws or social norms?
In addition, for psychical empathic experimentation, one may add [21]
How likely is it that E was mostly caused by psychical empathic
processes rather than other non-psychical processes [e.g. emotion con-
tagion]? This additive question could be addressed by assessing the
proper elimination of sensory cues, as emotion contagion requires so-
cial influence processes.
The second set of questions pertains to assessing the occurrence of
physiological symptoms and include: feeling cold shivers [neck or chest],
weak limbs, getting pale, lump in throat, stomach troubles, heart beat
slowing down, heart beat getting faster, muscles relaxing/restful
[whole body], muscles tensing/trembling [whole body], breathing
slowing down, breathing getting faster, feeling warm/pleasant [whole
body], perspiring/moist hands, sweating [whole body], feeling hot/puff
of heat [cheeks, chest], blushing, and sweating. The third set of ques-
tions pertains to assessing the occurrence of motor expression and in-
clude: smiling, mouth opening, mouth closing, mouth tensing, frown-
ing, eyes closing, eyes opening, tears, other changes in face, voice vo-
lume increasing, voice volume decreasing, voice trembling, voice being
assertive, other changes in voice, and abrupt bodily movements.
The fourth set of questions pertains to action tendencies and in-
clude: moving attention towards E, moving attention away from E, in-
formation search, attention self-centered, attention directed towards
others, physically moving towards E, physically moving away from E,
moving towards people or things, withdrawing from people or things,
193
moving against people or things, other changes in gesture, silence,

short utterance, long utterance, speech melody change, speech distur-
bance, and speech tempo change. The fifth and final set of questions
pertains to emotions/feelings and include: intensity, duration, valence,
arousal, and tension.
Free Response Methods
Affect Label Coders - For the free response measurement of emotional

feeling, the Geneva Affect Label Coder [GALC] is an alternative to the
sorting of free responses into more limited emotion categories, which
utilizes notions of family resemblances and synonyms. The GALC is
based on 36 affective categories frequently distinguished by words in
natural languages. The instrument involves an extensive list of seman-
tic categories of which index various types of affect-related experiences
encompassing emotions, moods, and various additional types of mo-
mentary affect states. The categories were selected based on both em-
pirical evidence, published surveys involving emotion terminology in
various languages, and empirical research or theoretical discussion on
particular differentiable states. Selected category descriptors are as-
sumed to denote a central meaning of an indistinct category, which is
implied by a lager set of established words or popular expressions [e.g.
metaphors]. “The underlying assumption of the current approach is
that the occurrence in verbal reports of any label or expression consi-
dered as being part of the family of affective states [denoted by an
overarching category label] can be taken as evidence for the presence of
a feeling state that is closely associated with the fuzzy category identi-
fied by the central concept.” Variations of the GALC have been created
in English, French, and German. Categories are represented by the first
term in the row, followed by a number of roots for adjectives or nouns
denoting a related state. The table is based on a GALC Excel macro
program that attempts to recognize 36 affective categories.
Geneva Affect Label Coder [GALC]
Admiration/Awe admir*, ador*, awe*, dazed, dazzl*, enrapt*, enthrall*,

fascina*, marveli*, rapt*, reveren*, spellbound, wonder*,
194
worship*
Amusement amus*, fun*, humor*, laugh*, play*, rollick*, smil*
Anger anger, angr*, cross*, enrag*, furious, fury, incens*, infu-

riat*, irate, ire*, mad*, rag*, resent*, temper , wrath*,
wrought*
Anxiety anguish*, anxi*, apprehens*, diffiden*, jitter*, nervous*,
trepida*, wari*, wary, worried*, worry*
Being touched affect*, mov*, touch*
Boredom bor*, ennui, indifferen*, languor*, tedi*, wear*
Compassion commiser*, compass*, empath*, pit*
Contempt contempt*, denigr*, deprec*, deris*, despi*, disdain*,

scorn*
Contentment comfortabl*, content*, satisf*
Desperation deject*, desolat*, despair*, desperat*, despond*, discon-

solat*, hopeless*, inconsol*
Disappointment comedown, disappoint*, discontent*, disenchant*, dis-
gruntl*, disillusion*, frustrat*, jilt*, letdown, resign*,
sour*,
thwart*
Disgust abhor*, avers*, detest*, disgust*, dislik*, disrelish, dis-
tast*, loath*, nause*, queas*, repugn*, repuls*, revolt*,
sicken*
Dissatisfaction dissatisf*, unhapp*
Envy envious*, envy*
Fear afraid*, aghast*, alarm*, dread*, fear*, fright*, horr*,

panic*, scare*, terror*
Feeling love, affection*, fond*, love*, friend*, tender*
Gratitude grat*, thank*
Guilt blame*, contriti*, guilt*, remorse*, repent*
Happiness cheer*, bliss*, delect*, delight*, enchant*, enjoy*, felicit*,

happ*, merr*
195
Hatred acrimon*, hat*, rancor*
Hope buoyan*, confident*, faith*, hop*, optim*
Humility devout*, humility
Interest/Enthusiasm absor*, alert, animat*, ardor*, attenti*, curi*, eager*,

enrapt*, engross*, enthusias*, ferv*, interes*, zeal*
Irritation annoy*, exasperat*, grump*, indign*, irrita*, sullen*,
vex*
Jealousy covetous*, jealous*
Joy ecstat*, elat*, euphor*, exalt*, exhilar*, exult*, flush*,

glee*, joy*, jubil*, overjoyed, ravish*, rejoic*
Longing crav*, daydream*, desir*, fanta*, hanker*, hark*, home-
sick*, long*, nostalg*, pin*, regret*, wish*, wistf*, yearn*
Lust carnal, lust*, climax, ecsta*, orgas*, sensu*, sexual*
Pleasure/Enjoyment enjoy*, delight*, glow*, pleas*, thrill*, zest*
Pride pride*, proud*
Relaxation/Serenity ease*, calm*, carefree, casual, detach*, dispassion*,

equanim*, eventemper*, laid-back, peace*, placid*,
poise*,
relax*, seren*, tranquil*, unruffl*
Relief relie*
Sadness chagrin*, deject*, dole*, gloom*, glum*, grie*, hopeles*,

melancho*, mourn*, sad*, sorrow*, tear*, weep*
Shame abash*, asham*, crush*, disgrace*, embarras*, humili*,
shame*
Surprise amaze*, astonish*, dumbfound*, startl*, stunn*, sur-
pris*, aback, thunderstruck, wonder*
Tension/Stress activ*, agit*, discomfort*, distress*, strain*, stress*,
tense*
Positive agree*, excellent, fair, fine, good, nice, positiv*
Negative bad, disagree*, lousy, negativ*, unpleas*
196
Joint Meditation
Joint meditation is a form of meditation in which two participants at-

tempt to meditate in the same room. This method in regards to psi test-
ing is typically utilized before an experiment as a means to “entangle”
participants for later experiments. However, joint meditation can also
be utilized as a form of experiment, but experimental evidence is not
supportable in this type of experiment due to the high probability of
sensory cues. Because of this, this latter type of experiment should be
utilized solely for self-evidence of empathic phenomena. Popular tech-
niques for joint meditation involve listening to the same music [e.g.
rhythmic music], or through synchronized breathing, etc.
Synchronized Breathing - Synchronized breathing can involve two or

more participants simultaneously utilizing one of various forms of con-
scious alteration of breathing [e.g. altering the length or depth of
breath], and can be utilized to attain alternate states of consciousness
[i.e. meditative states]. Sustained practice of one or more techniques
can result in “spiritual” and psychological benefits and can increase the
effectiveness of experiments. Mindfulness of breathing or “conscious
breathing” is another form of utilizing breath to attain alternate states
of consciousness. In this case, the participants simply observe each oth-
er’s natural rhythmic breathing until they synchronize, which can re-
sult in trance induction. During yoga practice, or even during tai chi or
qigong practice, the conscious use of breath can lead to altered states of
consciousness.
Synchronized Chanting - Synchronized chanting can involve two or

more participants simultaneously and rhythmically speaking or sing-
ing words or sounds typically involving one or two pitches termed re-
citing tones. Chants can range from a simple melody involving a limited
set of notes to highly complex musical structures of which often in-
clude a considerable amount of repetition of musical sub-phrases.
Chanting includes mantras, which are sounds [e.g. “ahhhh” or
197
“ummm” sounds], syllables [e.g. om or aum], words, or phases [e.g. “I

am calm,” “I am relaxed,” “I am entranced,” or “I am letting go”], that
are considered capable of creating transformation, and when utilized
simultaneously, the synchronization and possibly the entanglement of
two or more subjects. A mantra sound, word, or phrase is typically ef-
fortlessly utilized in silent repetition, as a thought, or “hummed” or
spoken aloud quietly, and are considered “vehicles” in which allows
the individual to enter into a calm and relaxed state or a trance state. In
regards to empathic joint mediation experiments, participants should
be encouraged to speak mantras aloud, but quietly, and in rhythm with
other participants.
Rhythmic Music - Rhythmic music can involve two or more participants

simultaneously listening to trance music [i.e. a genre of music characte-
rized by repeating melodic sounds], or via listening to water such as
dripping water from a water fountain, or the sounds of rainfall, ocean
waves, waterfalls, or babbling brooks on CD. Induction can also be
achieved by two or more participants simultaneously listening to white
noise via either a prerecording or a white noise machine, or simple and
repetitive drumming. Today, drumming sources can involve prere-
corded drumming sounds on CD as opposed to more elaborate settings
such as a drumming circle, or drumming ceremony, which have been
and continue to be popular in many cultures and religions as a means
to induce trance states for spiritual journeys where the individual uti-
lizes the steady beat as a “lifeline” to find their way back to an awa-
kened conscious state [i.e. terminate trance induction]. In any case, it is
the focus on repetitive sounds that results in rhythmic trance induction,
and the rhythmic or seemingly “all-encompassing” sounds of water,
white noise, etc. that allows one to relax and let their minds and bodies
synchronize.
Brainwave Entrainment - Brainwave entrainment includes any practice

that aims to cause brainwave frequencies to fall into step with a period-
ic stimulus having a frequency corresponding to the intended brain-
198
state. This is typically attempted via the utilization of specialized com-

puter software to create recordings that are then listened to with or
without headphones. In regards to empathic joint meditation experi-
mentation, two or more subjects are simultaneously entrained.
Dual Emotionally Evoking Visual Testing - For this experiment, the

empathist will be required to collaborate with a close friend or relative.
Both the partner and the empathist should situate themselves in a me-
ditatively conducive atmosphere and sit back-to-back or face-to-face.
Neither participant should be further than two feet from the other. In
regards to empathic simulation, participant [a] will view an emotional-
ly evoking image [e.g. photo] and record the emotion they [a] are feel-
ing while the participant [b] will attempt to identify the emotion they
[b] are feeling and record the emotion. It should be mentioned, that
while the emotional experience simulated between participants should
be seemingly identical, the same image might evoke different emotions
in each participant due to association. In other words, if participant [a]
views an image of a snake they may feel fear, while if participant [b]
views an images of a snake, they may feel a sense of surprise. In re-
gards to empathic interaction, the empathist will view an emotionally
evoking image, record their emotions, attempt to impress the emotion
on to the subject, followed by the subject identifying the emotion im-
pressed and recording the emotion felt. In regards to empathic cogni-
tion, the subject will view an emotionally evoking image and record
their emotions, while the empathist attempts to know the emotion felt
by the subject, and record the emotion known. Several images and runs
should apply to this experiment [e.g. 10-15], and records should be
compared post run, or after the experiment has concluded. Partici-
pants should determine pre-experiment if the experiment is to be
forced-choice or free-response.
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Sensory Deprivation
Sensory deprivation is defined as the deliberate reduction or removal

of stimuli from one or more of the senses. Devices utilized for visual
and auditory deprivation include blindfolds, noise-canceling head-
phones, headphones through which white or pink noise is played,
white noise machines, fans, etc. Short-terms sessions of sensory depri-
vation are typically relaxing, psi-conducive, and conducive to medita-
tion. On the other hand, extended sensory deprivation can result in
anxiety, hallucinations, and depression. In healthy individuals, short-
term sensory deprivation can also result in visual hallucinations such
as seeing faces or objects that are not physically present. It can also re-
sult in other senses, such as smell, being heightened as more attention
is placed on remaining senses the individual is not deprived of. Hallu-
cinations are caused by the brain misidentifying the source of what is
currently being experienced, which is called faulty source monitoring.
In visual sensory deprivation techniques involving the eyes of the
subject to be closed, or the subject to be in a darkened room, hallucina-
tions can occur called closed-eye hallucinations. These types of hallucina-
tion are a form of phosphene, which is an entoptic phenomenon cha-
racterized by seeing light void of light actually being absorbed by the
eye. In general, such hallucinations resulting from sensory deprivation
are assumed meaningless, as the deprivation of patterned sensory in-
put is assumed conducive to inwardly generated impressions only.
However, while the origin of psi information may be external, the
processing of psi information is internal. Because of this, sensory de-
privation is assumed psi conducive in that the mind attempts to gener-
ate hallucinations in-mind as a means to describe psi information [e.g.
generate internal emotional experiences based on externally received
emotional information]. Such hallucinations brought on by sensory
deprivation act as road map [i.e. a level-by-level guide to altered states
of consciousness] for empathists utilizing sensory deprivation as a pro-
cedural method to lessen external stimuli, which allows the empathist
better focus on incoming and outgoing emotional experiences.
200
There are five recognized levels of closed-eye hallucinations that

can be achieved via meditative relaxation and trance induction tech-
niques. Some experients may find themselves limited to lower levels,
but the majority can ascend levels via effort and time.
Level 1: Visual Noise - The first level of hallucinations is the most basic
form, which is termed visual noise, and is described as a form of percep-
tion that can be immediately experienced in normal waking conscious-
ness. It involves a seemingly random noise of pointillistic light/dark
regions [dots] void of apparent shape or order. Such regions can be
viewed when the experients eyes are closed and the experient is view-
ing the back of their eyelids. In addition, in a bright room, a dark red
can be visually perceived, resulting from a small amount of light pene-
trating the eyelids and taking on the color the blood within them. In
either case, the darkness/red is not flat and unchanging, but rather, if
the experient focuses on the area for several minutes, disorganized mo-
tions become apparent. These motions appear as a random field of
lightness/darkness that is superimposed over the blackness/redness of
the experients closed eyelids. When visually perceived via the con-
scious intent to do so, the superimposed visual noise does not obscure
physical vision, in fact the experient may not even be aware that their
visual field is highly patterned, complex, and in motion. However, re-
ports suggest some individuals may see visual noise more strongly
than others may. In addition, in regards to experients with sensory sen-
sitivities, sleep disorders, or migraines, this phenomenon may be
somewhat intrusive to their visual experiences and this intrusiveness
may be increased during mediation or mild trance states, and de-
creased post-meditation or trance.
Level 2: Light/Dark Flashes - The second level of hallucinations in-

volves visual light/dark flashes through which can be somewhat con-
trolled via mental exertion. However, this form of hallucination typi-
cally requires relaxation and concentration. When the experient is re-
laxed, it is possible for the experient to cause a region of intense black-
201
ness, bright whiteness, or even perhaps colors such as yellow, green, or

pink to appear within the visual noise. Such noise can span the whole
region of the experients visual field, but appear fleeting in nature.
Level 3: Colorful Visuals and Hypnagogic Hallucinations - The third

level of hallucinations involves colorful visuals. Such visuals appear dur-
ing deep concentration or meditative states held for long periods.
These patterns can also appear when an experient lies down for the
evening and closes their eyes. These visuals are initiated prior to sleep
and are described as complex motions of patterns that are directly visi-
ble void of great effort, and are termed hypnagogic hallucinations. These
patterns are described as fractal-like, geometric, zigzags, chevrons,
dots, flecks, grids, swirling vortexes, and U-shapes. As with visual
noise, visual perceptive increases and decreases may result from preex-
isting medical conditions or via meditation or mild trance.
Level 4: Objects and Environments - The fourth level of hallucinations

requires a deep state of meditation. At this level, thoughts will visually
manifest as objects or environments. This level is the ideal level to be ob-
tained by participants in a sensory deprivation-based experimental se-
tup. When this level is achieved, the once visual noise will appear to
calm and disperse, whereby leaving behind an intense, flat, ordered,
blackness. The visual field will become an active space, and the expe-
rient may feel motion when their eyes are closed. The opening of the
eyes will return the experient back to the physical world, but the expe-
rient will still see the object field superimposed over their physical vi-
sion. In this state, the experient may appear to see physical objects in
which are not actually physically present. It is in this state that many
experients of ESP phenomena find themselves throughout the day to
day [e.g. mediums, clairvoyants].
Level 5: Overriding of Physical Perception - The fifth level of halluci-

nations involves a point where the experient will be perceived by the
outside world as unconscious or “insane.” At this level, the experients
202
internal perceptions and think-it/feel-it perceptions become stronger

than those of their physical perceptions. These perceptions will com-
pletely dominate and replace open-eye physical perceptions. This over-
riding of physical perception state can be particularly dangerous if not
achieved in a safe setting conducted by professionals trained to deal
with individuals in such a trance state. This radical transformation of
imagery can situate the experient as though they are within the expe-
rience, and are typically physically paralyzed during the experience.
Such a state can lead the experient towards losing their grip on reality
and result in severely emotional content. Such states have been re-
ported by experients of telepathy and clairvoyance where the mind of
the telepathist or clairvoyant appears dominated by information psych-
ically received. This state has also been identified in correlation to sha-
manic shape-shifting, where physical perception is overridden in such
a way that the shaman believes they have transformed into an animal.
Ganzfeld Simulation Experiment - The Ganzfeld experimental setup

is based on the Ganzfeld effect. The Ganzfeld effect is a phenomenon of
visual perception caused by an experient staring at an undifferentiated
and uniform field of color such as black in a darkened room, red with
the eyes closed in a bright room, or white in an outdoor area complexly
blanketed with snow. The effect is described as the loss of vision as the
experients brain cuts off the unchanging signal from the eyes. The re-
sult, “seeing black,” of which the experient may think he or she has
gone blind. This effect is canceled, and vision is returned, when the
experient is removed from the darkened room, opens their eyes, or
comes across an object of another color. This effect can result in hallu-
cinations and altered states of mind, therefore this effect has be utilized
in parapsychological experiments as it has been found for many years
to be psi-conducive. The Ganzfeld experimental setup uses homogene-
ous and non-patterned sensory stimulation to produce an effect similar
to sensory deprivation. Such experiments have yielded significant em-
pirical evidence of extrasensory perception, in fact, the strongest quan-
tifiable evidence for telepathy to date.
203
Under the Ganzfeld procedure, structured visual stimulation is ex-

cluded by placing halves of ping-pong balls over the closed eyes of the
receiver. Once placed, a soft red light is directed at the halved ping-
pong balls. In addition, structured auditory stimulation is excluded via
the presentation of electronic noise [e.g. soft and continual radio static]
through a pair of headphones. The receiver lies on a mattress or in a
reclining chair to become habituated in addition to a uniform level of
tactile and proprioceptive stimulation. After a half hour has passed, the
test should be commenced [e.g. the empathic simulator in one room
should attempt to simulate their emotional experience onto a subject in
another room, and the subject should voice their impressions]. Based
on my correlations between light and different forms of empathy, ex-
periments involving empathic cognitives may be more successful when
utilizing soft green light verses red, and experiments involving em-
pathic simulators may be more successful when utilizing a soft blue
light. In regards to empathic impressionists, blue is the ideal color of
light for this type of experiment, but some experients may find more
success with purple [simulation] or red [impression] light if there is an
element of telepathy involved.
Peripheral Physiological and EEG Experiment
Emotion assessment is a rapidly emerging research field. The fol-

lowing experiment involves assessing emotion from physiological sig-
nals via pattern recognition and classification techniques. Reliable emo-
tion assessments are based on the preferred usage of spontaneous reac-
tions provided by physiological signals. Physiological signals can be
separated into two categories: [1] signals originating from the peri-
pheral nervous system [e.g. heart rate, electromyogram or EMG, gal-
vanic skin resistance or GSR], and those coming from the central nerv-
ous system [e.g. electroencephalograms or EEG]. The ideal approach
for eliciting emotions in this type of experiment is to present one of var-
ious stimuli to a participant such as images, sounds, videos, or even
video games. In this type of experiment, subsets of images are typically
204
utilized from the International Affective Picture System [IAPs], which

contains hundreds of emotionally evocative pictures. IAPs offers a
complete standardized set of stimuli for the experimental investigation
of emotional processes.
The set has been examined with a discrete wavelet transform as a
means to emphasize relations between the energy in various spatial
frequencies and the emotional features in regards to the pictures. Im-
ages should be extensively evaluated by participants, providing va-
lence/arousal values and ensemble means and variances. It should be
mentioned that feelings induced by an image on a particular partici-
pant could differ from anticipated feelings, which is “likely due to dif-
ference in past experience.” Experimental devices utilized in such ex-
periments include EEG’s with 64 electrodes [+ 2 for reference], a GSR
sensor, a plethysmograph [to evaluate blood pressure], a respiration
belt [to evaluate abdominal and thoracic movements], a temperature
sensor, and signals are typically sampled at a 1024 Hz rate. Experimen-
tal procedures involve the participant being equipped with the afore-
mentioned sensors while sitting in front of a computer screen in an
empty room relatively unaffected by electromagnetic noise.
Typically a dark screen is displayed to the participant for 3 seconds
with the function to allow the participants to “rest and prepare” for the
next image. Then a white cross is typically drawn on the center of the
screen for a randomized duration of 2 to 4 seconds in order to attract
the attention and focus of the participant and to avoid “accustoming.”
At this time, an IAPs image is typically displayed for 6 seconds while
simultaneously, a trigger is sent for synchronization. Lastly, the partic-
ipant is asked to self-assess the valence and the arousal of the emotion
elicited by utilizing an emotion self-assessment instrument or tool. EEG
signals are first preprocessed by bandpass filtering to prevent frequen-
cies in the 4-45Hz range. This allows the experimenter the ability to
remove power line noise as well as to preserve the 6 EEG frequency
bands chosen due to “a correlation between arousal elicited by IAPS
images, and responses in those frequency bands at particular electrodes
locations.”
205
EEG Feature Location Area Frequency Band
1 [PT;P;O] θ1 [4-6Hz]
2 [PT;P;O] θ2 [6-8Hz]
3 [PT;P;O] γ [30-45Hz]
4 [AT;F] α2 [10-12Hz]
5 [AT;F;C] β1 [12-18Hz]
6 [C;PT;P;O] β3 [22-30Hz]
EEG electrodes and corresponding bands
The determination of the participant's arousal from the extracted

physiological signals is typically accomplished by classification.
Classes obtained from these signals, which correspond to various de-
grees of arousal, are then compared with ground-truth classes con-
structed either based on the IAPS arousal judgment, or the participant's
self-assessment.
206
QUESTIONS
1. Psychotherapy [i.e. personal counseling with a psychotherap-
ist] is an intentional interpersonal relationship [i.e. association]
utilized by trained psychotherapists to aid a client or patient in
problems of living. T/F
2. The ego is described as unorganized, unconscious, and operat-
ing solely on the “pleasure principle.” T/F
3. Transference in psychoanalytical terminology is defined as an
unconscious redirection of feelings from one participant to
another in a psychical sense. T/F
4. Which is not a classical psychoanalytic technique?
a. Transference
b. Instructions
c. Exploration
d. Clarification
5. Behavior therapy is based on the idea that all things that organ-
isms do, including acting, thinking, and feeling, can and
should be considered as behavior. T/F
6. Behavioral therapies are empirical, but not relational. T/F
7. Hypnotherapy is a form of therapy in which is undertaken
with a subject in hypnosis. T/F
8. Many cognitive and behavioral therapies were originally influ-
enced by older hypnotherapy techniques. T/F
9. Repetition is a technique founded on the knowledge that the
more an idea is repeated, the more likely it is accepted and
acted upon by the client or patient. T/F
10. Group psychotherapy is an ideal therapeutic application for all
types of empathists because they primarily work at the collec-
tive level. T/F
207
11. Group psychotherapy applies to any form of psychotherapy

delivered in a group format. T/F
12. Through a therapist’s interpretations, group members can ex-
pand their understanding of the impact of childhood expe-
riences on their personality. T/F
13. As herd animals, human beings have an instinctive need to be-
long to groups, and from belonging, personal development can
take place in an interpersonal context. T/F
14. Existential factors involve learning that one has to take respon-
sibility for one’s own life including the consequences of one’s
own decisions. T/F
15. Regardless of the factor, a skilled empathic simulator can assist
via psychically sharing emotional information to help group
members achieve goals. T/F
16. Today, the only general defense against the parapsychological
experimenter effect is for experimenters to conduct replications
of one and others experiments. T/F
17. A decline effect is defined as the tendency of scores in a psi test
to vary systematically according to the location of the trial on
the record sheet. T/F
18. The differential effect involves the utilization of two contrast-
ing conditions in an experiment in which may result in differ-
ent levels of performance under the two conditions, typically
with psi hitting in one and psi missing in the other. T/F
19. Displacement involves a form of ESP where the experient con-
sistently obtains information pertaining to a target that is one
or more removed, spatially or temporally, from the actual tar-
get designed for that particular trial. T/F
20. It is disadvantageous for the experient to utilize the experimen-
tal process as an opportunity to learn about their ability via the
provision of immediate feedback. T/F
21. Biologically speaking, empathic enhancement appears to have
its limits, as does any other human ability. T/F
208
22. Qualitative researchers investigate into the why and how of

psi, rather than just the what, where, and when of psi. T/F
23. A free-response experiment is any ESP experiment in which a
receiver is required to make a response that is limited to a
range of possibilities [e.g. a specific target] known in advance.
T/F
24. While dictionary definitions and thesaurus entries may be
found to be useful by experimenters, such emotion labels have
been considered neither adequately comprehensive nor con-
sensual to a degree that would appropriate the scientific profil-
ing of emotional terms. T/F
25. Emotion and affect targets include experiences classified in
emotion types, families, affect categories and word stems, and
can include some appreciation of the identity of the person
from whom, or the situation to which, the emotion relates if
there is an additive intuitive feature [i.e. telepathy or clair-
voyance]. T/F
26. The extensive use of previously utilized collections of emotion-
ally evoking photos and videos increases the impact of the im-
ages, because this has no effect on the knowledge participants
have of the images. T/F
27. Sensory deprivation is defined as the deliberate reduction or
removal of stimuli from one or more of the senses. T/F
28. Extended sensory deprivation is relaxing, psi-conducive, and
conducive to meditation. T/F
29. While the origin of psi information may be external, the
processing of psi information is internal. T/F
30. Reliable emotion assessments are based on the preferred usage
of induced reactions provided by physiological signals. T/F
209
7
PSYCHICAL PROFILING
Psychical, Psychological, and
Physiological Health Characteristics
Proof-Orientated vs. Process-Orientated
To date, parapsychologists significantly focus on publishing results

to prove the existence of psychical phenomena [proof-orientated], ra-
ther than focus on publishing results suggesting the nature of psychical
phenomena [process-orientated]. Because of this, little functional in-
formation is available to experients of psychical phenomena. This is of
course a rational direction since the nature of psychical phenomena
cannot be proven due to a lack of testability. Many seemingly valid
hypotheses can turn out to be wrong, so this leaves experimenters rea-
sonably cautious in publishing such data, and on the occasion they do,
the information is typically ambiguous or overly simplified compared
to their overall findings. Profiling the nature of psychical phenomena
and sub-forms of these phenomena can increase the amount functional
data available to experients and can reduce the increasing issue with
data overload.
While meta-analysis is an essential tool for providing proof of
psychical phenomena via analyzing the outcomes of collections of ex-
periments, meta-analysis is also an essential tool for profiling the na-
ture of psychical phenomena. Meta-analysis involves the ability to dis-
criminate information from noise, whereby detecting coordinated data
that is useful.
210
Chapter 7: Psychical Profiling
Psychological Profiling
Do not get me wrong, there has been a considerable amount of

empirical interest in determining personality and ESP correlations.
Empirical personality testing typically involves testing introversive
verses extroversive traits. Individuals with extroversive traits tend to
be gregarious, assertive, and interested in seeking out excitement. They
typically think aloud and have difficulty solving problems in their
head. In contrast, individuals with introversive traits are typically more
reserved, less outgoing, and less sociable [or reclusive]. They are not
necessarily loners, but they do tend to have a smaller circle of friends.
Introversion/extroversion tests are typically dependant on the perso-
nality theory developed by psychiatrist and influential thinker Carl
Jung, known today as the Myers-Briggs Type Indicator [MBTI]. This
form of empirical extrasensory perception [ESP] and psychokinesis
[PK] testing proposes that:
“ESP performance and extroversion have a positive relationship, as extra-

verts typically yield higher ESP scores than introverts.” - H. Irwin, An In-
troduction to Parapsychology
While this result also appears in my research, I have found that in

the case of some forms of ESP and PK, mild introversive traits can im-
prove performance [e.g. in experients of empathic simulation], but only
when tested in an environment the experient considers “comfortable”
and “safe,” and only when one experimenter is involved. I have also
found that if the mild introversive nature of the experient increases
from this point, their performance quality equally decreases. This also
applies to extraverts; if extraversion decreases in experients with forms
of ESP or PK that rely on extroversive traits, a decrease in extraversion
results in an equal reduction of performance quality.
Other types of tests include the Defense Mechanism Test [DMT],
which is a perceptual personality test that assesses the interaction be-
tween an individual’s awareness of stress and his or her psychological
211
defense. It also addresses how this may influence his or her ability to
perceive reality in critical situations. This form of empirical testing
proposes that:
“ESP performance correlates negatively with neuroticism; that is, neurotic

subjects tend to score at chance or below the mean chance expectation
[MCE], whereas stable and well-adjusted people yielded above-chance
ESP scores.” - H. Irwin, An Introduction to Parapsychology
Neuroticism is a fundamental personality trait that involves a con-

tinuing tendency to experience negative emotional states. Individuals
who score high on the DMT are more likely than the average individu-
al to experience such feelings as anxiety, anger, guilt, and depressed
mood. They characteristically respond poorly to environmental stres-
sors, are easily threatened, and fixate on, and describe, minor frustra-
tions as being hopelessly difficult. Such findings could suggest that if a
person with high levels of anxiety or marked reliance on defense me-
chanisms scored at chance, and later address and work through their
anxieties [e.g. through behavioral therapy] the person may then score
at above chance during ESP or PK testing. This has proven true in my
research; that individuals with acute or chronic mental illness report
and exhibit increases in psychical performance quality after they have
been successfully treated for the condition. Personality testing typically
stops with these two types of tests, leaving generalized results that are
of little to no functional use to experients. What experients know from
these types of testing is that [a] Relaxation is psi-conducive, and [b]
Positive, carefree moods are more psi-conducive than drifting and an-
xious moods.
However, my personality profiling assessment targets more specif-
ic traits and interests [e.g. mentation, creativity, feelings, values, dispo-
sition, and non-psi associated beliefs]. In my personality profiling as-
sessment, I use 8 groups of questions, with each group containing 10
questions, for a total of 80 questions. This assessment was constructed
over the course of many years through mete-analysis involving my
212
case collections that occurred from 1998 to 2008. This first collection
was small, but the results were staggering. To verify any level of validi-
ty I could in regards to these findings, I began an online study, hoping
that I could later present a substantially larger collection with the same
results. The study included over 5,000 individuals from all over the
world, of various ethnic and cultural backgrounds, of many faiths, va-
ried belief in psi phenomena, male and female, and of various ages.
Each subject answered all 80 questions and then was offered the
option to rate the assessment on the accuracy of the result [note: the
option to vote for accuracy was optional, in that some individuals
chose not to vote]. With a substantially large subject base of over 5,000,
the result was again staggering [95% reported accuracy]. This suggests
that when considering subjects who did not even believe in psi phe-
nomena, many still found some level of association with their result,
and that everyone else felt their result fit them immensely. Considering
the amount of subjects compared to the ratings from those subjects, I
am reasonably left to believe that this personality assessment accurate-
ly indicates that certain psychical phenomena are indeed driven by
particular personality traits and interests [psychic-mind correlations].
Knowing that individuals who believe “we are all psychic to some ex-
tent” can take this assessment and be pointed in a practical and non-
ambiguous direction is sincerely moving to me.
My form of psychical profiling consists of analyzing the various
characteristics possessed by experients of specific psychical phenome-
na. These characteristics have been organized into 8 profiles. Therefore,
each profile consists of an array of characteristics and attributes invari-
ably exhibited by select types of experients. My research has shown
that experients in which match their profiles 90-100% report high-
quality performance values. My research also shows that a deviation
from their profile reduces performance quality in phenomena asso-
ciated with that profile. However, these decreases always appear to
balance out with increased performance quality in phenomena asso-
ciated with their profiles opposite or next in line on the scale of percen-
tages. Each of the 8 profiles has a counter profile [e.g. red is opposite of
213
blue]. If the experient leans towards two profiles simultaneously, then

their performance values will be at chance or slightly above chance for
cross-associated phenomena [phenomena common among more than
one profile]. It is also possible for an experient to deviate from one pro-
file to another profile that is not considered an opposite. Such devia-
tions are characteristic of major lifestyle changes, typically associated
with a traumatic event.
This common deviation appears to be one several reasons for expe-
rient reports involving a “lost gift.” It appears that if an experient of
one profile deviates entirely to another profile, the phenomena that are
not common in both profiles will be lost unless the experient again con-
forms to the profile associated with those phenomena. Another form of
deviation responsible for “lost gifts” involves psychological effects
[mental illness]. These effects not only appear to reduce performance
quality, sometimes to the point of a total cease in experiences, but also
appear to be responsible for phenomena reported as “spiraling out of
control.” This non-functionality is more commonly reported in the
sense of the latter. Overwhelming psychical phenomena exists in both
ESP and PK, and effects are typically described as bothersome, con-
cerning, alarming, or downright terrifying.
Psychological effects vary per profile, but there are many cross-
associated illnesses such as depression and anxiety. While many expe-
rients of psychical phenomena report no history of psychological ill-
ness, many times these conditions can be found in their family history.
Throughout my years of research, I have encountered many experients
that were convinced that ESP and PK are genetic. Reports typically
identify a mother, father, or grandparent that also had similar psychical
experiences as the experient. I see this as another intensity of psychic-
mind correlations. However, these conditions are more often present in
an experient ranging from periodic to frequent, and mild to severe [e.g.
slightly bothersome to debilitating]. Whether the psychological condi-
tion is the result of the psychical instability, or the psychical instability
is the result of the psychological condition is unclear, but treating the
psychological condition appears to treat the psychical instability every
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time.
While it may seem as simple as treating the condition to regain
psychical stability, it is never that simple. Typically, the condition and
the instability perpetuate each other leaving the experient with little
hope in improving their mental and psychical well-being. At such a
point, the experient may adjust their lives accordingly to the condition
and instability [e.g. become reclusive, work from home]. Even though
such changes may appear to be necessary, the experient will soon find
that their choices have exacerbated both the condition and instability
exponentially rendering the experient mentally debilitated. While treat-
ing a mildly severe condition is hard enough, treating a disability is far
more difficult. Therefore, experients should address the condition and
instability as soon as they emerge. This typically involves a psychothe-
rapy-based approach, which aims to treat the condition through tech-
niques designed to reinforce desired behaviors and eliminate unde-
sired behaviors. This type of psychotherapy is known as Behavior
Therapy. I strongly advocate psychotherapy before a psychiatric evalu-
ation, as while a course of treatment involving medication [e.g. anti-
depressant, or anti-anxiety medication, etc.] can lead to the treatment of
the condition, it can also lead to the suppression, or further exacerba-
tion of the instability.
Increased Reactivity to Psychical Stimuli Due to Anxiety
Anxiety is a psychological and physiological state characterized by

cognitive, somatic, emotional, and behavioral components. Anxiety is
common across all psychical types, but, per my research, is most com-
mon in telepathists, empathists, and clairvoyants [precognitives, post-
cognitives, remote viewers, and mediums]. These experients appear to
experience combined components in which create unpleasant feelings,
typically associated with uneasiness, apprehension, fear, or worry. Un-
pleasant feelings can often occur without identifiable triggering stimuli
as opposed to fear, which occurs in the presence of an observed threat.
Anxiety is the result of threats that are perceived to be uncontrollable
215
or unavoidable, but in higher degrees, such as agoraphobia, the onset

of these feelings can produce panic attacks, whereby shifting genera-
lized anxiety into genuine fear. Agoraphobia arises from the fear of
having a panic attack in a setting from which there is no easy escape.
Suffers who do not seek treatment typically become reclusive as a
means to escape or avoid triggering stimuli.
In experients, anxiety not only manifests itself as unpleasant feel-
ings, but also as a form of information overload either incoming, out-
going, or both. Pertaining to incoming information, the experient will
unintentionally and seemingly spontaneously extend and intensify
their incoming information “channels” to read or request large quanti-
ties of data as a means to feel secure. Subconsciously, the experient
feels that if they are able to know what others are thinking, feeling,
doing, or know the whole of the events and actions around them, they
will be able to control their individual situation. This results in the dis-
couragement of particular actions, whereby preventing occurrences in
which would otherwise instill fear, or anxiety. Unfortunately, the high-
er the level of anxiety or fear, the more extended and intensified the
“channels” become. Ranges in which information is accessed can vary
from an immediate vicinity of 1 meter, typical of telepathists and tele-
pathy-based empathists, to the radius of a few blocks, typical of clair-
voyants or clairvoyant-based empathists. However, reports suggest
that some experients feel the need to know information pertaining to
people or events at much farther distances, especially in cases where an
experient is concerned for a distant friend or relative.
Pertaining to outgoing information, the experient will unintention-
ally and seemingly spontaneously broadcast information in regards to
their thoughts, emotions, and intentions. This type of broadcasting is
typical with telepathists and empathists [group simulation] and occa-
sionally with clairvoyant simulators, but is limited in cognitive tele-
pathists and clairvoyants. This information broadcasting can result in
the suggestive impression of the experients thoughts or behaviors on
other individuals in their vicinity [telepathic impression], or shifting to
an accommodating effect in individuals or the environment, etc. The
216
most common form in which the information is broadcasted is intui-

tively; emotional or how the experient is “feeling,” whereby impress-
ing, or simulating, their stress and behavior in regards to other indi-
viduals. Slightly less common, is hallucinatory broadcasted informa-
tion in which results in presenting nearby individuals with visual and
or auditory-based information, or other types of targets, resulting in
abstract to vivid impressions of what the experient is thinking. This is
the result of the experient forcefully attempting to direct an interper-
sonal situation via the individuals involved. For these experients,
knowing the components of the situation as a means to prevent specific
occurrences is not enough; rather they feel they require a more intru-
sive method to obtain a higher level of control over the situation. This
is more indicative of the beginning stages of a social phobia than gene-
ralized anxiety disorder.
In cases of experients with anxiety disorders, the anxiety and in-
formation overload, ingoing or outgoing, are perpetually intensifying
each other. Ideally, the experient should directly target the anxiety as
an indirect means to target the information overload. One of the best
ways to do this is not medication; rather it is through individual or
group behavior therapy. Experients with any of the aforementioned
side effects of their ability should seriously consider seeking the help of
a psychologist to get started in behavior therapy.
Psychical and Myers-Briggs Personality Type Correlations
After years of collecting data, which later enabled me to structure

the personality profiles, I was still unable to correlate them with the
Myers-Briggs types. Fortunately, after several more years of collecting
data and careful analysis of the universals and differences of the perso-
nalities, I was able to achieve this. As similar to the Myers-Briggs per-
sonality types, psychical personality types are not “pure” types. This is
to say that many lean towards two to three different types more often
then they exactly fit one particular type. It should also be mentioned
that because there are no pure types, MBTI results [a single type] might
217
not reflect the result of a psychical assessment result [single type]. This
can be the result of several conflictions such as; the Myers-Briggs type
may be the second or third highest score in the psychical assessment
results, the experient is unable to consider the top three possible types
of their MBTI result as only one type is typically given, or the experient
has deviated from their MBTI result (if taken some time before the
psychical assessment).
In the probable case of the latter, I encourage experients to re-take
the MBTI [this can be done online] to see if they still score the same
result. The chance of an experient scoring a different type year to year
[sometimes even as little as day to day] is quite high, but of course, this
is not always the case. Psychological testing is not an exact science, so
any variation of psychical testing is not either. Just as one's personality
changes over time, so too does ones psychical experiences. While a spe-
cific form of psychical experiences may present itself under the same
generalized definition throughout an experients life, it can, and does,
take on different aspects and functions throughout.
Nothing is certain, and nothing remains the same in regards to
psychical phenomena. This is in part because the psychological system
and physiological system are linked to the psychical system, subjecting
psychical experience to psycho-physiological interference and fluctua-
tion. To assume psychical experiences are not subject to fluctuation
would be to assume that psychical experiences are possibly the direct
result of classical [physical or deterministic] experiences that are not
subject to time and therefore change. However, studies in parapsychol-
ogy, neurology, and quantum mechanics suggest that psychical phe-
nomena or consciousness in general, is subject to time and does exist at
the quantum level, where the only thing that is certain is uncertainty.
Because an experient leans towards one or more types rather than other
types, the experient will have a higher chance of enhancing and grow-
ing a particular form of phenomena associated with their type[s] more
so than others. While adjusting ones personality can be advantageous,
type preferences themselves are the connection between the conscious
and unconscious, leaving some preferences beyond conscious man-
218
agement. These non-pure types and option to alter personality traits

makes psychical profiling quite complex and therefore requires intri-
cate analysis per subject.
Another correlation is that the Myers-Briggs types and psychical
types have sets of opposites, equally valuable, but realized with differ-
ing preferences for different personalities. These opposites form a bi-
nary or qubit modeling of human personality. This starts with two ba-
sic attitudes, extraversion and introversion, and continues with four psy-
chological functions. In the Myers-Briggs types and psychical types,
this continues with two opponent pairs: sensing and intuition, which are
related to two ways of perceiving information, either in a direct man-
ner via the senses or in an indirect manner via the integration of large
amounts of information; thinking and feeling. In the Myers-Briggs types,
‘thinking’ and ‘feeling’ are related to two opponent ways involving
judging or perceiving information, [e.g. either by reasoning or evalua-
tion]. However, in psychical types, ‘thinking’ and ‘feeling’ are related
to three opponents [whereby deviating from qubit modeling to qutrit
modeling]: judging, perceiving, and judging/perceiving. In psychical
types, the first opponent ‘judging’ is associated with those who display
leadership features, the second opponent ‘perceiving’ is associated
with protective features, and the third opponent ‘judging/perceiving’
with advisory and advocacy features.
In both the Myers-Briggs types and psychical types, there are eight
types in all with two [MBTI] opponents P or J, and three opponents
[psychical] P, J and P/J. Both positions accept archetypes to determine
identity perceptions, and do not ignore innate predispositions of per-
sonality types. In other words, careful analysis of the universals and
differences of human personalities is considered imperative. In addi-
tion, both positions agree that people are born with an innate predispo-
sition to type, perhaps at the quantum level, and that a positive combi-
nation of nature and nurture would find ones predisposition expressed
in a healthy and advantageous manner.
219
Empathy Associated Personality Types
Personality traits for experients of empathic phenomena vary from

1 of 2 types [Typical 1 and Typical 2].
Empathy Type I – Typical 1
The first personality type [Typical 1/Blue/ISTP-J] refers to expe-

rients of empathic simulative and impressionistic phenomena. The
former type are networkers, or “senders and receivers,” which are
called Empathic Simulators, and the former are exclusively “senders,”
which are called Empathic Interactors or Impressionists.
Empathic simulators are individuals in which can share emotional
experience between them and other individuals. These types of em-
pathists are excellently skilled at “networking” group emotions, which
allow these experients to excel as natural “peacekeepers” and as highly
motivational speakers. This networking can be performed via con-
scious or subconscious intent to fulfill a need to share emotional infor-
mation. Empathic impressionists are individuals in which can send and
impress emotional experiences onto other individuals. This transmis-
sion can be performed via conscious or subconscious intent to fulfill a
need to impress emotional information. Empathic simulation is a more
common form of empathy than empathic interaction, and both types
are correlated with the psychical profiling type “Blue.”
Typical 1 experients of tele-empathy {i.e. simulation and interac-
tion] are characteristically calmed natured, typically active in avoca-
tions relating to water, and report passions in abstract concepts within
the subjects of philosophy and psychology, particularly theories re-
garding human behavior. Experients are typically knowledgeable,
wise, and are intrigued by cognitive and sociological concepts. Expe-
rients are characteristically creative, artistic, and individualistic. They
tend to thrive on compassion and are typically socially well adjusted
unless unbalanced, in which case, experients tend to exhibit acute to
chronic complications with anxiety. Experients are typically trustwor-
220
thy, loyal, confident, conservative, and tend to encourage contempla-

tion, and promote group unity. They tend to support masculine and
feminine energies in equilibrium, display exceptional mental fortitude,
sympathy, and tend to seek out professions that are nurturing and pro-
tective, particularly caring, rescue, and medical professions. They are
typically intensely concerned with the welfare of others in their imme-
diate circle of friends and family. Due to their necessity to aide others
and involve themselves in others issues, and whereby emotions, they
tend to exhibit identity issues and appear to struggle to find their place
and purpose in the world. In unbalanced experients, these psychologi-
cal traits can lead to disorders such as paranoid, antisocial, borderline,
narcissistic, avoidant, dependant, obsessive-compulsive, depressive,
passive-aggressive, or self-defeating personality disorders. Experients
often report a disposition to an array of addictions including food,
drugs, alcohol, gambling, and sex. Experients with obsessive-
compulsive tendencies report deficiencies in listening skills and tend to
be loquacious.
Experients of tele-empathy also tend to report an occasion of neces-
sity for solitude and emotional and mental retreat. In addition, they
report unjustified periods of depression and low self-esteem contrary
to periods of mania and borderline-narcissistic views. However, well-
balanced experients are excellent listeners, communicators, and are
typically mentally and spiritually orientated. Balanced experients exhi-
bit traits of psychological serenity, honesty, and are deeply feeling and
affectionate. They tend to make excellent healers in regards to psycho-
logical stress and conditions, but are either subject to or at high risk
themselves for developing an array of psychological conditions. Expe-
rients with strong listening and problem solving skills make exception-
al counselors and psychologists. In cases of unbalanced experients,
their presence can have negative implications in regards to the psycho-
logical well-being of others such as evoking depressive, anxious, and
other undesirable mood states.
221
Associated Psychological Effects - Bipolar Disorder, Anxiety Disorders

(including panic attacks and Agoraphobia), Obsessive-Compulsive
Disorder, Conduct Disorder, Attention Deficit Hyperactivity Disorder,
Depression, Low Self-Esteem, Eating Disorders, Alcoholism, Addiction
(drug, sex, gambling, food etc.), and Neuroticism.
MBTI - Introversion/Sensing/Thinking/Perceiving [ISTP]
“Tolerant and flexible, quiet observers until a problem appears, then

act quickly to find workable solutions. Analyze what makes things
work and readily get through large amounts of data to isolate the core
of practical problems. Interested in cause and effect, organize facts us-
ing logical principles, value efficiency.” - Myers & Briggs Foundation
MBTI - Introversion/Sensing/Thinking/Judging [ISTJ]
“Quiet, serious, earn success by thoroughness and dependability.

Practical, matter-of-fact, realistic, and responsible. Decide logically
what should be done and work toward it steadily, regardless of dis-
tractions. Take pleasure in making everything orderly and organized
– their work, their home, their life. Value traditions and loyalty.” -
Myers & Briggs Foundation
Empathy Type II – Typical 2
The second personality type [Typical 2/Green/ESFP-J] refers to ex-

perients of clair-empathic phenomena that is purely Nature-based.
Empathic clairvoyant cognitives are a slightly less common type of
empathy, not due to their frequency in the population, but due to the
noticeability of their ability because it can be utilized in even the most
mundane [daily] applications. This form of empathy is correlated to the
psychical profiling type “Green.”
222
Typical 2 experients of clair-empathists are highly empathic in both

the psychical and non-psychical sense, nurturing, and warm-hearted
individuals. They are sympathetic, love people, children, animals, and
nature. They are fun, energetic individuals that thrive on meeting new
people and seeing new places. They are peaceful and calm, but if unst-
able, are prone to destructive tendencies such as guilt, manipulation,
and highly selfish tendencies. They are emotionally driven in their eve-
ryday lives, and typically live in their every day, or day-to-day. If their
adventures cease due to life or occupational changes, clair-empathists
have a tendency to become uncharacteristically reclusive and apathetic.
With their remarkably strong empathic gifts, excellent communication
and people skills, and ability to read people, they can be persuasive,
influential, and motivating. These experients are highly mentally crea-
tive, and physically sensitive. They are often very traditional, religious,
and while some clair-empathists have very strict core values, they are
often based on their communities, or religion’s value system, not their
own. They are typically intense individualists, practical, and dependa-
ble. They are down-to-earth, are consistently growth-orientated, and
are often not concerned with the future but the “here-and-now.” They
are full of life and live life to the fullest, both experience wise and ma-
terialistically. They are often remarkable innate healers and some are
typically fluent in at least one form of alternative healing method.
While some clair-empathists may not enjoy the great outdoors as much
as the next, they do tend to find themselves in camping or in traveling
situations quite often. Because of this consistent need for change, see-
ing new places, meet new people, clair-empathists are often “world
travelers.” These experients enjoy new sites and experiences and when
occasionally inclined to take risks, they tend to adjust and comply with
little effort.
They vary between several diametric moods and polar opposites
such as optimism and pessimism, happiness and sadness, fear and fear-
223
lessness, and beginnings and endings all in harmonic fluidity. Their

negative behavioral attributes can consist of stubbornness, obstinacy,
selfishness, and are typically unchanging in their communal values and
lack adaptation when these values do not fit into current circums-
tances. If they feel they are in the right, there is often no middle
ground, though they do strive to understand. One will not see most
clair-empathists in serious relationships or long-tem relationships for
they come to them very rarely, or rarely stay in them for long. On the
rare occasion these experients do enter into a serious relationship, the
relationship tends to be very emotionally concentrated, where the clair-
empathist will meet all the needs of their partner and take the respon-
sibilities of the relationship very seriously. For unbalanced clair-
empathists, most of their relationships end harshly and explosively as
most things in their lives due to their quick-tempered personality and
deeply sensitive nature. In most respects, clair-empathists are difficult
to irritate due to their calm nature, but if provoked to a certain extent,
they can be very destructive and caustic.
Not all unbalanced clair-empathists are destructive, as some trade
destruction for stubbornness, and resistance to change with minute
degrees of disrespect for others and property. Well-balanced clair-
empathists are ideal in community-based, environmental, and medical
occupations, but unbalanced clair-empathists can be detrimental to
such fields. While most clair-empathists enjoy socialization, and are
popular, they rarely feel they are ever put up on a social pedestal, as
they require a great deal of praise and affirmation to feel this way.
They strive to understand human behavior and society as a whole,
however, their stubborn tendencies can lead them towards social de-
clines. If a clair-empathist is unbalanced, there can be many indicators.
Indications include harmful effects towards plant life or acute or chron-
ically ill individuals, are acting in an impulsive or irrational manner, or
are feeling increased emotional side effects of their condition. A bal-
224
ance clair-empathist on the other hand is indicative of increased

growth in plant life and individuals with illness feeling a sense of relief
or renewal around the experient, which are qualities and skills as-
sumed linked to their often innate healing ability.
Associated Psychological Effects - Depression, Bipolar Disorder, An-

xiety Disorders (including panic attacks and Agoraphobia), Conduct
Disorder, Obsessive-Compulsive Disorder.
MBTI - Extroversion/Sensing/Feeling/Perceiving [ESFP]
“Outgoing, friendly, and accepting. Exuberant lovers of life, people,

and material comforts. Enjoy working with others to make things
happen. Bring common sense and a realistic approach to their work,
and make work fun. Flexible and spontaneous, adapt readily to new
people and environments. Learn best by trying a new skill with other
people.” - Myers & Briggs Foundation
MBTI - Extroversion/Sensing/Feeling/Judging [ESFJ]
“Warmhearted, conscientious, and cooperative. Want harmony in

their environment, work with determination to establish it. Like to
work with others to complete tasks accurately and on time. Loyal, fol-
low through even in small matters. Notice what others need in their
day-by-day lives and try to provide it. Want to be appreciated for who
they are and for what they contribute.” - Myers & Briggs Foundation
Physiological Health Profiling
There have been several studies in regards to correlations between

psychical phenomena and the presence of physiological abnormalities
during psychical performance. This includes abnormalities found in
temporal lobe functions and high amounts of densities of alpha wave
225
activity [8-13 Hz] have been documented, which are associated with a
relaxed, passive state of mind. In single-subject designed experiments,
high quality performance values have been found correlated to in-
creased power in the delta [1-3 Hz] and theta [4-7 Hz] EEG bands, sug-
gesting a facilitatory effect of low cortical arousal. However, in multi-
subject designed experiments, high quality performance values have
been found correlated to alpha and beta activity [14-30 Hz], and low
quality performance values correlated to delta and theta waves. These
results may suggest that certain forms of psychical phenomena utilize
different types of brain waves during performance, as they do appear
to utilize different regions of the brain per form of performance.
Several studies involve the examination of the cerebral hemispheric
specialization under the hypothesis that ESP is a right hemisphere task,
while it is believed that left hemisphere processes may also be a me-
dium for ESP. My studies in this area involved assessing individuals
who report ESP or PK-based phenomena in regards to right and left
hemispheric functions. The assessments reveled that experients in
which reported high quality performance values in regards to ESP-
based performance were significantly more “right brained.” In regards
to experients in which reported high quality performance values in PK-
based performance, the experients were significantly more “left
brained.” Conversely, experients in which reported average [neither
high nor low] quality performance values in both ESP and PK-based
performance were equally right and left brained.
Several other types of studies have found physiological abnormali-
ties during target guessing experiments such as increased heart rate.
Associated studies in the field of cardiology have suggested that alpha
rhythms in the brain have correlations with the cardiac cycle during a
psychophysical mode termed physiological coherence. This coherence is
characterized by a reduction of chaos in the nervous system and an
increase in synchronization and harmony in system-wide dynamics.
My research has shown that an intentional increase in heart rate prior
to performance produces higher performance values then in subjects
who remained idle prior to performance. This infers that if alpha wave
226
activity is psi-conducive, then experients that can achieve physiological

coherence have a practical and functional activity by which they can
increase the alpha wave activity in their brain prior to performance as a
means to improve performance.
Studies have also been directed to conditions for optimal perfor-
mance in regards to lighting. These studies show that some experients
perform better under well-lit conditions, while others perform better in
dim conditions. These findings could be interpreted as a psychological
abnormality, rather than a physiological abnormality, in that some ex-
perients may be unnerved by dim lighting, while others prefer dim
lighting as it is more mentally relaxing. This has also appeared in my
research as experients of some forms of ESP and PK perform better if
they are able to see the individual or object they are attempting to in-
fluence, or see the individual or object they are attempting to impress,
share, or obtain information regarding. However, other experients
seem to benefit from an array of reduced sensory interference such as
light and sound, and prefer room temperature conditions during per-
formance. Experients in which perform outdoors have reported in-
crease quality performance values when utilizing amber colored sun-
glasses during the day, as these sunglasses are able to reduce lighting
to such a degree that targets become more visible and clear.
While these types of studies focus on performance variables in re-
gards to physiological effects, my studies have lead me more in the di-
rection of physiological effects reported by experients of specific psych-
ical phenomena. These include effects that exist pre-, during, and post
performance. This includes physiological symptoms and conditions
that appear to be correlated to psychical instability. In other words,
experients in which report psychical instability typically report one or
several types of physiological conditions. These physiological effects
have been associated with and placed into the 8 aforementioned pro-
files. Physiological effects very per profile, and there are some cross-
associated conditions. Whether the condition is caused by the psychical
instability, or the instability is caused by the condition is uncertain, but
the treatment of the condition appears to resolve the instability. The
227
following are physiological effects invariably exhibited by the 2 types

of experients of empathic phenomena. While experients of empathic
phenomena report a wide range of effects, only the most commonly
experienced effects are referenced.
Blue Associated Physiological Effects - High Blood Pressure or Low

Blood Pressure, Chronic Fatigue Syndrome, Appendicitis, prone to
Bronchitis or Pneumonia, Digestive Disorders, Heartburn, and Palpita-
tions.
Green Associated Physiological Effects - High Blood Pressure, Lym-

phatic Problems, Cancer (Leukemia, Lymphoma, Carcinoma etc.), Lu-
pus, Meningitis, Cysts, Hyperacidity, Chronic Diarrhea, Diabetes, Sei-
zures, Ulcers, and Hay Fever.
Cognitive Correlations
Intelligence is loosely defined as an individual’s capacity to acquire

knowledge [i.e. learn and understand], apply knowledge [solve prob-
lems], and engage in abstract reasoning, all of which appear to be re-
quisites for optimal psychical performance involving conscious intent.
This is not to suggest however that an above average IQ is a require-
ment for psychical experiences, but rather that it does appear to be psi-
conducive. Many studies have correlated psychical performance with
scores on standard intelligence tests. While these studies have not
yielded significant data [in part because IQ tests may not address all
cognitive abilities required for psychical performance], they generally
indicate positive correlations with psychical performance values and
intelligence quotient [IQ]. My personal research has yielded the same
indication. My research has also shown that experients in which report
spontaneous [subconscious] phenomena typically have an above aver-
age IQ [115-129], while experients who report habitual conscious con-
trol over phenomena typically have an above average to highly above
average IQ [130-185]. However, while these studies do include expe-
228
rients with learning disorders such as Attention Deficit Disorder and

ADHD, they do not include experients with learning disabilities.
It appears that as IQ increases so too does the experients ability to
consciously control psychical phenomena. This may be the result of the
experient being more capable of identifying patterns and factors perti-
nent to conscious control. Based on the age groups of subjects, younger
[16-22 years of age] PK experients scored higher in IQ testing than oth-
er age groups, while slightly older [22-35 years of age] experients of
ESP scored higher in testing than other age groups. When analyzing
results based on IQ and learning difficulty, experients of ESP typically
report learning difficulties during childhood, while experients of PK
typically do not. Experients of ESP in which score higher in later years
have reported, that over time, they implemented methods and tech-
niques to learn more efficiently, whereby increasing IQ scores. In re-
gards to IQ testing, contextually speaking, experients of PK and ESP
take the same IQ test [tests are not somehow tailored to psychical expe-
riences]. However, the experient is predetermined either more PK or
ESP inclined based on reports of past experiences, and tailored testing
per the type of phenomena they report [e.g. Telepathy and Zener
Cards].
Other studies have been conducted due to the popular notion that
creativity plays and integral part in psychical performance, but no clear
evidence has emerged. As I have mentioned earlier, I have found that
creativity does play an integral part in ESP more so than in PK perfor-
mance. This shows greatly in the interests of ESP experients such as
creative writing, music, drawing, graphic art, and reading fiction.
Some measure of attention has been given to experient memory
skills for theoretical reasons. Indications as a result of these studies are
that ESP scores correlate positively with long-term memory perfor-
mance [capacity to retrieve information about past events]. Also indica-
tive is a negative correlation between ESP and short-term memory [ca-
pacity to hold a small amount of information in mind actively for a
short duration]. Alternatively, my research has indicated that long-
term memory plays a critical role in clairvoyance in regards to past
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events [i.e. retrocognition/postcognition], working memory as critical

to telepathy and clairvoyance in regards to remote viewing [contempo-
raneous clairvoyance], and both long-term and working memory in
precognition and PK performance. My research results have shown
neither a positive nor a negative correlation of short-term memory with
ESP or PK performance values.
In spontaneous cases of ESP, information is often mediated via the
visual or auditory sensory modes. Typically, experients of ESP adopt
one form of mediation over the other becoming either a visualizer or
verbalizer. Other modes are utilized in ESP [e.g. thermoception], but
the visual and auditory modes are the most prominently reported, vis-
ual more so than auditory. Visualizers typically “see” information via
imagery, while verbalizers typically report intuitive [imageless] im-
pressions or report as if hearing a voice from the “inner ear.” In regards
to PK performance, some experients report the need to visually see a
target in order to influence it, while other experients report seeing the
target with the “mind’s eye” was sufficient to influence a target. Rarely,
an experient reports consciously influencing a target without first see-
ing it either with normal sight or the “mind’s eye,” though this is typi-
cal with spontaneous experiences.
Some studies have shown that spontaneous psychical experiences
tend to have correlations with dissociative tendencies. Such studies
state that dissociative tendencies can be exacerbated by childhood
trauma; therefore, it is not surprising that experients typically report a
history of abuse of which occurred during childhood. This has been
present throughout my research, as nearly every experient of subcons-
cious experiences or consciously controlled experiences has reported
some level of childhood trauma. Typical traumas include mentally,
emotionally, or physically abusive parental figures [common in ESP
and PK experients], and/or the death of a loved one [typically a mother
or father figure, sometimes a sibling or close grandparent. This is typi-
cal of experients of mediumship].
In ESP based studies not of my own, the psychological dimensions
closely related to dissociative processes are reported to characterize
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ESP experients, especially those that are superior performers in ESP-

based experiments. Per my research, I have found that individuals in
which have very mild dissociative tendencies tend to perform well in
experiments, as do experients in which can induce mild dissociation
prior to experimentation. However, any increases surpassing mild dis-
sociation appears to result in strong levels of anxiety, mental confusion,
and reduced performance values [for ESP and PK]. Psychological absorp-
tion, an empirically recognized component of dissociation, appears to
play a major role in ESP. Absorption is defined formally as “a total at-
tention, involving a full commitment of available perceptual, motoric,
imaginative, and ideational resources to a unified representation of the
attentional object.” Such a state is highly conducive to performance,
especially in ESP performance. Such a state can be induced via situa-
tions involving hypnosis, sensory deprivation [ganzfeld], meditation,
progressive relaxation, and dreaming. My research has found that var-
ious forms of exercise produce a similar conducive state.
Whether induced, or a natural state of being, absorption requires
the experient to possess a certain level of motivation or cognitive style.
For instance, an experient could have the required absorption capacity
and be in a conducive situation yet rarely enter an absorbed state simp-
ly because of an unwillingness to do so. Several of the cognitive corre-
lations aforementioned have been encompassed by a hypothesized
higher-order dimension called transliminality, which is the readiness
with which subconscious material can cross the threshold of con-
sciousness in a given person. However, this also appears to apply to
conscious control.
Colorization Profiling
Colorization enhancement is a derivative of a collection of ancient

and modern disciplines designed to explain the correlation between
living beings and their immediate environment. It is a practice that can
improve many aspects of the experients life including freeing energy
that is otherwise wasted, improving focus, reducing stress, restoring
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vitality and confidence, improving health [when in conjunction with a

proper diet, meditation, exercise regimen, and lifestyle], and improve
psychical performance.
To understand psychical enhancement, one needs to recognize that
our immediate environment plays a fundamental role in the mainten-
ance of our health and psychical experiences. Because of this, expe-
rients should seek to both maximize environmental benefits, and mi-
nimize detriments through the prudent selection and positioning of
elements currently present in their environment, or able of being added
to their environment. The goal of colorization enhancement is to influ-
ence the effect our environment has on our attitudes, moods, health,
and psychical potential. To achieve this goal, one has to recognize that
attitude and intention are more comparable to directions of propaga-
tion [travel] than static states of the mind-body. When an experient be-
gins their day within a psychically conducive and enhancing environ-
ment, they will discover it is easier to maintain a psychical conducive
mindset. This naturally amplified mindset will allow the experient to
increase performance values and performance quality in less time, and
with less effort.
Although this practice functions via strictly defined principles,
there is clearance for self-expression and creativity. In situations when
principles appear ambiguous, or where numerous solutions present
themselves, some of the best solutions have been found through intui-
tion alone. Colorization enhancement seeks to re-establish the connec-
tion of the experient to the natural flow of life by implementing into an
experients environment more of the natural energies human beings
today lack do to the artificiality of their environments.
Complexities of Colorization
Colorization enhancement can be complex and difficult to under-

stand because of its variety of systems. These can include aesthetic,
psychological, physiological, associative, and symbolic systems. The
systems of association, aesthetics, and symbolism, like language, vary
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culture to culture, while other systems appear to be cross-cultural [de-

fined effects despite an experients culture]. Colorization enhancement
can be a tedious qualitative practice, requiring alternation and re-
alteration of environmental elements every time the environment [or
the experient] changes. Because color exerts its influence upon an expe-
rient through its innate qualities, so to should the experient exert their
influence upon the colors within their environment. This may present a
false sense of control, and while to a degree some control can be had on
the classical scale, the quantum scale allows for a certain degree of
freedom that will some days be a benefit and other days act as interfe-
rence in regards to the experients goals of enhancement. In other
words, by no means does “enhancement” or “control” signify any rela-
tion to “predictability.”
The Psychological System
There have been many discoveries in regards to the psychophysio-

logical attributes of color in the field of psychology. While the field of
psychology has subjected color to considerable scientific investigation,
the colorization enhancement I present is based on the scientific inves-
tigation of color by several interdisciplinary fields and that of color and
personality correlations present in my research. In short, colorization
enhancement is not to be regarded as fact, but rather similar to psychi-
cal phenomena, whereby lacking testability, therefore lacking a scientif-
ic foundation. While many experients have reported that colorization
enhancement does indeed work, the reports alone are not sufficient,
whereby leaving this form of enhancement method, along with many
other types of enhancement methods [e.g. Feng Shui], more of a pseu-
doscience. All the information in regards to color and personality corre-
lations I have collected and analyzed, I have done so in attempts to
formulate a coherent methodology for its use. This methodology will
be discussed in length.
Colorization enhancement involves light and color, and pigment
and color. In regards to light, white light contains all visible color, and
233
when subjected to a medium such as a prism, the white light is re-

fracted whereby revealing the color components. This visible color
spectrum exists between the wavelength of 400 nanometers [violet] to
700 nanometers [red]. Most surfaces have the capacity to absorb partic-
ular wavelengths [color], and those wavelengths not absorbed are visi-
ble to the observer. When the colored light reaches the observers eye
and is perceived, it is perceived as a sensation, which is produced in the
brain. When colored light of any visible pure or mixed wavelengths
enters the eye, many other psychological and physiological factors are
contributed. These factors, while open to interpretation, may determine
an observer’s final perception of the color. This results in the unpredic-
tability of individual human perception of a given color and whereby
makes psychological effects variant. In other words, the transmission of
the colored light represents one aspect of color, and the reception of the
light by the human eye represents the other. Because the psychological
aspect is entwined with the physiological and psychical aspects, this
unpredictability exists throughout all three systems.
As I have aforementioned, there are psychological and physiologi-
cal effect correlations to personality traits. Because color has the intrin-
sic ability to alter personality, it therefore has the intrinsic ability to
alter psychological, physiological, and psychical functions and res-
ponses. This alteration can be either beneficial or disadvantageous. The
beneficial nature of color can result in the treatment of a psychological
or physiological condition with correlations to that specific color. How-
ever, those same specific colors can also exacerbate correlated psycho-
logical and physiological conditions if applied incorrectly [i.e. intensity,
duration]. Because of this, not only is alteration crucial to psychical en-
hancement, but it is also critical to maintaining all systems of health.
The Physiological System
Colorization enhancement is not to be assumed as “magic” or mys-

tical in nature; although it has some ties to ancient mystical traditions;
it is not in and of itself magical or a product of superstition. This me-
234
thod of enhancement deals with valid, observable phenomena [e.g.

electromagnetic energy and the connection between the mind and
body]. It works on the conscious and subconscious levels, aiding the
experient in conditioning their psychical intentions and influence. The
biophysical processes in which results in physiological effects are both
theoretical and hypothetical, and are relatively parallel to theories sur-
rounding the effects of Light Therapy. These processes are assumed
correlated to wavelengths of light [specific colors], and it is assumed
that they are converted into photon [light] energy in the experients
skin. This energy then decays into an electron stream, whereby chang-
ing the electrical potential of the skin. This process stimulates cAMP [a
molecule important to many biological processes that relays signals
from receptors on the cell surface to target molecules inside the cell]
biochemical energy synthesis in the experients cells stimulating heal-
ing. As these wavelengths contact the experients skin, the density of
the tissue layers slows the speed of light down from c [the speed of
light] to zero, whereby forcing the light waves to collapse together.
This loss in velocity results in a scattering of the light into the dense
cellular matrix.
At this moment, the light wave photon particles are assumed to
change properties, decay, and convert into electrons. This is due to the
particle-wave duality that these particles exhibit as a result of quantum
mechanics [also known as the photoelectric effect]. The photons from the
light waves are assumed to decay to become electrons with the same
energy level as the photon stream altering the electrochemical gra-
dients [spatial variation of both electrical potential and chemical con-
centration across membranes] of the cells whereby generating a small
voltage and pH exchange across the membranes. This flow of electrical
current reflects the flow of ions across the cellular membranes resulting
in the production of a cell similar to a bi-polarizing “ionic-pump.” As
the cells membrane receptor “pump-gates” are “switched-on,” the me-
diate cation [+ ion] and anion [- ion] exchange during electron transfer
across the cell membranes while the cells temporarily depolarize and
re-polarize. This then excites the mitochondria to tranduce energy in a
235
electron transport chain causing oxidative phosphorylation of adeno-

sine-5'-triphosphate [ATP is a multifunctional nucleotide used in cells
as a coenzyme] for cellular use.
The working range of a cell requires its inside to be more negative-
ly charged and alkaline, and its outside to be more positively charged
and acidic, whereby creating a perpetually exchanging electrochemical
gradient potential across the cell’s membrane as cellular respiration
and metabolism waste products are then excreted. In other words, per-
petually drawing in nutrients and expelling waste products in an infi-
nite recurring cycle. This imbalance in molecule concentration in and
outside of the cell results in a chemical gradient flow out of the cell and
an ionic electrical gradient back into the cell. In this case, the cell is con-
tinually seeking to achieve equilibrium and ionic balance. For optimal
functioning, the body’s pH balance must be slightly alkaline, and the
body will do whatever is necessary to remove acidity [free radicals]
which has a negative impact on physical health. The photoelectric ef-
fect of the light activates an “intraneural” system by deforming the se-
miconducting soluble crystals of the collagen matrix, whereby produc-
ing an electronic gradient change in the cell membranes of the entire
localized area and the brain-body.
In regards to light therapy:
“Under the skin and throughout the body there is a continuous structural
connective tissue fabric. This connective tissue is largely comprised of liq-
uid crystalline structural fibers of collagen, which deforms when a force is
applied to it due to its piezo-pyro electric properties, transducing electro-
magnetism, pressure, and temperature into electrical messages. Each ten-
sion, each compression, each movement causes the crystalline matrix lat-
tice of the connective tissues to generate bioelectronic signals. The connec-
tive tissue fabric is a semiconducting communication network that carries
the bioelectronic signals between every part of the body. “- James L.
Oschman
236
Imprinted within its neural structure, the brain carries somatosen-

sory maps of the body. These maps are like the “master control blue-
prints” of the entire physiological system. In addition, each cell carries
a cellular memory, for its replication, in its chromosomes or genetic
DNA. When activated, these maps stimulate an arousal potential in the
autonomic nervous system, where by sending impulses [patterns of
stimulus] throughout the body, to the brain, and back into the tissues
and cells. This results in the activation of protein synthesis, healing,
and repair.
“Each of the perimysium tissues surrounds or encloses one of the great

systems of the body, contains sparse but active and important populations
of generative cells, (fibroblasts, neuroblasts, myoblasts, osteoblasts, chon-
droblasts, etc.) which form and continuously modify the extracellular ma-
trix (ECM), all of which play key roles in injury repair. The ECM exerts
specific and important influences upon cellular dynamics, just as much as
hormones or neurotransmitters. At every place in the body, the ECM is
produced by the generative cells. These connective fiber systems are part
of a semiconducting tenebrous vibratory continuum that allows all parts of
the organism to communicate with all others – often referred to as the
“whispering between cells.” - James L. Oschman
The Psychical System
The psychical system is presumed influenced by an experients lo-

calized environment and the elements within that environment. This
influence appears to be psychophysical in nature, as aforementioned,
whereby if the psychological and physiological systems are influenced
then so too is the psychical system due to a link across all three sys-
tems. This psychical/psychological/physiological link has been at the
forefront of my research; examining the impact of psychical and psy-
chological states on physiological system responses and vice versa, the
impact on the physiological and psychological systems and states on
psychical states and processes. It is via this perspective I have and con-
237
tinue to study the interface of the psychical, psychological, and physio-

logical systems.
Historically, the psychical system has been examined through phy-
siological responses and organ systems innervated by the autonomic
nervous system. More recently, examiners are more interested in the
central nervous system [CNS] and explore cortical brain potentials [e.g.
such as the many types of event-related-potentials (ERPs), brain waves,
utilizing functional magnetic resonance imaging (fMRIs), MRI, PET,
MET and other neuroimagery techniques]. Examiners, such as myself,
also look at how exposure to a stressful situation will produce a psych-
ical result, and measure the psychophysical “cause” of the event, and
whether or not that result can be considered productive, unproductive
or even a harmful result. Examinations are also applied to experient
medical history collections in conjunction with claimed psychical
events and timelines, whereby attempts have been made to link psych-
ical events to psychophysiological states and responses.
Because of this link between the three systems, improvement in
one system [e.g. functionality] appears to have a direct effect on the
remaining two systems, regardless of which system has been im-
proved. It is because of this link that examiners, including myself, im-
plore experients to take immense care of their psychological and physi-
ological health if they desire to improve the usability and functionality
of their psychical performance. Psychical performance can wear down
the mind and body very quickly [assumed due to its highly electrical
nature] if psychophysiological health is not maintained. Because of this,
while the psychophysiological health of an experient may be deemed
ideal for enhancement during an initial examination, this state of health
can quickly decline. Therefore, the experient should keep track of their
health throughout the entire process of enhancement, and even during
durations void of known enhancement techniques.
238
Dichotomous Aspects
Colorization enhancement is designed as a method to enhance psy-

chophysical well being and psychical potential. However, the improper
application of a color can do more harm than good. If the experient ex-
hibits one of the many psychological or physiological conditions asso-
ciated with their personality type, these conditions may be treated or
exacerbated by the color associated with those conditions. This typical-
ly depends on the severity of the condition. The more severe the condi-
tion, the more likely the condition will be exacerbated. For this reason,
the experient should be encouraged to monitor their mental and physi-
cal health during enhancement. This includes whether the experient is
just beginning the utilization of the enhancement method, or if the ex-
perient has been utilizing the method for and extended duration. If ex-
acerbation occurs, the experient should be encouraged to remove as
much of the associated color as possible from their environment until
the condition re-stabilizes. Once the condition is again manageable,
experients should not resume enhancement until the condition has
been treated, or at least reached a level of less severity.
“When one becomes ill, the view is developing that we are “out of
synch” with our selves and Nature. In fact, Light therapies have been
around for quite some time in the alternative, and medical fields as re-
search has shown that large amounts of light can cause a medical condi-
tion. However, research has also found that the same frequency that
caused the condition can also be used when highly diluted to treat that
same condition.” The Field by Lynne McTaggart
Enhancement Elements
A variety of enhancement elements can be utilized in this method

[e.g. gemstones, lighting, fabric, paint etc.]. Each one of these elements
is required to meet certain specifications for beneficial effect. Specifica-
tions can be increased or decreased depending on the experients suc-
239
cess with average level specifications. All specifications mentioned are

ideal for experients with little to no mental or physical health condi-
tions, and who live a healthy lifestyle. Increases should only be imple-
mented after the experient has been performing successfully for at least
several months. Gemstones [including lab created gemstones] are the
most popular and the most efficient and safest forms of enhancement.
They typically produce the quickest results, and are ideal because they
can be acquired quickly and removed quickly.
When an experient feels they have outgrown a stone and desires to
increase the size of the stone currently used, the experient has the op-
tion to either obtain a larger stone, or use the same size stone in con-
junction with a small diamond [0.01 cttw >] or small crystal [e.g. Aus-
trian crystal]. While several types of stones work with specific perso-
nality traits, diamonds and crystals are used throughout to enhance
other stones. Diamonds and crystals appear to act as a stone enhancer
because when white light enters a diamond or crystal, it is refracted,
revealing the electromagnetic spectrum [pure colored light]. The pure
associated light [e.g. blue light for a blue personality type] is assumed
to enhance an already utilized stone. Therefore, experients in which
regularly wear diamonds or crystals [e.g. an engagement ring] should
be cautious when enhancing, as the diamond they already wear may
result in rapid and unstable enhancement. Because of this, the expe-
rient should be encouraged to remove the diamond during the en-
hancement process, or obtain a small [< 3mm] associated rather that a
medium or large size stone. Several forms are appropriate for en-
hancement, some more so than others, such as earrings, pendants, and
rings. In the case of a pendant, it should be worn so the stone is sub-
jected to oncoming light waves and the pendant is in contact with the
skin.
Blue Types
The most common stone utilized for blue personality types is the
gemstone sapphire and semi-precious stones topaz and aquamarine.
240
Topaz and aquamarine are suggested to those just starting the en-
hancement method, as sapphire tends to be more potent, possibly due
to its richer color. In regards to aquamarine and topaz, their shade
should be a light blue, as oppose to sapphire, which should be a me-
dium blue. The experient should aim for a stone 3mm in diameter to
start. Forms ideal for these stones include pendants or earrings. Occa-
sionally, rings are utilized, but they appear to result in a lesser effect.
Ideally, the stone should be set in white gold or titanium [alternatively
silver].
Blue Gemstones
Type Color Shape Clarity Size Form
Sapphire Medium Blue Round Transparent 3mm > Pendant

/Earrings
Aquama- Light Blue Round Transparent 3mm > Pendant
rine /Earrings
Topaz Light Blue Round Translucent 3mm > Pendant

/Earrings
Enhancement Light and Color for Blues
White light [sunlight] and a blue lighting accent [or a white LED, as
white LEDs typically blue include phosphorus, which give these LEDS
their light blue hue] are other means of enhancement. In areas that the
experient spends most of their time [e.g. bedroom and office], the expe-
rient should make creative alterations to the room to allow more sun-
light in during the day. This can include removing blinds and other
window treatments that may be obstructing sunlight from entering the
room. Sunlight not only appears to assist in enhancement, but also in
the prevention of some psychological conditions [e.g. depression]. In
the evening, a blue lighting accent is very beneficial [e.g. a lamp with a
blue light bulb, a lamp with a blue lampshade, or an alarm clock with a
241
blue light display].

However, blue lighting should not be excessive, as this wavelength
range of light [centered at around 450 nm] has been found to disrupt
our natural biological clocks and reduce melatonin, a hormone found
in humans and animals of which too much, or too little, can result in a
variety of health issues such as insomnia, vivid dreams, headaches,
depression, bipolar disorder, etc. Fabric is also an option for enhance-
ment including bedding and window treatments in the bedroom and
furniture, carpet or window treatments in the experients office. A wide
range of blues can be used, including pastels or light blues. However,
medium and darker blues are only advantageous in very small
amounts. In regards to paint, painting all of the walls of an office or
bedroom light blue [pastel] is agreeable, but medium to deeper blue are
not suggested. The experient can alternatively limit blue in the room to
blue accents [e.g. statues, paintings, vases, and electronics]. Blues
should be implemented into the experients environment rather than
become the environment, as only a little blue can sometimes be too
much, especially for experients prone to depressive moods.
Green Types
The most common stone utilized for green personality types is the
gemstone emerald and semi-precious stone peridot. Peridot is sug-
gested to those just starting the enhancement method, as emerald tends
to be more potent, possibly due to its richer color. In regards to peridot,
their shade should be a light green, as oppose to emerald, which
should be a medium rich green. The experient should aim for a stone
3mm in diameter to start. Forms ideal for these stones include mainly
pendants. Occasionally, earrings are utilized, but they appear to result
in a lesser effect. Ideally, the stone should be set in white gold or tita-
nium [alternatively silver].
242
Green Gemstones
Type Color Shape Clarity Size Form
Emerald Medium Round Transparent 3mm Pendant

Green
Peridot Light Green Round Transparent 3mm Pendant
White light [sunlight] and a green lighting accent are other means
of enhancement. In areas that the experient spends most of their time
[e.g. bedroom and office], the experient should make creative altera-
tions to the room to allow more sunlight in during the day. This can
include removing blinds and other window treatments that may be
obstructing sunlight from entering the room. Sunlight not only appears
to assist in enhancement, but also in the prevention of some psycholog-
ical conditions [e.g. depression]. In the evening, a green lighting accent
is very beneficial [e.g. a lamp with a green light bulb, a lamp with a
green lampshade, or an alarm clock with a green light display]. Fabric
is also an option for enhancement including bedding and window
treatments in the bedroom and furniture, carpet or window treatments
in the experients office.
A wide range of greens can be used, including pastels or light
greens. Medium greens can also be advantageous, but darker greens
may not unless used in very small amounts. In regards to paint, paint-
ing all of the walls of an office or bedroom light green [pastel] is agree-
able, but medium greens may or may not be too much. The experient
can alternatively limit green in the room to green accents [e.g. statues,
paintings, vases, and electronics]. Greens should be implemented into
the experients environment rather than become the environment, un-
less lighter greens are the dominant shades, but the environment in-
cludes other colors to balance out the more excessive use of greens [e.g.
blues and browns]. In regards to experients prone to depressive moods,
darker shades of greens should be avoided.
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The Feel of Enhancement
Any type of sensation associated with enhancement is dependent

on the sensitivity of the experients. In most cases, the experient will feel
nothing at all. In cases of experients in which are sensitive, reported
sensations include immediate to semi-immediate relief from psycho-
logical or physiological conditions associated with their profiling type,
or tingling, minor itching, or aching localized to the position of a co-
lored element on the body.
Not Just a Placebo Effect
Colored elements have been utilized by believers and non-

believers of psychical phenomena in which were assumed to possess a
psychical ability. My research in this area involves the following steps:
profiling the individual who does not believe in psychical phenomena,
assessing the individual for associated psychical events, telling the in-
dividual the element would enhance the particular type of phenomena
associated with their type and history, but specifics are not presented.
The individual was then instructed to wear the element throughout
their day for two weeks and to report any instances they deemed rela-
tive. Non-believers typically do not report micro-sensations, but do
report alterations in their day to day [i.e. in cases involving non-
believers of empathic simulation, that scored high for an associated
type and have a history of possible empathic simulative events, the
non-believers typically report that people who would normally be dis-
agreeable to be suddenly more agreeable.]
Benefits of Colorization Enhancement
Psychical performance enhancers are proposed because they ap-

pear to increase an experients ability to achieve results. Enhancers are
not assumed to be limited to those aforementioned, as there are many
variations possible. Many experients utilize enhancers based on sug-
244
gested specifications, but others have found that intuition and creativi-
ty in conjunction with suggested specifications can assist an experient
in discovering new ways that are unique to their mind, body, and prac-
tice. Enhancers have been shown to improve psychical function and
management, allowing an experient to maintain demands they set for
themselves. Some enhancers have been reported to improve cognitive
functioning such as improving concentration and focus during perfor-
mance. Enhancers should be utilized along with a well balanced diet,
as research has shown that nutrition plays a vital role in aiding cerebral
performance. Cerebral performance is crucial to psychical performance;
therefore a healthy diet, regular exercise, and adequate sleep are all
forms of performance enhancement because they all have positive ef-
fects on cognitive [and physical] function. These types of enhancers are
more natural and represent that which can be achieved from natural
ability and skill. In either case, enhancers can help an experient im-
prove technique and overall ability.
Enhancement via Socialization
I typically encourage experients of empathic phenomena to seek

out other experients of equivalent or similar psychical ability for not
only support, but also enhancement. I have found that experients of
similar psychical phenomena tend to enhance the effectiveness and
incidences of such phenomena. This effect appears to be correlated to
spatial proximity, but also appears to be correlated to the use of two-
way electrical mediums such as the telephone or internet calls via a
personal computer. Effects not only appear to result in the enhance-
ment of psychical phenomena, but also already present associated side
effects i.e. psychological and or physiological factors. An example of
this in regards to experients of empathy with current issues pertaining
to Attention Deficit Hyperactivity Disorder, they typically notice an
increase in the condition via decreases in their abilities to pay attention
and sustain attention in conjunction with increases in forgetfulness,
disorganized thoughts, procrastination, and frequent shifting between
245
tasks and or conversations. Another example of this effect is an in-

crease in current issues pertaining to depression. In this case, the expe-
rients depression can be exacerbated, and in rare cases, the depression
can be exacerbated to the extent of major depression followed by a pe-
riod of mania [i.e. bipolar disorder]. In addition to physiological and
psychological effects, increases of psychical effects also tend to present
themselves.
In cases in which experients of empathic phenomena experience
electrical effects [e.g. freezing computers], these electrical effects tend
to increase during socialization with other experients of psychical phe-
nomena regardless of similarity of ability. The duration of these in-
creased effects, psychological, physiological, and psychical, or in cases
of the enhancement of empathic ability is unclear. However, effects
appear to dissolve after spatial proximity is decreased [e.g. experients
separate and go to their own homes] or after electrically mediated
communication is terminated [e.g. experients end a telephone call].
PsiMatics
The development of PsiMatics began early in my research in at-

tempts to link geometric symbolism to psychical phenomena to be uti-
lized as a form of enhancement in conjunction with colorization en-
hancement. This idea came to me while studying Cymatics or vibrating
wave phenomena and excitatory mediums. Cymatics is the study of
visible sound and vibration, a subset of modal phenomena, and in-
volves the exploration of visible geometric patterns created by vibrat-
ing wave phenomena. Different patterns emerge in an excitatory me-
dium depending on the geometry of the medium utilized [e.g. a plate]
and the driving frequency. During my studies, I asked myself, “What if
the experient was the excitatory medium?” Many hypotheses existed at
the time, and today, suggesting that psychical phenomena vibrate at
specific frequencies, so I deduced that some form of geometric pattern
might be formed during psychical performance, and if discovered,
246
such a pattern or symbol could be advantageous to psychical en-

hancement. It was a long shot, but I was up to the challenge.
Initially, I assumed that patterns or symbols in which could be
beneficial in psychical enhancement would have to be intricate involv-
ing many straight-line segments and or curves. Even if drawn as two-
dimensional shapes, I assumed perfection in design would be required,
and such a requirement could not be met. My initial approach was
simple, basic geometric shapes to first be used singly and then in vari-
ous combination. To my later surprise, symbols in which appeared to
result in psychical enhancement were not as intricate as I once as-
sumed. Instead, the symbols were quite simple, but with several
quirks.
The simple geometric symbols I began with consisted of the circle,
cross, wavy line, square, and star. Not only were these symbols simple
in design, but they already had an association to psychical research in
the form of the Zener cards. Zener cards have been utilized for many
years to conduct experiments for extrasensory perception. These sym-
bols are used for this experiment because they are elementary geome-
tric symbols that were suggested by an experimental psychologist at
Duke University names Karl Zener. Because these symbols were so
simple and worked so well in experiments involving ESP, I hope such a
starting point would be advantageous. But how do they work?
There have been many studies involving the physiological effects

of symbols on human beings. Such research has lead me to assume that
when a symbol is placed on or near an experient, these patterns natu-
rally resonate frequencies in which alter the physiology of the expe-
rient [e.g. cells and organs] in a psychically conducive manner. This
247
assumption comes solely from successful performance enhancement

reported by experients. In other words, these patterns are only as-
sumed to entrain and enhance physiological components of the expe-
rients body associated with psychical performance. Therefore, because
the physiological system is altered, so too is the psychical system.
Therefore, psimatics has not only been utilized as a means of psychical
enhancement, as it has also shown to be effective in improving psycho-
physiological systems.
Visualizing a psimatical pattern/image is presumed to create mea-
surable electrical and magnetic fields, which may happen due to a
process of amplification similar to the amplification associated with
symbols utilized in several forms of alternative medical treatments [e.g.
Reiki], but such experients to test this activity have not yet been con-
ducted. In this case, the psimatical image on the retina of the eye is as-
sumed to result in a pattern of electrical activity that travels through
the optic nerve to the optic lobes of the brain. The pattern of light on
the retina is translated into a pattern of electrical impulses on the occi-
pital cortex. At this time, amplification takes place. This is because the
cortical map of the brain is about “10,000” times the size of the retinal
area. Nerves from the retina then communicate with many other
nerves, and this communication results in the electrical energy spread-
ing over an extensive area.
The electrical and magnetic fields produced by this neural activity
in the brain are not assumed to be limited to the brain, but rather they
spread throughout the body via the central nervous system, connective
tissue, and the circulatory system. Therefore, it is presumed that physi-
cally looking at a psimatical image, or simply visualizing a psimatical
image, results in neural activity that creates measurable electrical and
magnetic fields that appear to influence the physiological system in a
way that is psychical conducive.
PsiMatical Image for Category Blue – Wavy Lines
The psimatical symbols for “Blue” personality types that appeared
248
to be the most beneficial in the psychical enhancement process is that of

three horizontal wavy lines. Experients were instructed either to medi-
tate on the shape for 5 to ten minutes per day for two weeks, or to wear
as a pendant or ring for a period of two weeks in conjunction with co-
lorization enhancement.
Example: Wavy lines
Psimatical Image for Category Green - Circles
The psimatical symbol for “Green” personality types that appeared

to be the most beneficial in the psychical enhancement process are
combinations of circles. As the number of circles where increased, so to
was the level of enhancement, though this process amplification appear
to stop at 3-4 circles. Throughout the variations and combinations of
circles, the most reported as beneficial was the combination of 3 con-
centric circles [shown below]. Experients were instructed either to me-
ditate on the shape for 5 to ten minutes per day for two weeks, or to
wear three concentric circles as a pendant for a period of two weeks in
conjunction with colorization enhancement.
Example: 3 concentric circles
249
QUESTIONS
1. Individuals with extroversive traits tend to be gregarious, as-

sertive, and interested in seeking out excitement. T/F
2. Neuroticism is a fundamental personality trait that involves a
continuing tendency to experience negative emotional states.
T/F
3. Anxiety is common across all psychical types, but, per my re-
search, is most common in telepathists, empathists, and clair-
voyants (precognitives, postcognitives, remote viewers, and
mediums). T/F
4. As similar to the Myers-Briggs personality types, psychical
personality types are not “pure” types. This is to say that many
lean towards two to three different types more often then they
exactly fit one particular type. T/F
5. The chance of an experient scoring a different type year to year
is quite low. T/F
6. Nothing is certain, and nothing remains the same in regards to
psychical phenomena. T/F
7. In multi-subject designed experiments, high quality perfor-
mance values have been found correlated to alpha and beta ac-
tivity [14-30 Hz], and low quality performance values corre-
lated to delta and theta waves. T/F
8. Alpha rhythms in the brain have correlations with the cardiac
cycle during a psychophysical mode termed physiological co-
herence. T/F
9. Intelligence is loosely defined as an individual’s capacity to ac-
quire knowledge, apply knowledge, and engage in abstract
reasoning. T/F
250
10. An above average IQ is a requirement for psychical expe-

riences. T/F
11. In spontaneous cases of ESP, information is often mediated via
the visual or auditory sensory modes. Typically, experients of
ESP adopt one form of mediation over the other becoming ei-
ther a visualizer or verbalizer. T/F
12. Psychological absorption is defined formally as “a total atten-
tion, involving a full commitment of available perceptual, mo-
toric, imaginative, and ideational resources to a unified repre-
sentation of the attentional object.” T/F
13. Transliminality is the readiness with which subconscious ma-
terial can cross the threshold of consciousness in a given per-
son. T/F
14. Historically, the psychical system has been examined through
physiological responses and organ systems innervated by the
autonomic nervous system. T/F
15. Colorization enhancement seeks to re-establish the connection
of the experient to the natural flow of life by implementing into
an experients environment more of the natural energies human
beings today lack do to the artificiality of their environments.
T/F
16. The beneficial nature of color can result in the treatment of a
psychological or physiological condition with correlations to
that specific color. However, those same specific colors can also
exacerbate correlated psychological and physiological condi-
tions if applied incorrectly T/F
17. The working range of a cell requires its inside to be more posi-
tively charged and acidic, and its outside to be more negatively
charged and alkaline. T/F
18. Psychical performance can wear down the mind and body very
quickly if psychophysiological health is not maintained. T/F
19. Research has shown that large amounts of light can cause a
medical condition. However, research has also found that the
251
same frequency that caused the condition can also be used

when highly diluted to treat that same condition.” T/F
20. Gemstones [including lab created gemstones] are the most
popular and the most efficient and safest forms of enhance-
ment. T/F
21. When an experient feels they have outgrown a stone and de-
sires to increase the size of the stone currently used, the expe-
rient has the option to either obtain a larger stone, or use the
same size stone in conjunction with a small diamond [0.01 cttw
>] or small crystal [e.g. Austrian crystal]. T/F
22. In the case of a pendant, it should be worn so the stone is not
subjected to oncoming light waves and so the pendant is in
contact with the skin [e.g. placed under their shirt]. T/F
23. Any type of sensation associated with enhancement is depen-
dent on the sensitivity of the experients. T/F
24. Enhancers have not been shown to improve psychical function
and management, allowing an experient to maintain demands
they set for themselves. T/F
25. Some enhancers have been reported to improve cognitive func-
tioning such as improving concentration and focus during per-
formance. T/F
26. Cerebral performance is crucial to psychical performance;
therefore a healthy diet, regular exercise, and adequate sleep
are all forms of performance enhancement because they all
have positive effects on cognitive [and physical] function. T/F
27. In cases in which experients of empathic phenomena expe-
rience electrical effects [e.g. freezing computers], these electric-
al effects tend to increase during socialization with other expe-
rients of psychical phenomena regardless of similarity of abili-
ty. T/F
28. I assume that when a psimatical symbol is placed on or near an
experient, these patterns naturally resonate frequencies in
252
which alter the physiology of the experient [e.g. cells and or-
gans] in a psychically conducive manner. T/F
29. The psimatical image on the retina of the eye is assumed to re-
sult in a pattern of electrical activity that travels through the
optic nerve to the optic lobes of the brain. T/F
30. It is presumed that physically looking at a psimatical image, or
simply visualizing a psimatical image, results in neural activity
that creates measurable electrical and magnetic fields that ap-
pear to influence the physiological system in a way that is
psychical conducive. T/F
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8
MEDITATION
Enhancing Skill via Psychophysiological
Well-Being
The term meditation is widely utilized, but it is typically utilized in

a highly vague manner, whereby rendering its descriptive authority
inadequate. This inadequacy stems from its general usage as a refer-
ence to various practices and methods. The diversity of meditation can
reach back through time to African ritualistic tribal dance, Tibetan tan-
tric practices, etc. The generic utilization of meditation, or applying
such a diversity of practices to the term, ultimately results in the trivia-
lization of the practices themselves. While diverse in approach, many
traditions have independently developed techniques that in the end,
appear to lead to similar and measureable results. Similarities include
claims in regards to the ultimate fundamental meaning or nature of the
state of consciousness attained, and the metaphysical phenomenologi-
cal descriptions that are currently beyond testability and therefore
measurement. However, in regards to meditative techniques in which
result in certain alternative states of consciousness, some effects are
measureable and repeatable. This suggests that despite certain histori-
cal attempts to categorize diverse meditation practices [e.g. involving
the assumption that meditation is a mystical experience that transcends
thought, language, reason, and normal perceptive processes] reliable
neuroscientific examinations of meditation are possible. These exami-
nations involve the effects of meditative practices on the brain and
body, and typically involve identifying neuroelectric or neuroimaging
correlates.
254
Chapter 8: Meditation
Importance of Mental Health
Mental health is important because it improves our quality of life.

It provides us with healthy relationships, helps us make beneficial life
choices, helps us maintain physiological health and well-being, allows
us to handle life’s natural difficulties, and assists us in the discovery
and growth towards our greatest potential. Various research studies
have shown that when appropriate mental health care is received, the
utilization of various medical services declines. Other research studies
have shown that individuals with untreated mental health issues typi-
cally visit a medical doctor twice as often as individuals who receive
mental health care. Excessive mental health issues such as stress and
anxiety can contribute to physiological conditions such as heart dis-
ease, ulcers, and can reduce the strength of the immune system, whe-
reby resulting in vulnerabilities to conditions ranging from the com-
mon cold to cancer.
Mental health also increases our likelihood to make positive beha-
vioral decisions, where psychological issues can conversely result in
poor behavioral decisions and actions that can contribute to various
types of medical conditions. These poor behavioral decisions and ac-
tions can include smoking, excessive alcohol or drugs usage, poor eat-
ing habits, various types of reckless behavior, and can all result in se-
vere physiological issues and a need for medical services and treat-
ment. However, implementing a simple meditative practice into your
life for as little as 15 minutes a day can assist individuals in controlling
stress, decreasing anxiety, improve cardiovascular health, and achieve
a more profound capacity for relaxation.
Importance of Physical health
Physical activity is one of the most important and productive

things you can do for your health. Physical activity can help you con-
trol your weight, reduce your risk of cardiovascular disease, type 2 di-
255
abetes, and some types of cancer, strengthen your bones and muscles,
improve your overall mental health and mood, improve your ability to
do daily activities, and increase your chances of living a longer, heal-
thier, and happier life. In addition to physical activity, and in some cas-
es in conjunctions with, meditation has been found though scientific
studies to be accompanied by a host of biochemical and physiological
alterations in the body of which can alter and benefit your metabolism,
heart rate, respiration, blood pressure, and brain activity. Characteristic
responses also include decreased cortisol, which is a type of hormone
associated with stress.
The Intersection of Neuroscience and Meditation
We will now briefly explore claims in relation to two main neuros-

cientific agendas in regards to mediation, which include neuroplastici-
ty, and the interaction of mind and body.
Neuroplasticity
It is a well-accepted and well-documented theory that experience

changes the brain. An interest in this feature is known as neuroplastici-
ty or cortical re-mapping, which has provoked and sudden increase in
research over the past decade. A number of scientific studies have
linked meditative practices to differences in cortical thickness or densi-
ty of grey-matter. Ongoing research in this area has led us towards a
detailed understanding of many molecular and system-level changes
that are produced by specific types of experiential input. Recent studies
have found that mindfulness meditation training lasting as little as 27
minutes a day for eight weeks can result in brain structure changes.
These measurable changes in brain regions are associated with memo-
ry, sense of self, empathy, and stress. These cognitive and psychologi-
cal benefits involved the thickening of the cerebral cortex in areas asso-
ciated with attention and emotional integrations. Increases have been
found in the hippocampus, which is important for learning and memo-
256
ry, and in structures associated with self-awareness, compassion, and

introspection. In addition, participants of these studies reported reduc-
tions in stress, which were correlated to decreased grey-matter density
in the amygdala, which is known to play a fundamental role in anxiety
and stress. Therefore, this and related research shows us that we can
play an active role in changing our brains, and increasing our well-
being and quality of life.
Mechanisms of Mind-Body Interaction
In addition to the interest in neuroplasticity, is the interest in the

impact of training the mind on peripheral biological processes impor-
tant in regards to physical health and illness. Questions raised in this
area include whether or not mental training can affect the body in a
manner that can result in a significant effect on physical health. It is
established that there is bidirectional communication between the brain
and the periphery, and that this communication travels along three
basic routes: the autonomic nervous system, the endocrine system, and
the immune system. In each of these systems, specific pathways and
signaling molecules enable the bidirectional communication. These
structural characteristics are relevant to the likelihood that meditation
may influence physical health. That is to say, peripheral biology may
be potentially affected by meditative practices because such conditions
as illness are susceptible to modulations by the autonomic, endocrine,
and or immune pathways involved in “brain-periphery communica-
tion.” Unfortunately, there is relatively very little known in regards to
meditations impact on physical health, despite popular claims in re-
gards to the health benefits of meditation.
Physiological Baselines
The primary goal of the practice of meditation is to alter the base-

line state of experience and to eliminate the distinction between the
meditative and post-meditative states. The goal typically involves cul-
257
tivating an increased awareness of a more subtle baseline during which

the sense of an “autobiographical or narrative self is de-emphasized.”
Extended training has been said to reduce egocentric traits and alter the
emotional baseline. Aims also include experiencing the present in the
sense of “nowness,” and affects in regards to the “attentional baseline”
by reducing distractions or daydream-like thoughts. Therefore, medita-
tive practices are typically designed to cultivate specific features or
qualities of experience in which endure through time, and are relative-
ly independent of consistent changes in somatosensory or external sti-
muli/events.
Neuroelectric and Neuroimaging Correlates
Research in regards to physiological correlates of meditation have

been primarily focused on three groups: Yogis and students of Yoga in
India, Transcendental Meditation practitioners in the United States,
and practitioners of Zen and Tibetan Buddhists in Japan, the United
States, India, and Nepal. Today, the neurobiology of consciousness and
cognitive, affective, and social neuroscience, have become well-
accepted areas of research in the neurosciences over the past two dec-
ades. Such acceptance has lead to the legitimacy of research in regards
to mediation. In addition, because meditative practices [e.g. Yoga or
Mindfulness-Based Stress Reduction], are now utilized regularly in the
medical environment, clinicians now recognize the essential need to
validate the meditative impact on the brain and body. In regards to
Transcendental Meditation, the standard EEG correlate is an increase in
alpha rhythm amplitude and frequency followed by a slowing in fre-
quency by 1-3 Hz and a spreading of this pattern into the frontal chan-
nels. In addition, an increase in the burst of oscillations, and global
frontocentral increases in coherence in alpha [6-12 Hz], as well as theta
frequency ranges, between baseline and Transcendental Meditative
practice, are frequently reported.
Concerning Attention Meditation, a similar EEG signature has been
found, where an increase in alpha activity, mostly over the central and
258
frontal electrodes, happens immediately after meditation begins. Less

experienced subjects typically maintain high-amplitude alpha activity
throughout a session, while more experiences mediators showed a
rhythmical theta wave pattern during later stages of meditation. In Ob-
jectless Meditation, long-term practitioners have been found to self-
induce sustained EEG high-amplitude gamma-band oscillations and
phase synchrony during meditation. In neuroimaging studies on medi-
tation, progress has been made in the identification of structural-
functional brain relationships of meditative traits and states utilizing a
variety of neuroimaging modalities. In some forms of meditation, deac-
tivation was found in orbitofrontal, dorsolateral prefrontal, anterior
cingulated cortices, temporal and inferior parietal lobes, caudate, tha-
lamus, pons, and cerebellum.
High Arousal vs. Low Arousal Meditation
Throughout history, experients of many forms of psychical and

spiritual phenomena have induced states of strong psychological ab-
sorption as a means to involve themselves effortlessly into the contents
of their experience. There are several ways to reach a strong state of
psychological absorption, which in most respects, involves the increase
of alpha, and to a lesser extent theta, brain wave activity. Common me-
thods used in the past include relaxation, meditation, prayer or several
other forms of low level arousal in which heart rate, muscle tension,
and respiration are decreased. Alternatively, these individuals may
have opted for high-level arousal to reach a strong state of psychologi-
cal absorption such as vigorous, ritualistic, and rhythmic dance or oth-
er similar high arousal methods. Such methods today, whether involv-
ing low or high arousal, are commonplace for many experients pre-
performance or pre-experimentation. For experients that practice habi-
tual [daily] arousal methods, they are typically able to reach a strong
state of psychological absorption before or long after a method is uti-
lized.
259
Experients should be encouraged to try a couple low arousal me-

thods to begin, to see if low arousal may work best for them. Expe-
rients should continue by removing low arousal methods and replacing
them with high arousal methods to decide which type of arousal re-
sults in greater performance values. While low arousal meditation is
the most often method utilized, my research has shown that nearly the
same amount of experients would benefit from high arousal as much as
low arousal methods. In addition, some experients benefit greatly from
both methods when placing a high arousal method in the morning
hours and a low arousal method in the evening shortly before bed. Ei-
ther way, the goal for the experient is to reach a point where they can
quickly induce an aroused state to perform, which comes from habitual
arousal and habitual performance.
Low Level Arousal
For some time now, low arousal meditation has been utilized in the
mainstream of health care as a method to reduce stress and pain. Utiliz-
ing meditation as method for stress and pain reduction continues to be
popular in hospitals, especially in regards to individuals suffering from
chronic or terminal illness, and to reduce complications of which are
associated with increased stress that include depressed immune sys-
tems. Today, the medical community continues to agree that mental
factors such as stress can significantly contribute to a lack of physical
health. There is also a growing movement in the mainstream scientific
community to fund research interests in this area. Today, there are sev-
eral mainstream health care programs in which assist individuals, both
ill and healthy, in promoting their inner well-being.
Concentration vs. Mindful Meditation
In popular meditation, there exists a continuum of two modes of

practices. The first mode involves one-pointed attention techniques
that cultivate a form of voluntary, effortful, and sustained attention on
260
an object. The second mode involves the cultivation of a more broadly

focused, non-judgmental mode of free-floating attention. These modes
differ from typical relaxation techniques because they exist to achieve a
balance between hypoarousal [i.e. activating the default network] and
excitation [i.e. activation of attention and other cognitive processes].
This balance is assumed required to maintain a sufficient clarity or me-
ta-awareness throughout the meditative process. The first mode often
derives its techniques from Indian yogic concentration meditation, where
the individual concentrates their attention on a single object such as
breath, a mantra, a chakra center, or an internally visualized image.
The second mode often derives its techniques from a meditative prac-
tice called Zazen. The aim of zazen is to suspend all judgmental think-
ing and allow words, ideas, images, and thoughts to pass by void of
further involvement. Techniques also include mindfulness meditation
techniques, where the individual does not focus the mind on a single
object, but rather observes a wide range of passing thoughts, emotions,
sensations, or images.
While utilizing one mode or the other may be ideal for those be-
ginning a meditative practice [e.g. the first few years], the deeper in
meditation they are able to go, the more they will find that both con-
centration and mindfulness can work together. Depending on the per-
sonality type of the individual, along with considerations for possible
health factors, some may excel at one mode over the other. Those who
do not appear to have difficulties with concentration will often excel at
concentration meditation, while those who find difficulty concentrat-
ing, for example those with Attention Deficit Disorder, will find con-
centration meditation more challenging. Contrastingly, those who
spend their days in a free-floating mindset will often excel at mindful-
ness meditation, while those who are able to concentrate may find it
difficult to “let go.” If an individual feels they have a shortcoming,
lacking concentration or the ability to let go, they should attempt the
most challenging type of meditation. This is because of a lack of equili-
brium in the brain. If an individual easily activates the default mode
network [associated with free-floating thought] throughout the day,
261
the areas of the brain associated with the default mode network will be
more effective both experientially and structurally, as experiential
changes directly correspond with structural changes. On the other
hand, if an individual finds it relatively easy to concentrate on tasks
throughout the day, then the areas of the brain associated with concen-
tration and attention will be more effective. The goal in meditation is to
reach a level of effectiveness in regards to both concentration and
mindfulness meditation.
Therefore, an individual should focus on the efficiency of the brain
as a whole, working towards equal efficiency in both concentration and
mindfulness. However, in regards to individuals within the first few
years of starting a meditative practice, these two modes of meditation
should be separated in practice, focusing on one mode and then the
other, as these modes are contradictory to each other. After a few years
of well-balanced efficient meditation, the individual may find it advan-
tageous to incorporate both modes into single meditation sessions. By
practicing both mindfulness and concentration, an individual will be
able to experience the various impressions, while also utilizing concen-
tration to focus the mind. While these processes contradict each other
in surface-level meditation [the first few years], once an individual is
able to reach deeper meditative states, these processes appear to work
together to explore the deeper level of being. They also appear to assist
in cognitively processing psi-based information in the same moments
the information is received. It should be noted that while concentration
meditation is advantageous in many regards, it is not psi-conducive in
the sense concentration “shuts-off” the free-floating mindset required
to receive psi information. Therefore, concentration meditations are not
advantageous for most experients pre-performance.
Methods of Meditation
The following are several types of meditation utilized for low-level

arousal meditative practices.
262
Mantra Meditation
Mantra meditation is a type of meditation commonly utilized for

Transcendental Meditation involving a sound, syllable, word, or phase
considered capable of creating transformation. It is one of the most
widely practiced meditation types. The mantra [sound] is typically ef-
fortlessly utilized in silent repetition, as a thought, in the meditation
process, and is considered a “vehicle” in which allows the individual to
enter into a calm and relaxed state. The mantra is typically repeated in-
mind 15-20 minutes twice a day, once in the morning and once in the
evening. The mantras utilized typically consist of sounds without
meaning, and are often assigned to the individual by their meditation
instructor or teacher. However, and individual can choose their own
mantra. In this case, the mantra must be something personal and secret
to the practitioner. If at any time the practitioner feels their mantra is
not assisting them in achieving their goals, they should change their
mantra. Practitioners should take their time in choosing a mantra, and
choose a mantra that provides the right sensation. The mantra will be
the practitioner’s tool to focus and concentrate and should serve a pur-
pose in mediation. The mantra should be something simple as to allow
them to maintain a free-floating mindset. This method is most advan-
tageous for empathic interactors.
Deep Breathing Meditation
Deep breathing is a rhythmic process of expansion and contraction.

In Yoga, the breath I known as the prana, or a universal energy that can
be used to find a balance between the mind and body, the conscious
and unconscious, and the sympathetic and parasympathetic nervous
system. Through the breathing process, we can voluntarily influence
the involuntary [e.g. sympathetic nervous system] that regulates blood
pressure, heart rate, circulation, digestion and many other physical
functions. Therefore, breathing is viewed as a bridge, allowing us to
control the otherwise uncontrollable functions of our bodies. Long pe-
263
riods of stress can result in the sympathetic nervous system being over
stimulated, whereby leading to an imbalance of which can affect our
physical health, resulting in inflammation, high blood pressure, and
muscle pain. The breath can also be utilized to directly influence stress-
based changes resulting in a direct stimulation of the parasympathetic
nervous system, whereby resulting in relaxation and a reversal of the
changes associated with stimulation of the sympathetic nervous sys-
tem.
When deep breathing, it is important for the experient to make sure
they are using abdominal breathing and not chest breathing. Chest
breathing is common in individuals with chronic stress, which can lead
to a restriction of the connective and muscular tissue in the chest, whe-
reby resulting in a decreased range of motion in the chest wall. Due to
this more rapid and shallow breathing, the chest does not expand as
much as it would with slower and deeper breaths. You can identify if
you are a chest breather by placing your right hand on your chest and
left hand on your abdomen. As you breathe, notice which hand rises
more than the other does. If the hand on your chest raises more, then
you are a chest breather. If so, this type of breathing is inefficient, be-
cause the greatest amount of blood flow occurs in the lower lobes of the
lungs, of which your breath is not reaching. This means you are receiv-
ing less oxygen transfer to the blood and a poor delivery of nutrients to
your tissues. Fortunately, you can alter your breathing habits via time
and attention. Just remember to breath deeper, during meditation, and
throughout your day-to-day. This method of meditation is advanta-
geous for all empathic types.
A simple abdominal breathing technique is as follows;
• Take in a deep breath through your nose, and hold it for a

count of 7.
• Slowly exhale through your mouth for a count of 8. As all the
air is released, gently contract your abdominal muscles to eva-
cuate completely the remaining air from the lungs.
264
• Repeat this cycle 4 more times for a total of 5 deep breaths with
the goal of breathing at a rate of one breath every 10 seconds.
This rate of breath, this slow rhythmic process, will be your
“object” of effortless focus as a means to direct you towards a
free-floating mindset.
Visual Imagery Meditation
Visual imagery can range from concentrating on a visual image

mentally, to observing a physical image and allowing the thoughts,
ideas, and emotions that image evokes to pass by, to guided visual me-
ditation where a teacher guides the practitioner through a series of de-
scriptions of scenes for the practitioner to construct mentally. There-
fore, visual imagery meditation can be utilized in concentration or mind-
ful meditation. Visual meditation can also assist in pain reduction, in-
creased healing time, and reduce stress, anxiety and various other
forms of tension. This method of meditation is typically utilized 15-20
minutes per day, with or without brief usage throughout the day. This
form of meditation may be easier for those who find mindful or con-
centration exclusive meditation challenging, as this form of meditation
can shift between the two. In addition, this method of meditation pos-
sesses a tendency to evoke ideas and thoughts, which is good for mind-
ful meditation, and typically involves visual content that is more stimu-
lating, which is good for concentration meditation. Visual content typi-
cally utilized includes nature scenes or other visual images that the
practitioner deems inspiring, relaxing, or of which evokes a positive
emotional state. This method of meditation is most advantageous for
empathic simulators and cognitives.
Physical Object Meditation
Physical objects are commonly utilized in concentration medita-

tion, though some types of objects, those of a rhythmic or hypnotic na-
ture, can be advantageous for mindful meditation as a means to induce
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a free-floating mindset. Meditation objects commonly utilized include:

a picture, a flower, a candle flame, a symbol, a color or colored object
associated with their personality type, a statue, the smell of incense, or
the sound of dripping water from a fountain. Objects such as a candle
flame or the sound of dripping water can induce a trance meditative
state, which makes them ideal for mindful meditation. Static [still] ob-
jects are often more advantageous for concentration mediation as they
typically do not induce a trance meditative state. Rather, the still quali-
ty of these objects provides for a more efficient attentional focus. This
method of meditation is advantageous for all empathists.
Yoga
Yoga is a traditional physical and mental discipline that involves

the creation of balance in the body via developing both strength and
flexibility. This strength and flexibility is achieved through various
postures and poses, each of which appears to possess a specific physi-
cal benefit. These poses are often done swiftly in succession, whereby
generating heat in the body via movement, or slowly as a means to in-
crease stamina and to perfect the alignment of a pose. While the ap-
proaches to poses are variant, depending on the tradition, the poses
themselves are constant. The overall benefits of yoga include flexibility,
strength, muscle tone, pain prevention, efficient breathing, mental
calmness, stress reduction, and body awareness. In regards to stress
reduction, the concentration required for yoga allows the mind to con-
centrate on something other than stressors, whereby shifting individu-
als who often dwell or worry about the past or future to be brought
into a focus of the present moment. Yoga practitioners often report feel-
ing less stressed than when they began utilizing yoga into their routine.
Yoga also utilizes breathing exercises along with poses and postures,
which as aforementioned, possesses many mental and physical bene-
fits. This method of mediation is most advantageous for all empathic
types.
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Qigong
Qigong is the philosophy and practice of aligning breath, physical

activity, and awareness for mental and spiritual health, as well as the
development of human potential. Qigong involves particular forms of
martial arts, slow movement, and encompasses a variety of both physi-
ological and psychological training methods. A qigong system consists
of one or more of the following types of training; dynamic [recognized
as a series of carefully-choreographed movements or gestures designed
to promote and manipulate the flow of qi within the practitioner], static
[performed by holding a certain posture, position or stance for a period
of time], meditative [most qigong training involves some form of medi-
tation], and activities requiring external aides [e.g. specialized food and
drinks, massage, and various other forms of body conditioning]. Qi-
gong can be effective in treating many chronic conditions such as
hypertension, diabetes, allergies, asthma, arthritis, degenerative disk
disease, cancer, depression, anxiety, and addiction. It can improve a
practitioner’s immunity response, and increase self-healing and self-
recovery capabilities. Qigong can also assist in general health mainten-
ance, physical rehabilitation, stress management, can increase bone
density and balance, and can treat back pain. This method of medita-
tion is most advantageous for empathic cognitives, and simulators.
Tai Chi
Tai Chi Chuan is a form of Chinese martial arts practiced for both
defense training and various health benefits. It is a well-known repre-
sentation of dynamic Qigong. Many of tai chi chaun’s training forms
are practiced in very slow movements, which promotes physical sta-
mina, balance control, flexibility, strength, and cardiovascular fitness. It
has shown to be advantageous for those recovering from chronic
stroke, heart failure, high blood pressure, heart attack, multiple sclero-
sis, Parkinson’s, Alzheimer’s, and fibromyalgia. Its gentle low impact
movements often burn more calories than surfing, and nearly as many
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as downhill skiing. Tai chi chuan also has shown effects in regards to
noradrenalin and cortisol production, which have an effect on mood
and heart rate. Because of its health effects, tai chi classes have become
popular in hospitals and clinics. Tai Chi Chih involves a series of 19
movements and 1 pose that in conjunction form a meditative method of
exercise to which practitioners attribute physiological and spiritual
health benefits. Tai chi chih has visual similarities to tai chi chuan, but
it possesses no martial arts aspects. Instead, practitioners of tai chi chih
typically focus on circulation and developing a balancing of the chi [the
spiritual energy existing within all living things]. This method of medi-
tation is most advantageous for empathic cognitives and simulators.
Music Meditation
Music is often utilized during meditation alone or in conjunction

with another method of meditation. Music meditation can involve sim-
ple rhythmic sounds such as drumming, or more quite yet complex
music is such as classical instrumental music [e.g. piano, violin, or an
organization of instruments i.e. orchestra, etc]. Complex music is typi-
cally utilized to act as a distraction from stressors, resulting in the re-
duction of stress. Complex music can also be utilized in the back-
ground during mindful meditation. In addition, rhythmic music is
ideal for reaching trance meditative states for mindfulness meditation.
While slow-paced music is ideal for low arousal meditation, faster
paced music is ideal for high arousal meditation. Music can evoke emo-
tions and inspire. Some types of music can be intellectually stimulating
and can treat various mood disorders such as depression and anxiety.
These positive benefits typically result from positive melodies, while
music that is more negative can result in increased tension. This me-
thod of meditation is advantageous for all empathic types.
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High Level Arousal
Several studies involved in quantifying the synchronization of

heart and brain activity has proven that the brains alpha rhythm is syn-
chronized with the cardiac cycle [the heart]. This result is due to a phy-
siological coherence. However, while some individuals may experience
increased alpha synchronization, other individuals may actually expe-
rience a desynchronization of the alpha rhythm. The latter indicates
increases in the processing of afferent information, while synchroniza-
tion is characteristic of the blood pressure wave masking the
processing of some cardiovascular afferent information. Because of this
variance, some individuals may find high arousal less effective than
others may. In addition to alpha-heart synchronization, a significant
amount of theta activity has also been observed as being synchronized
to the cardiac cycle. This brain-heart synchronization is found in both
males and females. Females show more synchronized alpha activity in
the frontal areas while males show more synchronized alpha activity in
the parietal areas. Such alpha activity has been shown to decrease psy-
chological conditions such as anxiety, and render people into a relaxed,
meditative state post-exercise [more prominent in habitual exercisers].
High arousal meditation works via rhythmic induction, where the
usage of repetitive rhythms [e.g. motions or sounds] induces a medita-
tive trance state. As aforementioned, this entrainment is the result of
the synchronization of various rhythmic cycles including breathing,
heart rate, auditory stimulus [e.g. rhythmic music or trance music] and
brain wave activity. The ability of rhythmic sound to affect brain wave
activity is the essence of “auditory driving” [i.e. the induction of trance
via the sense of hearing by using e.g. music or white noise] and is the
result of altered states of consciousness that rhythm can induce. There
are many forms of high arousal methods that will be covered, but
many, many more exist. Any form of exercise that gets the heart rate
up to target for at least 10 minutes in conjunction with a rhythm can
result in a strong psychological absorption state. Target heart rates vary
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by age from 100-170 beats per minute in a healthy 20 year old to 75-128
beats per minute in a healthy 70 year old.
Age Target HR Zone Average Max HR
20 years 100–170 beats per minute 200 beats per minute
Heart rate can be monitored during arousal by utilizing a heart rate

monitor. A heart rate monitor is a personal monitoring device that al-
lows the experient to measure their heart rate in real-time. Some heart
rate monitors have an additional function that will allow the experient
to record their heart rate for later record and study. Heart rate monitors
can range from a little over $20 to well over $100. Experients should
vary the time they exercise or meditate, as some experients may only
require 15 minutes to reach a strong psychically conducive perfor-
mance state, while others may require more time. High arousal medita-
tion differs from basic exercise when the individual produces and fo-
cuses on the rhythmic activity of the body.
Aerobic Exercise (Endurance)
The primary arousal method utilized to reach a psychically condu-

cive state, is a pure rhythmic aerobic workout. Since there are quite a
few aerobic workouts conceivable, we will be focusing on the most
commonly used methods reported as successful in improving overall
psychical, psychological, and physiological well-being. Aerobic exer-
cise is a physical exercise that intends to improve the oxygen system
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[aerobic means “with oxygen’]. Typically, aerobic exercises are pre-

formed at moderate levels of intensity for extended amounts of time, 3
to 4 times a week. Experients starting an aerobic workout for the first
time should keep activity moderate and record their psychical perfor-
mance success per different times, per day and per week. Typically, I
recommend aerobic exercise 15-25 minutes twice a day [once in the ear-
ly morning hours and once pre-performance, if held later in the day], at
least 5-7 days a week. Ideally, experients should strive to exercise a
total of 25-60 minutes per day. This additional time is not just for
psychical benefits, but also for psychological and physiological bene-
fits.
Aerobic exercise will strengthen the muscles involved in respira-
tion to facilitate the flow of air in and out of the lungs, strengthen and
enlarge the heart muscle to improve its pumping efficiency and reduce
the resting heart rate [i.e. aerobic conditioning], strengthen muscles
throughout the body, improve circulation efficiency and reduce blood
pressure, increase the total number of red blood cells in the body facili-
tating transport of oxygen, improve overall mental health including
reducing stress and lowering the incidence of depression, and reduce
the risk for diabetes. Aerobic exercise can also reduce the risk of death
due to cardiovascular issues, and high-impact aerobic exercises [such
as running or jogging] can stimulate bone growth as well as reduce the
risk of osteoporosis for both women and men. Varieties of aerobic exer-
cise vary from indoor to outdoor exercises. Indoor exercises can in-
clude utilizing equipment such as a stair climber, elliptical machine,
indoor rower, stationary bicycle, or a treadmill. Outdoor exercises can
include cross-country skiing, cycling, inline skating, jogging, running,
and hiking. Other beneficial exercises can include kickboxing [or vari-
ous martial art forms], swimming, and dance.
Aerobic Dance - Definitions of what constitutes dance are dependent

on social, cultural, aesthetic, artistic, and moral constraints, and range
from functional movement to strictly technique-based forms. Whatever
the experients definition of dance is, the dance must be vigorous to in-
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duce high arousal and rhythmic to induce an altered state of con-

sciousness. Dance can be practiced indoors or outdoors, and with or
without other participants. The key to rhythmic aerobic dance is to
keep music new and fresh, as well as moves and pace. New moves and
pace typically alter when different genres of music are utilized by the
experient. This keeps the experient interested and motivated to dance.
Freestyle dance and ritual dance have been utilized throughout history
as a means to reach a psychically conducive state. Freestyle dance in-
volves “going with the flow” and just allowing the body to move to the
rhythm of the music. Ritual dance involves choreographed moves, or a
sequence of steps, which have an underlying spiritual meaning.
Modern dance can include jazz, salsa, swing, hip-hop, folk, etc. In
other words, any form of dance that is moderately to fast paced will
bring the experient into a psychically conducive state when rhythmic.
The reason dance has been utilized so much throughout history to
reach these states, is because it appears to produce the best results in
regards to psychical performance when compared to other forms of
aerobic activity. However, dance can be a high impact workout, which
is not ideal for those with certain injuries or physical limitations unless
dance is limited to low impact moves. If an experient reports physical
injuries or ailments, the experient should be encouraged to contact
their physician or a physical therapist prior to starting a new regimen.
This method of meditation is most advantageous for all empathic
types.
Swimming - Swimming is an excellent, low impact, form of exercise,

which is ideal for almost anyone. It is especially ideal for experients
who have physical injuries or ailments. This is because the density of
the human body is similar to that of the water. Therefore, the water
supports the body and less stress is placed on joints, bones, and inju-
ries. This is why swimming is often utilized in rehabilitation after in-
jury or for those with physical disabilities. For aerobic benefits, swim
sessions should last for an extended amount of time, as short sprints
will result in more anaerobic benefits. Swim sessions can be in quite
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public or private pool, or any form of large body of water [lake, river,
or ocean]. In any case, a psychically conducive state tends to fade
gradually after a 20-30 minute swim, unless the experient swims daily.
In the case of habitual swimming, the experient should be able to main-
tain psychically conducive state substantially longer, whereby allowing
the experient to travel to a location to swim while still having plenty of
time to return to another location to measure performance, if applica-
ble. Swim sessions can consist of laps, treading water, or both as long
as they are performed in a vigorous manner. To induce an altered state
of consciousness, experients should focus on the rhythm of their
strokes. This method of meditation is advantageous for all empathists
requiring low impact.
Jogging/Running - Another high impact rhythmic aerobic exercise is

jogging and running. Jogging should be suggested to experients that
are just starting a routine, as oppose to running. Experients can later
choose to increase difficulty through a faster pace jog and then to a run,
or simply an increase in the distance of their jog. Jogging and running
can be performed indoors on a treadmill, or outdoors for additional
health benefits. Jogging involves less stress on the body than that of
running; therefore jogging is more often suggested to experients with
injuries or experients over the age of 40 who are more at risk for injury.
Experients can prevent injury by making sure they have appropriate
footwear and by stretching before every jog/run. Experients can choose
to jog, run, or ideally, work towards interval training [involving jog-
ging with bursts of high intensity running]. Different speeds and dis-
tances are appropriate for different experient health levels. The key is
consistency and for the experient to slowly increase in speed and dis-
tance over time to their comfort.
Running, as opposed to moderately paced jogging, can take an ex-
perient over a threshold that activates a great deal of endorphin pro-
duction [runner’s high]. This level of endorphin production can be
beneficial towards the performance of some forms of psychical pheno-
mena, but experients of most forms may find the “high” to distracting.
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High endorphin release can result in altered coordination, and nega-

tively affect concentration, which is otherwise required for many forms
of psychical practices. This method of meditation is most advantageous
for empathic cognitives and interactors.
Elliptical Training - An elliptical trainer is a stationary exercise ma-

chine utilized to simulate climbing, walking, or running void of sub-
jecting and individual to excessive joint pressure. The utilization of an
elliptical trainer offers a non-impact cardiovascular workout that can
range from light to high intensity based on resistance preference. There
have been claims that the dual action exercise of an elliptical trainer is
more effective in burning calories, exercises more muscle groups simul-
taneously, and is a more intense workout that can be achieved in less
time than when utilizing a treadmill or stationary bike. However, fur-
ther research suggests that physiological responses associated with el-
liptical and treadmill exercises are nearly identical, but elliptical train-
ers are still more beneficial due to being non-impact. Experients in
which choose to not hold on to the handgrips of the elliptical trainer
can improve their motor fitness and balance. In this position, the core
muscles are maintained in a state of constant tension. In addition, this
hands-free position can promote better posture. To reach an altered
state of consciousness with an elliptical trainer, the experient should
focus on the rhythm of their strides. Beginners should be cautious, as
falls from machine can be harmful. This method of meditation is most
advantageous for empathic cognitives and simulators at high intensi-
ties.
Cycling - Whether utilizing an outdoor bicycle or indoor stationary

bike, the physical exercise achieved via cycling is typically linked with
increased health and well-being. Cycling can improve fitness, cardi-
ovascular health, can help with arthritis in the lower limbs, and has the
advantage of the practical application of being utilized as a means of
transportation. When seated, cycling is relatively a non-weight bearing
exercise, but does little to promote bone density. However, cycling up
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hill and off the seat allows for a transfer of more of the riders body
weight onto the legs. While this may increase bone density, excessive
cycling in this manner can lead to knee damage, so caution is advised.
Cycling is often utilized for rehabilitation, particularly for lower limb
injury due to cycling being so low impact. Therefore, an experient in
which has had a lower limb injury, especially a knee injury, may want
to consider cycling as a regular form of exercise. Experients should pay
particular attention to the height of their seat, as a high seat can result
in posterior knee pain and a low seat can result in pain in the anterior
of the knee. A 25- 35% angle is typically recommended to avoid over-
use injury. Experients should avoid riding on busy roads, as air pollu-
tion and noise pollution exposure are not conducive to meditation. Ex-
perients should ideally locate a quite nature bike path. For rhythmic
induction, experients should focus on the rhythm of their pedaling.
This method of meditation is most advantageous for empathic cogni-
tives and simulators.
Getting Started and Maintaining Motivation
The first step to getting started with a meditation practice and

maintaining motivation is to identify what you enjoy doing along with
what will benefit you most [e.g. strengthen your weaknesses]. An expe-
rients first decision should involve whether they prefer low or high
arousal meditation. If an experient prefers low arousal meditation, they
should be encourage to also take up a daily, or 3 times a week, exercise
regimen to maintain physiological and psychological health. If the ex-
perient prefers to do high arousal meditation in the morning and low
arousal mediation in the evening, this is highly beneficial for most ex-
perients. The meditation practice the experient should take up should
be enjoyable and set for a time of day the experient has to most energy
for high arousal, or is the most calm and relaxed for low arousal. If the
experient chooses a method and type of meditation they enjoy, they are
far more likely to stick with it. In addition, keeping sessions new and
275
fresh [e.g. new music, new places] can help keep an experient moti-
vated long-term.
The second step is for an experient to get support from their doc-
tor. This is especially important if an experient has had physical inju-
ries in the past, has other medical issues such as a heart condition, and
for experients over the age of 40. This support does not just apply to
high arousal meditation, but any form of meditation that involves
movements, postures, or positions. The experient and their doctor
should discuss their concerns regarding taking up a specific meditation
practice and develop a treatment plan if the doctor feels this is in the
experients best interest. Experients who have had physical injuries in
the past may want to consult a physical therapist to avoid re-injury.
While some practices are easy to learn and can be learned from home
[e.g. reading an instruction book, taking an online course], more physi-
cally complex types of meditation should be learned via a professional
practitioner or teacher of that particular practice. This will help the ex-
perient learn the correct way to practice a type of meditation, and help
them avoid injury, which are common among high arousal meditation
practices and low arousal meditation practices that involve move-
ments, postures, or positions.
The third step is for experients to set reasonable goals, including
several small goals leading up to their ultimate goals. Experients
should think realistically and set practical goals that do not reside out-
side of their limitations. Limitations vary per experient, and it is very
important for experients to be able to identify their limitations, as to
tailor their practice to their specific individual needs and abilities, ra-
ther than the experient attempting to meet unrealistic intentions or
guidelines. Setting smaller goals that lead up to larger goals will help
remind the experient they are making progress, even if the progress
they are making is small or slow. If the experient only sets large goals,
then the experient is more inclined to become frustrated with their
practice and or lose interest.
The fourth step involves experients avoiding viewing their practice
as a chore or duty. If experients see their meditation practice as some-
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thing they “should” do, they may be more inclined to view meditation
as work rather than play, or as a job rather than a fun activity. In addi-
tion, seeing meditation as something the experient “should” do, leaves
them more inclined to putting the task off, whereby leading to later
feelings of guilt or failure. However, if the experient views meditation
as an enjoyable activity, then they are less likely to skip practice, and
less likely to feel guilty if they miss practice. Another beneficial view of
meditation comes from experients focusing on meditations health ben-
efits, whereby the experient views meditation as a necessary treatment
or therapy that will leave them feeling healthier and happier after each
session.
The fifth step involves the experient addressing their limitations.
While this will be done to a degree when the experient attempts to set
reasonable goals, the experient should continue to make note of limita-
tions they find along the way. Some limitations can be temporary,
where with application and dedication the weakness can become a
strength. However, experients may find several limitations as they
practice a type of meditation long-term. If limitations prevent them
from achieving their goals through one type of meditation, then the
experient should reassess their current type of meditation and or apply
other types of meditation to see if another may be better suited for their
goals. In other words, experients should reassess their meditative prac-
tice over time, as while some types and forms of meditation may be
great to start with, they may not always fit with new goals that can
spring up over time. Barriers can also include where an experient me-
ditates, such as in group sessions at a clinic or alone at home. Expe-
rients should assess what works best for them, but also assess what is
more realistic. Barriers can also include financial constrains, where me-
ditating at home or on their own will typically cost less than joining
and attending group sessions.
The sixth step is for the experient to prepare for setbacks and ob-
stacles. Experients should set small goals, but give themselves a great
deal of credit for reaching each and every goal regardless if they are big
or small. If reaching goals means rewarding the self, then the experient
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will be more inclined to stay motivated towards their next goal. If the
experient misses a meditation session one day due to work or personal
affairs, the experient should not punish themselves because something
out of their control transpired. Rather, the experient should see the next
day as a chance to get back on track. Just because an experient missed a
session one day, does not mean the experient cannot maintain a medi-
tation practice. Rather, their ability to get back on tract the next day
means the experient was prepared for setbacks and obstacles because
they continued to maintain a positive mindset and dedication to their
meditation practice. As long as that positive mindset and dedication
exists, the experient should continue that practice. In other words, oc-
casional setbacks and or obstacles are not reasons to give up on a me-
ditative practice, but reasons to prepare for the occasional.
The seventh step is for the experient to choose, or create new, mo-
tivational words that can help them achieve their goals. The subtly of
these positive messages when focused on consciously, results in these
messages being registered in the subconscious. When these messages
are absorbed, these motivational cues can assist the experient in posi-
tive change. These motivational messages are different from mantras,
as they are typically longer and meaningful. Experients can repeat their
motivational message mentally throughout their day, say aloud for
increased effectiveness, and or place the message physically in their
place of meditation, home, or office. When motivational messages are
place in the experients regular physical view, this can subconsciously
keep their motivations going, even when they are concentrating on
other tasks. Physical messages can be placed on sticky notes, hung with
magnets, or tacked on corkboard or a wall. The possibilities are end-
less. The following are some examples of motivational messages:
“It only takes a single thought to move the world.” - Anonymous
“What the mind can conceive and believe it can achieve.” - Napoleon
Hill
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"The best way to predict your future is to create it." - Abraham Lincoln
"Don't let the fear of the time it will take to accomplish something stand
in the way of your doing it. The time will pass anyway; we might just
as well put that passing time to the best possible use." - Earl Nightin-
gale
"People are always blaming their circumstances for what they are. I
don't believe in circumstances. The people who get on in this world are
the people who get up and look for the circumstances they want, and if
they can't find them, make them." - George Bernard Shaw
"Motivation is what gets you started. Habit is what keeps you going." -
Jim Ryun
"If we did all we were capable of doing, we would literally astonish

ourselves." - Thomas Edison
"Twenty years from now you will be more disappointed by the things
that you didn't do than by the ones you did do. So throw off the bow-
lines. Sail away from the safe harbor. Catch the trade winds in your
sails. Explore. Dream. Discover. "- Mark Twain
"A journey of a thousand miles begins with a single step." - Lao Tzu
"You can't build a reputation on what you're going to do." - Henry Ford
"Do not go where the path may lead, go instead where there is no path,
and leave a trail." ~ Ralph Waldo Emerson
"People may doubt what you say, but they will believe what you do." -
Lewis Cass
279
"Every great achievement was once considered impossible." - H. Jack-

son Brown, Jr.
"An ounce of action is worth a ton of theory." - Friedrich Engels
"Action will remove the doubts that theory cannot solve." - Tehyi Hsieh
"You don't have to be great to get started, but you have to get started to
be great." - Les Brown
"He who has begun is half done.” - Horace
"Success will never be a big step in the future, success is a small step
taken just now.” ~ Jonatan Martensson
A Well Balanced Lifestyle and Diet
The ability to successfully meditate and psychically perform is

based on several factors. These factors include psychical and psycho-
physiological health, but to maintain health in these three systems, a
healthy lifestyle and diet are vital. We will now be addressing several
unhealthy lifestyle and dietary habits that can result in poor psycho-
physiological health and reduce psychical potential.
Round-the-Clock Schedule
Modern society is hard on human psychology, whereby it forces us

to survive in unnatural close quarters. In addition to this discontent, is
the disruption of our natural sleep cycles due to our usage of electrical
lighting. Current research shows that throwing off our evolutionary
ancient circadian rhythms via artificially modifying the length of our
days has had a substantial impact on the human body and brain. What
this tells us is that our round-the-clock lifestyle may disrupt our meta-
280
bolism, interfere with learning, and may even affect our behavior in a
manner we are only just beginning to comprehend. Therefore, expe-
rients should reduce lighting after the sun has set, and until the sun
rises.
Sufficient Sleep
Experients should seek to regulate their natural sleep cycles by ap-

plying an “early to bed, and early to rise” change to their routine. Ex-
perient should to their best ability, go to bed early in the evenings, for
example just before 9-10pm for adults and 8-9pm for children. This
sleep time is advantageous because it avoids the “second wind” phase
of our natural cycle that runs from 10pm to 2am. In other words, if ex-
perients stay up until 10pm, they are more likely to have trouble going
to sleep before 2am, whereby disrupting their natural sleep cycle. In
addition, a “third wind” may be reached after 2am lasting as long as
6am. In regards to adults or children, the first hour or so in bed can be
devoted to a mindful meditation session. In addition, experients should
seek to wake up at 5-6am, whether they are an adult or child. On aver-
age, an experient should seek to get at least 8 hours sleep. While some
people may only feel they need only 6 hours sleep to maintain attention
and focus throughout their day, these individuals should try going to
bed earlier in the evening to see if an additional 2 hours make a differ-
ence in their well-being. Not only is the time an experient goes to bed
and wakes up important, but that they keep a routine i.e. go to bed and
wake up at the same time every day. The body and mind thrive on
rhythm, so experients should keep a set routine. For individuals with
health issues, more sleep may be required, whereby the experient
should go to bed earlier rather than wake up later.
Caffeine
Caffeine has been found to reduce psychical testing scores for

healthy experients, and increase spontaneous psychical phenomena for
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experients under stress. Therefore, experients should not consume

caffeine prior to performances as it increases attention and focus, which
are not conducive to psychical processes. While caffeine does assist in
attention and energy, the habitual usage of caffeine can result in caffe-
ine withdrawals on days caffeine is not consumed. These withdrawals
can result in changes in cerebral blood flow velocity, which can pro-
duce headaches, drowsiness, and decreased alertness. In addition,
acute caffeine abstinence can result in increased theta rhythms, which
are linked to fatigue. Caffeine is not just limited to an experients morn-
ing coffee or tea, but can also be found in soft drinks, energy drinks,
frozen desserts that contain chocolate or coffee, chocolate candy, and
hot cocoa.
Herbal, Vitamin, and Mineral Supplements
While herbal and vitamin supplements are an excellent alternative to

prescription drugs in the treatment of physiological and psychological
condition, they can be unconducive to psi processes. Per my research,
various types of herbs, essential oils, vitamin supplements and various
dietary supplements appear to be related to reductions in psychical
performance values. This is assumed the direct result of the biochemi-
cal alternations in the brain that are responsible for preconscious
processes, and therefore, psi processes. In addition, it appears that
some experients of psychical phenomena, especially in regards to PK,
report internal chemical sensitivities where not only do these supple-
ments result in a reduction of PK performance values, but also appear
to result in fatigue, muscle tension and Myalgia, chronic headaches,
and electrolyte replacement overdose resulting from only small dosag-
es of sodium, calcium, magnesium or potassium. Because of the effects
reported in regards to supplements [e.g. decreased performance values
and physiological effects], experients should be encouraged to be
mindful of whether or not a new supplement may be the result of such
complications. In addition, experients of which are already taking sup-
plements prior to their desire to investigate into their psychical poten-
282
tial should be encouraged to reduce or cease supplemental usage to

verify if a supplement may be impeding them in their psychical per-
formance goals.
Tobacco
While smoking tobacco does have the neurophysiological capacity

to decreased anxiety, which is psi conducive, it also appears to reduce
psi performance values in general. Therefore, it may be advantageous
for smokers in which possess a desire to reach their full psychical po-
tential to quit smoking and implement another form of treatment for
their anxiety, such as mindful meditation or a form of rhythmic acerbic
meditation involving weights. Mindful meditation can calm the mind
and has been clinically utilized for many years to treat anxiety. Lifting
weights can aide in the treatment of anxiety as it can result in increased
muscular tone and overall physical strength, which can lead to in-
creased confidence. In addition, it can relieve stress, and allow the ex-
perient to be more mindful of their breathing, which is essential in pre-
venting panic attacks.
Over-The-Counter and Prescription Medications
Many reports have been made by claimants of psi phenomena

throughout years in regards to the effects of OTC and perception medi-
tations on psi performance. While some drugs appear to increase the
magnitude and frequency of spontaneous psi phenomena for individu-
als with chronic conditions, it also appears to reduce psi performance
values in those who are healthy. In regards to reports in involving anti-
depressants and anti-anxiety medications taken by experients with
mild depression or anxiety, common dosages appear to reduce psi per-
formance values in both ESP and PK. In addition, an increase in dosage
appears correlated to decreases in performance. This may be the result
of effects on the experients default mode network, as these medications
tend to increase attention and focus, whereby limiting free-floating
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mindsets. While medications may be the only option for a few, expe-
rients should opt for alternative treatments [e.g. behavior therapy] if
the experients doctor thinks such therapies would be more beneficial.
Alcohol
Similar to the effects of OTC and prescription medications, alcohol

appears to increase the magnitude and frequency of spontaneous psi
phenomena for individuals with chronic conditions, and appears to
reduce psi performance values in those who are healthy. Per my re-
search, experients of high magnitude spontaneous psi phenomena who
consumed alcohol several to a few times a week to treat anxiety or de-
pression saw a decrease in spontaneous phenomena, and an increase in
intentional phenomena upon the reduction or total elimination of the
usage of alcohol. In regards to healthy experients who reported con-
suming very little alcohol on the weekends, some increases in inten-
tional performance were reported, but increases reported were small,
except when the experient attempted to perform during, or the same
day/evening as they consumed the alcohol. In this time period, expe-
rients typically reported very little in the way of intentional perfor-
mance.
Marijuana & Psychedelics
According to research in parapsychopharmacology [a multidiscip-

linary field involving expertise in anthropology, ethnobotany, phyto-
chemistry, neurochemistry, pharmacology, psychiatry, psychotherapy,
and parapsychology], marijuana and psychedelic drugs do appear to
maximize psi effects in conjunction with psychological effects. It is un-
certain what it is about psychedelic experience that seemingly facili-
tates psi [e.g. neurochemical changes resulting in an altered state of
consciousness, changes in belief, or other factors]. While such drugs
have been utilized throughout history to induce psychical\spiritual
experiences, the drugs we typically considered sacramentals, and
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therefore, were treated with respect, and limited to ritual use. While
ritualistic psychedelic drug usage does appear to be psi conducive at
the time of usage, extended, recreational, and abusive psychedelic drug
usage is not considered psi conducive. Per my research, an increase in
negative psychological effects due to extended or recreational [i.e.
weekly/daily] psychedelic usage reduces psi phenomena in otherwise
healthy individuals, and substantially increases negative spontaneous
psi phenomena in those with chronic mental or physical conditions.
While these drugs do appear to increase psi experience during usage,
once the effects wear off, such experiences rapidly dissipate, whereby
psychical skill is not obtained by usage or abuse. In other words, ritua-
listic [e.g. once per year] psychedelic drug usage is assumed psi condu-
cive during usage, however, regular usage is in no way considered psi
conducive in regards to functional or intentional psi phenomena.
Diet and Blood Type
A healthy diet is vital for psychological and physiological health. In

addition, a healthy diet appears to be vital for psychical health as well.
On average, the components of a healthy diet include the right amount
of proteins [e.g. protein in meat, dairy products, nuts, and beans], fats
[e.g. fats in animal and dairy products, nuts, and oils], carbohydrates
[e.g. carbohydrates in fruits, vegetables, pasta, rice, grains, beans and
other legumes, and sweets], vitamins [e.g. vitamins A, B, C, D, E, and
K], Minerals [e.g. minerals such as calcium, potassium, and iron], and
water. While the right amount of these components to be consumed by
the average individual is often common knowledge, not all individuals
are average. In regards to experients that are more or less active than
the average individual, adjustments should be made to average daily
values. Experients can determine whether they are maintaining a
healthy diet by logging their intake values. Today, this can be achieved
efficiently and quickly via the utilization of typically free software
available online. Through these types of programs, experients can keep
track of their daily values simply by logging what brand and types of
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foods they consumed each day. However, while the average healthy
diet includes many requirements, recent research has lead some, in-
cluding me, to believe that how we obtain these components of a
healthy diet and how we form our lifestyles, may vary based on an ex-
perients blood type. The following is a brief overview of diets and life-
styles per an experient blood type.
Type A’s - Several neurochemical factors in regards to experient with

the “Type A genetic disposition favor a structured, rhythmic, harmo-
nious life, surrounded by a positive, supportive community.” The ideal
lifestyle of a Type A experient includes hormonal equalizers, gentle
exercise, and special dietary guidelines that will maximize their overall
health, decrease their natural risk factors for cancer, diabetes and car-
dio vascular disease. This will result in high performance, mental clari-
ty, greater vitality, and increased longevity. This specialized diet is a
strictly vegetarian diet. Type A’s should strive to eat their vegetarian
foods in as natural a state as possible [e.g. pure, fresh and organic].
Type A experients who switch to this diet will also experience positive
weight loss. They should also seek to live a lifestyle that limits crowds
of people, loud noise, negative emotions, smoking, strong smells or
perfumes, foods with too much sugar and starch, overworking, violent
TV and movies, lack of sleep, and extreme weather conditions [e.g. hot
or cold]. Type A’s may benefit more from the following types of medi-
tation: yoga, tai chi, swimming, aerobic dance, and deep breathing me-
ditation.
Type B’s - Type B’s carry the genetic potential for excellent malleability
and plasticity, and the ability to flourish in alternating conditions. Un-
like A’s and O’s, B’s are fluid, rather than still, “with the ability to
move in either direction along the continuum.” The ideal lifestyle of a
Type B experient includes addressing their health challenges such as
their tendency to produce higher than average cortisol levels due to
stress, sensitivity to B specific lectins in certain foods in which result in
inflammation and increases their risks for developing, or becoming
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susceptible to, certain medical conditions [e.g. multiple sclerosis, chron-

ic fatigue syndrome, and lupus]. Type B’s should avoid foods such as
corn, wheat, buckwheat, lentils, tomatoes, peanuts and sesame seeds,
as these foods can affect the efficiency of their metabolic process, which
can result in fatigue, fluid retention, unwanted weight gain, and hy-
poglycemia. Type B’s should also avoid eating chicken, as it contains a
type of lectin that attacks Type B’s bloodstream, which can increase
their potential of strokes and immune disorders. Type B’s may benefit
more from the following types of meditation: yoga, visual imagery, tai
chi, swimming, jogging, elliptical, and cycling.
Type AB’s - Type AB’s are often A-like, B-like, or a fusion of the two
types, as the AB type is the result of the intermingling of A’s and B’s
about ten to twelve centuries ago. Therefore, AB’s have type A’s low
stomach acid [requiring a vegetarian diet] with B’s adaption to meats,
resulting in the meat they eat being typically stored as fat. AB’s also
have B’s issues with insulin, so lima beans, corn, buckwheat, sesame
seeds, etc. should be avoided. AB’s should avoid caffeine and alcohol,
especially when stressed, and they should focus on eating foods like
tofu, seafood, dairy, and green vegetables. AB’s should avoid all
smoked cured meats, and in regards to seafood, mahi-mahi, red snap-
per, salmon, sardines, and tuna are the most beneficial. Type AB’s may
benefit more from the following types of meditation: swimming, aero-
bic dance, jogging, cycling, elliptical, yoga, and tai chi.
Type O’s - Type O was the first blood type, when our ancestors were
canny, aggressive predators. They are predisposed to certain illnesses
such as ulcers and thyroid disease, and related side effects such as
weight gain, fluid retention, and fatigue. In these cases, a rich saltwater
fish and kelp diet is suggested to regulate the thyroid gland, and sea-
weed is beneficial for weight loss. Type O’s are meat eaters, therefore
their diet should consist of lean red meats and poultry. Some of the
most beneficial meats for O’s include beef, lamb, and venison. Type O’s
should focus on eating lean organic meats, vegetables and fruits, and
287
avoid wheat and dairy, which can cause digestive health issues. Type
O’s should also avoid alcohol and especially caffeine due to its tenden-
cy to raise adrenaline and noradrenaline, which are already naturally
high in O’s. Type O’s may benefit more from the following types of
meditation: aerobic dance, elliptical, swimming, jogging, cycling.
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QUESTIONS
1. The term meditation is widely utilized, but it is typically uti-

lized in a highly vague manner, whereby rendering its descrip-
tive authority inadequate. T/F
2. Excessive mental health issues such as stress and anxiety can
contribute to physiological conditions such as heart disease,
ulcers, and can reduce the strength of the immune system,
whereby resulting in vulnerabilities to conditions ranging from
the common cold to cancer. T/F
3. Meditation has been found though scientific studies to be ac-
companied by a host of biochemical and physiological altera-
tions in the body. T/F
4. Mindfulness meditation cannot result in brain structure
changes. T/F
5. There is relatively very little known in regards to meditations
impact on physical health, despite popular claims in regards to
the health benefits of meditation. T/F
6. The primary goal of the practice of meditation is to alter the
baseline state of experience and to eliminate the distinction be-
tween the meditative and post-meditative states. T/F
7. Today, the neurobiology of consciousness and cognitive, affec-
tive, and social neuroscience, have become well-accepted areas
of research in the neurosciences over the past two decades. T/F
8. Low-level arousal to reach a strong state of psychological ab-
sorption can include vigorous, ritualistic, and rhythmic dance.
T/F
9. For some time now, low arousal meditation has been utilized
in the mainstream of health care as a method to reduce stress
and pain. T/F
289
10. If an individual feels they have a shortcoming, lacking concen-

tration or the ability to let go, they should attempt the most
challenging type of meditation. This is because of a lack of
equilibrium in the brain. T/F
11. The goal in meditation is to reach a level of effectiveness in re-
gards to both concentration and mindfulness meditation. T/F
12. Mindful meditation is a type of meditation commonly utilized
for Transcendental Meditation involving a sound, syllable,
word, or phase considered capable of creating transformation.
T/F
13. When deep breathing, it is important for the experient to make
sure they are using chest breathing and not abdominal breath-
ing. T/F
14. Visual imagery meditation can be utilized in concentration or
mindful meditation. T/F
15. Physical objects are commonly utilized in concentration medi-
tation, though some types of objects, those of a rhythmic or
hypnotic nature, can be advantageous for mindful meditation
as a means to induce a free-floating mindset. T/F
16. Yoga is a traditional physical and mental discipline that in-
volves the creation of balance in the body via developing both
strength and flexibility. T/F
17. Yoga involves particular forms of martial arts, slow movement,
and encompasses a variety of both physiological and psycho-
logical training methods. T/F
18. Tai Chi Chuan is a form of Chinese martial arts practiced for
both defense training and various health benefits. T/F
19. Rhythmic music is ideal for reaching trance meditative states
for mindfulness meditation. T/F
20. High arousal meditation works via rhythmic induction, where
the usage of repetitive rhythms [e.g. motions or sounds] induc-
es a meditative trance state. T/F
290
21. The primary arousal method utilized to reach a psychically

conducive state, is a pure rhythmic aerobic workout. T/F
22. Which of the following is not one of the most commonly used
aerobic methods reported as successful in improving overall
psychical, psychological, and physiological well-being?
a. Aerobic Dance
b. Running
c. Cycling
d. Tai Chi
23. Ritual dance involves “going with the flow” and just allowing
the body to move to the rhythm of the music. T/F
24. In regards to swimming, to induce an altered state of con-
sciousness, experients should focus on the rhythm of their
strokes. T/F
25. High endorphin release can result in altered coordination, and
negatively affect concentration, which is otherwise required for
many forms of psychical practices. T/F
26. If an experient chooses a method and type of meditation they
enjoy, they are far more likely to stick with it. T/F
27. Experients should reassess their meditative practice over time,
as while some types and forms of meditation may be great to
start with, they may not always fit with new goals that can
spring up over time. T/F
28. If an experient missed a meditation session one day, this mean
the experient cannot maintain a meditation practice. T/F
29. Current research shows that throwing off our evolutionary an-
cient circadian rhythms via artificially modifying the length of
our days has had a substantial impact on the human body and
brain. T/F
30. Recent research has lead some, including me, to believe that
how we obtain components of a healthy diet and how we form
our lifestyles, may vary based on an experients blood type. T/F
291
9
PSYCHICAL ETHICS
Morality and Ethics: What They Are and Why
They Matter
Morality is a sense of behavioral conduct that differentiates inten-

tions, decisions, and actions between those that are right or wrong. A
moral code is a system of morality [e.g. a particular philosophy, religion,
culture, etc.], and a moral is any one practice or teaching within a moral
code. When one mentions “morality,” people typically think of the
rights and wrongs they were taught as a child. However, morality is a
far richer concept, and from the earliest societies until today, people
have established guidelines designed to preserve the delicate fabric of
their society. Taken collectively, these designed guidelines are a socie-
ty’s morality. In this chapter, I will be introducing guidelines to add to
this collection, guidelines considered, but never thoroughly proposed
in regards to psychical practice.
In this chapter will be addressing the concept of morality the rela-
tionships between experients and non-experients, experients and
clients, and experients and other experients, and how they can live
harmoniously. The goal of these guidelines is to protect the quality of
life for the experient and their community as a whole, whether the
community is local, national, or international. Psychical ethics and mo-
rality is comprised of many values, duties, and character traits based
on common guidelines popular in the medical profession and martial
arts [self-defense] tradition. Values are the objects or things a person
holds dear, such as life itself. Duties are the actions in response to
claims on experients that are either self-imposed or imposed by others.
Moral duties describe particular actions required of experients if they
are to play a part in benefiting their community and preventing harm.
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Chapter 9: Psychical Ethics
Moral character or virtues involve traits, dispositions, and attitudes that

are required to provide for benefits in times of stress [such as compas-
sion, courage, honesty, faithfulness, respectfulness, and humility].
As individuals may experience psychical phenomena daily, so too
does morality inform their daily decisions. Personal morality is com-
prised of the virtues, values, and duties an experient has adopted as
relevant. They may be recognized as customs, laws, rules, or beliefs. It
is pertinent that experients try to understand the personal morality of
others on which they practice. A large part of personal morality stems
from societal morality, which is a shared belief in regards to values and
duties. Some beliefs are generated by culture, ethnic groups, or geo-
graphy. Usually, tensions exist between personal and societal morality,
which are played out in vast societal debates that present challenges at
the level of social policy. Therefore, it is not the goal of psychical ethics
to propose guidelines that are acceptable in all personal, societal, or
group moral codes. Rather, its goal is to suggest guidelines based on
core morals common among most systems of morality. These guide-
lines will be proposed as a group system of morality because expe-
rients of psychical phenomena are subject to a specific type of relation-
ship with their society. This special relationship is due to their influ-
ence, which should include special moral expectations arising from
their personal and societal roles.
The Psychical Oath
“I swear to fulfill, to the best of my ability and judgment, this covenant:
I will respect the hard-earned progress and achievements of experients in

whose steps I walk, and gladly share such knowledge as is mine with those who
are to follow.
I will apply, for the benefit of life, all measures that are required, avoiding
those twin traps of carrying to excess or nihilism.
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I will remember that there is art to psychical practice as well as science, and
that warmth, sympathy, and understanding may outweigh such practices.
I will not be ashamed to say “I know not,” nor will I fail to call upon my col-
leagues when the skills of another are needed.
I will respect the privacy of those to whom I practice for or with, for their prob-
lems and achievements are not disclosed to me that the world may know. Most
especially must I tread with care in matters of life and death. If it is given to
me to save a life, all thanks. However, it may also be within my power to take a
life; this awesome responsibility must be faced with great humbleness and
awareness of my own frailty. Above all, I must not play at God.
I will remember that I am not an individual practicing alone for self-serving

proposes, but exist as a function of nature and society with a gift to offer.
I will remember that I remain a member of society, with special obligations to

all my fellow beings, those mentally and physically sound, as well as the in-
firm.
If I do not violate this oath, may I enjoy life, be respected while I live and re-
membered with affection thereafter. May I always act so as to preserve the fin-
est traditions of my calling and may I long experience the joy of practicing for
the benefit of myself and others.”
From Moral to Ethical
Ethics is a branch of philosophy that addresses questions about mo-

rality. Ideally, the path of morality is one that individuals or groups
can follow with ease and confidence the majority of the time, because
of good customs, laws, traditions, and other markers that have been
developed. For an experient, the path will be the most trouble-free
when their personal, societal, and psychical moralities are identical.
However, to obtain this, experients must be ever vigilant and submit to
294
frequent reflection to keep them clear about the relevance of specific

attitudes, values, and duties that are designed to move them along a
psychical path. Ethics is the discipline that provides a language, some
methods, and guidelines for studying the components of personal, so-
cietal, and group morality to create a better path for the experient. It is
the systematic study of and reflection on morality. Ethics takes as its
standard question: What do human dignity and respect demand? Eth-
ics is the work of society as a whole, not just the individuals within it.
An ethical issue is defined as any situation an experient believes may
have important moral challenges embedded in it of which they want to
identify. An ethical problem is a situation that an experient has a reason
to believe has serious negative implications regarding cherished moral
values and duties, and that may pose particularly difficult choices for
experients who desire to support such high moral standards.
The concepts and methods of ethics are tools to help an experient
analyze specific moral problems, which can help them work towards a
resolution of moral conflicts, and act in a manner consistent with socie-
ty’s high moral standards. This analysis of morality allows the expe-
rient to step back and identify categories of issues and problems, and to
delineate which of the aspects of morality are involved in any particu-
lar situation. This analysis of situations allows the experient to know
why there are psychological and other practical consequences of pro-
posed practice. Therefore, this analysis will lead the experient towards
knowledge that can inform purposive practice. Resolving conflict
through ethical refection travels beyond analyzing a situation and ca-
tegorizing it. In other words, the knowledge base of analysis is com-
plemented by a process that works towards resolution. Such know-
ledge can help an experient gauge the effectiveness of the mechanisms
that have been developed to protect crucial values, duties, and charac-
ter traits. The mind is capable of discerning truths in regards to moral
life from a pattern of visible laws in the universe or from some set of
general rules or principals that can be discerned by experients through
intuition, revelation, or other reliable means. These general truths be-
295
come a basis for the experient to guide action and practice in concrete
situations.
The Caring Response
Especially in regards to experients who take a healing approach

with their abilities, a central focus of their practice should involve care.
Remembering this role will continue to bring the experient back to the
appropriate focus when they find themselves in complex and troubling
situations. These situations always involve relationships, whether the
relationship is with a client, a friend, a family member, the public, or
Nature. In all of these types of relationships, the experients goal should
always be focused on a caring response. Unfortunately, knowing that
their goal is care only tends to raise more questions. This is because the
term care can be understood in many ways. A caring response is best
identified as a response an experient would have towards a loved one
involving moral and legal dimensions, however, a caring response
means something more than common, everyday expressions of affec-
tion, nurturance, or protection associated with care. This response
draws a line that should not be crossed, a line comprised of psycholog-
ical, physical, and psychical boundaries that if ignored, create opposi-
tion in regards to the healing core of relationships.
Autonomy
The principle of autonomy is the capacity for an experient to possess

authority in regards to their well-being, or rather “the capacity to ac-
tion your decisions freely and independently.” It is the principle of self-
determination, and applies to an experient whether they are acting in a
professional role [professional autonomy], or as a citizen [social auton-
omy]. In regards to an experient clients or patients, there exists patient
autonomy. A patient’s autonomy or authority over their own well-being
is considered as an acceptable and legitimate moral claim that should
296
be placed in balance with the experients independent judgment in re-

gards to what they feel is most beneficial for the patient. Therefore, the
experient should allow their patients to act as negotiators in regards to
care decisions. This assumes that the patient’s input is rational and that
the context of the decision is conducive to the patient’s well-being, and
to their real informed requests.
Duties
Once an experient has interpreted or decided their duties, they

must consider the principles that carry the weight of their duties,
which may be absolute, prima facie, or conditional. Absolute duties are
duties of which are binding under any and all circumstances. Prima
facie duties are duties or rights in which allow an experient to make de-
cisions in the midst of conflicting principles. In this case, the duties are
not absolute, in that other elements may be more compelling. There-
fore, experients should weigh if the mandate to bring about “no harm”
is as compelling as the mandate to bring about some positive good. A
conditional duty is a commitment in which originates only after certain
conditions are met. Regardless of the type of duty, experients should
balance benefits over burdens with a goal of being able to live with
one’s conscience. This can be accomplished via choosing a course of
action that the experient believes will bring about the best conse-
quences overall. In other words, the experient should distinguish alter-
nate paths of action, and then predict as accurately as probable the con-
sequences of each path of action.
Six-Step Ethical Process
An ethical decision requires thoughtful reflection and logical

judgment even if a situation presents itself in a manner consisting of
partial facts and intense reactions. The following six steps can allow an
experient to address a situation by diving deeper into the situation to
297
see the details, and to organize the situation better as to keep a collect
mind while still acknowledging the strong emotions being experienced
by individuals in regards to the situation. This systematic process is an
overall and formalized approach to mental reflection.
Step 1: Gather Relevant Information
The first step in an informed decision making process is to collect

as much relative information as possible in regards to the situation at
hand. In any situation involving the application of psychical ability,
there exists a necessity for close attention to details. When an experient
does not know as much as possible in regards to a situation, the expe-
rient will find it impossible to ascertain the attitudes, values, and duties
embedded in the situation. This “fact-finding mission” is essential to
protect the experient from wandering down the wrong path from the
start. The following is a brief example checklist that may act as a guide
for an experient to organize a situation by asking detailed questions.
• What does he or she want out of the situation?

• What are the realistic options in regards to this situation?
• Is he or she competent to make decisions in regards to this sit-
uation?
What are the legal implications regarding this situation?
• What resources are available in regards to this issue?
When the experient is convinced that all relevant information accessi-

ble has been obtained, they are ready to proceed to the next step.
Step 2: Identify the Type of Ethical Problem
In the initial fact finding process an experient can begin to assess

and determine the type of ethical problem or problems he or she may
be facing. When the experient is aware of the ethic problems they face,
they can make significant progress towards arriving at a caring re-
298
sponse. Experients should assess whether ethical distress or dilemmas

may be involved in a situation, such as anxieties or other mental or
moral conflicts, whether on the experients behalf, or on the behalf of
others involved in the situation.
Step 3: Use Ethics Theories or Approaches to Analyze the Prob-

lem
Keeping relevant details pertaining to a situation central to delibe-

ration is crucial in eventual decision-making processes that are to be
ethically consistent. To remain consistent, the experient may only
choose to place their focus on the ends brought about by, and the con-
sequences of, their actions. For example, the experient chooses to weigh
benefits over burdens as to achieve the best consequences overall. Al-
ternatively, the experient may only choose to approach a situation
based on their judgment of the morality of an action based on the ac-
tion’s adherence to a rule or rules. On one hand, the experient will
place importance on overall consequences; while on the other hand, the
experient will place importance on rules or duties. Which approach the
experient takes may reflect what has worked best for the experient in
the past. However, a regular approach may occasionally fluctuate
when situations present themselves where the experient may feel their
regular approach may not be the best approach.
Step 4: Explore the Practical Alternatives
When an experient has decided what he or she should do, the next
step for the experient is to determine what he or she can do in regards
to the current situation. In this step, the experient will need to utilize
their imagination and intuition to assess all actual strategies and op-
tions available. Experients should be mindful not to oversimplify the
options available to them, or to fall back on outdated alternatives when
under stress. The imaginative pursuit of all relevant options can be
299
challenging for an experient, but such is an invaluable resource in re-

soling ethical problems.
Step 5: Complete the Action
By the time an experient has reached this step, they have already
done quite a bit of work. At this time, the experient has gathered rele-
vant information, identified the type of ethic problem involved, has
chosen an approach, and has exercised his or her imagination and in-
tuition to explore practical alternatives. Now the experient has one
more task, a critical task, and that is the task to act. While this step ap-
pears simple enough, the complex situations experients often encoun-
ter can occasionally be decisions of great effect, even sometimes involv-
ing literally life and death decisions. While the last step required im-
agination and intuition, this final step requires courage and strength of
will with the knowledge and understanding that there may be risks or
repercussions. The more experienced he or she becomes, the more he or
she will become increasingly aware that their integrity of purpose must
be supported by his or her compassion and courage.
Step 6: Evaluate the Process and Outcome
Once the experient has acted, the experient should pause and en-
gage in a reflective examination of the situation. “The practical goal of
ethics is to resolve ethical problems, thereby upholding important
moral values and duties.” In the end, the extent to which the experients
decision has led to an action that upheld morality is knowable only via
the reexamination of what took place in the actual situation. This eval-
uation is relevant to the growth and development of an ethical expe-
rient of psychical phenomena, and is considered essential if the occa-
sion arises where the outcome hoped for was not realized. When an
experient arrives at a difficult ethical decision and acts upon it, some
questions the experient should ask themselves may include:
300
• What did I do well?

• Why do I think so?
• What were the most challenging aspects?
• How did this situation compare with those in my past?
• How will this situation apply to other situations in the future?
• What resources were the most helpful?
• What do others think about my course of action?
• Overall, what have I learned?
All of these questions will help serve the experient in preparation for
their next occasion to decide what a caring response entails in that new
situation.
Maintaining Personal Integrity
This far, duties have been place under the umbrella of society’s ex-
pectations of moral conduct involving individuals. They describe
commitments that experients should make to other individuals or
groups to act in a particular manner that is believed to uphold the mor-
al life of the community [i.e. create an environment of caring res-
ponses]. However, we will now be addressing the duty to the self, a
less than popular topic in regards to ethics. This topic involves an idea
of moral obligation and “duty of self-improvement.“ Here we place
importance not only on beneficence [towards others], but also on self-
improvement as a means to produce as much good as possible. This
special obligation to the self includes nonmaleficence, fidelity, grati-
tude, reparation, preservation of integrity and safety, maintaining
competence, continue personal and professional growth, etc. If the ex-
perient takes it upon them self a commitment to approve consistently
upon them, then they commit to consistently improving their ability
and skill to help others.
The responsibility of maintaining personal integrity includes ac-
countability, and when experients are faced with ethical distress or di-
lemmas, they may find or feel their personal integrity is being chal-
301
lenged, or threatened. The tools by which an experient can succeed in

maintaining their integrity include a moral compass, which is a funda-
mental resource consisting of an experients own personal value system. A
personal value system is the set of values the experient possesses when
he or she has reflected on and chosen values that will help guide the
experient along a good path in life. Often these personal values overlap
with societal values and exist in harmony together. Also to consider,
are individual values, which are important to the experient simply be-
cause her or she values them. In conjunction, societal and individual
values form personal values, ideally creating a balance. This balance
allows experients to act on their own convictions in a meaningful way.
While conflicting ideas may arise, making the experient deeply consid-
er which values are most important, it is essential for the experient to
identify the conflicts that may threaten to undermine their integrity.
Personal integrity is essential to psychological and physiological well-
being, as having one’s integrity challenged can result in stress. There-
fore, experients should strive to examine and further strengthen their
personal value system when opportunities arise by taking advantage of
how new information can help assist in refining old values.
Self-Deception
Self-deception can pose a great challenge on an experients personal

integrity. Self-deception is something all individuals engage in from
time to time. When an experients self-esteem is threatened, he or she
may resort to an extreme measure of self-deception in regards to what
is best for the self. This course of action typically backfires, and often
includes willful ignorance [i.e. absence of true belief], systematically ignor-
ing [i.e. distraction of unpleasant thoughts to more pleasant ones], emo-
tional detachment or apathy [i.e. protection of self-esteem via the detach-
ment of oneself emotionally], self-pretense [i.e. a struggle to believe that
something is not true], and rationalization [i.e. a belief that one’s own
view is necessary regardless of whether or not it is substantiated]. Self-
deception should be treated as an impairment, which can be dealt with
302
via support groups, counseling, and education in the direction of deal-

ing with uncertainty. However, self-deception often hides the need for
such assistance from experients who need it most. Therefore, expe-
rients should ask their family, friends, and/or colleagues to offer insight
and or support when such situations arise.
The Responsibility to Improve Yourself
The responsibility to improve oneself as to become a better and

more skilled experient provides an opportunity for self-fulfillment and
service to others in need. The first charge for an experient is the charge
to remain competent professionally. If the experient uses their psychi-
cal ability and skills as a profession, or in conjunction with their profes-
sion, they are required to continue to maintain a high level of profes-
sional competence via continuing education and via the demonstration
of proficiency in other ways. This improvement involves the considera-
tion of those an experient offers a service, and of his or her own [the
experients] well-being. On the other hand, The charge to improve one-
self personally is beyond professional improvement, as it involves im-
proving personal health, skills, and interests. It is important for an ex-
perient to have interests outside of their professional life. This provides
a safeguard against feeling bored or “burned-out,” feelings often asso-
ciated with the demanding routine of professional work.
Therefore, compelling interests of which require concentrated at-
tention and provide joy, are considered essential in self-improvement
and sustainability. Remaining personally competent in regards to
health include physical and mental health and discipline. Whether it is
the day-to-day self-maintenance of health via a healthy lifestyle, diet
and regular exercise, or yearly checkups with a medical professional,
the experient owes it to them self and others to stay as mentally, physi-
cally, and therefore psychically fit as possible.
303
Living with the Business Aspects
Another challenge for psychical professionals is the requirement of

living with the “business” of service or care, but not allowing it to ad-
ministrate all the values and priorities of a practice. Experients can
avoid associated ethical dilemmas by meeting the reasonable expecta-
tions of clients and society. As long as the experient focuses on meeting
appropriate goals of their practice, and do not focus to much attention
to their bottom line, experients can spend more time focusing on: fair-
ness of treatment or service, the criteria for quality, the meaning of fis-
cal accountability from the standpoint of accepting everyone’s legiti-
mate interests into account [e.g. client budget or yearly income], and
the duty of respect for others in all interactions involving their practice.
Practice (Peer) Evaluation
Another topic that posses an ethic challenge is the concept of peer

or practice evaluation or review. While evaluation and review are very
common amongst professional organizations and associations, they are
often not common in individual practices of which do not belong to a
professional organization or association. Therefore, there may be no
one to evaluate the quality of an experients practice or research or his
or her moral character in general. Peer review is designed primarily to
ensure high standards of professional practice, and that these high
standards are upheld. These standards may be set by the professional
body itself or may be imposed by governmental or other agencies. In
more established professional bodies, peer review information is
sought when salary increases, honors, promotions, or other work-
related features are being determined. Therefore, experients should
seek out relative professional bodies of which can evaluate their prac-
tice and progress as a means to ensure quality and competency, and to
attain professional stature.
304
Unethical or Incompetent Practice
One serious ethical challenge involved in psychical practice in-

cludes when evidence arises suggesting a practitioner is engaging in
unethical or incompetent behavior. When such an experient is reported
to a professional body of which they are a member, such behavior can
be addressed. Such behaviors may include substance abuse, inability to
exercise sound professional judgment, severe depression, paranoia or
other mental disorders, other forms of abuse in regards to clients, theft
from clients or associated institutions, chronic lying, and practicing
without a license or under false pretenses. Experients should develop
policies when beginning a practice that will act as moral and ethical
guidelines in tougher times for all individuals involved, whether the
individual is a colleague working in conjunction with an experients
practice, or the experient them self. Policies should be encouraged
through documentation, colleagues should be assessed yearly [e.g.
health and lifestyle], and support should be available for colleagues
who may be experiencing ethical distress as a means to prevent unethi-
cal behavior.
Confidentiality
Keeping secret information that is told by a client or that flows

from the client, or Nature, to an experient is valued as an instrument of
trust. This ultimate value, keeping of confidences and building of trust,
is essential to maintain human dignity. To decrease in trust is to cause
harm, and while it is relatively easy to maintain confidentiality when
the situation is void of conflict, the confidentiality of entrusted infor-
mation also applies when conflicts arise. Confidentiality is fundamen-
tal to solid client confidences and is reflected in various codes of ethics.
In other words, an experient should respect the rights of clients, of col-
leagues, and of other professionals, and should protect confidences
within and without the constraints of the law.
305
However, occasions arise where the most caring response requires

breaching the client’s confidence. These can include a clients desire to
harm them self or others. For instance, in emergency situations where
keeping confidence will result in harm coming to the client, others are
at serious risk of harm, or when the experient feels the client is not
competent enough to make a decision that has health consequences. In
these cases, sharing information is required by law. Most clients may
not know the limits of confidentiality, therefore it is up to the experient
to advise clients before, rather than after, sensitive information has
been divulged. In addition, clients should be notified how far their in-
formation may go [e.g. colleagues]. Experients who share information
with others in their practice should be mindful of what is noted in a
clients chart. For instance, if the information is questionable it should
be clearly labeled as questionable, and true information that is not rele-
vant should not be recorded. Confidential information considerations
can include identification [e.g. name, address, date of birth, etc], medical
information [e.g. diagnoses or treatments], social information [e.g. family,
friends, significant other, etc.], or psychological information [e.g. emo-
tional state such as anxiety, depression, spiritual, psychical, or family
problems, etc.].
Informed Consent
Informed consent is based on basic legal-ethical principles and in-

volves a process of decision-making. With informed consent, not only
is an experient practicing within the law, but they are also performing
their professional tasks in a morally commendable way by bringing the
client’s informed preferences into the experients plan. Informed con-
sent typically involves a document to be signed by the client of which
describes how the experient intends to utilize their specific skills to ex-
amine, diagnose, or treat for the purpose of assisting the client. Such a
document, if properly prepared, will enable the client to be properly
informed prior to entering into a decision-making process. Informed
306
consent is essential to psychical practice, as many forms of influence

can be conducted on a client without the client’s knowledge. Legal-
ethical issues that can be brought against an experient professionally
practicing their psychical ability today can include battery [i.e. any form
of touching, typical of energy healers and experients of ESP that re-
quire direct touch, considered offensive or not consented to], disclosure
[i.e. not informing the client of what will happen to him or her], and a
related legal concept called a fiduciary relationship [i.e. a relationship
where on individual has placed a special trust or confidence with
another individual, which places the latter individual under the re-
quirement to watch out for the best interest of the other individual and
fails to do so].
To avoid legal-ethical issues, experients should inform their clients
of what all is involved in regards to their offered service. Disclosure
should be as accurate as possible to avoid legal issues with falsified
information or fraud. Experients should also be prepared to answer in-
depth questions pertaining to their service for clients who prefer to be
well versed on the includes of the service, rather than a basic descrip-
tion or overview. Informed consent assumes that a client voluntarily
agrees to the service or process he or she is about to experience. There-
fore, it is unethical, and unlawful, to coerce or compel a client into a
process that is against their own best interests and wishes, and it is un-
ethical, and unlawful, to initiate a psychical process of which may be
for the clients best interests, but has not been consented too.
Ethical Issues in End-of-Life Care
Throughout their years of psychical service, experients may come

across individuals in long-term care situations with chronic conditions.
These conditions may include traumatic brain injury, schizophrenia,
clinical depression, dyslexias or other communication disorders, Alz-
heimer’s disease, muscular dystrophy, multiple sclerosis, Parkinson’s
disease, Huntington’s disease, severe chronic obstructive pulmonary
disease, arthritis, cancer, etc. Whether the chronic condition will result
307
in the death of the individual at a later date, or the individual will live
a long life with the chronic condition, experients should assess whether
they are capable of long-term treatment in regards to the condition, or
capable of curing the condition. For long-term treatment, experients
should maintain attention to appropriate interventions including pre-
ventive, rehabilitative, or comfort enhancing. Experients should take
time to communicate with these types of clients to gain perspective on
the client’s personal values, strongly held beliefs, habits, cultural and
ethnic characteristics, and personality. Experients should show interest
in the client and treat the client with respect and dignity, listen careful-
ly to what the client has to say, while also taking into account the
clients quality of life, which will govern the experient in their attempt
to create a warm, personal environment.
Working with clients in long-term care situations can be trying on
the experient. Therefore, the experient needs to take heed not to com-
mit to physical or psychological abandonment. Abandonment in this
regards involves refusing future treatments due to psychological stress
on behalf of the experient. This physical neglect of the client stems from
experients typically having concepts of what they should accomplish,
which can lead to the experient distancing themselves from the long-
term care client because the client is not “getting better” or the client is
gradually “getting worse” because their condition is incurable and
therefore may be subject to deterioration over time, with or without the
experients assistance.
In addition, experients may abandon their long-term care client
due to repulsions of the client’s appearance and other disturbing ma-
nifestations of the client’s condition. Experients may find themselves
distancing themselves from clients near their time of death in avoid-
ance of witnessing the pain the client may go through or due to the ex-
perients misplaced feelings of failure. To avoid cases of abandonment,
experients should identify their own feelings of fear, disgust, and re-
pulsion and encourage sessions with clients that have conditions that
do not fall outside of the experients psychological limitations to cope.
Experients can also make more efforts to talk with clients as to better
308
know them and focus on them personally, which can result in troub-
ling feelings becoming less important.
Assisted Suicide and Euthanasia
Legal-ethical issues are prevalent in regards to the long-term care

of individuals with chronic conditions, especially in regards to client’s
near the end of their life, or who have a poor quality of life due to un-
treatable pain and suffering. In these cases, clients may seek out the
experient and ask for assistance that could lead to the client’s death.
The assistance can vary from assisted-suicide [providing information
on how the client can be relieved from their life] or euthanasia [creating
an effect that will lead to the death of the client]. In either case, the ex-
perient may not be present at the client’s time of death, but still respon-
sible, at least in part, for the clients death. The question posed in psych-
ical ethics in regards to assisted suicide and euthanasia is how involved
the experient must be to become an agent in the client’s death, and do
legal consequences apply. We will be addressing the legal conse-
quences of psychical practice later in this chapter, but for now, assisted
suicide involves any action carried out with the goal of ending a
client’s life that fits following considerations:
• If the experient provides the psychical means, as opposed to

some other means such as a gun [e.g. telepathic compulsive
impression to commit the act, or energetically exacerbating a
preexisting condition and notifying the client how to further
the exacerbation, whereby resulting in death.]
• If the experient is necessary but not sufficient for the act
• If the client needs to do the final act [e.g. act upon an im-
pressed compulsion to act, or take a medication that will con-
tinue to exacerbate a preexisting condition that the experient
has already exacerbated energetically per the client’s request.]
309
Euthanasia involves any action carried out with the goal of ending a
client’s life that fits following considerations:
• If the experient commits the act by psychical means [e.g. ener-

getically to stop the heart.]
• If the experient is necessary and sufficient for the act
• If the client’s illness simply provides the context [ e.g. energeti-
cally exacerbating a preexisting illness to result in a fatal effect]
In either case, assisted suicide or voluntary or involuntary eutha-

nasia, neither is legally or ethically acceptable in most countries except
in the case of medical professionals, and only in very specific and oth-
erwise hopeless situations.
Ethical Expressions and Manifestations
Psychical ability in its rawest form as a product of evolution is spe-

cifically designed for survival, whether through the influence of infor-
mation or physical effect. Therefore, the philosophical and ethical con-
tent of psychical practice has physical and informational influences, or
manifestations and expressions. Throughout history, many psychical
“professions” or spiritual systems involving psychical practice con-
tained their own distinct philosophies. Psychical professions or systems
typically follow a logic that reflects its own philosophy, where the ac-
tual ethical content is embedded in the influences themselves [e.g. in-
fluences that can cause harm as opposed to influences that cannot
cause harm]. Serious psychical practice is characteristic of focused self-
development as a means for survival, as opposed to conflict or compe-
tition as a means for survival. Psychical practice at its base concerns
itself with knowledge and skillfulness of the self and of the surround
[e.g. the experients immediate environment or Nature in general with
or without temporal limitations] through practice. Such is viewed as
the ultimate goal of psychical practice. This practice appears to be a
psychical enterprise, but as aforementioned, the three systems [psycho-
310
logical, physiological, and psychical] are all involved as aspects of the

practice. Such practice should be of respectful influence through the
virtue of humility and a sound mind and body.
Engaging others in potentially dangerous psychical practices with-
out a conscious awareness of what one is capable of influencing, or
how they influence, is considered, at least, morally irresponsible. Such
is why the experient, the psychical practitioner, should adopt an ethical
frame of mind from the beginning of their practice. A highly functional
psychical practice is characterized by withholding techniques until
countless successful repetitions have been carried out. While this may
lead an experient to occasionally feel that there is little to no progress,
holding out on new techniques is an effective means of drawing the
experient towards not only focusing on perfecting one’s skill, but it also
leads to the experients development of virtues such as patience, humili-
ty, and perseverance. All of these virtues are essential to long-term
psychical practice, and are expected of a practitioner with a high level
of control over oneself and their ability.
In times of conflict, experients should seek non-resistance, rather,
non-confrontational approaches that are constructive to the resolution
of a conflict. Bringing about a sense of calm mindedness is also essen-
tial to conflict resolution [e.g. deep-breathing meditation] as to avoid
destructive actions, and to allow psychical ability to be within the con-
trol of the conscious mind, rather than subconscious emotional whims.
Without a clear and calm mind, psychical expressions and manifesta-
tions are spontaneous, but with a clear and collect mind, control enters
into the equation. In other words, in the midst of conflict, experients
should calmly seek a resolution, not indulge the “attacker” by becom-
ing confrontational. To engage in psychical combat should be seen as
undignified as it is indicative of the experients unsuccessful attempts at
avoidance. However, in cases when a psychical confrontation is inevit-
able, an experient should be expected to consistently maintain a ele-
vated ethical level in combat, which successively manifests the ultimate
ethical ideal of psychical practice.
311
In the midst of hard times and crisis, experients may be inclined to

utilize their psychical ability to implement solutions. Occasionally the
experient may become aware of a solution that is morally aversive, or
involves criminal action. It is during these trying times of awareness
and heightened stress that experient will critically rely on their highly
ethical frame of mind, their virtue of patience [with the situation], and
their virtue of perseverance [to find a morally and ethically sound solu-
tion].
Consequences
When an experient desires to start a professional psychical practice,

or implement their psychical ability into their profession, in either case,
the experients profession can be subject to moral and legal conse-
quences. If the experient or practitioner commits an immoral or unethi-
cal act, whether professionally or personally, their standing in the
community and profession can be subject to professional or personal
status degradation, dismissal from professional associations or organi-
zations, and possibly incarceration. How the act was committed [e.g.
psychically] can often be directly tied to the practitioner based on the
outcome of the act, not necessarily how the act occurred in its entirety.
Going back to assisted suicide and euthanasia, for example, if a hypno-
therapist with hypnotic telepathic skills compels the client to return
home and carry out the act, and another party was to become aware of
this compulsion, the practitioner would be tried for assisted suicide as
a hypnotherapist, not a telepathist. In the case of euthanasia for exam-
ple, if a client dies in the company of an energy healer where the client
requests and the practitioner complies, and another party becomes
aware of this request and compliance, an investigation could lead to
foul play resulting in conviction.
In regards to criminal intent such as fraud, which has been semi-
common in psychical and spiritual practices throughout history, it also
has professional and criminal consequences. Whether it is false adver-
tising or health fraud, disclosing inaccurate information or not disclos-
312
ing enough information, experients can be charged, convicted, and sen-

tenced too many years in prison for committing fraud or associated
crimes. Self-deception can also lead to deceiving others, whereby re-
sulting in fraudulent acts. The consequences of apathy typically involve
professional and personal consequences. However, apathy can lead to
criminal acts, which can result in the practitioner being prosecuted.
Indolence and incompetence can also be the result of apathy and lack of
personal integrity. While many may suppose that utilizing psychical
ability to commit a criminal act cannot land them in prison, this is an
immense misconception. In most cases, the experient or practitioner
can be brought up on charges for committing the act, and since most
psychical abilities are extensions of non-psychical abilities, evidence
may support non-psychical acts, whereby resulting in the experient
being convicted and incarcerated. In conclusion, it is the ethical, vir-
tuous, and empathetic position the experient assumes from the begin-
ning of their practice that prevents criminal action, morally aversive
acts, or atrocities in regards to psychical practice.
313
QUESTIONS
1. Morality is a sense of behavioral conduct that differentiates in-
tentions, decisions, and actions between those that are right or
wrong. T/F
2. A moral is a system of morality [e.g. a particular philosophy,
religion, culture, etc.]. T/F
3. Moral duties describe particular actions required of experients
if they are to play a part in benefiting their community and
preventing harm. T/F
4. Moral character or virtues involve traits, dispositions, and atti-
tudes that are required to provide for benefits in times of stress
[such as compassion, courage, honesty, faithfulness, respect-
fulness, and humility]. T/F
5. Ethics is the systematic study of and reflection on morality. T/F
6. The knowledge base of analysis is complemented by a process
that works towards resolution. T/F
7. The principle of a caring response is the capacity for an expe-
rient to possess authority in regards to their well-being, or ra-
ther “the capacity to action your decisions freely and indepen-
dently.” T/F
8. Absolute duties are duties of which are binding under any and
all circumstances. T/F
9. The first step in an informed decision making process is to col-
lect as much relative information as possible. T/F
10. Experients should assess whether ethical distress or dilemmas
may be involved in a situation, such as anxieties or other men-
tal or moral conflicts, but only when the distress or dilemma is
on the experients behalf, not others. T/F
314
11. To remain consistent, the experient may only choose to place

their focus on the ends brought about by, and the conse-
quences of, their actions. T/F
12. The imaginative pursuit of all relevant options can be challeng-
ing for an experient, but such is an invaluable resource in resol-
ing ethical problems. T/F
13. A personal value system is the set of values the experient pos-
sesses when he or she has reflected on and chosen values that
will help guide the experient along a good path in life. T/F
14. Continuing education or interests outside of work are not con-
sidered important in regards to improving the self. T/F
15. Experients can avoid business associated ethical dilemmas by
meeting the reasonable expectations of clients and society. T/F
16. Experients should seek out relative professional bodies of
which can evaluate their practice and progress as a means to
ensure quality and competency, and to attain professional sta-
ture. T/F
17. Experients should develop policies when beginning a practice
that will act as moral and ethical guidelines in tougher times
for all individuals involved T/F
18. An experient should respect the rights of clients, of colleagues,
and of other professionals, and should protect confidences
within, but not without, the constraints of the law. T/F
19. Most clients may not know the limits of confidentiality, there-
fore it is up to the experient to advise clients before, rather than
after, sensitive information has been divulged. T/F
20. To avoid legal-ethical issues, experients should inform their
clients of what all is involved in regards to their offered ser-
vice. T/F
21. Working with clients in long-term care situations can be trying
on the experient. Therefore, the experient needs to take heed
not to commit to physical or psychological abandonment. T/F
315
22. In either case, assisted suicide or voluntary or involuntary eu-

thanasia, neither is legally or ethically acceptable in most coun-
tries. T/F
23. The philosophical and ethical content of psychical practice has
physical and informational influences, or manifestations and
expressions. T/F
24. A highly functional psychical practice is characterized by
withholding techniques until countless successful repetitions
have been carried out. T/F
25. In times of conflict, experients should seek resistance, rather,
confrontational approaches that are not constructive to the res-
olution of a conflict. T/F
26. In the midst of hard times and crisis, experients are not in-
clined to utilize their psychical ability to implement solutions.
T/F
27. When an experient desires to start a professional psychical
practice, or implement their psychical ability into their profes-
sion, in either case, the experients profession can be subject to
moral and legal consequences. T/F
28. Whether it is false advertising or health fraud, disclosing inac-
curate information or not disclosing enough information, expe-
rients can be charged, convicted, and sentenced too many years
in prison for committing fraud or associated crimes. T/F
29. Apathy can lead to criminal acts, which can result in the practi-
tioner being prosecuted. T/F
30. It is the ethical, virtuous, and empathetic position the experient
assumes from the beginning of their practice that prevents
criminal action, morally aversive acts, or atrocities in regards to
psychical practice. T/F
316
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INDEX
Belief, 42, 174, 213, 284, 293, 302
Abandonment, 308, 315 Binding problem, 35, 40
Addiction, 222, 267 Brainwave entrainment, 198
Affective phenomena, 96, 97,
104, 108, 114, 126, 137, 140, Caring response, 296
141, 142, 143, 163, 164, 192 Causality, 29, 33
Alpha waves, 37, 153 Cellular memory, 237
Anomalous, 114, 318, 319 Central nervous system, 34, 41,
Anpsi, 135, 136, 166 64, 65, 109, 114, 238, 248
Anxiety, 76, 215, 222 Claircognizance, 114
Appraisal, 125, 126, 127, 128, Clair-empathy, 110, 114, 115,
129, 130, 131, 132, 133, 137, 116, 121
138, 139, 140, 141, 142, 143, Clairvoyance, 1, 42, 47, 53, 62,
166, 188, 192 83, 84, 85, 94, 110, 115, 203,
Apprehension, 76, 77, 82, 150, 229
155, 160, 161, 215 Classical physics, 16, 19, 24
Assimilation, 50, 51, 54, 56, 60, Closed-eye hallucinations, 200,
86, 87, 94 201
Association, 24, 26, 32, 36, 87, Cognitive bias, 180
88, 90, 98, 107, 170, 174, 207, Cognitive science, 38, 317
213, 232, 247, 304 Cognitive task, 78, 123
Attention, 222, 229, 245, 258, Cognitive therapy, 175
261, 318, 320 Collections, 57, 66, 162, 179,
Attitude, 81, 141, 167, 232 185, 186, 213, 231, 292
Autonomic nervous system, Collective emotions, 133
237, 238, 251, 257 Colorization, 231, 232, 233, 234,
Autonomy, 296 239, 244, 251
Concentration meditation, 261,
Background field, 40 262, 265, 290
Behavior, 16, 20, 31, 32, 53, 56, Conceptual information, 23, 26,
82, 101, 107, 119, 152, 157, 88
171, 174, 175, 176, 179, 180, Confusion, 75, 79, 159, 162, 168,
184, 217, 255, 281, 284, 305 177, 231
Behavior therapy, 175
327
Contemporaneous, 84, 112, 115, Effect size, 180

116, 121, 230 Einstein, 15, 319
Content sensitivity, 39 Electrical current, 235
Contextual information, 23, 25, Electromagnetic radiation, 5,
26, 88, 90, 91, 92, 95 12, 16
Cortisol, 256, 268, 286 Electrons, 16, 68, 69, 235
Emotion, 56, 57, 86, 88, 96, 97,
Dance, 254, 259, 271, 272, 286, 99, 100, 101, 104, 105, 107,
287, 288, 289, 291 108, 109, 112, 113, 114, 121,
Darwinian theory, 8 125, 126, 127, 128, 129, 130,
de Broglie, 16, 31 131, 132, 134, 137, 138, 139,
Decline effect, 181, 183 140, 141, 143, 147, 148, 149,
Defense mechanism test, 211 151, 156, 157, 163, 164, 166,
Density, 40, 235, 256, 267, 272, 167, 168, 169, 179, 187, 188,
274 189, 190, 191, 192, 193, 194,
Depression, 52, 53, 60, 200, 214, 199, 204, 205, 209, 323
267, 268, 271, 283, 284, 305, Emotion Mapping, 163
306, 307 Emotion Wheel, 163, 165, 191,
Descriptive theories, 38 323
Detachment, 145 Emotional climate, 113, 135
Diet, 280, 285, 324 Emotional contagion, 102, 120,
Differential effect, 182, 318 134, 321
Disinterest, 74, 182 Emotional hypersensitivity, 53
Disorientation, 79 Emotional intelligence, 124, 166
Displacement, 182 Emotional regulation, iv, 143,
Dissociation, 83, 231 147
Distance, 2, 12, 17, 24, 31, 37, Emotional system, 56, 87, 89,
41, 70, 85, 97, 98, 107, 109, 98, 110
110, 119, 273 Empathic clairvoyant
Distraction, 74, 75, 78, 153, 159, cognition, 110, 111, 112, 114,
168, 268, 302 115, 120, 121, 184, 187
Dreams, 45, 50, 54, 83, 85, 86, Empathic interaction, 97, 99,
87, 94 101, 105, 106, 107, 108, 109,
Drugs, 255, 282, 283, 284 120, 124,145, 152, 155, 156,
Dysregulation, 143, 321 168, 176, 187, 199, 220, 263
Empathic simulation, 97, 98, 99,
EEG, 28, 35, 190, 204, 205, 206, 100, 101, 102, 103, 104, 105,
226, 258, 320
328
Index
107, 119, 120, 121, 129, 150,

151, 152, 153, 167, 188, 199, Ganzfeld, 203, 204, 320
211, 220, 244 Geomagnetic activity, 12, 27
Entanglement, 27, 28, 35, 41,
318 Hallucinations, 45, 47, 49, 86,
Entropy, 19, 20, 32 89, 200, 201, 202, 203
Evolution, 8, 9, 30, 45, 59, 310 Healing, 11, 326
Experiential phase of psi, 5, 30, Health, 3, 6, 9, 10, 52, 53, 68,
Experiential skills, 83 170, 232, 234, 236, 238, 239,
Experimenter effect, 180, 181, 240, 251, 255, 257, 260, 261,
182 264, 267, 271, 273, 274, 275,
Explanatory theories, 38, 58 277, 280, 281, 285, 286, 288,
Exploration, 51, 161, 173, 174, 289, 290, 303, 305, 306, 312,
185, 246 316, 325
Exploratory search, 55, 161, Hilbert space, 39
162, 169 Hippocampus, 256
Expressive psi processes, 45 Hypnogenic empathic
Extrasensory perception, 5, 6, 7, interaction, 105
12, 27, 34, 41, 42, 43, 50, 62, Hypnosis, 176, 191, 231
63, 64, 65, 72, 83, 85, 90, 92, Hypnotherapy, 176
95, 203, 211, 247
Extraversion, 81, 222, 225 Imagery, 48, 54, 82, 86, 87, 89,
Extremely low frequencies, 12 95, 177, 203, 230, 265, 287,
Eye-fixation, 158 290
Impressions, 47, 48, 87, 88, 95,
Fantasy, 86, 172 105, 107, 187, 200, 204, 217,
Faraday cage, 12 230, 262
Fatigue, 146, 228, 321, 323 Indeterminism, 19
Feynman, 16, 31, 319 Induction, 109, 156, 159, 168,
First sight, 47, 49 269, 275, 290
Fitness, 46, 267, 274 Information theory, 17
Forced-choice, 187, 199 Inhibition, 172
Formulation, 162 Initiation, 79, 150, 155, 160, 168
Fraud, 307, 312, 316 Innovation, 82
Free-response, 187, 199 Intelligence, 228, 250, 318
Frequency, 12, 15, 70, 71, 93, Intensity, 140, 190
239, 246, 252, 258, 283, 284 Intention, 76, 80, 153
329
Mood, 53, 103, 104, 108, 113,

Law of total probability, 40 140, 142, 149, 157, 167, 212,
Lifestyle, 214, 232, 240, 280, 221, 256, 268, 322, 325
286, 303, 305 Motivation, 82, 275, 279
Light, 15, 16, 29, 31, 32, 35, 37, Multiple sclerosis, 69
41, 47, 48, 52, 58, 64, 66, 67, Myers-Briggs, v, 211, 217, 219,
68, 69, 70, 71, 73, 84, 93, 99, 250
200, 201, 204, 227, 233, 235,
236, 239, 240, 241, 243, 248, Natural selection, 8, 30
251, 252, 274 Nature, 3, 4, 8, 10, 17, 18, 21, 24,
25, 29, 31, 43, 44, 53, 74, 83,
Magnetic fields, 13, 37, 38, 40, 100, 107, 110, 119, 181, 202,
248, 253 210, 211, 219, 234, 237, 238,
Mapping, 25, 54, 91, 162, 256 251, 254, 265, 275, 290, 294
MBTI, 211, 217, 218, 219, 222, Neuroimaging, 258, 325
225 Neurons, 12, 36, 41
Measurement problem, 17, 20 Neuroplasticity, 256, 257
Medication, 283, 284 Neuro-quantum interactions,
Meditation, 79, 83, 94, 191, 197, 36, 58
200, 201, 202, 231, 232, 254, Neuroscience, 45, 56, 64, 258,
256, 257, 258, 259, 260, 261, 289
262, 263, 264, 265, 266, 267, Neuroticism, 212, 222, 250
268, 269, 270, 272, 273, 274, Neurotransmitters, 237
275, 276, 277, 278, 283, 286, Non-local communication, 2,
287, 288, 289, 290, 291, 311 29, 35, 36, 41, 58, 59
Memory, 34, 43, 44, 46, 47, 48, Non-locality, 35, 36, 37, 58
50, 52, 53, 54, 55, 56, 59, 60,
61, 65, 86, 87, 89, 90, 95, 98, Panic attacks, 216, 222, 225, 283
109, 110, 114, 159, 176, 229, Paranormal cognition, 45, 59
256 Paranormal cognitive process,
Memory trace, 44, 47 45, 59
Meta-analysis, 210 Paranormal interaction, 45
Microtubules, 41 Paraphysics, 3
Mind-body, 175, 232 Parapsychology, 3, 4, 5, 15, 20,
Mindful meditation, 265, 268, 29, 33, 45, 64, 76, 94, 180, 182,
281, 283, 290 186, 218, 284
Mitochondria, 235 Perception, 62, 63, 65, 85, 202,
317, 318, 319, 320
330
Index
Personality, 6, 10, 38, 58, 152, Psychokinesis, 5, 6, 7, 12, 30, 34,

179, 185, 211, 212, 213, 217, 43, 58, 211
218, 219, 220, 222, 233, 234, Psychological absorption, 231,
239, 240, 242, 248, 249, 250, 251
261, 266, 308 Psychology, 45, 51, 64, 66, 170,
Phenomenology, 43, 62, 83, 96, 172, 174, 175, 233, 280
97 Psychophysical interaction, 151
Photoelectric effect, 235, 236 Psychotronics, 13
Photons, 15, 16, 20, 35, 41, 67,
68, 70, 235 Qigong, 37, 267
Physical interaction, 150 Quantum computation, 19, 20,
Planck constant, 15 21, 36
Plasticity, 46, 286 Quantum cryptography, 19
PMIR, 7, 8 Quantum decoherence, 20
Position effect, 181 Quantum information, 14, 17,
Post hoc analysis, 183 20, 29, 32, 40, 41
Practical applications, 3, 4, 7, 8, Quantum interaction, 37, 38
21, 105, 120 Quantum mechanics, 7, 15, 16,
Precognition, 29, 32, 84, 85, 230 17, 30, 38, 39, 40, 218, 235
Preconscious, 47, 49, 50, 51, 60, Quantum teleportation, 29, 32,
66, 72, 73, 75, 77, 78, 81, 82, 33, 35, 45, 72
83, 171, 282 Quantumness, 18, 20, 31, 39
Preferences, 140, 167 Qubit, 18, 19, 31, 32, 219
Probability shifting, 9
Pseudo-sensory, 42 Rapid directional switching, 72,
Psi mediation, 5, 12, 13 93
Psi process, 7, 45, 59, 65 Real-time, 23, 25, 29, 32, 91, 116,
Psi production, 45, 59 117, 121, 155, 160, 270
Psi-conducive, 78 Receptive psi processes, 44, 45,
Psi-hitting, 50, 53, 56, 77, 79 59
Psi-mediated instrumental Relaxation, 52, 53, 77, 109, 153,
response, 7, 30 176, 177, 178, 191, 201, 231,
Psi-missing, 50, 53, 56, 77 255, 259, 261, 264
Psychical research, 4, 184, 186, Remote viewing, 48, 84, 85, 230
247 Resonate vibrations, 13
Psychoanalysis, 170, 171, 173, Room temperature, 21, 40, 41,
174 59, 67, 227
331
Targets, 43, 56, 57, 74, 77, 88,

Schizophrenia, 52, 60, 307 94, 181, 183, 187, 189, 190,
Search closure, 162 209, 212, 217, 227
Second sight, 49 Tele-empathy, 98, 100, 150, 220,
Selection, 65, 66, 87, 155, 160, 221
232 Telepathy, 12, 38, 47, 62, 83, 84,
Sensation, 62, 93 85, 88, 94, 95, 96, 97, 98, 99,
Sensed relevance, 65 108, 119, 136, 189, 203, 204,
Sensory deprivation, 12, 200, 209, 216, 229, 230, 318, 320
202, 203, 231 Theory of Psi, 2, 98, 318
Sensory modality, 64, 89, 93 Theta waves, 226, 250
Sensory system, 63, 64, 93 Trance, 92, 95, 197, 201, 203,
Shaman, 10, 203 266, 268, 269, 290
Spatial proximity, 11, 27, 28, 37, Transference, 14, 25, 173, 174,
38, 49, 72, 98, 151, 153, 155, 179
158, 160, 245, 246 Transliminality, 231
Spectrum, 37, 86, 234, 240 Tribe, 10
Spiritual, 259, 267, 268, 272,
284, 306, 310, 312 Universal information, 22, 62
States of consciousness, 191,
254, 269 Vacuum field, 40
Suggestion, 107, 157, 158, 159, Velocity, 37, 58, 235, 282
176, 177 Visual noise, 201
Superfluids, 67 Vocabulary, 44, 101
Superposition, 17, 18, 20, 21, 29,
31, 37, 39, 40, 99, 110, 151 Wave function collapse, 17, 20
Suppression, 144, 320 Wave-particle duality, 16
Survival, 6, 9, 10, 11, 46, 52, 57, White noise, 40, 200, 269
81, 88, 310
Yoga, 258, 263, 266, 290, 324
Tai Chi, 267, 290, 291, 324, 325
Zener cards, 229
Zero point field, 13, 14, 31
332

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Empathy

DR. THERESA M. KELLY

For more publications by this author, please visit: http://qpsychics.com

- Michael John Kelly - [01/21/50 – 01/21/12].

CHAPTER 1: MODELS OF PSI MEDIATION .......................................... 5

CHAPTER 2: MODELS OF THE EXPERIENTIAL PHASE OF PSI .............. 34

PSEUDO-SENSORY MODELS ................................................................... 42

CHAPTER 3: MODELS OF EXTRASENSORY PERCEPTION .................... 62

EMPATHIC INTERACTION ...................................................................... 105

EMPATHIC CLAIRVOYANT COGNITION .................................................... 110

TEMPORAL PHENOMENOLOGY .............................................................. 115

CHAPTER 5: MODELS OF EMPATHY II ............................................ 123

CHAPTER 6: MODELS OF EMAPTHY III............................................ 170

EXPERIMENTAL APPLICATIONS ............................................................. 187

CHAPTER 7: PSYCHICAL PROFILING ............................................... 210

ENHANCEMENT VIA SOCIALIZATION ....................................................... 245

CHAPTER 8: MEDITATION .............................................................. 254

HIGH AROUSAL VS. LOW AROUSAL MEDITATION ...................................... 259

CHAPTER 9: PSYCHICAL ETHICS .................................................... 292

FROM MORAL TO ETHICAL .................................................................... 294

THE CARING RESPONSE ........................................................................ 296

AUTONOMY ...................................................................................... 296

SIX-STEP ETHICAL PROCESS ................................................................... 297

MAINTAINING PERSONAL INTEGRITY ....................................................... 301

SELF-DECEPTION ................................................................................. 302

THE RESPONSIBILITY TO IMPROVE YOURSELF ............................................ 303

PRACTICE (PEER) EVALUATION ............................................................... 304

UNETHICAL OR INCOMPETENT PRACTICE .................................................. 305

CONFIDENTIALITY ................................................................................ 305

INFORMED CONSENT ............................................................................ 306

ETHICAL ISSUES IN END-OF-LIFE CARE ..................................................... 307

ETHICAL EXPRESSIONS AND MANIFESTATIONS ........................................... 310

CONSEQUENCES ................................................................................. 312

REFERENCES ................................................................................. 317

INDEX ........................................................................................... 327

direct result of known physical laws. It then becomes a natural wonder

About the Author

MODELS OF PSI MEDIATION

Psi is an all-encompassing term for extrasensory perception and

The Role of Psi

When psi is regarded, spoken or written, as an ability, caution

appear to be the focus of somewhat conscious attention, linking psi to

1. Psi [as PMIR] is probably operative in daily life far more

Continued insistences have been made over the years in regards to

explanation here is survival in the biological sense. The real survival in

Early in parapsychological history, some accounts of psi were be-

still objected due to a lack of clarity as to how an experimental partici-

Energy Field Models

Another common theory researchers attributed to psi mediation

energy.” Current candidates include biophotons, which appear capable

Zero-Point Field Model

Quantum Mechanical Models

The study if psi or psychical phenomena involves assortments of

physicist composed particle models, others wave models, but neither

instantaneously alter to match its entangled twin. This instantaneous

Since the development of quantum information theory, quantum in-

systems including their past, present and potential future positions.

seconds except through experiments involving free-space [vacuums]

individuals, and encode and transmit information to the environment

have been found only requiring temperatures as high as room tempera-

The Nature Hypothesis

The following is my hypothesis on the part played by Nature in re-

essential attribute of this descriptive modality is that one must think of