Analysis Zone and Neutral Zones Overview

A model of transformational consciousness for application in developmental relationships is presented.  This model compares and contrasts two zones of consciousness (and relevant procedures) as utilized to facilitate the acquisition of social skills and academic success skills. (See Benefield, 2009 for details).  Analysis Zone of Consciousness (AZC) procedures (as employed in self-management projects) includes operational definitions and functional analysis. Specifically included are operational definition of target behaviors (such as memory, concentration, and anxiety), and functional analysis to assess the efficacy of interventions attempted.  In addition, AZC factors applied at the covert/cognitive level can be added to this approach.  These procedures include the self-manager conducting metacognitive analysis of attention and thinking for example.  These tools focus on the awareness of new choices in BOTH overt and covert behaviors. Behavioral interventions are individually generated to identify factors that are functionally related to (correlated with) thinking, beliefs, and overt behavior relevant to increased academic success and acquisition of social skills.

While AZC procedures are primarily applied critical thinking skills, NZC (Neutral Zone of Consciousness) procedures are more closely related to creative thinking skills. The NZC is correlated with surrender processes (e.g., via deep muscle relaxation) and receptivity to the creative flow (via imagery training).  These applications of creative flow in the NZC are similar to the processes and techniques used successfully in mediation as applied for conflict resolution and meditation as employed for awareness change or as a religious practice.  NZC processes included in the self-management projects included entering Stand Back Awareness (SBA), the fake-it-till-you-make-it technique, and transforming power (see below).

It is helpful in understanding the AZC to continue to contrast it with the NZC.  Harris (2002) discusses the relationship between critical thinking (AZC) and creative thinking (NZC) in the creative problem-solving approach.  Creative thinking, he suggests, creates the ideas that critical thinking then assesses in the critical focus phase of analyzing and selecting ideas.  Harris further describes the barriers to creating in the NZC. Similarly the AZC and NZC can be differentiated at the level of cognition or covert behaviors.  AZC applications emphasize control and management of cognitive processes or are “content focused”. By contrast, NZC tools focus on the surrender processes or are “observer focused”.  AZC processes are action-based, goal-oriented, and involve individual choices regarding thoughts and beliefs.  In the NZC, choices are also required.  Here, however, NZC choices are quite different.  The goal of the choices in the NZC is to be receptive to the mysterious creative flow.  Specifically, this models suggests that the Stand Back Awareness (SBA) tool includes balancing the “content focused” activities of the AZC and “observer focused” of the NZC.  The idea of an “observer-focused” dimension of consciousness similar to the NZC (Neutral Zone of Consciousness) is not new.  Behavioral scientists have examined a similar phenomenon called “the hidden observer”.  In this state, the hypnotized person exercises the ability to “stand back and observe without emotional attachment”.  Hilgard (1970) first postulated the existent of the hidden observer as a result of his research in hypnosis. 

The Analysis Zone of Consciousness (AZC)

Applied behavior analysis is the scientific study of behavior. The term "behavior analysis" was coined by B. F. Skinner (Skinner, 1953), the founder of behavior analysis. Behavior analysts are concerned with how can behavior change be made more probable.  Behavior analysis primarily examines the role of external (and internal environments) in promoting behavior change.  The goal of applying behavior change principles is to assist persons (self-managers) in changing behavior and enhancing the self-manager’s quality of life. Thus, applied behavior analysis is the process of systematically applying environmental interventions (based upon the principles of learning theory) to improve socially significant behaviors to a meaningful degree, and to demonstrate that the interventions employed are responsible for the improvement in behavior (Baer, Wolf & Risley, 1968; Sulzer-Azaroff & Mayer, 1991).  In short, applied behavior analysis is a process of studying and modifying behavior.  Most of the procedures will be largely activities of the AZC.  Thus, applied behavior analysis is the design, implementation, and evaluation of environmental modifications to produce socially significant improvement in human behaviors (called target behaviors).  Behavior analysis concepts used in this model include the following:

1. Target behaviors are behaviors selected by the self-manager for change or improvement (Martin and Pear, 2011).  Selecting behaviors targeted for change is often the first step in a self-management project.  Long-term target behaviors (graduating from college) may be broken down into short-term target behaviors (acquiring critical thinking skills).  Target behaviors assessed in this model include measures of “concentration” and attending skills, memory skills, and nonproductive anxiety and anger.
2. Operational definitions are the specification of observable and measurable behaviors such as target behaviors.   Likewise, environmental conditions (both external and internal) may be operationally defined.  Operational definitions of external environments may include specification of one’s physical location or social environment (what person were present).    Operational definitions of internal environments could include specification of one’s thinking (internal self-statements), one’s beliefs (rational or justification for thinking), one’s feelings (specification of emotional states such anxiety, fear, happiness, or depression).
3. Functional analysis refers to the data-based approach utilized to identify the antecedents and consequences that are “functionally related to” (correlated with) operationally defined target behaviors (Kazdin, 2008; Benefield, 2009).  Functional analysis not only permits identification of variables that are related to the target behavior; functional analysis permits the behavior analyst the opportunity to determine (with data collection) which variables (when modified) can result in a change in the target behavior.  Oftentimes, while the target behavior may not be directly accessible to change, changing the antecedents and/or consequences functionally related to the target behavior will result in changes in the target behavior.  For example, a change in relevant antecedents (changing situations, persons, thoughts, feelings, or beliefs) can result in a change in the target behavior.  Likewise, a change in relevant consequences (behavioral outcomes, reinforcers, and punishers) can produce changes in the target behavior. 
4. Overt behaviors and Covert behaviors are external and internal respectively.  Overt behaviors are visible behaviors that are directly observable.  Covert behaviors are not visibly observable but are private, internal behaviors such as thinking or self-talk, feelings, and beliefs.

Applied metaphysical strategies

Benefield (2009) suggested that AZC methodologies and strategies (operational definitions, functional analysis) may be applied as self-management strategies for changing covert behaviors as well as overt behaviors.  These “applied metaphysical strategies” would include operationally defining and conducting functional analysis on attention, thinking (self-talk), and beliefs.  This approach was shown to be relevant to behavior change in improving concentration and memory skills and decreasing destructive anger/rage and nonproductive anxiety.  Other models have proposed operational definitions of metaphysical processes.  For example, Bishop et. al. (2004) proposed a two-component model of “mindfulness” and specified each component in terms of specific behaviors, experiential manifestations, and implicated psychological processes. The first component involves the self-regulation of attention so that it is maintained on immediate experience, thereby allowing for increased recognition of mental events in the present moment. The second component involves adopting a particular orientation toward one’s experiences in the present moment, an orientation that is characterized by curiosity, openness, and acceptance.  This model seems to exemplify both AZC and NZC components.

Metacognitive analysis of attention, thinking and beliefs

Metacognition is generally referred to as “thinking about one’s thinking” (Levy, 2011; Flavell, 1987; Borkowski, Carr, & Pressely, 1987 and Sternberg, 1986.)  Thus, a metathought would be thought about one’s thoughts.  A broader, more inclusive definition is “higher order thinking which involves active examination of and control over the cognitive processes engaged in learning and behavior change”.  Therefore, metacognition would include not only thinking about one’s thinking but also paying attention to one’s attention, and critical analysis of one‘s thinking  and other self-examined cognitive processes.  It could also include cognitive control and monitoring of all sorts of cognitive processes such as perception, memory, reasoning, or emotions.  Entering the observer-focus domain of the NZC (e.g., applying SBA) can facilitate metacognitive processing by reducing the evaluative component (“I’m good—I’m bad”).  Thus, metacognitive analysis can teach the self-manager of consciousness the art of balancing the NZC (observer-focused) and the AZC (content-focused).  Perhaps metacognitive analysis of thinking is facilitated by a calm relaxed (neutral) state of SBA.  Most of the techniques used in applied in behavior analysis permit the self-manager to balance the surrender process of the NZC with the control processes of the AZC.  As discussed below, even more profound is the potential recognition of the mystical experience component of some aspects of the NZC by the self-manager.   For self-managers with a “mystical eye,” metaphysical processes may lead to mystical enlightment (see Benefield, 2008).

The Neutral Zone of Consciousness (NZC)

Creative Flow

Julia Cameron (2002) in The Artists Way: A Spiritual Path to Higher Creativity says that the heart of creativity is an experience of mystical union.  Entering the NZC facilitates this experience.  The NZC is the place, space, gathering, union where the divine source of creative power flows.  It is experienced as ultimate intimacy, mystical union, and a movement in time-less time and space-less space.  There is an overcoming of the duality of self and object:  being at one with the object or activity.  Such is the nature of the creative flow in the NZC.  In short, the NZC is characterized as a receptive, observer-focused state of consciousness.

Benefield (2008) suggests that experiences in observer-focused NZC have been characterized as producing alterations in: 1) attention and concentration, 2) motivation and inspiration, and 3) self or personal identity.  Examples of changes that are reported regarding attention and concentration include:  a complete immersion or absorption into what you are doing, no awareness of internal or external distracters, and a trance like state or “being on auto-pilot”.  Examples of changes in motivation or inspiration commonly reported include: deep effortless involvement, being carried in an effortless current, entering the stream of flow freely flowing ideas, a merging of action and awareness, and an absence of anxiety and the need to be in control.  Changes in self or personal identity include: emptying or losing one's self, a loss of self-consciousness, a state of non-thinking and non-analyzing--just experiencing, a sense of the action is being done "through" you, and an altered sense of time. These alterations are clearly correlated with a sense of being in a receptive, observer-focused domain.

 Activities and tools that are correlated with the NZC include the following:

1. Meditation is the general term applied to techniques which are correlated with muscle relaxation and cognitive interventions (focused mind or 1-pointedness or clear or calm or silence the mind) used in religious practices or self-management practices.  Both techniques, when practiced, result in an alteration in ordinary AZC.  Analyzing and making sense is reduced in consciousness and receptivity and flow are enhanced by meditation.  Meditation is predominantly NZC where conceptual schema and analyzing-judging are neutralized.  
2. Mediation is a conflict resolution strategy.  It is characterized by having neutral mediators who model and teach active listening to disputants.  Disputants have agreed to an NZC-type framework of listening closely and working creatively to solve the problem causing the dispute.  Mediators, then disputants enter the NZC.  In this NZC, judgment is released and demonstrated listening occurs.  Disputants enter the NZC of describing issues related to personal needs without destructive personalization and blaming.  Focus is on disputant's receptivity to creative ideas during brainstorming sessions regarding getting solutions.  Thus, in mediation, the NZC of "not judging" and being receptive to creative flow are critical factors for obtaining forgiving, peaceful relationships.
3. Stand Back Awareness (SBA) is a critical tool for data collection and report and illustrates integration of AZC and NZC.  Persons in self-management projects (Benefield, 2005, 2008) typically would collect data on their target behavior and report their data in a weekly group meeting or university class.  All projects would apply the AZC concepts (e.g., operational definitions) discussed above.  Prior to these weekly reports, self-managers were taught to enter a state of SBA.  This training included learning deep muscle relaxation and imagery training for purposes of establishing cue-controlled relaxation or “states of clarity” (decreased arousal and covert self-instruction).  Thus, participants would report their weekly data in an “observer-focused” de-aroused state of calm and clarity following the brief relaxation exercise.  Participants were required to refrain from global negative self-criticism (see Benefield, 2008) but were encouraged to make specific references to behavior change, identification of triggers, and changes in awareness. 
4. The Fake-it-till-you-make-it technique was also created for use in anger management and anxiety management workshops (Benefield, 2005).  The Fake-it-till-you-make-it technique, as applied in self-management acquisition, permits the participant to pretend to have skills necessary to choose alternative behaviors (to the target behavior).  For example, alternatives to destructive anger would include talking rationally, listening actively, using deep breathing and thought replacement.  Applying this technique during experiential role-play activities in violence reduction and anger management workshops would enable participants to “play,” behaving as if they knew what to do.  By pretending, participants would begin to have success “talking it out” or taking a “breath-break”, for example.  Upon entering the “play zone,” creative, alternative behaviors were increased in probability.  That “I’m just pretending/playing” attitude seems to correlate with characteristics associated with being in the observer-focused NZC.
5. Transforming Power is a Quaker-based violence reduction/prevention concept.  The program, Alternatives to Violence (AVP), is built on an idea that “Transforming Power” is universally and infinitely available to participants who wish to choose creative alternatives instead of destructive violence (Shuford, 2008).   If you stop and ask for help, the idea goes, then Transforming Power will provide you with creative ideas and a calm body to act peacefully.  The program also includes communication skills training and conflict resolution, but (like the fake-it-till-you-make-it technique) during the role-play experiential activities participants who believed in Transforming Power (or pretended to believe) were able to do things they claimed they did not know how to do.   When participants learned to stop, take a deep breath, ask for help from God or for creative alternatives to destructive violence--ideas would flow to them.  Being open and receptive to Transforming Power in potentially violent situations has many of the characteristics of NZC activity.
6. Sensed Presence  is the perception or feeling that another person or being is present but unseen (see Suedfeld & Mocellin, 1987).  It is sensing the presence (of God) in consciousness.  Research indicates that sensed presence episodes are often associated with a situational correlate of "coping with a hazardous situation".  Among the traumatic environments where/when sensed presence is reported are shipwrecked sailors or passengers, hikers lost in mountainous or polar ice zones, survivors of air crashes, solitary sailing, or spirit quests that typically involve solitude and a harsh environment.  Perhaps the NZC predominates when all AZC alternatives appear to have been exhausted.

Stand Back Awareness as a tool for balancing AZC and NZC:

The AZC functions primarily to create an awareness of your current state of being and your assessment of reality.  Much of everyday consciousness consists of this type of "sense-making" via cognitive processing of information.  Included in this process are: the perceptual systems, memory systems, and other cognitive and emotional systems.  There are many complex analysis systems involved in the sense-making process.  It is obviously greatly simplified to say: "Want to make sense--put it in a conceptual box!"  As we have seen, in self-managed Cognitive Behavior Analysis, personal "sense-making" is examined.  Self-managers define and examine their personalized conceptual boxes. These conceptual boxes or schema are often involved in the decision-making that is related to the target behavior.  These metaphysical concepts are operationally defined and examined for validity.  Applied critical thinking skills are the foundation for the "validity testing".

Tapping the flow in the NZC seems to require some letting go of the ego and the sense-making matrix.  Does our need to control and understand inhibit entering the neutral zone of flow-like experience?  The NZC and the concept of flow are quite different than the sense-making AZ.  Csikszentmihalyi (2003) is generally given credit for the modern application of the concept of flow.  Flow is a state of optimal experience.  Flow is characterized as an experience which seems effortless or is intrinsically joyful.  Flow is experienced when you are engaged in an interesting activity, for its own sake, for no other external purpose or goal.  As we say in sports psychology, "being in the zone" or "in the groove” or "on a roll" and the like.

As can be seen in the diagram below, Stand Back Awareness (SBA) like many other experiences in consciousness, (although having many of the characteristics of the NZC are best understood as a tool of balance.  That is, the state of SBA involves the nonjudgmental and reduced emotionality (observer-focused) components of both NZC but also includes (content-focused) components of the AZC such as critical thinking skills.   Students of self-regulation of behavior and students of consciousness can benefit from both the AZC and the NZC.  Few activities of consciousness are purely AZC or NZC.  Most activities of self-managers have components of both.  For example, many self-managers find inspiration and hope from observer-focused NZC activities such as prayer, meditation, music, and art.  When the student of behavior management does personal intervention planning, that would be a predominantly content-focused AZC process.  On the other hand, metacognitive analysis of thinking while in a calm relaxed state of SBA would be an integration of both the AZC and the NZC.  SBA, as applied in behavior analysis, would permit the self-manager to balance the surrender process of the NZC with the control processes of the AZC.  Recognition of the mystical experience of some aspects of the NZC may open a bridge for self-managers of metaphysical processes.  This bridge may be described as the two-way street between metaphysical consciousness and mystical consciousness.  Like many other tools for exploration of consciousness, SBA provides a mechanism for maintaining the necessary balance to live effectively between the two worlds of the AZC-matrix and the NZC-crack (see Benefield, 2008).

 

 

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