Welcome to the Resource Library of the

Institute of Cognitive Behavior Management

 

Stimulus ->    – > Response

 

The essence of all wisdom and change is the thought that determines the action. Enlightenment, Gnosis, and Cognitive Malleability are all contingent on what you think. What you think determines how you feel [emotional value] about the subject and how you feel about the subject determines to a large extent the course of action, modified, of course, by your own particular circumstances [I’m not strong enough!].

Each person looks through his or her own particular vision tunnel. Depressed people are hypersensitive to loss and blind to gain. For anxious people, the slightest possibility of danger sticks out like a barb in a scene that might otherwise be safe and secure. People who experience chronic anger look through a tunnel that highlights evidence of injustice and screens out fairness and equity.

Our cognitive and physical abilities are in general limited, but our conceptions of the nature and extent of those limits may need revising. In many cases, thinking that we are limited is itself a limiting factor. There is accumulating evidence that suggests that our thoughts are often capable of extending our cognitive and physical limits.”  Ozden Atasoy – Scientific America 2013

If you think you can or you think you can’t, you are right! Henry Ford

Habituated thoughts, like habitual actions become ‘automatic’. Over time, rigidity of thought can become ‘attitudes’ and belief systems, limiting your capacities. Training your mind to avoid automatic thoughts built up over infinite numbers of experiences allows you to create a ‘beginner’s mind’.

The mind of the beginner is empty, free of the habits of the expert, ready to accept, to doubt, and open to all the possibilities.

The flow of consciousness is not the fixed repetitive patterns of our usual self-centered consciousness, but rather arises spontaneously and naturally from the actual circumstances of the present. ……..live in the reality of the present.

In the beginner’s mind there are many possibilities, but in the expert’s, there are few.                Suzuki

“Every belief is a limit to be examined and transcended.” John C. Lily

 

HOW TO USE THE LIBRARY

The Resource Library of the Institute for Cognitive Behavior Management SM has grown sporadically over the past twenty years and does not yet have an efficient structure. However, it does have the capacity to help people learn to manage their own and/or other people’s behavior. There are certain principles, however, that you must take into account.

Cognitive change is self-change.

Since change is based upon thinking differently, you do not have the power to change other people – only yourself. Unlike medication or incarceration, you cannot (even in pretense) make the other person change. We all have ‘problems in living’ – cognitive behavior management helps you assess the degree of the problem and take responsibility to change what you choose to change.

The process is built upon personal responsibility.

The target person can choose to continue to be irrational and therefore continue to have problems in living. Changing your thinking is simple, but not easy. It is as simple as turning on a light switch, but enormously complex. Changing your basic belief system is in essence changing you and your reality. We all want to hold onto what is us, even to our detriment. A confirmation bias must be overcome. We tend to seek out information that confirms what we already believe and ignore that which differs. That is why an enabler who can play the role of a psychological mirror is important. This person can help contrast ways of thinking about a single issue.

This is not to imply that other natural supporters cannot help. In fact, in most cases they have helped in creating the problems. While parents can be forgiven for not knowing what and how to reinforce, professional cannot. Much of the professional talk you are so proud of is harmful. Why should a teacher ever be angry when a problem student verbally attacks them? Aren’t they there to help the student deal with the issue? Is anger helpful? Learn how to talk in ways that are helpful. To call a student sick, crazy, delinquent, etc. is to reinforce their own personal ‘theory of meaning’, which is the crux of the problem.

There are benefits to having problems in living.

People feel sorry for you. People may excuse you from certain responsibilities – i.e., it is a disease; s/he is not responsible for his or her own behavior. Part of the difficulty is that these side-benefits may seem to outweigh the difficulties caused by the problems in living. This is particularly true when the individual with the difficulty has not clearly analyzed his or her own beliefs.

Behavioral change will only occur when the thoughts change.

There are sound, scientific biological basis for this fact (See Theory content #3 Biological Theory Underpinning). Thought change can occur through a variety of circumstances and include perceptual, emotional and social aspects. Recent innovations with the plasticity of the brain and the use of related neural systems to function for damaged neural systems increase the potential.

Interpersonal Relationships are Key.

Finally, it is important to note that it is thoughts about Self AND Others that are the most significant thoughts creating your reality of the world. These schemata are intertwined as you cannot think of yourself except in relation to others: comparisons lead to decision and judgements leading to the third most important schema Prospects for the future: what we believe about others and ourselves sets the table for our expectations: should I even try?

What this means is that if YOU are helper, you might need to change your thoughts to make your help helpful. This is not just about change of others, but of change of YOU. For the last fifty (50) or so years, you have lived in an environment of duplicity and power. Are you ready to become an enabler to your client’s power?

 

Searches & Tags

While a seeker can reasonably find material for welfare segments of clinical (mental health, and addiction) corrective, protective (mental retardation & autism) and educational components, the Library presently lacks sufficient tags and the names given are not always helpful, e.g., A Horse of a Different Color – an article that tries to help you make sense of the disingenuous medical model’s inclusion of cognitive and behavioral notions; or Chief Yellow Toe and the Wonderful Behavior Plan – that deals with how differences can make life difficult to live and how behavior plans often miss the point. I apologize for this difficulty and hope that we can add tags that will define the material more aptly. In addition, it should be noted that training and both parental and self-help searches should be considered within these pages.

It should be noted that the oldest materials are usually presented first – number 1’s were probably written before 1997. This does not mean that the older material is invalid, but to find the newest material – generally go to the latest entries.

 

A Potential Methodology for Utilization

First, I would recommend reading the entire Introduction, as it will help you decide if you even want to accept this site as a cut of your reality. People send me articles to include on the site or ask me to add links that clearly indicate, by their inclusion of medical model material that they have no notion what we are about. After the introduction, I would suggest reading #02 The Language of Change and #03 Biological Theory Underpinnings both of which are listed under Theory. Finally, I would recommend going to Practice Concepts and reading #17 The Problem with Psychiatric. By this time, you should have a reasonably good understanding of what the site is about.

You then must understand the categories.

Concepts mean articles. There are articles on theory, practice, management and training. Each has its own subcategories that may not be as clear as we would like. But if you are a teacher, you might go to Practice Concepts and go to #06, simply by the title and the abstract.

Management and Practice both have Tools, which are specific to the needs.

Practice includes:

  • Clinical & Educational Protocols for specific methodologies and should be relatively clear by title
  • Practice Techniques that include:
    • Clinical Techniques that, incidentally, may also be helpful to school psychologist and special education teachers
    • Teacher Techniques for use in the classroom.
  • Procedures break down into
    • Group Instruction – that may also be used in the classroom
    • Games – a more fun aspect of learning

The general Techniques category is the most substantial and similar to the Protocols should be self-explanatory.

The Management Tools include both general management tools and specific Social Programs that can be revised as necessary to meet your own goals.

Finally, you can click on any of the illusions to enlarge them.

I hope this is helpful for you in gaining access to the information you need from the Library. Please feel free to send suggestions that you might have to make the Library more accessible or helpful.

Jerome Gardner – 2020

Jerome R. Gardner

Disclaimer

Unless specifically noted all materials are written by Jerome R. Gardner. As you will see by the size of the library contents, the materials are substantial. Since most of the writing was developed as think papers and not for publication, there will inevitably be some areas without proper citation. If you come across any, please notify the site manager and it will be rectified. Other than that, readers may use all materials. While I would prefer recognition, it is not necessary.