Content Index

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02 Developing A Suicide Management Plan in Schools

The school may be the most logical place for a comprehensive suicide intervention effort because it is the common element that all communities share, regardless of their size, and all children must attend. Every state has laws that mandate school attendance and, it is fair to say that, with the exception of the home, children spend more time in schools than any other place.

01 A Guide to Safe Schools

Children come to school with many different perceptions – and misconceptions – about themselves, others and future prospects. Helping children understand the tools of perceiving automatic thoughts and changing them is a basic strategy for building resilient adults. Schools also should teach children that they are responsible for their own actions and that the choices they make have consequences for which they will be held accountable.

29 A Model of Prevention and Remediation for Schools

Even the best school districts have students that they find very difficult to serve. These are the kids who manifest emotional, social and behavioral difficulties. They participate in destructive behavior [vandalism, substance abuse, truancy, violence, etc.] and generally are not learning. Attempts to intervene effectively often seem to backfire. The ‘state of the art’ approaches have failed to provide any help to these kids.

28 Quality Management in Human Services

While the rest of the world of business is frantically seeking to develop a quality approach to business, the world of human services flounders with experts who attempt to bend the concept of quality to a system of coercion. Is it possible to find methods to make human services worthwhile?

27 Managing Care

This paper is concerned with changing the way we do business in human services. While it is somewhat outdated, it still provides prospective on the problems of delivering appropriate human services. The goal is to develop a single system of supports for children and their families and to do so outside the present ‘box’. – WHAT WE ARE DOING IS NOT WORKING.

26 Outcome Oriented Management

A human service system is an organized community of interest; a group of people with similar concerns that cause similar patterns of behavior. The manager’s responsibility is to “steer” the system, to provide a common direction towards a specific goal where it does not exist or to exploit and support the common direction where it does.

24 Transformational Organizations

Making a shift in a system of human services from a medical model to a cognitive behavior model requires significant design changes within all factors of the system. When such changes are attempted, managers often attempt to address only one part of the system at a time because they are convinced that such practices are pragmatic.

22 Quality Circles – Adaptations for Human Services

Human service delivery faces the challenge of providing quality services to people with problems in living while under ‘command and control constraints from federal and state regulations. A tool that may help meet this challenge is the quality circle, a management technique borrowed from Japanese industry that has gained popularity among American managers.

Coping Skills Games

Family Fun Times ~ From the book "104 Activities That Build:" ~ Some families do many things together while others just seem to live in the same house but don't do much together. Activities can build relationships among family members if everyone enjoys what the...

Anger Control Games

The Unfair Game ~ From the book "104 Activities That Build" ~ Sometimes life can really seem unfair! For some unfortunate people, life may seem even more unfair than for others. This game is unfair, but don't tell that to those who are playing until it is all over...

07 Flooding

The enclosed techniques and procedures were developed with materials from a workbook of cognitive behavior techniques titled ‘Thoughts & Feelings’ and written by Matthew McKay, Martha Davis and Patrick Fanning. The workbook was published by New Harbinger...

09 Coping Imagery

Clinical Prompt Coping imagery helps the child: see themselves handling an anxiety-arousing situation successfully prepare relaxation and cognitive coping strategies specifically tailored for this situation rehearse and refine their coping strategies at crucial...

08 Coping with Panic

Introduction When a panic attack strikes, there's an overwhelming feeling of terror that you could die or completely lose control. Your body reacts with a host of stress symptoms that may include a racing heart, shortness of breath, a flushed feeling, weakness,...

06 Repertory Grid Technique

The Repertory Grid is an instrument, based on Personal construct Theory, designed to capture the dimensions and structure of personal meaning. Its aim is to describe the ways in which people give meaning to their experiences in their own terms. It is a structured interview designed to make explicit those constructs with which persons organize their world. The way in which we get to know and interpret our environment, our understanding of ourselves and others is guided by an implicit and self created theory of meaning which is the result of conclusions drawn from our experiences. The repertory grid is a method used to explore the structure and content of these implicit theories (personal meanings) through which we perceive and act in our day-to-day existence.

01 Anger Control

This session focuses on the third elements the anger process, distorted thinking. Often we “talk ourselves” into becoming angry. We make automatic and almost “unheard” comments to ourselves, which flame the anger rising inside of us.

10 Stress Inoculation

The enclosed techniques and procedures were developed with materials from a workbook of cognitive behavior techniques titled “Thoughts & Feelings and written by Matthew McKay, Martha Davis, and Patrick Fanning. The workbook was published by New Harbinger...

11 Coping In Vivo

The enclosed techniques and procedures were developed with materials from a workbook of cognitive behavior techniques titled “Thoughts & Feelings and written by Matthew McKay, Martha Davis, and Patrick Fanning. The workbook was published by New Harbinger...

12 Getting Mobilized

The enclosed techniques and procedures were developed with materials from a workbook of cognitive behavior techniques titled “Thoughts & Feelings and written by Matthew McKay, Martha Davis, and Patrick Fanning. The workbook was published by New Harbinger...

23 Messages

MESSAGE ---> INTERPRETATION --- RESPONSE ---> RESPONSE MESSAGE ---> INTERPRETATION --- RESPONSE ---> RESPONSE MESSAGE ---> INTERPRETATION --- RESPONSE ---> RESPONSE MESSAGE A chain of messages is usually called a dialogue or a conversation. MESSAGE -...

22 Becoming

Content Warning : Presentation needs to be addressed. BECOMING Data Collection Decision Criteria Random Stimuli | V bottom up - data driven pleasure/pain filters epigenetic rules cognitive algorithms cognitive structures 1 2 3 4 5 comparison Association 1 2 3 4 5...

20 Cognitive Behavior Management Orientation

Our awareness is the end product of an immensely complicated and imperfectly understood process, taking place in the central nervous system. What reaches our brain via the nervous system is not a meaningful picture of freestanding objects, but a deluge of nerve impulses.

19 Self

Most of us intuitively believe we have a self and that this self is in some way capable of ‘free will’. Some, with a metaphysical bent, contrast the self and the soul, or combine the self and the soul, thus making two non-definable entities into one. Self is in some way also connected to another non-definable concept of the ‘mind’.

18 Creating Me

Each of us creates our own reality and decides how we will relate to that reality. The style and attitudes we choose creates our personality, for what are we if not our thoughts, feelings and behaviors.

16 Fear Anxiety and Attachment

These affects or as generally referred to, emotions, are the major methods of human beings of valuing an event or experience and contribute a great deal to the way we experience the world and how we create our world view.

15 Emotions

Anyone can become angry - that is easy. But to be angry with the right person, to the right degree, at the right time, for the right purpose, and in the right way - that is not easy. Aristotle, The Nichomachean Ethics The question of emotions is one that is...

14 Science

Mundus vult decipi: the world wants to be deceived. The truth is too complex and frightening; the taste for the truth is an acquired taste that few people acquire. Not all deceptions are palatable. Untruths are too easy to come by, too quickly exploded, too cheap and...

13 Reality

The classical ideal of objectivity – the idea that the world has a definite state of existence independent of our observing it, has been effectively ravaged by quantum physics. “The actual state of existence depends in part on how we observe it and what we choose to see. Objective reality must be replaced by observer created reality.” [Pagels – 1982] The conceptual framework of observer created reality is carried into the macroworld through the functioning of the mind.

The Unanswerable Question

The Unanswerable Question When we are asked a question for which we don’t know the answer, most of us will guess. And our guess will be in terms that we understand and accept. If, for example, I ask how high is the Statue of Liberty in America - the guess may be well...


X Imagery An image is a sense of …[something]. A thought is a meaning of …[something]. An image may include a meaning, so an image is in some fashion, more than a thought. Image as in imagining, does not need a visual picture. Although we tend to think of...

Motivation – Attribution & Expectancy

VIII Motivation – Attribution & Expectancy Summary of Attribution Theory [adapted from Kenneth J. Gailbraith] The motivation of achievement and the findings of attribution research lead Bernard Weiner to develop his attribution theory. Psychologists have defined...

Cognitive and Biological Learning

VII Cognitive and Biological Learning Cognitive Behavior Management derives from theories of learning. Learning is roughly defined as the process by which behavior is modified or added to an organism's repertory. In plain English: the person or animal becomes able to...

How the Brain(s) Work

VI How the Brain(s) Work We are concerned here with cognitive behavior management protocols, techniques and procedures. These interventions have one thing in common; they rely on thought as the agent of change to influence emotions and behaviors. However, thought is...


Messages Charles S. Peirce, founder of the philosophy known as pragmatism, believed that the ‘meaning’ of a message is the behavior it induces.... This, of course is not totally true, the behavior may not reflect the message as intended, but it does reflect the...


Trust A ‘better person’ has to be one whose emotions are in some sense better. For emotions are our value feelings - our direct responses to the recognition of importance. And personal moral quality cannot be separated from the question of what is held to matter. This...

The Rules of Engagement

The Rules of Engagement Engage: From a vulgar Latin noun meaning ‘pledge’. Bind by contract or promise; pledge oneself. Seek first to understand, then to be understood. As we begin to define the principles and values upon which a human services system might operate,...

Theory of Change

Theory of Change People will only change when their thinking changes. One cannot behave differently than how they think, unless they are being deceitful, pretending or acting (and then they know they are doing so). Actually the belief system is in a somewhat constant...