Practice Concepts

The key to helping any person is to be able to relate to them in a manner that is satisfying and gratifying. This is an enormous task for not only must you have some basic understanding of their worldview (their beliefs about themselves, of other people including what they believe other people believe about them, and their expectations for the future; you must also know thyself. People perceive what they expect to perceive: angry people expect to see offense, etc. Too often we supply the very fodder to assure people with problems in living that they are right to be angry, anxious, or sad. Use these concepts as a means of expanding your own thinking: develop a ‘beginner’s mind’. Nothing is quite as it seems – can you allow the process of change to develop?

Related Content

11 Universal Interventions

Cognitive Behavior Management provides ways to help people make informed decisions in regard to self, others and future prospects and provides the skills for doing that. There are three practical modes of intervention 1) Cognitive Rehabilitation, which includes restructuring and cognitive error correction, 2) Cognitive Skills Development, and development of a 3) Cognitive Culture. Into these three, all the techniques and procedures fit.

12 Enabling Change

INTRODUCTION Meaning: No meaning exists in any experience. The individual gives meaning to the experience. Attribution: indicates the process of giving meaning. Because people must explain, it opens some interesting possibilities for influence. We attribute a cause to...

13 Social Education Curriculum

What is the message that we want to send to our children? Behave in ways that maximize opportunities for mutually satisfying relationships Take personal responsibility for behavior Give effort to mastery [personal growth and development] A curriculum is essentially a...

15 Enhancing Positive Behavior Supports

While fully supporting the construct of positive behavior systems and the corollary functional behavior assessment, the author demonstrates the continued failure of all child-serving systems to address the behavior issues of children whose distorted way of thinking interferes with competent social performance. In order to address this class of children, they suggest that positive behavior systems be enhanced to positive cognitive behavior systems, indicating the social learning roots and scientific step-by-step approaches continue, while a new area of assessment and consequent intervention becomes available.

16 Chief Yellow Toe and the Wonderful Behavior Plan

In creating a behavior plan, it is not sufficient to simply construct appropriate goals and expect that the child will even attempt to accomplish them; even when the child expresses a desire to reach the goals. Even providing reinforcements may not be sufficient to overcome what might appear to be impulsive or willful behavior, but may be neither.

17 The Problems With Psychiatric

It should be clear that psychiatrists consistently use the term [psychiatric] inappropriately. The question is what is the purpose? Any reasonable reader should be able to sense the self-promotion that occurs in writing by psychiatrist. By attaching the psychiatric label to things, they try to indicate ownership, however inappropriately. My favorite is psychiatric rehabilitation. While I certainly agree that most psychiatrists need to be rehabilitated, I don’t think this was the intent.

19 Communicating

Two people enter an elevator. They do not look at each other and they do not talk. Do they communicate? Sure they do. Each is appraising the nuances of body language of the other – they may attempt to give meaning to the lack of eye contact and talk based on the other messages on the nuances of posture and behavior. If this is true, communication between parent [or any other significant adult] and child is of major importance. This discussion concerns forms of communication and way to improve social competence outcomes in children.

20 Helpful Communication

Since human services provided to people with problems in living are contingent upon the sharing of information, it is surprising how little concern has been shown in regard to our words. If we intend to help people help themselves, it is imperative that we examine closely our words. We need to examine truly our own mental schema and evaluate how much we believe these terms. If thinking controls behavior and communication is a behavior, we must posit that the use of words has at least some bearing on our belief system.


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.