AWARENESS COMMUNICATION TECHNOLOGY, LLC. A NEW WAVE OF EDUCATION & PSYCHOLOGY TM A Licensed AwareComm® Strategic Partner Personal Learning Technology Electronic Modular Online / Offline Delivery System (PLT eMods) Contents A New Wave of Education and Psychology ...................................................................................................................... 4 Psychological Interventions .............................................................................................................................................. 6 Psychoanalysis .............................................................................................................................................................. 6 Commentary on Psychodynamic Therapy ................................................................................................................ 7 Psychoanalysis & PLT-eMods ................................................................................................................................... 7 Dyadic Developmental Therapy ................................................................................................................................... 8 Dyadic Therapy & PLT- eMods.................................................................................................................................. 8 Cognitive- Behavior Therapy (CBT) ............................................................................................................................... 9 Commentary on Cognitive-Behavior Therapy .......................................................................................................... 9 Cognitive- Behavior Therapy & PLT-eMods ............................................................................................................ 10 Dialectical Behavior Therapy (DBT) ............................................................................................................................ 10 Dialectical Behavior Therapy & PLT-eMods ........................................................................................................... 11 Humanistic/Existential Interventions ......................................................................................................................... 12 Maslow ....................................................................................................................................................................... 12 Maslow & PLT-eMods ............................................................................................................................................. 13 Gestalt Therapy .......................................................................................................................................................... 13 Gestalt & PLT-eMods .............................................................................................................................................. 13 Rogerian/ Person Centered Therapy (PCT) ................................................................................................................ 14 Commentary on Rogerian Therapy ........................................................................................................................ 15 Rogerian Therapy & PLT-eMods ............................................................................................................................. 15 Logo Therapy / Existential Analysis ............................................................................................................................ 16 ©Copyright 2010-11 Awareness Communication Technology, LLC. All Rights Reserved 2 Logo Therapy & PLT-eMods.................................................................................................................................... 16 Positive Psychology .................................................................................................................................................... 16 Positive Psychology & PLT-eMods .......................................................................................................................... 17 EMDR (Eye Movement Desensitization & Reprocessing) .......................................................................................... 19 EMDR & PLT-eMods ............................................................................................................................................... 20 In conclusion ................................................................................................................................................................... 21 References ...................................................................................................................................................................... 22 Appendix ......................................................................................................................................................................... 25 Appendix A: Topics, Books & Theories that Apply to PLT- eMods ......................................................................... 25 ©Copyright 2010-11 Awareness Communication Technology, LLC. All Rights Reserved 3 A New Wave of Education and Psychology Dr Richard Jorgensen is the founder, creator and President of Awareness Communication Technology. He has spent 23 years testing and proving the undeniable, unquestionable and enduring success that people experience when learning is delivered through Personal Learning Technology (PLT-eMods). PLT-eMods has just been released by the patent attorneys for commercial application. This learning technology goes beyond traditional learning approaches and techniques through its scientifically choreographed design, methodology and technology. PLT-eMods delivers information in such a way that it brings about transformational change in people, promotes the unlearning and relearning of information, evokes metacognitive development, increases all 9 multiple intelligences. Additionally the PLT-eMod system is an Accelerated Learning tool that not only provides effective delivery but also builds emotional maturity, fosters whole brain thinking, balances the brain and improves reading, comprehension, retention and application of information. The application of PLT-eMods extends and expands beyond the field of education and into the realm of psychology. While it is an educational process, it has many psychological benefits. The PLT-eMods process prepares the brain for learning, by allowing information to by-pass conscious and non-conscious barriers to learning such as prejudices and biases i.e. gender biases, language biases, and racial biases. While communicating to the individual on all 5 dimensions of “human being”: perceptions, attitudes, thinking, feelings and behavior. ©Copyright 2010-11 Awareness Communication Technology, LLC. All Rights Reserved 4 PLT-eMods is in alignment with numerous traditional and alternative psychological theories and therapies. In many ways PLT brings these theories to life. For example the nature of the technology provides the learner with an optimal learning environment, comparable to the “holding environment” defined by Donald Winnicot, the “zone of proximal development” defined by Lev Vygotsky and a space of “unconditional positive regard” as defined by Carl Rogers. Additionally it allows the learner to learn how to bring about transformational change in their life and in their learning bringing to life the theories of Robert Boyd and Jack Mezirow – while allowing the learner to take a closer look at their lives thus increasing self-awareness, emotional intelligence and metacognitive skills. The technology effectively calms the mind and thus relaxes the body through music that mimics the heart rhythm – 60 beats per minute – while inducing an alpha state, optimal for learning and reaching the nonconscious in a non-intrusive and non-threatening way. Dynamically paced text also creates a rhythm that evokes an alpha state which serves to increase concentration, reading abilities and comprehension of information (equivalent to EMDR). Additionally the way the information is presented works to calm the emotions (right brain) so that information can be see, understood, retained and applied. The delivery of the information ensures that no matter the learners learning style the PLT-eMods system communicates to their intellectual strength, while strengthening their intellectual weakness. Thus PLT-eMods actualizes Gardner’s theory of 8 multiple intelligences (now 9). The PLT-eMods system also serves to balance the brain by catering the information to those who are more left brain (and like to know all the finite details) and those who are more right brain (and see things from a more holistic point of view) simultaneously. Below we will discuss a few theories that apply and are integrated into the methodology and technology, that make up PLT. ©Copyright 2010-11 Awareness Communication Technology, LLC. All Rights Reserved 5 Psychological Interventions Psychoanalysis Psychoanalysis, also known as Freudian psychology, is a body of ideas and concepts developed by Sigmund Freud and continued by others. “It is primarily devoted to the study of human psychological functioning and behavior, although it can also be applied to societies.” Psychoanalytic theories explain human behavior in terms of the interaction of various components of personality. Sigmund Freud was the founder of this school. Freud drew on the physics of his day (thermodynamics) to coin the term psychodynamics. Based on the idea of converting heat into mechanical energy, he proposed psychic energy could be converted into behavior. Freud's theory places central importance on dynamic, unconscious psychological conflicts. Freudian psychoanalysis refers to a specific type of treatment in which the "analysand" (analytic patient) verbalizes thoughts, feelings and emotions, including free associations, fantasies, and dreams, from which the analyst analyses the unconscious conflicts within the patient that are causing the symptoms and character problems. The analyst interprets and analyses for the patient informing them of their problem, giving them insight to open the door way for resolution. The specifics of the analyst's interventions typically include confronting and clarifying the patient's pathological defenses, wishes and guilt. Through the analysis of conflicts, including those contributing to resistance and those involving transference onto the analyst of distorted reactions, psychoanalytic treatment can clarify how patients unconsciously are their own worst enemies: how unconscious, symbolic reactions that have been stimulated by experience are causing symptoms. The aim of the psychodynamic approach is to help the patient resolve unconscious conflicts and work towards the integration of the ‘hitherto disparate and split-off elements in the patient's psyche, in hopes this will lead to more appropriate attitudes toward other people and to more modulated behaviors in everyday life’ (Stone, 2006. p.17). The psychodynamic therapist does not concern herself with symptoms, the primary concern is to help the patient gain insight into her distress. A distinct feature of psychodynamic therapy for borderline personality disorders is the focus on developmental theory (Bradley & Westen, 2005). Psychoanalytic thinking postulates that trauma causes the infantile ego to fragment while also disrupting object relations (Bradley & Westen, 2005). The psychodynamic approach maintains that the therapeutic relationship ‘provides an important medium through which to explore and alter problematic relational dynamics, representations and emotional regulation strategies.’ (Bradley & Western, 2005. p.974) This therapeutic approach is concentrated on the working alliance between the patient and the therapist. Through this alliance the therapist and patient explore conflicts, past and present that may be connected to the symptoms, while also analyzing transference (Luborsky, O’Reilly-Laundry & Arlow, 2008). The therapist adoptes the role of the good-enough mother / good-enough parent and thus provides a holding environment for the client, in which she feels safe, contained and respected. In such an environment it is likely that the client will start to trust the therapeutic space and the therapist (St Clair, 2004). In this holding environment, the ©Copyright 2010-11 Awareness Communication Technology, LLC. All Rights Reserved 6 therapist, as the good-enough parent will initially be soothing, supportive and caring and as the relationship develops and the client becomes more empowered and self-nurturing, the therapist is likely to appropriately fail her (to help her learn emotional regulation and distress tolerance). Bradley and Westen (2005) identified three goals to the psychodynamic approach when working with borderline treatments. The first is to identify and alter the patient’s maladaptive relationship roles, or what Jung called archetypes (for example the victim and the abuser) (Bradley & Westen, 2005). In this initial stage the dynamic work focuses on the client’s primal attachments to her parents, as well as the possible fears of abandonment and rejection associated with her maladaptive internalizations. The second goal is to increase the patient’s awareness of themselves, others and their relationships (Bradley & Westen, 2005). This stage would help address the client’s ‘split’ representations and assist her in integrating the fragmented aspects of her persona. The third goal is to identify and modify the dysfunctional regulation of emotions (Bradley & Westen, 2005) transference and counter-transference would play a significant role in this stage. The psychodynamic therapist will strive ‘to promote psychic integration through the careful examination of the polarized attitudes (maintained outside awareness via the defense of splitting)’ as the therapist makes use of the patient’s ‘projective identifications’ (Stone, 2006. p.17). Transference involves the unconscious or preconscious projections of feelings and emotions about her parents onto the therapist. During this process of transference, strong counter transference is likely to be experienced by the therapist. These feelings become therapeutically beneficial for the therapist to process and interpret back to the patient, thus increasing the patient's awareness of her basic conflicts and attitudes (Stone, 2006). Commentary on Psychodynamic Therapy Psychoanalysis seeks to resolves the dynamic processes that underlie what we project into the world. This process gives respect and reverence to each patient’s individual history and experience and allows the therapist to play an intricate part in reaffirming the patient’s awareness and history. In its purest form psychoanalysis has its down-falls. Firstly the role of the therapist as the expert is both, ethically questionable and disempowering for the patient. Secondly given the expert status of the therapist there is a chance that the therapist may lead the patient in a direction that creates anxiety, or worse somewhere that does not correlate with the patient’s experience. Thirdly the long duration of pure psychoanalysis is rather ridiculous, who would want to spend five years in therapy? Fourthly, there is a chance that a codependent relationship may develop between the client and the patients given the long duration of the treatment. Finally the slow and drawn out methodology of psychoanalysis makes it inaccessible to people suffering from severe disorders and maladaptive behaviors, as well as those people who are on a budget. Psychoanalysis & PLT-eMods PLT- eMods allows the client to uncover and discover their own experience. There is no analyst telling people what they think their experience are or were. There is no one telling people what the meaning of their life or experiences are. In the PLT- eMod process the only one in charge of your process is you. The PLT-eMods process encourages people to learn about themselves and how they think. Through the PLT -eMod process people learn not what but how to think. Through this process people learn about themselves and are able to develop skills to discern and understand their thoughts, feelings and behaviors, as people learn to become aware of their beliefs, perceptions, attitudes, thoughts and behaviors in a very logical, real and honest way. ©Copyright 2010-11 Awareness Communication Technology, LLC. All Rights Reserved 7 The PLT- eMod process also allows information to reach both the conscious and the non-conscious mind in doing so the mind becomes more balanced and less confused. The PLT - eMod process teaches people to live in reality and challenges our unconscious urges, reactions, thoughts and behaviors. The PLT - eMod process allows people to understand why they do what they do, so they have the opportunity to change, because you cannot comply if you don’t know why… and unfortunately interventions don’t always prove successful or beneficial because often people have barrier to learning and prejudices when dealing with interventionists. Additionally PLT-eMods are non-threatening, so while the facilitator plays a role in the process they are simply the messenger, they do not deliver the message, the message is delivered through the computer- a trusted and reliable source both in reality and in the individuals mind. Furthermore, PLT-eMods facilitators work with the client to reinforce the principles and assist the client in making associations while refraining from suggestion or manipulation. Lastly PLT-eMods are cost effective, quick and don’t create a dependency on a person or process. Dyadic Developmental Therapy “Dyadic Developmental Psychotherapy is an intervention / treatment approach for families that have children with symptoms of emotional disorders.” Dyadic Therapy & PLT- eMods PLT- eMods creates a holding environment that allows the viewer to develop a relationship with the computer viewing, and eventually the facilitator and themselves. PLT- eMods empowers the viewer by creating an environment a "playful, accepting, curious, and empathic" environment… the program naturally attunes to the viewers subjective experience as the viewer is in charge of the self-directed process and what he or she chooses to share through the study guide process and feedback assessments. There is no need for transference or therapeutic reflection or communication during the process as the viewer creates his or her experience. And the PLT-eMods viewing ensures that the viewer becomes more aware and able to understand why he or she is behaving, feeling or thinking certain things that may be serving them or not. The clearly defined developmental models provide the viewer with the ability to go back and understand their behaviors of the past and the present empowering them with the ability to clearly see why they did or do what they do, what they do and how it came to be. This knowledge gives viewers the authority to make choices, develop their own emotional self-regulatory functions, increase emotional maturity and overcome emotional disorders and traumas. The maturity model that Dr Jorgensen created speaks of development in terms of 5 stages, making reference to the need for the child/adolescent to mature into adulthood through the teaching and approval of the same sex parent/ caregiver and unconditional love of the opposite sex parent/caregiver. This understanding calls for the necessity of therapists to play the role that the client missed out on and or encourage the client to seek a surrogate to complete the dyadic relationship that didn’t occur. ©Copyright 2010-11 Awareness Communication Technology, LLC. All Rights Reserved 8 Therefore as previously mentioned PLT-eMods takes the burden of transference and responsibility off the therapist and makes the viewer / client an equal participant in their therapeutic process. There is a need for facilitation to overcome obstacles and keep the client on track. However, there is a minimal risk of a codependent therapeutic relationship developing, if the therapist abides by the PLT-eMods process and their PLT-eMods facilitation training. Cognitive- Behavior Therapy (CBT) Cognitive behavioral therapy is a therapeutic approach that combines cognitive and behavioral approaches to therapy – linking thoughts and behaviors. The goal of any CBT intervention is to treat maladaptive symptoms, and one of the core perspectives of such treatments is that ‘understanding the origins of a psychological problem is not essential for producing behavior change’ and that ‘success in changing a problem behavior does not imply knowledge about its etiology’ (Wilson, 2008. p. 225). Thus CBT treats the most prevalent and immediate symptoms. The intervention aims to teach a person new skills and solve techniques to deal with dysfunctional emotions, behaviors and cognitions through a goal-oriented, systematic procedure (Sternberg, 2003). CBT is the treatment of choice for numerous problems, including mood, anxiety, personality, eating, substance abuse, and psychotic disorders. The success of the treatment is its measurability and standardization- as the treatment is often manualized, with specific technique-driven brief, direct, and time-limited treatments for specific psychological disorders. Commentary on Cognitive-Behavior Therapy The primary objective of CBT is to treat the presenting symptoms, while disregarding the more profound issues that may be the cause of the presenting symptoms. This raises the issue of symptom replacement. The lack of ‘selfexploration’ in this model and its pure fixation on the current problem and tense limits the therapeutic interventions that could occur. People are a culmination of their experience and histories and so to disregard one’s history is, somewhat, disrespectful of the individual. CBT is standardized, manualized and structured in a way that doesn’t leave much to the therapist’s imagination. Empirically it is validated and effective for the short-term treatment of most disorders. However, the rigidity of the therapy may be unsuitable for patients who require a more flexible and nurturing approach to therapy. Further, for people who enter therapy in search of self-exploration will not find this modality helpful. CBT seems to be a quick fix modality. The pros of the quick fix are that it is beneficial and effective in treating severe symptoms and dangerous behaviors, however, the long-term consequences of CBT are empirically known. The quick fix nature of CBT seems to be a reflection of Western society’s emphasis on fast, immediate results and visible improvement. CBT is relatively easy to study empirically, given its short duration and its emphasis on easily observable/measurable behaviors and cognitions. Again, the long-term consequences of CBT have not been thoroughly tested, so total reliance on this modality may be questionable, in my opinion. It is also a quick and easy therapy to train in, in comparison to psychoanalytic training, which has resulted in a high number of CBT therapists. But who wants to be in therapy with a therapist who too the easy way out? Although CBT may prove to be the most effective, in terms of time and efficiency in curbing symptoms, pure CBT would not allow for the exploration of the underlying psychological causes of these symptoms. ©Copyright 2010-11 Awareness Communication Technology, LLC. All Rights Reserved 9 Cognitive- Behavior Therapy & PLT-eMods PLT-eMods works on all 5 dimensions of the human beings perceptions, attitudes, thinking, feeling and behavior. Thus the process includes and addresses behaviors and cognitions, however it goes deeper but getting to the root of why we behave and think the way we do- which can only be answered by a thorough exploration of our perceptions, attitudes and feelings. The PLT-eMods process aims to help people live in the present, however it doesn’t just focus on the here and now. Instead it aims to help people to learn from the past (good or bad), live in the present and look forward to the future. The focus is therefore on being able to be present in the moment having let go of past mistakes and problems, through the PLT-eMods process that allows for resolution of past problems and issues. Thus the PLT system doesn’t just focus on alleviating the systems and stopping the thinking or behavior, but it goes one step future in helping people find the root cause of the problem and finding resolution and peace. Like CBT the PLT-eMods process is structured, manualized and easy to follow. However the process being selfdirected allows the client to experience and develop personal power and responsibility over his or her process in a non-threatening and secure way. While also leaving room from the learner and facilitator to change and implement new elements into the process. The PLT-eMods process allows the client to take the steering wheel and direct his or her journey of discovery and resolution. The PLT-eMods process allows the wonderful applications and teachings of CBT to be actively applied in the person’s life without coercion or motivation. Dialectical Behavior Therapy (DBT) Didactical behavior therapy (DBT) was developed from CBT, by Marsha Linehan to treat borderline personality disorder and ‘is currently the most comprehensive and empirically validated affect regulation treatment’ (Shafer, Telch & Agras. 2001. p. 632). DBT is a combination of cognitive-behavior techniques that combine “emotional selfregulation and reality-testing with concepts of distress tolerance, acceptance, and mindful awareness largely derived from Buddhist meditative practice” (Dialectical Behavior Therapy, 2010, para.1). Furthermore, DBT has been shown to be superior to other treatments in several randomized trials of women who have BPD and engage in recurrent self-harming behaviors, such as bulimia and cutting (Stone, 2006). Research indicates that DBT is also effective in treating patients who present varied symptoms and behaviors associated with mood disorders, self-injury, sexual abuse survivors (Decker and Naugle, 2008) and chemical dependency (Linehan & Dimeff, 2001). Linehan and other therapists have worked extensively with borderline patients and compiled a hierarchy of symptoms to address: the foremost and most crucial of these being suicidality and selfharm (Stone, 2006 p.17). DBT is a multifaceted intervention based on CBT principles, and is unique in that it embraces individual differences and individuality while also providing an empathetic and accepting environment for the patient. So this therapy would be easily adapted to the needs of any client. DBT seeks to restore balance in the patient, by validating the patient’s feelings, emotions and behaviors in terms of the patient’s unique experiences, while at the same time aiding and encouraging them to change maladaptive patterns of behavior (Moskovitz, 1996). Didactical therapy seeks to ‘build self-acceptance and self-esteem by ©Copyright 2010-11 Awareness Communication Technology, LLC. All Rights Reserved 10 helping patients find the middle ground between self-condemnation and self-righteousness’ (Moskovitz, 1996). Further, DBT aims to integrate and develop the psyche to allow for more appropriate behaviors, a goal expressed in psychodynamic theory as well (Stone, 2006. p.18). And although transference and past experiences are not expressly focused on, early childhood experiences and transference can be understood in cognitive terms as embedded beliefs and expectations that have been derived from past experiences (Stone, 2006. p.18). DBT provides clients with a structured program and boundaries that the borderline character often craves (Moskovitz, 1996). DBT like all methods of CBT, makes use of self-monitoring through diaries and homework, emphasizes the here-and-now, and adopts an open and sincere interaction between patient and therapist during the weekly individual sessions (where the most attention is paid to immediate antecedents of impairing feelings). This type of therapy is client-centered in its open, unobtrusive and agreed upon method of therapy. Client’s have the ability to contact her individual therapist outside of session hours for crisis intervention and management. Additionally DBT also makes use of weekly skills training groups with modules that focus on emotional regulation, distress tolerance, interpersonal effectiveness and mindfulness. The first stage of the treatment seeks to increase the client’s awareness of her cognitions and affect (Moskovitz, 1996). The aim of this first stage is to become more mindful current experiences without judging feelings in irrational and/or negative ways. In becoming more mindful the client would learn to observe and clearly communicate her feelings, emotions and sensations- of both her mind and body. This awareness is the foundation on which she will learn how to regulate her emotions and improve her distress tolerance (probably the most significant therapeutic intervention in the DBT modality). Mindfulness training may begin with relaxation techniques and life style changes to promote well-being and a sense of fulfillment (Moskovitz, 1996). It moves on to ways to counter maladaptive responses to situations that trigger self-destructive behavior. Initially this may mean substituting self-injurious behaviors for safer options such as using ice to numb the skin instead of cutting it (Moskovitz, 1996). As the therapy continues the client will develop self-soothing techniques as well as become comfortable with nurturing herself. Further exposure therapy to emotional cues may be used in dealing with the client’s response to certain uncomfortable situations and behaviors. Dialectical Behavior Therapy & PLT-eMods PLT-eMods works to support the learner / client through the technology and methodology in much the same way as DBT – increasing self-awareness, providing structure and support and the life skills to make change last. The difference is PLT-eMods does this in a more effect way through the use of proven technology and methodology. And PLT-eMods allow the client to resolve not only the symptom but the cause of the problem as it talks to the conscious and the unconscious – while allowing the client to uncover the problem themselves. The technology allows skills training to be more effective and more quickly learned, while the methodology allows the learner / client to learn how to learn, unlearn and relearn from the world around her. Like the DBT therapist the PLT-eMods facilitator works with the client to provide a supportive, reliable and consistent environment that is an example of the principles of honesty, selflessness, purity of intention and love. The PLT-eMods facilitator also helps the client learn how to value experiences and become aware of their behaviors through journaling and other writing exercises. ©Copyright 2010-11 Awareness Communication Technology, LLC. All Rights Reserved 11 PLT-eMod methodology provides the learner with a structured and self-directed program as well as skills development training in available and deliverable through the Pocket Wisdom Series. PLT-eMods facilitates a state of relaxation and concentration taking the mind into a meditative state. The technology calms the mind and trains the brain in how to learn and value the past, live in the present and plan for the future. The technology teaches the brain how to associate the cause and effect of life, thereby teaching emotional maturity and emotional self-regulation. The PLT-eMods process facilitates the unlearning of habits and thoughts and the relearning of new functional behaviors that are more healthy and functional. Additionally the PLT-eMods process encourages group participation and peer mentorship much like the DBT groups, which allows clients to share and learn from others. Humanistic/Existential Interventions Humanistic psychology emphasizes that people have free will and thus they play an active role in determining how they behave. Humanistic psychology focuses on the subjective experiences of persons as opposed to definitive and predetermine behavior models. Abraham Maslow, Victor Frankl, Fritz Perls and Carl Rogers to name but a few were advocates of this school, which is based on the "phenomenal field" theory of Combs and Snygg (1949). Maslow Maslow spent much of his time studying "self-actualizing persons", those people who exhibit the ability to "fulfilling themselves…doing the best they are capable of doing". Maslow believed all people are capable of self-actualization as described by his hierarchy of needs (see below). In order to achieve self-actualization one needs to build skills in order to move into a space of actualization. ©Copyright 2010-11 Awareness Communication Technology, LLC. All Rights Reserved 12 Maslow identified four key characteristics of any of self-actualizers: 1. “Awareness - maintaining enjoyment and awareness of life. These individuals often experienced a "peak experience". He defined a peak experience as an "intensification of any experience to the degree there is a loss or transcendence of self". A peak experience is one in which an individual perceives an expansion of his or herself, and detects a unity and meaningfulness in life. Intense concentration on an activity one is involved in, such as running a marathon, may invoke a peak experience. 2. Reality and problem centered - they have tendency to be concerned with "problems" in their surroundings. 3. Acceptance/Spontaneity - they accept their surroundings and what cannot be changed. 4. Unhostile sense of humor/democratic - they do not like joking about others, which can be viewed as offensive. They have friends of all backgrounds and religions and hold very close friendships.” (Abraham Maslow, 2010) Maslow & PLT-eMods Identifying that people need to learn how to fulfill their needs for survival, freedom, usefulness, love and identity, PLT- eMods process doesn’t just agrees that people have the potential to actualize, but provides the tools to help people learn how to learn how to provide, protect and compete for themselves in a creative, compassionate and supportive way. PLT-eMods technology and methodology are aware of the challenges that people have, the process acknowledges that different people face different challenges in life, however it provides the tools or young and old, rich and poor, happy or sad people to learn how to develop the emotional maturity and personal power to overcome their challenges and achieve self-actualization. Gestalt Therapy Gestalt therapy is a phenomenological-existential therapy developed and founded by Frederick (Fritz) and Laura Perls in the 1940s. It teaches therapists and patients the phenomenological method of awareness, in which perceiving, feeling, and acting are distinguished from interpreting and reshuffling preexisting attitudes. Explanations and interpretations are considered less reliable than what is directly perceived and felt. Patients and therapists in Gestalt therapy dialogue communicate their phenomenological perspectives. Differences in perspectives become the focus of experimentation and continued dialogue. The goal is for clients to become aware of what they are doing, how they are doing it, and how they can change themselves, and at the same time, to learn to accept and value themselves. Gestalt therapy focuses more on process (what is happening) than content (what is being discussed). The emphasis is on what is being done, thought and felt at the moment rather than on what was, might be, could be, or should be. Gestalt & PLT-eMods ©Copyright 2010-11 Awareness Communication Technology, LLC. All Rights Reserved 13 Gestalt is very much focused on living and experiencing the present moment. The PLT-eMod system works to teach people how to be in the moment and how to learn from events and see life as a process. That being said PLTeMods process is also very much in line with the goals of gestalt therapy. The transformational learning that occurs with the PLT-eMods technology and methodology allows for individuals to learn about, explore and examine who they are, what they are doing, understand why they do what they do, while providing and presenting believable and achievable ways for people to change. In so doing the technology and methodology work to teach people how to accept themselves and others through taking people on a journey of discovery and showing people what it really means to live in a world of illusion vs. reality; fear vs. trust and love. Rogerian/ Person Centered Therapy (PCT) Rogerian therapy also known as person-centered therapy (PCT), person-centered psychotherapy, client-centered therapy and Rogerian psychotherapy (Kowalski & Westen, 2005). PCT is a form of talk-psychotherapy developed by psychologist Carl Rogers. Roger’s theory of humanistic, person-centered therapy is characterized by the three primary elements of the therapeutic relationship: unconditional positive, congruence or genuineness, and empathy. Rogers believed that all individual’s possess ‘self actualization’ potential and thus in the absence of external influences to the contrary, individuals will naturally gravitate towards optimal development. Rogerian Therapy is thus nondirective in nature and seeks to provide an environment for the patient in which she can establish personal values, move towards a greater sense of awareness and self-acceptance, consciously experience her true self and develop an internal locus of control (Raskin, Rogers & Witty, 2008). Humanistic psychology posits that positive change in the patient is achieved through the therapeutic environment (consisting of the three essential elements) and the relationship between the therapist and the patient, in the here-and-now. Notably, client-centered therapists postulate that behavioral changes ‘evolve from within the individual.’ (Raskin, Rogers & Witty, 2008. p.147) Unconditional positive regard refers to the therapist acceptance of the client. The therapist thus sets out to engage with the client in a positive and nonjudgmental way, by embracing the totality of the client. The therapist therefore allows the patient to be herself, thus allowing the patient to explore herself in the presence of another. The concept of congruence maintains that the therapist needs to become ‘transparent to the client’ in other words the therapist needs to show and communicate when appropriate, genuine, open and honest responses, feelings and experiences (Raskin, Rogers & Witty, 2008). In a way the therapist provides a model of genuineness for the patient to hopefully follow and correct incongruent experiences. For the client this kind of therapist would be invaluable, as it would help her regain a sense of awareness at an instinctual level, thus helping her reconnect her with her bodily senses. Empathy refers to the therapists effort to accurately sense ‘the feelings and personal meanings that the client is experiencing and communicates this understanding to the client’ at the moment of the patients communication (Rogers, 1980. p.115). The therapist attempts to ‘absorb himself completely in the attitude of the other’ and expressed his understanding through active listening, reflection and clarification (Raskin, Rogers & Witty, 2008. p.147). The therapist also needs to remain humble enough to be corrected at times. ©Copyright 2010-11 Awareness Communication Technology, LLC. All Rights Reserved 14 Commentary on Rogerian Therapy There is no doubt that Roger’s Person-Centered therapy brought essential characteristics into clinical practiceempathy, unconditional positive regard and congruence. Elements, which have are viewed as essential in most therapeutic settings today. Roger’s focus on the client as ‘self actualizing’ brought about a positive and more humane approach to the neurosis and psychosis that characterized the classical (Freudian) ‘psychotherapy’ at the time. In a way he made psychotherapy more accessible and acceptable to ‘normal’ people, who had personal problems that wanted to explore, but were not severely mentally ill. Further humanism made way for new branches of psychology focusing on personal growth and transformation- such as transpersonal psychology. Person-centered therapy does not label people as abnormal or pathological, for some people this may be a pro, however, some may find a sense of relief from a diagnosis. Some people diagnosed with personality disorders, for example, may find a sense of empowerment in knowing ‘exactly’ what is wrong with them. The simplicity of humanistic therapy has its drawbacks and limitations. Rogerian therapy although extremely effective when practiced by Rogers himself due to his strength of character and personality traits, is not easily replicated. At the same time the simplicity of the Rogerian approach makes it attractive to many practitioners who will most likely be less effective than Rogers was, or (in the worst case) ineffective in other realms of therapeutic work and therefore turn to Rogerian therapy for its straightforward and ‘simple’ therapeutic approach. Rogerian Therapy & PLT-eMods PLT-eMods are client-centered and like Roger’s therapy postulate that behavioral changes ‘evolve from within the individual.’ (Raskin, Rogers & Witty, 2008. p.147). PLT-eMods creates the optimum space for Rogerian Therapy while also eliminating the possibility of conditional and dependent relationships as the client-centered approach is self-directed with “talk therapy” being converted to “writing therapy” in a sense. The process allows clients to stop talking and start doing. The process allows and encourages clients to write out their experiences, thoughts and feelings in a structured and purposeful way so that clients learn to examine their thoughts and words, and not to just say them. The process encourages self awareness and empowerment. Additionally as mentioned numerous times, the PLT-eMods process provides an optimum space for learning and in effect provides a space of ‘unconditional positive regard’, empathy and congruency as the client enters a private and secure relationship between he / she and the computer, and the facilitator. The process and environment enables clients to discover and uncover their own truths, problems and resolution as they work through the process. The facilitation component allows for one on one meeting times or coaching classes. The facilitation process again is one of providing people with the tools for change and not taking on the role of change agent for the person. The PLT-eMod system aims to empower people with the tools for change, the client is therefore responsible for whether those tools get used and embraced or de-valued and discarded. While Rogerian therapy provides the space for clients to come and share their life, the reflective listening at times becomes circular and nonsensical as it focuses on the thoughts and feelings of client, which are usually tainted with ©Copyright 2010-11 Awareness Communication Technology, LLC. All Rights Reserved 15 disillusion and fear. Simply reflecting what the person says and not helping the person find resolution could cause the person to become frustrated and stuck. PLT-eMods on the other hand teaches universal principles that teach people how they think and why they think and feel the way they do. The PLT-eMods process provides people with a means of resolution and reality that reflective listening simply cannot accomplish on a consistent basis. Logo Therapy / Existential Analysis "As each situation in life represents a challenge to man and presents a problem for him to solve, the question of the meaning of life may actually be reversed. Ultimately, man should not ask what the meaning of his life is, but rather he must recognize that it is he who is asked. In a word, each man is questioned by life; and he can only answer to life by answering for his own life; to life he can only respond by being responsible. Thus, logotherapy sees in responsibleness the very essence of human existence." Viktor Emil Frankl (Man's Search for Meaning) Logo Therapy was developed by Dr Viktor Emil Frankl in the 1930’s. Logotherapy is based on the principle that the primary motivational force in life for human being is the search for a meaning. Logotherapy was based on three concepts from philosophy and psychology: Freedom of Will; Will to Meaning; and Meaning in Life. Logo Therapy & PLT-eMods Frankl developed a theory and a methodology to encourage people to discover, explore and find their meaning. Frankl taught that people have an innate freedom and responsibility,” to bring forth the possible best in themselves and in the world, by perceiving and realizing the meaning of the moment in each and every situation.” The PLT-eMods technology supports methodology and through this system allows learners to effectively learn content more effectively so that they can apply the information to their lives in a more concrete, practical and real way. In that sense PLT-eMods supports the learners discover process, allowing the learner to more effectively engage in the material and therefore make better decisions about what they believe, what they don’t and what their passion is or is not. So PLT-eMods effectively teaches people HOW to implement Frankl’s principles by facilitating the learners search for meaning. Positive Psychology Positive psychology was first coined by Abraham Maslow in his book Motivation and Personality (1954). In 1998 Positive Psychology emerged as a new branch of psychology when Martin Seligman chose it as his theme for his term as president of the American Psychological Association. In his address to the APA Seligman pointed out that psychology has been dominated by mental illness and what is wrong, and it was time for a change. Since then there have been numerous research into Positive Psychology- the scientific studying of what has gone right, with individuals and society. ©Copyright 2010-11 Awareness Communication Technology, LLC. All Rights Reserved 16 “Positive psychologists seek ‘to find and nurture genius and talent’, and ‘to make normal life more fulfilling’ not simply to treat mental illness (Compton, 2005 as cited in Positive Psychology, 2010, para. 2 ). Several humanistic psychologists—such as Abraham Maslow, Carl Rogers, Viktor Frankl and Erich Fromm—developed theories and practices that involved human happiness (Positive Psychology, 2010, para. 2). Recently the theories of human flourishing developed by these humanistic psychologists have found empirical support from studies by positive psychologists (Martin Seligman, Ed Diener, Mihaly Csikszentmihalyi, Christopher Peterson, Ben Ben-Shahar, Richard Davidson, Charles S. Carver, Robert Emmons, Michael McCullough, and Phil Zimbardo.) Some researchers (Seligman, 2002) have defined three overlapping areas of research when it comes to Positive Psychology: 1. “Research into the Pleasant Life, or the "life of enjoyment", examines how people optimally experience, forecast, and savor the positive feelings and emotions that are part of normal and healthy living (e.g. relationships, hobbies, interests, entertainment, etc.). 2. The study of the Good Life, or the "life of engagement", investigates the beneficial affects of immersion, absorption, and flow that individuals feel when optimally engaged with their primary activities. These states are experienced when there is a positive match between a person's strength and the task they are doing, i.e. when they feel confident that they can accomplish the tasks they face. (See related concept, Selfefficacy) 3. Inquiry into the Meaningful Life, or "life of affiliation", questions how individuals derive a positive sense of well-being, belonging, meaning, and purpose from being part of and contributing back to something larger and more permanent than themselves (e.g. nature, social groups, organizations, movements, traditions, belief systems).” (Positive Psychology, 2010, Research Section, para. 1) These three categories have not been significantly adopted or refuted. And other theories have also evolved: Professor Philip Zimbardo suggests that happiness be analyzed from a "Time Perspective" (Positive Psychology, 2010). Zimbardo suggests that people need to define the positive and negative events and effects of their life in relation to their past, present, or future orientation. He states that analyzing events from a time perspective would allow individuals to get a better understanding of the conflicts on has and does experience as well as ones emotional regulatory functioning over time. “The broaden-and-build theory of positive emotions suggests that positive emotions (e.g. happiness, interest, anticipation) broaden one's awareness and encourage novel, varied, and exploratory thoughts and actions” (Positive Psychology, 2010). This allows for skills to develop and extend over time, thus allowing for mastery of a topic. So while negative emotions prompt survival behaviors, tunnel vision and controlling behaviors that lack self-awareness or control, positive emotions allow for broader vision and increased self-awareness. Positive Psychology & PLT-eMods PLT-eMods allow people to learn how to achieve happiness, but teaching the principles that Positive Psychology are founded on, those of great philosophies and theologies. Buddah said : We are what we think. All that we are arises with our thoughts. With our thoughts we make the world." And the PLT-eMods process allows people to ©Copyright 2010-11 Awareness Communication Technology, LLC. All Rights Reserved 17 get control of their thoughts in a world where we have been consumed and taught that emotions are more important than thoughts. PLT-eMods teaches people what is not working so that they can identify where they are at before embarking on a course of happiness. If someone cannot see where they are at in a realistic way, then no amount of positive thinking will help them change. If one cannot identify the exact nature of their behavior, no behavioral change can really occur on a lasting level. An example of this is found in the addiction recovery world where people are often told in order to begin treatment / begin the 12 steps they need to have hit rock bottom: where the ‘fear of staying the same is greater than the fear of change.” The PLT-eMods process gently and effectively takes people on a journey to this point of full self-awareness so that they can become the person they want to be. The PLT-eMods process allows the learner to effectively overcome their fear, their negative emotions so that they have to opportunity to develop the positive emotions that the “broaden-and-build” theory speaks about. The PLTeMods process helps people see the truth of the past and the present so that they can have hope for the future. The PLT-eMod process is not just about thinking or behaving, its not just about meditiation, flow or happiness… it is about learning, unlearning and relearning. The PLT-eMods process brings about the awareness that Buddha, Socrates, Plato, Aristotle, Descartes, Da Vinci and other great people spoke about and tried to teach the world. The PLT-eMods process ignites the passion, purpose, skill and wisdom in people and teaches people how to embark on a process of self discovery. So the PLT-eMods process while helping people find happiness, does a lot more. As it influences all 5 dimensions of being human. ©Copyright 2010-11 Awareness Communication Technology, LLC. All Rights Reserved 18 EMDR (Eye Movement Desensitization & Reprocessing) “EMDR is a phased, scientifically validated, and integrative psychotherapy approach based on the theory that much of psychopathology is due to traumatic experience or disturbing life events. These result in the impairment of the client’s innate ability to process and to integrate the experience or experiences within the central nervous system. The core of EMDR treatment involves activating components of the traumatic memory or disturbing life event and pairing those components with alternating bilateral or dual attention stimulation. This process appears to facilitate the resumption of normal information processing and integration. This treatment approach can result in the alleviation of presenting symptoms, diminution of distress from the memory, improved view of the self, relief from bodily disturbance, and resolution of present and future anticipated triggers” (EMDR International Association Appendix 1a, n.d., p.2). http://psychiatrist-blog.blogspot.com/2010/04/does-emdr-work.html EMDR is a process approach to psychotherapy not a technique. The approach towards psychotherapy “supports the premise that most people have both an innate tendency to move toward health and wholeness, and the inner capacity to achieve it” (EMDR International Association Appendix 1a, n.d., p.2). That being said EMDR is an information processing therapy that consists of a unique standardized set of procedures and clinical protocols which combine with dual attention or bilateral stimulation which uses either bilateral eye movements, tones or taps. The use of dual attention allows the individual to move between the traumatic event and the safety of the present moment, thus increasing awareness of the present, and reducing the intensity and emotion connected to the past event. Additionally the use of eye movements evokes neurological and physiological changes that are “proven to aid in the resolution of traumatic experiences, decreases the vividness and/or emotional valence of autobiographical memories (Andrade, Kavanagh and Baddeley, 1997; Kavanagh, Freese, Andrade and May, 2001; Van Den Hout, Muris, Salemink, Kindt, 2001 ), enhances the retrieval of episodic memories (Christman, Garvey, Propper, and Phaneuf, 2003) produces a physiological relaxation effect similar to that which is characteristically seen when an orienting response is elicited (Sack, Lempa, Steinmetz, Lamprecht, Hofmann, 2008; Barrowcliff, Gray, Freeman, and MacCulloch, 2004; Barrowcliff, Gray, MacCulloch, Freeman, and MacCulloch, 2003) cognitive flexibility (Kuiken, Bears, Miall, and Smith, 2001)” (EMDR, 2919, para. 43). i ©Copyright 2010-11 Awareness Communication Technology, LLC. All Rights Reserved 19 The EMDR process is an eight phase approach that “activates the components of the memory of disturbing life events and appears to facilitate the resumption of normal information processing and integration” (EMDR International Association Appendix 1a, n.d., p.2). In essence EMDR addresses past, presents and future aspects of disturbing memories by “attends to the past experiences that have set the groundwork for pathology, the current situations that trigger dysfunctional emotions, beliefs and sensations, and the positive experience needed to enhance future adaptive behaviors and mental health” (EMDR Institute, Inc, n.d., p.2). Intervention by the therapist is kept to the minimum that is necessary to keep that processing moving until resolution is reached. Additionally, EMDR is attuned to elements from various psychotherapies (e.g., psychodynamic, cognitive-behavioral, interpersonal, person-centered, and body-centered.) Dr. Ann T. Viviano, says that EMDR works because: "The client, by following a moving light with their eyes, activates the healing process of the brain, much as what occurs in sleep. As a result, the painful memories are reprocessed and the original beliefs which sprang up from them are eliminated. New, healthy beliefs replace these." EMDR is recognized as an effective treatment for PTSD by the American Psychiatric Association, the Australian Centre for Posttraumatic Mental Health, Department of Veterans Affairs & Department of Defense, Washington, DC (2004), International Society for Traumatic Stress Studies (2008), UK ’s National Institute for Clinical Excellence, and Cochrane Database of Systematic Reviews 2007. EMDR & PLT-eMods The PLT-eMods process facilitates the information processing therapy that is consistent with the EMDR philosophy, in that the PLT-eMods process allows for : “a physiologically-based system to sort new (perceptual) information, make connections between new information and other information already stored in associated memory networks, encodes the material, and stores it in memory.” The PLT-eMods process supports the eye desensitizing movement process through the delivery mechanism. The PLT-eMods system delivers information in a way that evokes eye movement from the upper right to the upper left, to the lower left to the lower right and back up to the upper right. Additionally the information and illustration of certain models takes the eye on an added journey from left to right and right to left and even circular motions at times. Thus the delivery mechanism serves to not only allow information to be delivered more effectively, but the nature of the delivery allows the brain to relax and become more open to new information as through the EMDR process. Another advantage of the PLT-eMods system in terms of the EMDR process is that system’s ability to elicit a sense of trust in individuals quicker than a person can. And hence developing trust in the therapist is an essential part of the EMDR process one may argue that the PLT-eMod system could essentially be more effective than a therapist due to the overwhelming attitude of mistrust of human beings prevalent in society today. ©Copyright 2010-11 Awareness Communication Technology, LLC. All Rights Reserved 20 In conclusion The PLT-eMods educational process is a principle-based approach to effective learning that uses State-of-the-Art technology and methodology to provide an integrated approach to learning for the 21st Century and beyond. The principle-based approach allows for resolution of past issues as well as prevention of future problems – as the process increases self-awareness, empowerment and emotional intelligence and emotional regulation. Lastly, there are numerous theories that apply to PLT-eMods as you can discover in the appendix. ©Copyright 2010-11 Awareness Communication Technology, LLC. All Rights Reserved 21 References Abraham Maslow. (2010). Wikipedia, the free encyclopedia. Retrieved December 15, 2010 from http://en.wikipedia.org/wiki/Abraham_Maslow. Abuhamdeh, S. (2000). The autotelic personality: An exploratory investigation. Unpublished Manuscript: University of Chicago American Psychiatric Association. (2000). Diagnostic and Statistical manual of mental disorders (4th Ed). Washington, DC: Author. American Psychological Association. (2001). Publication manual of the American Psychological Association (5th ed.). Washington, DC: Author. American Psychological Association. (2007). APA style guide to electronic references. Washington, DC: Author. Barker, P. (2003). Cognitive Dissonance. Retrieved January 18, 2008 from http://www.beyondintractability.org/essay/cognitive_dissonance/. Bar-On, R. (1997). The Emotional Quotient Inventory (EQ-i): a test of emotional intelligence. Toronto: Multi-Health Systems. Bradley, R. & Westen, D. (2005). The psychodynamics of borderline personality disorder: A view from developmental psychopathology. Development & Psychopathology, 17. 927-957. Butler-Bowdon, T. (2007). 50 Psychology Classics. Nicholas Brealey Publishing: London & Boston Csikszentmihalyi, M. (1991). Flow: the psychology of optimum experiencing. New York: HarperCollins. Csikszentmihalyi, M., Abuhamdeh, S., & Nakamura, J. (2005). "Flow", in Elliot, A., Handbook of Competence and Motivation, New York: The Guilford Press, 598–698. Dialectical Behavior Therapy (2010). Wikipedia, the free encyclopedia. Retrieved December, 18, 2010 from http://en.wikipedia.org/wiki/Dialectical_behavior_therapy. Douglas, C. (2008). Analytic Psychotherapy. In R. J. Corsini & D. Wedding (Eds). Comparative Psychotherapies, 7th Ed. (pp. 107140). Belmont, CA: Brooks/Cole. EMDR Institute Inc. (n.d.). A Brief description on EMDR. Retrieved December 15, 2010 from http://www.emdr.com/briefdes.htm. EMDR International Association. (n.d.). Appendix 1a – Executive Limitations Appendix. Retrieved December 10, 2010 from http://www.emdria.org/associations/5581/files/Website%20EMDRIA%20Definition%20of%20EMDR%20Revised %20102509.pdf. Emotional Intelligence. (2010). Wikipedia, the free encyclopedia. Retrieved December, 18, 2010 from http://en.wikipedia.org/wiki/Emotional_intelligence. Eye movement Desensitization and Reprocessing. (2010). Wikipedia, the free encyclopedia. Retrieved December 19, 2010 from http://en.wikipedia.org/wiki/Eye_movement_desensitization_and_reprocessing. EMDR: Eye movement Desensitization and Reprocessing (image). (n.d.). Retrieved December 19, 2010 from http://4.bp.blogspot.com/_8eW7PlmG_mU/S7s7mZJ9EkI/AAAAAAAABUc/14nwu7GZ8Mw/s1600/emdr Flavell, J. (n.d.). Theories of Learning in Educational Psychology: Metacognition. Retrieved December 15, 2010 from http://www.lifecircles-inc.com/Learningtheories/constructivism/flavell.html. Flow. (2010). Wikipedia, the free encyclopedia. Retrieved December 21, 2010 from http://en.wikipedia.org/wiki/Flow_(psychology). Frankl, V. (1969). The Will to Meaning: Foundations and Applications of Logotherapy, London: Meridian. Gardner, H. (1993). Multiple intelligences. New York: Basic Books. Goleman, D. (1995). Emotional intelligence. New York: Bantam Books. International Alliance for Learning Website, (n.d.). 10 Elements of Accelerated Learning. Retrieved December 25, 2010 from http://www.ialearn.org/ALElements.php. ©Copyright 2010-11 Awareness Communication Technology, LLC. All Rights Reserved 22 Jorgensen, R. (2000). Journey. Nevada: Life Skills U. Jorgensen, R. (2005). Where are you at (results of assessments). NV: Life Skills U. Retrieved May 5, 2009 from http://www.lifeskillsu.org/campus/free_quizzes/where_at.html. Jorgensen, R. (2007). Pocket Wisdom for Life. Nevada: Life Skills U. Jorgensen, R. (2010). Personal Interview. Midnight Sun, South San Diego Bay. Jorgensen, R. (1994). Keeping your Eye on the Ball. Nevada: Life Skills U. Kowalski, R., & Westen, D. (2005). Psychology (4th ed.). Hoboken, NJ: Wiley. Leichsenring, F., Hiller, W., Weissberg, M. and Leibing, E. (2006). Cognitive-Behavioral Therapy and Psychodynamic Psychotherapy: Techniques, Efficacy, and Indications. The American Journal of Psychotherapy. 60(3). 233-260. Lieb, K., Zanarini, M. C., Schmahl, C., Linehan, M. M., & Bohus, M. (2004). Borderline Personality Disorder. Lancet, 364, 435-461. Linehan, M. (1993). Cognitive-behavior treatment of borderline personality disorder. New York: Guilford. Linehan, M. M. & Dimeff, L. (2001). Dialectical Behavior Therapy in a nutshell, The California Psychologist, 34, 10-13. Retrieved January, 12, 2011 from http://www.dbtselfhelp.com/DBTinaNutshell.pdf. Luborsky, O’Reilly-Laundry & Arlow (2008). In R. J. Corsini & D. Wedding (Eds). Comparative Psychotherapies, 7th Ed. (pp. 1561). Belmont, CA: Brooks/Cole. Merriam, S. B., Caffarella, R. S. & Baumgartner, L. M. (2007). Learning in adulthood: A comprehensive guide. (3rd ed). San Francisco: Jossey-Bass, Inc. ISBN: 0787975885. Metacognition. (2010). Wikipedia, the free encyclopedia. Retrieved December 22, 2010 from http://en.wikipedia.org/wiki/Metacognition. Moskovitz, R. (1996). Lost in The Mirror: An inside look at borderline personality disorder, 2 nd Ed. Maryland: Taylor Trade Publishing. Pavlov, I. (2003). Conditional Reflexes, Mineola, NY: Dover. Pedagogy. (2010). Wikipedia, the free encyclopedia. Retrieved December 20, 2010 from http://en.wikipedia.org/wiki/Pedagogy. Perls, F., Hefferline, R. & Goodman, P. (1951). Gestalt Therapy; Excitement and Growth in the Human Personality, London: Souvenir. Personality Psychology. (2010). Wikipedia, the free encyclopedia. Retrieved December 16, 2010 from http://en.wikipedia.org/wiki/Personality_psychology. Piaget, J. (1977). The Development of Thought: Equilibration of Cognitive Structures. New York: Viking. Piaget, J. (1959). The Language of Thought of the Development of a Child, London; Routlegde & Kegan Paul. Positive Psychology. (2010). Wikipedia, the free encyclopedia. Retrieved December 20, 2010 from http://en.wikipedia.org/wiki/Positive_psychology. Raskin, N. J., Rogers, C. & Witty, M. C. (2008). In R. J. Corsini & D. Wedding (Eds). Comparative Psychotherapies, 7th Ed. (pp. 141183). Belmont, CA: Brooks/Cole. Rogers, C. (1983). Freedom to learn in the 80"s. Columbus, OH: Charles Merrill. Safer, D. L., Telch, C. F. Agras. W.S. (2001). Dialectical Behavior Therapy for Bulimia Nervosa. American Journal of Psychiatry. 158. 632–634 Seligman, M. E.P. (2002). Authentic Happiness: Using the New Positive Psychology to Realize Your Potential for Lasting Fulfillment.. New York: Simon and Schuster. pp. 275. Shapiro, F. (1989). Efficacy of the eye movement desensitization procedure in the treatment of traumatic memories. Journal of Traumatic Stress, 2, 199-223. ©Copyright 2010-11 Awareness Communication Technology, LLC. All Rights Reserved 23 Shaw, C. & Proctor, G. (2005). Women at the Margins: A Critique of the Diagnosis of Borderline Personality Disorder. Feminism & Psychology, 15(4). 483–490. Skinner, B.F. (1971). Beyond Freedom and Dignity, Indianapolis: Hackett. Slavin R. E. (2010). Educational Psychology: Theory into Practice (9th ed.). Boston: Allyn & Bacon. Smith, S. B. (1999). Diana in search of self. United States of America: Random House. Snygg, D. & Combs, A. W. (1949). Individual behaviour: a new frame of reference for psychology, New York: Harper & Brothers. St. Clair. M. (2004). Object Relations and Self Psychology: And introduction. Brooks/Cole Publishing: Belmont, CA. Sternberg, R. J. (2003). Cognitive Psychology (3rd ed.). Belmont, CA: Wadsworth Stone, M. (2006). Management of borderline personality disorder: A review of psychotherapeutic approach. World Psychiartry, 5(1). 15-20. Toffler, A., & Toffler, H. (1996). Foreword. In R. Gibson (Ed.), Rethinking the future: Rethinking business, principles, competition, control, markets and the world (pp. iix - x). London: Nicholas Brealey. Torgersen, S., Kringlen, E, Cramer, V. (2001). The prevalence of personality disorders in community sample. Arch General Psychiatry, 55, 590-596. Transformational Learning Theory. (2010). Wikibooks, the free encyclopedia. Retrieved December 20, 2010 from http://adulteducation.wikibook.us/index.php?title=Transformational_Learning_Theory. Wilson, G T., Fairburn, C G., and Agras, W S. (1997). Cognitive-behavioral therapy for bulimia nervosa. Handbook of Treatment for Eating Disorders. Edited by Garner DM, Garfinkel PE. New York, Guilford Press. 67–93 ©Copyright 2010-11 Awareness Communication Technology, LLC. All Rights Reserved 24 Appendix: Topics, Books & Theories that Apply to PLT- eMods Topics Brain, Emotions and Learning Addiction and the Brain Archetypes Brain Balance Music Brain Balanced Learning Brain Plasticity Brain-Based Learning Conscious and Non-Conscious Learning Emotions Lucid Learning Language of Vision Languages of Art Memory and Emotion Symbolistics The Human Brain, Mind and Matter The Senses Trust vs. Fear Whole Brain Thinking Educational Philosophy Authors and Experts Carlton Erickson Carl Jung Robert J. Mellilio Richard Jorgensen Michael Merzenich Eric Jensen Richard Jorgensen; Milton Erickson Antonio Damasio Richard Jorgensen Gyorgy Kepes Nelson Goodman Joseph LeDoux Richard Jorgensen James Corick Diane Ackerman Jack Gibb; Richard Jorgensen Ned Herrmann Chinese philosopher, Confucius, "tell me and I will forget, show me and I may remember, involve me and I will understand." Boolean Logic Conscious Based Education “Democracy and Education” and “Art as an Experience” Essentials in Education and “The Golden Mean” Expeditionary Learning Learning and The Loss Of The Stable State Montessori Relationships of Equality (Teacher-Student) Socratic Method of Teaching Student-Centered Education Suggestopedia / Suggestology Waldorf Education Current Educational Concerns 8 Multiple Intelligences Blooms Taxonomy Collaborative Peer Learning Conditions of Learning George Boole David lynch John Dewey Aristotle Kurt Hahn Donald Schon Maria Montessori Paulo Freire Socrates Carl Rogers Giorgi Lozanov Rudolph Steiner Howard Gardner; Kerri Zajaczkowski Benjamin S. Bloom Linda Darling- Hammond Robert M. Gagne ©Copyright 2010-11 Awareness Communication Technology, LLC. All Rights Reserved 25 Curriculum Differentiated Instruction Dynamic Assessment Educational Experts Emotional Intelligence Horace’s Compromise Johari Window Marzano’s New Taxonomy The Schools Our Children Deserve Learning Experiential Learning Optimal Learning Restorative Learning (Unlearning and Relearning) Transformative Education Transformative Learning Theory Educational Psychology Theories Adult Learners Attachment Theory Attribution Theory Behaviorism Behaviorism: Thorndike's Theory of Learning Classical Conditioning Cognitive Constructivism Conscious Based Education Constructivism Ecological Systems Theory Flow Gestalt Group Dynamics Letting Go / 5 Stages of Loss Logotherapy Manufacturing Victims Maslow's Hierarchy Of Needs Operant Conditioning Social Development Social Learning Theory Suggestopedia / Suggestology The Gift of Therapy The Zone of Proximal Development Theory of Self-efficacy Creating Structure Codependency Emotional Structural Authority Interdependence and Transformation William Schubert Howard Gardner; Robert M. Gagne; Benjamin S. Bloom; Richard Jorgensen; Linda Darling- Hammond; Edward Deming David Holt and Coleen Willard-Holt Linda Darling- Hammond Chester Finn; Diane Ravitch Daniel Goleman Ted Sizer Joseph Luft and Harry Ingham Robert J. Marzano Alfie Kohn David A. Kolb Michael Csikszentmihalyi Richard Jorgensen Robert Boyd; Richard Jorgensen Jack Mezirow Malcolm Knowles John Bolwby Fritz Heide; Harold Kelley; Edward E. Jones; Lee Ross. John B. Watson Edward Lee Thorndike Ivan Pavlov Jean Piaget David lynch Jerome Bruner; Lev Vygotsky Urie Bronfenbrenner Michael Csikszentmihalyi; Edward Deming; Richard Jorgensen; Carl Rogers Wilhelm von Bode; Fritz Perls Kurt Lewin Elizabeth Kubler-Ross Victor Frankl Tana Dineen Abraham Maslow B. F. Skinner Erik Erikson Albert Bandura Giorgi Lozanov Irvin D. Yalom Lev Vygotsky Albert Bandura; Julian Rotter Melody Beattie Richard Jorgensen Edward Deming; Richard Jorgensen; Joel Barker; Steven Covey ©Copyright 2010-11 Awareness Communication Technology, LLC. All Rights Reserved 26 Overcoming Organizational Defenses Chris Argyris Paradigm Shifts Technology as a Cultural Force Creativity Active learning Creativity and Imagination Discovery Learning Discovery Wisdom Knowledge building Joel Barker Albert Borgmann Passion Rhonda Watrin; Robert Solomon; Michelle Z Rosaldo Other Emotions “Democracy and Education” and “Art as an Experience” Collaborative Peer Learning Conditions of Learning Creativity and Imagination Curriculum Differentiated Instruction Charles C. Bonwell and James A. Eison Maxine Greene; Julia Cameron; Richard Jorgensen Jean Piaget; Jerome Bruner; Seymour Papert Richard Jorgensen Carl Bereiter and Marlene Scardamalia Antonio Damasio John Dewey Educational Experts Emotional Structural Authority Horace’s Compromise Language of Vision Languages of Art Manufacturing Victims Memory and Emotion Overcoming Organizational Defenses Passion Relationships of Equality (Teacher-Student) Technology as a Cultural Force The Gift of Therapy Linda Darling- Hammond Robert M. Gagne Maxine Greene; Julia Cameron; Richard Jorgensen William Schubert Howard Gardner; Robert M. Gagne; Benjamin S. Bloom; Richard Jorgensen; Linda Darling- Hammond; Edward Deming Linda Darling- Hammond Chester Finn; Diane Ravitch Richard Jorgensen Ted Sizer Gyorgy Kepes Nelson Goodman Tana Dineen Joseph LeDoux Chris Argyris Rhonda Watrin; Robert Solomon; Michelle Z Rosaldo Paulo Freire Albert Borgmann Irvin D. Yalom The Human Brain, Mind and Matter The Schools Our Children Deserve James Corick Alfie Kohn The Senses Diane Ackerman 1. 2. 3. 4. 5. Theory 8 Multiple Intelligences Adult Learners Addiction and the Brain Archetypes Attribution Theory Theorist/s Howard Gardner Malcolm Knowles Carlton Erickson Carl Jung Fritz Heider, Harold Kelley, Edward E. Jones, and Lee Ross. ©Copyright 2010-11 Awareness Communication Technology, LLC. All Rights Reserved 27 6. 7. 8. Behaviorism Behaviorism: Thorndike's Theory of Learning Behaviorism 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. Blooms Taxonomy Boolean Logic Brain Balance Music Brain Balanced Learning Brain-Based Learning Brain Plasticity Cognitive Constructivism Conditions of Learning Conscious-Based Education Conscious and Non-Conscious Learning Constructivism Differentiated Instruction 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. Discovery Learning Discovery Wisdom Dynamic Assessment Ecological Systems Theory Emotional Intelligence Emotional Structural Authority Emotions Essentials in Education and “The Golden Mean” Expeditionary Learning Experiential Learning Flow: Optimal Learning 32. 33. 34. Gestalt Group Dynamics Interdependence and Transformation 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 46. Johari Window Knowledge building Language of Vision Learning and The Loss Of The Stable State Letting Go / 5 Stages of Loss Logotherapy Lucid Learning Maslow's Hierarchy Of Needs Marzano’s New Taxonomy Optimal Learning Paradigm Shifts Restorative Learning (Unlearning and John B. Watson Edward Lee Thorndike Ivan Pavlov; B. F. Skinner; Edward Lee Thorndike; Edward C. Tolman; Murray Sidman; John B. Watson Benjamin S. Bloom George Boole Robert J. Mellilio Richard Jorgensen Eric Jensen Michael Merzenich Jean Piaget Robert M. Gagne David lynch; Richard Jorgensen Richard Jorgensen; Milton Erickson Jerome Bruner; Lev Vygotsky Howard Gardner; Robert M. Gagne; Benjamin S. Bloom; Richard Jorgensen; Linda Darling- Hammond; Edward Deming Jerome Bruner Richard Jorgensen David Holt and Coleen Willard-Holt Urie Bronfenbrenner Daniel Goleman Richard Jorgensen Antonio Damasio Aristotle Kurt Hahn David A. Kolb Michael Csikszentmihalyi; Edward Deming; Richard Jorgensen, Carl Rogers Wilhelm von Bode Kurt Lewin Edward Deming; Richard Jorgensen; Joel Barker; Steven Covey Joseph Luft and Harry Ingham Carl Bereiter and Marlene Scardamalia Gyorgy Kepes Donald Schon Elizabeth Kubler-Ross Victor Frankl Richard Jorgensen Abraham Maslow Robert J. Marzano Michael Csikszentmihalyi Joel Barker Richard Jorgensen ©Copyright 2010-11 Awareness Communication Technology, LLC. All Rights Reserved 28 47. 48. 49. 50. 51. 52. 53. 54. 55. 56. 57. i Relearning) Social Development Social Learning Theory Student-Centered Education Suggestopedia/ Suggestology Symbolistics The Zone of Proximal Development Transformative Education Transformative Learning Theory Trust vs. Fear Waldorf Education Whole Brain Thinking Erik Erikson Albert Bandura Carl Rogers Giorgi Lovanov Richard Jorgensen Lev Vygotsky Robert Boyd; Richard Jorgensen Jack Mezirow Jack Gibb Rudolph Steiner Ned Herrmann EMDR: http://en.wikipedia.org/wiki/Eye_movement_desensitization_and_reprocessing ©Copyright 2010-11 Awareness Communication Technology, LLC. All Rights Reserved 29