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
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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
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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.
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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.
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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
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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.
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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.
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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.
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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
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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.
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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.
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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
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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.
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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
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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.
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“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
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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.
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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
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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.
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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.
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21
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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
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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
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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.
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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
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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
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