The Unconscious Learning Lies and the Unconscious Teaching Lies
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The Unconscious Learning Lies and the Unconscious Teaching Lies

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Anneshia Freeman, The Lies that Bind -- The Legacy of the Locks

Anneshia Freeman, The Lies that Bind -- The Legacy of the Locks

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The Unconscious Learning Lies and the Unconscious Teaching Lies The Unconscious Learning Lies and the Unconscious Teaching Lies Document Transcript

  • 9/24/2013 1 Anneshia Freeman and Associates Consulting Services, LLC We address cause and effect simultaneously! Anneshia Freeman MBA, MSW, CADC-M Chief Executive Officer and Chief Consultant - AKA – The Locksmith “I make ‘keys’ for people who are ‘locked-up’ in their minds!” The Lies That Bind – The Legacy of the Locks® A Cognitive Restructuring and Resocialization Program © Copyright 2004-2013 Anneshia Freeman All Rights Reserved www.anneshiaconsulting.com The Unconscious Learning Lies! The Unconscious Teaching Lies! © Copyright 2005-2013 Anneshia Freeman All Rights Reserved If knowing the truth will make you free, it must be a lie that has you bound! - Anneshia Freeman The Lies That Bind® Motto No one can make you feel or do anything. All they can do is activate a belief system you already possess, and the belief system makes you feel and do certain things! Cognitive Dissonance Leon Festinger (1957) proposed cognitive dissonance theory, which states that a powerful motive to maintain cognitive consistency can give rise to irrational and sometimes maladaptive behavior. According to Festinger, we hold many cognitions about the world and ourselves; when they clash, a discrepancy is evoked, resulting in a state of tension known as cognitive dissonance. As the experience of dissonance is unpleasant, we are motivated to reduce or eliminate it, and achieve consonance (i.e. agreement). See more at: http://www.simplypsychology.org/cognitive- dissonance.html#sthash.NLjkggnQ.dpuf
  • 9/24/2013 2 Eliminating Cognitive Dissonance • Ignoring or eliminating the dissonant cognitions. • Pretending ice cream is not bad for me • Altering the importance (or lack thereof) of certain cognitions. • Ice cream is extremely good (got to have it) or losing weight isn’t that important (I look good anyway) • Adding or creating new cognitions. • I had a small dinner • I need dairy products • Easiest way to deal with this new information is to ignore it, refuse to accept it, or simply avoid that type of information in general. • Refusing to read a report on the harmful effects of long-term ice cream consumption Barker, Phil. "Cognitive Dissonance." Beyond Intractability. Eds. Guy Burgess and Heidi Burgess. Conflict Information Consortium, University of Colorado, Boulder. Posted: September 2003 <http://www.beyondintractability.org/bi-essay/cognitive-dissonance>. Component #1 AWARENESS We All Have Issues! Deconstruction of the Self-Concept Deconstruct: to take apart or examine in order to reveal the basis or composition of often with the intention of exposing biases, flaws, or inconsistencies. The most useful piece of learning for the uses of life is to unlearn what is untrue. - Antisthenes Dr. R. Joseph The Unconscious Self-Concept The manner in which we were treated as children and how our parents treated each other, good or bad, was observed, responded to emotionally, and stored away in memory. If we were neglected, abused, ignored, teased, or ridiculed and made to feel bad, insignificant, or incompetent by our parents or other children, these feelings, hurts, and fears not only define us, they are stored away and become part of us. These experiences become familiar, and to a child who has little with which to compare them, they seem “normal.” (Joseph, 1992, p. 6) From the Right Brain and the Unconscious by Rhawn Joseph Copyright © 1992 Reprinted by permission of Perseus Books PLC, a member of Perseus Books, LLC Dr. R. Joseph The Unconscious Self-Concept Part II Hence, a great deal of this early experience, including children’s initial self-concept and all attendant joys, triumphs, traumas, and bad feelings, are internalized and stored away in that portion of the psyche that is not controlled by the language-dependent conscious mind, that is the unconscious. Infants and children are more emotional in their psychological orientation. Verbal thinking and the maturation of the conscious mind (which is heavily dependent on language and linguistic processing) develop much later. Emotions and nonconscious functioning are present from the very beginning. (Joseph, 1992, p. 7) From the Right Brain and the Unconscious by Rhawn Joseph Copyright © 1992 Reprinted by permission of Perseus Books PLC, a member of Perseus Books, LLC
  • 9/24/2013 3 Dr. R. Joseph The Unconscious Self-Concept Part III Blah, blah, blah • You’re in the way • rejected • People are only tolerating you • hurt • Compared to others, you come up short • inadequate • You are unlovable • unloved Right Brain - Child Unconscious Emotions Tone of voice Facial expressions Body language Left Brain – Adult Conscious Language Left Brain Confabulations • I’m fine. • I’m okay. • I don’t take any crap! Dr. R. Joseph Labels/Expectations Children, like adults, define themselves according to how they are treated, and then they attempt to live up, or down, to the labels and expectations others apply. It is on these emotional building blocks that our entire self-concept is erected. We never outgrow our foundations; rather, we build on them. And foundations do not disappear or go away; they just tend to get buried. Nevertheless, our entire future rests on these foundations. (Joseph, 1992, p. 6) From the Right Brain and the Unconscious by Rhawn Joseph Copyright © 1992 Reprinted by permission of Perseus Books PLC, a member of Perseus Books, LLC Dr. R. Joseph & Anneshia Freeman Labels/Expectations “Common sense should have told you!” You’re stupid! “You’re great!” You are capable & strong! “You can’t do anything right!” Everything you do will turn out wrong! I Feel You More Than I Hear You! Rejected Despised HurtInadequate Unattractive You are in the way You will be punished for the slightest infraction You are stupid You can’t do anything right Peers You are fat You are ugly Our Foundations sexual abuse welfare unrealistic expectations physical, mental abuse promiscuity prostitution unrealistic expectations unrealistic expectations physical, mental abuse welfare welfare mental abuse physical abuse Childhood Teenage Years Adult love trust education values teaching principles education values teaching principles loving relationships exercise career planning college is grade 13 career introduction careers Loving relationships degree We are the system design and profit off the system Childhood healthy eating healthy eating healthy eating trust exercise exercise healthy eating unhealthy eating unhealthy eating diabetes, obesity prison Conscious and Unconscious Agenda Conscious Agenda • Feel accepted – good friends • Feel loved – caring mate • Feel secure – financially sound • Feel safe – well protected • Feel proud – self-efficacy • Feel admired – recognition Right Brain - Child Unconscious Emotions Tone of voice Facial expressions Body language Left Brain – Adult Conscious Language Left Brain Confabulations Unconscious Agenda  Feel betrayed – disloyal friends  Feel unloved – abusive mate  Feel anxious – debts, no resources  Feel panicky – dangerous situations  Feel ashamed – humiliating situations  Feel inadequate - harshly critiqued
  • 9/24/2013 4 If one asks for success and prepares for failure, he will get the situation he has prepared for. - Florence Scovel Shinn Where do the lies come from? How do they originate? How did they find their way into the early childhood events of a person’s life? It often comes from the child’s own thinking and personal interpretation of what happened. Children will almost always misinterpret life. This misinterpretation is not the fault of the child since he is incapable of making true interpretations about life. As a parent, I am responsible to see that my children interpret life correctly. I must pass on to my child daily the truth that they are loved, valued, capable, and significant. If I do this, they will reach adulthood with a true concept of who they are. If I shirk this responsibility, I am leaving it up to my child to figure it out for him/her self. The likelihood is they will not. WHATEVER I tell them through my actions and words will be the truth for them, even if it is a lie (Smith, 2000). Dr. Ed Smith "This information was borrowed with permission from the Theophostic Prayer Ministry (TPM) Basic seminar training manual, New Creation Publishing, 1996, 2000. This program is not affiliated or endorsed by TPM. Complete training in the Theophostic process is available at www.theophostic.com or by calling 270-465-3757. Please do not attempt to use the TPM approach without completing the basic coursework." Maladaptive Patterns - Scripts • Identify one negative way you were treated in your childhood repeatedly. • Identify something negative that you saw the adults around you do in your childhood repeatedly. • Identify something negative that someone did to you in your childhood that really hurt you. • Name something negative that you saw happen in your community on a regular basis. • Identify the negative way people who were supposed to love each other treated each other around you as a child. • Generalize it into a script format • Generalize it into a script format • Generalize it into a script format • Generalize it into a script format • Generalize it into a script format Adaptive Patterns - Scripts • Identify one positive way you were treated in your childhood repeatedly. • Identify something positive that you saw the adults around you do in your childhood repeatedly. • Identify something positive that someone did to you in your childhood that really inspired you. • Name something positive that you saw happen in your community on a regular basis. • Identify the positive way people who were supposed to love each other treated each other around you as a child. • Generalize it into a script format • Generalize it into a script format • Generalize it into a script format • Generalize it into a script format • Generalize it into a script format Private Client Professional/Caucasian Man You have to be more careful than other people. It is very important to be involved in your children’s lives. Punishments should be fair. You are loveable. You should handle your frustrations appropriately. You should be spoken to in a loving, caring tone. You should be acknowledged for your successes. You should be kind and sensitive to others. It’s okay to express your emotions in certain situations but not in others. You should have boundaries as to what is said and done around your children. You should take care of your property. You should take pride in everything you do. There is something wrong with people who don’t look like you. African-American people have a lot of rhythm and are very athletic. Your worth and value as a person is connected to your latest performance. People are only tolerating you. People should be judged according to how they perform. If you perform badly, then you are a disappointment. Don’t ask too many questions because you will irritate others. Adjust to situational cues. Compared to people with money, you come up short. Higher education is very important. Anneshia’s Unconscious Self-Concept My value as a person is directly related to my latest and greatest performance. I have to be perfect. I have to do everything perfectly. Hurry up! Move it! I have to do everything right now – fast! There is something wrong with me. Personal safety requires isolation. I have to compensate for my presence with goods and services. People are only tolerating me. There is something wrong with everything I do. I have to explain myself to others because I am suspect. I am at the mercy of other people’s decisions. I am expected to know things automatically that I was never taught. Compare to others, I come up short. Family members are people close to you who hurt you. Family is not important. What other people think is more important than what I think or know. What other people say carries more weight than what I say. Everybody is more important than me. I am not good enough to be smart – everyone will think I cheated. Don’t make waves. Everything I do will turn out wrong. I don’t look right.
  • 9/24/2013 5 Private Client Professional/Woman of Color The woman maintains the household and raises the children and the man can do whatever he wants. All white people are racist. Men can run in and out of the lives of a women at random. Beauty and Caucasian features are synonymous. There’s nothing special or interesting about you. White people are more important than black people. People have the right to disrespect you and belittle you as long as they are giving you something or doing something for you. Attractive people have certain rights and privileges that lesser attractive people don’t. People can do and say anything they want to you and you better not say anything. The decisions of others reflect your self-worth. You don’t fit in. People are only tolerating you. You have to compensate for your presence with goods and services. Dr. Ed Smith How The Lies Affect Our Adult Lives • It affects the way we interpret life around us. • Lies affect the way we choose relationships. • Lies create perpetual life themes that replay over and over every time the memory is accessed whether consciously or unconsciously. • The lie will cause the pain, shame, guilt, fear, etc. to be transferred into present relationships, hindering intimacy. • The lie will create an insatiable void which the person will seek to fill with others things such as people, money, careers, sex, food, pleasure, etc. "This information was borrowed with permission from the Theophostic Prayer Ministry (TPM) Basic seminar training manual, New Creation Publishing, 1996, 2000. This program is not affiliated or endorsed by TPM. Complete training in the Theophostic process is available at www.theophostic.com or by calling 270-465-3757. Please do not attempt to use the TPM approach without completing the basic coursework." Dr. R. Joseph Unconscious Influences Because of these unconscious influences, some people seek out experiences or people who will create the same familiar “not OK” emotional atmosphere that was an earlier part of their existence. Even if unpleasant, the familiar is easier to accept than what is unfamiliar. By re-creating the past, they also get one more chance to “fix” that problem or to obtain the love they were denied. Unfortunately, if these early experiences are maintained predominantly in the right brain, the left half of the adult cerebrum may have little or no knowledge of their presence and influence. (Joseph, 1992, p. 173) From the Right Brain and the Unconscious by Rhawn Joseph Copyright © 1992 Reprinted by permission of Perseus Books PLC, a member of Perseus Books, LLC Unconscious Choices Conscious Agenda - Mate • Faithful • Strong • Responsible • Loving/caring • Good sense of humor • Sensitive • Determined Right Brain - Child Unconscious Emotions Tone of voice Facial expressions Body language Left Brain – Adult Conscious Language Left Brain Confabulations Unconscious Agenda - Mate  Unfaithful  Weak  Irresponsible  Cold/callous  Humorless  Insensitive  Quitter/No drive Unconscious Choices Conscious Agenda - Friend • Loyal • Dependable • Loving/caring • Trustworthy • Considerate • Sensitive • Generous Right Brain - Child Unconscious Emotions Tone of voice Facial expressions Body language Left Brain – Adult Conscious Language Left Brain Confabulations Unconscious Agenda - Friend  Disloyal  Unreliable  Mean/cold  Untrustworthy  Inconsiderate  Insensitive  Stingy/user/self-centered Unconscious Agenda – Mate Emotional Atmosphere Characteristic Resulting Emotion Unfaithful Humiliated, suspicious Weak Frustrated, cynical Irresponsible Nervous, unsure Cold/callous Rejected, miserable Humorless Depressed, sad Insensitive Hurt, indignant Quitter/no drive Manipulated, exhausted
  • 9/24/2013 6 Unconscious Choices Conscious Agenda - Mate • Faithful • Strong • Responsible • Loving/caring • Good sense of humor • Sensitive • Determined Right Brain - Child Unconscious Emotions Tone of voice Facial expressions Body language Left Brain – Adult Conscious Language Left Brain Confabulations Unconscious Agenda - Mate  Unfaithful  Weak  Irresponsible  Cold/callous  Humorless  Insensitive  Quitter – No drive Dr. R. Joseph The Unconscious Parent The mind of the child is malleable. Impressions are easily made and maintained. Indeed, just as an impression of someone hand can be left in wet cement, the impressions made by our parents also make an impression in the very malleable, as yet unformed psyche (mind) of the child. These linked impressions stay with us forever in the form of the internalized Parent, which continues to exert influences similar to those exerted by our parents, but within the confines of our own psyche (mind) (Joseph 1992, p. 175). From the Right Brain and the Unconscious by Rhawn Joseph Copyright © 1992 Reprinted by permission of Perseus Books PLC, a member of Perseus Books, LLC Dr. R. Joseph The Unconscious Child Just as the living tree retains its early core, within the core of each of us is the Child that we once were. This Child constitutes the foundation of what we have become, who we are, and what we will be. Although as adult we have grown, matured, had new experiences, assumed new responsibilities, changed our minds over a thousand times, and done and said things we swore we never would, the Child at our central core remains the child it always was. This Child continues to harbor the same feelings, emotions, resentments, frustrations, and memories that were present during childhood. It is, in fact, a complex of the emotional and experiential associations that constitutes a significant part of our early life. (Joseph 1992, p. 166). From the Right Brain and the Unconscious by Rhawn Joseph Copyright © 1992 Reprinted by permission of Perseus Books PLC, a member of Perseus Books, LLC Object Relations Theory Based on the belief that all people have within them an internal, often unconscious world of relationships that is different and in many ways more powerful and compelling than what is going on in their external world of interactions with “real” and present people. Object relations theories focus on the interactions that individuals have with other people, on the processes through which individuals internalize those interactions, and on the enormous role these internalized object relations play in psychological life. (Flanagan, 2008, pp. 121-122) The Dysfunctional Unconscious Parent From the Right Brain and the Unconscious by Rhawn Joseph Copyright © 1992 Reprinted by permission of Perseus Books PLC, a member of Perseus Books, LLC Mistreats us Makes us pick people who mistreat us Makes us mistreat others - who allow us The Wounded Unconscious Child From the Right Brain and the Unconscious by Rhawn Joseph Copyright © 1992 Reprinted by permission of Perseus Books PLC, a member of Perseus Books, LLC Feelings Frustrations Resentments Memories
  • 9/24/2013 7 The Unconscious Parent & The Unconscious Child Interactions From the Right Brain and the Unconscious by Rhawn Joseph Copyright © 1992 Reprinted by permission of Perseus Books PLC, a member of Perseus Books, LLC Lies That Impact Intrapersonal Communication • There is something wrong with you. • There is something wrong with everything you do. • You have to be perfect. • You are stupid. • You don’t look right. • No one likes you. • You are expected to know things, automatically, that you were not taught. • You have to get it right the first time. Attachment Theory Points out that early relationships with others that are insecure or unstable can lead to the development of internal working models of the self as unlovable and unworthy, where the experiences of others is as attacking or rejecting. Such individuals tend to be vulnerable to depression and experience everyday disappointments as evidence of lack of self-worth, or of a lack of care and support from others. (Berzoff & Hayes, 2008, p. 367) Lies That Impact Interpersonal Communication • What other people say carriers more weight than what you say. • What other people think is more important than what you know to be true. • Being different is unacceptable. • Don’t make waves. • You are responsible for the feelings of others. • You are at the mercy of other people’s decisions. • People have the right to put unrealistic expectations on you and you have to meet them or else… Victim Becomes the Villain! Victim Lie Flipping the Lie – Villain Lie You are in the way. Everybody is in my way – move it, “Oh, my goodness! Get out of my WAY!” People are only tolerating you. I am only tolerating everybody, “People get on my last nerve!” You are a burden. Everyone is a burden and I intend to share with everyone how troublesome they are – verbally and nonverbally. There is something wrong with everything you do! There is something wrong with everything everybody does – and I intend to share my findings with them! People have a right to put unrealistic expectations on you and you have to meet them or else…! I have a right to put unrealistic expectations on others and they have to meet them or else…! “Jump through this flaming hoop with gasoline underwear on – come on! Higher!” What other people say carries more weight than what you say. What I say carries more weight than what other people say…in fact, I shall cut people off when they try to talk after I have had my say because, “That’s it and that’s all!” Victim and Villain Learning and Teaching Lies Learning Lies: 1. You are expected to know thing, automatically, that you were never taught! 2. Learning is associated with pain and humiliation! 3. You are stupid! 4. You have to get it right the first time! 5. You have to do everything perfectly! 6. You have to figure everything out by yourself! Teaching Lies: 1. People should possess the same information you possess, automatically, or they are stupid! 2. People have to be taught through painful, humiliating lessons! The only way… 3. People are sooooo – STUPID! 4. People have to get it right the first time! 5. People have to do everything perfectly! 6. People have to figure everything out for themselves!
  • 9/24/2013 8 Component #2 Historical Trauma Learning and Teaching Lies! Joel Brooks Jr. Cup Conscious People -AKA- Container Focused! Historical Trauma Historical trauma is defined as “a constellation of characteristics associated with massive cumulative group trauma across generations.” Historical trauma differs from other types of trauma in that the traumatic event is shared by a collective group of people who experience the consequences of the event, as well as the fact that the impact of the trauma is held personally and can be transmitted over generations. Children of survivors can experience symptoms similar to their parents despite the fact that they were not directly exposed to the trauma. Examples of historical trauma include planned violence or segregation (genocide, massacres, imprisonment), prevention of cultural or spiritual practices (forced conversion designed to deculturate and assimilate an entire group of people), and environmental decisions (radioactive dumping in specific geographic areas that affect specific groups of people). There have been numerous studies of the intergenerational transmission of trauma. Cari Michaels, MPH Center for Excellence in Children’s Mental Health Post Traumatic Slave Syndrome Post Traumatic Slave Syndrome • WHAT IS P.T.S.S.? • P.T.S.S. is a theory that explains the etiology of many of the adaptive survival behaviors in African American communities throughout the United States and the Diaspora. It is a condition that exists as a consequence of multigenerational oppression of Africans and their descendants resulting from centuries of chattel slavery. A form of slavery which was predicated on the belief that African Americans were inherently/genetically inferior to whites. This was then followed by institutionalized racism which continues to perpetuate injury. http://joydegruy.com/resources-2/post-traumatic-slave-syndrome/ Race in the Media • News • Crime images • Business voices • Tax day • Neighborhood violence • Internalized racism • Hispanic awards
  • 9/24/2013 9 Race in the Media • Television • Amos and Andy • Beulah • Good Times • Lead White Actors in films • Lead African-American actors in films • Hardball Unconscious Lies - Good Times Being poor and struggling is a way of life. Build then destroy it’s a routine. Criticizing and complaining is all you are capable of doing about your situation. Everything you do will turn out wrong – why try. Don’t make waves. Higher education is not important, attainable, or accessible – it’s only part of a lofty dream speech. Something bad is going to happen – it always does. What other people say carries more weight than what you say. You are at the mercy of other people’s decisions. What you eat is not important as long as you have something to eat. You deserve second best. You are not important. You don’t have a voice. Your needs are not important. Survival is the goal. Unconscious Lies – AA and Latino Unspoken, Strategically Communicated • We are not important. • We are at the mercy of your decisions. • We need you to be alright. • Compared to others, we come up short. • There is something wrong with us. • We are stupid or we are not as intelligent as you. • Positions of legitimate status and influence are not accessible to us. Slave and Master Programming We are powerless We are less than We are dependent on them They need us We’re taking care of them A Dissertation Waiting to Happen Anneshia’s Stuff  Empowerment Approach The empowerment approach to social work practice enables practitioners to coinvestigate realities with the poor, the working poor, people of color, women, and those who are oppressed by virtue of sexual orientation, physical or mental challenges, youth, or age and to help them confront the obstacles imposed by class, race, and differences (Lee, in Turner, 1996). Component #3 Learning and Teaching Lies Collaboration Process!
  • 9/24/2013 10 Reality is simply electrical signals interpreted by your brain! - Morpheus – The Matrix Collaborating Lies at Work Employees’ Issues/Lies:  I have to be perfect.  Everything is my fault.  There is something wrong with everything I do.  My value as a person is connected to my latest and greatest performance.  I am expected to possess information that I was never taught. If I don’t have this information, that means I am stupid. Supervisors’ Issues/Lies:  I have to get it right the first time.  I have the right to take my frustrations out on others.  My value as a person is dependent on my latest and greatest performance.  I have to do everything perfectly.  People should possess certain information simply because I do. If they don’t have that information, that means they are stupid. Collaborating Truths at Work Employee’s Truths:  I don’t have to be perfect.  Everything is not my fault. I can own up to my part and hand you your part – if need be.  I’m good at some things. I’m not good at certain things.  My value as a person is based on the criteria I set for it. I am a good person, not a perfect employee.  I am expected to possess information that I was taught. I have to practice what I’ve learned, and I have to have my information refreshed and updated. Supervisor’s Truth:  People make mistakes but they don’t have to make the same mistakes.  If I am frustrated, I need to deal with my frustration appropriately.  My value as a person is based on the criteria I set for it. I am a valuable person, not a perfect supervisor.  I do not have to do EVERYTHING perfectly. I can learn from my mistakes.  People should be taught certain information that is important for them to have. If they don’t have that information, that means someone needs to conduct a training. Collaborating Lies Teacher’s Issues -Versus- Student’s Issues Teacher’s Issues/Lies:  You have to assume the responsibilities of others.  A particular race or class of people is not as capable as another race or class.  People are only tolerating you.  Your value as a person is connected to your latest and greatest performance.  People should possess certain information simply because you do. If they don’t have that information, that means they are stupid. Student’s Issues/Lies:  Expect others to do for you what you will not do for yourself – then get angry and resentful when they won’t.  People don’t expect much from you so that means you can’t do much.  If someone is being nice to you it’s a trick – he or she has a hidden agenda.  Everything you do will turn out wrong.  You are expected to possess information that you were never taught. If you don’t have this information, that means you are stupid. Left Brain Confabulations Lies that lie about the lies! Guardian Lies Lies That Lie About the Lies • You have to compensate for your presence with goods and services. • I’m just too nice and people keep taking advantage of me. • You have to assume the responsibilities of others. • I like helping people. • You have to get it right the first time. • If I can’t do it right, I’m not going to do it at all! • Personal safety requires isolation. • I don’t like people. I’m a lone wolf!
  • 9/24/2013 11 Component #4 Using Learning and Teaching Truths in the Classroom! Reconstruction of the Self-Concept Reconstructing: to subject (an organ or part) to surgery to re-form its structure or correct a defect Dr. R. Joseph – A Way Out Often, the only way out for individuals raised in these circumstances is to become educated about the alternatives available. However, they must also be able to scrutinize their own lives so as to recognize the maladaptive, self-destructive patterns they have been engaging in. It will be very difficult for them to change their behavior if they cannot recognize it so as to avoid it. (Joseph, 1992, p. 368) From the Right Brain and the Unconscious by Rhawn Joseph Copyright © 1992 Reprinted by permission of Perseus Books PLC, a member of Perseus Books, LLC A Way Out • Education on unconscious vs. conscious • For the client and the provider! • Strength identification • For the client and the provider! • Fear identification and cancellation • For the client and the provider • Resocialization programs • Role models • New program structures • No more acute care models for chronic problems • Chronic models for chronic problems • Subculture competency Learning and Teaching Truths Learning Truths: 1. You should be taught what you do not know by various methods! 2. Learning can be painful at times but that is not necessary! 3. Intelligence is relative! 4. It takes time and practice to master a subject! 5. I can strive for excellence but I don’t have to be good at everything! 6. I am supposed to be assisted in the learning process! Teaching Truths: 1. I possess certain information because I was taught! I am supposed to TEACH people! 2. Learning can be painful but it doesn’t have to be! Other methods! 3. Intelligence is relative! P-I-E! 4. It takes time and practice to master a subject! 5. People have different fortes. It’s not my call to decide who & what! 6. It’s my job to assist people in figuring it out! Incorporating Learning & Teaching Truths in the Classroom! LIE TRUTH  You have to know things automatically you were never taught… o You should already know all your issues/lies. o If you read these cards, you are admitting that you didn’t know this. o You should already know how to work these cards and if you don’t…  I am supposed to be taught things I do not know. o If I already knew this, I would not have spent my money to acquire this information. o I DO NOT know this so I will read these cards, reread these cards, and read them again until I get to know them and how they work. o I am going to learn how to work these cards just like Anneshia Freeman and all the LTB alumni learned how to work these cards which was a process and involved time.
  • 9/24/2013 12 Man's mind, once stretched by a new idea, never regains its original dimensions. - Oliver Wendell Holmes Jr. If you don’t like change, your going to like irrelevance even less! - General Eric Shinseki Retried Chief of Staff, U. S. Army Sources • Barker, P. Cognitive dissonance. Beyond Intractability. Eds. Guy Burgess and Heidi Burgess. Conflict Information Consortium, University of Colorado, Boulder. Downloaded from http://www.beyondintractability.org/bi-essay/cognitive-dissonance. • Berzoff, J., Hayes, M. (2008). Biopsychosocial aspects of depression. In Berzoff, J., Flanagan, L., Hertz, P. (Eds.). Inside out and outside in: Psychodynamic clinical theory and psychopathology in contemporary multicultural contexts (pp 355-383). Alanham, Maryland: Rowman & Littlefield. • Flanagan, L. (2008). Object relations theory. In Berzoff, J., Flanagan, L., Hertz, P. (Eds.). Inside out and outside in: Psychodynamic clinical theory and psychopathology in contemporary multicultural contexts (pp. 121-160) Alanham, Maryland: Rowman & Littlefield. • Joseph, R. (1992). The right brain and the unconscious: Discovering the stranger within. New York & London: Plenum Press. • Lee, J. (1996). The empowerment approach to social work practice. In Turner F. (Eds.) Social work treatment(pp. 218-249)New York: The Free Press. • McLeod, S. (2008). Cognitive dissonance. Simply Psychology. Downloaded from http://www.simplypsychology.org/cognitive-dissonance.html#sthash.NLjkggnQ.dpuf • Shulman, L. (1993), Interactional supervision. Washington D.C.: NASW Press. • Smith, E. (2000). Beyond tolerable recovery. Campbellsville, Kentucky: Family Care. Questions