| |
| |
| |
| |
Most of this book has been edited directly from transcripts of 3-day trainings in which participants explored different qualities of their self-concept in a sequence of guided exercises, followed by opportunities for asking questions and clarifying discussion. After discovering exactly how their self-concepts functioned, they learned how to strengthen and change them in a variety of ways.
I have retained a workshop training format in this book for a number of very important reasons. To make learning easy, the workshop is carefully planned to introduce only a few understandings or distinctions at a time, along with exercises designed to transform teaching into training. Then we gradually assemble these understandings and skills into larger wholes of meaning. If you pause in your reading to do the exercises, you can have much the same training experience as if you were in the seminar. Since I organize my thinking and training in this way for easy learning, it is easiest for me to present the material in this way.
But much more important, this training format provides you with a window into what I actually do, and how you can actually learn. I cant tell you how many times I have watched demonstration sessions that bore almost no resemblance to the authors written descriptions of what they thought they did. A transcript presents what I actually say when Im talking with real individuals in order to teach them how to learn and change. Participants comments show the wide variety of what they find as they explore different aspects of their self-concept, and their questions raise important issues that clarify how you can use the information and processes in this book.
Reading this book invites you to embark on this same journey of exploration and experimentation, using what you learn for your own personal change and development. Those who work as psychologists, therapists and counselors will also learn how to teach others to improve and change their self-concepts to make them more functional and satisfying.
| |
| |
| |
| |
