Section Topics Aetiology Anxiety Casting a New Functional Assessment Cognitive Issues... Cognitive Constructionism Cognitive Rehabilitation Competence Creative Thinking Cultural Restructuring Enhancing Positive Behavior Supports Keys To Change... MetaPerception Problem With Psychiatric Seeking the Neuro in N.L.P. Generic Management Practice Reflective Openess Remedial Options Self Control Social Education Curriculum Social History of Madness Social Learning Thinking Roles Uncertainty

There is a mountain of literature about cognitive, affective and behavioral mastery through learning. Our labor is to mold that literature into a course of study which will enable children to reach this ideal destination. It is the content of social experience in which teachers are variable, not in the process of teaching.

A curriculum is essentially a course of study. It is a road map to lead the student from one level of understanding to another. Analogously, we can draw a map from Philadelphia to New Orleans. We can decide where to lay the track and what type of track to lay. We can then decide what type of vehicle will travel on the track. Any of the decisions that we make must be tested upon whether we are able to reach our destination, how quickly, easily or efficiently we are able to get there and how exalted are customers are with such attainment. To fail in any of these is to fail the market test.

The goal, outcome or destination of social education is to relate to other human beings in ways that are mutually satisfying and gratifying.

The social person is one who is able to develop relationships which satisfy and gratify themselves and others. In order to do so, they must be able to:

• think appropriately about themselves and others;
• value themselves and others positively; and
• have the skill capacity required to a multitude of social expectations.

The strategies of reaching the goal of satisfying relationships therefore will require that the person have enhanced cognitive, affective and behavioral mastery and be able to effectively use that mastery in demonstrable ways.

All of these track requirements are best approached through a learning based technology. There is a mountain of literature about cognitive, affective and behavioral mastery through learning. Our labor is to mold that literature into a course of study which will enable children to reach this ideal destination. It is the content of social experience in which teachers are variable, not in the process of teaching. What is an appropriate cognitive triad? How do we place value? What skills are required? Teachers regularly model social behavior - is the behavior they model appropriate?

Curriculum development exists whether it is planned or not. The teachers are teaching something to children about social relationships, so that’s the curriculum. Teachers are knowledgeable professionals who can make an educated guess at what the curriculum should be. Even if the teacher “goofs” badly, there is a built-in failsafe: The student has a few more years to get “straightened out”.

However, fixing previous mistakes is not the way to produce quality and the facts indicate that students who do not develop a natural instinct for mutually satisfying relationships often lose their social roles in home, school and community. Quality can be controlled and maintained only if horizontal and vertical curriculum continuity exists. Vertical curriculum continuity means that there is a systematic introduction and reinforcement of significant learning objectives Kindergarten through Grade 12, thus eliminating useless repetition and damaging voids. Horizontal curriculum continuity means that all the teachers within a grade level or subject area are following the planned curriculum. These two necessary continuities can be present only if there is an emphasis on curriculum development.

Most students learn to develop mutually satisfactory relationships developmentally. The school is simply a valued place where these skills are honed and enhanced. Such students gradually learn to transition into appropriate social roles when necessary, know how to take and give direction and criticism, and know when and where behaviors such as fun are appropriate. Their learning is an interactive process in which their positive thoughts and feelings about themselves, others and future prospects are shaped by their experiences and their experiences are shaped by positive their thoughts and feelings. For others, the interactive process is a downward spiral where their negative thoughts and feelings are shaped by their experiences and the negative experiences shape their thoughts. A self-fulfilling vicious cycle is fulfilled in the negative instead of the positive.

In the same manner as learning inappropriate math techniques, matters get worse unless remedial action is taken. Thus a social education curriculum has a three-fold purpose:

• to assure that every student is on track through assessment and prevention,
• to assist the proper development through pedagogical study, and
• to remediate inappropriate learning.

While remediation of problems in living which occur because of the lack of cognitive, affective or behavioral mastery is the proper arena of mental health or the criminal justice system, the process of achieving mastery is still a learning experience.