These three verbs have related The frame forms a boundry that ttLife_Grid.htm 


Emiting non-specifically wi ______________________________ This might be the place to des http://metaresolution.com/dbm_models.htm http://metaresolution.com [my interpretation of notes 10

Contents

What-How-Why

Set-Up - Upset - Set-Down

Thinking-Feeling-Doing

Like - Want - Need

These three verbs have related meanings. Each can be investigated to show the structure of involvement, connectedness or bonding. Each involves a different SetUp.

To like something implies a moderate degree of positive attraction and a value of moving towards. Like is ABOUT something. Liking will include What and How and maybe to some degree Why; there might be reasons for liking something, but there needn't be a purpose. Liking implies an evaluation of Affect.

To want something imples a stronger degree of positive attraction and also a value of moving towards. Is want ON, IN, WITHIN, OVER, THROUGH? What you want is important, but maybe not How. Why may be more likely to involve evaluations of Impact
and Effect.

To need something says nothing about attraction or repulsion but does imple a value of moving towards (or moving away from the opposite). Need is FOR something. Need implies increasing involvement, bonding and attention. What you need, How you need it are important. Why you need it may principally involve the
evaluation of Effect.

Exercise:
Take a situation or problem and identify aspects liked, wanted and needed cross-grided using What-How-Why.

In-Time - Between Time - Through-Time

Transit - Transfer - Transform

Move-Discover-Explore

Frame-Scope-Boundry

The frame forms a boundry that you operate from.

Context is the whole thing you are in.

Life Grid

Emit-Transmit-Communicate


Emiting non-specifically with regard to emergent qualities, Transmitting with greater specificity, and Communicating with more specific intention.

DBM Model Menu

________________________________________________ While this site contains material based on experience gained through studying and using Developmental Behavior Modelling (DBM), it has not been reviewed or approved by the developer, John McWhirter or by Sensory Systems Training. The designer of this web site bears full responsibility for the accuracy or inaccuracy of its contents. ________________________________________________ This Menu is a place to start, because it is a list of all the various tools, techniques, models and modeling processes I have so far been able to work up. Once you select something, you will find paths to move among these items without necessarily returning to this "Menu". Click on any label or object about which you want to know more. When you select a label or object and click on it you will either be taken to a Text Window or a Page. In a Text Window you will sometimes see green HypertextYou have to click on this hypertext to go anywher. You will be taken to related material (if everything works okay). Most Pages start simple and get more complex as you go deeper. To go deeper just click the "Next" icon (or press Pg Up) to add complexity. (Press Pg Dn to reverse this.) Click on any label or icon for which a hand appears as you point to it with the mouse. (A hand with an X on it indicates nothing will happen if you click.) Philosophy __________ "It is useful to get back in charge of your own mind." (McWhirter) Because they influence (some would say "determine") our perceptions and cognitions, the tools or models we choose shape not only our environment, but also shape ourselves. Even though anyone can observe the discrepancies between what people think and what they do, better ways of mapping and changing the thinking process may now help us integrate thinking and behavior. How a person feels, thinks and behaves is strongly influenced, if not totally governed, by that person's mental model of the world. If that model is sound, then the person will be more resourceful, flexible, and effective - more free of problems and limitations within the domain covered by the model. If, on the other hand, the person's model is significantly flawed, then we would expect conflicts, difficulties, dilemmas, obstacles, quandaries and predicaments. By characterizing a person's model of the world as "sound" or "flawed", this is not necessarily in relation to to the "real world" in some objective sense. While correspondance with external dynamics is important, so too are the structure and dynamics internal to the individual. To make the best intervention we must come up with an adequate representation of the person's model of the world. An adequate representation of the model will encompass everything relevant with regard to an identified problem. While not necessarily exhaustive, we must elicit and map all pertinent aspects of the individual's feeling, thinking and behaving. To do this we need a systemic, holistic, open-ended approach that can also be highly focused. To come up with the systemic representation of a person's model of the world - whether this is to be done by a therapist, consultant or even the person him or herself - a comprehensive set of tools is needed. These tools are formed from a theory about human feeling, thinking and behaving, but the tools are not the theory. The approach here is not to teach the theory which, because we are talking about human beings, is a highly complex, self-organizing, open systems theory - but to present the tools and their uses. Our goal here is to present the range of tools in such a way that the tool user more quickly masters their use and, at the same time, apprehends the underlying theory of human feeling, thinking and behavior which ties the tools together. The user of the tools gains facility by applying them in a variety of circumstances, learning how they work individually and together to elicit, map and enhance a person's model of the world. There is adequate richness of actual experience, once organized and coded, to support good feeling, positive viewpoint, and resourcefulness for most people in most situations. The task is to model problems and limitations to know how a person approaches them now, and then assist in changing scope and connections in an ecologically valid manner that not only alleviates the trouble but integrates with the person's own experience. This way, that experience and new experience will reinforce the change. Although scientists develop models, theirs are intended mostly to explain and predict. Then technology takes over to develop applications that "usefully" intervene and change outcomes. By contrast, it seems that DBM is concerned with application from the outset.

Modeling Projects

Metaphors

This might be the place to describe "Models - Metaphors - Myths - Mistakes": Metaphor can be seen as a way to create new models, but this is a potential trap because metaphors are not, by definition, accurate and can degenerate into myths, and ultimately into mistakes. This occurs when metaphor (which is understanding the unknown in terms of something else which is known better) is taken too much as the truth, rather than something from which to go beyond.

Personally I consider metaphors differently. See Metaphors in Mediation.

Navigation Notes

Home

Self-Management

Motivation/Evaluation Triangle

Scales Used in Evaluation

On-Site - Off-Site Modelling

[my interpretation of notes 10 months later - need to listen to tape]

Off-Site
Consultant or mediator is necessarily off-site, within one's own context, but having left one's own experience. (This would change if consultant joins client(s) and participates [mediators often do experience clients' conflict on-site, when they actively engage their conflict in presence of mediator; otherwise the mediator is only told about the conflict]). Consultant has a subjective model [I suppose involving own reactions, projections, etc. - but this would consultant on-site with own experience], and objective model (intended to represent the client's experience and which can be tested and used to help generate questions).

On-Site
Client is on-site - in own context, where problem, dilemma, limitation or conflict is active, participated in, experienced. Client(s) have subjective model and objective model (used for testing). If consultant joins client(s) and participates with client(s), then consultant is on-site.

The consultant's and clients' contexts can be conceived together to form a shared context. There is communications between the two.

Subjective Model
Feeling, thinking and doing IN, acting.

Objective Model
Feeling, thinking and doing ABOUT, FROM

Exercise:
Grid On-Site - Off-Site vs Objective - Subjective: [take a problem and consider it in each of the cells; note how attention shifts]

Fear-Angst-Development-Safety (FADS)

Thinking and Judging

Product-Process-Working the Process

Reason-Do-Purpose

Crisis-Concern-Conceptual Issue

Emergent Outcomes

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Last modified: 2001-11-30 11:03:39