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

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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

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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

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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

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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.

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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

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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

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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!

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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

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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!

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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!

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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.

12. 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