LESSON 2 UNDERSTANDING AND TREATMENT FOR NEGATIVE IMPLICIT OTHERS AND THEIR NEGATIVE EFFECTS Under Construction

Prior Schemata > are tagged for temporal perspective and reserved for future action. Schemata have Prior Schemes attached to them. In an appropriate context, relevant Schemata and Schemes are elicited to fulfill the criteria for completion of an evolving intention. At the envisioning phase, elements of the evolving Original Intention are its Schemata and Schemes can evoke Schemata of the Negative Implicit Other which then alter the Criteria for Fulfillment, and hence the Goal and the Scheme Strategies and over ride the Original Intention. What is expressed during Adventuring, then is the Revised Intention, or Manifest Intention which conforms to the constraints and dictates or wishes of the Implicit Other. The Original Intention is now Incomplete and remains in waiting for an occasion for its expression. Such and uncompleted Original Intention, lying in wait for the right occasion to in order to be completed is called a Theme of Incompleteness. NEGATIVE IMPLICIT OTHERS, MANIFEST INTENTIONS, AND THEMES OF INCOMPLETENESS Original Intention to speak or act. Original intention to act or speak. Implicit Others Store Incomplete Original Intention to be held in reserve as Theme of Incompleteness. Revise the Original Intention so as to conform to wishes of the Implicit Others Manifest, enacted, Intention: Feeling of futile, hollow, or wasted effort or attainment

Therapy Techniques for Replacing Internal, Centrally Controlling, Negative Implicit Others With Positive, Properly Socializing Implicit Others The model on the previous page is a basic model illustrating the role of the implicit others in transforming original intentions into modified, manifest intentions which will eventually become acts. The implicit other can take many forms, depending on the personal characteristics of one’s parents and other significant persons and experiences in a person’s life. The implicit other is only one of a great many factors that may contribute to the formation of the original and the transformation into the manifest intention and act. Parents and parental figures in the child’s early life make the greatest contribution to the character of the implicit other(s). Five basis types of implicit others are delineated. There is a long list of attribution adjectives from which one can select to find the most appropriate characterization of one’s parents and consequently of one’s implicit other(s). Once one’s own list of adjectives has been selected, it is possible to recall or imagine the effects each attribute might have on the way one feels, intends, and acts in particular situations and settings. Thereafter, when you find yourself feeling and acting in ways that are troublesome to you or to others, you can try to infer whether or not this troublesome effect might be the result of the characteristics of the implicit others you had singled out. If this is the case, then you can ask yourself if you really want to feel and act that way, and, if not, then you might ask, ‘how might I be able to feel and act if these negative implicit others were supplanted and my ideal implicit other took their place’. Throwing the old out and imagining the new may not bring about an immediate change, because behavior habits are difficult to change. We typically feel that acting out of character will be perceived by others in the same way our parents, et al, who formed the implicit others, would react to us. However, gradually practicing, using small changes and steps, and seeing the positive, or lack of negative, reactions of others, can smooth the way into your new way of being and bring a feeling of exhilaration, release, and freedom. To accomplish this transformation of the Negative Implicit Other, we must establish around-the-clock opportunities for bonding, guidance, and positive reinforcement within the widest possible range of social settings and situations. Maturity Coaches, Teachers, Counselors, Case Workers, and other third parties can be trained to identify teachable moments for correcting behavior. Simultaneously, we can point out to the youths the contrasts between two different ways: a) ‘what and from whom’ they had learned to feel and act the way they used to in the home environment and b) the benefits of learning and practicing the new way of being. Always take care to emphasize that parents and extended family members need not be rejected because, they, too, have never had the opportunity to learn a more effective, rewarding, constructive way of life. In the end, the youth can be advised to take the lessons home with them and be a model and, at appropriate times, teacher to family and peers and others in the home community.