BOBBEE BEE: LEARNING ABOUT LEARNING DISABILITIES

Some Types of Learning Disabilities

– The First Step is Understanding
 

Some types of learning disabilities can be “treated” through proper testing and training. The key is to identify the specific cognitive weaknesses causing the “disorder” and strengthen those cognitive skills through dynamic, one-on-one training and practice.

For the parent, the first step is to understand the types of learning disabilities that may be affecting your child.
Some Types of Learning Disabilities – General Processing Issues

Some types of learning disabilities are categorized by the cognitive processing problem. This means your child may have issues with one of the following:

If there are significant dysfunctions in any of these seven cognitive processes, then your child probably has some type of learning disability. For instance, if “working memory” is deficient, your child may have a problem remembering instructions.

If “auditory processing” is deficient, your child may have difficulty with reading and spelling. If “visual processing” is poor, your child may experience issues with reading maps, word math problems, and comprehension.

If “logic and reasoning” are weak, difficulties may arise in problem solving, working with abstractions, or interpreting information.

If the issue is poor “long-term memory,” it may be difficult for your child to recall dates, names, and facts on tests. Of course, some children may experience problems in more than one process category.

 

Some Types of Learning Disabilities – Specific Learning Disorders
In addition to the cognitive processing categories, some types of learning disabilities are more specifically defined by education-based labels such as reading, writing, language, and math.

These more specified types of learning disabilities are categorized as follows:
Dyslexia – A reading disability (the student has trouble reading written words fluently, out loud).

Dysgraphia – A writing disability (the student has difficulty with forming letters and legibility).

Dyscalculia – A math disability (the student struggles with math problems and concepts).

Dyspraxia – A motor coordination disability (also known as Sensory Integration Disorder).

Dysphasia – A language disability (the student has difficulty with reading comprehension).

Aphasia – A language disability (the student has difficulty understanding spoken language). Central

Auditory Processing Disorder – A sensory disability related to processing sounds.

BOBBEE BEE: LESSONS FOR PARENTS

1. Children need to be and cannot be happy all the time.

This is a corollary of the broader dictum, "NO HUMAN BEING WILL BE HAPPY ALL OF THE TIME." Somewhere along the line, we picked up the idea that our children must be happy every moment of every day. We don't want our children to cry-we are uncomfortable when our children cry-because if they cry that will mean they are unhappy. That in turn will mean that we as parents are failing then somehow and that they will grow up to be miserable wretches who will HATE us and not care for us in our old age.

2. Children need not to get their way all the time.

Allowing children to get their way all the time does not empower them.

On the contrary, it renders them vulnerable to breakdown when they are faced with the exigencies of the real world where no one gets his or her ways all the time and everyone must compromise.


3. Parents must nuture their own relationships.

It is the Foundation (with a capital F) of the family structure. It's good for children to see parents going out together, traveling together, buying gifts for each other; and showing that they care for one another. It's also good for children to know that their parents can argue, even be unkind to each other, and get over it. Children will learn forgiveness and commitment to relationships by observing these ideals in their parents' lives.
4. Manners and social graces count for children too.

It is not for the world to accommodate to the idosyncrasises of our children. In a society that is civil and functional, each member must accommodate to the needs of the community. This does not mean sacrificing individuality, it means that we argue to act in civil ways with each other and not demand everything we want exactly when we want it. Spoiled children may be happy in the eyes of their parents, but the inability to accomodate to the needs of others is another one of those time bombs that will explode when the child hits the real world.
CHILDREN AND PARENTS

5. Parents must treat their own parents with love and respect.

How sad it is to have to say this, but all too often children grow in a family where grandparents are seen as problems or burdens. To this I can only say one thing: From the way you treat your aging parents, your children will learn how to treat their aging parents.


Treat your parents (and elderly folks in general) in exactly the same way you want to be treated, because that is what is going to happen. Want to live in a home? Want to be visited once a week for an hour? Want to be talked about behind your back, to be ridiculed? You can make it happen?

6. Children cannot tell the difference between "quality time with parents" and "time with parents."

The concept of quality time seems to have been invented as a justification for guiltlessly minimizing parental contact and responsibility. Any parents who have discussed with their grown children the special things that children remember from childhood know that rarely will the children mention the things that the parents felt were "quality time."

CHILDREN AND OTHER PEOPLE

7. No two children ever have the same parents, even in the same family.



The parents of a firstborn child are completely new at child parenting, and they behave accordingly. The parents of a second child have already had some experience in child-rearing, and they will behave accordingly. The picture changes slightly with each addition of another child to the family mix.

8. The most important figures, besides parents, in a child's life are his or her teachers.

Not the tennis pro, not the soccer coach, not the best friend next door. The teachers! Whatever happened to teachers like dear old Mrs.Grundy? Why are there fewer and fewer really old and deeply experienced teachers in our schools? Because many of the best of them have found that it is not worth the hassle of being seen as the enemy by so many for so little compensation.

If you really want to know what kind of a child you have, ask his or her teachers from the current and previous school year. Ask the teachers to be honest with you. Whatever these teachers are in strong agreement, you can attribute the characteristics to the child. Where they are in strong disagreement, you can assume that the characteristics they describe are a result of your child's interaction with that particular teacher. Learn from this. A teacher observes your child 180 days a year for six to seven hours a day, in all sorts of situations and under all sorts of conditions.

Is there anyone else besides a parent who has that kind of opportunity to get to know your child? Not the pediatrician. Not the psychologist. Not the social worker. We must listen to the teachers.


CHILDREN AND SELF-ESTEEM

9.Failure does not destroy self-esteem.

Failure is a signal that a person has not yet mastered the level in which he or she is currently operating. When children fail, they need to stick with the the level they are working on, master it, pack away the well-earned self esteem, and only then look toward something harder. Remember, children are not dumb. They know when they are not doing something well, especially when they can see other kids their ages succeeding at the task.
CHILDREN AND THEIR NEEDS


10. Children love rituals.

They like to do the same things at the same places at the same times of year.

Rituals help to define the unique qualities of your families and lives. Giving Dad the same pair of socks every year on his birthday may seem silly, but it is a memory that the family holds on to.

Rituals impart stability and predictability to an otherwise (and normally) unpredictable world. Family rituals-food eaten on holidays, certain outfits worn for special occassions, songs sung together year after year-help children to feel secure. Don't just depend on cultural or religious rituals; invent some that belong to you and your family.

11. Children need family mealtimes.

Eat together several times a week. No, this doesn't mean eat meals together at a fast food restaurant. This means sitting together at a table in the warmth and security of a home, eating food that someone in the house worked to prepare.

12. Children need memories, and parents are the makers of memories.

Think about the sorts of things you want your children to have in their memory banks and develop experiences that will fill those banks up. Do you want them to have memories of making cookies with you? Make cookies with them! Do you want them to remember your reading poetry to them? Do you want them to remember doing charitable things? It seems to me that it is not just the doing of things that helps to shape good people-it is remembering of doing those things. A child who has such things in his or her memory is a better person.

Marshall P.Duke is currently Charles Howard Candler, Professor of Psychology at Emory University. During his three decades at Emory, he has served as director of the University Counseling Center and chair of the Department of Psychology and has won numerous teaching awards.

BOBBEE BEE:STOP POLICE BRUTALITY

by Paul Street

“46% were killed without the police even pretending that the victims were wielding weapons.”

You probably know about Trayvon Martin, the young back man shot dead by the young white neighborhood watch captain George Zimmerman last February 26th. Trayvon’s case became a national sensation, sparking large demonstrations across the country

It is possible that you have heard of Ramarley Graham, an 18 year-old black man followed to his home in the Bronx and killed there by police (who falsely claimed that he “ran away”) last February 2nd. Graham’s killing and the subsequent charging of the officer who murdered him with a single shot received coverage in The New York Times.

I doubt, however, that you have heard of Wendell Allen, a black 20 year-old former high school basketball star who was shot in the back while wearing pajamas by New Orleans police who invaded his home on marijuana suspicions. There were four children in the house when Allen was murdered by white officers from the infamous NOPD last March 7th. (Large mobilizations and a Grand Jury investigation followed).

I don’t suppose you’ve heard of a 31 year-old black man named Manuel Loggins, Jr. either. Last February 10th, the former Marine sergeant was shot dead by San Clemente, California police while he was praying and exercising at a local school track. After witnessing the murder of their father, his two daughters, 9 and 14, were detained in isolation for 13 hours.

You didn’t likely hear anything either about Johnnie Warren, a 43-year old black man who used to live in Dothan, Alabama. Last February 15th, Warren was killed by police taser there for the crime of pubic intoxication.

Or Stephon Watts, a black 15 year-old mentally disturbed boy shot to death by Calumet City, Illinois police last February 1st. Cops responding to a 911 call exercised deadly force after finding Watts in possession of a harmless pen knife.


Or Raymond Allen, a 34-year-old black man who was hog-tied and tasered to death after being picked up by Galveston, Texas cops for “suspicion of being under the influence of drugs” last February 29th.

“The list of Black Americans killed by white cops this year goes on and on.”

Or Angelo Clark, a 31 year-old black man, killed by a SWAT team searching for drugs in his home in Little Rock, Arkansas, last January. Clark was accused of pointing an AK-47 at the police but he had no way of knowing that the people who broke into his home were police until after he was shot.

And then there’s Justin Sipp, a 20-year-old black man shot dead by an NOPD officer with a long history of brutality. Sipp died because he argued with the cops after being pulled over for “look[ing] suspicious” as he drove with a broken taillight last March 1st.

And Nehemiah Dillard, a 29 year-old black man tasered to death for “behaving strangely” in Gainesville, Florida last March 5th.

And Dante Price, a 25-year-old black man shot 22 times by White Ranger Security guards at Summer Square apartments in Dayton, Ohio last March 1st. Price was on his way to baby-sit his children. (Significant community protests and a Grand Jury investigation followed)

And Rekia Boyd, 22, an innocent bystander shot to death by an off-duty Chicago cop who was angry over loud noise in a city park last March 27th.
The list of Black Americans killed by white cops this year goes on and on. It’s an epidemic. As researchers Ariene Eisen and Kali Akuno show in a detailed report prepared for the Malcom X Grassroots Movement (MXGM) last month, we know of at least 120 cases of black people being killed by police, security guards, and “self-appointed law-enforcers“ (e.g. George Zimmerman) between January 1 and June 30th, 2012. That’s 1 killing every 36 hours.

MXGM’s Report on the Extrajudicial Killings of 120 Black Peoplei provides a chilling anatomy of racist, state-terrorist murder. Of the 120 black lives taken by police, guards, and vigilantes in the first seven months of this year:
•
46% were killed without the police even pretending that the victims were wielding weapons.

36% were killed with the police claiming that the victims wielded weapons but with the claim challenged by witnesses and/or family members.

Just 18% were incontestably armed.

Just 12.5% actually shot at officers.

69% were ages 13 to 31.

11% were children under 18.

28% suffered from mental health problems that contributed to their deaths.

31% had engaged in no conduct that could have reasonably been called criminal.

40% came into fatal contact with their killers because of police “stop and frisk” interventions conducted on the pretext of “suspicious behavior,” “suspicious appearance” or “traffic violations.”

More than a third were attempting to “run away” when they were killed.

9% were suspected of nothing at all (e.g. Rekia Boyd)

38% were forgotten: “a careful Internet search could not find their names after an initial flurry of news about their killings” (Eisen and Akuno).


Subtracting 15 cases in which victims shot at officers, Eisen and Akuno recovered 105 incidents in which black Americans died in what amounted to “extrajudicial executions.”

In many cases where the victims used or threatened violence they did do so without having any reason to know that the killers who stopped them or entered their homes were police. (the Angelo Clark case is one example).

The killers have faced little in the way of investigation or prosecution. Six security guards and “self-appointed law-enforcers” – the most notable example in the second category is George Zimmerman (jailed only after a remarkable national protest wave) – have been charged. Just 3 police officers have been charged – one for vehicular homicide-DUI and 3 for manslaughter.

“More than a third were attempting to “run away” when they were killed.”

“The executions continue,” Eisen and Akuno note, “nationwide: from north to south, east to west, in rural towns and large metropolitan areas.” It is not a “southern problem,” through some Southern cities (Atlanta, Dallas, Memphis, New Orleans, and Jacksonville) seem to conduct street executions of blacks “in numbers disproportionate to the size of their Black populations.”

It seems likely that the MXGM report is just the tip of the iceberg when it comes to the extrajudicial killing of American minorities. There is no official database, public or private, that records incidents of excessive police or security guard force against blacks or Latinos (The latter are also frequent police shooting and stop-and-frisk targets, as in Anaheim, California, where repeated cop killings of young Hispanics recently sparked riots). Eisen and Akuno had to compile their list as best they could by spending days combing the Internet for newspaper, television, police, eyewitness and other reports.

It should be noted (without disparaging the remarkable MXGM report) that direct police killings contribute a relatively small part of the death count generated by white America’s war on U.S. blacks. The antiwar group Iraq Body Count grossly understated the real number of civilian casualties resulting from the criminal U.S. invasion of Iraq because it restricted its list of victims to those who could be shown in multiple sources to have been directly killed by U.S. bombs, missiles, bullets, or artillery. Many more Iraqis died prematurely because of health and safety issues related to the U.S. invasion’s destruction of civilian and public infrastructure (water treatment, electricity, health services, food supplies, and the like) and the general disruption of daily life.

In a similar vein, millions of blacks die far too soon because of the broad catastrophe that is institutional racism. Racial oppression’s terrible toll has intensified amidst the latest capitalist depression even as it is more cloaked than ever by the existence of a “first black president.” Endemic systemic economic and public disinvestment, persistent savage residential and school segregation, financial starvation of black schools, epic racist mass incarceration and felony marking (what Michelle Alexander rightly calls “The New Jim Crow”), continuing job (hiring and promotion) discrimination, lack of medical access and health coverage, absent green space, the concentration of frustration and weapons – all of this and more create Third World poverty, disease, and mortality rates across much of black America.

“Millions of blacks die far too soon because of the broad catastrophe that is institutional racism.”

Black pain is furthered by a deeply embedded cultural racism that is reflected and reproduced in the dominant mass media. The reigning corporate-Caucasian communications empire presents inner city black males as menacing, drug-addled thugs and black females as lazy, over-sexed “welfare-shoppers.” The metropolitan Ten and Eleven O’clock news stoke white suburban fear and disgust with an endless procession of black gang-bangers and murderers without an iota of context on the policies, practices, and structures of institutional racism that create misery and early death in the nation’s persistently separate and unequal black communities. Racially biased media coverage is intimately related to the chilling indifference most of the nation shows towards quickly forgotten incidents of unjustified white-on-black police killing.

The epidemic of extrajudicial execution continues. On July 29th, a 21 year-old black man named Chavis Carter was shot and killed while handcuffed in a patrol car in Jonesboro, Arkansas. Carter had been pulled over and searched by officers who found a $10 bag of marijuana in his car. The police have absurdly claimed that he committed suicide.


On August 11th, New York City shot to death a 51 year-old black man they had approached for allegedly smoking marijuana in Manhattan’s Times Square. Wielding an 11-inch knife and wearing a bandana, Darrius Kennedy was killed by no less than 12 NYPD bullets in front of hundreds of horrified tourists and city residents. Welcome to the Big Apple!

Why this plague of white police-on-black citizen killings? Along with the recent upsurge of hate groups and “antigovernment patriot organizations,” the police shootings likely reflect (among other things) white fears sparked by the changing racial demographics of the nation. Whites are projected to become a minority by 2050In the mind of many Caucasians, including some police officers, these changing demographics are personified by the technically nonwhite identity of the nation’s “first black president.”

“Don’t look for a Justice Department investigation of the current killer cop wave anytime soon.”

Never mind that the “post-racial” Barack Obama (who rose to national prominence with a speech proclaiming that there is “no such thing as a black America or a white America” and who saved his presidential candidacy with a speech announcing that racism was a problem located only in the American past, not the present) is on board with dominant white victim-blaming explanations of black poverty. And never mind that he refuses to undertake any policy designed to meaningfully address specific black grievances and issues. (Don’t look for a Justice Department investigation of the current killer cop wave anytime soon).
Proto-fascist whites do not make or get distinctions between tepid, system-serving moderates like Barack Obama, Eric Holder, and Booker T. Washington and those who actually fight for social justice like Frederick Douglass, W.E.B. DuBois, Malcolm X, and Martin Luther King, Jr. Just as there’s no number of overseas Muslims that Obama could extra-judicially execute to shake white 21st century Amerikanners of their faith in his Muslim identity and allegiances, there’s no amount of tolerance Obama could show to those who stalk, imprison, and kill black Americans that would disabuse the racists of their belief that he is a threat to white privilege.

Paul Street (www.paulstreet.org [6]) is the author of numerous books, including Empire and Inequality: America and the World Since 9/11 (Paradigm, 2004), Racial Oppression in the Global Metropolis (Rowman&Littlefield, 2007), The Empire’s New Clothes: Barack Obama in the Real World of Power (Paradigm, 2010), and (co-authored with Anthony DiMaggio) Crashing the Tea Party: Mass Media and the Campaign to Remake American Politics (Paradigm, 2011). Street can be reached at paulstreet99@yahoo.com [7].
<

BOBBEE BEE: CULTURAL COMPETENCY

All cultures practice traditions that support and value their children and prepare them for living in their society. This way, cultures are preserved for future generations.

Culturally competent mental health service providers and the agencies that employ them are specially trained in specific behaviors, attitudes, and policies that recognize, respect, and value the uniqueness of individuals and groups whose cultures are different from those associated with mainstream American. These populations are frequently identified as being made of people of color--such as Americans of African, Hispanic, Asian, and Native American descent.

Nevertheless, cultural competence as a service delivery approach can be applied to systems that serve all persons, because everyone in the society has a culture and is part of several subcultures, including those related to gender, age, income level, geographic region, neighborhood, sexual orientation, religion, and physical disability.

Culturally competent service providers are aware and respectful of the importance of the values, beliefs, traditions, customs, and parenting styles of the people they serve. They are also aware of the impact of their own culture on the therapeutic relationship and take all of these factors into account when planning and delivering services for children and adolescents with mental health problems and their families.

Goals and Principles of Cultural Competence

Culturally competent "system of care" provide appropriate services to children and families of all cultures. Designed to respect the uniqueness of cultural influences, these systems work best within a family's cultural framework. Nine principles govern the development of culturally competent programs:

1. The family, however defined, is the consumer and usually the focus of treatment and services.
2. Americans with diverse racial/ethnic background are often bicultural or multicultural. As a result, they may have a unique set of mental health issues that must be recognized and addressed.
3. Families make choices based on their cultural backgrounds. Service providers must respect and build upon their own cultural knowledge as well as the families' strengths.
4. Cross-cultural relationships between providers and consumers may include major difference in world views. These differences must be acknowledged and addressed.
5. Cultural knowledge and sensitivity must be incorporated into program policymaking, administration, and services. 6. Natural helping networks such as neighborhood organizations, community leaders, and natural healers can be a vital source of support to consumers. These support systems should be respected and, when appropriate, included in the treatment plan.

7. In culturally competent system of care, the community, as well as the family, determine direction and goals.
8. Programs must do more than offer equal, nondiscriminatory services; they must tailor services to their consumer populations.
9. When boards and programs include staff who share the cultural background of their customers, the programs tend to be more effective.
Ideally, culturally competent programs include multilingual, multicultural staff and involve community outreach. Types of services should be culturally appropriate; for example, extended family members may be involved in services approaches; when appropriate. Programs may display culturally relevant artwork and magazines ot show respect and increase consumer comfort with services. Office hours should not conflict with holiday or work schedules of the consumers.

Developing Cultural Competence
Although some services providers are making progress toward cultural competence, much more needs to done. Increased opportunities must be provided for ongoing staff development and for employing multicultural staffs. Improved culturally valid assessment tools are needed. More research will be useful in determining the effectiveness of programs that serve children and families from a variety of cultural backgrounds.

For many programs, cultural competence represents a new way of thinking about the philosphy, content, and delivery of mental health services. Becoming culturally competent is a dynamic process that requires cultural knowledge and skill development at all service levels, including policymaking, administration, and practice. Even the concept of a mental disorder may reflect a western culture medical model.

At the Policymaking Level
Programs that are culturally competent:

appoint board members from the community so that voices from all groups of people within the community participate in decisions;
actively recruit multiethnic and multiracial staff;
develop, mandate, and promote standards for culturally competent services;
insist on evidence of cultural competence when contracting for services
nurture and support new community-based multicultural programs and engage in or support research on cultural competence.
support the inclusion of cultural competence on provider licensure and certification examinations; and
support the development of culturally appropriate assessment instruments, for psychological tests, and interview guides.

At the Administrative Level
Culturally competent administrators:

.include cultural competency requirements in staff job descriptions and discuss the importance of cultural awareness and competency with potential employees;
.ensure that all staff participate in regular, inservice cultural competency training
.promote programs that respect and incorporate cultural differences; and
.consider whether the facility's location, hours, and staffing are accessible and whether its physical appearance is respectful of different cultural groups.

At the Service Level

Practitioners who are currently competent:

.learn as much as they can about an individual's or family culture, while recognizing the influence of their own background on their responses to cultural differences;
include neighborhood and community outreach efforts and involve community cultural leaders if possible;
work within each person's family structure, which include grandparents, other relatives, and friends;
recognize, accept, and when appropriate, incorporate the role of natural helpers (such as shamans or curanderos);

understand the different expectations people may have about the way services are offered (for example, sharing a meal maybe an essential feature of home-based mental health services; a period of social conversation may be necessary before each contact with a person, or access to a family may be gained only through an elder).
know that, for many people, additional tangible services-such as assistance in obtaining housing, clothing, and transportation or resolving a problem with a child's school---are expected, and work with other community agencies to make sure these services are provided;
adhere to traditions relating to gender and age that may play a part in a certain cultures (for examples, in many racial and ethnic groups, elders are highly respected.) With an awareness of how different group show respect, providers can properly interpret the various way people communicate.

Achieving Cultural Competence

To become culturally competent, programs may need to:
assess their cultural level of cultural competence;
develop support for change throughout the organization and community;
identify the leadership and resources needed to change;
devise a comprehensive cultural competence plan with specific action steps and deadlines for achievement; and commit to an ongoing evaluation of progress and a willingness to respond to change.


Important Messages About Children's and Adolescents' Mental Health:

Every child's mental health is important.
Many children have mental health problems.
These problems are real and painful and can be severe.
Mental health problems can be recognized and treated
Caring families and communities working together can help.

This fact sheet is based on a monograph, Towards a Culturally Competent System of Care, authored by Terry L.Cross, Karl W.Dennis, Mareasa R.Isaacs, and Barbara J.Bazron, under the auspices of the National Technical Assistance Center for Children's Mental Health at Georgetown University in Washington, D.C. and funded by the National Institute of Mental Health (1989

BOBBEE BEE: LAWS FOR GREATNESS

1.The greatest enemy GOSSIP
2.The greatest crippler FEAR
3.The greatest mistake GIVING UP
4. The most satisfying experience DOING YOUR DUTY FIRST.
5. The best action KEEP THE MIND CLEAR AND THE JUDGEMENT GOOD.
6. The greatest blessing GOOD HEALTH

7.The biggest fool THE MAN WHO LIES TO HIMSELF

8. The greatest gamble SUBSTITUTING HOPE FOR FACT9.The most certain joy in life CHANGE
10.The greatest joy BEING NEEDED

11. The cleverest man THE ONE WHO DOES WHAT HE THINKS IS RIGHT

12. The most potent force POSITIVE THINKING
13. The greatest opportunity THE NEXT ONE
14. The greatest victory VICTORY OVER SELF.
15. The greatest handicap EGOTISM.
16. The most expensive indulgence HATE.
17. The most dangerous man THE LIAR.
18. The most ridiculous trait FALSE PRIDE.
19. The greatest loss LOSS CONFIDENCE.
20.The greatest need COMMON-SENSE.
provided by THE MIGHTY Zulu Nation

BOBBEE BEE: WINDOWS TO YOUR SOUL

The Johari window originally devised by Jo Luft
and Harry Ingham is presented in The Johari Window : A Graphic Model for Interpersonal Relations. The model challenges our self-awareness, our ability to share ourselves with others and our willingness to explore the unknown offers a four-part representation of ourselves

1.Public AREA
The view from this open; seen by everyone. This represents what we freely express for others to see, including our behaviour and attitudes. The view can be extended by self-disclosure.

2.Blind Area:
We can not see this area of ourselves, it is unknown to us, but others are aware of it through aspects of our behaviour and body language. Our self-awareness can be extended by feedback from others.




3. Hidden Area:
This AREA represents the private part of ourselves, our secrets, shame, guilty feelings and so on. We are aware of it and choose not to share this part with others. We can choose to self-disclose, allowing others a view into our private world.

4. Unknown to all:

This view of the individual is closed to everyone. It represents part of us that both we and others are unaware of. It holds unconscious needs, impluses and anxieties and our untapped potential, we can gain insight into the part of ourselves through the counseling process.
Use the Johari window to assess yourself, as follows:
1. What do you express freel-what are you comfortable with about yourself that you share with others?

2. How do you feel about the blind areas-the aspects of you that others can see but you are unaware of?

3. What feedback might upset you?
4. What feedback might help you?
5. What constitutes the private part of you?
6. If the fourth part of the JOHARI WINDOW represents the unconscious part of you-closed to everyone, including yourself, how do you imagine you will access it?

Information obtained from Aileen Milne book "Teach Yourself
For more information on Bobbee Bee contact e-mail Eric Graham at graham_34_99_2000@yahoo.com or go to http://www.blackathlete.com/