Shawn has created a proven-to-work model and curriculum, educating individuals in how to control their feelings in a way that is specific to THEM!Too many anger management courses have a one-style-fits-all approach which simply DOES NOT WORK! Having worked with hundreds of families, the Emotion Control Model has an excellent success rate. This curriculum also uses basic biofeedback, providing data that allows participants to visually see their physiological and emotional progress throughout the program. We are innovators at this!. Scroll down for more information about our program. To enroll into the program, use the information within the "Contact" tab.
To purchase the PowerPoint audio/video set (Part 1 and Part2), please use the drop down list below. Please be aware that the biofeedback is only offered through our Anger and Emotion Management classes at PerspectVe LLC headquarters. At your request, we can send the audio/video-set to you faster by e-mail; simply provide your e-mail address upon checkout:
The following options are ONLY for individuals already enrolled or enrolling into the Anger and Emotion Management class. Thank you.
The Emotion Control Curriculum: Overview
*Note: The following information is a section of the program workbook and is copywritten. Any use of this information outside of PerspectVe LLC and/or designated staff will be subject to criminal charges.*
The rationale and motto within the Emotion Control Curriculum is “The more CALM you are, the more CLEAR you THINK. The more clearly you think, the BETTER DECISIONS you will make.”
Modality – How Emotion Control Is Learned:
Emotions provide information. Unfortunately we are not always aware of or interested in the information that our emotions are trying to give us. Thus, a preliminary action step in learning how to have emotion control is to want to learn, and to be open to learning more about your emotions (which is ultimately learning more about YOURSELF). Within the emotion control curriculum, there are two models that all participants will work from; the Choice Model and the Anger and Emotion Control Model.
A vast amount of research has been completed regarding the human condition. However, it’s so complex that there is still a multitude of information we do not know, which results in the inability for scientists and other professionals to explain the human condition in totality.
One thing we do know is that emotions and decision-making go hand-in-hand. Or as the famous theme song from the show Married with Children goes ‘You can’t have one without the other’. One must discern their own contributions to healthy and unhealthy situations regardless of who is/was right-or-wrong in any situation. Author and clinical hypnotist James J. Mapes indicates one must “Understand that the emotions you feel are not caused by other people or situations; emotions are your reactions to people and situations,” (Mapes, 2003).
Emotion control is learned through being able to self-regulate within the moment of situations happening and making healthy decisions at an optimal level. This is the salient difference between the Emotion Control Curriculum and other stress management programs that use meditation, Yoga, etc. The essence of this program is to coach people how to self-regulate in the moment of a situation happening and be able to deal with it while producing healthy, desirable results. With that said, it is extremely important to recognize that “Feelings don’t creep up on you under prefect conditions—in your meditation room, for instance. They catch you off guard at the movies, in a meeting, at Thanksgiving dinner. If you can’t find a way to [use effective releases or calming techniques] anywhere [or anytime], then they won’t be as useful to you as you need them to be,” (Alicia Salzer, 2011). “The problem with most people is that they lose control of their emotions. It is the emotions that control the behavior of the human, not the human who controls the emotions. When we lose control we say things that we don’t want to say, and do things that we don’t want to do," (Ruiz, The Four Agreements, 1997). Luckily for you, you have found the best program in the world that can coach you to become more emotionally intelligent for the rest of your life!
The program is broken down into eight classes that take place over the course of four months; one session every two weeks. There is a two week duration between sessions to allow the participant(s) to engage in and have more experiences with people, things, and different environments they come into contact with on a daily basis. If sessions were to be had every week, it would not permit enough time for the participant(s) to process, practice, and apply information learned within sessions. The two week interval permits the participant(s) to be able to engage in the process of practicing and applying the information in real life settings…their life setting!
The Emotion Control Curriculum is not a take-your-money and get the program over with experience. These eight sessions over the course of four months give the participant(s) and facilitator(s) a chance to build an authentic and therapeutic relationship and create an environment for applied learning and emotional growth.
Through the Choice Model and the Anger and Emotion Control Model, the facilitator(s) also use basic psycho-therapeutic techniques and biofeedback to coach people towards better self-control, decision making, and healthier lifestyles.
It is the responsibility of the facilitator(s) to co-create with the participant(s), an environment and relationship for learning, change, and emotional growth. It is also the facilitator(s) responsibility to be aware of transference and countertransference that may play out within sessions and to have the emotional intelligence to be able to handle these situations and assist the participant(s) in navigating through these experiences.
The facilitator(s) is also responsible for functioning as a coach or a collaborative member of a team, not a teacher. The facilitator should understand the information the participant(s) share with them is just as important as the information that they share with the participant(s). It is the facilitator’s responsibility to provide respect and maintain professionalism at all times, but to also amalgamate their personality with their professionalism. The facilitator(s) should understand and remember that as a coach or a team member, they are human, and are not sovereign to the participant(s). Finally, it is the responsibility of the facilitator(s) to adhere to the confidentiality agreement, rules, and guidelines of the program.
It is the responsibility of the participant(s) to understand that though they will not be judged, they are to be and will be held accountable for the decisions that they have made and continue to make. It is the responsibility of the participant(s) to understand that no growth or change can occur outside of their own desire to grow and/or change.
It is also the responsibility of the participant(s) to actively engage in sessions (i.e. taking notes, asking questions, provide their own thoughts and solutions/recommendations, do all homework assignments, be on time, etc.) Furthermore, it is the responsibility of the participant(s) to recognize and figure out how the information shared with them, applies to them. It is also the participant’s responsibility to provide respect and maintain appropriate boundaries with the facilitator(s) and other participants at all times. The participant(s) should understand that the Emotion Control curriculum is a subcomponent of personal development and that they should take their personal development seriously. Finally, it is the responsibility of the participant(s) to adhere to the confidentiality agreement, rules, and guidelines of this program.
Alicia Salzer, M. (2011). Back To Life Getting Past Your Past with
Resilience, Strength, and Optimism. In M. Alicia Salzer, Back To Life
Getting Past Your Past with Resilience, Strength, and Optimism (pp.
216, 217). New York: HarperCollins Publishers.
Mapes, J. J. (2003). Quantum Leap Thinking: An Ownders Guide To The
Mind. In J. J. Mapes, Quantum Leap Thinking (p. 189). Naperville,
Illinois: Sourcebooks, Inc.
Ruiz, D. M. (1997). The Four Agreements. In D. M. Ruiz, The Four
Agreements (p. 116). San Rafael California: Amber-Allen Publishing, Inc.
Ruiz, D. M. (1997). The Four Agreements. In D. M. Ruiz, The Four
Agreements (p. 117). San Rafael California: Amber-Allen Publishing, Inc.