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Today is . . . Granddad's Day
 

Inside This Issue:

• Editor's Note

• Using Your Head

• COMMCARE Waiver

• Books For Soldiers

• Spotting the Leaders- Patricia Fripp

• Disability Status of the Civilian Non-institutionalized Population

• IDEA UPDATE

• You Are Invited -Ed Crinnion's Extended Family Picnic

• Federal Regulations (IDEA) Workshop-Parent Education Network (PEN)

• Money Follows the Person-ADAPT Letter to State Medicaid Directors

• Cognitive Dissonance XIII by John Pistorius

• Free Support Group Development Tools

• Upcoming Meeting and Social Event Notices

• Thank You!

• PABIA-NEWS Subscriber Policy

• Subscribe/Unsubscribe Instructions

• ETC.

Editor's Note

 

Hi Folks,

 

We had a great meeting tonight in Pittsburgh. Deborah Delgado of Pennsylvania Protection and Advocacy, Inc. provided our twenty-six attendees with powerful advocacy information packets. She also spent time after her presentation talking with individuals about their personal experiences. Thank you Ms. Delgado!

 

Please accept my apology for not sending out an August Newsletter. My schedule did not permitted me to put it together. Actually, this edition is a combination of items I originally intended for August and September. Hopefully, I'll be able to get back on track as the summer winds down. I'm almost back.

 

I've spent a great deal of time renovating a duplex in the South Side Slopes neighborhood. We built two decks that overlook the city and completely renewed the interior of the house. What a great project! Now it is time to find tenants. We also completed renovations on our home. Now it is back to school time, with holidays fast approaching.

 

We have two articles about the Individuals with Disabilities Education Act (IDEA) this month. Anyone interested in learning more about the IDEA process is encouraged and welcome to attend the upcoming Federal Regulations Workshop in Washington, PA near the Meadowlands Racetrack. Please see the brief article below for more information.

 

With school starting and as we move into fall and winter here, I'm reminded of the increased chance of poor road conditions. I ask you all to be extra cautious in and around school zones and during inclement weather. Prevention is the only cure.

 

John

 

P.S. Those of you who know Ed Crinnion, please pass on your condolences to him. Both of his parents have recently passed away. His father's death was due to brain injury.

 

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Using Your Head

"Get Educated about the

Presidential Candidates and Vote!"

Mike Ferriter MSW

<mikeferriter@vzavenue.net> writes:

THIS YEAR MORE THAN EVER WE NEED TO VOTE!!!

WE CAN MAKE A DIFFERENCE IN THE PRESIDENTIAL ELECTION THIS COMING FALL!!!  Those of us with disabilities are a large voting block. One out of six people in the United States has a disability.

Get EDUCATED on disability issues and policies of Republican President Bush and Democratic Presidential nominee John Kerry. What will they do for us in the four years ahead?

It's very simple to access their web sites:

1. Go to Republican President Bush's official web site http://www.georgewbush.com or by typing Bush & Cheney 2004 in your search engine.
    a) Click on health care at top of page
    b) Read the section titled Created a Prescription Drug Benefit under Medicare
    c) Read the section titled Strengthened Medicaid and SCHIP

2. Go to Democratic Presidential Nominee Kerry's official web site http://www.johnkerry.com/index.html or by typing in John Kerry and John Edwards in your search engine.
    a) Under Get Informed on the left side, Click on Communities
    b) Click on American's With Disabilities for Kerry/Edwards
    c) Under Plan for America on the left side, Click on Health Care. Review Health Care For All.
    d) Under Plan for America click on Education. Scroll down to Meet Our Responsibilities To Our Schools and review "ensure that No Child Left Behind works (etc.)"
    e) Under Plan For America click on Civil Rights. Scroll down to "Ensure Equality For Americans With Disabilities"

YOU WILL SEE HOW EACH SIDE LOOKS FROM OUR PERSPECTIVE. GET EDUCATED!!!  REGISTER & VOTE!!!  WE CAN HAVE A LARGE IMPACT IF WE ALL VOTE!!!

Call your local town or city to find out about voting places accessibility. Get an absentee ballot if the voting place is not accessible.

Contact me if I can help.

Mike Ferriter MSW
mikeferriter@vzavenue.net

(Editor's note: Voter registration forms can be picked up at your local post office. For your convenience, we will have forms available at the upcoming support group meetings in the Pittsburgh Area also. Assistance will be provided for those who request it.)

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COMMCARE Waiver

ED Crinnion

 

For specific information about this program, call 1-800-757-5042.

 

This is up-to-date COMMCARE waiver information. This year, the number of available openings for participants has been increased from 70 to 154 for the Commonwealth of Pennsylvania fiscal year ending June 30, 2005. 
                               
The COMMCARE Waiver provides services in order to prevent institutionalization and allow individuals to remain as independent as possible. Eligible persons must have a diagnosis of traumatic brain injury from a sudden insult or damage to the brain or it's coverings, NOT of a degenerative, congenital or post-operative nature.

Financial Eligibility:

• $2,000 $8,000 resource limit

• Income limit 300% Federal Benefit Rate**
  **$1,692.00 per month as of 2004 (it changes every January)

Functional Eligibility:

• Age 21 and older

• Medically determinable diagnosis of Traumatic Brain Injury (TBI)

• Eligible for Specialized Rehabilitation Facility services

• Disability results in substantial functional limitation in three or more major life activities

• Cannot be ventilator dependent

Services:

• Service coordination

• Respite care

• Prevocational services

• Educational services

• Supported employment services

• Community Integration

• Environmental Adaptations

• Transportation

• Assistive Technology

• Personal Emergency Response System

• Chore services

• Therapies

• Personal Care services

• Coaching/cueing

• Night supervision

• Counseling

154 openings are available this fiscal year (ending June 30, 2005).

For COMMCARE Waiver Provider Enrollment and Consumer Referral, Kim Cogan, COMMCARE Program Manager has informed me that the present area contacts are:

Western Pennsylvania
Allegheny, Armstrong, Indiana, Butler, Beaver, Lawrence, and Westmoreland counties.
 

Consumer applicant: Ivy Turner - Enrolment Specialist Supervisor
1-412-371-7700 extension 146 1-800-633-4588
at  Three Rivers Center of Independent Living (TRCIL)
900 Rebecca Ave., Pittsburgh, PA 15221

Washington, Fayette, and Greene counties.
Consumer applicant: Ken Feda - Service Coordinator Supervisor 1-800-401-2910
 

Erie, Cameron, Clarion, Clearfield, Crawford, Elk, Forest, Jefferson, McKean, Mercer,
Potter, and Warren counties.
Consumer applicant: Katherine Reim - Service Coordinator Supervisor
1-877-833-8997 ext. 101

Central Pennsylvania

United Disabilities Services
1901 Olde Homestead Lane
P.O. Box 10485
Lancaster, PA 17605-0485
CSPPPD Program Manager: 1-717-397-1841 or toll free 1-800-995-9581

Adams, Bedford, Blair, Cambria, Centre, Clinton, Columbia, Cumberland, Dauphin, Franklin, Fulton, Huntingdon, Juniata, Lancaster, Lebanon, Lycoming, Mifflin, Montour, Northumberland, Perry, Snyder, Somerset, Union, and York counties.

Eastern Pennsylvania

Liberty Resources, Inc.
1341 North Delaware Avenue
Suite 105
Philadelphia, PA 19125-4314
CSPPPD Program Manager: 1-215-634-2000 1-888-634-2155

Berks, Bradford, Carbon, Chester, Delaware, Lackawanna, Bucks, Luzerne, Monroe, Montgomery, Northampton, Lehigh, Philadelphia, Pike, Schuylkill, Sullivan, Susquehanna, Tioga, Wayne, and Wyoming

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Books For Soldiers

Books For Soldiers is a soldier support site that ships books, DVDs and supplies to deployed soldiers and soldiers in VA hospitals, via our large volunteer network.

If you have old, but useable paperback books sitting around, collecting dust, why not send them to a solider for a big morale boost?

Many of our volunteers have received email and letters from the soldiers they have adopted.

Help us out, help the troops out, mail them your books.

http://www.booksforsoldiers.com/index.php

To get an address of a service person or to post an address of a loved one, family member, friend from church, or coworker who is serving overseas, you can click HERE.

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Spotting the Leaders
by Patricia Fripp, CSP, CPAE

This is a story my Fripp Associate David Palmer, Ph.D. told at our recent speaking skills class. Hope it makes you think and act like a leader.

It was 1952. The Korean War had been going for three years...and the North Koreans were short of resources, especially soldiers.

Both sides continued to take POW's, but it took money to build high-security prison camps...and a lot of soldiers to guard them.

After studying the problem for a number of months, the North Koreans discovered an innovative solution...that worked. New POW's were put in a large, open camp and watched carefully for three days. Then 2% of the prisoners were cut from the group and transferred to small, high-security prison camps. The rest were transferred to large, low-security camps, thereby saving money and especially soldiers.

Who were the 2%? The leaders, most likely to try to escape. Were they just the officers? No, officers and enlisted men. And how could they tell, just by watching? Behavior. And what drove that behavior? Knowledge, values & passion.

Leaders don't simply accept their fate, they want to do more, learn more, and be more!
-----
Patricia Fripp
Member: Speakers Roundtable
Web site: http://www.speakersroundtable.com
Email: office@SpeakersRoundtable.com

 

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DISABILITY STATUS OF THE CIVILIAN NON-INSTITUTIONALIZED POPULATION

From The United States Census Bureau

The United States Census Bureau, recently released its 2003 American Community Survey (ACS) Data Profile. It breaks down "Disability Status of the Civilian Non-institutionalized Population" for every state in the nation by state, city, county and even census tract for persons 5 years and older.

During my search for Pennsylvania Statistics, I learned that of the nearly 12 millions of people living in this Commonwealth, more than 1.7 million report having a disability. That means approximately 14 percent of our non-institutionalized population reported having a disability. This number is consistent with national averages according to Steve Gold, author of stevegoldada Information Bulletins.

For the entire United States in 2003:

Population 5 -20 years was 63.5 m of whom 4.1 m (6.3 %) had a disability.

Population 21-64 years 165.2 m of whom 19.9 m (12.0 %) had a disability.

Population 65 and over 33.9 m of whom 13.5 m (39.9%) had a disability.

Total population 5 and over was 262.6 m of whom 37.5m (14.3%) had a
disability.

This information can be very helpful in local advocacy work.  We can use it to convince local/state officials of the need for increased accessible housing, voting accessibility, employment, transportation services, SSI/SSDI, and other issues. It can be used to ask HUD to increase the percentage of accessible units above the existing 5%.

The data is available on the Census's webpage - www.census.gov.

1. click on American Community Survey,

2. click on 2003 Data Profile in the second paragraph,

3. click on you specific state, county and census tract.

"The 2003 American Community Survey universe is limited to the household population and excludes the population living in institutions, college dormitories, and other group quarters. Data are based on a sample and are subject to sampling variability. The degree of uncertainty for an estimate is represented through the use of a confidence interval. The confidence interval computed here is a 90 percent confidence interval and can be interpreted roughly as providing 90 percent certainty that the true number falls between the lower and upper bounds."

To contact Steve Gold directly, write to stevegoldada@cs.com

Back issues of other Information Bulletins are available online at http://www.stevegoldada.com

(Editor's note; The information contained in the above article was compiled from the 9/3/04 stevegoldada Information Bulletin and United States Census Bureau, 2003 American Community Survey (ACS) Data Profile)

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IDEA UPDATE

THE IMBALANCE OF POWER
Tricia & Calvin Luker

We recently wrote about the fear that virtually all parents carry into any situation in which they are advocating for their children [see "Fear Factor"]. Some readers have reminded us again that their fears are justified, but for reasons beyond those about which we wrote in our Home page article. They invited us to speak again about the balance of power in the IEP development process and how that balance justifies parents’ fears. We are happy to do so.

We believe it inevitable that Congress will continue to evaluate the Individuals with Disabilities Education Act [IDEA]. One clearly inequitable component of current IDEA law is the power school districts have to control the IEP development process.

Consider this example. We were working with parents to develop their child’s IEP and reached an impasse about what speech and language services were needed. The parents requested an independent evaluation. The special education staff person directing the meeting threw up her arms and said, "That’s it. The meeting is done." She immediately issued a verbal denial of the parent’s request for an independent evaluation and abruptly left the room with all the school staff in tow, leaving the bewildered parents and us looking at each other in disbelief.

The parents had to file a complaint, and the matter remained in limbo for months before it was resolved.

Now fast forward to a different, and quite opposite, approach by a school. We recently were in an IEP meeting for another student, who was being transitioned back to his neighborhood school. Before the IEP team could complete the IEP, the special education director running the meeting announced his intent that the student be placed in a segregated facility indefinitely. We immediately objected, arguing the IEP had not been completed yet, making any placement considerations premature. We asked for the IEP form so that the parent could sign the spot on the form indicating disagreement with the process and placement and then request a due process hearing. The special education director refused our request. We then left the meeting and the following day filed a written complaint challenging the placement outcome and the process used to conduct the meeting.

We subsequently learned that after we had left the meeting, the special education director went ahead with the other school personnel still there and filled in the missing and incomplete information. Neither the parent nor we had any input, nor were we contacted to have the meeting rescheduled so the parent’s input could be considered. [The ironic thing about this particular IEP meeting is that it initially had to be rescheduled because one school person did not show up at the originally scheduled IEP team meeting even though we, the parents and the other school personnel waited more than two hours for the missing person to show up.]

In our first example the school terminated the IEP meeting when a dispute arose. Neither we nor the parents had any authority or power to force the meeting to continue. In the second instance, when we followed the lead set in the first example and terminated the meeting ourselves, the district just went ahead and completed the meeting on its own after we left. No parent power, no parent authority, no parent equity could stay the school from exercising its unilateral power over how the IEP team meeting was conducted. The end result in both cases – at least initially – was that the school’s interests took precedence over the student’s interests and needs.

Consider, too, the current IDEA provision regulating mediation. As written, IDEA now permits mediation as a means to try to resolve IEP issues without the need for a due process hearing. If a parent rejects a request for mediation, IDEA mandates that a disinterested party familiar with the benefits of mediation must meet with the parent to accentuate its positive aspects. If, however, the parent requests mediation and the school rejects the parent’s request, there is no similar requirement that the district or school be instructed on the positive aspects of mediation. Our experience has been that the schools reject mediation far more frequently than do the parents. Of course, a school rejection of mediation only leaves the parents with the costly and time-consuming option of embarking on a full due process proceeding if they wish to ensure that their child’s educational rights under IDEA are protected.

These power inequities become more frustrating when one considers the unequal realities of IEP team meetings themselves. School personnel are paid to attend the meetings as part of their jobs. Parents have to take time off work to attend the meetings and might have to pay for child care while they attend. School districts use attorneys paid for with taxpayer dollars to prepare for and sometimes to attend IEP team meetings. Parents do not generally have access to lawyers or advocates to prepare for IEP team meetings and usually must pay to have the attorneys or advocates attend the meetings with them. School districts set the meetings to meet the time, space and scheduling needs of the school personnel. Parents must juggle job, family, child care and other responsibilities so that they can attend the meetings once scheduled by the schools. If a school person cannot or does not attend an IEP team meeting, the meeting is rescheduled if the person is deemed an essential member of the team. If a parent does not attend the IEP team meeting, the school likely will hold the meeting anyway and act without direct parent input at the meeting.

These situations highlight some of the procedural issues in which the balance of power favors the school. If parents want to try to correct any problems created by unilateral school activity or action, they must do so at great personal cost, including time away from home, job and family, cost of advocates or attorneys and other inconveniences.

We believe Congress wants a fair and efficient IDEA. Unfortunately, none of the recent IDEA reauthorization amendments or activities have focused on or tried to correct either the "fear factor" or the "imbalance of power" parents face every time they go into an IEP team meeting on behalf of their child or children. Whatever might happen with this year’s final IDEA reauthorization package, the special education process for 6.5 million students will not improve appreciably until their parents are less fearful, more equal participants in the IEP process. We encourage Congress to recognize and respond to this underlying reality.


Tricia & Calvin Luker,today's parentvolunteer@ourchildrenleftbehind.com
 

** Click here for WHAT YOU CAN DO RIGHT NOW **

 

For more information, discussion forums, and our archives, please visit http://pub60.ezboard.com/bourchildrenleftbehind

 

©2004 Our Children Left Behind.

Our Children Left Behind [OCLB] was created and is owned/operated by parent volunteers (Shari Krishnan, Tricia & Calvin Luker, Sandy Alperstein, and Debi Lewis). Permission to forward, copy, and/or post this article is granted provided that it is unedited and attributed to the author(s) and www.ourchildrenleftbehind.com. For more about OCLB or to share information, please contact parentvolunteer@ourchildrenleftbehind.com.
 

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You Are Invited

Ed Crinnion's "Extended Family" Picnic

Each year, Ed Crinnion tries to bring his "extended family' together for an event that unites and enlightens all who attend. This year, Ed is extending an invitation to all people recovering from brain injury and their families to visit him at his home for food, fun and camaraderie. "I consider all the people who come to our meetings as my extended family." said Crinnion. "Everyone is welcome to share in the fun at this picnic."

The picnic will be held Saturday, October 9, 2004 from 1 p.m. -9 p.m..  Ed's home is situated on five beautiful acres at 630 Bascom Avenue at the intersection of Brighton Road near Jacks Run Road. The picnic site has historical significance as it was originally built as the Judge Taptitch estate. With plenty of level lawn area, it is sure to provide ample space for food, games and fun for all who attend.

Attendees are encouraged, (but not required) to bring some of their favorite foods to share with others.

Ed will supply exact directions and a map to anyone interested in attending. Just drop him a line at evc@pabia.org or call (412) 761-9870.

What: Ed's extended family picnic

When: Saturday, October 9, 2004

Where: 630 Bascom Ave., Pittsburgh, PA

Contact: Ed Crinnion (412) 761-9870 or email evc@pabia.org

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Federal Regulations and Communication Workshop

Parent Education Network (PEN)
Advocacy/Parent Support

Preparation Project

Federal Regulations and Communication Workshop

The Individuals with Disabilities Education Act (IDEA), the federal law governing special education, was signed into law in 1997. The IDEA regulations were made available to the public in 1999. The regulations contain valuable information in the furthering of our understanding of the special education process. Knowledge of the federal regulations and effective communication results in a reduction in conflict among Individual Education Plan (IEP) members, allowing the team to work more productively.

The IDEA regulations will be the focus of this Workshop, specifically addressing the school age population. Participants will acquire a working knowledge of special education. Reference materials and web site addresses will be provided to attendees to enhance their ability to find additional information when needed after this Workshop. Communication techniques will be provided throughout the presentation.

Participants are expected to have some working knowledge of the special education process to benefit from this Workshop.

You are cordially invited to attend the Workshop listed below. If you have a copy of the federal regulations, please bring it with you. Lunch will be provided.

When:      September 30, 2004
Where:     Holiday Inn Meadowlands
                   340 Racetrack Road
                   Washington, PA
Contact:  Call PEN at 800-522-5827

REGISTRATION REQUIRED BY SEPTEMBER 23, 2004

If you are unable to attend after registering, please call PEN to cancel the reservation. The Workshop is scheduled in cooperation with the Parent Learning Support Group organized by Sue Schmidt.

 

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Money Follows the Person

Dear Advocate:

Below find a summary of the August 17, 2004 State Medicaid Directors Letter #04-005. This letter encourages states to use the Money Follows the Person concept to rebalance their states' long term service and support system.

When a person moves into the community from a nursing home, CMS is encouraging states to move the money that is currently paying for that person's nursing home services to pay for the home and community services for that same individual.

This will assist states in implementing the Olmstead decision but more importantly it gives individuals in nursing homes who choose to leave, a way to have their community services funded.

Has your state implemented a Money Follow the Person rebalancing policy? If not, this is an opportunity to get it implemented.

If you need more information contact us at 512/442-0252.

The ADAPT Community

www.adapt.org

MONEY FOLLOWS THE PERSON (MFP)
STATE MEDICAID DIRECTORS LETTER - SMDL# 04-005
RELEASED TUESDAY, AUGUST 17, 2004

SUMMARY OF LETTER

a. Centers for Medicare & Medicaid Services (CMS) "committed to continuing to assist states in implementing the principles of MFP under existing authorities.

b. "Money Follows the Person refers to a system of flexible financing for long-term services and supports that enables available funds to move with the individual to the most appropriate and preferred setting as the individual's needs and preferences change."

c. "A market-based approach that gives individuals more choice over the location and type of services they receive."

d. MFP can incorporate the philosophy of self direction as well as other service delivery options such as traditional agency and agency with choice.

e. MFP strategies can be implemented using HCBS waivers and other community service options such as Home Health and the Personal Care Option.

f. States may add participants to their HCBS waivers to implement MFP but must continue to demonstrate cost-neutrality.

g. CMS anticipates as individuals have greater choices in service delivery, a smaller proportion of individuals will choose institutional care.

h. CMS encourages states to reduce nursing facility beds to assist a state in rebalancing its long-term care service system but this is not a requirement.

NATIONAL ADAPT MAILING LIST - Adapt MiCASA List http://www.adapt.org

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Cognitive Dissonance XIII

Bringing in the Troops

John Pistorius

In the beginning of this series I described my understanding of the term cognitive dissonance. I’ve also given reference to the author of the theory, Leon Festinger. Throughout these essays, I’ve shared some of my personal experiences with various degrees of cognitive dissonance. And I’ve told of some strategies which I’ve learned that can be used to short circuit it. In this piece, I plan to reveal more of my understanding of the short circuiting process with you.

I’ve previously expressed the matter of choosing between our belief and the new evidence. Nevertheless, I know that we must realize and understand that we have the power to choose. To make a choice we must know that we actually have one. That is where “bringing in the troops” comes into play.

Basic Training
I started bringing my anti-cognitive dissonance troops into action on paper as written statements. These reflected and expressed my fight as I battled with the dissonance that I was experiencing. When I started, I wrote out my first statement and then revised it to be as accurate as possible. As I’ve shared in the previous essay, it became; “I affirm the following: I want to permanently improve my life, my circumstances and my way of thinking.” I really did want to improve. That desire proved to be the fuel that propelled me forward in this journey. It gave me energy to fight the negative thought soldiers and overcome the massive amounts of dissonance that I was experiencing. Good for me. I hope that you can benefit from my sharing the paths I took in my tour of duty. Maybe you have the desire to overcome dissonance in your life too. If so, applying yourself to this process can benefit you.

I truly wanted to be free, therefore, I wrote;

“I want to be free from the bondage and influences of negative beliefs, ideas, thoughts and prejudices for the rest of my life. It is so.”

That was my second written statement after beginning this project. I read and reread that sentence over and over again until I had imbedded it deep in my subconscious. I really wanted to be free from the bondage that I felt from those negatives. Yet I had no idea how to free myself. Or at least that’s what I thought at the time. I was mistaken in that belief. I did know how to free myself. I only needed to get past the negative thoughts and prejudices that were blocking the gate to my open minded acceptance of new ideas and strategies.

More Dissonance
I had two beliefs which were in conflict; a belief that I could make this happen and a belief that I was unable also. Those conflicting beliefs caused disharmony in my mind. I had to do something to eliminate that dissonance. Before I could battle the major dissonance causing cognitions, I needed to overcome the conflict that threatened to derail me before I even started rolling. Therefore, I was willing to at least attempt to do something to work toward my goal. And that willingness proved to be the one most important factor in getting started.

I learned how to actualize and incorporate my knowledge through the process that I am sharing with you here. Please remember this; at first, I really believed I was powerless over the things that controlled me. Yet at the same time I knew that I was able to direct myself beyond my current circumstances. It was a paradox that had me locked into a quicksand quagmire of insensitivity and inaction at times. It took a great deal of effort to battle the negative thought soldiers that I had stationed in my thought garden. They were thoroughly entrenched there.

Once I began the process of liberating myself from the bondage and influences of negative beliefs, ideas and prejudices, I experienced more cognitive dissonance. I uncovered another set of dissonant cognitions. On one hand, I wanted to be free from the negatives that were robbing me of my joy. On the other hand, I believed that I was forever unable to change. That caused disharmony in my mind. Nevertheless, as this battle continued, I successfully pushed forward. I learned to specify exactly what I wanted and to express or illuminate the opposition. Being as exact as possible was a key to unlock success for me in my battle. I was able to get past the negative thought soldiers positioned to stop me.

Through the process of writing and reading the words I’d written, I realized that I had allowed myself to be tricked into believing falsehoods. Once I came to the realization that I was allowing myself to be deceived, I quickly changed gears. Like a Jeep in deep mud, I pressed the pedal to the metal and began the slip-sliding, mud slinging process of driving myself out of the enemy territory that I’d driven myself into. After I realized that my thoughts were the driving force in everything I experienced, I wrote the following:

“I want to build a new set of hidden command files in my mind that will project me into the life that I desire. It is so.”

I studied that statement repeatedly until it became a part of me. I really did want this. Therefore, I created this project to help myself get what I wanted. I applied myself to this every day. Every day! I’m not sure that it would have worked any other way. The command files are the troops. During the years I’ve lived here on Earth I’ve experienced many things. All of those experiences have propelled me to this point in time, to become me, the person that I am right here, right now. I am grateful for everything I’ve experienced, even the really painful things; maybe even especially the painful ones. It is only through fire that silver is refined. Nevertheless, I was unhappy with the dissonance in my thinking. I wanted it to end.

Education
I can’t possibly expect anyone else to fully understand the driving force behind this work. In fact, many would criticize or dismiss this because of their beliefs. As I’m writing, I’m reminded of those who believe only formal education has real value. Of course they have been sold that belief by others and the very institutions that charge large sums of money to “teach” people what others have already figured out. Many of the greatest minds in the world were self-taught without the rigid structures and in some cases the blinders of formal education. Others coupled self-education with their formal education. The great Abe Lincoln was a self-taught man. I use his example to refute the preprogrammed chatter and negative thought soldiers that would dismiss my findings as useless or irrelevant. I know this process worked for me and I believe it can work for you.

There is no need to reinvent anything. Learning from other people has great merit and value.  This motivates me to share my experiences here. I hope that it helps even one other person to overcome the energy robbing dissonance in their lives.

Learning to Rebuild
As I continued in my troop building journey, I realized that I was “learning to use my thought statements all day, every day to build my new positive subconscious foundation.” So I wrote it out and internalized that statement. Repetition served to reinforce the idea. I was already doing it, so it was natural to reinforce the idea by planting it in my thought garden.

I put my ideas onto cards that I planted in my life. I had them in my vehicle where I would “see” them every time I used it. I placed them in strategic places throughout my life. Countertops, mirrors, dresser tops and the refrigerator became powerful allies in my quest to assemble my positive thought soldier battalion. These places became forts where I found relief and reinforcement throughout my day-to-day living.

Every day I was bombarded with the statements that I converted into thoughts that were aimed at doing what I expressed as my desire. I used my ability to see, hear and think to my advantage. Once I saw the words I had written, I read them aloud and heard them as they entered my mind in my voice. As I processed the information with my eyes, it entered my brain through my eyes. Then, as I read it aloud to myself, it entered another section of my brain through my ears. Each step of the way, I was also reading the words silently which affected still another part of my mind. This strategic approach has proven to be successful for me. It is an ongoing process however. Maybe if you are willing to do this it will work for you. Undoubtedly, if you are not willing to believe that this method might work for you, you will die without ever having given it a chance. And death lasts a very long time.

Doubt Removal
As I realized that I was removing doubts, limiting beliefs, prejudices and fears from my mind, I wrote it out as follows:

“I am starting to remove and eliminate all doubts, limiting beliefs, prejudices and fears from my mind for now and forever.”

Once again, I knew positively that I was doing exactly what I wrote. Using my strategy of reading it aloud and silently became another statement. In time, I used the following statement to reinforce all of the others:

“I am beginning to repeat my written ideas over and over aloud and silently in a positive manner every day.”

I found the repetition to be important. At one point I had the thought that this was really boring. I was reading statements that were already true. Yet I knew that I needed to reinforce them. After all, I was only starting to remove and eliminate all doubts, limiting beliefs, prejudices and fears from my mind. Practice makes perfect. It occurred to me that repetitive writing exercises were effective, especially for learning. Writing “I will not talk aloud in class” two hundred times might have actually planted the thought and brought about the desired result. And so I wrote, read, reread and repeated the process.

As I progressed with this project, oftentimes I’d find a card with the blank side facing up. Every time I found one of my cards in my pocket or on a dresser or countertop, I had something to read that reinforced my practicing. Even passive reading placed the words in my mind. So I created the following statement and placed it on the back of every card:

“I read one card per day, every day, 10 times or more, aloud upon waking, repeatedly during the day and 10 times aloud just before I fall asleep.”

Then I wrote:

“I am starting to build a bank of positive and constructive thoughts, ideas, words and statements in my subconscious mind that will be the foundation of my new life. It is so.”

As I studied this statement, I realized that the words I chose were actually descriptive of the very real process that I was going through. I was starting. I was storing or in a positive sense “banking” these ideas. They were positive ideas that were “constructing” a new base for me to operate from. And I believed that this work would be the “foundation” of my new life. How could I draw that conclusion? Each day is the beginning of my life from this moment forward. It is easy for me to understand and believe that my work is the foundation of my new life. In the short term, what I do today becomes the foundation for tomorrow. The collection of my days, weeks and months become the foundation for all of my tomorrows. Therefore, it is true that I’m building a bank of positive and constructive thoughts, ideas, words and statements in my subconscious that will be the foundation of my new life. I was being transformed by the renewing of my mind. So can you.

In time, I realized that I was becoming willing to refer back to specific statements when I needed to reinforce particular ideas or to overcome obstacles. I refined the following statement later in the process, but moved it up in my list of cards because I realized the importance of becoming willing to use these ideas as needed, not just in a regimental order:

“I am becoming willing to refer back or forward to specific cards to assist me when I need more building blocks of thought reinforcement to overwrite any particular patterns.”

My willingness may not be shared by everyone. It was an important part of the process for me however. I believe that willingness to repeat and refer back or forward in the long list of statements I’ve created can be developed. If one wants to succeed at this, willingness to do whatever is necessary can be the difference between success and failure.

Disciplined Action
Overcoming Dissonance through this process requires discipline, and therefore without discipline, most will fail. Discipline is critical. Oh what a nasty word discipline is to so many

people of the world; those who want what they want when they want it. And “NOW!” is the operative word. Without discipline humans are destined to live miserable lives. Much of the suffering we live through in this life results from our lack of discipline or the undisciplined actions of other people. Much of the cognitive dissonance that I’ve experienced in my life was a direct result of undisciplined actions of other people or me. Therefore I wrote the following:

“I am learning that I have control over everything in my life with my thoughts through discipline.”

This was an important milestone for me. I was taught that things were out of my control. Now I was learning that I was in control of my life. True, things happen that are out of my control, but my response to those things is completely within my control. And my response makes all the difference in my life.

It may be raining right after the weather forecaster predicts sunshine and cloudless skies. Nevertheless, I can choose to be upset by the reality vs. the belief or I can accept what is, as it is and go forward in my life without the experience of negatives associated with the dissonance. Yes, the forecaster was mistaken. Perhaps I planned a day on the beach or a hike in the forest. I could still do those things. Maybe I would not enjoy the beach in the rain. I could enjoy something else. Shifting my desired reality to the actual reality without experiencing cognitive dissonance is a powerful outcome of this project. This is not to say that I never experience the pained state of mind resulting from disharmonious cognitions. Indeed, I do. Nevertheless, I recover much faster now that I know that I am in control of my responses. Besides, I’ve asked for serenity to accept the things I cannot change, the courage to change what I can and the wisdom to know the difference.

Anyone who sustains cognitive impairment can become angry and bitter over the losses they experience. Or they can move forward with resolve to become all that they can be. And that is the essence of overcoming dissonance.

Learning that I was truly able to rewrite my hidden, subconscious files became the motivation to continue. I was able to see results. My repetitious strategy really worked. Was it because I believed it? Or was it because I applied myself to this with diligence and determination? In any case it worked and continues to work. And that is what really matters.

You have the power to make it work for you. Quit blaming others for your failures, you alone hold the key to your success. Make it happen!

Next Time: More  Basic Training

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