About several things!

Ed Ford (941204.noon)

First, Congratulations, Clark. I have always been fascinated with the
things you've presented at our CSG conferences. Your book is well worth
reading.

Second, there have been several references regarding the work I've been
doing in the schools. When I first began the program last January, I
thought my ideas would work and basically they did. But, as we (the
teachers, staff, and myself) worked through the process of implementing the
program, several things became clear. As problems and concerns surfaced,
there was a constant ongoing need to apply the theoretical approach when
making changes because of my lack of being able to anticipate various
situations. BUT A CLEAR UNDERSTANDING OF PCT GAVE ME THE BASIS UPON WHICH
TO MAKE THE MANY JUDGEMENTS I HAD TO DEAL WITH. Also, it was also clear
that few of those who were part of the program really understood (or still
do understand) PCT. Fortunately, both the school psychologist and the
assistant principal do, and thus when questions come up, their question is
"is this compatible with PCT?" Another part of implementing a program is
that others, not directly in the mainstream of what we are doing, take an
interest. The teacher from the preschool delayed developmental class is a
classic example. I have been working with her on a rather intensive basis.
There are a variety of problem children at that three and four year age.
But we are making much progress. The other specialist that assist that
class, the speech therapist and the physical therapist, each with their own
reference levels (goals and things they look for) are very much involved in
what I am teaching. Now, another avenue has openned up, namely adults
dealing with adults, and how does the approach differ. (You deal more with
their goals or wants at first, such as "What is it that you want for your
child?" when talking with an upset parent, for example. With children, it
generally begins with "What are you doing?, what are the rules?, What
happens when you break the rules?, Do you want that to happen?, and, Where
do you want to be now?" when dealing with discipline or disruption.

Which brings me to Mary's concerns about "the fairness and justice of those
constraints".
Finally, I love the word, pro bono. But I like free better. It is more
direct. I've been doing mostly free work at Clarendon and Solano, including
the preschool class I mentioned above. It is the only way to learn how well
your ideas will work in a "real" setting, and a way to adjust where needed.
Because of the newspaper article and subsequent editorial, I've been getting
lots of inquiries from school districts throughout the state. A local TV
station had me on their news cast and then came out and did a 25 minute
program on what we are doing. Those interested in a copy of the tape, such
as Gary and Hugh and others working in educational settings plus those who
would like to influence a local school or school district, send me your
complete address and I'll send you a free copy. The station really did a
great job of explaining what we did and I'm using it as a promotion tape.
It does not have anything about PCT. The producer/director felt it was too
complicated to add to the story.

The bottom line is that the free work that I've done over the past year has
really gotten me known. My originally intent was to build a model to prove
to myself and others that PCT works well wherever it is tried. The bonus
was that others are taking notice of what has been accomplished.

Take care, Ed......

Ed Ford, 10209 N. 56th St., Scottsdale, Arizona 85253 Ph 602 991-4860

[From Dick robertson] (941203.2140CST)
Three Cheers Ed. It's a great story and I'll bet it begins to
spread, I hope so. Best, Dick