STRENGTHS

A Strengths-Based Practice Model: Psychology of Mind and Health Realization stephen G. Warfel

Abstract The author discusses the tenets and applications of the psychology of mind/health realization theory (POM/HRl,

stating that, al1hough used for the past 27 years, it is still unfamiliar to many In the helping professIons. This ther­

apeutic model has been best described by Roger Mills and George Pransky. It fits In well with the trend toward

strengths-based practice, focusing on the client's resources and resilience, on self-empowerment and self-help,

effectiveness and efficiency. It can be taught and implemented easily, and, among other advantages, allows here­

and-now focus on feelings of well-being rather than on painful thoughts and disturbing memories.

COMMON SENSE AND WISDOM are the keys [Q opti­mal mental health and are always available as a default set­ting. Just a.~ human bodies ha\"e the sunival capacity, honed by evolution, to maintain homeostasis and to heal, minds also have innate, self-righting mechanisms accessed through common sense and wisdom (Mills & Spittle, 2001). This theory is called psychology of mind/health realization (POM/HR)I. Practitioners report achie\ing positi\'e out­comes, mobilizing strengths and catalyzing funher gro\\'th through a brief and efficient helping process.

This article is based on the work ofse\'eral POM/HR the­orists and practitioners (Bailey, 1990, 1999; Banks, 1998, 2000, 2001; Carlson, 1994, 1995, 1997, 1998, 1999; Carlson & Bailey, 1997; Mills, 1995; Mills & Spittle, 2001; Pransky, 1990, 1998; Suarez, Mills, & Stewart, 1987), and in it, I discuss the rationale for using the approach, introduce basic concepts, explore techniques and applications, and help you ro identifY additional resources.

Thought as the Foundation for Feeling and Behaving

The POM/HR conceptual fume\\'ork is consonant \\ith cognith'e psychology (Beck, Freeman, & Associates, 1990; Ellis, 1962) and states that thought is the foundation for feeling and behavior. Thinking is the process by which one

produces thought. Bdiefs are conditioned patterns of thought, and memories are thoughts about past events.

Thought creates feeling, as method actors know \\'elI, thinking of an anger-provoking experienee to get into the part. Thoughts and feelings guide our actions, producing behaviors.

Thought Creates Reality The constructivists (Watzlav,ick, 1984) state that people

create their picture ofreality. POM/HR would add that this reality is constructed by thoughts. The-·senses take in stim­uli, which are given meaning by one's thinking. Unaware of the proccss, one equates these perceptions \vith reality. POM/HR uses three principles: mind, thought, and con­sciousness. The metaphor of a film projector is used to explain this same process. Mind, the irreducible source of mental energy, is the projector. Thought is the film through which the light-carrying sensory stimuli-shines. Consciousness is the light, causing the images on the screen to appear real (Mills, 1995, pp. 33-53). Two Types of Thi11ki~lg. Thinking can be either analytic or intuitive. Analytic thinking is useful in problem solving, where assessment is coupled with selective information stored in memory to yield solutions. Parents and teachers condition the child to develop, apply, and refine these skills oyer time. Whe~er one is tying one's shoes or calculating

I In rO,\ljHR. 1'0,\1 is often used to design.!e iu clinital.pplie.lions. md HRis used for it. community .nd pr<\'ention .pplicl<ions,

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the time needed to dri\'e to the airport, analytic thinking, founded on memory and on conditioned thoughts and beliefs, serves well. It supports solutions where discreet choices and specific calculations are quickly available.

Imutire thinking is good for situations that do not lend themselycs to specific analysis. Here, thinking that is based on inruition, common sense, and \\isdom is more useful. Realizations that emerge fTom intuitively knm\ing something are hard to describe in \Yords. People simply reflect and know what is right for them. Sometimes it just "pops into their heads." Intuitive thinking is optimal when trying to decide whether a mate is the right one to marry or how to plan one's work life to assure comfort and prmide meaning.2

The capacity to use both types of thinking is essential. The intuiti\'e mode is our default setting, which is accessed by simply suspending the analytic mode through "letting go." Optimally, people mix: the styles on the basis of need, and they are guided in the assessment of need by the intu­itive rather than the analytic mode. Unfortunately, as people grow up and are increasingly schooled in analytic thinking, they mm'e further and further fTom trusting their intuition. This ieads to unbalanced, overused, and ultimately abused analytic thinking in which people overthink issues that are more appropriate to creative resolution using the other mode. Overthinking resembles Zen's "busy mind." Inappropriately applying conditioned thinking and beliefs, people are ofTen unable to divine the improved solutions of the quiet mind (see Glaxton, 1997). This ruminati\'e pro­cess mentally wcars on people and on a biochemical b'el may deplete neurotransmitters like serotonin.3

Feelings: The Guide to T170ught REcognitioli. Thought luog­nitioll is the ability both [Q recognize the primary role of thought and to recognize and optimally mix the thinking modes producing moment-to-moment thought. nut' how does one employ the right mix? People can be guided by their feelings, which sen'e as a natural and universally avail­able barometer to help them differentiate the two. Comfortable, positive feelings accompany intuitive, com· monsense thinking. Neutral, mildly cffortful feelings are associated with an easy, quick use of analytic thinking, yield­ing viable solutions. Uncomfortable, negative feelings accompany overuse and abuse of the analytic thinking mode, producing mental strain. Emotional se!f-mvn-rmcss, defined as recognizing and using our feelings, is a component of emo· tional intelligence (Bar-On, 2000; Goleman, 1995; Mayer, Caruso, & Salovey, 2000) and guides adapti\'e thinking.

POM/HR labels the natural, spontaneous, and transitory fluctuations in the quality of thinking as moods. Moods are conslandy changing. Lower moods, like clouds on an oth­emise sunny day, pass. According to POM/HR, we cannot think our way out of a mood. Tf}~ng to do so will only deepen it, producing uncomfortable feelings and prolong­

ing the experience. The best solution is to recognize the fluctuation (mood recognition is a form of thought recog­nition), amid dwelling on it, and simply wait it out. Until it passes, it is preferable not to try to soh'e problems, as this will be mentally straining and unproducti\·e. KnO\ving thaI moods arc temporary allows one to rela.x when facing them. Remaining as much as possible in the intuith'e mode and maintaining a quiet mind \\ill allow them to naturally pass.

In sum, the higher the level of understanding thought, resulting in proper use of thinking as cued by feeling, the higher the o\'erallle\'el of functioning and mental health or well·being. Conversely, the lower the level of understand­ing, the more misuse and abuse of the analytic mode. This leads to experiencing more uncomfortable feelings, stress, and strain, resulting in poorer and less efficient solution building and a lower level of mental well-being. Lepels of Mental WelJ-BeirJg. In Tbe Rennissrmce of Psychology (1998), George Pranslcy, one of POM/HR's founders, described six levels of mental weil·being: pro­found well-bcing, well-being, chronic low-level strcss, chronic high·level stress, chronic distress, and chronic deep distress. He drew the "mental health line" at well-being.

Pransky (1998, p. 108) defines chl'OlIic deep distress as inability to separate thought from reality, resulting in a chronically /Tightening world and the need to be protected. There are no opportunities for relationships and work.

At the b'e! of chronic distress, limited thought recogni­tion, accompanied by "rumination" and "distorted percep­tions," keeps the person in a constant state of crisis (p.l08).

In c/Jrollic high-level stress "life is stable but difficult because of chronic, but unrecognized, worry, bother, and fTenetic thinking," resulting in labile moods, poor job per­formance, and chronically conflicted relationships.

In chronic IOJP-level diftress, Pransky (1998) described good job performance and stable relationships built on overusing the analytic mode, thereby crearing tension and joyless lh~ng.

As people cross the mental health line, they move to lVeil­being characterized, according to Pransky (1998), by "high thought recognition and desirable feelings." This person is "creative and resourceful at work" and enjoys fulfilling rela­tionships.

At the highest leVel menraJ health is profolllJd IveJJ-beillg in which deep reflection based in "free-flowing thinking" produces "ingenious ideas that society values," and one is able [Q bring out the best in other people (p. 108). REsilience: T/Je Default Setting. POM/HR is easily prac­ticed ifaccepted open-mindedly and accompanied by a sus­pension of other contradictory practices. Intuitive, commonsense thinking is available to everyone as the default setting. Young children, who are far less conditioned to analytic thinking, can easily distract and quiet themseh-es,

2 PO.\lfH R th¢orim u,e the terms proctJ>i"lJ riJinkm,tJ ror .n:u)nc thinl<ing and frr<j1urril/ofJ riJiT/ti'!!J foc inlllion thinking.

3 Is thc ,ecoton;n dc.ficicncy "en;l.l an epidemic by Norden (1996) in B'J'(J7II1 PrCl"'.A& tho C.uSC (aa he hrpoth"ileo) Or the elf«r Or""Sl, rc,ulong in "ide,prnd frol2C 1150~

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--.,-WarteJ • AStrengths-Based Practice Model: Psychology ofMind and Health Realization

resume free-flowing thinking, and quickly regain a positi\'e and playful state following a cliscomfotting e\·ent. Using the barometer offeelings, people simply need to get our of their own way to rediscover their intuith'e mode and quiet mind and follow it as their guide. When people trust and folio\\' their common sense, they will always mix the optimal amount of intuitive and analytic thinking to yield the best possible solution available at that point in time. And make nO mistake about producti\ity. Clearly focused, quiet minds work smarter ratller than harder.

Practice Implications

POMjHRis a simple, parsimonious theory that builds on cogniu\'e and constructivist psychologies. Thought is the foundation for feeling and behavior and is created through t\\'O modes of thinking: a natural, irmate, inmitive mode, char;lcterized by common sense, CreaO\1ty, and wisdom, which is accessed effortlessly and accompanied by comfort­able feelings; and an analytic mode, learned early on through parental and school·based conditioning, which is best for deciding rapidly among finite, quantifiable, fixed choices.

Analytic thinking rakes effort and can escalate through overuse and abuse, resulting in uncomfortable feelings, mental strain, and potentially poor actions. The more peo­ple trust the intuitive mode's guida.nce and supervision of the mix, the more effortless and productive the solution and the higher the likelihood of effecti\'e beha\10r.

A practice approach that assesses clients' understanding of thought, strengthens their awareness of thinking modes via the barometer of feelings, and assists them in rediscovering an optimal thinking mix produees second-order change. Rather than giving clients a fish to feed themselves for ada)', the>' are taught how to fish so that they may feed themselves for life. True to its underlying philosoph)', this approach maintains a calm, positive atmosphere in which to teach basic principles, trusts practitioners' intuition to identify teachable moments, and affirms the innate \\isdom and strengths of people seeking help. Being nonanal)'tic, it 3xoids diagnosing pathology using categories from the DinjJlloJtic nlld Stntisticni Mnl1l1ni of MeJltni Diso/'ders-Text Revisioll (DSM-IV-TR, American Psychiatric Assoeiation, 2000; Kutchins & Kirk, 1997) and tends to bte\ity.

Process of Helping People seeking help will find similarities and differences

between practitioners of traditional therapies and POMjHR-informed practitioners. Humanistic psycholo­gists like Rogers (1957), and the solution·focused work of Hubble, Duncan, and Miller (1989) identify the impor­tance of the therapeutic relationship. In POM/HR­informed practiee, establishing rapport through the

relationship is a critical earl)! step. But in this practice, lis­tening for the clients' understanding of thought and their beliefs abont presenting requests is the preferred road to

building rapport. Empathizing a\'oids promoting ventila­tion and reinforcing beliefs that fail to recognize that per­cei\'ed reality is constructed from inside out via thought. Lengthy problem description accompanied by emotionaHy saturated exploration is seen in this practice as another way to use the analytic mode, reinforcing negative thoughts and feelings. 4 Respect, genuineness, warmth, and open· ness, plus empathizing \\;thout joining unproductivel)', quickl)! establishes rapport. The practitioner promotes a relaxed tone and calm setting. This is based on state­dependent learning and suggests that optimal [earning will be facilitated by a quiet mind.

Some traditional therapies hypothesize that events in the past (e.g., childhood experiences, trauma, conditioned behaviors, etc.) cause problems in the present and seek to

undo their effects. Exploration of earlier experiences cou­pled with abreacted feelings or behavioral or cognitive reconditioning becomes part ofthe process. These therapies often assume that change will be resisted and will invoke substantial effon, time, and emotional pain.

POMjHR practice hypothesizes that recliscovering an optimal mi." of thinking, guided by common sense and wis­dom, will restore mental balance and remain available to solve future challenges. Because common sense and wisdom are already a\-ailable, though underutilized, they can be accessed quickly so that help need not take a long time. In fact, change em be so rapid that practitioners speak of "ver­tical jumps" in levels of undemancling, b>'Passing interme­diate levels. Feeling-saturated recall of memories is avoided, as is the accompan>ring mental distress. Substituting one conditioned behavior or belief for another is seen as time consuming and insufficient to produce lasting change.

Traditional therapies often require booster sessions over time. POMjHR-informed practice assumes that once a per­son is on track again and consistently functioning above the mental health line, this natural healing process will be self· reinforcing and self-sustaining. Ending in traditional therapies can be a time-consuming process. In this practice, people who identif)' thar the}' have been sufficiently helped simply choose to stop visiting, conlident that they will continue to grow on their O\\TI. "Flights into health" that are based on achie\ing higher levels of understanding are welcome.

Although rediscover}' and use of commonsense thinking is initially facilirated by outside help and may be supported by some self· talk and letting go, this process usua1l>' falls away over time. Catal>'zed,5 it once again becomes as autonomous as it WJS prior to overconclitioning. If I ma>' take a bit of poetic license-this resilient healing born of detours t1u-ough challenging times produces a repaired pro­

4 You ;;zrc i.1l\ltcd to CXUj poJ,1(C (hi.. "it:\\' co th( potemj~l n('gui\"( dT('ClS of h:l\·ing: pfobkm'sJ.runt~d com·~rS1dons \'it.h friends.

5 For> disnmion oflbe C1toJrtic function in > fir<l·ord<t ch1ngc model Ibot i' m1Mged·c,",c Lkndlr. <eo Bennett (1992).

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cess with scar tissue even suonger than the original. Over time, with growth and development back on track, the pro­cess continually improves upon itself.

POMjHR-informed practice requires that the helper be conversant with and able [Q reach the theory, This is sup­ported by practitioners regularly using the tenets and achieving their own level of menral health, defined as con­sistently functioning abO\'e the menral health line (Pransk)', 1998). Rela..xed, calm, intuitive practice in which both par­ties trust each other achie\'es value-added outcomes. This im~gorates helpers and pre\'ents fatigue and burnout. Reports in the POM/HR literature reveal that therapists who are experiencing stress and fatigue but who then dis­cover this practice renew their interest in helping (Carlson & Bailey, 1997). Selective, facilitative, and therapeutic dis­closure of the usefulness of POM/HR to the helper suengthens the helping relationship and engenders hope.

self-Help Orientation This practice crusts in a person's ability to self-hcal. It

empowers people to help themselves by providing tools that they can then nse for a lifetime. Helping is framed more as educating and teaching than as counseling and therapy. Suggesting useful readings is a significant aid to this process. A ca\'eat, howe\'er, is in order for people already in therapy, for example, for stress management. Because POMjHR may be a very different way ofproviding help, clients are informed at the outset that exposure to this new material may affect their therapy, They may want to explore this further, talking it o\'er \\>ith thelr current therapist and then making a deci­sion about furrher consultation. Fortunately, POMjHR is compatible with many suengths-based models of help.

Teaching and the Thinking Modes Teaching, rhe heart of POMjHR-informed practice,

requires some use of the analytic mode. Although the lan­guage of teaching can, at times, be metaphoric, evoking abstract concepts, practitioners accept the incongruity of rel}~ng, at times, on cogniti\'e concepts and a mode whose dominance it ultimately aims to diminish, KnO\ving when and what to teach, howe\'er, depends on the practitioner's understanding and insight (Mills, 1995, p. 118). Early and ongoing conditioning that reverses humans' inborn disposi­tion makes the analytic mode primary and the intuitive mode sccondary. Successful POMjHR practice tips the bal­ance back rhe other way.

An Illustration ofPOM/HR-Injormed PracUce A person in his 50s had heard the practitioner at a pre­

sentation and subsequently came for help to deal \virh his stress, In his fust visit, the client spoke of chronic distress, rumination, and mental strain, adding tlla-r on rhe basis of prior counseling, this was caused by a parent's long-rerm criticism going back to childhood. While speaking about

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this parent, the client's mood quickly deteriorated. It was clear that the client was prepared to ventilate at length, believing from past experience mat this is how helping worked.

After briefly listening, building rapport, and discussing options, indudirlg medication evaluation by a consulting psychiatrist for symptom relief, the practitioner asked per­mission to share another other way of vie\ving stress. This was allowed, and an introductory discussion ensued about thought, belief, and how reality is constructed from inside out. The client was interested in the idea that once a belief is created, like rhe client's beliefabout a p:\fent, a person tends only to see confirmatOry e\>idence. Able to listen \\ith an open mind, the client decided to try to learn more about this merhod first to see whemer it would sufficiently help and avoid the need to be evaluated for medication.

POM/HR goals became understanding the two modes of thinking, recognizing thoughts, and beginning to use this recognition to reduce rumination and stress, to access more free-flO\\ing thinking, and to experience more positive feeling. Over a few sessions, supplementing insights from reading Slowillg Dowll to tbe Speed ofLife (Carlson & Bailey, 1997) \\ith other understandirlg and applications to every­day life, the client made strong gains. Expressing conviction of being well on the way, and confident of being able to continue growing \vithout further sessions, the client chose to stop.

Standard across practices, whether they are POMjHR­informed or use other methods, is an initial focus on reliev­ing suffering and exploring options, includirlg safety and referral for medication evaluation. The symptom picture was abbre\iated in rhe above vignette, but many clinicians seeing this person would have identified anxiety, depressed mood, rumination, and impaired social and occupational function­ing and would have' assigned one or more DSM-IV-TR diagnoses (American Psychiatric Association, 2000). A POMjHR practitioner focuses on assessing thought recog­nition, level of understanding, strengths, and reSOtuces.

Teaching the concepts initially resembled work done in cognitive therapies. Howe\'er, whereas cogniti\'e rherapies try to change specific thoughts and beliefs, POMjHR prac­rice goes beyond this, focusing on the thinking process itself to promote second-order change. This person decided to try to try to imprO\'e presenting symptoms to see if it could be done \vithout using medication. The client evidenced strong readiness for change (Prochaska, Norcross, & DiClemente, 1994). Through a brief POMjHR-informed helping pro­cess, this person quickly overcame presenting symptoms, rekindled hope, and was well on rhe way to further gains.

Applications

POMjHR has been applied to a \\ide range of present­ing problems. In assisting trauma survivors, practicing from

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r Wanel- A Strengths-Based Pradice Model: PsychOlogy oj Mind and HealUl ReaJlzaUon

this vantage point improves upon solution-focused and cog­ Biological psychiatry posits organic causes for these symp­nitive-behavioral strategies. POMjHR-informed practice toms, adducing evidence from neurotransmitter chemistry, dovetails well with other resilience and strengths-based the ameliorative effects of psychoJ.ctive medications, and models that recognize challcnges rather than deficits genetics. Another explanation, which fits the same observa­(Benard, 1991, 1997; Saleebey, 1997bj Werner & Smith, tions but reverses cause and effect, is that prolonged O\'eruse 1992; Wolin & Wolin, 1994). It supports helping people md abuse of the analytic mode depletes md O\'erwhelms who ha\'e faced traumatic events to reduce their suffering, neurotransmitters, producing the dOWI1"'JId spiral and resume theit lives, and grow. symptoms seen. Medications can helpfully interrupt the

POMjHR-informed practice with its here-and-now cycle. Parents having low le\'e!s of understanding and focus sees the memory of any event occurring in the past as thought recognition cm induce these thinking styles in their a thought, whether the e\'ent happened a day, a month, a children through conditioning. Genetic predisposition in year, or decades ago. Traumatized persons, often unable to the form of biological differences promotes vulnerability m:lintain high thought recognition in the face of initially but not destiny. This "iew could also help explain the results overwhelming events, are at the mercy of these memories of resiliencc studies. These show children who are living in and associated painful feelings. Without understanding that challenging home situations succeeding when exposed to these are thoughts of prior events now arising internallr, the adapti\'e style of a positi\'e adult in their em1ronment these memories, perceived as current reality, continue to (Werner & Smith, 1992). inrrude painfully and often precipitate :lJ1 emotional shut­ The POMjHR mode! is compatible with mixing cogni­down. Even though an event took place a long time before, ti\'e and biological explanations for major mental illness \vithout understanding about thought and memory as a (Mills, 1995, chapter 9), Psychiatrists who use the type of thought, people may experience something renewed POMjHR model prescribe psychoactive medications as reliving of the event \vith numbing symptoms. needed. When initially encountering a person who is expe­

Crisis intervention \vith trauma victims focuses on creat­ riencing painful emotional uphea\'al, any compassionate ing safety and reducing suffering. A5 stabilization succeeds practitioner would consider using psychiatric consultation and a calmer state begins to return, opportunities to begin to evaluate the need for medication to reduce suffering and the educational process toward thought recognition slowly psychiatric hospitalization to support safety. After stabiliza­avail. Permission to proceed is respectfully sought and tion occurs and levels of understanding and thought recog­explained in terms ofpotential value to strengthening stabi­ nition begin to increase, psychiatrists can monitor and lization and aiding in recovery from the trauma. This prac­ reevaluate the need for medication, tapering doses as appro­tice, given its didactic nature, here-and-now focus, priate. Practice, follOWing leading-edge rehabilitation prin­avoidance of emotionally charged material, empowering ciples, would support adapti\'e functioning, including help stance, frequent checking, and respectful and regular seek­ obtaining entidements, housing, and other community sup­ing ofpermission, has numerous safeguards when guided by port. Initially, POMjHR teaching would retain a cognitive an experienced practitioner functioning at a high level of focus, increasing thought recognition. mental health. Over time, even the most egregiously vic­ Joseph B:liley (1990)'has written a self-help book based timized people, follmving this POMjHR-informed process, on earlier POM/HR concepts to help those abusing alco­can be helped to recover and grow. hol: TIle Semlity Pl·illciple. Nthough concepts presented in

Traditional practice using psychoanalytie or expressh-e that book ha\'e since evoked, they remain relevmt. In models \vith a focus on past e\'ents and abreaction creates a POMjHR, lower levels of understanding and thought risk of promoting the reliving symptoms of posttraumatic recognition are characterized by believing that success and stress disorder, worsening the person's emotional state and happiness come from outside of ourseh·es. Given the delaying recovery.6 However, some first-order change vagaries ofUfe, supplies wax and wane, inevitably producing strategies based in cognitive-behavioral and solution­ insecurity, This can lead to addicti\'e seeking and anaes­focused theory are: compatible: and can be: integrated into thetizing. Changing the insecure mind to an increasingly POMjHR-informed practice. tranquil one through POMjHR yields serenity, obviating

Treatment based on POMjHR holds out promise for the need for alcohol or substances. people diagnosed as se\'erely mentally ill. At the lower le:vc:Is The POMjHR model has been successfully used to of understanding and thought recognition, a pc:rson is strengthen relationships and marriage. Because no two peo­unable to separate thought from reality. When thcse: ple can think alike, each marriage represents a wonderful thoughts spiral downward and are accompanied by fearful microcosm of diversity. This challenges the mates to find or depressed fec:lings and agitation, the symptoms of major richness in their differences, thereby vitalizing their rela­mental illness are: e:xperienced. tionship. POMjHR practitioners teach this tenet to cou­

6 uurcn Sbtcr (2003) in;l [(:ccnt article "'Tote. "'N(\y testlfch sho\\".5 th:1t some tI2.um"1ozcd people mlY be better orr rcprtlsing: Lhc c.lpcncncc th:JJl illuminating it in ther­apy." TI.e «search 011 tnum. [t••unent prc••nted in her .rride has inlerc.sting implieatioru for HR/I'O~1.

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pies. This reframes their differences as being enriching rather than conflicting. Traditional couple counseling posits a need for compatibility, based on each mate sharing similar thinking and beliefs. The l'OMjHR model sees this as neither a necessuy nor sufficient condition for rich and last­ing relationships. George Pransl.,:y's (1990) Diporce Is Not tbe AIlSlver is a self-help book using the POMjHR model.

The popular stress reduction consultant and author, Richud Culson, has e.xplored his learning and use of this model in Slowill/J Down to the Speed of Life (Carlson & Bailey, 1997). Although POM/HR can be synergistically combined with compatible, cognitive-behavioral, stress­management strategies to produce strong results, some purists eschew any additional, active technique as too effort­ful. Mindful meditation and other meditative practices (Kabot-Zinn, 1994) that have also been used to reach a quiet mind are seen by POMjHR purists as unneeessary, especially at the higher b'els of thought recognition and mental \\·eU-being. In my practice of stress-reduction con­sulting using a POMjHR approach, I have found these other adjuncts to be initially helpful in raising people above the mental health line, mer which the process becomes self­sustaining. Then adjuncts can drop away?

The POMjHR model, wirh its focus on \\'ell-being, serves as the guiding philosophy for the new Sydney Banks Institme for Innate Health at the Robert C. Byrd Health Scieru:es Center at Wesr Virginia University. The institute is named mer the Scottish-born philosopher and theosophist Sydney Banks (1998,2000,2001), whose seminal ideas led to the discovery of POM/HI\, and was dedicated in 2000 to promote health and wellness. It is promoting use of the model at this large medical campus dedicated to teaehing, research, and treatment. You can learn more by accessing their Web site (see Appendix).

Finally, in keeping with a human service mission, POMjHR strategies have been successfuUy used in youth and community development projects (Mills, 1995; Saleebey, 1997a). These programs are often based in low­income housing projects in inner-city neighborhoods. Results include helping delinquent and gang-invoh'ed youth, abusive parents and spouses, and substance-abusing adults to regain their equilibrium, access their innate com­mon sense and \visdom, discontinue maladaptive behaviors based in insecure thinking, and get back on track toward capable parenting, loving and respectful relationships, school success, and gainful employment. Frequently sup­ported by government grants, the outcomes of these pro­grams have been documented, and the programs themselves have been profiled on national and publie television, Follmving these earlier successes, community- and school­based programs have been developed to emphasize protec­tl\'e factors and resilience (Benard, 1991,1997).

Conclusion

POMjHR has refined its tenets oyer the past 2 decades, becoming a true strengths.based model. Yet, it has not achieved widespread recognition in the human service field. The model is easily learned, brief, and energizes pl<lctition· ers, preventing their burnout. It offers a comprehensiYe the­ory that heuristically generates hypotheses supporting both micropl<lcnce and macropmctice. Reported outcomes are robust, although the model would benefit from additional research,

POMjHR founders Mills (1995) and Pransk)' (1998) have envisioned a time when continued de\'elopment and application of these concepts would contribute to creating a world where peace, harmony, and fulfiUmenc prevail. They see living at a high level of understanding and mental well­being as a benefit to humankind, I encoumge human service professionals sharing rhis vision to seek more information through the list ofWeb sites (see Appendix) and references to decide whether these innm'alive and promising tenets ' merit their continued interest.

References

American Psrdll~tric Association (2000), Dingnonie nnd ftnrirtimlmfl'llInl cfmmmi ilhordrrr (4th ed., text re,·.). \V.,hington, DC: Author.

Bailer, J. (1990),17" strmiry prlll&iplr: Fillilillg inmr pen« ii, ,nopery. New York: H>rperCollins.

Bailey, J. (1999). 17,r rperd trap: HOIJl ro apoid tbt frrn~y oftbe fnft InlIt, San Frallcisco: H:uperSmFrmcisco.

Banks, S. (1998). 17" missillO lilli:: RtflrCljDIIJ on pbi/osopby &- spirit, Remon, WA: InternatiomJ Hwn3J1 Rehtion' Consultants,

Banks, S. (2000). 17" limo BmtfJ Itrmm [,ideocassenes, \"Ols, 1-3J, Renton, WA: Lone Pine Media.

Banks, S, (2001). 17J& ml0brmrdoaTilrmT, Renton, WA: International Humm RcI>tions Consultants.

Bar·On, R. (2000). Emoti~nal md social intelligence: Insights from the Emotional Quotient Im'entof)'. In R. Dar·On & T, D. A. Parker (Em.), 17J& "nlldbook DfrmDtionnl i"trlliomrr: 17J&ory, dcpel0ptrlrllr, iwrssmmt, anil npp/ienrion at bDmr, 1&1,001, and ill Ibr wDrkpln" (pp. 363-388), Son Francisco: Jossey-Boss,

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Appendix Please sec the foUO\'ing Web siles for further informalion:

"",,·.pomhr.com ,n,,,·.healthreaJiz.tion.com

"""·.heoUlnreoU.eom ""w.lonepincpublishing.eom/e't/sclf..help ,,'\\w.hse''''lJ.edu/sbij '\"'w,dontswe:lLCOm \\'\\w.prJ..ll.SJc}':Uld~,odl.tes.com

Slfpl1en G. WarteJ, MSW, Is a clinical social worker and slrez reduction canstJllont living In Gansevoort NY. E-mail: swarlel@nycap.rr.com.

Submilled: February 23, 2001 Revised: March 10,2003 Accepted: May 10, 2003

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