The Ware Youth Center is a combined Juvenile Detention, Group Home and Shelter Facility capable of housing 74 residents. Dr. Paul Ware, a nationally acclaimed psychiatrist who is known for his cutting edge work in treating patients, is the consulting psychiatrist. The center was founded to give at risk children a chance in life.

Pam and Don Reed of Kahler Communications, Atlanta trained all staff members at the Center in Dr. Taibi Kahler's Process Mentoring© Seminar in four-hour blocks from February to July 2002 by. The staff began applying the concepts and immediately began to see improvement in the behavior of their most difficult students. Almost overnight, one student went from being one teacher's worst nightmare to the teacher's favorite student. In addition to the 44 percent reduction in the number of incidents, the number of students expelled from the program also was reduced. In the last six months of 2001 thirteen students were expelled. In the first seven months of 2002 only two students were removed from the program. Mr. Kenneth Loftin, Executive Director of the Center, attributes the change in large part to the Process Communication training, and the on-site follow-up consulting and phone coaching.

What accounts for the success of the Process Communication concepts? Dr. Kahler's research shows that each person has certain motivational needs that must get met if that person is to be successful. These needs are different for each of six different personality types. If these needs are met positively, individuals will be happier, healthier and more productive. If the needs are not met positively, people will do things consciously or subconsciously to get the same needs met negatively. Some people will get the needs met negatively by acting out or by creating negative drama, thereby creating a negative learning environment for themselves and their classmates and inviting their teachers into distress with them. By individualizing the way they motivate students, teachers, mentors, and parents can help improve the learning environment, reduce behavior problems, and increase academic achievement. Parents applying the concepts at home can also improve the family environment and reduce miscommunication between themselves and their children.

The concepts of Process Communication as they are being applied in education are explained in more detail in the book, "Here's How To Reach Me: Matching Instruction to Personality Types in Your Classroom"; Pauley, Bradley, and Pauley; Paul H. Brookes Publishing Company, Baltimore, Maryland, December, 2001. Click http://www.brookespublishing.com for information about the book.

PROCESS COMMUNICATIONS CONCEPTS
HELP MANAGERS AND EXECUTIVES

"As President of two different high-tech manufacturing companies in the last ten years, I have found the Process Communications Model^® to be exceptionally valuable as a team building and individual development tool for my senior management staff at both companies." So says Mr. Steven M. Quist, the President of Cyber Optics Corporation in Minneapolis, Minnesota. Mr. Quist went on to say, "I can easily say that using this process as a skill building feature of management off-site retreats has been very effective in improving the staff teamwork and the individual's understanding that there are in fact differences among people that can be predicted and when understood, be effectively used to improve interpersonal communications. This has been especially useful in these high-tech businesses where the management teams have been composed of a large number of highly educated technical, scientific and engineering people who have had very little exposure to any form of social and psychological skill building. Almost to a person, these people have thoroughly enjoyed the learning process and the value of the PCM^® training, in fact are eager for more once they get back to work and begin practicing what they have learned.

"PCM is now an integral part of our strategic planning and day to day management processes. We like to keep it fresh in everyone's mind by repeating the training or by participating in the advance PCM training about every 3-4 years. I would not attempt to lead an organization like these into the future without it."

Nor is Mr. Quist alone in his enthusiasm for the effectiveness of Process Communications concepts as a management tool. Bruce M. Black, the President and CEO of McCord Travel Management in Chicago, Illinois said, "I would like you to know how pleased I am with the bottom line results we are experiencing from the PCM program. As you know, all of our directors and officers have been through both the initial and advanced PCM seminars. Based on what I hear and see, we are improving daily in our effectiveness with both internal and client audiences. Whether client or employee, these powerful ideas, combined with our industry requirement for rapid change, has allowed our leadership team to communicate what we need, how we will do it and what we can expect to get. I can't thank you enough for the help you've given all of us to ‘SEE" our opportunity in a different light and seize it."

Mr. Trevor J. Lee, the Director of Vertical Markets at EPSON America Inc. is also pleased with the impact Process Communications is having on his managers. He said, "Personally the PCM program has provided an excellent perspective on the interactions within my department and at EPSON. At the department level it is a valuable development tool for managers in my group and is developing a common understanding of relationships. Specifically I have been able to apply the knowledge in personnel situations .....to help explain to staff members and me the interactions that occur between us. EPSON is a Japanese company and PCM has also helped me to better understand the personality of the organization and my colleagues in Japan. Again the critical communication process has been improved by understanding their needs and interaction styles, incorporating these into the communication system, and recognizing problem areas."

BLUECROSS BLUESHIELD EXECUTIVE PRAISES PCM SEMINAR

Mr. Harry P. Cain, the Executive Vice President of the BlueCross BlueShield Association in Chicago, Illinois, praised the concepts of Process Communication in a letter to Joseph Pauley, the President of Kahler Communications, Washington, D.C. He wrote, "Dear Joe, This is just a letter of commendation and appreciation for the Process Communications Workshop I enjoyed, not long ago. The subject matter - learning more about ourselves and others in terms of what communication styles are most effective - is terrific, and your training style is a treat. Your knowledge of the subject and your enthusiasm for it, are obvious and are very well communicated. You personally demonstrate well the value of what you are teaching. Keep it up."

PROCESS COMMUNICATIONS HELPS COMPANIES INCREASE SALES

Ms. Julie F. Marshall, Senior Vice President of USAble Life thanked Dr. Taibi Kahler for the impact he has had on increasing company sales. In a letter to Dr. Kahler, Ms. Marshall said, "You have been a tremendous asset to us in building the type of team we want to be successful when selling our products to both employers and employees. The sales management team has been extremely pleased and I have noticed a considerable improvement in our understanding of the various personalities we work with both internally and externally."

SIEMENS CORPORATION SAYS PCM HELPS
SALES PEOPLE CLOSE SALES MORE QUICKLY

Mr. Mark E. Hoffman, Senior Vice President of Siemens Credit Corporation, thanked Don and Pam Reed, the CEO and President of Kahler Communications (Atlanta) for training his sales staff in the concepts of Process Communication. Mr. Hoffman wrote, "Learning how to better appreciate the unique differences in ourselves has allowed us to become stronger as a team. Knowing how to communicate in a way that addresses the individual needs has increased our efficiency by eliminating the dreaded ‘mis-communication monster.' Furthermore by using PCM in hiring and placement, we can maintain continuity and integrity in our team concept and more accurately evaluate what personality structures succeed best in which positions, addressing what situations, involving whom.

"Following training with your Executive Coaching approach has allowed us to all grow at our own rate and become proficient with PCM while addressing ongoing, real time situations. We are in the money business and this approach has directly impacted our bottom line quite positively in several situations. Our national sales staff reports that your coaching has allowed them to focus more directly on the needs of our customers by accurately assessing their personality styles and being able to clearly hear their specific needs. Many of them state emphatically that your guidance has lead to closing deals more quickly with a win-win spirit on both sides. You are value-added in the highest degree. Your knowledge has also been of great value to me in relating more positively with my family. You have shown me that, as a leader, it is vital for me to know exactly HOW to lead WHOM I lead. This has removed much stress from my life and allowed me to maintain greater vision and control."

These sentiments were shared by Ms. Rose Wynn Brooks, the Director of Business Development in the Siemens Equipment Finance Division. Ms. Brooks wrote, " Thank you for the coaching and training you are providing to me on PCM. It is very beneficial for me, both personally and professionally. On a professional basis, I am now able to use the ‘hot buttons' to open up more effective dialog from my prospects, customers and business partners. My internal communications have greatly improved, due to the total coaching approach you implemented within our division. Also, I have a much better understanding of my business partners' ‘personality' and have been able to work through some personal issues. This has resulted in a higher quality of life for me and more time to focus on building business relationships that will result in sales and income for my program. You and PCM have become key in my problem solving process too."

PROCESS COMMUNICATION IN EDUCATION
by Dr. Michael B. Gilbert, Central Michigan University

People who become professional educators want to help others, structure logical learning, or offer students things which are valuable and important. The data we have collected show that 90% of educators have one or more of these qualities. Educators tend to be either Reactors, Workaholics, or Persisters in their base or their phase - these are terms reflecting an individual's strongest personality type (base) or the personality type which indicates how one is motivated currently (phase). This is a much higher proportion of these personality types than the general population.

What is equally interesting is the amount of tolerance educators have to work with students who are different from them. In looking at information from more than 200 educators, we found that they can deal with those most like themselves most easily, but they have difficulty - sometimes serious - in dealing with others unlike themselves. This means that potentially 35% of the children who come to school will not be motivated by their teachers. If that is the case, then these same students will fall into some serious distress patterns. These distress patterns will invite the teachers to interact with the students, but since the patterns are usually taken to be "bad", the teachers will probably become "fussy" with the students. In all, what we will see will be non-productive or counter-productive. That is, not too much learning will be going on. In fact, what we have seen is that these students - who may be called "at-risk" - tend to achieve (as seen by their grades) worse than the students who are more like their teachers.

What we do know is that when teachers understand their students and know what motivates them, the students tend to do better. Apache Junction School District in Arizona took their teachers through training in the Process Communication Model^® and reported dramatic increases in achievement, decreases in disciplinary referrals and dropouts, less teacher turnover, greater enrollment in post-secondary education, and more satisfaction with the schools by students and parents.

TEACHERS AND PRINCIPALS PRAISE THE PCM MODEL^® FOR ITS
IMPACT IN HELPING IMPROVE STUDENT ACHIEVEMENT

Dr. Mary Jane Jackson, the Principal of St. Peter's Interparish School in Washington, D.C. reported that after the teachers at St. Peters were trained in the concepts of Process Communication they were better able to motivate students who were "at risk". Dr. Jackson, wrote, "The Process Communication Model^® has helped us to motivate students who are ‘at risk'. Often these students would upset the class in order to get the attention of the teacher or their classmates. Such challenges were overwhelming to some teachers. A major concern was that student's inappropriate behaviors forfeited valuable instructional time.

"Since these staff development sessions began, teachers have been able to meet students needs and have used alternative teaching strategies in the classroom. Even teachers who were hesitant at first are now able to relate better to these students. They have learned to avoid confrontations with students whose personality type differs from theirs. ... Our teachers have learned how to interpret negative behavior and to acquire new ways to intervene effectively with students. As a result their classrooms have become more productive."

A similar endorsement was provided by Dr. Vicki Boyle, an educator in the Public School System in Montgomery County, Maryland. In a memo to Associate Superintendent Dr. Mary Helen Smith, Dr. Boyle wrote, "The opportunity to learn about the Kahler Process Communication Model^® was personally and professionally rewarding - I feel like I swallowed the cat's canary, it was so energizing and useful. I HIGHLY RECOMMEND THIS TRAINING.

"This is the first tool I've seen that MCPS could use across and between stakeholder groups and their members, and within groups or systems (e.g. executive staff, classroom teachers, cluster/school communities, countywide/school committees, classrooms). It complements facilitative leadership, goals of Leadership Academy, vision/mission/lens questions of Professional Development Coordinating Council. I think it is a fabulous tool - and it's strategic - I believe MCPS can really begin to close the achievement gap using this tool. I think this could be a powerful tool for continuous improvement efforts!"

WHAT TO DO ABOUT BERNIE:
REACHING AND TEACHING THE HARD TO REACH STUDENT

"Ms. Jones, I love you.", said Bernie. Ms. Jones, Bernie's sixth grade teacher, was floored. Eight weeks earlier Ms. Jones had identified Bernie as the student who was driving her crazy in her classroom. What happened in the interim?

In February/March 1998 Ms. Jones was a student in a graduate continuing education course in Process Communication at the University of Virginia. In the first class each of the teacher/students was asked to name the student who was driving them crazy in class. They also were asked to list three strengths of that student. The teachers had no difficulty naming the students who drove them crazy, but many of them had difficulty naming three strengths of that student. The teachers were then taught the concepts of Process Communication and how to apply those concepts in the classroom.

Over the next two months strategies were developed for each student and the results were shared with the other teachers. Every student changed their behaviors. One teacher who had difficulty naming three strengths reported she now had identified two pages of strengths for her student and noted that she previously had no idea he had any of those capabilities. Another teacher said that as a result of using the concepts with her "Bernie", she found she was using the concepts for every student in her class to the benefit of everyone.

Improved behavior was not the only benefit. Academic performance also improved. It was not a requirement of the class to quantify the academic improvement, but that will be a requirement in future courses.

PROCESS COMMUNICATION OFFERS HOPE FOR AT-RISK YOUTH

Self esteem rises when kids learn how to communicate more effectively. That is the conclusion of a year long study by Sylvester Hopewell, the Associate Director of the Multi-Cultural Learning Center at Emory University in Atlanta, Georgia. Using the Piers-Harris Children's Self Concept Scale, Mr. Hopewell pretested and post-tested forty youth who were referred to the Atlanta Boys and Girls Clubs by the Atlanta school system because they had been identified as being "at risk".

The experimental group of forty students was exposed to the Kahler Process Communications conflict resolution and communications skills building program as part of the "Targetted Outreach Delinquency Prevention Program". A second group of twenty youth also identified as "at risk" was the control group. They participated in all the activities of the first group, but were not exposed to the Kahler Process Communications program. Both groups were administered the Piers-Harris Self Concept Scale in October 1996 and again in May 1997. The experimental group showed a marked growth in self esteem at the end of the year and the control group did not.

Mr. Hopewell concluded that the Kahler PCM program had a positive impact on the self esteem of the at-risk youth. He also noted that "enhancing self concept through knowledge of communication skills techniques could lead to improved academic performance", a finding that is consistent with a 1994 study by Dr. Michael B. Gilbert, now a professor in the education department at Central Michigan University.

KAHLER'S MODEL HELPS STUDENTS ACHIEVE
PUBLISHED ARTICLES DOCUMENT SUCCESSES

Three articles have been published recently on the successes of using Process Communication in the classroom. In September 1999 the Association for Supervision and Curriculum Development (ASCD) published an article entitled "The Process Communication Model^®: An Effective Tool to Motivate All Students" by Dr. Dianne F. Bradley and Dr. Kathryn D. Smith in the September issue of Classroom Leadership Online, Vol. 3, Number 1. This article can be read in its entirety at http://www.ascd.org/pubs/cl/1sep99.html

Dr. Mary Jane Jackson, the former principal at St. Peter's School in southeast Washington, D.C. and Dr. Judith Ann Pauley, the former chairperson of the Science Department at Connelly School of the Holy Child published an article entitled, "Funsters and Feelers: Students Thrive with Teaching That Suits Their Natures" in the November/December 1999 issue of Momentum, the Journal of the National Catholic Education Association (NCEA). The article summarizes the concepts of Process Communication and describes how to adapt the concepts to a classroom situation.

The Journal of Educational Administration published an article entitled "Why educators have problems with some students: Understanding frames of preference" by Dr. Michael B. Gilbert, a professor in the Education Department at Central Michigan University, Vol. 37, No. 3 1999. Dr. Gilbert's article recounts research that shows what the differences are between educators and students who might be characterized at-risk and includes administrative implications.

KAHLER PARENTING PROGRAM A BIG SUCCESS

The Kahler Process Communication Parenting^® Program has been successfully used with teenaged mothers in Georgia and Arkansas to improve the self esteem of the mothers and to help them better understand their children's needs and communicate with them more effectively. With Don and Pam Reed of Kahler Communications(Atlanta) leading the way in training the Kahler Communications Parenting Program in Atlanta and Dr. Michael Gilbert leading the training in Arkansas, the Process Communication concepts have had a significant impact on the young mothers attending the workshops. In fact the PCM programs have become the most popular training programs offered to the young mothers by the various welfare agencies. So much so that the mothers express their disappointment whenever one of the sessions has to be postponed for any reason.

PROCESS COMMUNICATIONS HELPS PSYCHOLOGISTS
TREAT PATIENTS MORE EFFECTIVELY

Dr. Mark L. Clark, Vice-President of Counseling Associates, Inc. in Conway, Arkansas praised the effectiveness of the Process Communication Model ^®in treating patients. He wrote, "The information and skills I received from the Process Communication Model^® (PCM) training have been invaluable to me both personally and professionally. As both a manager and a clinician, PCM has helped me to communicate more effectively with both employees and clientele. As a manager PCM has helped me to improve my work relationships with a variety of staff and to better identify their behavioral strengths, job placement preferences, and motivational needs. As a psychologist, PCM has helped me to relate better to my clients and improve my therapeutic rapport with a variety of different personality types. I am very impressed with how you have integrated so much clinical information into a model that is powerful, effective, and simple to apply. And, you did it without using clinical terminology or jargon! As both a manager and clinician, I have found PCM to be incredibly beneficial in helping me to identify specific distress sequences, failure mechanisms and patterns, and to appropriately intervene. Needless to say, PCM has also greatly enhanced my personal relationships with friends, family, and my spouse.

Over the past twenty years of my career, I have attended dozens of clinical workshops and management training seminars. PCM has by far been the most valuable training that I have ever received. I have been able to apply what I have learned through your PCM training in every aspect of my life. The applications are immediate and almost limitless.

DR. TERRY MCGUIRE CALLS DR. TAIBI KAHLER
A PROFESSIONAL GIANT IN FIELD OF BEHAVIORAL SCIENCE

Dr. Terrence McGuire, M.D., the consulting psychiatrist to NASA for manned space activities for more than three decades, praised Dr. Taibi Kahler as a professional giant in the field of behavioral science. Dr. McGuire wrote, "I became aware of Dr. Taibi Kahler in the mid 1970's as a result of innovative work he was doing in the field of communication. In 1978, when astronaut selection was resumed in preparation for NASA's shuttle program, Dr. Kahler was invited to participate with me as a consultant in a selection cycle. As I conversed with the individual applicants, Dr. Kahler sat quietly and listened, only rarely asking a pertinent question. Ten to fifteen minutes into each two hour interview, he would make a few notes on a piece of paper and place it on the floor. When each interview was completed, we would share our findings. To my amazement, he had been able to extract and commit to paper at least an equal amount of meaningful data about the applicant's personality structure in a fraction of the time it had taken me. My response was, 'I must learn how he does that.'

"First, regarding his professional accomplishments, I have had the pleasure of watching the Kahler Process Model continue to evolve into a truly remarkable technique that presents a veritable cascade of pragmatically useful information. An important by-product of his investigations has been the Personality Pattern Inventory. This is an invaluable instrument meant to delineate a roster of personality characteristics, communication preferences, defenses, and the like. Even the pathways of greater vulnerability for the individual to 'mess up' are identified.

"The Kahler Process Model has been so very useful that it has now become part of my day-to-day interaction with others as a communication tool and a facilitator of empathic understanding. If clean communication really is the name of the game, the more rapidly I can assess the strengths, needs, vulnerabilities, communication skills and preferred communication channels of the individual with whom I am dealing, the more effectively we together can deal with life's problems... or play, or nurture, or love, or any of these other functions that are ultimately as important as work.

"I have had the opportunity in my walk of life to have known a number of 'professional giants' in the fields of behavioral science and medicine. Individuals of well-deserved national or international reputation. I have had some remarkable teachers, but I am the most grateful for what I have learned from my continued contact with Taibi Kahler. Much of my professional life has been involved with the objective assessment of men and women and their tolerance to the insults and joys of life. I believe Dr. Kahler to be the premier expert in process communication in our country and well beyond."