Trust Psychology®
High Trust Thinking-Leadership-Teaching
Research
Trust Psychology: View of Man/Humanity
All philosophies, all psychologies, and religions have a basis, foundational belief.
In Trust Psychology/High Trust Thinking, we believe that people are internally/genetically motivated. We have "basic needs" that are embedded in our DNA/frontal lobes. These basic genetic needs must be filled. It's our choice how they are filled.
People who successful fill these basic genetic needs enjoy incredible lives of meaning, hope, love, personal growth, faith, and joy.
Those people who are unable to fill these basic DNA needs move to anger and depression and then to violence or isolation, with very serious, negative results to themselves, their families and society.
Dennis M. McLoughlin: Progenitor of Trust Psychology® &High Trust Thinking-Leadership®
Dennis M. McLoughlin is the creator Trust Psychology/High Trust Thinking-Leadership-Teaching. Born in the USA but raised in the Orient, Mr. McLoughlin has a world of teaching experience from small town, to the Navajo Indian Reservation, from East Los Angeles to inner city.
Research: Trust Psychology/Process to Intimacy & Creativity®
High Trust began in 1977 when Mr. McLoughlin was working for Dr. William Glasser at his Educator Training Center.
Professionals using Reality Therapy/Choice Theory all stated they had clients doing better, but so did the professionals using other philosophies and psychologies in the 650 known therapies: Freudian Psychoanalysis, Gestalt, Rational-Emotional, Stimulus-Response/Skinnerian, Phenomenalist, Existentialists, Play Therapy, Christian consulting. etc.
"I really found this fascinating. All of the psychologies had different "views of humanity." Behaviorists (Skinner) believed that humans have no free will, no choice, there is no right or wrong, a person is the result of stimulus and reinforcement. Christian counselors believed the opposite; that people have free will (within the "will of God"), that wellness (mental health) is a result of grace, given by Jesus Christ as a gift. Metaphysical psychologies relate to an absolute world, while existential psychologies profess a world where a person's perception is reality."
Dennis M. McLoughlin: "I am a "pattern person", I watch for patterns
in human behavior that reveal a pattern of thinking."
"With a degree in agriculture and almost one in nutrition, what I noticed was that people around the world can be healthy eating different foods: French food, Spanish food, Mexican food, German food, Ukrainian food, Chinese food, etc.
"In other words, it has nothing to do with "the food" but rather what's in the food (the nutrients): protein, carbohydrates, essential fatty acids, vitamins, minerals. The "type of food/type of therapy" is only important as the "carrier" of the nutrients."
"I then noticed a pattern in therapy. If the therapist was healthy [basic genetic needs filled], s/he had a great probability to develop TRUST and influence the client to wellness. If the therapist was sick, then s/he influenced the client, often at the unconscious level, from a destructive behavior/s to dependency on the therapist and continuous -long term therapy.
Trust Psychology : Explains "Why" All Therapies Work
Trust Psychology explains "WHY" all therapies are effective. It has nothing to do with the actual therapy, anymore than it has to do with the "food" someone eats. The type of therapy is the ritual and process through which TRUST is developed and through TRUST the professional is able to influence the client to THINK & BE RESPONSIBLE without resistance.
Thinking and responsibility are what make people healthy, and Trust Psychology explains the "critical nutrients" of wellness and the process of teaching and therapy to reach this end.
1st Generation: The Natural Sequence to Trust Chart®
Types of Research: 35 years of Continuous Research
High Trust/Children Yes! conducts six (6) types of research in developing Trust Psychology® and the skills that allow professionals to create a "High Trust Culture".
1st - Clinical Observations: were we search for behavior patterns that influence thinking and responsibility.
2nd- Challenging Questions as to the "WHY" something is taking place: is it just novel? .. is it a misunderstanding? were the results consistent or just an incident, etc.
3rd- Hypothesis Formulation: this is where we question, juggle, and synthesise a strand.
4th- Design the "creative teaching practice" and test it in clinical classroom setting with an array of cultural settings
5th- Evaluate the results
6th - Refine and adjust the skill to reach the intended results
2nd Generation: Trust vs. Control
3rd Generation: If you want someone to THINK & BE MORAL [which we certainly do]
..that person MUST have a trust relationship with the person who is involved.
If teachers and administrators use traditional "bait and punish methods" the student/teacher/person
will do something only for the "reward" and only be responsible with surveillance,
and punishment as the primary reason to do something.
Moral development is loss.
In each of these articles look for the "trust relationship" which predicts the success each article illustrates:
