That we consider the basic method of communicating Re-evaluation Counseling to be one-to-one. Co-Counselors are encouraged to seek out another person whom the experienced Co-Counselor would be delighted to have as his or her Co-Counselor, asking and allowing him or her to give the experienced Co-Counselor a session, giving the new person a session in return and answering questions and offering information between sessions, allowing the new person to learn Co-Counseling by experiencing and doing.
One-to-one is the best and basic method of communicating anything important. It is simply not possible to hear and accept anything that contradicts one's existing fears, prejudices and other rigidities as sharply as do the ideas of Re-evaluation Counseling except from a person we hold in affection. Nearly all of our present Co-Counselors became really interested in Co-Counseling only after experiencing discharge and re-evaluation. This method will enlist enough communicators to reach the people of the world. Encouraging and emphasizing this method of communication will give Co-Counselors (not yet skilled or informed enough to teach classes) a way to communicate their knowledge of Re-evaluation Counseling to others.
That each Co-Counselor be encouraged to organize a support-group-type of interaction between people whenever in the presence of two or more other people in a situation that permits verbal interactions between them. That the essence of this support-group-type interaction is that each person has a turn being listened to without interruption. That this be encouraged to be attempted in such situations as lunch hours, refreshment breaks, waiting at the bus stop, traveling in a car pool, social occasions, etc. That the Co-Counselor use her or his skills simply to see that no person's turn is interrupted until the group has had some experience of such uninterrupted attention when they will begin to require it themselves without the intervention of the Co-Counselor.
That the Co-Counselor not be concerned about advocating or pushing for discharge because experience with the safety of a support group situation will inevitably lead to discharge by some person at some point. Once this has been accepted by the group (aided perhaps by the confident reassurance of the Co-Counselor that discharge is useful) the other members of the group will accept it as a signal to move towards discharge themselves.
That any Co-Counselor feel free to organize a support group of RCers around a commonality which she or he shares (be it residence in a particular neighborhood, work in a particular location, membership in an oppressed group, or whatever), subject only to the requirement that the Co-Counselor must either be a certified teacher of RC or have a certified teacher of RC agree to be a consultant to the Co-Counselor on any difficulties that she or he encounters.
The support group format which evolved in RC has spread very rapidly and widely throughout the population in the countries where it has become known. It meets a basic need of all people to be listened to without interruption which is generally frustrated in most interactions by the compulsive interest ("need") of the listener to be listened to. The benefits of participation in this support group are immediate and obvious to those who have had the experience, and such support group experience will lead almost inevitably to the person wanting to learn more about the process, to take classes, etc.
The support group format is a logical, easy entrance for new people into Re-evaluation Counseling activities.
That good judgment be expected of each Co-Counselor in the choice of each new person whom she or he attempts to train to be a Co-Counselor. That each person chosen shall be someone who can be expected to counsel back successfully.
In this historical period we are accumulating resources of Co-Counselors and need to look first for new people who can contribute to the program of Re-evaluation Counseling without exhaustive investment from others at first. If a Co-Counselor chooses a deeply distressed person who is beyond his/her resources to counsel with, s/he is not really being rational and may find her/himself in difficulty as well as not being helpful to the person s/he is trying to reach. While every Co-Counselor is free to pursue the one-to-one communication method at all times to the best of his or her ability without requiring permission or approval from anyone, his/her mistakes will reflect on and create problems for the whole Community. Experience has shown that choosing the brightest and most aware persons available to become Co-Counselors facilitates the most rapid development of sound Co-Counseling Communities.
That all other methods of communicating aside from the one-to-one method, all literature, lectures, classes, workshops, tapes, films, etc. be regarded as auxiliary to the one-to-one method and supportive of it.
To emphasize that the job of reaching new people with Re-evaluation Counseling is a job for every Co-Counselor and one in which everyone can and needs to participate.
That Re-evaluation Counseling activities, including classes and workshops, be held in places where there will not be a tendency on the part of the public to equate Re-evaluation Counseling with contradictory "human growth" or psychological programs.
It is of the greatest importance that people come to understand Re-evaluation Counseling for what it is, as a logically consistent, unique system of thought and practice and not confuse it with contradictory systems.
That people starting Re-evaluation Counseling in areas close to or within an existing Area work with that adjacent Area and Reference Person in getting activities started. That leaders' groups (Wygelian type*) be established in different portions of the existing Area and in areas close to an existing Area. That the leaders' groups grow as the new Communities grow. That they become independent Areas with their own Area Reference Persons when the Community has thirty to fifty active Co-Counselors.
This is a workable way to start and grow new Communities.
That basic publicity about Re-evaluation Counseling be one-to-one. In particular, that sensational publicity be discouraged. That publicity about Re-evaluation Counseling activities and Communities be geared to selectively reach people whom we are prepared to welcome into our Communities and classes.
Local media and personal presentations should be cleared through the Area Reference Person.
People receive an accurate impression of Re-evaluation Counseling from actual experience or in a lesser way from literature or lectures. Widespread publicity rarely gives an accurate picture to people who have not experienced a session themselves.
That copyrighted publications, tapes and materials not be duplicated or photocopied without permission of the holder of the copyright.
Courtesy, responsibility and the copyright laws all rule against unauthorized duplication.
That a person planning to present Re-evaluation Counseling to the public through the media clear the material first with the Area Reference Person and then with the International Reference Person before submitting for presentation.
All Co-Counselors are encouraged to take responsibility for development of theory and creatively applying it to their counseling and life situations. It is, however, important that the theory be accurately presented.
That editors, contributing editors and editorial boards be developed for all regular RC publications as quickly as theoretical, policy and editorial competence can be attained by the necessary persons; provided, however, that overall responsibility for publications and their theoretical correctness on the Area level shall remain with the Area Reference Person, and for all publications on the International and Regional level, with the International Reference Person. Responsibility for temporary Regional publications may be delegated by the International Reference Person to a Regional Reference Person or a temporarily appointed Regional Editor.
Translation Coordinators may be designated to promote and oversee translations of RC theory. This shall take place when sound leadership with a good understanding of the theory has evolved within the group of Co-Counselors speaking the particular language. This person should be chosen, after consultation, by the International Reference Person.
The Translation Coordinator's job is to l) designate the order of translation and of publication of the literature that is to be translated; 2) oversee the work of putting together a glossary of the most important RC words and phrases for that language (to be periodically revised); 3) keep a list of finished translations and of translations in progress.
All bi-lingual Co-Counselors should be encouraged to help with translations.
A priority list of documents to be translated and the order in which they should be translated should be prepared by the International Reference Person.
We need a growing force of editors and consistency with theory and policy in all publications.
Our goal with translations is to disseminate knowledge of RC theory and practice among all the people of the world, and to do this accurately and with full respect for both the authors and the translators. To do this rapidly, we need to involve as many Co-Counselors with translation skills as possible.
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