Take a Look at Our Motivations (Jackins), 7:27–7:28
taking attention away from distress technique. See also Reality Agreement technique; Repeated Question technique ; understatements; You and Me, Counselor technique
overview of, 16:165–16:167
benefits of, 10:237–10:238
effectiveness of, 10:248–10:249
example of, 8:380–8:388
keeping attention away from distress at all times, 8:509–8:510, 8:514, 10:81–10:83
need to tell story versus, 10:81–10:83
taking charge. See also clients, as in charge of process; intelligence; leaders/leadership; organizing/organization; power, reclaiming of; responsibility; wide world changing
overview of, 3:49–3:58
by adopting new point of view, 9:5–9:6
as all-around re-emergence, 13:308
as always possible, 1:44, 3:50, 7:56, 8:219
commitment for, 8:48
defined, 11:343
as goal of RC, 5:137
by humanity, 7:147–7:148
implementation of decision about, 8:207–8:210
infants and, 5:96
of own life, 7:190
poem about, 14:91–14:92
protest versus, 7:4
readiness for, 8:140
in relationships, 15:82
of universe, 3:51–3:54, 3:57–3:58, 4:85, 5:110, 6:5
of whole community, 6:153–6:155
by young people, 14:77–14:78
Taking Key Actions That Trigger Other Desirable Actions (Jackins), 10:33–10:37
Taking Our Bearings (1985) (Jackins), 10:219–10:238
Taking Stock of Ourselves (Jackins), 16:215–16:220
talent, 15:144
talking
importance of before being ready to client, 11:56
interested, non-repetitive talking as discharge, 2:93, 15:24
by learners, 3:97–3:98
in order of discharge types, 10:76–10:77, 15:4, 15:24
to others to manage distress, 11:56, 11:93–11:94
stammering, 10:133–10:134, 15:145
as between thinking and doing, 15:80
tone of voice, facial expression, and posture and, 8:378, 8:513, 10:15, 10:246, 15:57, 15:61
tantrums, as discharge, 1:4, 2:80–2:81
The Teacher of Re-Evaluation Counseling (Jackins), 3:141–3:149, 17:3–17:11
teachers. See also leaders/leadership
overview of, 3:141–3:149, 17:3–17:11
approval of, 5:237, 15:92, 15:129
assistant teachers, 5:203–5:204, 15:93
benefits of being, 5:198
challenge and support owed to, 6:156–6:157
class size, 3:147–3:148, 17:10–17:11
collection and distribution of tuition by, 3:148–3:149, 17:15
commitment for, 10:209, 11:415, 15:App13
communicating and developing theory, 3:143–3:146, 17:5–17:8
complete re-emergence stressed as goal of RC, 5:209
co-teachers, elimination of, 7:117
credentials for, 8:110, 15:129, 15:179, 15:180
dependency on, 3:146, 3:148, 17:8–17:9
distress patterns of creeping into teaching, 8:532, 11:7, 11:55, 14:91
each-one-teach-one program, 5:255–5:257, 15:93, 15:129
encouraging people to take up role, 5:232
expectations of, 7:198–7:199
fees/tuition set by, 5:207–5:208, 5:249, 6:309, 14:140, 15:130, 15:181
flexibility needed for, 17:2
foreign students taught by, 6:500–6:501
functions of, 5:58–5:60
individual responsibility of, 9:16, 15:92
individualism in, 7:198, 7:361, 11:7, 11:55
key insights for, 5:281
letters of permission for, 5:237, 5:239
literature, responsibilities regarding, 6:425–6:428, 6:433–6:434, 7:198, 13:329–13:330, 15:130, 17:15–17:16
literature for, 15:93, 15:129
as models for others, 3:149, 15:129, 17:3–17:4, 17:11, 17:13, 17:16–17:17
motives of, 5:195–5:199, 5:197–5:199
need for, 5:238–5:239
in new location, 8:269–8:270, 15:215–15:216
as not accepting pseudo-reality, 6:146–6:147
number of, 5:19, 6:382, 8:123
one-to-one practice for, 5:257, 15:92, 15:129
oppression distress and, 7:199
outside of Community, 6:399–6:400, 13:158
payment of in trade, 10:100
people of color, encouraging to have in class, 16:105–16:106
perfection not necessary for, 3:146–3:147, 17:9–17:10
Present Time, staying up-to-date with, 8:305–8:306
qualifications for, 5:239
quality of, 5:197–5:198
readiness of, 13:235–13:237
relationship to RC Community, 15:130, 17:15–17:17
requirements for, 15:129
responsibility of, 9:16, 15:92
role of, 5:193–5:200, 5:237–5:238, 15:130
scholarships offered by, 6:161–6:162, 6:311–6:312, 7:198, 14:140, 15:130, 15:181
selection of students by, 8:470–8:472, 17:10–17:11
separation of people who cannot follow theory, 5:50, 5:211–5:212
for specific groups, 7:40–7:41
as spokesperson, 3:148, 17:15
success of, 3:142, 17:4
Teachers Outside Organized Areas (TOSOA), 8:269–8:270
teaching in their own way, 7:198, 7:361, 11:7, 11:55, 13:99–13:100, 15:137
tracking leadership progress of students, 6:277, 6:383–6:384
training of replacements for, 5:106
use of RC name by, 8:472–8:473
use of term, 6:353
workshops by, 15:96
Teachers Outside Organized Areas (TOSOA), importance of, 8:269–8:270
tears. See crying
techniques
overview of, 15:67–15:71, 16:55–16:58
accepting whole blame from client technique, 8:255–8:256
acting out other end of pattern, 8:387
agree with negative attitudes, 15:68
am I really all right? 15:68
anti-Semitism, addressing, 5:366
attention to the counselor technique, 1:16
attention to the environment, 1:15
checking for identifications, 1:28–1:29, 15:34, 15:73
with client spiraling down into distress, 15:41
commitments. See commitments
contradiction as. See contradiction
defined, 15:67, 16:21, 16:55
directions. See directions
dreams and. See dreams
earliest memories. See memories
earliest memories about physical or behavioral distress, 13:217–13:221, 15:54–15:56
equal time to speak, 6:327
exchange of commitments, 7:86–7:87, 7:101, 8:234, 15:49, 15:65–15:66
exchange of roles. See Exchange of Roles technique
facial expressions. See facial expressions
fantasy. See fantasy
fear, scorning of. See scorning fear
first thoughts/flash answers. See first thoughts/flash answers
flash answers. See first thoughts/flash answers
four steps/triad of how to counsel. See four steps/triad of how to counsel
frameworks. See frameworks
goals and. See goals
Golden Circles. See Golden Circles
I can, 13:123–13:126, 13:200–13:202, 15:13, 15:64, 15:App3
for internalized oppression, 6:414–6:418
inventing in the moment, 4:25, 4:60, 5:194
listening. See listening
modes of (spectrum of), 1:15–1:24, 15:52–15:53
No-Socializing Guideline, techniques to comply with, 15:75
notebooks, use of. See notebooks
noticing the counselor, 15:52
offering new viewpoint. See viewpoints
open rehearsal of one’s own racism technique, 15:100
posture. See posture
present and future reality technique, 7:86, 8:386
present time techniques, overview of, 1:16–1:17
quotes about, 4:84
racism, addressing, 5:366, 15:100
rapid reviews, 1:19–1:22, 15:53–15:55
reality agreements. See Reality Agreement technique
relationship to other parts of RC, 15:180
remembering techniques. See remembering techniques
Repeated Question. See Repeated Question technique
repeating phrase, 7:85–7:86, 7:87–7:88, 7:134
role play, 1:27, 15:68
scorning fear. See scorning fear
self-appreciation. See self-appreciation
speak-out technique, 6:292–6:294, 7:230–7:232, 15:161
standing guard. See standing guard technique
for stuttering, 10:133–10:134, 15:145
synopsis, 8:247–8:250, 15:64, 15:66
taking attention away from distress. See taking attention away from distress technique
taking attention away from distress technique. See taking attention away from distress technique
taking full responsibility. See responsibility
think together on the same topic, 15:98
think-and-listen sessions. See think-and-listen sessions
thinking not replaced by, 16:55
tone of voice. See tone of voice
training own counselor, 8:59, 8:221, 8:226–8:227, 8:369–8:376, 10:159, 10:250, 13:151–13:152
understatements. See understatements
unworkable techniques, 15:100
validation. See validation
for white racism, 5:366
why do you love me, counselor? See Repeated Question technique
wrestling, 15:58, 15:71, 15:93
You and Me, Counselor technique. See You and Me, Counselor technique
“Techniques” (Jackins, Kauffman & Shisk), 16:55–16:58
technology. See also nuclear weapons/war
communication methods, 15:88, 15:162, 16:184–16:185
drudgery eliminated by, 8:41–8:42
growth of, 8:341–8:342
telephones, use of, 15:88, 15:162
television. See also media
as contradiction, 15:90
effect on distress from, 8:366–8:367
radio versus, 15:88
A Tentative Policy on Health Care (Jackins), 6:235–6:243
terror. See fear/fears
Thailand, spread of RC to, 8:521
theory. See also classes (for RC); Fundamentals of Co-Counseling Classes; human beings; policy; teachers
overview of, 6:153, 7:47–7:61, 8:53–8:54, 8:59, 15:139
balancing of attention by client replaced by later theory, 11:300–11:301
challenging of by new arrivals, 7:41–7:42
chronic patterns and. See chronic patterns
classes to learn foundations of, 5:243–5:244
commitments to internalize, 8:100
communicating and developing as teachers, 3:143–3:146, 5:50–5:51, 17:5–17:8
Community, each Co-Counselor responsible for, 6:153–6:155
consistency and, 5:85, 11:26, 15:139
correction of inaccurate, 5:50–5:51
defined, 16:68
developmental steps in, 6:360–6:361
difficulties with, 5:46–5:49
discharge. See discharge
disseminating to general public, 6:486–6:487, 7:201–7:203
distortions of, 5:251–5:254
dreams and, 5:34
early hurt and, 2:53–2:57
as evolving, 5:81–5:82
expectations for practice, 1:56, 7:108–7:109, 15:139
experience as base of, 3:15–3:16, 3:142, 4:25, 15:5, 15:139, 17:4
feelings not needing to be acted on. See feelings/emotions
first steps in, 7:75–7:79
flexible application of, 3:145–3:146, 4:60, 4:70, 4:88, 17:8
freedom to accumulate, 8:57
fresh approaches to, 12:44–12:45
fundamental level of as insufficient, 5:55–5:56
gap between practice and. See theory and practice, gap between
good versus bad, 5:27
growth of, 5:39–5:41
helplessness addressed by, 6:151
how to present, 5:84
human beings as different from other living creatures, 2:9–2:14, 3:1, 6:57–6:58, 8:71, 14:118–14:119
importance of, 3:167–3:169, 3:193–3:194, 4:38, 5:27–5:28, 5:83
independence of RC, 3:17–3:18, 3:21–3:26, 3:166–3:167, 3:169, 3:194, 15:4
intelligence and. See intelligence
isolation of RC activities from reality and, 5:46–5:47
learning to use, 2:97–2:99
life versus non-living matter, 2:5–2:7
literature aligning with, 6:438–6:439, 6:442–6:443
logic. See logic
mis-storage process, 2:32–2:40
modeling of, 8:63
multiple contributors to, 5:42–5:43
as not absolute, 5:80
not taking from others, 13:272, 15:31–15:32
other theories compared with RC, 5:9, 5:29–5:30, 5:194, 6:442–6:443, 7:280, 15:31–15:32, 15:137–15:138
parenting to avoid distress patterns, 2:71–2:74
patterns pretending to be, 4:38
policy as part of, 5:41
Postulates of RC. See The Postulates
practice as basis of, 5:27, 5:29, 5:79–5:80, 5:91, 5:199, 11:25–11:26
presenting as own idea, 8:538–8:539, 11:137–11:138, 11:192–11:193
purposes of, 3:106, 15:139
quotes about, 4:25–4:49
rational explanation for irrational behavior, 2:67–2:69
recovery process and, 2:75–2:81
re-emergence possible based on current state of, 11:129–11:131, 11:458–11:459
of repression, 14:205–14:206, 14:208
resistance to, 5:28, 5:84
respect for people with other theories, 5:80–5:81
restimulation causing reenactment of distress recordings, 2:45–2:48
review of, 8:90
rigorous skepticism and, 5:30–5:32, 5:35–5:36, 5:39–5:41
scientific method and, 5:32–5:33
self-correction of, 6:358, 13:100
separation of people who cannot follow, 5:21–5:22, 5:50
set exercises and, 5:46, 5:63
snowballing of distress and, 2:49–2:51, 2:56–2:57
social class and attitudes toward, 5:28–5:29
as sorting process of information and misinformation, 13:177–13:178
source of damage to human beings, 2:29–2:31
spouses as Co-Counselors, 3:182–3:183
spread of needed, 13:23–13:24
as way of life, 3:14–3:15
wide world changing, role in, 6:607–6:608, 6:637–6:638, 6:661–6:672, 8:65, 12:7–12:8, 12:59–12:64
young people being taught, 5:325
Theory and Policy (Jackins), 3:193–3:194
theory and practice, gap between
disclosure of to new people, 7:257–7:259
expectations and, 1:56, 7:108–7:109, 15:139
finding theory more helpful than counseling, 7:345–7:346
improving practice as job for everyone, 7:197
internal consistency of theory and practice as goal, 15:137
motivation due to, 1:56, 7:108–7:109
patterns creating, 7:199–7:200
paying attention to own distresses habit-pattern causing, 7:194
therapists. See headings starting with mental health
Things Are Changing Around Us (Jackins), 13:95–13:98
think together on the same topic, 15:98. See also topic groups
think-and-listen sessions
overview of, 1:45, 6:41–6:43, 10:362–10:363, 11:207–11:208, 15:97–15:98
no topic assignments in, 7:60
as not support group, 11:208
as not topic group, 11:207
as rational need, 5:125–5:126
topic repetition in, 6:44
thinking. See also intelligence; leaders/leadership; logic; rationality; re-evaluation
about contradiction methods during counseling, 7:132–7:133, 10:14–10:15
about thinking, 3:104–3:105, 6:17–6:55, 7:341–7:342
in the abstract versus in reality, 5:414
action based on needed, 4:78, 4:83, 15:17
actions in cycle with, 6:54–6:55
asking questions to encourage, 15:46
assumptions underlying, 6:23–6:29, 15:80
being hurt impacting, 1:2, 2:33, 2:42–2:43
belief as non-thinking, 5:150
borrowing from others as quitting thinking, 5:212, 15:17
brainstorming, alternating with, 6:39–6:41
caring and, 4:122–4:123, 5:245–5:246, 6:66–6:67
within Co-Counseling relationship, 1:52–1:53, 6:66–6:67, 7:88–7:90
contamination of, 15:80
creativity and, 16:141–16:142
discharge simultaneous with, 1:51, 7:85–7:86, 15:10
distractions allowing for, 7:342
distress patterns impacting, 6:36, 6:38–6:39, 15:16, 15:199–15:200
by fetuses, 15:198–15:199
generalizations and, 5:110, 6:22
as gift, 5:4–5:5
goals and, 4:6, 5:152–5:153
groups and, 11:187–11:188
human beings compared to other living creatures, 15:194
immediate discharge versus, 8:499–8:501
importance of using, 6:359
independence in, 10:30–10:32, 10:109
as individual activity, 3:172
in interaction with someone else, 5:125–5:126
intuitive thinking, 15:37
jargon not substitute for, 5:275–5:276
listening enhancing, 1:45, 7:59–7:60, 15:30
literature as sum of many people’s thinking, 10:268–10:269
logical versus intuitive, 15:10
love and, 6:34–6:35, 6:66–6:67
mental models and, 6:19–6:21
observations about, 16:209–16:211
paradoxes and, 15:80
patterns impacting, 6:36, 6:38–6:39
physical body and, 15:187
physical work and, 6:54
pitfalls in the way of, 5:109–5:113
policy use to fill gap when unable, 15:140
pressure to conform to that of others, 16:195–16:199
pretending not a substitute for, 5:241–5:242, 15:80
pull to avoid, 5:178–5:181, 5:211
safety and, 1:45–1:46
during sleep, 5:180, 15:40
speed of, 15:37
spontaneous following discharge, 1:41, 7:49
techniques not replacement for, 16:55
time for, 4:76
trust in own, 1:56, 7:25–7:26, 7:110, 7:262, 15:17, 15:80, 15:210
in unpatterned people, 6:34–6:35
validation needed for, 5:242
viewpoints and, 1:53, 4:125
work benefitting, 6:54
for yourself, not just following someone else, 6:629–6:630, 6:648–6:649, 7:49, 12:25, 12:44–12:45, 13:17–13:18, 14:106–14:107, 15:80
Thinking About Thinking (1979) (Jackins), 6:17–6:55
Thinking About Thinking (Jackins), 7:341–7:342
Third World people. See also Black people
class tuition and, 5:208, 6:309
leadership by encouraged, 6:355
readiness for RC, 5:57–5:58
scholarships for, 6:161–6:162, 6:311–6:312, 7:198
stereotyping of, 5:335–5:336, 5:342
theory, attitude towards, 5:29
white people needing to be told what to do to help, 6:93–6:95, 6:517–6:521
thoughtful attention. See attention of other
Thoughts About Teachers (1977) (Jackins), 6:353–6:356
threats. See Exchange of Roles technique
“three-quarter-inch gravel,” discharge from saying, 5:217–5:218
tickling, 15:148–15:149
time management. See also present time
classes and meetings, 6:46–6:47
having enough time, 8:60–8:61, 15:79
prioritization and, 13:247–13:250
wide world changing versus individuals, 6:660–6:661, 12:57
for world-class community building by individuals, 11:197–11:199
Time to Halt Divisive Activity (Jackins), 5:417–5:421
timidity
agreements to avoid, 6:144–6:145
courage and, 6:163–6:175, 9:13
demonstration of getting out of, 13:128–13:134
economy addressed after timidity handled, 14:99–14:100
intellectuals having, 6:542–6:543, 6:545
removing patterns of to regain confidence, 13:92–13:93, 14:12
tone of voice
chronic patterns inhibiting, 5:156–5:157
as contradiction, 8:378
disrupting patterns with, 5:145–5:146, 8:481
individual total responsibility and, 8:49
power and, 6:174–6:175, 8:9, 8:24–8:27
terror/heavy fear and contradiction of, 10:50–10:51
words less effective than for contradiction, 10:15, 10:246, 15:57, 15:61
topic groups
overview of, 3:159–3:160, 10:360–10:361, 11:206–11:207
chairpersons of, 3:160, 10:361, 11:207, 15:94
Convenors of, 3:159–3:160, 10:360–10:361, 11:206, 15:94
guidelines for, 1:45, 3:160, 7:59, 15:94
knowledge about, 8:63
leadership functions for, 6:316–6:317
as mode of RC, 15:94
as not think-and-listen, 11:207
Planet Earth Liberation, 10:115, 10:116
re-emergence versus rehearsal, 15:91
reporters of, 10:361, 11:207
reports made by, 3:160
think together on the same topic discussion and, 15:98
Touch (Jackins), 5:259–5:260
touching
aware touch as important, 5:259–5:260, 15:11–15:12
as contradiction, 15:59
healing processes of, 15:121–15:122
importance of, 4:44
incest survivors and, 15:59–15:60
learning benefitting from, 3:100
as means of paying attention, 4:43
as rational need, 5:121, 5:259, 5:403, 15:11–15:12
in sessions, 15:48
sex differing from, 5:403
Toward a Program for Asian Liberation (Jackins), 6:563–6:570
Toward More Rational Policies on Eliminating Distress Around Incest (Jackins), 14:201–14:208
trade unions
confidence in organizing, 8:319–8:321
everyone needing, 12:36–12:37
factors preventing, 7:308
features characterizing intelligent unions, 11:319–11:322
in Great Britain, 11:319–11:324
importance of, 6:483–6:484, 12:34–12:36
independent organizing center, formation of, 7:309–7:311
internalized oppression and, 7:307
internationalism and, 7:151–7:152
leadership development for those not in, 10:54–10:55
leadership of, 6:484, 8:130
liberation and, 5:297, 15:169
motivation for, 7:309
Norway’s independence and, 12:33
organizing the unorganized by, 6:501–6:503, 6:640–6:641, 7:150–7:151, 7:307–7:311, 11:320, 11:354, 12:36–12:37
power of, 6:637
recovery of control of, 6:497–6:498, 6:638–6:640
unity of all working people as program for, 11:320–11:321
weakness after WWII, 8:122, 8:165
wide world changing and, 6:670, 12:34–12:36, 12:66
training own counselor, 8:59, 8:221, 8:226–8:227, 8:369–8:376, 10:159, 10:250, 13:151–13:152
trains, in future society, 14:165–14:166
Transcendence, launch of, 7:391
transference, identifications transferring between people, 1:28–1:29
transgender people. See LGBTQ+ people
transportation, in future society, 14:165–14:166
treasurer role, 6:318
trembling
as discharge, 1:3, 1:4, 2:93, 15:23, 16:9
fear released by, 6:59, 10:50–10:52
in order of discharge types, 10:76–10:77, 15:4, 15:24
taking less time than crying, 6:87–6:88
The Tremendous Opportunities of the Present (1980) (Jackins), 7:147–7:160
trust
conjecture/hunches/intuition and, 6:439, 7:110
as contradiction, 15:51
in individuals, 10:259–10:260
Jewish people’s difficulty with, 10:300–10:301, 10:306
in own thinking, 1:56, 7:25–7:26, 7:110, 7:262, 15:17, 15:80, 15:210
RC Community as people others trust, 10:259–10:260
respect preceding, 4:97
truth
about evil and war, 4:77
absolute truth, 5:75–5:77
speaking truth to power, 13:91
Try to Become a Trusted Leader, Not a “Guru” (Jackins), 10:29–10:32
trying, winning versus, 8:18–8:19
tuition/fees. See also scholarships
Community Service Fund from, 3:149, 14:141, 14:271, 14:272, 15:96, 17:15
Outreach Funds from, 8:309, 15:130, 15:181
setting amount of for classes, 5:207–5:208, 5:249, 6:309, 6:310–6:311, 14:140, 15:130, 15:181
teachers, collection and distribution by, 3:148–3:149, 17:15
for workshops, 6:308–6:309, 14:140, 14:271–14:272, 15:95–15:96
Two Important Developments in RC Liberation Theory (Jackins), 6:517–6:523
Two Important Developments in RC Practice (Jackins), 6:225–6:232
Two Successful Continental Conferences (1993) (Jackins), 14:253–14:255
INDEX KEY KEY as PDF (printable)
A B C D E F G H I J K L M N O P Q R S T U V W Y Z
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Last modified: 2026-08-13 17:47:53+00