PMI (Plus, Minus, Interesting – Processing Ideas)

S.A. learned the meaning of the concepts (positive points, negative points, and interesting points). He decided to try the rope balance game. He also thought of the positive aspects of human flight (arriving faster, avoiding traffic, no need for parking, saving fuel) and the negatives (dizziness in the air and risk of falling, possibility of colliding with planes, rain entering his eyes). For the “interesting” points, he mentioned watching car races from the sky or building a house on a tree.

CAF (Consider All Factors)

S.A. generated a set of factors to consider in different situations, such as when talking to his father: choosing the right place and time, selecting the father’s appropriate mood, speaking calmly, and organizing his ideas.

Rules

Initially, S.A. did not realize that rules could guide actions (e.g., teaching his younger brother to swim). For processing ideas, he mentioned positive points of swimming: strengthening muscles, improving heartbeats and circulation, increasing self-confidence. Negatives: swimming in cold weather may cause illness, danger of drowning in rough waves. CAF: availability of swimwear and a life jacket. Rules: not entering a pool or beach without a lifeguard, swimming in suitable weather, checking pool depth.

C&S (Consequences and Sequences)

He learned the concept of ordering consequences into immediate, short-term, and long-term results. It was a “thinking adventure” that took time for him to grasp. Example: Immediate result of tampering with electricity = electrical shock; medium-term = children may imitate and devices may break; long-term = risk of short circuit or fire.

Aims & Goals

He understood the difference between his own goals and the goals of others, which helped him accept ideas from both his perspective and others’ without tension or anxiety. Example: Sudden teacher questions — for S.A., they were unpleasant and felt like punishment; for the teacher, they aimed to raise students’ attention, focus, and ensure continuous assessment.

Planning

S.A. was able to use the previous tools for planning, but had difficulty balancing them. Example: creating a plan to excel in class. He understood the concept of excellence, identified factors of excellence in himself, and linked his interests to classroom skills. (Since S.A. loves cars, he thought of designing a car magazine for the classroom and updating it regularly.)

Priorities (FIP – First Important Priorities)

Building a hierarchy of priorities was challenging. Gradually, he realized that any project is made of multiple elements and each good work requires prioritization. Example: Priorities of a good chef — selecting tasty, unique, and healthy dishes; ensuring cleanliness of tools and place; maintaining quality of service.

Alternatives & Possibilities

S.A. discovered the concept of alternatives after previously thinking in only one direction. He became calmer and offered multiple suggestions for problem-solving. Example: three alternatives for information sources beyond the schoolbook: the classroom teacher, the internet, scientific magazines. Before training, he did not feel the need to acquire knowledge nor know how to seek it. After training, he started browsing the internet for information.

Decisions

The concept of decision-making was absent before. Through training, he learned that one must make decisions and may need to change them later. Example: proposed decision to prevent exam cheating: placing a supervisor for each student.

Other People’s Views

He realized “I have a point of view, and so do others.” This tool solved many behavioral problems, helping him build friendships and understand social relationships. Example: household chores — he had not realized the importance of independence and contribution at home, instead being dependent and demanding. After training, he recognized helping at home as a necessary duty.

PMI

F.A. provided several positive, negative, and interesting points when discussing “moving to a new house.” Positives: a bigger house, more space, new neighbors. Negatives: leaving friends behind, adjusting to a new environment. Interesting: exploring the new neighborhood, decorating the new room.

CAF

F.A. learned to list factors before making a choice. Example: when buying a new toy, he considered the price, durability, and whether it required batteries.

Rules

He became aware that rules guide behavior. Example: rules for playing football — respecting the referee, avoiding fights, following the game’s instructions.

C&S

Learned to identify immediate and long-term results. Example: if he eats too much candy — immediate: tasty and enjoyable; short-term: stomachache; long-term: tooth decay.

Aims & Goals

He identified personal goals and compared them with others’. Example: his goal when playing games = fun; his teacher’s goal = improving his attention and cooperation with peers.

Planning

Learned how to create simple plans. Example: planning for a picnic — preparing food, bringing water, choosing a safe place.

Priorities (FIP)

Practiced arranging priorities. Example: when studying — finishing homework first, then reviewing lessons, then playing.

Alternatives

Gave alternative solutions. Example: if he cannot play outside because of rain — play indoors, read a book, or watch educational cartoons.

Decisions

Understood that making a decision means choosing between alternatives. Example: deciding which friend to invite to play — based on who is available and cooperative.

Other People’s Views

Became more accepting of others’ opinions. Example: understood that his parents’ view on bedtime is to ensure health, while his own view is wanting to play more.