Introduction to the Brief Assessment

Introduction to the Brief Online Emotional Education Program



This is not your ordinary psychological assessment. Assessments are either inventories or projective tests. CAB is both. Inventories are usually based on distinctions on the nature of the unconscious. i.e. Myers Briggs makes four arbitrary dichotomies Extraversion Introversion, Sensing Intuition, Thinking Feeling, Judging Perceiving informing the test taker about a list of 16 combinations of traits. These are neither interrelated as a diagnoses nor actionable. The CAB in contrast, is based on three relational alternatives bound by a mathematical equation. The inventory identifies if you are submissive or dominant, cooperative or antagonistic, alienated or respectful. Completing this inventory you become conscious of your wellness diagnosis i.e. submissive cooperative and say respectful. You identify by yourself how to optimize power management choices like becoming assertive.

The projective tests complement the inventory findings. They consist of creativity exercises that integrate one’s behaviors and emotional experiences illustrating the relational diagnosis of i.e. submissiveness as the manifestation of one’s relational pattern. The wellness relational diagnoses are useful; they account for one’s emotions and behaviors but also entail activities to correct one’s emotional and social adjustment.


I would like to share with you my journey to this scientific discovery. It started in the mind of a young holocaust survivor with two observations on the nature of the creative process: One was the periodicity of a six-role state pattern across five generations of the Greek creation stories that led to the religion of the 12 Olympic Gods and the parallel periodicity of Genesis’ six days of creation leading to the worship of the one God; another phenomenon was the differences between the Greek and Judaic religions: The Greek culture suffered of the Oedipal complex dynamics, antagonism between father and son in stark contrast to the Judaic friendly relation of the father-son covenant.

In examining these phenomena, one of periodicity and one of the alternative moral resolutions I detected the order of two scientific phenomena underlying the unconscious thought process. The six-role state periodic pattern reflected the periodicity of three mental pendulum oscillations. The alternative conflicts resolutions of the process corresponded to the dichotomies of equilibrating the trays of a scale. Placing a weight on the other tray the reciprocal operation, explained powerlessness and power, placing a weight and removing it explained the opposite attitudes of antagonism and cooperation; a third operation balancing the trays of the scale, shifting the position of the weight on the fulcrum, accounted for the dichotomy of alienation versus mutual respect, illness and wellness.

So I identified the unconscious following two scientific phenomena: energy transformation and formal alternatives moral directions guiding the mind to four types of conflict resolution, four personality diagnoses wellness but also accounting for illness: Dominance and Submissiveness, with cooperative and antagonistic variations. The third operation, the dichotomy of alienation versus mutual respect differentiated illness from wellness. I concluded that the unconscious was a conflict resolution faculty organizing the thought process, all creativity, as having scientific measurable dimensions and a conflict resolving function that led to using creativity for measuring the personal way of resolving conflicts. Similarly we could analyze the creation stories to diagnose how religions differ in resolving conflicts. The Greek way was dominant antagonistic and the Judaic was dominant cooperative.


The formal theoretical thesis introduces the unconscious as a natural science conflict resolution phenomenon observable in all samples of creativity as abiding by two formulas of science. To validate the theory and to apply it for the education of the individual I developed the Conflict Analysis Battery, CAB, the self-assessment. The battery combines a personality inventory identifying four modalities of conflict resolution, with a set of creativity tasks identifying the six-part emotional unfolding of the modality.

The personality inventory consists of 200 questions about power, attitude, and psychic tension as symptoms. The creativity tasks identify the six part unfolding of the emotional dialectic. The testing leads to self-discovery but also validates the theory. The battery delivers the person’s wellness diagnosis as a relational modality and the projective tests identify the six emotions of one’s conflict resolution process. The psychic tension reflects suffering. Self-knowledge as insights on the personal unconscious pattern invites the test-taker to optimize relations. The assessment indeed makes a person conscious of the unconscious as a conflict resolving adjustment pattern and invites her/him to make adjustments deliberately. The assessment experience is therefore educational, diagnostic and therapeutic. This is why we call the experience of the assessment ‘a concise program of emotional education’.


The testing begins with an essay, the educational introduction analyzing behavior as an exact science. The test taker learns about the unconscious as a scientific conflict resolution pattern: its six steps resolving conflicts and the spectrum of the four relational paths. Then the student completes the personality inventory to identify one’s relational modality diagnosis and completes 10 exercises of creativity to identify connections between one’s emotional experiences. At the end the assessment yields a report organizing the relational diagnosis and providing insights and suggestions for changes.

The assessment is a self-assessment. The test-taker completes the inventory, draws the art, writes stories, then analyzes her creations following a series of questions leading to evolving insights and guiding one to proceed to conflict resolution suggestions, power management interventions affecting both one’s emotional system and interpersonal relations. The outcome from the testing experience is an emotional transformation. People sense relief of psychic tension, which frequently reduces anxiety, guilt and hostility. The experience clarifies the principles of conflict resolution: moderation, cooperation and mutual respect as the universal moral values.


The assessment is an emotional education that has three components:

  1. Learning about the unconscious as a scientific conflict resolution process, and about the  relational modalities as diagnostic categories of wellness.
  2. Identifying one’s relational modality diagnosis completing the inventory.
  3. And identifying patterns, experiencing the release of emotions and feeling self-confidence upon completing the creativity tasks and realizing what one can do to improve oneself.