Introduction to the Full Program

Introduction to the Brief Power Management Online Emotional Education Assessment



This is not your ordinary psychological assessment. Assessments are based on arbitrary criteria, multiple distinctions on the nature of the unconscious. i.e. Myers Briggs TI makes the following four dichotomies: Introvert extrovert, sensing judging, etc. informing the test taker about a list of traits, which are not actionable insights. The CAB, in contrast, is based on the scientific analysis of the unconscious. It identifies if you are submissive or dominant, cooperative or antagonistic, alienated or respectful. In a few hours you become conscious of the scientific parameters of your unconscious and you may begin to understand your wellness diagnosis and identify by yourself how to optimize power management choices.

Understanding the unconscious as a conflict resolving mechanism represents a double scientific breakthrough revamping psychology but also integrating it with morality by understanding religions as alternative types of conflict resolution. While the CAB is a technology to access personal insights, Moral Monopoly is another technology based on the formal analysis of stories educating the public about the evolution of religions as normative institutions that are reconciled and integrated as complementary discoveries of the unifying Moral Science.

CAB leading to Self-knowledge and playing the Moral Monopoly as cultural knowledge are two safe technologies available for delivery in the classroom, in the hospital, in executive training, jails, addiction recovery facilities, educating people in understanding themselves and cultures. The concepts and technologies integrating psychology and morality into an exact science provide educators with capacity to attain the three elusive  objectives of education: the integration of the humanities and the sciences, self-knowledge, and clarity of moral values. This education can make the classroom safe and meaningful.


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 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 from chaos to order and the worship of the creator God; another phenomenon was the differences between the Greek and Judaic moral paradigms:. 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, submissiveness or passivity and dominance as mastery, placing a weight and removing it explained the opposite attitudes in the father-son relation as antagonism and cooperation; a third operation on 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. The unconscious was a conflict resolution faculty organizing the thought process, all creativity as having scientific measurable dimensions.


The formal theoretical thesis introduced the unconscious as a natural science conflict resolution phenomenon observable in all samples of creativity. To validate the theory and to apply it for the education of the individual I developed the Conflict Analysis Battery, CAB, a self-assessment. The battery combines a personality inventory identifying the four modalities of conflict resolution, with a set of creativity tasks identifying the six-part emotional dialectic. The personality inventory consists of 200 questions about power, attitude, and 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 six emotions of one’s conflict resolution process. The psychic tension reflectes suffering. Self-knowledge as insights on the personal unconscious pattern invited 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 wellness 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’snemotional 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 as an emotional education that has three components:

  1. Learning about the uncs, studying the creative process as a scientific conflict resolution process, and identifying syndromal relational modalities as diagnostic categories of wellness, and morality as the scientific principles of conflict resolution.
  2. Identifying your relational modality personality type completing the inventory.
  3. And experiencing healing as releasing emotions, experiencing insights, and feeling confidence for the future.