The Coué method centers on a routine repetition of this particular expression according to a specified ritual, in a given physical state, and in the absence of any sort of allied mental imagery, at the beginning and at the end of each day. Unlike a common held belief that a strong conscious will constitutes the best path to success, Coué maintained that curing some of our troubles requires a change in our subconscious/unconscious thought, which can only be achieved by using our imagination. Although stressing that he was not primarily a healer but one who taught others to heal themselves, Coué claimed to have effected organic changes through autosuggestion.

Underlying principles

Coué thus developed a method which relied on the belief that ”any idea exclusively occupying the mind turns into reality”, although only to the extent that the idea is within the realms of possibility. For instance, a person without hands will not be able to make them grow back. However, if a person firmly believes that his or her asthma is disappearing, then this may actually happen, as far as the body is actually able to physically overcome or control the illness. On the other hand, thinking negatively about the illness (ex. ””I am not feeling well””) will encourage both mind and body to accept this thought.

Willpower

Coué observed that the main obstacle to autosuggestion was willpower. For the method to work, the patient must refrain from making any independent judgement, meaning that he must not let his will impose its own views on positive ideas. Everything must thus be done to ensure that the positive “autosuggestive” idea is consciously ”accepted” by the patient, otherwise one may end up getting the opposite effect of what is desired.

Coué noted that young children always applied his method perfectly, as they lacked the willpower that remained present among adults. When he instructed a child by saying “clasp your hands and you can’t open them”, the child would thus immediately follow.

Self-conflict

Coué believed a patient’s problems were likely to increase if his willpower and imagination (or mental ideas) opposed each other, something Coué would refer to as “self-conflict”. As the conflict intensifies, so does the problem i.e., the more the patient tries to sleep, the more he becomes awake. The patient must thus abandon his willpower and instead put more focus on his imaginative power in order to fully succeed with his cure.

Effectiveness

With his method, which Coué once called his “trick”, patients of all sorts would come to visit him. The list of ailments included kidney problems, diabetes, memory loss, stammering, weakness, atrophy and all sorts of physical and mental illnesses. According to one of his journal entries (1916), he apparently cured a patient of a uterus prolapse as well as “violent pains in the head” (migraine).

Evidence

The only evidence supporting autosuggestion’s effectiveness is anecdotal. However, the ability to fight sicknesses and infections, as well as many other things, shows that if it does work, it may be a form of a placebo. As there is no evidence that you can harness the subconscious/unconscious to affect your body, and if it is indeed a placebo, it will most likely have no effect.

According to autosuggestion practitioners, it is capable of explaining the placebo phenomenon. If patients are told the placebo will have a certain effect, it does. This is the result of believing it will work, which is autosuggestion. In the early 1900s, Emile Coue used autosuggestion to cure patients; his work is evidence to support the existence of autosuggestion and the power of the human mind.

Clinical trials

Although there are many studies proving autogenic training’s effectiveness, there have not been any studies of autosuggestion’s effectiveness. It is possible that the popularity of autogenic training and other relaxation techniques with clinical studies proving their effectiveness, the fact that autogenic training is not an example of the placebo effect, along with the outdated idea of harnessing the subconscious/unconscious, has led to a lack of interest in doing clinical trials.

Adapted from the Wikipedia article Autosuggestion, under the G. N. U. Free Documentation License. Please also see http://en.wikipedia.org/wiki

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Lebron was one of five siblings born in Lares, Puerto Rico to Gonzalo Lebrón Bernal and Rafaela Soto Luciano, the other four were Aurea, Augusto, Gonzalo Jr. and Julio. Lebrón was raised in ”Hacienda Pezuelas” in Pezuelas, a barrio in Lares. Gonzalo Lebrón worked as the hacienda’s foreman earning a salary of 30 dollars a month and was allowed to live in a “small house” where he was also allowed to plant produce for his family. In Pezuelas Lebrón began her education in a small community school. Early in her life, Lebrón contracted pneumonia when she accidentally fell into a gutter that was full of water, as a consequence she grew with a frail body and was unable to keep up with the constant activities of her brothers without feeling fatigue. She developed an introverted and contemplative personality, often spending her time admiring nature around the hacienda. From Pezuelas the family moved to Mirasol, also in Lares, where Gonzalo Lebrón administered an hacienda owned by Emilio Vilellas. There she received a better education, attending a local public school. When Lebrón completed the sixth grade she attended the ”Segunda Unidad Rural”, a middle school located in Bartolo, an adjacent barrio. She concluded her formal public school education in the eight grade. Lebrón had uncommonly good looks and when she was a teenager won the first place in the annual “Queen of the Flowers of May” beauty contest held in Lares. Although her father was an Atheist, Lebrón was baptized in the Catholic faith when she was fourteen years old along with her other siblings. During the baptism celebration she met Francisco Matos Paoli, who became her first boyfriend. Paoli and Lebron wrote letters to each other where they exchanged the poetry which they wrote. Paoli’s family opposed their relationship because they considered Lebrón a ”jíbara” (peasant). Her father also opposed this relationship and ordered her to stop writing to Paoli. However, they both continued to write to each other until he moved out of the city. Lebrón eventually moved to San Juan, where she studied sewing and while she continued to look for Paoli. She felt obligated to return to Lares because her father was severely affected by tuberculosis. The family was forced to abandon the house in the hacienda, but was later received by Ramón Santiago who provided them with a new house. Lebrón took it upon herself the responsibility of taking care of her father. She would travel to a nearby town to buy medicines for her father which she gave him every seventy minutes. For seven days she didn’t sleep or eat while attending him. Following his death Lebrón began working by weaving clothes.

Adapted from the Wikipedia article Lolita Lebrón, under the G. N. U. Free Documentation License. Please also see http://en.wikipedia.org/wiki

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Bachelor degrees

*Aerospace Admin. & Operations B.S.

**Aviation Management

**Professional Pilot

**Technical Services Mgmt

*American Studies B.A.

*Career & Technical Education:

**Non-Certification B.S.

*Civil Engineering B.S.*

*Communication Sciences & Disorders B.S.

*Computer Science

*Design, Housing & Merchandising B.S.

**Merchandising

*Electrical & Computer Engineering B.S.

*Elementary Education B.S.

*Finance B.S.

*General Business B.S.

*General Business: Pre-Law B.S.

*Health Education & Promotion B.S.

*History B.A. *

*Human Development & Family Science B.S.

**Child & Family Services

**Early Childhood Education

*International Business B.S.

*Journalism and Broadcasting B.A./B.S.

**Advertising

**Public Relations

*Liberal Studies B.A./B.S.*

*Management B.S.

*Management Information Systems B.S.

*Marketing B.S.

*Mechanical Engineering B.S.

*Philosophy B.A. *

*Political Science B.S.

*Sociology B.A./B.S.*

*University Studies:

**Multidisciplinary Studies B.U.S.

”*partially implemented”

Master’s Degrees

:Aviation and Space Science M.S.

:Business Administration M.B.A.

:Civil Engineering M.S.

:Communications Sciences & Disorders M.S.*

:Computer Science M.S.

:Counseling M.S.

:: Community Counseling

:: School Counseling

:Educational Leadership Studies M.S.

:: Higher Education Administration

:: School Administration

:Educational Psychology M.S.

:: Development and Instructional

:: Gifted and Talented

:Electrical Engineering M.S.

:Engineering & Technology Management M.S.

:English M.A.: Teaching English Second Language

:Environmental Engineering M.S.

:Environmental Science M.S.

:Fire & Emergency Management Admin. M.S.*

:Health Care Administration M.S.

:Human Development & Family Science M.S.

:: Child & Family Services

:: Developmental & Family Science

:: Early Childhood Education

:Industrial Engineering & Management M.S.*

:International Studies Certificate

:Management Information Systems M.S.

:Mass Communications: Media Management M.S.

:Mechanical Engineering M.S.*

:Teaching, Learning, and Leadership M.S.

:: Curriculum Leadership Studies

:: Elem., Middle, Secondary, K-12 Ed.

:: Occupational Education Studies

:: Reading and Literacy

:: Special Education

:: Secondary Education for Teachers

:: Non-Traditionally Certified

:Telecommunications Management M.S.

:”*partially implemented”

Doctoral Degrees

:College Teaching Ed.D.

:Computer Science Ph.D.*

:Education Ph.D.

:: Curriculum Studies

:: Occupational Education Studies

:: Professional Education Studies

:: Social Foundations in Education

:Educational Psychology Ph.D.*

:: Educational Psychology

:: Research and Evaluation

:Electrical Engineering Ph.D.

:Environmental Science Ph.D.

:Higher Education Ed.D.

:School Administration Ed.D.

:”*partially implemented”

Adapted from the Wikipedia article Oklahoma State University–Tulsa, under the G. N. U. Free Documentation License. Please also see http://en.wikipedia.org/wiki

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1

jaz

midva / midve | medve / midve | medve

mi / me / me

2

mene | me

naju (dveh)

nas

3

meni | mi

nama (dvema)

nam

4

mene | me | -me

naju (dva / dve / dve) | nas (dva / dve / dve)

nas

5

pri meni

pri naju (dveh) | pri nas dveh | pri nama (dvema)

pri nas

6

z menoj | z mano

z nama (dvema)

z nami

The second person:

&

Singular

Dual

Plural

1

ti

vidva / vidve | vedve / vidve | vedve

vi / ve / ve

2

tebe | te

vaju (dveh) | vas (dveh)

vas

3

tebi | ti

vama (dvema)

vam

4

tebe | te | -te

vaju (dva / dve / dve) | vas (dva / dve / dve)

vas

5

pri tebi

pri vaju (dveh) | pri vas dveh | pri vama (dvema)

pri vas

6

s teboj | s tabo

z vama (dvema)

z vami

The third person (masculine) (he, they (2), they):

&

Singular

Dual

Plural

1

on

onadva | ona

oni

2

njega | ga

njiju | ju | jih | njih (dveh) | nju | -nju

njih | jih

3

njemu | mu

njima (dvema) | jima

njim | jim

4

njega | ga | -nj, -enj

njiju | ju | jih | njih (dva) | nju | -nju

njih | nje | jih | -nje

5

pri njem

pri njiju | pri njih (dveh) | pri njima (dvema)

pri njih

6

z njim

z njima (dvema)

z njimi

The third person (feminine) (she, they (2), they):

&

Singular

Dual

Plural

1

ona

onidve | onedve

one

2

nje | je

njiju | ju | jih | njih (dveh) | nju | -nju

njih | jih

3

njej | nji | ji

njima (dvema) | jima

njim | jim

4

njo | jo | -njo

njiju | ju | jih | njih (dve) | nju | -nju

njih | nje | jih | -nje

5

pri njej | pri nji

pri njiju | pri njih (dveh) | pri njima (dvema)

pri njih

6

z njo

z njima (dvema)

z njimi

The third person (neuter) (it, they (2), they):

&

Singular

Dual

Plural

1

ono

onadva | onidve | onedve

ona

2

njega | ga

njiju | ju | jih | njih (dveh) | nju | -nju

njih | jih

3

njemu | mu

njima (dvema) | jima

njim | jim

4

ono | njega | ga | -nj | -enj

njiju | ju | jih | njih (dve) | nju | -nju

njih | nje | jih | -nje

5

pri njem

pri njiju | pri njih (dveh) | pri njima (dvema)

pri njih

6

z njim

z njima (dvema)

z njimi

Forms of the accusative starting with – only appear in compound words. For example:

* Zanj mi je dal denar. (He (person 1) gave me the money for him (person 2).) (if the ‘he’ was referring to the same person, the reflexive personal pronoun would be used (Zase mi je dal denar. (He gave me the money for himself.))

* Za njega mi je dal denar. (same, except that person 2 is emphasised)

* Sledili smo jim. (We followed them.)

* Jaz mislim drugače. (”I” think otherwise.)

* Spodbudili smo jih, da naj se pokažejo vredne našega zaupanja, a so nas nesramno zavrnili. (We encouraged them to prove themselves worthy of our trust, but they rejected us rudely.)

* Nanjo se je zgrnila ena nesreča za drugo. (She was struck by one misfortune after another.)

* Da bi le njim to lahko dopovedali! (If only we could make ”them” understand this!) (the dative pronoun is stressed, though the translation uses the accusative)

* Zame ni več rešitve: pugubljena sem. (For me there is no solution any more: I (feminine) am doomed.)

* Pogledal ga je s kancem ironije v očeh. (He (person 1) looked at him (person 2) with a drop of irony in the eyes.)

* Pogledal je njega. (He (person 1) looked at ”him” (person 2).) (the stress is on person 2)

Note: The nominative forms of personal pronouns are not used in neutral sentences, but rather only when stressing the subject, especially so for the first person singular (”I” (”Jaz”)). While regular forms, they are so seldom used, peculiarly in spoken language, that their use strikes one as odd. This is likely because, unlike in English, the form of the verb gives all applicable information such as the gender, grammatical number and person by itself.

Reflexive Personal Pronoun

The reflexive pronoun in Slovene is ”se” or ”sebe”. The reflexive personal pronoun is special in that it does not have the nominative form. It is, however, the same for all persons and grammatical numbers; that it, it is dependent solely on case.

”Se” (”sebe”) is the accusative form of the reflexive pronoun.

For example:

* Dative: umivam ”si” roke (I am washing my hands. (in German, Ich wasche ”mir” die Hände))

* Accusative: umivam ”se” (I am washing myself. (in German, Ich wasche ”mich”.))

* Dative: umivate ”si” roke (You are washing your hands. (in German, Sie waschen ”sich” die Hände))

* Accusative: umivate ”se” (You are washing yourselves. (in German, Sie waschen ”sich”.))

Similarly as in German and English, the reflexive pronoun can sometimes be replaced by the reciprocal phrase ”drug drugega” (each other, one another; in German, einander). Thus: “Drug drugemu umivata roke.” (The two of them are washing each other’s hands; or in German, Sie waschen einander die Hände) or “Umivata drug drugega.” (The two of them are washing each other, or in German, Sie waschen einander).

The accusative ”se” can bind with prepositional words just like other personal pronouns; it is, namely, an enclitic:

* Na”se” je nanesla lepotilno kremo. (She put beautifying cream on herself.)

* Ampak ko dela za”se”, dela učinkovito. (But when he/she works for him-/herself, he/she works efficiently.)

Other cases and examples:

* ”Sebi” gradi grobnico. (He/She is building a tomb for ”him-/herself”.)

* Gradi ”si” grobnico. (the same, but the emphasis is not so much on for whom the tomb is, but rather the tomb or the building itself)

* ”S sabo/seboj” ni zadovoljna. (She is not happy ”with herself”.) (instrumental case)

* Najprej počisti ”pri sebi”, potlej šele kritiziraj druge! (First clean up ”at yourself”, only then criticise others!) (locative case)

* Ko je videl odsev ”sebe” v ogledalu, mu je ta pogled povsem pokvaril dan. (When he saw the reflexion ”of himself” in the mirror, this sight completely ruined the day for him.) (genitive case, but a clumsy and not widely used construction at that, since genitive possession is much better expressed with an adjectival possessive pronoun: ‘Ko je videl ”svoj” odsev v ogledalu …’)

Interrogative Pronoun

The substantival interrogative pronouns introduce direct and indirect questions. There are two nominative forms: kdo (who) and kaj (what). They are declined as shown at cases above.

* ”Kaj” je ta stvar, ki se premika? (”What” is this thing that is moving?)

* Vprašal sem ga, ”o kom” je bil govoril. (I asked him ”about whom” he had been talking.)

* ”Komu” naj dam to? (”To whom” ought I to give this?)

* Česa ne smem storiti? (What mayn’t I do?)

Relative Pronoun

The substantival relative pronoun ends in ”-r”: kdor (someone who), kar (something that).

# kdor | kar

# kogar | česar

# komur | čemur

# kogar | kar

# pri komer | pri čemer

# s komer | s čimer

* ”Kdor” krade, ni pošten. (”Someone who” steals is not honest.)

* ”Kar” poveš, tega ne moreš več obvladovati. (”Something that” you say, that you cannot control any more.)

* Odrekli so ji možnost do izbire odvetnika, ”s čimer” je bila kršena njena ustavna pravica. (They refused her the option of choosing a solicitor, ”with which” her constitutional right was violated.)

Negative Pronoun

The negative pronoun, a substantival pronoun at that, starts with ”ni-”: nihče (nobody), nič (nothing) (similar are also the adverbs nikjer (nowhere), nikoli (never), nikdar (never), however they are not true pronouns, since they are not inflected).

A negative pronoun demands a negative predicate, resulting in the so-called double negation.

* ”Nihče” me nikoli ni maral. (Nobody ever liked me.) (literally: Nobody never did not like me.)

* Nikjer ni ”nikogar”. (There is no one anywhere.) (literally: Nowhere isn’t no one.)

* ”Nič” ni resnično. (Nothing is real.) (literally: Nothing isn’t real.)

* Od ”nikogar” ne želim ”ničesar”. (I want nothing from no one. / I don’t want anything from anyone.) (literally: From no one I don’t want nothing.)

* ”Nikogaršnja” (adjectival negative (possessive) pronoun) neolikanost ni nikdar in nikjer in na nikakršen način ”nikomur” pridobila ”nič” drugega kot neodobravanje. (No one’s impropriety gained ever anyone anywhere and in whatever way anything else than disapproval.) (literally: No one’s impropriety did not never and nowhere and in no way gain nothing else than disapproval.)

Total Pronoun

The substantival total pronouns are ”vsakdo” (everyone) and ”vse” (everything). ”Vsak” (everyone) is an adjectival pronoun that can function as a substantival one, and is thus declined as per the adjectival declension. Also in this category are ”vsakateri” (-e, -a) (everyone) and ”vsakteri” (-e, -a) (everyone, but also used in other, adjectival senses), both of which are old-fashioned and not used in modern language.

Inflexion:

#vsakdo | vse

#vsakogar | vsega

#vsakomur | vsemu

#vsakogar | vse

#pri vsakomer | pri vsem

#z vsakomer | z vsem

* ”Vsemu” so namenjali pozornost. (They dedicated attention to everything.)

* ”Vsakogar” bodo vrgli iz službe, če ne bo izpolnjeval zahtev. (They will sack everyone who will not fulfil requirements.)

Indefinite Pronoun

The substantival indefinite pronoun is a pronoun starting with ”ne-”: nekdo (someone), nekaj (something). The indefinite pronoun refers to an unknown or deliberately untold person or object. The inflexion follows the pattern of ”kdo” and ”kaj”.

* ”Nekoga” so videli stati ob oknu, a niso mogli ugotoviti, kdo bi to lahko bil. (They saw ”someone” standing near the window, but they could not figure out who could have been that.)

* Zgodilo se je ”nekaj” strašnega! (”Something” horrible has happened!)

* Zataknilo se jima je ”pri nečem”, a nikakor se ne morem spomniti, pri čem. (They faltered ”at something”, but I cannot in any way remember at what.)

* ”Nekdo” prihaja. Skrijmo se. (”Someone” is coming. Let us hide.)

Unspecified Pronoun

The substantival unspecified pronouns are ”kdo” (someone, anyone) and ”kaj” (something, anything), referring to any unspecified person or object, or one that can be chosen at will. They are inflected in the same way as ”kdo” and ”kaj” in the interrogative sense.

* Sporoči mi, prosim, če se bo ”kaj” spremenilo. (Please let me know if ”anything” changes.)

* Seveda dvomim ”o čem”: kaj to ni normalno? (Naturally I doubt ”about something”: is this not normal?)

* ”Česa” podobnega še nisem videl! (I have never seen ”anything” like that!)

* Uporabi klorovodikovo kislino ali ”kaj” drugega, da nevtraliziraš to bazo. (Use hydrochloric acid or ”something” else to neutralise this base.)

* Denar, ki si ga ”kdo” sposodi, seveda ni njegov, pač pa z njim le upravlja. (Money that ”someone” borrows is obviously not his; he merely manages it.)

* Naj stopi ”kdo” vendar do tega DJ-ja in ga nekajkrat lopne po glavi. (May ”someone” go to this DJ and smack him on the head a few times.)

* Ojej, kakšne lepe govorice! O tem se res moram ”s kom” pogovoriti. (Oh dear, what beautiful gossip! I really must talk ”to someone” about this.)

In some cases, the indefinite and unspecified pronouns can stand in the place of one another, but not always, especially not in literary language.

Relative Unspecified Pronoun

The substantival relative unspecified pronouns are ”kdorkoli” or ”kdor koli” (whoever) and ”karkoli” or ”kar koli” (whatever). The meaning conveyed is very similar to the unspecified pronoun. The inflexion follows the pattern of the relative pronoun with ”-koli” or ”& koli” appended. The space, as shown, is optional, but for sake of consistency, once one method has been adopted, one should not use the other.

* ”Kdorkoli” pokliče 112, mora znati povedati, kaj je narobe. (”Whoever” rings 112 must know how to say what is wrong.)

* ”Kogarkoli” poslušam od teh politikov, vsi govorijo iste neumnosti. (”To whichever” of these politicians I listen, they all speak the same stupidities.)

* ”Karkoli” stori, stori to dobro. (”Whatever” he/she does, he/she does it well.)

Manifold Pronoun

The substantival manifold pronouns are ”marsikdo” (many [persons]) and ”marsikaj” (many [things]). The inflexion follows the basic pattern of ”kdo” and ”kaj”. These pronouns refer to many people and many things, however they are singular in nature in Slovene. In addition to ”marsi-”, other prefixes are possible, such as ”redko-” (redkokdo: rarely anyone), ”mnogo-” (mnogokdo = marsikdo, although perhaps somewhat less usual) and ”malo-” (malokdo: few [persons]).

* ”Marsikdo” pravi, da je lepše živeti na deželi, a jaz jim seveda ne verjamem. (”Many people” say that it is nicer to live in the countryside, but I of course do not believe them.)

* Res je, da ”marsičesa” ne vem, pa vendar veš ti še mnogo manj. (It is true that I do not know ”many things”, but you know far less still.)

* ”Z marsičim” je že bila obdarjena, a česa takšnega, kar ji je prinesel egiptovski odposlanec, ni bila nikdar poprej še videla. (”Many things” she had been gifted, but something like that which the Egyptian emissary brought she had never before seen.)

* ”Redkokdo” bi priznal, da je storil takšno napako. (”Rarely anyone” would admit that he has made such a mistake.)

* ”Mnogokaj” mi je šlo po glavi, a bolje je, da ne povem, kaj. (”Many things” went though my mind, but it is better that I do not say which.)

* ”Maločesa” se loti, če ve, da se popolnosti pri stvari ne da doseči. (He attempts to do ”few things” if he knows that perfection cannot be achieved at them.)

Adapted from the Wikipedia article Slovene pronouns, under the G. N. U. Free Documentation License. Please also see http://en.wikipedia.org/wiki

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Abbé Faria (Abade Faria in Portuguese), or Abbé (Abbot) José Custódio de Faria, (30 May 1746 – 20 September 1819), was a colourful Goan Catholic monk who was one of the pioneers of the scientific study of hypnotism, following on from the work of Franz Anton Mesmer. Unlike Mesmer, who claimed that hypnosis was mediated by “animal magnetism”, Faria understood that it worked purely by the power of suggestion. In the early 19th century, Abbé Faria introduced oriental hypnosis to Paris.

He was one of the first to depart from the theory of the “magnetic fluid,” to place in relief the importance of suggestion, and to demonstrate the existence of “autosuggestion”; he also established that what he termed ”nervous sleep” belongs to the natural order. From his earliest magnetizing séances, in 1814, he boldly developed his doctrine. Nothing comes from the magnetizer; everything comes from the subject and takes place in his imagination (i.e., the Indian concept Sammohan Bhavana shakti[http://ikashmir.net/glimpses/doc/glimpses.pdf]); generated from within the mind. Magnetism is only a form of sleep. Although of the moral order, the magnetic action is often aided by physical, or rather by physiological, means – fixedness of look and cerebral fatigue.

Faria changed the terminology of mesmerism. Previously focus was on the “concentration” of the subject. In Faria’s terminology the operator became “the concentrator” and somnambulism was viewed as a lucid sleep. The Indian method of hypnosis used by Faria is command, following expectancy.The theory of Abbe Faria is now known as Fariism

After-years Ambroise-Auguste Liébeault (1864-1904), the founder of the Nancy School, and Emile Coué (1857-1926) father of applied conditioning, developed the theory of suggestion and autosuggestion and made them therapeutic tools.

Afterwards Johannes Schultz developed these theories as Autogenic training.

Adapted from the Wikipedia article Abbé Faria, under the G. N. U. Free Documentation License. Please also see http://en.wikipedia.org/wiki

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