Power Management Using Creativity for Self-Discovery

Power Management is an emotional education program that can be utilized as a brief, manual-driven psychodynamic psychotherapy. As such it is useful for the education of the general public but also for the evaluation and treatment of patients. 

It is deliverable either by completing a battery in a training or therapeutic setting or alternatively by completing it online for an unmonitored process of self-discovery.

The assessment is diagnostic and therapeutic in that it represents an intellectual as well as an emotional experience leading to self-discovery and personal growth. It generates insights about oneself and provides directives in how to deliberately make changes to optimize one’s adjustment and one’s relational effectiveness, thus decreasing pathology and psychic discomfort.

The assessment is based on understanding the unconscious as a conflict resolution mechanism consisting of six roles: stress, response, anxiety, defense, role reversal, and compromise. The unconscious is guided by three formal operations to evolve a conflict to its resolution. 

The intervention identifies one’s transferential pattern as a relational modality utilizing two assessment approaches:

First, a personality inventory test, the Relational Modality Evaluation Scale, RMES.  The inventory identifies one’s relational modality as the variables of passivity versus activity, antagonism versus cooperation, and alienation versus mutual respect.

Second, by utilizing a set of creative exercises generating metaphors followed by a self-analytical questionnaire. The sequence of these projective tests is organized along the six-role process as conflict resolution, identifying one’s relational modality diagnosis metaphorically.

Each test corresponds to a stage in the six-role process.  Conflictual Memories identify the Stress experience. The Mask Test portrays the choice of Responses. What is hidden behind the mask identifies one’s Anxiety. The Animal Metaphor reveals one’s Defensive behaviors. The Dream Metaphor identifies the state of Role Reversal. The Short Story Metaphor reveals one’s choice of Compromise or Resolution. 

The components of the assessment identify a person’s diagnosis as a relational modality. The diagnosis explains any clinical symptoms or patterns psychodynamically as activities and passivities leading to reversals and it entails their correction by modifying the behaviors, managing one’s power. Improved power management eliminates symptoms. This is effective by allowing the test taker to identify the cause effect connection between behaviors and emotions by generating insights on their patterns. The impact of the self-assessment thus combines educational, diagnostic and therapeutic interventions. 

Therapeutic Impact of the Testing

Transcripts of the assessment shows the testing experience integrates several therapeutic modalities including psychodynamic, cognitive and behavioral therapies.

The Cognitive Behavioral segment consists in the workbook assignment leading to the analysis of the tests as a sequence of formally interrelated emotions yielding a relational modality diagnosis. The test taker recognizes the six role process of the syndrome as a universal pattern connecting the tests leading to one’s diagnosis of a relational modality as a particular compliance to societal norms.

The Psychodynamic therapy occurs as the test taker recognizes that in the organization of the metaphor tests the cause-effect relation between behaviors and emotions becomes evident. The modality establishes continuity between behaviors and emotions along the syndromal connection of experiences as states of passivity and activity, cooperation versus antagonism, and alienation versus mutual respect. The relational preferences determine one’s relational condition, which may cause clinical symptoms.

The Behavior Modification therapy: Completing the tests evoke emotional catharsis but also generates insights in the process and awareness of the needed power management changes to optimize conflict resolution.



The Conflict Analysis Battery represents a radical breakthrough in psychological assessment technology. It has the following differentiating characteristics:

1.     The assessment is theory based; it measures the dimensions of the unconscious as a natural science conflict resolving entity with physical and formal dimensions. The findings validate the premise of the Formal Theoretical assumption that the unconscious resolves conflicts along a six-role sequence guided by three formal operations.

2.     It is a battery. It combines a personality inventory with a set of projectives. The two tests are complementary in evaluating two different dimensions of the same entity. The personality inventory measures the three formal operations; the projective techniques identify the six roles of the dialectic process as syndromally interrelated emotions.

3.     These two types of testing cross validate each other as the relational variables are identified by two types of testing instruments.The relational operations identified by the inventory are illustrated by the projective tests. The tests identify the test taker’s relational modality abstractly and then concretely.

4.     The battery is a self-assessment; the testee constructs metaphors and interprets them following a structured questionnaire; s/he integrates them on a template to identify the personal conflict resolution process, one’s relational modality and how to modify one’s adjustment.

5.     The battery is educational confirming the scientific and moral organization of the unconscious. It uses the constructs and formulas of the physics of the SHM by organizing the syndromal dialectic of emotions as a six emotions sequence: stress, response, anxiety, defense, reversal and compromise. The battery measures the physical dimensions of the unconscious conflict resolution process, the three formal or relational variables, and their physical dimensions, while it illustrates them in the symbolic language of the person.

6.     The relational modality instrument is diagnostic. It uses the Kleinian group of four formal transformations and not isolated formal distinctions. These measure relational distinctions, which identify modalities as reciprocal to each other, subordinacy versus dominance, and as opposite to each other as antagonism versus cooperation, and as correlative to each other corresponding to alienation versus mutual respect, low versus high psychic tension.

7.     The projective segment of the self-assessment is therapeutic as it represents an emotional experience. It leads the person to create a conflict resolution and then to personalize the pattern, to see it as a metaphor of personal conflictual experiences, and to start rethinking how one deals with such responses. One draws insights about oneself and arrives at conclusions about how to make changes.

8.     The information is delivered directly to the test taker to readily identify her relational modality. The clinical record is meaningful to the test taker without professional services; trained assistants’ knowledge can reinforce and clarify the personal impressions. The self-assessment being meaningful to the creator the test bypasses the need for an interpreter. The interpretation of the testing is very simple. A template integrates the artwork of the testing providing the personal pattern as an illustrated drama. We examine the power differential in every metaphor by pacing the heroes of stories on the concentric circles of a sociogram and identifying the cooperative versus antagonistic interactions with appropriate vectors within the circles.

9.     The assessment is cost-effective. The interpretation of personality inventories can be complex as well with many traits considered independently from each other. The interpretation of projectives like Rorschach and TAT is a very elaborate technical procedure. The interpretation of the CAB is relatively easy and simple. It is a self-assessment; the test taker generates the art and its interpretation leading to insights and changes without requiring professional services.

10.  The assessment generates a valuable clinical record useful for the testee and any observers, be that teachers or clinicians/therapists. The assessment represents a standardized valid and reliable clinical record that reflects the intellectual and emotional state of the testee, and her/his sociometric realities. The assessment is useful to the testee, the therapist, the educator in the classroom, the coach in an organizational setting.

11.  The tests are valid and reliable. Its statistical profile scores surpass by far existing tests’ validity and reliability ratings.