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ADMINISTRATION

Rev. Dr. Gilberto Rosado
601 Market Street
#470153
Celebration, Florida 34747
Tel: 407-997-3850

email: arithmetaiuniversity
@yahoo.com

Offices:
- Celebration, Florida
- Brooklyn, New York
- Allentown, PA

About The Methodology: Cognitive Mentoring Therapy Method

The Rev. Rosado is a world conference speaker and cognitive mentor therapist trainer and has written a book, training manual, client manual and course on Cognitive Mentor Therapy. This course with certificate is being promoted in Central and South America and is offered for the first time in both English and Spanish here in the United States and on the Internet as an online course.

This methodology is based on cognitive thinking as a basis for correcting the lack of problem solving skills in society which is the reason or cause to most of society’s problems. Cognitive Mentor Therapy is the application of proper elements, pressure and motivation to an individual or a group in order to promote confidence in knowledge, feeling or emotion and awareness of the individual and/or group of the stability and other conditions that each member must contribute to the whole. Therapy is an intentional proactive activity. It is also interactive but it is so under the control and manipulation of the therapist. This control is not dictatorial but one of knowledge in that the individual is free to express and impress but the therapist maintains control by virtue of the knowledge that he or she possesses. This knowledge gives the therapist the advantage and power over any and all situations that may arise and that indeed do. This knowledge, as it is in cognitive therapy itself, is the defense in any and all situations that the therapist may encounter.

These proper elements are:
1. Knowledge
2. Reasoning
3. Understanding
4. Training

The KRUT & RE-KRUT (pronounced recruit) system is the basis of cognitive transference and is the core technology of this process and therapy.

You will notice that the first three elements are mental – having to do with the intellect. The fourth element is action or activity oriented. The reason for this is simple. Just because a person may know, understand and reason what or how to react in a given situation, does not ensure that he or she actually knows the HOW of solving the situation – the action of what to do and /or have the sufficient skill in performing the action of solving the issue. This is where the mentor therapist must train the client in practical actions and activity that reinforces problem solving. Also children need to be trained by their parents after having received the first three elements. Unfortunately, the majority of children neither get the first three nor the last one – what they do get is often wrong and insufficient causing them to become adults with the problems we are trying to help them solve.

Mentoring is the process of guiding an individual through thought and practice. Cognitive mentoring is the addition of knowledge and wisdom to the mix of mentoring practices in order to forge a broad establishment of right thinking and its praxis – right doing. Mentoring is the establishment of proper action by the mentor and the imitation of it by the client.

For mentoring to be effective there must be a structure within which the mentoring process is focused – where there is a set pattern of actions, instructions, law, examples, and purpose. And this purpose must make sense and be transmittable to the individual. By way of socialization, an individual can absorb the norms of a group and perform to one degree or another according to the internal structure of a group – much the same as adapting to one’s environment.

Therapies may include one on one, two on two and group socialization / norming environments all of which must be organized and designed to reinforce cognitive mentoring by the applying therapist.

The group socialization process helps the client – individually and within his / her own locus – to adjust the cognitive benefit received from therapy to real life situations, therefore, his/her own repertoire of schemata. Thus we have an individual who is adjusting properly: correcting previous erroneous schemata with newly acquired ones (cognitively mentored).