The LSDG is an interaction, step-through, personal growth process for people to use perspective to alter their understanding of what motivates them, the origins of their own behavior patterns and the impact on raising children.

The “purpose” of the program is to engage in self-dialogue from several perspectives:

• Develop a channel of neutral communication.
• Inspire mutual respect and understanding.
• It is an ideal family tool as well do people can “reveal” themselves in a non-threatening (coaching) manner based on the personal interviews throughout the guide.
• It is the ultimate family and individual self-brainstorming tool and ideal for a self-coaching system.

The writing style is refreshingly direct, authentic and soulful. The questions are insightful and provocative designed for meaningful conversation between Parent and Student.

Michelle's experience as a high school and adult instructor from teens, special needs and business people, qualifies her to address this topic from a personal perspective.

The method is an objective, practical, non-judgmental easy to use parental tool as well as an insightful, independent study vehicle for alternative school paths and the general reader.

Learning highlights:

• Neutral language structure for non-charged dialogue
• Open ended discussion
• Curiosity rather inquisition
• How to avoid the "Why"
• You’re speaking and who’s listening? Styles
• Emotional intelligence foundations—Why do you care?
• Attitudes—Contrarian or innovative? Rebellious or visionary?
• Expectations—
• Pivotal Critical Thinking™—Seeing around the corner 
• Introduce a positive reality of child guidance for parents.

Introduce a positive reality of child guidance for parents

For example, the introduction offers a global statement of how we build our life contexts as humans from infancy through adulthood. A key component is the introduction of cultural contexts, nationally and locally, ideas we call “home.” Often, in other societies, these ideas manifest as nationalism. The Guide assists people to integrate these moving parts.

• A friendly common place to be
• A language understood by both sides
• The program emulates the mediation model of conflict resolution
• Provides a safe context to explore issues.

When speaking of children, kids, youngsters, we must create a new language that includes them rather talks about them. Until the age of at least 16, they are students. Drop outs can be addressed differently as well.

For decades, prevailing wisdom has us counseling and in therapy to address the pain and issues surrounding a mobile society with few roots.

Our perceptions of childhood echo from a Victorian novel as the innocents are rudely awakened.

Research does not bear out that image at all. And, it was not until middle class students became edgy actors, did schools and communities awaken to the realities of single-parent homes, drug abuse, child abuse and neglect, endangerment and shame.

It’s time to hang out the dirty laundry. Admit we have failed two generations and foster a fresh clean start for the next generations.

What are the influences?

Here are two models used in the program:

Since the introduction of Emotional Intelligence popularized by Daniel Golman, new channels are identified to assist in explaining observable behaviors. Dr. Tony Alessandra’s  work, The Platinum Rule.

World War II opened Pandora’s Box with the G.I. Bill. Access to higher education created a national craving for higher paying jobs and careers. Women began to think of careers en masse, not the exceptions and tokens trotted out to show how far our American culture had changed.

How many of these questions have you asked yourself? Of course, no one can "tell" you how to raise your child. However, parents needs a support system, too. That is what LSDG offers caretakers.

Here is sample content we explore through the LSDG:

• What has shifted from previous generations that barely spoke English and the absence of role models beyond national heroes?
• How do barriers teach lessons?

• What are the ingredients to develop a love of learning? What ripens them for a love of learning?
• Where are the students who are adjusted?
• What contributes to their adjusted psyche?
  What do we know about them?
• Influence of family retold stories—

        Myths about family—lies and legends

              What do they serve?

• How are they distributed in the population?
• What age segments have shifted?
• How much belief power and where it originates motivates a student?
• Master the power of self-reliance
• When do they discover mentors?

              Peers, adults, media

• What values guide their lives?
• What is present or absent in students' environments?
•               School, home, neighborhood, spiritual presence, family members’ influence, attitudes toward punishment, discipline, persistence, endurance, stamina.
• Power and Control as. Guidance
• The Dance—Who is leading?

              Command and control

              Little structure

              Expectations

              Redefine trust at different phases

• The Workplace

              Myths about family

              Quality time is an illusion.

• What is memorable to Parent and Student?

              Create a new dialogue with your student.

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