What Dr. Gordon did was quite revolutionary and still, today, it's often seen as a radical or a far out idea, that parents can be their own change agents--they don't necessarily need outside help--which is partly why, we think, that learning and using the PET skills can be a daunting task for some. It's not for everyone.
---> HOW DID P.E.T. COME TO BE?
GTI was founded by Dr. Thomas Gordon, clinical psychologist and author of several books used in GTI courses (P.E.T., P.E.T. In Action, T.E.T., L.E.T.). Dr. Gordon taught the first P.E.T. course in 1962.
When Dr. Gordon moved from Chicago to California, he established a counseling practice. A number of his clients were parents and some of them told him “we’re not the ones with the problem, our children are the ones with a problem; they are the ones who need counseling.”
The children, of course, felt it was not them but their parents who were the problem. What he discovered was that often times, neither the parents nor their children were “sick”, what was unhealthy was their communication and their way of dealing with conflicts and problems.
He also was aware that many experts blamed parents for the problems of their children but no one was giving parents any help about how they could improve their communication and problem-solving skills. Many of these skills were being taught to professionals but not to parents.
From this realization, he began to share some of these communication and problem-solving tools and as he received more requests, the structured P.E.T. course was born.
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MSc Neuroscience | Yoga Therapist (C-IAYT) | YACEP Continuing Education Provider
5moCongratulations, Mark! I just finished reading your paper and am intrigued by the study's collection and analysis of qualitative data. I was particularly impressed by the possibility of self-initiated interpersonal interventions, particularly in workplace relationships and caregiving roles. This unique finding underscores your and your colleagues' innovative research approach, as does the possible identification of similarities among non-adoptees. Research like this has the potential to reshape our understanding of social development and its implications into adulthood. Early in my career (1997), I worked with young children in the United States who had been adopted from Russian and Romanian institutions. Your research highlights humanity's resilience and the potential for these findings to contribute to global policy changes. Such changes could significantly reduce adversity and improve future generations' well-being. I am grateful for your contribution to my education at King's College London and for the solid foundation it has provided.