Leona,  This sound like William Glasser's control theory.  Is that what 
this is and has Edward Ford borrowed from his ideas?  
Dan
LEONA PAYNE Teaching Responsible Thin ALL  07-29-96
LP>Howdy everybody,
LP>Since it's getting close to The Day, & I've been asked about the
LP>program again, I'm reposting some of the info I related last year
LP>along with reaction about the Responsible Thinking program.
LP>I will also post the guidelines in another message.
LP>---cut---
LP>. FORUM:   EDUCATOR                             HOST: UNIONJCK
LP>DATE:  Jun-24-95 1:14pm                         MSG:  0
LP>FROM:  Leona Payne
LP>TO:    All
LP>SUBJECT: Responsible Thinking Process
LP>RESPONSIBLE THINKING PROCESS
LP>based on Perceptual Control Theory - by Edward E. Ford
LP>from his book - _Discipline For Home And School_
LP>This is a process by which you can teach self-discipline through
LP>responsible thinking.  Questions should be asked in a calm,
LP>respectful, curious voice and should also be asked in the order
LP>listed below.  Do not ask "Why?"
LP>WHAT ARE YOU DOING?
LP>WHAT ARE THE RULES?  or  IS THAT O.K.?
LP>WHAT HAPPENS WHEN YOU BREAK THE RULES?
LP>IS THIS WHAT YOU WANT TO HAPPEN?
LP>WHERE DO YOU WANT TO BE? or WHAT DO YOU WANT TO DO NOW?
LP>IS WHAT YOU'RE DOING GOING TO GET YOU WHAT YOU WANT?
LP>ARE YOU SURE YOU WANT TO WORK AT THIS?
LP>WHAT WILL HAPPEN IF YOU DISRUPT AGAIN?
LP>_____________________________________________________________________
LP>_
LP>   (When necessary, teach [child] how to make a plan that will help
LP>   [him/her] succeed.) After the plan is made, ask one or more of the
LP>   following questions...
LP>HOW ARE YOU GOING TO DEAL WITH THIS PROBLEM THE NEXT TIME IT HAPPENS?
LP>WHAT ARE YOU GOING TO DO THE NEXT TIME YOU GET ANGRY OR UPSET?
LP>ARE YOU REALLY COMMITTED TO THIS PLAN?
LP>(When needed, use some form of visual, measurable feedback such as a
LP>chart or monitor sheet.)
LP>_____________________________________________________________________
LP>_
LP>(If [child] avoids answering a question, repeat it.  If [child]
LP>persist[s] in not dealing with you, then ask---)
LP>DO YOU WANT TO WORK AT THIS OR NOT?
LP>(If [child] continue[s] to avoid dealing with you, or, if after
LP>settling down, [s/he] again begin[s] to disrupt, it means [s/he
LP>doesn't] want to follow the rules and have chosen to go to a
LP>restricted area.  Then you say...
LP>I SEE YOU HAVE CHOSEN TO LEAVE.
LP>(The [child] must leave at once and go to the designated, restricted
LP>area.  When [s/he decides s/he wants] to return and obey the rules,
LP>[s/he is] taught how to make a plan and how to use it to negotiate
LP>[his/her] return with the person in charge of where [s/he was]
LP>disrupting.
LP>Copyright 1995 by Edward E. Ford  Ph.(602) 991-4860
LP>(reproduced here by me with his permission)
LP>*********************************************************************
LP>*** ---cut---
LP>AT THE PREP ACADEMY
LP>In my school, the restricted area is a room along the lines of an
LP>In-School-Suspension room.  It's called the PRC room (Pupil
LP>Responsibility Center) but the name of it is not important; the way
LP>it is set-up is.  Ideally, it is run by a certificated teacher who
LP>has a full-time instructional aide.  There is a phone, a large filing
LP>system, a full size adult desk & table for the teacher & assistant, &
LP>desks for the students.  We have a 7th grade room & an 8th grade
LP>room, each of which has a teacher, neither of which has an aide.  The
LP>way the room works is:
LP>1.  Chris (generic any kid "chooses" by actions or words not to stay
LP>in     class … la questioning process above.
LP>2.  Teacher fills out brief slip with student's name, grade, the
LP>    date, teacher's name, checks a box to indicate student's
LP>    infraction & includes a **brief** description if necessary (for
LP>    example:  student said #@!% twice.)  Teacher lets room monitors
LP>    know Chris is on the way (can be handled a variety of ways
LP>    depending on a school's resources & the students' age--telephone,
LP>    accompanied by student messenger, e-mail.)  E-mail is ideal
LP>    because it both informs the PRC staff *&* documents Chris for the
LP>    teacher, otherwise teacher needs to make a brief note in order to
LP>    monitor the situation later. This is the extent of the teacher's
LP>    recordkeeping.  From this point on, almost every document will be
LP>    filled out in the student's own writing & kept in the PRC room
LP>    (spec. ed. students are aided by the PRC staff, but they are
LP>    still able to plan & discuss their behavior.)
LP>
LP>... Keep the books - burn the censors.
LP>--- Via Silver Xpress V4.3P SW12194
LP>(1:114/260)
þ CMPQwk 1.42 445p þReality is a crutch for people who can't cope with drugs. 
L
ly Tomlin
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