Relationships between plans.

The relationship between the plan Pa of person Pe1 and the plan Pb of person Pe2 might be :-

A. They are not really connected, only perhaps in the sense that the complete plans, or parts of them, are in the same class, narrow or broad. For example:- the goal of Pe1 and the goal of Pe2 are similar, belong to the same class, e.g. Pe1 wants an apple, and Pe2 wants an apple,(a different apple), Pe1 carried out his plan in 1786, Pe2 carried out his plan in 2020.

B. There is a real connection, e.g. Pe1 and Pe2 are cooperating to achieve a common goal. Here communication is necessary.
Let's say Pe1 and Pe2 are trying to get the same apple. If Pe1's goal is to eat the apple himself, his goal activity is to eat the whole apple, and Pe2's goal is to eat the apple himself, his goal activity is to eat the whole apple, the plans are in conflict and cooperation is impossible. They might however work together to secure the apple, on the understanding that they share it. The cooperation might involve division of labour, Pe1 might use abilities which are necessary in the enterprise, which he possesses in a degree more than Pe2, and Pe2 might use abilities which are necessary in the enterprise, which he possesses in a degree more than Pe1. For example Pe1 is tall enough to reach a bottle of coca-cola up on a high shelf, but is not strong enough to open the cap of the bottle; Pe2 is short but strong enough to open the cap. They share the drink between them.
Pe1 uses Pe2, specifically his hand grip strength, and Pe2 uses Pe1, specifically his height, tallness. They are both benefitting from their activity, and this might be compared with the lower level biological phenomenon of symbiosis.
(On the other hand if Pe1 were to use Pe2 to get what she wants by lies and deception, without regard to the needs of Pe2, this would be comparable to the biological phenomenon of parasitism. Here we are using the term 'using' in its perjorative sense.) Less ignoble is the case of the child. As a baby the child is a parasite, it gives nothing to the mother but takes everything it needs from her.
After birth, for many months it continues in this sort of relationship with the mother. Gradually it is taught to do things for itself, to feed itself, to dress itself, and even later to do things to help the parents, e.g. tidy his room, help with washing his clothes, cleaning the dishes etc.
C. There is a real connection, Pe1 and Pe2 have conflicting goals.
Example 1:- Scruff wants to stay in his room and watch TV, adult wants him go to the lounge of the common area and have his lunch.
Example 2:- The same retard Scruff wants to stay out in the open and watch diggers, that is his goal; adult wants him go to the special school classroom, that is his goal.

Because of this conflict of goals the means entities which the adult needs to be used by the retard, to achieve his goal, i.e. his legs and feet, and walking, are objects and actions which the retard does not want to use, or perhaps better said, which the retard wants not to use, (or even better, wants not to be used, by anyone), to achieve his goal.

So our retard adopts the toddler tactic of dropping to the floor, while the adult, (psychologist), counters this by covering his eyes as soon as the retard makes to drop down to the ground. The dropping down is punished by the aversive eye covering so that the fool cannot see his beloved diggers.

D. There is a real connection:- Some part of the plan of one person, e.g. Pe1, is inside, e.g. part of, the plan of another, e.g. Pe2.

Example 1: The goal of P2 is to teach the child how to tie his shoe laces, (teaching target). Target = Child, (Pe1) can tie his shoelaces. He rewards the behaviour with a sweet for better and better performances of this skill, i.e. uses the sweet as a means object in his plan, (a goal object for the child); his means activity = giving-the-child-a-sweet, (the goal, or perhaps sub-goal, activity for the child.)
The goal of the child, Pe1, might originally just be to have and eat the sweet. By a process of secondary reinforcement the tying of the shoelaces might itself become pleasurable, a goal of the child, but that comes later. When it does come the goal of the adult and the goal of the child become the same.
Example 2: The goal of Pe2, adult, is to teach the child how to communicate his desires, at a very basic level, e.g. tra. (teaching target). Pe1, child's goal, or sub-goal: To get the Pe2, adult to go with her to some desired place. Child's method: take Pe's, the adult's, hand and gently pull him in the direction of the place, (tra) Pe2's method. Allow child to pull him to the place she wants him to go with her. (Amanda and the toilet. *******). In that way he reinforces, rewards, this one example of the behaviour he wants to develop, the child using this particular adult, using his legs and feet, to accompany her to a specific place she wishes to go with him, using t.r.a. expressive communicative behaviour.
Obviously, to develop and broaden this skill the adult will have to
a. do this for other places she wishes to go,
b. get her to shew this behaviour with other people, (she will have to learn they can be a friend, can be used in this way.)
c. do this using more sophisticated types of communication, e.g. the next level up, e.g. t.r.a.p.c.s.

The teacher might have, as her plan, a plan to teach the child to carry out a specific plan. She will obviously begin by teaching a simple plan, involving a specific simple goal, requiring simple and few means entities, means objects.
She will repeat this for plans at a similar level involving different simple goals, and different simple means objects.
Then she will make the plan she is teaching more complex, involving a more complex goal, and/or more complex means objects, leading up to the use of another person as a means entity, and more sophisticated means of communication with him.
Then she must teach the child to have a more complex view of the person she is using and realise that she may have to consider the person's own needs and goals, his mood, that she may have to offer something in return for his cooperation and help, even if only a smile and a "Thank you!" etc.

Pe1, e.g. adult	agree	disagree	Pe2, e.g. child
Goal			Goal
Step 2		---------------------------------> pulls adult to place Pl3, e.g. the school gym
Step 3		---------------------------------> takes adult to blanket, or gives blanket to adult	---------------------------------> adult understands child wants a blanket ride* and gives her this treat
Step 4		child smiles, (most primitively an emotional smile, at a more advanced level a deliberate social smile to consciously show adult that's what she wanted).	carer is reassured that her initial diagnosis of what the child wanted is correct
Step 5