A cognitive behavior analysis approach to facilitating success in the areas of social skills acquisition and improvement on academic tasks is described.  Specifically a model of consciousness was developed to facilitate self-management of behavior. The NZC (Neutral Zone of Consciousness) will be contrasted with the AZC (Analysis Zone of Consciousness) for purposes of facilitating developmental relationships via teaching the appropriateness of control and surrender in consciousness.  Stand Back Awareness (SBA) as applied in self-management projects based on an applied cognitive behavior analysis methodology is used to illustrate the nature of the NZC.  The content-focused Analysis Zone of Consciousness (AZC) is examined in detail from an applied behavior analysis perspective.  A methodological framework of operational definitions, target behaviors, functional analysis, and metacognitive analysis of attention, thinking, and beliefs are exemplified as correlates of the AZC and are contrasted with the correlates of the NZC.  Likewise, examples of activities correlated with the observer-focused NZC are examined including: mediation, meditation, the fake-it-till-you-make-it technique and the Quaker concept of transforming power as applied in violence reduction/prevention role plays and other experiential activities.  NZC correlates of mystical experience are also examined with emphasis on the reciprocal roles of practical metaphysical activities and mystical insight (inspiration and motivation). Stand Back Awareness (SBA) is illustrated as applying both the content-focused AZC and observer-focused NZC facilitating decreases in nonproductive anxiety and anger and increases in attending and concentration behaviors, memory, and academic tasks.  General suggestions for facilitating the acquisition of self-management tools in developmental relationships will be summarized.