Fabic App

Fabic's supportive Behaviour Change App is available on both iOS and Android systems.

Fabic App for iOS and Android

Download the Fabic Behaviour Change App for Apple iOS
Download the Fabic Behaviour Change App for Android

The Fabic Behaviour Change App offers a practical application via Fabic’s Body Life Skills programto bring about lasting behaviour change for people of all ages.

We all use behaviours we would prefer not to use … and thus, we all use unwanted or non-preferred behaviours, albeit in varying forms and intensity.

In short and to the point, this app supports people to understand and change unwanted behaviours used by self or any other person.


Fabic is a Behaviour Specialist Center based on the Gold Coast, Australia offering clinical and training services in the field of behaviour, all behaviour.

Fabic offers services face-to-face locally and via the web nationally and internationally – our clinical and training services are accessible to all people worldwide.

At Fabic we recognise that all people use behaviours they would prefer not to use. Further to this we embrace the Body Life Skills Program that has been developed by Fabic’s founding director Tanya Curtis


The Body Life Skills program is a simple 3-step process that is based on supporting people to (1) understand behaviour and then (2) develop the tools to bring about lasting behaviour change. This is achieved via:

  • Step 1 - BODY
  • Step 2 - LIFE
  • Step 3 - SKILLS

Sequence of Behaviour Change

In the Body Life Skills program we understand that all unwanted or non-preferred behaviour is a result of anxiety first.

The definition for anxiety the Body Life Skills Program embraces is:

“Anxiety is not feeling equipped to respond to what is in front of you.” ~ Serge Benhayon.

A micro-analysis of this definition further understands that:

Anxiety – is what is felt in and expressed from the body
Not feeling equipped – is feeling that you don’t have the required skills
What is in front of you – is life

With this understanding we embrace that:

  1. All unwanted behaviours, words, thoughts or feelings that come from any person’s body, occur as a result of them perceiving that they do not have the required skills to respond to what life has presented them at any given moment.
  2. When a person perceives they have the required skills to respond to what life is presenting, their body is more likely to express using wanted or preferred behaviours, words, thoughts and feelings.

Thus, the Body Life Skills program is a never-ending cycle as we will constantly be presented with aspects of life where further skill development would be supportive.

BLS Diagram


Prior to understanding and changing behaviours we must first understand that behaviour is NOT who a person is but what they do! All unwanted or non-preferred behaviours are being used by people who, at their very core, are amazing beings!

A key principle of the Body Live Skills program is that:

“We are human beings and not human doings.” ~ Serge Benhayon.

The being is and will always be:
Awesome, amazing, loveable and absolute pure love and joy.

The doing is simply:
what a person does. Sometimes what a person does is wanted and preferred or, as we say, THUMBS UP Thumbs Up Behaviour and other times what is done is unwanted and non-preferred or THUMBS DOWNThumbs Down Behaviour

The Body Life Skills program embraces that at the core of each person is an awesome, amazing, loveable being.

I Am Amazing

In fact, the Body Life Skills program embraces that WE ARE ALL awesome, amazing and loveable beings

You and I Will Always Be Amazing Beings

We understand that what people ‘do’ may not always match this amazingness and thus we introduce understanding to identify the reason behind the unwanted, non-preferred and thumbs down ‘doing’.

The Body Life Skills program embraces that all behaviour happens for a reason and thus we understand that there is a part of life that is contributing to a person’s body (including ourselves) ‘doing’ behaviours that don’t match the awesome, amazing, loveable being we innately know them (or ourselves) to be.

However, we all have circumstances in our lives, situations presented that are hurtful, for example, that we do not feel equipped to manage. It is in reaction to these situations that we use behaviours that do not leave us or other people feeling the amazingness that we all naturally are.

Our behaviours are not who we are! Behaviour is what we do and behaviour can be changed – if taught how!


Understanding and Judgment Cannot Exist Together

The quote is self-explanatory; however, it must not be brushed over or ever overlooked as it carries an essential key to bringing lasting behaviour change.

The key message here is:
Judgment closes the door to understanding.
Lasting behaviour change requires understanding.
Thus, judgment prevents lasting behaviour change.

By way of explanation: as mentioned previously, there are three key elements to this program: (1) Body, (2) Life and (3) Skills … and thus

  1. Our body and what it expresses via its behaviours, words, thoughts and feelings must never be judged, rather understood.
  2. Our experience of life must never be judged, rather understood.
  3. Our existing skills and our yet to be developed skills must never be judged, rather understood.

The simplicity is:

  1. A person perceives they have the required skills to respond to life = the body uses wanted or preferred behaviours.

or

  1. A person perceives they do not have the required skills to respond to life = the body is more likely to use unwanted or non-preferred behaviours of varying intensity

Without judgment, we can bring understanding.
With understanding we lay the foundation for
people to feel safe to commit to life in full.


  1. Implement the Body Life Skills program in your own life supporting lasting behaviour change for yourself or any other person.
  2. Learn to increase your understanding of your own behaviours, words, thoughts and or feelings.
  3. Learn to increase your understanding of other people’s behaviours, words, thoughts and/or feelings.
  4. Learn to develop skills to respond to situations in life you may not feel completely equipped to respond to. With the new skills learnt you will be left feeling equipped to respond to these daily life challenges.
  5. Learn to develop skills to respond to life bringing the opportunity for lasting behaviour change.

The Body Life Skills program incorporates both the Fabic Behaviour/Anxiety Scale and the Fabic I Choose Chart.

    The Behaviour Scale identifies the first two steps of the Body Life Skills Program:
  1. Step 1 – Body
    What behaviours, words, thoughts and feelings a body is using to communicate how it is experiencing life?
  2. Step 2 – Life
    What parts of life a person perceives they do not have all the required skills to respond to?
    The I Choose Chart supports with:
  1. Step 3 – Life
    Teaching and learning skills to respond to the parts of life identified in step 2.

This app provides blank templates of each of these charts allowing you to personalise and build a library of charts of your own completed Behaviour/Anxiety Scales and I Choose Charts, thus supporting self-mastery and lasting behaviour change.

    In utilising this app, you will have:
  1. Your own completed library of personalised and completed Behaviour Scales for yourself and your family (if in a home setting); your students (if in a school); your colleagues (if in a workplace); your clients (if in a clinical setting) or any other setting.
  2. A Fabic Library of completed Behaviour Scale examples to use as a guide when completing your own or others’ Behaviour Scale.
  3. Your own library of completed I Choose Charts that will assist you to teach and/or learn new skills to respond to the parts of life that you have previously perceived you were not yet equipped to respond to.
  4. A Fabic Library of completed I Choose Charts provides a number of examples of pre-completed I Choose Charts based on commonly experienced aspects of life that many perceive they do not yet have all the required skills to respond to. The completed Fabic library also serves as a teaching tool in that it can assist when completing your own personalised I Choose Charts.

For further information on the Body Life Skills program, refer to the many free YouTube clips further explaining this approach.


Behaviour/Anxiety Scale

    The Behaviour/Anxiety Scale:
  1. Acts as a communication tool that assists us to learn to identify and understand how our body is communicating its experience of life.
  2. Offers a form of communication that is interpreted the same way by ALL people, thus increasing successful communication and reducing unnecessary conflict and/or unnecessary escalation of unwanted behaviours.
  3. Increases our understanding of how a person is experiencing their day-to-day life.
  4. Visually depicts the different levels from where each person either responds or reacts on a scale with five separate levels.

Level 5 - Code Red – perceived 0 – 20% equipped to manage life.
Level 4 - Code Orange – perceived 20 to 40% equipped to manage life.
Level 3 - Code Yellow – perceived 40 to 60% equipped to manage life.
Level 2 - Code Green – perceived 60 to 80% equipped to manage life.
Level 1 - Code Blue – perceived 80 to 100% equipped to manage life.

Everyone fluctuates between Level 1 (calm and preferred behaviours) and Level 5 (meltdowns) on a regular basis.

The Behaviour Scale makes this previously abstract and mysterious fluctuation visual, concrete and personalised for everyone and thus ensures that many people have exactly the same message about a person who has a completed Behaviour/Anxiety Scale.

At some stage everyone has had a meltdown and reached Level 5. But meltdown behaviours look different for each person.

For example: some people may cry, withdraw, overeat, refuse to eat, use aggression, self-harm, harm others, use drugs or alcohol, verbally attack others, destruct property, go very quiet or refuse to participate in anything. In fact, a meltdown is any excess emotional response. All meltdowns are a result of escalated anxiety; escalated anxiety because the person perceives they are not equipped to manage what is currently presented to them in life ... their challenging situations.

The key purpose of the Fabic Behaviour/Anxiety Scale is to bring understanding to a person’s unwanted or non-preferred behaviours.

    This scale offers a visual means of communication that is accessible to everyone across all settings. This cohesive approach brings a simple and concrete terminology to describe the first two steps of the Body Life Skills program:
  1. Step 1: Body
  2. Step 2: Life

    On the right-hand side of the scale we list the individual’s unique behaviours, words, thoughts and feelings used when escalating from code blue up to code red. This list provides a concrete visual that means all people have the exact same understanding of what a body is expressing at any particular colour:
  1. Code Blue
    The body is ‘not anxious’ and using wanted or preferred behaviours, words, thoughts and feelings.
  2. Code Green
    The body is ‘a little bit’ anxious and using a series of low-intensity unwanted behaviours, words, thoughts and feelings.
  3. Code Yellow
    The body is ‘more’ anxious and using a series of increased-intensity unwanted behaviours, words, thoughts and feelings.
  4. Code Orange
    The body is ‘a lot’ anxious and using a series of high-intensity unwanted or non-preferred behaviours, words, thoughts and feelings.
  5. Code Red
    The body is ‘extremely anxious’ and using a series of meltdown-intensity unwanted behaviours, words, thoughts and feelings.

    On the left-hand side of the scale we list the aspects of life that we or they either have or have not developed the skills to respond to which are unique to each one of us. These are the specific aspects of life that will have someone at:
  1. Code Blue
    I perceive I’m equipped to respond to that part of life.
  2. Code Green
    I perceive I’m ‘a little bit’ not equipped to respond to that part of life.
  3. Code Yellow
    I perceive I am ‘more’ not equipped to respond to that part of life.
  4. Code Orange
    I perceive I am ‘a lot’ not equipped to respond to that part of life.
  5. Code Red
    I perceive I’m not at all equipped to respond to that part of life.

What is in front of us is one enormous life-classroom filled with a continuous and never-ending supply of lessons, opportunities, challenges and many aspects of life presented and re-presented ready to be self-mastered (skills). We are all forever students of life.

In simplicity, each person either perceives they DO have the required skills to respond to what is in front of them or they do not


    The key purpose of the Fabic Behaviour/Anxiety Scale is to bring understanding to any body using any unwanted behaviour. With understanding we free the person from judgment and thus can use the behaviour scale for three key roles in understanding and changing behaviour. Using the Fabic Behaviour Scale effectively provides:
  1. A form of communication.
  2. An assessment tool.
  3. An indicator of when to implement behaviour change interventions.

A Form of Communication

    As a form of communication, the behaviour scale offers:
  1. Multiple people to bring the same understanding to one person’s body and their experience of life.
  2. One person to brings understanding to other people’s body their experience of life.
  3. One person to bring self-awareness and have a self-monitoring tool of their own body and how it is experiencing life.

An Assessment Tool

As an assessment tool the behaviour scale is used to identify the parts of life each person is either responding or reacting to. When using the Behaviour Scale as an assessment tool, we simply ask:

“What colour did you go to when …?”

    When asking “what colour did you go to when?” there are only five possible answers and thus the question is not as overwhelming as could be if an open-ended question was asked. With the above closed question there are only five possible responses:
  1. Code Blue
  2. Code Green
  3. Code Yellow
  4. Code Orange
  5. Code Red

This leads to a clear concrete list of the events of life that have each individual person at code blue, green, yellow, orange and/or red … thus a clear list of the parts of life a person is yet to develop skills to self-master.

An Indicator of When to Implement Behaviour Change

A completed Behaviour/Anxiety Scale provides a concrete indicator of the exact behaviours the body is expressing at code blue, code green, code yellow, code orange and code red. When individualised in this way, it provides a means of identifying when to implement healing and skills building strategies.

A common error with behaviour change techniques is that they are offered once a person has already escalated to code orange or code red, but at this stage it is too late to bring about lasting behaviour change; at code orange and code red we have tools to support with relief of the current symptoms but none that will bring about lasting behaviour change.

    Lasting behaviour change will come about when a person is provided with the opportunity to learn, practise and implement new skills to respond to the aspect of life they currently do not feel equipped to respond to. As is the case for us all, our ability to learn new skills and implement existing skills is at its peak when we are at code blue, yet this ease disappears as a body progresses up the behaviour scale. Below is a scale that highlights our ability to learn, practise and implement new skills at each colour:
  1. Code Blue
    Best opportunity to learn, practise and implement new and existing skills.
  2. Code Green
    Skills learning, practising and implementing is ‘a little bit’ diminished.
  3. Code Yellow
    Skills learning, practising and implementing is ‘more’ diminished.
  4. Code Orange
    Skills learning, practising and implementing is ‘a lot’ diminished.
  5. Code Red
    Skills learning, practising and implementing is basically non-existent.

Thus the Behaviour/Anxiety Scale offers a very simple, practical and concrete measure to support people to know when to implement behaviour change techniques


The Fabic I Choose Chart is the third step in the Body Life SKILLS program – teaching and/or learning the skills to self-master life.

The key purpose of the Fabic I Choose Chart is to offer a means of bringing about lasting behaviour change by supporting a person to develop new wanted or preferred skills to replace their old unwanted or non-preferred behaviours.

The I Choose Chart provides people with a choice of whether to respond (Option One) or react (Option Two) to life.

Fabic I Choose Chart

The simplicity of Fabic’s I Choose Chart supports people to know that it is never life itself that determines whether someone is at code blue, green, yellow, orange or red; rather, it is how we choose to respond to life. Furthermore, there is no ‘other’ choice until a person has been taught, learnt and developed the required skills (option one from the I Choose Chart) to respond to that particular aspect of life


As the title suggests, the I Choose Chart offers people a choice of how they respond to life and thus offers them to ultimately choose the natural consequences that occur in their life as a result of their behaviour choices.

The I Choose Chart offers a means for all of us to learn, develop and replace our old unwanted reactions (Option Two Behaviours) with new wanted or preferred responses (Option One Behaviours).

From there, the I Choose Chart Chart offers us the choice to embrace that, not only do we choose how we respond to life, but equally we choose the outcomes that naturally occur as a result of our behaviour choices.

Option one behaviours = Wanted natural outcomes
Option two behaviours = Unwanted natural outcomes

    The key purpose of the I Choose Chart is its role to be:
  1. A teaching tool
  2. A learning tool
  3. A tool offering self-responsibility

The I Choose Chart as a Teaching Tool

The I Choose Chart provides the opportunity for us to teach a person a possible option one response to the part of life they are choosing to self-master, while equally highlighting the outcomes when continuing to choose their current option two reactions.

We are all forever teachers of life. Embracing this responsibility increases our acceptance and understanding, of ourselves and others. The fact is, we each have skills that we have mastered or are on our way to mastering in life. These skills will be unique to each person.

Accepting and appreciating what we have already begun to master, allows us to embrace our role as a potential teacher for that skill. This is a very important role in society that we all have the responsibility for

The I Choose Chart as a Learning Tool

The I Choose Chart as a learning tool provides the opportunity for us to learn new ways of responding to the parts of life that we are yet to self-master.

We are all forever students of life. Embracing this also increases acceptance and understanding of self and others. There are many parts of life that we may have already mastered, but I am the first to say there are truckloads of life that I am yet to master; for this reason, I am a forever student.

This is the case for all and when we are ready to embrace our role as a forever student of life, we will see that life is one massive classroom providing opportunities to learn and embrace new lessons time and time again

The I Choose Chart as a Tool Offering Self-Responsibility

The I Choose Chart, when properly used, highlights that it is never life that takes us to code blue or code green, yellow, orange or red; rather, it is how we choose to respond or react to life which determines the outcomes that naturally occur as a result of the choices we make

Thus, once a person has learnt and developed the option one response to a certain aspect of life, they have a choice of whether they continue to choose their previous option two behaviours or equally have a choice to use the option one response. It is always the person’s choice and this must be respected


    Completing the I Choose Chart involves five key steps. Below are the steps in the order in which the author complete them; however, it can be done in whichever order works best for you:
  1. I Choose Chart title
  2. Option Two behaviours
  3. Option Two outcomes
  4. Option One outcomes
  5. Option One behaviours

I Choose Chart Title

The chart title is directly taken from Step 2: Life. What is the specific part of life that has taken a person higher than code blue on the Fabic Behaviour/Anxiety Scale?

Example: Making a mistake or receiving a correction.

Fabic I Choose Chart Example Title

Option Two behaviours – Possible Reactions

The Option 2 behaviours list the previous unwanted behaviours the person has been using in reaction to the specific aspect of life highlighted in the chart title. It is important to list the behaviours that are specific to that person. Many people may find the same part of life challenging, but it is more than likely they will have their own unique reactions

Examples: Denying I made a mistake, pretending no mistake was made or blaming someone else for the mistake.

Fabic I Choose Chart Example Option 2 Behaviour

Option Two outcome – likely natural consequence 2

The option two outcome draws attention to the natural consequences that are likely to occur as a result of the option two behaviours being used. The key here is not to focus on punishment (an independent unwanted outcome delivered that may not be a natural consequence of the behaviour choice), but rather focus on what will naturally occur as a result of the behaviour choice

Example:
Punishment: Sent to room for blaming someone else
Natural consequence: I do not learn from this mistake. I keep making the same mistake when life presents this lesson

Fabic I Choose Chart Example Option 2 Outcome

Option One outcome – likely natural consequence 1

The option one outcome highlights the natural consequences that are likely to occur as a result of the option one behaviours being used. These are typically the outcomes that a person would like to occur. Here it is important not to focus on artificial reinforcements (an independent wanted outcome that may not be a natural consequence of the behaviour choice), but rather focus on what will naturally occur as a result of the behaviour choice.

Example:
Reinforcement: I get praise and a high-five for my choice
Natural consequence: I do learn from this mistake. I stop making the same mistake when life presents this lesson.

Fabic I Choose Chart Example Option 1 Outcome

Note: It is through identifying what the natural consequences of our choices are that lasting behaviour change can occur.

Option One behaviours – Step 3: New Skills

The option one behaviours list the new wanted responses that will support a person to respond to the part of life they were previously finding challenging. It is key here that we do not introduce the behaviours we want to see or the behaviours we think are the preferred ones but that we teach what skills are required for the person to self-master the challenging life situation in the chart title. Teaching the behaviours we would prefer another person to use in replacement of skills learnt, developed and practised is a critical, yet very common error guaranteeing lasting behaviour change will not occur.

When completing the option 1 part we must ask: What is needed for this person to self-master this part of life?

Teaching skills (Option one) to self-master life (chart title) = lasting behaviour change

Example:
Yes, I made a mistake. Whoops, what can I learn here? Listen with my ears, see with my eyes, connect to myself and learn a new skill. Then I practise, make more mistakes and keep on practising.

Fabic I Choose Chart Example Option 1 Behaviour

Completed Chart:

Fabic I Choose Chart Example Completed Chart


    The language of the I Choose Chart is simply based on bringing a level of responsibility to a person, their choices and the outcomes they receive in life. The simplicity of the language is based on:
  1. I choose … or … I chose
  2. You choose … or … you chose
  3. We choose … or … we chose
    That is, every single person is responsible for every single choice they have ever made or will make in their future. That is, we are responsible for:
  1. The behaviours, words, thoughts and feelings we choose
  2. The outcomes we receive in life as a result of our choices
  3. Who and what we choose to align to and the consequences that come from that choice
    Some example phrases we have used:
  1. Whoops, you chose option two and thus you chose to get expelled. What can you learn from this so you choose differently next time?
  2. You chose to eat that food you knew did not agree with you – whoops. That means you chose to have that belly ache.
  3. You chose to use option one behaviour in the classroom. That means you chose to stay in the classroom all day and you chose not to get detention.
  4. You chose to go to bed early, meaning you chose to be closer to code blue today.
  5. That’s your choice if you want to continue that behaviour. Just know you are also choosing that outcome.

There is an endless supply of statements that can be provided; the simple message shared is:

You choose your behaviours and thus you choose your outcomes.