This article is a sequel to previous "Journal of Correctional Education" articles providing teaching strategy suggestions for correctional educators. The self actualized correctional educator employs teaching strategies which do not rely on the correctional institution for implementation. Thus, he/she is freed from bureaucratic and custody issues, which can impact educational programs and impede the quest for professional identity. The focus in this article is on cognitive skills which are considered to be key in the reduction of recidivism. Correctional educators are empowered and challenged to derive personal reward and professional identity from their work. This article is written with this aim as the primary objective. The author has field tested these methods as a teacher, supervisor, and consultant. Inmate students readily grasped the concepts presented. Thus, the author seeks to share his successful professional experiences with his peers. Cognitive skills developed in this article address: 1.) responsibility, 2.) controlling impulsiveness, 3.) anger management, and 4.) empathy. Deficits in these key skills are considered characteristic of the criminal lifestyle. (Contains 1 table.)