Is there merit using the same themes with a person’s resources as months pass?
Are the metaphors used in the first sessions to help the client achieve physical relaxation abilities the same ones to use 6 months later?
Are the metaphors used in the first sessions to help the client achieve physical relaxation abilities the same ones to use 6 months later?
My name is Eugene irvin.
An example would be: A person learns how to use muscle relaxation to remove the physical stress from their back pain in the clinic with metaphors of the client revisiting their most relaxing holidays. This appeared to be successful. The person returns to the clinic 6 months later. Whether the person is having success or not, a simple inquiry into how comfortable they are with the themes used might be of value.
Questions to ask the person might be:
“Have you found the metaphors you used when you first learnt your relaxation are still the themes you are happy to go with now?”
“How might we design those metaphors to what you would now feel happier to use to achieve your physical relaxation?
Easy access to a Theme list may facilitate your choosing other themes. This is just my list and everyone could design their own themes lists.
There is a vocabulary link which gives simple advice on how to reflect the different levels of connectedness between things.
Thank you
THEMES
This is just my list of different types of Themes one might use. Every person could generate their own list.
Types of Themes
Two main divisions with all categories: ACTIVE or PASSIVE.
Time dimension
Client Activities
Mind Issues
Symbolism
Non-Living Things
Animals/ Plants
Time Dimension🡆
(1) Past.
(2) Present.
(3) Future.
Client Activities🡆
(1) Business-Work-Occupation Activity.
(2) Pastime-Interest-Loves- Hobby Activities.
(3) Social Activities. [visiting a friend, any type of interaction with a friend or neighbour, group activity]
(4) Family Activities.
(5) Everyday activities.
(7) Physical activity. [Sitting in sun, swimming, playing sport, driving a car, going for a walk]
(8) Entertainment activity. [Going to cinema]
(9) Physiological Activity. [Gastro-intestinal, respiratory, cardiovascular, dermal reactions]
(10) Spiritual Activity. [Church, seances]
(11) Skill acquisition. [School, classrooms, apprenticeships]
(12) Practice. [The practice can be a practice with potentially anything.]
(13) Education. [Anything to do with learning]
(14) Role playing-acting out.
- Playing someone they admire.
For example: Become a famous athlete, brilliant surgeon, an orchestra conductor, a `pop’ singer with an audience of thousands.- Playing themselves.
- Playing real life people they know.
- Playing real life people they know from books-media.
- Playing fictional people from books, movies.
- Playing inanimate objects. Not alive.
- Playing animals ranging from the smallest insect to the largest animal.
- Playing someone who “is made up”. No one is specific – it is “made up”
Mind Issues🡆
(1) Self concept-self image.
(2) Mind Control
(3) Mind Works.
(4) Learning.
(5) Memory.
(6) Thinking
(7) Understanding.
(8) Information Gathering
Symbolism🡆
(1) Mythical Characters.
(2) Magical-Supernatural involvement. (Magic mirror, flying blanket, science fiction, fairy tales)
(3) Made up images- Bizarre. (Can range from mild to bizarre)
(4) Special place. (Island/ Room/ Place/ etc of serenity, of forgiveness)
(5) Special Thing. (Ugly duckling, cloud car)
(6) Metaphor.
(7) Parables.
Nonliving Things🡆
(1) Weather. (Clouds, storms, breezes)
(2) Geology. (Tectonic plates, coal, granite, escarpments, scree slopes, volcanoes)
(3) Places. (Endless possibilities for places, e.g., universe room, attic, sky, snake pit)
(4) Landscapes. (Landscape covers the streams, the trees that would grow there, as well as the mountains, lake, ocean, pool)
(5) Inanimate things. (There would be endless inanimate things
1. Mechanical (cars, trains, boasts, planes, television, clocks, pendulum, computor, elevator)
2. Not Mechanical. (Jigsaw puzzle, rag doll, furniture, glass)
3. Communication/ information modalities. (Blackboard, switchboard, screen, master
computer, computer room, crystal ball, TV)
(6) Food and drinks.
Animals/Plants🡆
(1) Animals.
1. Macro animals (Horses, snakes)
2. Micro animals (Krill, bacteria, insects)
(2) Plants.
1 . Macro plants (gardens, trees, vegetables, flowers, fruits)
2. Micro plants (Algae,)
Extra Information:
➤ There can be any type of combination of the above.
➤ There is no limit to the number of themes that can be combined.
VOCABULARY:
I emphasise this is just my LIST and every person would probably generate a list with differences.
Simple hints on how to use vocabulary to connect things
1. Vocabulary to use when combining things: Causal Modeling.
2. Vocabulary that creates expectancies of something being true: Presuppositions
3. Prefixes and Suffixes and Generic Words.
Vocabulary to use when combining things: Causal Modeling
Causal Modeling is using words that imply or state a cause-effect relationship between something that is occurring and something the communicator wants to occur. This invites the listener to respond as if one thing did indeed `cause’ the other. This process is called `transitions’ and implies that two things are related. The words used to achieve this are called `transitional words.’
There are three kinds of linkage, with varying degrees of strength.
[1]
The weakest kind of linkage makes use of conjunctions to connect otherwise unrelated phenomena.
If I say to somebody, “You’re sitting in this chair. You are blinking your eyes. You are waiting,” that does not have anywhere near the flowing quality of ” You are sitting in the chair and you are blinking your eyes and you are wondering what the point of all this is.”
Other examples would be:
i. “You are listening to the sound of my voice, and you can begin to relax.”
ii. “You are breathing in and out and you are curious about what you might learn.”
[2]
The second strongest kind of linkage makes use of words like as, when, during, even as, at the same time and while to connect statements by establishing a connection in time.
“As you sit there smiling, you can begin to go into a trance.”
“While you sway back and forth, you can relax more completely.”
You need to have a graceful way of guiding someone from his present state into the state you want him to go to. Using transitional words such as `as’ or `when’ are words that imply that there is some meaningful relationship between two utterances. “As you sit there, it is possible for you to realise that I am about to tell you something.” There is no relationship between sitting there and realising something. However, it sounds meaningful, and it is the tone of voice and the transition “as” that implies meaning.
[3].
The third and strongest kind of linkage uses words actually stating causality. There are two sections here:
1. Words such as makes, causes, forces, and requires can be used here.
“The nodding of your head will make you relax more completely.
2. The word `but’ very often implies cause and effect by introducing a reason why a person feels compelled not to do something.
`I would help you but I am too tired.’
3. The word `because.’
#2
Vocabulary that creates expectancies of something being true: Presuppositions
Stacking many kinds of presuppositions into the same sentence makes them particularly powerful. The more that is presupposed, the more difficult it is for the listener to unravel the sentence and question any one presupposition.
The following are a list of different types of presuppositions.
[1] Use of “OR”.
The word “or” can be used to presuppose that at least one of several alternatives will take place.
“I don’t know if your right or your left hand will lift with unconscious movement.” This presupposes that one of your hands will rise; the only question is if I know which one it will be.
“Would you rather brush your teeth before or after you take a bath?” This presupposes that you will take a bath and brush your teeth; the only question is in what order.
[2] Ordinal Numerals.
Words such as another, first, second, third, etc. indicate order.
“You may wonder which side of your body will begin to relax first.” This presupposes that both sides of your body will relax; the only question is which will be first.
[3] Clauses of Time.
Such clauses begin with words such as before, after, during, as, since, prior, when, while, etc.
“Do you want to sit down while you go into trance?” This directs the listener’s attention to the question of sitting down or not, and presupposes that she will go into trance.
“I’d like to discuss something with you before you complete this project.” This presupposes that you will complete this project.
[4] Changes of Time verbs and adverbs.
Begin, end, stop, start, continue, proceed, already, yet, still, anymore, etc.
“You can continue to relax.” This presupposes that you are already relaxing.
“Are you still interested in hypnosis?” This presupposes that you were interested in hypnosis in the past.
[5] Awareness: Basing a statement or action on being aware.
Words like know, aware, realize, notice, etc. can be used to presuppose the rest of the sentence.
“Do you realize that your unconscious mind has already begun to learn…”
“Did you know that you have already been in trance many times in your life?”
[6] Commentary adjectives and adverbs.
Fortunately, luckily, innocently, happily, necessarily, etc.
“Fortunately, there’s no need for me to know the details of what you want in order for me to help you get it.” This presupposes everything after the first word.
#3
Prefixes and Suffixes.
Prefixes.
The prefixes are only to act as a `lead in‘ to the type of logic being presented. Have the person stop and think.
As to whether you are more authoritative with the Prefixes and say: “The reason why ——” or you are more permissive and say “Consider- think about- ponder on-”
The Prefixing needs to cover the continuum from strongly authoritative to totally permissive. From strongly Directive to strongly Non Directive.
Suffixes that are reinforcing.
Rewarding-Clarifying-Reassuring-Encouraging- Informative-Worthwhile-Achieving-Helping-Well Founded-Understanding what is happening.
Using Group generic words:
Using a descriptive word which covers a wide range of component topics. For example: the word `cognition’ may be used. One might say `cognitions by itself’ or follow it with more specific cognition topics such as learning, thinking, memory. This can be followed by more detail if required.
Another example is the use of the generic term `self image.’ Same principles as above to be used. This means that a multitude of different
philosophies of self image/ self worth may be possible to logically present in more detail.
HOW TO ASK QUESTIONS.
OPEN-ENDED: Usually begins with what, why, how. An open question asks the respondent for his or her knowledge, opinion or feelings. “Tell me” and “describe” can also be used in the same way as open questions.
OPEN QUESTIONS are good for:
Developing an open conversation:”what did you get up to on vacation?”
Finding out more detail: “What else do we need to do to make this a success?”
Finding out the other person’s opinion or issues: “What do you think about those changes?”
CLOSE-ENDED QUESTIONS
Do you have any questions?
Do you understand [the importance] [the value of] [the topic of][ the ideas about] [PACING.]
OPEN-ENDED QUESTIONS
Stay Questioning
Questions, comments or requests? Feel free to reach out, I’d love to hear from you.
