Using both the successes and the failures of a person’s innate abilities to keep a person motivated to use their resources over a long period of time.
Using both the successes and the failures of a person’s innate abilities to keep a person motivated to use their resources over a long period of time.
My name is Eugene Irvin.
It can be difficult to sustain any type of innate ability for a long period of time in everyday life. It is normal to have fluctuations in a person’s levels of motivation. Unless there have been `motivational strategies’ considered, the chances for the person to maintain their motivations to continue with a resource over a long period of time may be compromised.
It is easy to list reasons why a person might lose some motivation to use their innate abilities for a long time with their chronic pain management. The following are just a few cases. Everyone I am sure could list many of their own.
1:
One must be careful in not just assuming the person can see the benefits of continuing with the sessions and thus staying motivated. Even the person may not be aware they are losing motivation to stay with the sessions.
A safe approach, even if it is not always correct, is to assume that loss of motivation is most likely to occur. A constant awareness of where you can present different types of motivation to keep the person involved may well be a worthwhile goal.
2:
There may be repetition with this model and unless steps are explained carefully, the person may lose interest. Depending upon how much time is available, it can take some time and repetition to develop a person’s innate abilities. The person may become bored and lose motivation as a result of that.
3:
Any approach with a person will most likely be accompanied by differing levels of failure. If we do not keep the person motivated to ‘get past this’ and to continue participating not just by being there physically, but also in spirit’ as well, the chances for real failures may increase.
This model has 6 different categories for motivation to continue using their innate abilities. This is just my list and should be debated/ questioned/ constructively criticised.
The first category is how successes can act as motivators. This is simple to understand. The other 5 may need more thought.
LINK: MOTIVATION TECHNIQUES FOR CLIENT TO STAY WITH THE SESSIONS:
The amount of time available with a person will vary tremendously from just a few minutes in just the one session or a lot of time in more than one session.
The different approaches to motivation need to be trialed as much as possible in the clinic. Select those motivation strategies which appear to be the most successful with the person. Those strategies will need to be incorporated into any home tapes.
In summary, any usage of a resource over a long period of time is usually accompanied by the person requiring one or ideally more than one motivational strategies to offset any negative thoughts or feelings that may well occur.
Thank you
LINK: Motivation techniques for client to stay with the sessions
1. Success: Using Successes.
2. Resource acquisitions: Using Learning concepts.
3. Testing connection: Use the advantages of testing.
4. What if something fails, for example; a resource? Reframe the failure so it acts as a motivator to stay with
sessions.
5. Positive resource, positive parameter-resource experiences: Using positive experiences to keep the client
motivated.
6. Negative resource, negative parameter-resources responses/ experiences: Using negatives to keep the client
motivated.
1. Success: Using Successes that are connected in some way with this model for motivation
- Success as a quality purely by itself can be motivating.
- Success begets success and this connection where one success makes it easier for another success.
- With successes you are getting closer to your goals as we have successes, bit by bit. You’re not there, but you’re heading in the right direction.
2. Resource acquisitions: Using Learning concepts and its connection with motivation.
- Improvements, getting better to any degree is motivating.
- Any skills gained means you are getting closer to what you want.
- Skill acquisition is an ‘advancement, achievement’ and just reward for your efforts.
- Learning something, greater knowledge is motivating.
- Learning information you did not know beforehand can be stimulating and rewarding, especially when it can influence parts of your life that you want changed/modified, etc.
- You are now able to do something you could not do before.
- You are gaining more flexibility being able to use what is a simple resource in a multitude of different practical ways.
- You are gaining more practical skills, skills you can use in your everyday life.
- There is always potentially another step to go to.
3. Testing connection: Advantages of testing and their connection with motivation.
- Testing can verify in what circumstances a resource is weaker and when it is stronger. This verification of the predictability of a resource can permit a better planning of where and when the clients resources can best be used. May enhance clients confidence levels.
- Testing gives you more practice. Any skill, no matter how natural, needs practice. “Practice makes perfect.” In our case, it means we continue to get better.
- This ability can be used in a wide variety of environments-situations. Rather than just accepting the one or two situations in the clinic as being an adequate test, there is testing in a wide variety of differing types of situations.This is more like what happens in real life
4. What if something fails, for example; a resource? Reframe the failure so it acts as a motivator to stay with sessions.
- Client has failures reframed to not be such negative events. The client may accept the idea of failure in a clinical environment without loss of confidence with the therapy or therapist, but in the real world with real everyday stresses, a failure may be seen as `nothing is working.’ Confusion and negativism may then take over.
- Being able to test processes in the clinic – have failures or part successes and then have the client accept failure reframes– may reduce the negative impact of the failure whether it happens in the clinic or real life scenarios.
Listed below are some approaches to reframing the concept of failure.
“Failures are learning experiences. It is only when you do not learn that failures are negatives.”
“We are more aware of the resource’s limitations and can plan more accurately.”
“Failures are simply inappropriate choices, so we simply choose again.”
“It is part of the process of elimination. Science, research and learning are all just processes of elimination.
“It is when people continuously make the same mistake that is wrong.”
“It is all about learning about how not to do things. You only learn how to improve by learning what not to do.”
“It clarifies the limitations this resource has. This is very good.”
“Really helps to have one understand why there is success or failure.”
Be flippant about there being a failure.
“Well, that did not achieve the results we wanted. Now we know.”
“If any person was a mind reader, failures would never occur with people communicating. But this is not the way our minds work!”
The operator downplays the failure and now that it has occurred, “So what? You have already had the worst that can happen with failure. Great, now we’ve faced the biggest fear and see it’s no big deal. Let’s get on with it.”
Using failure so this shows the `respect’ the client has to show towards those aspects that give failure.
People use negative motivational strategies quite frequently to motivate.
For example:
Fear of failure propels people in their studies, to not fail the exams. “Fear of failure keeps us motivated and if it does occur, then we simply use the failure to remotivate ourselves and to keep us focused.
5. Positive resource, positive parameter-resource experiences: Using positive experiences to keep the client motivated.
- This (imagination modalities, motor, affect) is interesting, fun, exciting, enlightening.
- Future improvements in the (imagination modalities, motor, affect) resource are exciting-interesting-fun-enlightening
6. Negative resource, negative parameter-resources responses/ experiences: Using negatives to keep the client motivated.
This negative is to get the client angry-feel frustrated-or one of many other negative experiences which can be used to positively motivate the client.
For example:
“You have had successes before, it is easy to become blaze about things, let’s get you back to where you want to be and where you know you can get to. It is annoying to lose your focus. Let’s do it.”
RESOURCES LIST
Are we fully aware of the range of potentially usable innate abilities in the mind-body field?
Innate abilities and their Submodalities
Everyone will have a different list to the one presented here. This is simply my list. Each of these resources has the potential to be used in different ways. I see the same resources being repeatedly used. A large number of resources appear to be neglected. I do not see any structure which would assist me in being creative as to how those neglected resources might be used.
There are 29 resource topics and 197 resource divisions
There is no mention of parameters here.
Modalities List
Real=There is real sensory input from the topic mentioned.
Not Real= There is no real sensory input from the topic mentioned. Whatever is being perceived is from the clients’ imagination.
- Motor simple-light
- Motor simple-relaxation
- Motor simple-rigid
- Motor simple-heavy
- Complex motor
- Motor complex- verbalising
- Motor complex- writing
- Imagination-analgesia/ anaesthesia
- Imagination-auditory
- Imagination-balance
- Imagination-dermal
- Imagination-fatigue
- Imagination-hunger
- Imagination-kinesthetic- proprioceptive
- Imagination-pain
- Imagination-secretion
- Imagination-smell
- Imagination-taste
- Imagination-thermal
- Imagination-thirst
- Imagination-touch-pressure
- Imagination-visual
- Imagination-time distortion
- Age Regression-Progression
- Amnesia
- Cardiovascular
- Gastrointestinal
- Respiration
- Emotion
Modalities and their Submodalities
Motor simple-light
Motor>simple>light with actual movement
[Any parts of the body which can be objectively tested for lightness. One or more at the same time.] Motor>simple>light with no actual movement.
[Can be any part of the body as there is no movement. For example: `light brain.’]
Motor simple-rigid
Motor>simple>rigid with observable physical demonstrations
[Any parts of the body which can be objectively tested for rigidity. One or more at the same time.]
Motor>simple>rigid with no observable physical demonstration of rigidity
[Can be any part of the body as there is no movement. For example: rigid brain.]
Motor simple-relaxation
Motor>simple>relaxation with observable physical demonstrations
[Any parts of the body which can be objectively tested for physical relaxation. One or more at the same time.]
Motor>simple>relaxation with no observable physical demonstration of relaxation
[Can be any part of the body as there is no movement. For example: relaxed brain.]
Motor simple-heavy
Motor>simple>heavy with actual observable physical demonstrations
[Any parts of the body which can be objectively tested for physical heaviness. One or more at the same time.]
Motor>simple>heaviness with no observable physical demonstration of heaviness
[Can be any part of the body as there is no movement. For example: heavy brain.]
Complex motor
Motor>complex>coordination
[Any parts of the body which can be objectively tested for levels of movement coordination. One or more parts at the same time.]
Motor complex-verbalising (talking/ singing)
Motor>complex>verbalising>speed of verbalising increase
Motor>complex>verbalising>speed of verbalising decrease
Motor>complex>verbalising>difficulty with verbalising
Motor>complex>verbalising>volume of verbalising increase
Motor>complex>verbalising>volume of verbalising decrease
Motor>complex>verbalising>verbalising coherence
Motor>complex>verbalising>verbalising flow
Motor>complex>verbalising>loss of
Motor complex-writing
Motor>complex>writing>speed of writing increase
Motor>complex>writing>speed of writing decrease
Motor>complex>writing>difficulty with writing increase
Motor>complex>writing>difficulty with writing decrease
Motor>complex>writing>automaticity level [Clients’ level of conscious awareness of what they are writing and/or about to write
Motor>complex>writing>legibility
Motor>complex>writing>coherent
Motor>complex>writing>loss of
Imagination-analgesia/ anaesthesia
REAL
Imagn>real inputs>analgesia/ anaesthesia
[Range of possible subdivisions is vast]
NOT REAL
Imagn>no real inputs>analgesia/ anaesthesia
[Range of possible subdivisions is vast]
Imagination-auditory
REAL
Imagn>auditory>real>auditory appearing near/ distant
Imagn>auditory>real>auditory changing speed slow/faster
Imagn>auditory>real>auditory distortion
Imagn>auditory>real>auditory ability to focus on one auditory out of many
Imagn>auditory>real>auditory decibel level increase/decrease
Imagn>auditory>real>loss of auditory
NOT REAL
Imagn>auditory>not real>auditory appearing near/ distant
Imagn>auditory>not real>auditory changing speed slow/faster
Imagn>auditory>not real>auditory distortion
Imagn>auditory>not real>auditory ability to focus on one auditory out of many
Imagn>auditory>not real>auditory patterns such as strobe/waves/rhythmic/ erratic
Imagn>auditory>not real>auditory decibel level increase/decrease
Imagn>auditory>not real>loss of auditory
Imagination-balance
REAL
Imagn>balance>real>increase
Imagn>balance>real>decrease
Imagn>balance>real>loss of
NOT REAL
Imagn>balance>no real input>increase
Imagn>balance>no real input>decrease
Imagn>balance>no real input>loss of
Imagination-fatigue
Imagn>fatigue>physical increase
Imagn>fatigue>physical decrease
Imagn>fatigue>cognitive increase
Imagn>fatigue>cognitive decrease
Imagn>fatigue>emotion increase
Imagn>fatigue>emotion decrease
Imagination-hunger
Imagn>hunger>increase
Imagn>hunger>decrease
Imagination-dermal
REAL
Imagn>dermal>real>part to total loss of dermal
Imagn>dermal>real>misperception of dermal
[A real dermal stimulus may be misperceived as tingling, hot, cold, etc]
NOT REAL
Imagn>dermal>not real>misperception of dermal
[A not real dermal stimulus may be perceived as being tingling, hot, cold, etc]
Imagination-kinesthetic/ proprioceptive
REAL
Imagn>kinesthetic/ proprioceptive>real>part to total loss of kinesthetic/ proprioceptive Imagn>kinesthetic/ proprioceptive>real>misperception of kinesthetic/proprioceptive stimuli
[A real kinesthetic/ proprioceptive stimulus may be misperceived as tingling, hot, cold, etc]
NOT REAL
Imagn>kinesthetic/ proprioceptive>not real>misperception of kinesthetic/proprioceptive stimuli
Imagination-pain
REAL
Imagn>pain>real>misperceptions of pain stimulus
[A real pain stimulus may be misperceived as being increased/ decreased/ tingling/ hot/ cold/ etc] Imagn>pain>real>partial to total loss of pain
NOT REAL
Imagn>not real>pain
[No pain stimulus of any kind. Range of possible subdivisions is vast]
Imagination-secretion
Imagn>secretion>real>part to total loss of secretion
Imagn>secretion>real>increase
[An example would be a piece of food in the mouth producing more saliva than normal]
Imagination-smell
REAL
Imagn>smell>real>sensitivity to smells increase
Imagn>smell>real>sensitivity to smells decrease
Imagn>smell>real>smell distortions
Imagn>smell>real>focussing on one component from many
Imagn>smell>real>part to total loss of smell
NOT REAL
Imagn>smell>not real>sensitivity to smells increaseImagn>smell>not real>sensitivity to smells decrease Imagn>smell>not real>smell distortions Imagn>smell>not real>focussing on one component from many
Imagn>smell>not real>pure smell
Imagn>smell>not real>combinations of smell- previously experienced or unique
Imagn>smell>not real>part to total loss of smell
Imagination-taste
REAL
Imagn>taste>real>sensitivity to tastes increase
Imagn>taste>real>sensitivity to tastes decrease
Imagn>taste>real>taste distortions Imagn>taste>real>focussing on one component from many
Imagn>taste>real>part to total loss of taste
NOT REAL
Imagn>taste>not real>sensitivity to tastes increase
Imagn>taste>not real>sensitivity to tastes decrease
Imagn>taste>not real>taste distortions
Imagn>taste>not real>focussing on one component from many
Imagn>taste>not real>pure tastes
Imagn>taste>not real>combinations of tastes-previously experienced or unique
Imagn>taste>not real>part to total loss of taste
Imagination-thermal
REAL
Imagn>thermal>real>hot>increase
Imagn>thermal>real>hot>decrease
Imagn>thermal>real>cold>increase
Imagn>thermal>real>cold>decrease
Imagn>thermal>real>hot>misperception
Imagn>thermal>real>cold>misperception
Imagn>thermal>real>part to total loss of thermal.
NOT REAL
Imagn>thermal>not real>hot
Imagn>thermal>not real>cold
Imagn>thermal>not real>hot>increase
Imagn>thermal>not real>hot>decrease
Imagn>thermal>not real>cold>increase
Imagn>thermal>not real>cold>decrease
Imagn>thermal>not real>hot>misperception
Imagn>thermal>not real>cold>misperception
Imagn>thermal>not real>part to total loss of thermal.
Imagination-thirst
Imagn>thirst>increase
Imagn>thirst>decrease
Imagn>thirst>swallowing difficulty
Imagination-touch-pressure
REAL
Imagn>touch-pressure>real>increased sense of touch-pressure
Imagn>touch-pressure>real>reduced sense of touch-pressure
Imagn>touch-pressure>real>misperception of touch-pressure
[Light feels heavy/ heavy feels light/ tingling/ warm/ cold/ etc]
Imagn>touch-pressure>real>part to total loss of touch-pressure
NOT REAL
Imagn>touch-pressure>not real>increased sense of touch-pressure
Imagn>touch-pressure>not real>reduced sense of touch-pressure
Imagn>touch-pressure>not real>misperception of touch-pressure
[Light feels heavy/ heavy feels light/ tingling/ warm/ cold/ etc]
Imagn>touch-pressure>not real>part to total loss of touch-pressure
Imagination-visual
- Eyes open may change the meaning to clients. Always be aware of the large difference between eyes open and eyes closed. Belief may be stronger if client experiences a visual with `eyes open.’
- Imagined means the persons’ visualisation is of something which is not real, it is a `figment of their imagination.’
- A reader may think that a visual appearing near/ distant should be on the same line. The way each of these submodalities might be used however may be quite different. You may want to combine in a meaningful way an imagined object coming nearer and that imagined object moving into the distance. Thus two distinct usages of each of those submodalities may be combined in such a way to enhance the effectiveness of each of the individual submodalities.
- Many times there are no clear boundaries between the categories. It is only meant to be a rough classification. Every person would have their own list which may differ considerably from this list.
REAL
Imagn>visual>eyes open> real external sensory input>visual focussing on one component out of many
Imagn>visual> eyes open> real external sensory input>visual appearing near
Imagn>visual> eyes open> real external sensory input>visual appearing distant
Imagn>visual> eyes open> real external sensory input>visual changing speed slower
Imagn>visual> eyes open> real external sensory input>visual changing speed faster
Imagn>visual> eyes open> real external sensory input >visual ability to focus on detail
Imagn>visual> eyes open> real external sensory input>visual activity level
Imagn>visual> eyes open> real external sensory input>visual brightness reduce/magnify
Imagn>visual> eyes open> real external sensory input>visual micro/normal/magnify
Imagn>visual> eyes open> real external sensory input>visual distortion of how it would normally look Imagn>visual> eyes open> real external sensory input>visual movement types rotating/rhythmic/ erratic Imagn>visual> eyes open> real external sensory input>visual image types shapes/ textures/ patterns/ 2D-3D/ angles
Imagn>visual> eyes open> real external sensory input>visual colours black/grey/white
Imagn>visual> eyes open> real external sensory input>visual colours pure red/blue/green/yellow/violet
Imagn>visual> eyes open> real external sensory input>visual colours mixtures
NOT REAL
Imagn>visual>eyes closed>visual appearing near
Imagn>visual>eyes closed>visual appearing distant
Imagn>visual>eyes closed>visual changing speed slower
Imagn>visual>eyes closed>visual changing speed faster
Imagn>visual>eyes closed>visual ability to focus on detail
Imagn>visual>eyes closed>visual activity level
Imagn>visual>eyes closed>visual brightness reduce/magnify
Imagn>visual>eyes closed>visual micro/normal/magnify Imagn>visual>eyes closed>visual distortion of how it would normally look
Imagn>visual>eyes closed>visual focussing on one component out of many
Imagn>visual>eyes closed>visual movement types rotating/rhythmic/ erratic
Imagn>visual>eyes closed>visual image types shapes/textures/patterns/2D-3D/ angles
Imagn>visual>eyes closed>visual colors black/grey/white
Imagn>visual>eyes closed>visual colors pure red/blue/green/yellow/violet
Imagn>visual>eyes closed>visual colors mixtures
Imagn>visual>eyes closed>loss of visual
Negative hallucinations: Imagined with a real input
Imagn>visual>eyes open>real>suggested real items missing from conscious perception completely
[Can be one item or the entirety of real visual sensory input; e.g., an entire furnished room is now seen as being completely empty]
Positive hallucinations: Imagined with no real input:
Imagn>visual>eyes open>real>suggested real items now present even though missing in reality
[Can be one item or the entirety of real visual sensory input; e.g., an empty room is now seen as being completely furnished]
Combinations of positive and negative hallucinations
One item is removed completely and replaced with something else.
Imagination-time distortion
Imagn>time distortion>lengthen time
Imagn>time distortion>shorten time
Imagn>time distortion>lengthen time>categories>physical
Imagn>time distortion>lengthen time>categories>cognitive
Imagn>time distortion>lengthen time>categories>emotion
Imagn>time distortion>shorten time>categories>physical
Imagn>time distortion>shorten time>categories>cognitive
Imagn>time distortion>shorten time>categories>emotion
Age Regression-Progression
Age regression>timeline>within real life span>categories>physical
Age regression>timeline>within real life span>categories>mental
Age regression>timeline>within real life span>categories>emotion
Age regression>timeline>within real life span>categories>situations
Age regression>timeline>outside real life span>categories>physical
Age regression>timeline>outside real life span>categories>mental
Age regression>timeline>outside real life span>categories>emotion
Age regression>timeline>outside real life span>categories>situations
Age progression>timeline>within real life span>categories>physical
Age progression>timeline>within real life span>categories>mental
Age progression>timeline>within real life span>categories>emotion
Age progression>timeline>within real life span>categories>situations
Age progression>timeline>outside real life span>categories>physical
Age progression>timeline>outside real life span>categories>mental
Age progression>timeline>outside real life span>categories>emotion
Age progression>timeline>outside real life span>categories>situations
Amnesia
Amnesia>type of amnesia>spontaneous
Amnesia>type of amnesia>suggested
Amnesia>specificity of amnesia
Amnesia>type of system used with amnesia>physical
Amnesia>type of system used with amnesia>cognitive
Amnesia>type of system used with amnesia>emotional
Cardiovascular
Cardiovascular>heart rate increase
Cardiovascular>heart rate decrease
Cardiovascular>blood vessel size increase
Cardiovascular>blood vessel size decrease
Gastrointestinal
Gastrointestinal>discomfort increase
Gastrointestinal>discomfort decrease
Gastrointestinal>hyperactivity increase
Gastrointestinal>hyperactivity decrease
Respiration
Respiration>type of breathing>thoracic/ abdominal
Respiration>rate of breathing>fast/ slow
Respiration>depth of breathing>shallow/deep
Emotion
Imagn>emotion increase
Imagn>emotion decrease
Imagn>emotion positive increase
Imagn>emotion positive decrease
Imagn>emotion negative increase
Imagn>emotion negative decrease
Stay Questioning
Questions, comments or requests? Feel free to reach out, I’d love to hear from you.
