terça-feira, 20 de fevereiro de 2018


Early Learning Set

When you first went to kindergarten, grade school,
this matter of learning letters and numerals seemed to be a big insurmountable task.

E: Now here you are merely taking the learnings that the person already has and applying them in other ways. But you're not creating anything new.
R: You're utilizing a learning set that already exists in the patient. It is a learning set that you're evoking by this particular induction.
E: Yes.


Truisms as the Basic Form of Hypnotic Suggestion

To recognize the letter A
to tell a Q from an O was very, very difficult.
And then too, script and print were so different.
But you learned to form a mental image of some kind.
You didn't know it at the time, but it was a permanent mental image.

R: You are using a series of very obvious truths, truisms, as suggestions here. As you speak of these early experiences, your words tend to evoke early memories and may facilitate an actual age regression in some subjects.
E: Yes. Suggestions are always given in a form that the patient can accept easily. Suggestions are statements that the patient cannot possibly argue with.


Internal Imagery

And later on in grammar school you formed other mental images of words or pictures
of sentences.
You developed more and more mental images without knowing
you were developing mental images.
And you can recall all those images.
(Pause)

E: The average hypnotherapist says, "Look at this spot," and tries to focus the patient's attention to the spot. But it is easier to deal with the images the person has in his mind.
There's a large variety of images in his mind, and he can slip easily from one to another without leaving the situation.
R: So internal imagery is therefore much more effective in holding attention.
E: Some external thing has no real value to them, but the images they have within are of value. Furthermore, you're only talking about what did occur in their past. It is their past and I'm not forcing anything on them. They did learn the alphabet, their numerals. They did learn many, many images. They can be pleased and select any image they want.
R: Far from arousing resistance, you're actually on their side in sympathy with them. You sympathize with their difficulty in learning, so you align yourself with the patient's difficulties.
E: That's right. And you know from your own experience it was hard.
R: With all that early accomplishment you're tapping, you also arouse their motivation for their current work in hypnosis.


Relations of Consciousness and Unconscious

Now you can go anywhere you wish, and transport yourself to any situation.
You can feel water
you may want to swim in it.
(Pause)
You can do anything you want.

E: This sounds like a great deal of freedom, but note I have given the suggestion to "transport" your consciousness to another situation. It can be any place you wish. It will probably be associated with water and you can do anything you want, but your consciousness need not be focused here in the therapy room.


Unconscious Functioning: Allowing the Conscious Mind to Withdraw

You don't even have to listen to my voice
because your unconscious will hear it.
Your unconscious can try anything it wishes.
But your conscious mind isn't going to do anything of importance.

E: The patient is not paying attention to me with his conscious mind, but the unconscious will pick up what I'm saying.
R: So your method gets directly to the unconscious without the intervention and distortion of consciousness.
E: Sometimes patients will later say, "I wish you had let me stay in the water or the garden longer."
R: So being in an "inner garden" is a way you have of holding their conscious attention. You're having their conscious attention focused on an internal image just as watching a spot focuses their attention on an outer image. But being absorbed in an internal image is much more effective for focusing attention.
E: Much more effective!
R: And while they are so absorbed, their consciousness is distracted so you can make suggestions directly to their unconscious.
E: They are far more interested in the conscious things. They are not paying attention to what I say consciously. They are paying attention unconsciously, so there is no interference from consciousness.
R: That's the important use of images: they bind a person's conscious attention while you make other (e.g., therapeutic) suggestions directly to their unconscious.
E: And it is very important for a person to know their unconscious is smarter than they are. There is a greater wealth of stored material in the unconscious. We know the unconscious can do things, and it's important to assure your patient that it can. They have to be willing to let their unconscious do things and not depend so much on their conscious mind. This is a great aid to their functioning. So you build your technique around instructions that allow their conscious mind to withdraw from the task and leave it all up to the unconscious.
R: You don't want them to have conscious control but to allow their unconscious to function smoothly by itself.
E: And then the results of that unconscious functioning can become conscious. But first they have to get beyond their conscious understanding of what is possible.


(...)
Downgrading Distractions

There is nothing really important
except the activity of your unconscious mind,

E: That down grades traffic sounds or any other outside distractions without emphasizing that there are outside distractions. They can then apply this downgrading to whatever irrelevant stimuli that might be intruding.
R: You don't project your distractions on the patient and you don't even suggest there are distractions. But if there are distractions this phrase helps the person to downgrade them.


Implication and Illusory Freedom in the Dynamics of Suggestion

and that can be whatever your unconscious mind desires.

E: This is an example of what Kubie calls "illusory freedom." The person has a very great subjective feeling of freedom of choice, but actually I hold my subject to the task at hand through subtle directives and implications. For example, in the above I did say, "You can go anywhere you wish," but then I did define a place: water.
R: So the art of giving suggestions is to give careful direction, but you let the person have a certain illusion of freedom within the framework you have constructed.
E: When I earlier said, "Your unconscious can try anything it wishes," it sounds as if I were giving freedom, but actually that word "try" implies the opposite. The word "try" implies a block. You use the word "try" for your own purpose when you want to imply a block.
R: Use of the word "try" at that point actually blocked or tied up the unconscious until it received further directives from you.
E: Then when I say, "Your conscious isn't going to do anything of importance," it implies that your unconscious will do something of importance.
R: And the unconscious cannot do anything it wishes because you have already tied it up. In sum, this implies that the unconscious is going to do something important, and it's going to be what you suggest.

Milton H. Erickson, Ernest L. Rossi & Sheila I. Rossi,
"Hypnotic Realities: The Induction of Clinical Hypnosis and Forms of Indirect Suggestion"
Irvington Publishers, 1976