EXPERIENCING

HYPNOSIS:
THERAPEUTIC APPROACHES TO ALTERED STATES
By Milton H. Erickson, M.D.
and Ernst !. Rossi, P".D.
IR#ING$ON P%B!ISHERS, Inc., N& York
Copyright 1981 Ernest L. Rossi
All rights reserved. No part of this book may be reprod!ed in any manner "hatever# in!lding information storage
or retrieval# in "hole or in part $e%!ept for brief &otations in !riti!al arti!les or revie"s'# "ithot "ritten permission
from the pblisher. (or information# "rite to) *rvington +blishers# *n!.
,-. /road"ay# N0 N0 1...1
*2/N .3849.3.4-53-
+R*N6E7 *N 68E 9N*6E7 26A6E2
Reprint Edition 1994
EXPERIENCING HYPNOSIS:
68ERA+E96*C A++R:AC8E2 6: AL6ERE7 26A6E2
Dr. Milton Erickson and Dr. Ernst Rossi
;e dedi!ate this volme to Eli<abeth Eri!kson and =argaret Ryan# "hose thoghtfl editorial
"ork has made it possible.
CON$EN$S
*ntrod!tion
I. The Indirect Approaches to Hypnosis
a. 8ypnosis in +sy!hiatry) 6he :!ean =onar!h Le!tre
b. 9tili<ation Approa!hes to *ndire!t Commni!ation
1. Langage and the Art of 2ggestion
4. =ltiple Levels of Commni!ation in 8ypnosis
1. *nternal Responses as the Essen!e of 2ggestion
-. *ndire!t Commni!ation in the :!ean =onar!h Le!tre
II. Catalepsy in Hypnotic Induction and Therapy
a. Catalepsy in 8istori!al +erspe!tive
b. Re!ogni<ing 2pontaneos Catalepsy
!. (a!ilitating Catalepsy
d. 9tili<ing Catalepsy
e. 2mmary
f. E%er!ises "ith Catalepsy
7emonstration in the 9se of Catalepsy in 8ypnoti! *nd!tion) 8and Levitation in a /lind
2b>e!t
III. Ideomotor Signaling in Hypnotic Induction and Therapy
a. *deomotor =ovements and 2ignaling in 8istori!al +erspe!tive
b. Re!ogni<ing 2pontaneos *deomotor 2ignaling
!. (a!ilitating *deomotor 2ignaling
d. (a!ilitating *deosensory 2ignaling
e. 9tili<ing *deomotor 2ignaling
f. 2mmary
g. E%er!ises in *deomotor 2ignaling
An Adio3?isal 7emonstration of *deomotor =ovements and Catalepsy) 6he Reverse
2et to (a!ilitate 8ypnoti! *nd!tion
1. The Experiential Learning of Trance by the
Septical !ind
2ession :ne) 6he E%periential Learning of =inimal =anifestations of 6ran!e
2ession 6"o) 6he E%periential Learning of 8ypnoti! +henomena
4. 7isso!iation and the =odern E%periential Approa!h to Altered 2tates
1. Learning *ndire!t Commni!ation) (rames of Referen!e# =etalevels# and
+sy!hotherapy
IN$ROD%C$ION
6his book is a !ontination of or earlier "ork in Hypnotic "ealities $Eri!kson# Rossi# @
Rossi# 19,5' and Hypnotherapy# An Exploratory Caseboo $Eri!kson @ Rossi# 19,9'#
"hereby the senior athor# =ilton 8. Eri!kson# trains the >nior athor# Ernest L. Rossi# in
!lini!al hypnosis. 6aken together# these three volmes present a deepening vie" of "hat
hypnosis is and the "ays in "hi!h a !reative pro!ess of hypnotherapy !an be a!hieved. 6he
material in these volmes to!hes ltimately on the natre of hman !ons!iosness and
sggests a variety of open3ended approa!hes to fa!ilitate its e%ploration in hypnotherapy as
"ell as in more formal resear!h sitations.
*ndire!t !ommni!ation is the overall !on!ept "e se to !over "hat "e have variosly
des!ribed as t"o3level !ommni!ation# the natralisti! approa!h# and the tili<ation
approa!h. 6he !ommon denominator of all these approa!hes is that hypnotherapy involves
something more than simple talk on a single# ob>e!tive level. 6he readily apparent# overt
!ontent of a message is like the tip of an i!eberg. 6he re!ipient of indire!t !ommni!ation is
sally not a"are of the e%tent to "hi!h his or her asso!iative pro!esses have been set in
motion atomati!ally in many dire!tions. 8ypnoti! sggestion re!eived in this manner reslts
in the atomati! evo!ation and tili<ation of the patientAs o"n ni&e repertory of response
potentials to a!hieve therapeti! goals that might have been other"ise beyond rea!h. *n or
previos volmes "e otlined the operation of this pro!ess as the microdynamics of trance
induction and suggestion. Althogh this is the essen!e of the senior athorAs original
!ontribtion to modern sggestion theory# "e "ill revie" in this volme some of the many
means and meanings that other athors have sed as they strggled to rea!h an
nderstanding of indire!t !ommni!ation in the long history of hypnosis.
6he first se!tion of this volme presents an histori!ally important le!tre on !lini!al
hypnosis by the senior athor "herein "e "itness his transition from the older athoritarian
approa!h to hypnosis to the ne" permissive approa!hes# "hi!h he pioneered. 7e to the
ni&e natre of this presentation# an adio !assette of it a!!ompanies this volme. ;e
strongly re!ommend that or professional readers listen to this !assette and savor it a bit
before dealing "ith the le!tre as presented in the te%t.
6he se!ond and third se!tions of this volme fo!s on the phenomena of !atalepsy and
ideomotor signaling# t"o of the senior athorAs basi! approa!hes to tran!e ind!tion and
hypnotherapy. 6he primary !on!ern is the pra!ti!al &estion of ho" to ind!e therapeti!
tran!e and ho" to evoke the patientAs repertory of life e%perien!es and involntary response
systems that are tili<ed in hypnotherapy. As is !hara!teristi! of or previos "ork# the
gro"ing edge of or !rrent nderstanding of the sb>e!tive e%perien!e of !lini!al tran!e and
altered states is dis!ssed throghot.
A film of Eri!kson made by Ernest 8ilgard and Bay 8aley at 2tanford 9niversity is
available from *rvington +blishers for stdy by serios stdents "ho "ish to observe the
nonverbal aspe!ts of Eri!ksonAs * innovative "ork tili<ing the reverse set in hypnoti!
ind!tion presented in 2e!tion ***. ;e believe that frther resear!h on and development of
this reverse3set approa!h "ill greatly e%pand or nderstanding of the dynami!s of tran!e
and serve as the fondation for a ne" generation of more effe!tive approa!hes in
hypnotherapy.
6he forth se!tion# dealing "ith the e%periential learning of hypnosis# illstrates one of
the senior athorAs favorite o!!pations in re!ent years) the training of professionals in the
se of !lini!al hypnosis by allo"ing them to e%perien!e the pro!ess themselves. 6he t"o
sessions presented in this se!tion are illstrative of the problem fa!ed by a modern# rational#
s!ientifi!ally trained mind in learning to e%perien!e hypnoti! phenomena. 8erein are
illstrated many of the phenomena and parado%es of modern !ons!iosness as it seeks to
nderstand more abot itself by making an effort to trans!end its !rrent limitations.
Ernest Rossi !alibu$ California
SEC$ION I
$" Indirct '((roac" to Hy(nosis
;e begin here by illstrating the indire!t approa!h to hypnoti! !ommni!ation throgh
the trans!ription of a le!tre given by the senior athor before a grop of his professional
!olleages. ;e then otline or !rrent nderstanding of this approa!h and its relevan!e for
fa!ilitating the pro!esses of hypnoti! ind!tion and therapeti! tran!e.
'. HYPNOSIS IN PSYCHI'$RY: $HE OCE'N MON'RCH
!EC$%RE
6his le!tre is an nsally !lear and s!!in!t presentation of the senior athorAs
approa!h to hypnoti! ind!tion and hypnotherapy. Civen at the height of his tea!hing !areer#
it represents an important shift a"ay from the athoritarian methods of the past to his
pioneering "ork "ith the more permissive and insightfl approa!hes !hara!teristi! of or
!rrent era. *n the a!tal "ords of this presentation "e !an "itness ho" important !on!epts
are in transition. ;hile Eri!kson still ses the "ords techni%ue and control a nmber of times
Dand even manipulate and seduce appear on!e ea!hDit is evident from the broader !onte%t
that they are otmoded in the traditional athoritarian sense in "hi!h they had been sed.
A paradigmati! shift is taking pla!e in this presentation) *t is no" re!ogni<ed that the
most signifi!ant person in the hypnotherapeti! intera!tion is the patient# not the therapist.
6he patientAs potentials and pro!livities a!!ont for most of the varian!e $"hat a!tally
happens' in hypnotherapy# not the prported Epo"ersE of the hypnotist. 6he therapist does
not !ommand the patientF rather# as the senior athor says# E*t is al"ays a matter of offering
them GpatientsH the opportnity of responding to an idea.E *t is no" re!ogni<ed that the
hypnotherapist offers the patient many approaches to hypnoti! e%perien!e rather than
imposing hypnoti! techni%ues. 6he !on!ept of techni%ue implies the me!hani!al and
repetitios appli!ation of a parti!lar pro!edre in the same "ay to every patient "ith the
intent of prod!ing a pre!on!eived and predi!table response. 6he !on!ept of approaches
implies the profferan!e of alternatives to help ea!h patient bypass his or her o"n parti!lar
learned limitations so that the varios hypnoti! phenomena and hypnotherapeti! responses
may be e%perien!ed.
6herapists do not E!ontrolE the patientsF rather# they help the patients learn to Etili<eE
their o"n potentials and repertory of n!ons!ios skills in ne" "ays to fa!ilitate the desired
therapeti! ot!ome. 6his ne" orientation re&ires the development of many observational
and performan!e skills by hypnotherapists. =ore than ever it is re&ired that they learn to
re!ogni<e and appre!iate ea!h patient as a ni&e individal. Every hypnotherapeti!
intera!tion is essentially a !reative endeavorF !ertain kno"n prin!iples are being applied# bt
the infinite possibilities "ithin ea!h patient re&ire an essentially e%ploratory approa!h to
a!hieve the therapeti! goals.
6his le!tre is highly !hara!teristi! of the senior athorAs style of presenting his approa!h
to hypnoti! ind!tion and hypnotherapy. Listening to it on the !assette a!!ompanying this
volme in a rela%ed mood may have important vales for the reader that are not !ontained in
the edited version presented in this volme. /efore reading any frther# then# the reader may
best listen to the !assette labeled E8ypnosis in +sy!hiatry) 6he :!ean =onar!h Le!tre.E
6hose readers "ho are familiar "ith or t"o previos books in this series "ill kno" "hy "e
re!ommend listening to the !assette first. :ther readers "ill nderstand the reasons after
reading the dis!ssion of this tape that follo"s its edited version on these pages. +lease
listen no" to the le!tre.
'. HYPNOSIS IN PSYCHI'$RY:
$" Ocan Monarc" !ct)r
$" Conscio)s and t" %nconscio)s Mind
I do not necessarily intend to demonstrate hypnosis to you today so m!h as to dis!ss
its se in psy!hiatry. 8o"ever# the se of hypnosis in psy!hiatry a!tally applies to the se of
hypnosis in any other medi!al field# "hether dental# dermatology# or "hatever it might be.
6he first idea * "ant to impress pon yo is one "ay of thinking abot yor patients !lini!ally.
*t is desirable to se this frame"ork be!ase of the ease of !on!ept formation for the patient.
* like to regard my patients as having a !ons!ios mind and an n!ons!ios# or
sb!ons!ios# mind. * e%pe!t the t"o of them to be together in the same person# and * e%pe!t
both of them to be in the offi!e "ith me. &hen I am taling to a person at the conscious le'el$
I expect him to be listening to me at an unconscious le'el$ as (ell as consciously. And
therefore * am not very greatly !on!erned abot the depth of the tran!e the patient is in
be!ase * find that one !an do e%tensive and deep psy!hotherapy in the light tran!e as "ell
as in the deeper medim tran!e. :ne merely needs to kno" ho" to talk to a patient in order
to se!re therapeti! reslts.
!arnin* On+s O&n Mt"od o, S)**stion -ollo&in* t" Patint+s
!ad
No" the ne%t thing * "ant to stress is the tremendous need for each doctor to (or out a
method of suggestion for himself. *n developing my o"n te!hni&e# * "orked ot "hat * felt
"as a good hypnoti! te!hni&e. *t "as abot 1. type"ritten pages# single3spa!ed# of the
varios types of sggestions ne!essary to ind!e a deep tran!e. And then * slo"ly !t it
do"n from 1. type"ritten pages single3spa!ed to 4I# to 4.# to 1I# to 1.# to I# and so on# so
that * !old se the "hole 1. pages or * !old se >st one page or one paragraph. /t *
learned thoroghly ho" to gradate my sggestions# and ho" to lead from one sggestion to
another. ;hen one does that sort of thing# one learns ho( to follo( the leads gi'en by his
patient.
$ranc Ind)ction: Catal(sy to Hi*"tn Rs(onsi.nss
*n ind!ing a tran!e in yor psy!hiatri! patient or# for that matter# any patient# it is the
fashion in "hi!h yo present the sggestion to the patient that is important. (or e%ample#
some of yo have seen me demonstrate the proper "ay to take hold of a patientAs "rist. 6oo
often# a do!tor "ill grab hold of a "rist and lift it p for!ibly. /t "hen * lift someoneAs hand# *
prposely do so in a very# very gentle fashion so that there is >st a sggestion that * am
lifting the arm# and >st a sggestion that * am trying to move it this "ay or that "ay. And the
more gentle yo !an be in the physi!al to!h of the arm# "hen yo are lifting it p in the air to
ind!e !atalepsy# the more effe!tive it is. Any for!ible sei<re of the patientAs arm !ases
diffi!lty be!ase yo "ant to stimlate the patient to be responsive to yo. 8ypnosis is
primarily a state in "hi!h there is in!reased responsiveness to ideas of all sorts. And one
employs that responsiveness not by trying to for!e# bt by trying to eli!it an immediate
responseDand to eli!it it by having the patient parti!ipate.
*n e%a!tly the same "ay# * do not like this matter of telling a patient# E* "ant yo to get
tired and sleepy# and to get tired and sleepier.E 6hat is an effort to for!e yor "ishes pon the
patient. 6hat is an effort to dominate the patient. *t is m!h better to sggest that they can get
tired# that they can get sleepy# that they can go into a tran!e. (or it is al"ays a matter of
offering them the opportunity of responding to an idea.
Patint+s -rdo/ to Rs(ond: Positi. and N*ati. S)**stions
* have fond that patients often have the notion that hypnosis is a po"erfl tool that !an
!ompel them to a!t a!!ording to my "ishes. * like to approach my psy!hiatri! patientsD
"hether they are neroti!# emotionally distrbed# prepsy!hoti!# or even psy!hoti!Din a
fashion that lets them feel free to respond to (hate'er degree they (ish. * never tell a patient
that he has to go into a deep tran!e# or into a medim tran!e# or for that matter into a light
tran!e. * sggest also that he never tell me anything more than he really "ants to tell me. *
sally tell my patient that he !an (ithhold (hate'er he (ishes$ and to be sre to "ithhold
"hatever he "ishes. * am emphasi<ing this point be!ase * "ant yo to have some
nderstanding of positive and negative sggestions. 6o tell a patient# ENo"# tell me all$) is a
rather threatening# even dangeros re&est to make. Rather# yo "ant the patient to be
"illing to tell yo this# "illing to tell yo that# so that as they begin telling yo this and that#
they also begin to de'elop a certain sense of confidence.
Ra((ort: %tili0in* '/1i.alnc and Nat)ralistic Mods o,
-)nctionin*
No" and again yo "ill meet a patient "ith "hom yo have an immediate rapport# and
then yo !an take the dominant attitde. /t one really oght to be !atios. *n sing positive
and negative sggestions# one tries to make it possible for the patient to e%er!ise his o"n
ambivalen!e for yor benefit and for his benefit. 8e is both "illing and n"illing to se!re
help from yo# so yo try to define the sitation for him in s!h a "ay that he !an get help in
one dire!tion and refse help in another sitation. *n that "ay the patient develops a
readiness to go along "ith yo.
No" in hypnoti<ing the psy!hiatri! patient * think one of the important things to do first is
to establish a good !ons!ios rapport. Let him kno" that yo are definitely interested in him
and his problems# and definitely interested in sing hypnosis if in yor >dgment yo think it
"ill help. 2o often * have had patients !ome in and demand that they be hypnoti<ed# to "hi!h
* sally !onter "ith the statement that it is better for the do!tor to pres!ribe than for the
patient to pres!ribe. And srely if they !an benefit from hypnosis# * "ill employ it. /t then *
"ill ask their permission to employ it in the "ay that is most helpfl to them.
And "hat have * really sggestedJ * have sggested that it be employed in a "ay most
helpfl to them. 9sally * go throgh the preliminary e%planation that they are going to
remain !ons!ios. /t * point ot to them that the fa!t that they !an hear the !lo!k on the
"all# that they !an see the book!ases in the room# that they !an hear any distrbing sonds#
is rather nimportant. 6he essential point is that they pay attention# not ne!essarily to me# bt
to their o"n thoghtsDespe!ially the thoghts that flash throgh their mind# in!lding the
manner and the se&en!e in "hi!h those thoghts flash throgh their mined. G8ypnoti!
sggestion al"ays tili<es s!h natralisti! modes of fn!tioningF it never imposes anything
alien on the patient.H
No"# hypnosis is something that allo"s yo to maniplate *sicD"e no" prefer utili+e,-
the personality in its varios "ays of fn!tioning. :ne !an ask a patient in the tran!e state to
remember something of the past# or to spe!late pon the ftre# or to shift from one gear to
another gear. 6oo often there is an attempt to follo" throgh in a !onsistent "ay on one
parti!lar problem# long after the patient has be!ome too fatiged or too distrbed
emotionally to do that. 0o mst reali<e that hypnosis allo"s yo to !ome ba!k to a parti!lar
idea# or fear# or an%iety so that it is never ne!essary to ask a patient to e%perien!e too m!h
distress or emotional dis!omfort at any one time.
2)stions -acilitatin* Ra((ort and $r)st
;hat are some of the ses of hypnosis in psy!hiatryJ 6he first# and * think the primary#
se of it shold be in establishing a good personal relationship "ith the patient. :n!e yo
have hypnoti<ed patients# they "ill often feel that they !an trst yo. And# it is important to
give them the opportnity of dis!overing that they !an trst yo. 6herefore# * sally ask
patients in the hypnoti! tran!e some &estion that * kno" they shold not ans"er at that
time. * ask a &estion# and before they !an possibly hear it# * point ot to them that it is a
&estion that shold not yet be ans"ered# and that they oght not to ans"er it ntil the right
time !omes along. 6hen * ask them to think abot "hat * have said. As a reslt# they reali<e
that they !an ans"er &estions freely and easily# bt are nder no !omplsions to ans"er a
&estion before the right time !omes. * make this !lear to patients in the "aking state as "ell
as in the tran!e state# be!ase yo are dealing "ith a person that has a !ons!ios mind and
an n!ons!ios mind.
Int*ratin* Conscio)s and %nconscio)s !arnin*
6his brings s to another important point regarding the se of hypnosis. /e!ase yo are
dealing "ith a person "ho has both a !ons!ios mind and an n!ons!ios mind# a!hieving
good reslts "ith a patient in a deep tran!e does not mean that the patient "ill benefit from it
in the ordinary "aking state. 6here has to be an integration of n!ons!ios learnings "ith
!ons!ios learnings. 6his shold be foremost in yor mind "henever yo se hypnosis on
psy!hiatri! patients. 0o !an re!ogni<e that yo !an resolve a !onfli!t# a phobia# or an
an%iety in the tran!e state. /t nless yo do something abot it in the "aking state# the
patient is still likely to have that an%iety or phobia. 0o !an remove a phobia for a !ertain
!olor in the tran!e state so that the patient behaves normally. Nevertheless# "hen he
a"akens from the tran!e state# he "ill still have !ons!ios habit patterns of response to that
parti!lar !olor. And therefore it is essential to integrate the n!ons!ios learnings "ith the
!ons!ios learnings.
;hile a patient of mine "as re!overing a tramati! e%perien!e# she developed a fear of
the !olor ble. 2he had seen her sister nearly dro"n# and her sister had looked de!idedly
ble in appearan!e. 6he patient didnAt really re!over from her fear of ble# althogh she !old
handle anything ble and look at anything ble in the tran!e state# ntil she had a feeling of
!ons!ios !omfort "hile dealing "ith ble !loth and ble !olors of all sorts in the "aking
state. 2he did not ne!essarily need to have a !omplete kno"ledge of her sisterAs near
dro"ning# bt she did need to have an a"areness that ble sed to be asso!iated "ith very
n!omfortable things. 6herefore# in dealing "ith patients it is al"ays ne!essary to de!ide ho"
rapidly and ho" thoroghly they "ill need to integrate "hat they learn n!ons!iosly "ith
"hat they learn !ons!iosly.
Dissociatin* Intllct and E/otion in Dalin* &it" 'n3ity, P"o1ia,
and $ra)/a
8ypnosis !an also allo" yo to divide p yor patientAs problems. (or e%ample# a patient
!omes to yo "ith some tramati! e%perien!e in the past "hi!h has reslted in a phobi!
rea!tion or an an%iety state. :ne !an pt him in a deep tran!e and sggest that he re!over
only the emotional aspe!ts of that e%perien!e. * have demonstrated this phenomenon in the
past by having one of my demonstration sb>e!ts re!over all the merriment of a >oke "ithot
kno"ing "hat the >oke "as. And yet that sb>e!t laghed and laghed in the merriest fashion
over the >oke# "ondering at the time "hat the >oke "asK Later# * let my sb>e!t remember the
a!tal >oke. *n other "ords# one !an split off the intelle!tal aspe!ts of a problem for a patient
and leave only the emotional aspe!ts to be dealt "ith. :ne !an have a patient !ry ot very
thoroghly over the emotional aspe!ts of a tramati! e%perien!e and then later let him
re!over the a!tal intelle!tal !ontent of the tramati! e%perien!e. :r# one !an do it in a
>igsa" fashionDthat is# let him re!over a little bit of the intelle!tal !ontent of the tramati!
e%perien!e of the past# then a little bit of the emotional !ontentDand these different aspe!ts
need not ne!essarily be !onne!ted. 6hs# yo let the yong medi!al stdent see the
pit!hfork# then yo let him feel the pain he e%perien!ed in the glteal regions# then yo let
him see the !olor green# then yo let him feel himself stiff and rigid# and then yo let him feel
the fll horror of his stiffness and rigidity. ?arios bits of the in!ident re!overed in this >igsa"
fashion allo" yo to eventally re!over an entire# forgotten tramati! e%perien!e of !hildhood
Ga gangrenos "ond from an a!!idental stabbing by a pit!hforkH that had been governing
this personAs behavior in medi!al s!hool and handi!apping his life very seriosly. G2ee
Eri!kson @ Rossi# 19,9# for detailed e%amples of these approa!hes.H
-acilitatin* Rco.ry and '/nsia o, $ra)/atic E.nts
6his brings s to the possibility of ind!ing a !omplete memory of tramati! e%perien!e#
and then ind!ing an amnesia for it. :ften patients !ome to yo not kno"ing "hy they are
nhappy or distressed or distrbed in any "ay. All they kno" is that they are nhappy# and
they give yo a "ealth of rationali<ations to e%plain it) 6hings arenAt going right# the mortgage
is too m!h of a brden# their >ob is too diffi!lt# "hen a!tally it may be the lingering#
n!ons!ios effe!ts of the father relationship# the mother relationship# of their !hildhood. :ne
!an a!tally regress the +atient# retrn him to his !hildhood# and get him to remember
forgotten in!idents "ith remarkable !larity and detail. :ne !an se!re all of that information
from the patient "hi!h gives yo !omplete nderstanding of many aspe!ts abot yor
patient# and then a"aken the patient "ith a total amnesia of "hat he has told yo. 6he
patient doesnAt kno" "hat he is talking abot# bt yo kno" "hat he is talking abot. And
therefore# yo !an gide the patientAs thinking and speaking !loser and !loser to the a!tal
problem. 0o !an dete!t the signifi!ant "ords that refer to the tramati! e%perien!e of "hi!h
he is !ons!iosly na"are and ths nderstand the deeper impli!ations of "hat he is talking
abot. GEventally# the patient "ill probably be able to deal !ons!iosly "ith the tramati!
e%perien!e. /t "hile !ons!ios a"areness of it is still too painfl# yo !an help him deal
indire!tly or metaphori!ally "ith the problem.H
!arnin* t" Indirct '((roac"
*n this regard# yo need the pra!ti!e of repeatedly attempting to get a patient to talk
abot something in ordinary# everyday life. 0o need the pra!ti!e of trying to get normal
hypnoti! sb>e!ts to talk abot the lighting# for e%ample# in the !orner of the room. :f !orse#
the lighting is not important# bt ho" yo gide them to talking abot it is important. 8o" !an
yo do thisJ 0o merely need to observe their ordinary tteran!es and !asal !onversation.
6hen# emphasi<e the fa!t that all of a sdden they said the "ord corner$ and yo "onder
"hy. 2oon# they "ill say something is light# and very shortly yo !an have them talking abot
the lighting in the !orner of the room. *t is a matter of dire!ting them. *n a similar "ay# as long
as yo kno" some of the tramati! past of the sb>e!t# yo !an gide every one of yor
remarks in that dire!tion.
Psyc"olo*ical Rorintation ,or Disc"ar*in* and Dis(lacin*
Rsistanc: -acilitatin* a Ys St
;hat are some of the obsta!les that yo "ill en!onter in sing hypnosisJ 0or patients
in the psy!hiatri! field are often e%!eedingly diffi!lt. 6hey are fearfl to begin "ith# they are
distressedDthey do not kno" ho" to handle themselves or they "old not be yor patient.
0o !an employ all of the varios hypnoti! phenomena. * !an re!all one of my patients "ho
!ame to me and spent the time e%plaining that he >st !old not talk to me. 6here "as
nothing he had to say# and he felt too miserable to be able to have any thoghts at all. =y
response "as simply this) 6hat he !old go into a light tran!e and e%perien!e some
interesting and rather helpfl phenomena. 8e agreed that he needed some help# bt he
didnAt kno" ho" to get it. And so# in an apparently random fashion# * stated that * !old pla!e
a !hair right there# that it "old be >st abot so far from the book!ase# abot so far from the
door# abot so far from my desk# and it "old be really very ni!e to sit in that !hair and be
able to talk "hen sitting in that !hair. =y patient tended to agree "ith me that if there "ere a
!hair over there# it "old be so far from the book!ase# it "old be so far from my desk# it
"old be so far from the door.
At this point * had eli!ited three e%!ellent agreements from my patient "hi!h broght s
to the statement that if he "ere sitting in the !hair in s!h3and3s!h a relationship# he might
find it helpfl to him in talking abot himself. :f !orse he risked nothing in saying that he
might find it helpfl if he sat there in that !hairDsin!e there "as no !hairK * had not had him
hall!inate one. * simply had him imagine it >st as all of yo !an. /t "hat is the sb>e!t
really doingJ 8e is agreeing "ith me "ithot kno"ing it that he "old find it easier to speak
more freely if he "ere sitting in a different position in the offi!e. 6hen * sggested that it "as
impossible# really# to talk in this !hairDthe one that he "as a!tally sitting inDbt all that
"old be ne!essary for him to do "old be to take the !hair# pt it over there# sit do"n# and
begin talking. *Ave had a patient more than on!e pi!k p his !hair# move it to another side of
the room# and immediately begin dis!ssing his problems and giving me the information he
needed to give. *n effe!t# he has left all of his resistan!es in the room orientation that he had
"hen sitting in this !hair. /t by sitting in that !hair# "hi!h had >st been moved over there#
he sa" the room in a different "ay entirely.
* have fond that "hatever yo !an do to alter the orientation of yor patients in the offi!e
aids them tremendosly in !ommni!ating "ith yo and e%amining their problems.
GReorienting a patient physi!ally and spatially often helps to reorient him psy!hologi!ally. 6he
!hair in its old position represents the patientAs old patterns of thinking and behaving. =oving
the !hair to a ne" position represents the patientAs "illingness to look at himself in a different
"ay and gives him# literally and psy!hologi!ally# a different perspe!tive.H 8ypnoti!ally# of
!orse# it is very easy to ind!e a deep tran!e and reorient patients !ompletely# even to
depersonali<e them. 6hat is "hy * emphasi<e the importan!e to all of yo# no matter "hat
field of medi!ine yo are in# to "ork "ith normal sb>e!ts. 2pending a little time "ith normal
sb>e!ts "ill enable yo to dis!over all the varios hypnoti! phenomena.
Har.y, t" Sad Sack: D(rsonali0ation and Pro4ction to -r t"
Intllct ,or $"ra()tic C"an*
7epersonali<ation and the pro>e!tion of the self are other very helpfl hypnoti!
phenomena. 0o !an tea!h a sb>e!t to hall!inate a movie s!reen and to see his EselfE p
there on the s!reen. 0o !an then have him forget his name# his identity# to forget everything
abot himselfDthe "ay all of s do normally in the theater "hen observing a sspense
movie or anything that !ompletely absorbs or attention. 6hen have yor patient look at the
s!reen and tell him that he is going to see a !ontinos series of eventsDyo !an have them
in the form of moving pi!tres# or yo !an have them in the form of stills.
* !an think of one person# a sad sa!k# "ho !ame to me# and the &estion "as# !old one
ever make a man ot of that sad sa!kJ * "as !hallenged to do that# and * had to !ond!t
psy!hotherapy on that man sing hypnosis and having an adien!e of antagonisti!
psy!hoanalysts and residents in psy!hiatryDsome of "hom "ere ndergoing
psy!hoanalysis. 6he simple pro!edre * sed "ith the sad sa!k "as this) 8arvey had every
kno"n a!he and pain# every kno"n sense of inferiority. /t he "as intelligent# even thogh
he didnAt manifest m!h intelligen!e. 8e "as fearfl# and that "as all * really needed to kno"
abot the man# be!ase kno"ing that he "as intelligent# * also kne" that he !old have a
rather ri!h fantasy life. And so * sggested to him that he see a series of movie s!reens or
!rystal balls in "hi!h he "old see still3life pi!tres of tremendos importan!e. * had 8arvey
forget his name# his identity# his age# the fa!t that 8arvey as a person really e%isted. All he
"as "as an intelligen!e that "as looking at all those things that * had s!attered arond the
room for him to look at. 8e sa" the little boy on his "ay to s!hool as a moving pi!treDmost
of them "ere moving pi!tres. 8e follo"ed the little boy to s!hool. 8e sa" the little boy
getting his hands ra!ked by the s!hool tea!her. 8e sa" the s!hooltea!her for!ing the little
boy to !hange from the left hand to the right hand in "riting. 8e sa" the little boy getting
pnished rather brtally by the tea!her. :ne parti!lar day# he sa" that boy "alking home
very sadly. And 8arvey looked and !ommented on the paltriness of the s!ene. 8e sa" that
little boy "alking home# rea!hing home# and looking into the yard over the gate. And there he
sa" the sheriffs depty "ith a gn in his hand. 6he depty had >st finished shooting the little
boyAs dog. And then he sa" the little boy !rying.
And then * told him to start there and see another pi!tre several years later "hen that
same emotion "old !ome forth. And he sa" that same boy at the age of 1. ot in the
"oods hnting "ith his brother and feeling terrible abot killing a rabbit. 6hen he sa" the boy
abot the age of 1I lying on the top of a rined dam and thinking abot all the dreadfl things
that !an happen to hman beings. And then seeing a yong man of abot 44 "ho had >st
been trned do"n by a girl and felt very "ret!hed and very inferior. And then he sa" that
same yong man in the same emotional state of depression "ho "as "alking ot of a
!orthose. 8eAd >st been divor!ed and felt rather si!idal and tremendosly inferior. And
then he sa" the yong man at the age of 48 getting dis!harged from the >ob he liked. And
then he sa" the yong man at the age of 1. feeling horribly "ret!hed.
And * asked 8arvey the intelle!t to revie" all of those pi!tres and "hat they probably
meant# and 8arvey revie"ed and analy<ed them for me. And "e spoke abot the thread of
!ontinity and the repetition of tramati! e%perien!es that goes throgh life. /t 8arvey didnAt
kno" that he "as talking abot himself# and 8arvey didnAt kno" that he "as seeing himself.
And * !old ask him to spe!late on "hat "old happen to that yong man. And his
statement "as that if anything more like that happened to him# he "old ndobtedly try to
!ommit si!ideDal"ays on the losing end# sin!e he had lost ot on everything throghot
life# and maybe tried to !ommit si!ide on the losing end. /t the losing end meant "hatJ
GEri!kson then helped 8arvey resolve one of his problems in tran!e) 8e "as to pra!ti!e "riting
!learly instead of the self3hmiliating s!ra"l he sally presented. (inally# 8arvey "as able to
follo" a posthypnoti! sggestion to "rite !learly "hen he "as a"ake.H E6his is a beatifl day in
=ar!h.E 8e "rote that# looked at it# and >mped to his feet and said# E* !an "rite !learlyK * !an
"rite legiblyKE And he "ent arond and arond that grop of do!tors and demanded that everyone
praise his "riting. 8e "as literally a >bilant little boy. And he "as tterly embarrassing to the
adien!e be!ase of his >bilan!e ntil they re!ogni<ed the tremendos for!e of that.
No" 8arveyAs >ob "as a fifth3rate >ob "here his boss ki!ked him arond. 8arvey did this
"riting# and dring the rest of the evening he bragged and bragged abot his e%!ellent
hand"riting. And * sggested that he "old keep that sense of a!!omplishment# that sense
of personal pride# "ith him# and that he "old se it in every essential "ay. 6he ne%t day
"hen 8arvey "ent to "ork# he talked ba!k to his boss for the first time and he demanded an
in!rease in payment in his salary. And he got it. 6hen he demanded a better desk. 8arvey
drove a !ar to "ork. 8e al"ays parked it in a parti!lar pla!e in the parking lot. And there
"as one other employee there "ho al"ays bo%ed him in "ith his !ar. And that employee
"orked half an hor longer than 8arvey. 8arvey "old sit and fme helplessly# Casper
=il&etoast fashion# in his !ar "aiting for the other man to !ome to move his !ar. 6hat night
8arvey "ent ot and told the gy# EListen yo big lg# * possibly !old pi!k a fight "ith yo for
parking yor !ar in that nasty fashion. 0oAve done it for a long time and *Ave taken it. ;e
!old have a fight abot it# bt *Ad rather invite yo in for a glass of beer# so letAs go talk it
over.E
6hat "as the last time that gy ever parked his !ar in s!h a manner as to bo% in
8arveyAs !ar. 8arvey repainted his !ar be!ase he felt a >oy of possession in it. 8e got ne"
slip!overs. 8e !hanged his restarant for a better one. 8e !hanged his rooming hose for a
better rooming hose. 6hat srge of >oy over the simple matter of "riting his name legibly
and then "riting a simple senten!e# E6his is a beatifl day in =ar!h#E and giving him
permission to feel that tremendos# boyish srge of >bilant >oy "as enogh to !arry him
along.
* think it "old have been an error for me to tell him to go do"n and demand better pay
or to tell off that gy "ho parked that !ar in the "rong fashionDbe!ase he didnAt need a
dire!tion abot "hat to do. /t he did need motivation. And that is one of the things in
psy!hotherapy and the se of hypnosisDthe motivation of a patient to do things. Not the
things that yo ne!essarily think they oght to do# bt the things that they as personalities
have the feeling that they really oght to do. And one sally starts "ith rather simple things.
/e!ase hman beings are essentially# fndamentally# rather simple !reatres. And
therefore# yo oght to start simply and let the patients elaborate in a!!ord "ith their o"n
personality needsDnot in a!!ord "ith yor !on!epts of "hat is sefl to them. 0o only
interfere "hen they try to destroy themselves.
Indirct S)**stion and I/(lication
=!h of hypnoti! psy!hotherapy !an be a!!omplished indire!tly# like * had done "ith
8arvey# "ith the se of posthypnoti! sggestion. :ften * "ill sggest to a patient# ECo home
today and let yor n!ons!ios mind think over all the things that have been said# all the
things that have been thoght.E * !an think of one patient in parti!lar "ho "as making a
psy!honeroti! ot of herself by going ot into the snlight and developing an e%tremely
severe rash on her arms# ne!k# fa!e. 6hen she "old !la" at the rash all night long ntil her
arms and fa!e and ne!k "ere horrible sights to look pon. 2he !ame to me be!ase every
dermatologist and do!tor she had !onslted had said that it "as >t pre !ssedness on her
part. 2he stated very definitely that she also e%pe!ted me to tell her that it "as pre
!ssedness on her part. 2o * told her it "asnAt ne!essary for me to tell her that be!ase she
had already told me# and * "old take her "ord for itDbt * "as still entitled to believe my
o"n thoghts on the matter. 6hs# * a!!epted "hat she said to me# bt at the same time *
gave tremendos reservations. * "as still entitled to believe my o"n thoghts# and she !old
believe her o"n thoghts.
=y sggestion to her "as rather simpleDnamely# that she oght to en>oy as m!h of the
snlight as she "ished# that she really oght to en>oy the snlight as m!h as she "anted to.
* told her to go home $the patient "as in a medim tran!e' and lie do"n for an hor or t"o
and let her n!ons!ios mind think over "hat that meant. 2he said that she didnAt need to#
that she !ons!iosly remembered "hat * had said. After she had gone home# after she had
pro!eeded to sit do"n and rest for an hor# her rea!tion "as to get p and go ot into the
garden. /t she "as also motivated to pt on a very "ide3brimmed hat and long sleeves.
No" she fond it very en>oyable ot in her yard# and she "orked in her flo"er garden.
*n the past she had been told# sensibly enogh# to avoid the snlight# to keep ot of the
snlight# to shade herself# to prote!t herself from the snlight. *# on the other hand# told her to
en>oy it. No"# "hat does en>oyment of the snlight meanJ *t means ptting yorself in a
sitation "here yo do not have to fight against it# do not have to prote!t yorself# bt !an
really en>oy it. 2he did like her flo"ers very m!h# and they "ere ot in the sn# and
therefore she "as able to en>oy the snlight. 7o yo see the impli!ations of my sggestion to
herJ * did not tell her to avoid the snlight# * did not tell her to prote!t herself# * told her to
en>oy it. And her en>oyment of the snlight "old in!lde en>oying herself post3snlight#
en>oying herself dring her sleep# en>oying herself the ne%t day. All * needed to do "as to give
her the motivation to en>oy the snlight. 2in!e she "as a rather hostile and antagonisti!
person# my sggestion did not leave her "ith anything to fight against. 8er rash !leared p
very promptly# at "hi!h point she protested that * !harged too high a fee. And * told her# E0es#
my fee "as high# bt yor en>oyment "as m!h higher# and "hy not pay me my fee for the
little that * have done.E 2he sent me a total of 1. other patients# even thogh she protested
my high fee. * had a!!epted her protests# and a!!epted them on the gronds that "ere
a!!eptable to her. *n other "ords# yo try to a!!ept the patientAs ideas no matter "hat they
are# and then yo !an try to dire!t *sicD"e no" prefer utili+e- them.
%s o, R*rssion and '/nsia: Gainin* Control o.r $ra)/atic
E3(rincs, M/ory, and R(rssion
Regarding this matter of regression# * like to initially regress my psy!hiatri! patients to
something pleasant# something agreeable. * admit that "e are "asting time be!ase "e are
there to !orre!t the npleasant things# not the pleasant things. /t in the tran!e state *
impress pon them that it is tremendosly important to reali<e that there are some good
things in their past# and those good things form the ba!kgrond by "hi!h to >dge the
severity of the present. And so * se the happy memories of their past to train them to
re!over flly and !ompletely the varios tramati! e%perien!es. * have them re!over the
tramati! e%perien!es !ompletely# then * repress them# then have them re!over the
memories again# and repress them again for the patient.
G6he dynami!s nderlying this te!hni&e are the follo"ing.H A patient !omes to yo "ith
forgotten# repressed memories. :n!e yo get a hold of the memories and relate them to the
patient# on!e yo have the patient remember them# he !an again se his repressive po"ers
and forget those things. /t if yo yorself repress or !reate an amnesia for those memories#
the patient is n"ittingly trning over the !ontrol of those tramati! e%perien!es to yo. 6his
means that yo are at liberty to reprod!e the memory# to !over it p again# to bring it forth
again# to !over it p again# ntil yor patient bilds p enogh strength to fa!e any parti!lar
isse. 2in!e hypnosis provides yo easy a!!ess to# and !ontrol over# both the re!overy and
repression of material# the repressions of the patient are not likely to take over and !ontrol
the sitation.
S)**stion and t" Cntrin* o, Rsistanc
6he type of sggestions yo give to a patient depends pon the attitde of that patient
to"ard yo and the therapeti! pro!ess. * have dealt e%perimentally and !lini!ally "ith the
negative# hostile patient and fond varios "ays of meeting this parti!lar brand of
resistan!e. 6he patient !an !ome into my offi!e# intending to be totally !ontrary# absoltely
resolved to try my patien!e# absoltely resolved not to go into a tran!e. * !an re!all the do!tor
"ho !ame to see me for therapy. 8e had !alled me long distan!e several times and "ritten
letters previos to or meeting# and from these !onta!ts * kne" * had an e%!eedingly
antagonisti! man on my hands. ;hen he "alked into my offi!e# his sholders "ere thro"n
ba!k# his >a" >tted ot# he sat do"n perfe!tly pright in the !hair# and said# ENo"# go ahead
do!tor and hypnoti<e me.E
* told him * thoght he had far too many resistan!es. And he said that he didnAt !are
abot his resistan!eDmy >ob "as to hypnoti<e him# not to make e%!ses. ;old * please get
going. * told him * "old# and * pro!eeded to sggest that he go into a tran!e. 6he man had
some kno"ledge of hypnosis# so * sed the straightfor"ard# domineering te!hni&e# kno"ing
fll "ell that it "old be a total failre. * "orked on him for abot an hor# sing the best
domineering te!hni&e * kne"# "hile he sat there smiling at me and resisting me very
effe!tively. After * had bilt p his resistan!e in every possible "ay# * abrptly said# EE%!se
me for a moment.E $* had prepared for this# having heard him over the phone# having read his
letters.'
* stepped ot into the other room and !ame ba!k "ith a yong !ollege girlDa psy!hology
stdent and hypnoti! sb>e!t of mine. * broght her into the room and said# EElsa# * "old like
yo to meet 7r. L. 7r. L !ame here to be hypnoti<ed. Elsa# "old yo please go into a deep
tran!e right no".E 2he "ent into a deep tran!e# and * demonstrated a fe" hypnoti!
phenomena on her. 6hen * told her to sit do"n and pt the do!tor in a tran!e and to !all me
>st as soon as she had the do!tor in a tran!e. ;ith that# * totally "alked ot of the room.
(ifteen mintes later# Elsa !ame to the door and !alled me ba!k into the offi!e.
;hat had * a!tally doneJ 6he do!tor had his load of resistan!es# "hi!h * !entered all on
me so that "hen * "alked ot of the offi!e# * !arried ot that "hole load of resistan!e.
(rthermore# ho" !an yo resist somebody "ho is in a tran!e# somebody "ho is merely
responding to hypnoti! sggestionsJ :f !orse Elsa sed good hypnoti! te!hni&e and "as
able to ind!e a very satisfa!tory tran!e. ?ery often * se this te!hni&e in training espe!ially
resistant patients or sb>e!ts to go into a tran!e. *t is one thing to resist me# bt ho" !an yo
really resist someone "ho is in a tran!e# "hose one and only prpose is to pt yo in a
tran!e# not to make any other kind of allo"an!es for yo. *tAs very diffi!lt to do that.
Indirctly Esta1lis"in* Ra((ort &it" Rsistant S)14cts
* kne" t"o do!tors in +hoeni% on "hom yo !old "ork all night long "ithot ind!ing
tran!es in either of them. 6hey are both e%!ellent hypnotists and they "ere both very !riti!al
of me be!ase * hadnAt been able to pt them in a tran!e. 2o one night * asked them to sit
do"n fa!ing ea!h other# and * told them# E7o!tor# yo hypnoti<e 7o!tor# and 7o!tor# yo
hypnoti<e 7o!tor. And "hile yo are hypnoti<ing ea!h other# go into a tran!e yorself and
really demonstrate to the other ho" deeply into a tran!e yo "ant the other to go.E 6hey both
"ent very neatly# very deeply# into an hypnoti! tran!e. /t of !orse they "ent into the tran!e
at my sggestion. After they had pt ea!h other into a deep tran!e# * took !harge of the
sitation for both of them. 6hat is one te!hni&e *sicD"e no" prefer approach- that * think all
of yo shold try ot sometime be!ase it "ill tea!h yo a great deal abot establishing
rapport. Neither of those do!tors reali<ed that my instr!tions "old reslt in his being in
rapport "ith me after he had pt the other do!tor in a tran!e. * &ite often have my patients
pt into a deep tran!e by someone else# espe!ially those patients "ho are tterly resistant
and "ill not let the do!tor do it. * sally try to get them to be as resistant to"ard me as
possible# so that * !an gather p all their resistan!es# leaving none for the person "ho is
going to pt them in a tran!e.
Rsistanc and t" S)r(ris $c"ni5)
Another means by "hi!h * over!ome strong resistan!e in my patients is the introd!tion
of a srprise te!hni&e. Allo" me to illstrate. :ne do!tor had !ome 4#... miles to have me
pt him in a tran!e. 8e "alked into my offi!e# laid a !he!k in my desk# and said# E6his is to
!ompensate yo for yor time.E * heard that "ord time. 6hat !he!k "as to !ompensate me for
my time. /t he had !ome to be pt in a tran!e by me. No"# obviosly# the !he!k "as not to
!ompensate me for ptting him in a tran!e# bt >st to !ompensate me for my time. 2o * kne"
right then and there "hat he "as going to do. And he did one of the most beatifl >obs of
resisting me that * ever sa"# althogh !ons!iosly he felt that he "as !ooperating. * spent
t"o hors on the man# sing every te!hni&e that * kne" of to sed!e *sicD"e no" prefer
facilitate- him into hypnosis. /t * failed absoltely# and finally * said# E7o!tor# yoAve paid me
for my time. And that is abot all *Ave been able to give yo. *Am a"flly sorry * failed. /t
before yo leave# *Ad like to take yo ot into the other room and introd!e yo to my "ife.
2he "old like to meet yo.E
2o "e "ent ot into the ne%t room# and * !alled my "ife and stated that 7o!tor M "as on
his "ay home# that he had to leave immediately# bt he thoght he "old like to meet yo.
6hen * said# E* "old like to shake hands before "e leave# 7o!tor.E 8e very gra!iosly pt ot
his hand and * lifted it slo"ly# ind!ed a deep hypnoti! tran!e# led him ba!k into the offi!e#
and did the "ork that he "anted me to do.
2rely yo do not hypnoti<e a man after yo say goodbye to himK 8e had no defenses#
no gard# no "ay of prote!ting himself. ;hen * rea!hed ot to shake hands goodbye and
slo"ly# gently# sggestibly lifted his arm# ind!ing !atalepsy $see 2e!tion ** for details of !atalepsy
and the handshake ind!tion' all the other sggestions * had given him previosly abot going
into a tran!e took effe!t. 2o * took him ba!k into the offi!e and spent a !ople hors more
"ith him# !orre!ting some diffi!lties that had prevented him from sing hypnosis for over 1I
years. 8e had begn his pra!ti!e sing hypnosis bt had rn into a personal tramati!
e%perien!e. 6hereafter he !old not ind!e hypnosis and "as# in fa!t# terrified of it. /t after *
ne%pe!tedly ind!ed that tran!e in him# he retrned to his pra!ti!e and began sing
hypnosis e%tensively.
$" %tili0ation '((roac" to Hy(notic Ind)ction: 'da(tin* Hy(notic
Ind)ction to t" Patint+s B"a.ior
*n other "ords# one of the things *Ave mentioned is this matter of srprise te!hni&e. :ne
al"ays tries to se "hatever the patient brings into the offi!e. *f they bring in resistan!e# be
gratefl for that resistan!e. 8eap it p in "hatever fashion they "ant yo toDreally pile it p.
/t never get disgsted "ith the amont of resistan!e. 6hat do!tor !ertainly had plenty of
resistan!e n!ons!iosly "hen for t"o hors * did everything * !old to pt him into a tran!e.
And then "hen * took him ot into the other room to introd!e him to =rs. Eri!kson# his
resistan!es had been piled p and left in the offi!e. :ne really oght to re!ogni<e that.
No" this may seem as if *Am sing anthropomorphi! thinking# bt itAs an easy "ay of
!on!eptali<ing these matters. &hate'er the patient presents to you in the office$ you really
ought to use. *f they prevent yo from hypnoti<ing them by sighing or giggling or by shifting
arond in the !hair or by doing any nmber of things# (hy not utili+e it,
:ne of my patients demanded that he be hypnoti<ed by me# and * agreed to do so. 8e
insisted on beating time "ith his footDfirst his right foot# then his left foot# then his right hand#
then his left hand. Ne%t he "old get p to stret!h and then settle ba!k do"n in the !hair
more !omfortably. ;hat * did in the matter of hypnoti<ing him "as to note "hen he "as abot
to shift from the right foot to the left footF "hen it "as too late for him to !hange# * "old give
him the sggestion that he shift from the right foot to the left foot. And then "hen he "as
shifting from the left hand to the right hand# * "old note >st "hen he "as abot to do that
and then sggest that he se his right hand no"# and then his left hand. ;hen * sa" he "as
abot to stret!h# * "old sggest it "as time to get p and stret!h. ;hat differen!e did it
make to me "hether * "as ind!ing hand levitation# moving laterally# p or do"nD"hether
he "anted to beat time "ith his hands and feet and get p and stret!hJ *f he "anted that
type of behavior# let him have it. .ut I really ought to be (illing to use it. *f he "ants to lagh
at my te!hni&e# my sggestions# * en!orage him to lagh# and gently sggest Ethat no"
here is another sggestion yo "ill probably find very# very# fnny. /t then again * may be
mistaken# and yo may not find it fnny at all. * really !anAt tell.E And so *Ave !overed all
possibilities. 8e may find it fnny# or he may not find it fnny at all# bt then * really donAt
kno"DheAll have to demonstrate to me "hether it is fnny or nfnny# bt in doing so# he
doesnAt reali<e that he is obeying my sggestion that he demonstrate it is fnny or nfnny.
%tili0in* Ordinary B"a.ior and Rsistanc
0o mst observe ordinary behavior and be perfe!tly "illing to se it. * have had patients
!ome and spend their time !rsing me be!ase Eyo think that yo are a s!h and s!h an
hypnotist.E And * tell them# E6hatAs right# * do think * am s!h and s!h an hypnotist. And here
are a !ople of more "ords that yo !old have added to make it a m!h more emphati!
statement.E 2o# * !an sggest even stronger "ords# and they !an a!!ept my sggestions#
and the first thing they kno" they are a!!epting other "ords# other sggestions from me. *n
that "ay * !an meet them easily on their o"n level. G6hey do not resist my sggestions
be!ase the sggestions a!!ept# amplify# and tili<e their resistan!e.H
6oo often there is a tenden!y for the operator to think that he mst !orre!t the immediate
behavior of the patient. :ne mst not have that attitde. :ne takes the attitde that the
patient is there to benefit e'entuallyDperhaps in a day# a "eek# a month# si% months# bt
"ithin some reasonable periodDnot in the immediate moment. 6his tenden!y to !orre!t the
immediate behavior mst be avoided be!ase the patient really needs to sho" yo that
parti!lar behavior.
%tili0in* Silnc: -acilitatin* %nconscio)s Procss #ia t"
Conscio)s6%nconscio)s Do)1l Bind
6hen there are the patients "ho make rgent appointments "ith yo over the phone and
them !ome into the offi!e and sit there very silently. 0o might be in!lined to e%press yor
la!k of nderstanding of this behavior. /t * tell them that no matter ho" silent they are# their
n!ons!ios mind is beginning to think# beginning to nderstand# that they themselves do not
need to kno" !ons!iosly "hat is going on in their n!ons!ios mind. ;hat are yo a!tally
saying to themJ /ou are saying that their unconscious mind can no( (or$ and (or
secretly$ (ithout the a(areness of the conscious mind. *n this "ay yo are making se of
their !ons!ios silen!e and letting them nderstand that they do not have to verbali<e
!ons!iosly at all. Their mere presence (ithin hearing distance of you allo(s their
unconscious mind to (or satisfactorily. * see no reason "hy one shold resent the patient
sitting &ietly for a "hole hor. /t it is a "aste of time on yor part if yo donAt se it for the
patient. 0o donAt need to say very m!hDsimply tell the patient# ELet yor n!ons!ios mind
"ork "hile yor eyes roam arond the offi!e# "hile yo note this book title and that book title#
"hile yo look at the !arpet# "hile yo ignore looking at me# "hile yo attend to e%ternal
noises.E ;hat happensJ 6he patientAs o"n n!ons!ios mind begins to respond to yor
sggestions# and yo dis!over that the hor of !ons!ios silen!e has been sed to prepare
the patient for e%perien!ing an hypnoti! tran!e in the ftreDperhaps even in the very ne%t
session.
2)stions and 'ns&rs: D)ration o, Sssions
M. 8o" m!h time do yo generally take for a sessionJ (or ho" m!h of the session do
yo prefer to have the patient in the hypnoti! stateJ 8o" m!h time do yo like to spend "ith
the patient ot of the tran!e state for dis!ssing !ons!iosly "hat took pla!e nder
hypnosisJ
A. * take the length of time ne!essary for the patientAs needs. * se my >dgment as to
ho" m!h he !an absorb. *Ave seen patients for as long as 15 !onse!tive hors. * had the
patient hall!inate his meals# bt dring that time * "ent hngryK *Ave seen patients for 14
hors# for eight hors# preferably for for hors# and often for t"o or three hors# depending
pon the patientAs problem and the degree of rgen!y. 9sally * like to see a patient for only
one horDthe first part of the hor may be sed for hypnosis and the last half3hor may be
spent in dis!ssion. :r# * may tell the patient in the tran!e state that this matter "ill !ome p
for dis!ssion at some ftre date and that he is to feel !omfortable abot it ntil s!h time.
*n other "ords# * se the hypnosis to govern the "ay in "hi!h things are presented to the
patient. 6he patients that !an learn and ad>st rapidly * "ill see for# five# si%# sometimes
seven times a "eek. :ther patients !annot integrate it any faster than on!e a "eek# and no"
and then * have "orked "ith people "ho !annot tolerate the sessions any more fre&ently
than on!e a month. *nstead of having any set# rotine pattern for my patients# * arrange a
!ompletely random s!hedle for them. * shift them from on!e a month to seven sessions per
"eek# ea!h a t"o3hor session. :r * might shift the patient from a for3hor session daily to
on!e a "eek a!!ording to his !apa!ity to digest psy!hotherapy.
O.rco/in* E,,cts o, Pr.io)s Hy(notic E3(rincs
M. 8o" "old yo develop a rapport "ith an individal "ho has either been hypnoti<ed
previosly or a!!identally# and in both !ases has no re!all of the hypnoti! e%perien!eJ G8o"
do yo dete!t s!h an n!ons!ios hypnoti! state in the individal# and "hat te!hni&es do
yo se to over!ome possibly inhibitory sggestions from previos# amnesi! hypnoti!
e%perien!esJH
A. ?ery often a patient "ill go into an atohypnoti! tran!e >st to get a"ay from yo. 6he
pre!atatoni! and s!hi<ophreni! patients are espe!ially e%!ellent in this matter of going into
an atohypnoti! tran!e and literally defying yo to to!h them in any "ay psy!hologi!ally.
:!!asionally yo "ill en!onter people "ho have been hypnoti<ed previosly and told that
they mst never# never# never be hypnoti<ed again. And so yo !annot s!!eed in
hypnoti<ing them.
Re!ently at a seminar * !ond!ted in +hoeni% t"o of the dentists parti!ipating in the
seminar broght in an e%!ellent sb>e!t and told me that she "as a ne"!omer and that they
"anted me to train her to be!ome a good hypnoti! sb>e!t. /t# nkno"n to me# they had
!areflly given her sggestions not to let me hypnoti<e her at all. As * "as attempting to
hypnoti<e her# * noti!ed one thing immediatelyDalthogh she "as very friendly# very
!ooperative# she overstressed everything she said to me) E* really donAt believe yo !an
hypnoti<e me# 7o!tor. * really don0t,) And as * listened to those statements# * reali<ed that
they "ere not the simple statements of a person "ho trly didnAt believe it possible to be
hypnoti<ed. Rather# * felt they "ere the statements of a person "ho "as e%pressing a
!onvi!tion too emphati!ally that "as foreign or alien to her. 2o * asked her "hat members of
the grop she kne"# and of !orse she promptly mentioned that she kne" =eyer and /ill
and several others. /t =eyer and /ill "ere the first names she mentioned. * asked her ho"
she felt she "old respond to hypnoti! sggestion given by /ill or by =eyer. 2he said that
she might be able to respond more favorably to either of them. And * asked her if my
te!hni&e in any "ay resembled /illAs or =eyerAs. 2he said that their te!hni&e resembled
mine sin!e * had taght them. 7o yo see "hat is happening to her alreadyJ 6hen *
sggested that if /ill said that no" yor arms are getting heavy# "old they get heavyJ And if
=eyer said that they "ere getting heavier and heavier# "old they be getting heavierJ And of
!orse they began getting heavier. And all * did "as to re!ogni<e that there mst have been
a previos hypnoti! sitation operating "ithin her. * spe!lated as to "ho "as gilty and then
tried to identify myself "ith them in her mind. *n this !ase# it had been =eyer and /ill "ho
had given her the previos sggestions.
:n another o!!asion a sb>e!t volntarily stated# E*Ave been hypnoti<ed before# and itAs
been tried by many do!tors sin!e# bt *Ave al"ays failed to go into hypnosis.E * asked "ho the
hypnoti<ers "ere# and ho" long ago did the hypnosis o!!r. E*t "as a stage hypnotist# and he
told me never again to be hypnoti<ed# and so "hile *Ave "anted hypnosis# *Ave al"ays failed to
go into a tran!e.E
*t happened five to seven years ago# in Chi!ago. 6hen * asked her a barrage of
&estions) E7o yo remember the name of the theaterJ 8o" many people "ere p on the
stage "ith yoJ 2ee ho" many of them yo !an remember. ;hat are the other
!ir!mstan!es yo !an rememberJ 7id yo go there "ith friendsJ 7id yo leave "ith
friendsJ 7id yo dine after"ardJ 7id yo have a drinkJ ;hat happened "hen the stage
hypnotist approa!hed yoJ 7id he tell yo to !lose yor eyes and get sleepyJ 7id he tell yo
to feel very sleepyJ 7id he have a voi!e like mine# or "as he more !ommanding and
domineeringJ 7id he tell yo to go to sleep no"J 7id he tell yo to get yor arms rigidJE *n
this "ay * am trying to evoke in her memory all the forgotten details srronding the hypnoti!
e%perien!e and to identify myself "ith the stage hypnotist at the time.
:!!asionally yo "ill en!onter patients "ho have been hypnoti<ed by one of yor
!olleages "ho has told these patients not to let any other do!tor hypnoti<e them. ?ery
sympatheti!ally and interestedly# in&ire into the details of that sitation. As they begin
re!alling the details# they begin to develop the tran!e behavior of that sitation. And as they
develop the tran!e behavior# they "ill then go into a tran!e# and at that point yo pt in the
sggestions) E0es# yo "ere told not to go into a tran!e then# >st as * am telling yo no" not
to go into a tran!e again in the ftre. Bst as * am telling yo no" not to go into a tran!e
again in the ftre.E /t before they !an a!!ept that sggestion of not going into a tran!e
again in the ftre# they have to go into a tran!e right there in order to a!!ept the sggestion.
6heir past training has been to a!!ept it. 6hey have been abiding by that sort of sggestion
for perhaps five years.
6hey "ill gradally go into a tran!e to a!!ept a reinfor!ement of that sggestion# bt after
yoAve gotten them in a tran!e state# right then and there yo !an &alify that original
instr!tion) ENever again "ill yo go into a tran!e for silly prposes. Never again in the ftre
"ill yo go into a tran!e for a seless# "orthless# ninformative prpose.E G/y evoking
memories of the previos hypnoti! e%perien!e# yo evoke the !onditions of another hypnoti!
e%perien!e. /y a!!epting and tili<ing the admonition not to let any other do!tor hypnoti<e
them# yo in fa!t re3!reate the original e%perien!e# ths making it possible for hypnosis to
o!!r again.H
6his is something all of yo oght to pra!ti!e in !ooperation "ith one another. Cet a
good# intelligent# normal sb>e!t. :ne of yo pt that sb>e!t in a deep tran!e and tell that
sb>e!t not to let so3and3so pt him in a tran!e. 6hen let so3and3so "ork ot in his o"n mind
the verbali<ation to !orre!t that sggestion. 0o se the same te!hni&e in the matter of
psy!hotherapy. A patient tells yo# E(or the last ten years * havenAt been able to sit do"n at
the table "ithot first getting p and "ashing the silver"are and the plates at least seven
times.E :ne of the first things * "ant to kno" abot that is ho( did that person sit do"n at the
table previos to the time of the problem# more than seven years ago. And if * !an get him to
demonstrate# * do so. 6he patient never re!ogni<es that * am ptting him in a tran!e and
regressing him to a period of seven years ago.
*Ave had sb>e!ts tell me that they didnAt think they !old go into a tran!e for me. 2o * try
to pt them in a tran!e and let them demonstrate that they !anAt go into a tran!e. *n that "ay#
*Ave met their needs. 6hen * begin reminis!ing "ith them abot the time they sed to go into a
tran!e# and they promptly go into a tran!e Gevoking past memories of tran!e tends to
reind!e another tran!eH. 6hen * point ot to them in the tran!e state ho" * have tri!ked
them# ho" * have maniplated them# and * offer to give them a posthypnoti! sggestion never
to go into a tran!e for me again. :r# * sggest that they might "ant to nderstand "hy they
had a tran!e e%perien!e despite their e%pe!tation not to have one. *n that "ay# yo !an meet
their resistan!e to yo and at the same time ndermine that resistan!e "hile a!hieving a
great deal in the "ay of psy!hotherapy. 6he one thing in the se of hypnosis is this) 0o
really oght to kno" more abot it than yor patients do. 0o oght to kno" it so thoroghly
that no matter "hat develops in the sitation# yo !an think of something# yo !an devise
something# that "ill meet yor patientAs needs.
%tili0in* Sl( or S(ontano)s $ranc
G2omeone from the adien!e noti!es that a "oman named =ary is asleep. 8e shots
this ot to Eri!kson# "ho then addresses =ary.H 7id yo "ant to speak to me# =aryJ Are yo
asleep or a"ake# =aryJ ;hi!hever "ay yo are# =ary# listen to me. * "ant yo to !ontine
sleeping if that is yor "ish. * "ant yo to "ake p if that is yor "ish. * "ant yo to en>oy
listening to me. * "ant yo to en>oy hearing "hat * have to say. * "ant yo to remember and
give Clen "hatever advi!e and !onsel he needs. And * "ant yo to remember things that he
is likely to forget. And donAt let anybody annoy yo. Cive them a merry psh3aside "henever
they try to intrde on yo.
Hy(noti0in* an Entir ')dinc
M. * made mention in one of yor previos seminars that it might be better to hypnoti<e
the entire grop "hen these le!tres are given. *n fa!t# * am "ondering if * am hypnoti<ed
no". =y arm is beginning to feel fnnyK
A. 6hatAs right# do!tor# yoAve al"ays gone into a tran!e "henever *Ave been le!tring.
No" keep yor seat and yor !hair and hold it !omfortably. And let yor ba!k and yor
sholders be !omfortable bt sffi!iently rigid. 0o have been listening to my le!tre in a
tran!e# and yo "ill ndobtedly remember it all the better. 6here are some other members
of the adien!e that have been doing some very ni!e hypnoti! sleeping.
D)ration o, Post"y(notic S)**stion
M. :n the average# ho" long does a posthypnoti! sggestion lastJ
A. *t depends pon the posthypnoti! sggestion. *n the early 191.s * "as doing some
e%perimental "ork "ith a "oman "ho had a +h.7. in psy!hology. ;hen it !ame time for
8arriet to leave for some other part of the 9.2.# * asked her if "e !old investigate this matter
of the persisten!e of posthypnoti! sggestion. 2he thoght it "as a good idea. 2o * e%plained
that * didnAt kno" "hen "e "old meet again) E*t may be ne%t year# it may be five years# it
may be 1. years# or 1I# or 4. or 4I. /t this is the posthypnoti! sggestion that * "old like
to give yo. ;hen "e meet again# if the sitation and the setting is sitable after greeting me#
fall into a deep hypnoti! sleep.E
(ifteen years later * "as attending the Ameri!an +sy!hology Asso!iation meeting. * "as
in the !ompany of Cregory /ateson# the anthropologist. ;e "ent into a restarant for ln!h
and looked arond for a booth that "e !old sit in "hile eating and !onversing. 8e fond only
one booth available# bt there "as a "oman sitting in it. 8e asked her if "e !old >oin her. *
"as in the front of the restarant and not visible to her yet. 2he agreed# so he !ame do"n to
the !onter and pi!ked p my tray and his tray and took them p to that booth.
As * entered the booth# * sa" that the "oman "as 8arriet# "hom * hadnAt seen for 1I
years. 8arriet looked at me# then looked at the man. * introd!ed her to Cregory /ateson.
2he re!ogni<ed the name# a!kno"ledged the introd!tion# and then "ent into a deep tran!e.
6he sitation# the setting# "as sitable. 6he stranger "ith me "as obviosly a friend of mine#
he "as obviosly a stdent# she kne" his name# kne" that he had pblished in the field of
anthropology# and therefore shold be s!ientifi!ally interested in hypnosis. 6here "ere only
three of s in the booth# and therefore 8arriet "ent into a tran!e to the astonishment of
Cregory /ateson. * asked 8arriet ho" everything "as going# ho" her "ork "as# and then *
had her a"aken# at "hi!h point she thoght * had >st !ompleted the introd!tion to /ateson.
2he didnAt kno" that she had been in a tran!e. Clearly# the posthypnoti! sggestion had
endred for 1I yearsK And * am !ertain that if * meet her again after not seeing her for &ite
some time# and the sitation is sitable# she "ill go into a tran!e.
*Ave done this "ith &ite a nmber of my patients that * havenAt seen for years. 9pon
meeting them# they "ill readily go into a tran!e again# "ill readily !arry ot some
posthypnoti! sggestion. 9sally * give to my patients some little thing to !arry along in life# a
good feeling# to"ard me and to"ard themselves. * !an think of one patient * had in /altimore
as an e%ample. * !ertainly "old not think of seeing that patient "ithot a very bright prple
tie at least. 6hat patient first !ame to me be!ase of morbid fear of the !olor red. :r "ork
together helped to give her a very !omfortable feeling abot !olor# so that "henever there is
a !han!e * might meet that patient# *All pt on one of my brightest prple ties. =y a!tion sho"s
that * have a good feeling to"ard !olor# and my patient has a good feeling to"ard !olor. 6hat
is a posthypnoti! sggestion that * hope stays "ith her for life.
7"y 'r ')dinc M/1rs Hy(noti0d89
M. *f yo have given no dire!t verbali<ations for ind!tion to the adien!e# "hy is it that
!ertain individals in the adien!e are sho"ing hypnoti! behaviorJ 8ave these individals
"orked "ith yo before and are therefore more in!lined to respond to yoJ
A. As far as * kno"# several of the people "ho "ent into a tran!e are strangers to me. 6o
my kno"ledge# * havenAt seen them beforeDalthogh some of them may have been in the
adien!e last 2nday "hen * last presented a le!tre.
M. ;hat is the e%planation for the tran!e ind!tionJ
A. 6he tran!e ind!tion is this) * spoke to yo at the beginning abot the n!ons!ios
mind and the !ons!ios mind. 6heir n!ons!ios mind "as listening# and they "ere
n!ons!iosly interested in trying to nderstand my ideas. 8avenAt yo seen the parent "ho
is very eager for the baby to !he" solid food go throgh a !he"ing motionJ Every time the
parent "ants the baby to open its moth# the parent opens his moth# hoping the baby "ill
imitate the a!tion. * have often fond that people# "hen attending a le!tre on hypnosis# "ill
go into a tran!e in order to listen better# to hear better# to nderstand better. 7r. Rogers here
al"ays goes into a tran!e# and she remembers m!h more of the material that "ayD
be!ase she is listening "ith tter intensity. ;hen yo listen to a radio program of msi!# for
instan!e# if yo "ant to single ot the instrments# yo donAt look at a bright light or thmb
throgh a book. 0o !lose yor eyes# yo n!ons!iosly trn yor dominant ear to"ard the
msi!# and yo very !areflly sht ot visible stimli. *f yo are holding a !old glass in yor
hand# yo pt it do"n so that the !oldness does not divert yor attention a"ay from the
msi!. 0o are not ne!essarily a"are of performing these a!tions be!ase yor n!ons!ios
mind has dire!ted their performan!e. *t kno"s ho" yo !an best hear the msi!. 2imilarly# in
a le!tre on hypnosis# people "ill !lose their !ons!ios mind so that they !an listen better
"ith their n!ons!ios mind.
M. ;ill the people present in the adien!e "ho are no" in a tran!e state take personally
yor des!riptions of all these posthypnoti! phenomenaJ
A. 6hey are very a"are of the fa!t that this is a le!tre# that it is not personally dire!ted to
them# and that all that is dire!ted to them is the general nderstanding of the le!tre.
Indirct S)**stion -acilitatin* %nconscio)s Procsss
* might say something abot indire!t sggestion. *Am going to give indire!t sggestion to
somebody in this adien!e right no"Dsomeone * looked at# eye to eye# >st a little "hile ago#
and "ho is a"are of it. *n that personAs mind the identifi!ation has been made. And "hat are
the indire!t sggestionsJ There are a lot of things that you (ant to accomplish. /our
unconscious mind can (or on them. And really (or on them. GEAs voi!e has softened and
his spee!h has slo"ed !onsiderably here.H &or on them at its con'enience and (or 'ery
hard. *1ause- And three months from no($ six months$ nine months from no( a great deal
can be accomplished. /our unconscious mind can really (or on those matters. *1ause-
"eally (or on them. There are a number of them$ *1ause- and you can really (or on them$
and that applies to e'erybody in the audience. There are a lot of things that you can do$
there are a lot of things that your unconscious minds are interested in. And you can really
(or on them in the next fe( months$ the next six months$ the next nine months$ the next
t(el'e months$ a tremendous amount can be accomplished. And I hope all of you tae a
tremendous unconscious pleasure in letting your unconscious mind (or for you. And I thin I0ll
call it an afternoon$ so rouse up e'erybody$ (ider and (ider a(ae.
B. %$I!I:'$ION 'PPRO'CHES $O INDIREC$
COMM%NIC'$ION
;hile the previos le!tre began as a straightfor"ard presentation of some of the
important dynami!s in hypnoti! ind!tion and hypnotherapy# by the end it be!omes apparent
that it is also a demonstration in grop hypnosis) 6hose members of the adien!e "ho
!hoose to do so !an let themselves go into tran!e# the better to re!eive the material. 6his is
the reason "e sggested that the reader might obtain important vales by listening to the
!assette re!ording before reading the "ritten material.
6here are several frames of referen!e that !old be sed to !on!eptali<e this approa!h
to grop hypnosis or the hypnoti! fa!ilitation of learning. (rom the frame of !lassi!al theory in
the history of hypnosis# the senior athor ses the format of a le!tre to evoke a series of
important ideodynamic processes "ithin the adien!e. 6hat is# the presentation of ideas on
an apparently intelle!tal level a!tally evokes psy!hodynami! pro!esses that alter the
listenerAs psy!hologi!al state) 6his is the essen!e of the tili<ation approa!h to indire!t
!ommni!ationF talking abot food !an make s a!tally hngryF a dis!ssion of the
dynami!s of hypnosis "ith interesting !ase histories !an evoke an a!tal e%perien!e of
hypnosis in the listener. =any of the senior athorAs statements in this le!tre3demonstration
had ideodynami! impli!ations that !old evoke the follo"ing "ithin the adien!e) $1' interest#
motivation# and e%pe!tan!yF $4' learning setsF and $1' patterns of inner sear!h and
atonomos n!ons!ios pro!esses that !old fa!ilitate the e%perien!e of tran!e and the
enhan!ement of the listenerAs o"n professional skill over a period of time. A nmber of these
statements "ith s!h ideodynami! impli!ations "ere pla!ed in itali!s.
*t is by no" a trism to say that most "ords# gestres# and statements !an have mltiple
levels of meaning. 6he senior athorAs natralisti! approa!h to indire!t !ommni!ation is one
of the first that seeks to tili<e these mltiple levels in a systemati! manner# ho"ever. 8e
maintains that he is simply follo"ing natreAs "ay in this $Eri!kson# 19I8'. 6o believe that the
mind pro!esses information in a linear# one3tra!k# single3!ase3and3effe!t manner is an
illsion# perhaps perpetated by or "idespread relian!e on te!hni!al devi!es s!h as linear
type and printing# the digital !ompter# and the se of logi!al argment that pro!eeds
systemati!ally from premises to !on!lsion. /t these are only tools# artifi!es. Natre does
not "ork that "ay. Natre is e!onomi!al in adapting and tili<ing its already e%isting forms for ne"
evoltionary prposes. *n an analogos manner# Eri!kson helps people break ot of their learned
limitations so they !an then reframe their life e%perien!e from a broader perspe!tive. 8e believes
that or !rrent3day emphasis on e%panding a"areness and heightening !ons!iosness is
essentially this pro!ess of breaking ot of or limiting pre!on!eptions to a broader nderstanding
of or hman possibilities.
6he appli!ation of modern lingisti! and !ommni!ation theory to the pro!ess of
therapeti! !ommni!ation emphasi<es the vie" that mltiple levels of meaning $metalevels'
!an str!tre any statement in many "ays $Rossi# 19,1a# 19,1b# 19,1!F Eri!kson @ Rossi#
19,-# 19,5# 19,9F Eri!kson# Rossi# @ Rossi# 19,5F ;at<la"i!k# ;eakland# @ (is!h# 19,-F
/andler @ Crinder# 19,IF Crinder# 7elo<ier# @ /andler# 19,,'. Nero3psy!hologi!al stdies
sggest that the left and right hemispheres of the brain have different styles of handling
information# and ths any !ommni!ation !an be pro!essed in more than one "ay $Rossi#
19,,F ;at<la"i!k# 19,8F Eri!kson @ Rossi# 19,9F 2hlik# 19,9'. 6he !ommon denominator of
all these approa!hes is that hman relations involve vastly more than the simple e%!hange of
ob>e!tive information on one level. Every "ord# phrase# pase# senten!e# voi!e infle!tion#
and gestre "e se !an have mltiple meanings and neropsy!hologi!al effe!ts. 6he stdy
of indire!t !ommni!ation involves the investigation of all these mltiple meanings and
neropsy!hologi!al pro!esses that take pla!e atomati!ally# in an involntary manner# belo"
or sal level of a"areness.
(rom his earliest !hildhood# Eri!kson developed an nsally high degree of a"areness
of ho" everyday !onversation !an pro!eed on many levels of meaning $Eri!kson @ Rossi#
19,,'. 6hat is# he developed a sensitivity to impli!ation and the n!ons!ios aspe!ts of
!ommni!ation. *n "hat follo"s "e "ill first present a fe" re!ent !onversations "herein he
indi!ates ho" he developed this sensitivity# then otline ho" it "as sed in the foregoing
:!ean =onar!h Le!tre.
;. !an*)a* and t" 'rt o, S)**stion
E) 6he art of sggestion depends pon the se of "ords and the varied meanings of "ords.
*Ave spent a great deal of time reading di!tionaries. ;hen yo read the varios definitions
that the same "ord !an have# it !hanges entirely yor !on!eption of that "ord and ho"
langage may be sed. 0o !an run fast or hold fast. And then some "omen are fast. 6ake
the "ord change. A change of mind is very different from change in yor po!ket or a change
or horses. And "hen yo change horses in the middle of a river# that is a different kind of
!hange. ;hen yo change !lothes# that is another different thing entirely. 0o are not
changing the !lothes# yo are changing "hat yo are "earing. And on and on it goes. 6here
are so many "ords "ith mltiple sesK ;hen yo begin to re!ogni<e them# yo !an then
kno" the differen!e bet"een really and really $spoken "ith a deeper and more emphati!
intonation'. "eally for real means something !ertain to a small !hild.
R) 2o m!h of the art and s!ien!e of sggestion is in kno"ing and !orre!tly tili<ing these
mltiple meanings of "ords# as "ell as the vo!al emphasis and dynami!s "ith "hi!h they are
spoken.
<. M)lti(l !.ls o, Co//)nication in Hy(nosis
E) (rom my !hildhood on# * pra!ti!ed talking on t"o or three levels. * !old be talking to some
playmates# and one playmate thoght * "as talking abot the dog# another thoght * "as
talking abot a kite# and another thoght * "as talking abot a football.
R) 0o "ere al"ays dabbling in mltiple levels of !ommni!ationJ
E) 6hatAs rightF no" it be!omes atomati! "hen * do hypnoti! "ork. 6herapeti! tran!e
enables patients to re!eive mltiple levels of !ommni!ation more easily.
R) Can yo provide any general prin!iples of ho" this "orksJ 8o" "old yo set p mltiple
levels of !ommni!ationJ
E) 0o have to kno" enogh abot the other person# espe!ially their interests.
R) 0o se "ords that have !onnotations# asso!iations# and patterns of meaning that have
mltiple appli!ations for the personAs interests and individality. *s that the basi! prin!iple yo
se in yor indire!t approa!h to hypnoti! !ommni!ationJ
E) 0es.
=. Intrnal Rs(onss as t" Essnc o, S)**stion
Eri!ksonAs meaningfl se of vo!al dynami!s is demonstrated by the follo"ing
!ommentary on his se of pases. 6his e%ample provides !lear eviden!e of his vie" that the
essence of suggestion is in the patient0s internal responses to stimli offered by the therapist.
6hese internal responses are the indire!t aspe!ts of hypnoti! !ommni!ation.
E) *All sometimes begin a hypnoti! ind!tion by saying#
I don+t kno&
6his is a negation "hereby * pi!k p their resistan!e and tili<e it for !onstr!tive
prposes.
>Pa)s?
6he pase implies# E;hat have yo not told me thatAs important for the problem at
handJE
&"n
&hen then means by impli!ation that an event $tran!e' "ill take pla!e.
yo)+ll *o into a d( tranc.
6his is a dire!t sggestion that does not seem like one# sin!e it is bried in a broader
!onte%t of E* donAt kno".E
R) 0o make a lot of statements to patients that evoke !ertain natural associati'e responses
"ithin them. *t is these responses (ithin them that are the essen!e of hypnoti! sggestion.
E) 6hat is the hypnoti! stff# yesK
R) 2o this is an indire!t or tili<ation approa!h to effe!ting hypnosis) 0o provide verbal
stimli that "ill by asso!iation evoke the hypnoti! responses "ithin the patients. 0o fa!ilitate
the patientsA saying the sggestion to themselves.
E) /es$ cause them to say it to themsel'es,
R) Cold "e develop a hypnoti! di!tionaryD"ords and phrases that yo kno" "ill evoke
!ertain predi!table responses $the a!tal hypnoti! sggestion' in the sb>e!tJ ;e need not
even talk abot hypnosis at allF "e >st give !ertain verbal stimli and gestres that "ill evoke
in the patient !ertain responses that are of a hypnoti! natre.
E) 2!h an hypnoti! di!tionary "old probably have only limited appli!ation be!ase yo
mst attne yor vo!ablary to the individality of ea!h listener. GEri!kson tells an ane!dote
of ho" his "ife had to hide the Easter eggs for one of their !hildren be!ase this !hild did not
readily nderstand her reasoning. *f Eri!kson hid the eggs# the !hild fond them &i!kly
be!ase he nderstood the "ay his fatherAs mind "orked. 6he !hild "old ask at the
beginning of the hnt# EAre they hidden the "ay 7addy does or the "ay =ommy doesJE 6his
ane!dote reveals ho" even a !hild !an be!ome intimately attned to the behaviors and by
impli!ation the internal asso!iations of the different people abot him. *t is >st this sensitivity
that hypnotherapists need in their "ork.H
@. Indirct Co//)nication in t" Ocan Monarc" !ct)r
;e "ill no" otline a fe" of the approa!hes to indire!t !ommni!ation that the senior
athor dis!ssed in the :!ean =onar!h Le!tre "hile at the same time he evoked them
"ithin some members of the adien!e. 6hat is# "hile the adien!e initially e%pe!ted to hear a
le!tre abot hypnosis in psy!hiatry# some members of the adien!e a!tally e%perien!ed
hypnosis. An apparently ob>e!tive le!tre abot the natralisti! and tili<ation approa!hes to
!ommni!ation a!tally gave rise in an indire!t manner to hypnoti! e%perien!es "ithin
responsive people in the adien!e.
I/(lication and t" N*ati.
Eri!ksonAs very first statement# E* do not necessarily intend to demonstrate hypnosis to
yo today ...E !ontains the impli!ations of its oppositeDas do all !ommni!ations !ontaining
negatives# dis!laimers# or limiting &alifi!ations. +oliti!ians kno" this "ell) 6hey "ill introd!e
npoplar measres or their o"n !andida!y to the pbli! by first pro!laiming that they "old
never spport s!h3and3s!h a measre# or they are definitely not a !andidate at this time.
6he listenerAs !ons!ios mind may a!!ept these denials at fa!e vale. 2imltaneosly "ith
this srfa!e a!!eptan!e# ho"ever# most listeners "ill also e%plore and pro!ess on an
n!ons!ios or metalevel the opposite of any denial and the impli!ations of even the most
trivial remarks. ;hen these atomati! inner e%plorations are at great varian!e "ith the
srfa!e message# the listener "ill be flooded "ith !onfli!t that mst be resolved via his or her
o"n parti!lar patterns of psy!hodynami!s. 6he history of the investigation of
psy!hopathology from (red $/reer @ (red# 189IN19I,' to /ateson $19,4# 19,9' is the
re!ord of or efforts to nderstand these psy!ho3dynami!s.
$" Conscio)s and %nconscio)s Do)1l Bind
*n the first paragraph of the :!ean =onar!h Le!tre Eri!kson introd!es a form of
the doble bind) E;hen * am talking to a person at the !ons!ios level# * e%pe!t him to be
listening to me at an n!ons!ios level# as "ell as !ons!iosly.E (e" in the adien!e "ill
re!ogni<e this as a sbtle form of the !ons!ios3n!ons!ios doble bind# "hi!h "e have
dis!ssed in detail previosly $Eri!kson @ Rossi# 19,I#19,9'. =any in the adien!e "ho are
listening to Eri!kson !areflly Eat the !ons!ios levelE "ill no"# "ithot &ite reali<ing it# also
be listening and re!eiving ideodynami! sggestions Eat an n!ons!ios level.E Certainly not
all listeners "ill be re!eptive to this indire!t !ommni!ation. *t is primarily those members of
the adien!e "ho have a heightened e%pe!tan!y and favorable rapport "ith Eri!kson "ho
"ill be most likely to re!eive and tili<e his "ords on a personal level.
=atters are not &ite this simple# ho"ever# for some in the adien!e "ill not be disposed
to the le!trer and "ill not have a positive e%pe!tan!y and motivation at the !ons!ios level.
8o"ever# even some people "ith s!h !ons!ios resistan!e "ill re!eive and tili<e some of
the indire!t !ommni!ation being offered. Evidently something "ithin them on an
n!ons!ios level !an re!ogni<e and a!!ept the vale of "hatAs being offered in spite of the
limitations of their !ons!ios attitdes.
Catal(sy to Hi*"tn Rs(onsi.nss
*n the ne%t se!tions on methods of learning sggestion and !atalepsy to heighten
responsiveness# Eri!kson provides a nmber of ideodynami! sggestions to the adien!e
"hile dis!ssing one of his ma>or innovations in tran!e ind!tion and hypnotherapy.
Catalepsy is not >st an interesting hypnoti! phenomenonF it !an be tili<ed to heighten a
patientAs sensitivity and responsiveness "hen it is ind!ed in a very gentle manner. *n
hearing abot Ein!reased responsiveness#E many members of the adien!e "ill respond "ith
in!reased responsiveness in the here3and3no" sitation of listening to Eri!kson Eoffering
them the opportnity of responding to an idea.E
6he adien!e members ne%t hear that they !an Efeel free to respond to "hatever degree
they "ish#E bt they !an E"ithhold "hatever GtheyH "ishE so that Ethey also begin to develop a
!ertain sense of !onfiden!e.E
;e !old go on for many pages# analy<ing phrases "ithin ea!h topi! of this le!tre for
their possible !ommni!ation vale for members of the adien!e as "ell as the patients
Eri!kson is ostensibly talking abot. :r readers "ill by no" probably prefer to do this for
themselves as a valable training e%er!ise# ho"ever. 2imply revie"ing the s!!essive topi!
headings on Rapport# Ambivalen!e# *ntegrating Cons!ios and 9n!ons!ios Learning#
7isso!iating *ntelle!t and Emotion# and so on !an provide the reader "ith sond
nderstanding of Eri!ksonAs natralisti! approa!hes to !ommni!ation and the "ealth of
ideodynami! asso!iations members of the adien!e !an pi!k p atomati!ally to tili<e in their
o"n ni&e "ay. *n the follo"ing se!tions of this volme "e "ill e%plore frther illstrations of the
pra!ti!al means of tili<ing this indire!t approa!h to fa!ilitating hypnoti! pro!esses and the
e%perien!e of altered states in a manner that !an bypass some of the learned limitations of so3
!alled normal# everyday !ons!iosness.
SEC$ION II
Catal(sy in Hy(notic Ind)ction and $"ra(y
Catalepsy# the sspension of volntary movement# is generally re!ogni<ed as one of the
most !hara!teristi! phenomena of tran!e and hypnosis. /e!ase its signifi!an!e and
meaning have !hanged over the generations# "e "ill begin this se!tion "ith an overvie" of
!atalepsy in histori!al perspe!tive. 2in!e "e regard all hypnoti! phenomena as aspe!ts or
derivatives of normal behavior# "e "ill then otline some of the spontaneos forms of
!atalepsy "e !an observe in everyday life. ;hen these spontaneos !atalepsies are seen in
the !onslting room# they be!ome important !es regarding the patientAs inner state and offer
an important avene for ind!ing therapeti! tran!e in the most natral manner. As "e !an
infer from the previos se!tion# a simple dis!ssion of these everyday o!!rren!es of
!atalepsy !old be an e%!ellent "ay of beginning an hypnoti! ind!tion# evoking
ideodynami! aspe!ts of !atalepsy and tran!e before the patient even reali<es it.
;e "ill then present some of the senior athorAs approa!hes to fa!ilitating !atalepsy in a
formal pro!ess of tran!e ind!tion. 2in!e it is essentially a nonverbal pro!ess# !atalepsy
be!omes an nsally effe!tive means of bypassing the learned limitations of many of or
typi!ally modern and overintelle!tali<ed patients# "ho "ant to e%perien!e therapeti! tran!e
bt have misnderstandings that interfere "ith its development. Catalepsy !an then be sed
as a means of sensiti<ing a patientAs re!eptivity to the nan!es of inner and oter stimli so
he or she !an more readily a!!ept and !arry ot pro!esses of therapeti! !hange.
;hile it may be interesting for professionals to re!eive these ne" !on!eptions of the
tili<ation of !atalepsy on an intelle!tal level# it !an be!ome trly effe!tive therapeti!ally
only "hen the hypnotherapist has developed a fa!ility in !oordinating the observational and
performan!e skills in evoking !atalepsy in a pra!ti!al manner in the !onslting room.
/e!ase of this# "e end this dis!ssion "ith a nmber of e%er!ises to gide the pra!titionerAs
a!&isition of these skills.
;e "ill then provide an e%tended demonstration of the se of !atalepsy by the senior
athor. 6his demonstration "as re!orded re!ently $19,5'# "hen the >nior athor had the
opportnity of tape3re!ording the senior athorAs efforts to ind!e hypnosis in a blind sb>e!t
by the hand3levitation approa!h. Eri!kson failed in this demonstrationF that is# the sb>e!t
responded in s!h a minimal manner that Eri!kson "as !hallenged to se a vast repertory of
his approa!hes. /e!ase of this the demonstration is an e%!ellent vehi!le for stdying his
"ork.
An adio3visal re!ord of Eri!ksonAs approa!hes to !atalepsy that emphasi<e pro!esses
of disso!iation is available for his demonstration "ith Rth# "hi!h is presented in 2e!tion ***
nder the title An Adio3?isal 7emonstration of *deomotor =ovements and Catalepsy) 6he
Reverse 2et to (a!ilitate 8ypnoti! *nd!tion. *n the forth se!tion is another re!ent
demonstration of !atalepsy "ith parti!lar referen!e to ho" it is e%perien!ed sb>e!tively by
a skepti!al !ons!iosness that is in the pro!ess of learning to e%perien!e altered states.
'. C'$'!EPSY IN HIS$ORIC'! PERSPEC$I#E
8istori!ally# !atalepsy "as regarded as one of the earliest defining !hara!teristi!s of
tran!e. Esdaile $18I.N19I,' sed mesmeri! passes to a!hieve a state of !atalepsy "herein
patients "ere able to e%perien!e srgi!al anesthesia as follo"s)
* sally pro!eed in the follo"ing manner# and am in!lined to think that its !omparative rarity in
Erope is o"ing to the mesmeri! inflen!e not being at on!e sffi!iently !on!entrated on the patient#
by transmitting it to his brain from all the organs of the operator# and throgh every !hannel by "hi!h it
!an be !ommni!ated. ;ith the ne!essary degree of patien!e# and sstained attention# the follo"ing
pro!ess is so effe!tal in prod!ing !oma# that in a large enogh field# and "ith properly instr!ted
assistants# it may here be obtained daily# for the prpose of pro!ring insensibilities to srgi!al
operations. No trial nder an hor shold be re!koned a fair one) t"o hors are betterF and the most
perfe!t s!!ess "ill often follo" fre&ent failres# bt insensibility is sometimes ind!ed in a fe"
mintes.
7esire the patient to lie do"n# and !ompose himself to sleep# taking !are# if yo "ish to operate#
that he does not kno" yor intention) this ob>e!t may be gained by saying it is only a trialF for fear and
e%pe!tation are destr!tive to the physi!al impression re&ired. /ring the !ro"n of the patientAs head
to the end of the bed# and seat yorself so as to be able to bring yor fa!e into !onta!t "ith his# and
e%tend yor hands to the pit of the stoma!h# "hen it is "ishedF make the room dark# en>oin &iet# and
then shtting yor patientAs eyes# begin to pass both yor hands# in the shape of !la"s# slo"ly# "ithin
an in!h of the srfa!e# from the ba!k of the head to the pit of the stoma!hF d"elling for several mintes
over the eyes# nose# and moth# and then passing do"n ea!h side of the ne!k# go do"n"ards to the
pit of the stoma!h# keeping yor hands sspended there for some time. Repeat this pro!ess steadily
for a &arter of an hor# breathing gently on the head and eyes all the time. 6he longitdinal passes
may then be advantageosly terminated# by pla!ing both hands gently# bt firmly# on the pit of the
stoma!h and sidesFDthe perspiration and saliva seem also to aid the effe!t on the system.
*t is better not to test the patientAs !ondition by speaking to him# bt by gently trying if the !atalepti!
tenden!y e%ists in the arms. *f the arms remain fi%ed in any position they are left in# and re&ire some
for!e to move them ot of every ne" position# the pro!ess has been s!!essflF the patient may soon
after be !alled pon by name# and pri!ked# and if he does not a"ake# the operation may be pro!eeded
"ith. *t is impossible to say to "hat pre!ise e%tent the insensibility "ill befriend s) the tran!e is
sometimes !ompletely broken by the knife# bt it !an o!!asionally be reprod!ed by !ontining the
pro!ess# and then the sleeper remembers nothingF he has only been distrbed by a night3mare# of
"hi!h on "aking he retains no re!olle!tion. $19I,# pp. 1--31-I'
6here are a nmber of observations in this passage that are note"orthy for or !rrent
nderstanding of tran!e and !atalepsy. 6he first is that time itself is a very important
!onsideration. 6ran!e sffi!ient for srgi!al anesthesia re&ired one or t"o hors of
ind!tion. 6hen as no"# ho"ever# there "as e%treme variation in ss!eptibility to hypnoti!
e%perien!eF some patients re&ired only a fe" mintes.
Another interesting observation is the importan!e of the element of srpriseF fear and a
kno"ledge of the do!torAs intention Eare destr!tive to the physi!al impression re&ired.E 6his
sort of Esrprise srgeryE is !ertainly not in keeping "ith modern tastes# thogh "e !an
nderstand ho" it may have been needed in EsdaileAs day. *t does indi!ate the importan!e of
distra!tion and srprise as an important fa!ilitator of hypnosis. ;hat is an appropriate
distra!tion and srprise !an vary from one sb>e!t to another# ho"ever. *t is a part of the art
of the hypnotherapist to tili<e appropriately !onstr!ted srprises sitable for the
individality of ea!h sb>e!t.
6he se of !atalepsy as a test of the ade&a!y of the tran!e state "as also !hara!teristi!
of the Esdaile period. 6he operatorAs n!ertainty abot the patientAs !ondition has al"ays
been a basi! problem in stdying hypnosis and in its pra!ti!al tili<ation. 6he natral and
spontaneos variations in tran!e EdepthE made early hypnoti! anesthesia an apparently
nreliable phenomenon# so that Etran!e is sometimes !ompletely broken by the knife.E
(ortnately# tran!e !old be reind!ed and the patient fre&ently had an amnesia for the
entire pro!ess.
(rom this early des!ription "e gather that Esdaile believed there a!tally "as some sort
of a physi!al Emesmeri! inflen!eE transmitted to the patient from all the organs of the
operator. *n other passages Esdaile !onfirms this vie" by maintaining Ethat the imagination
has nothing to do "ith the first physi!al impression made on the system by =esmerism as
pra!ti!ed by meE $19I,# p. 4-5'. 8e believed Ethat "ater !an be !harged "ith the mesmeri!
flidE and that the mesmeri! inflen!e !old be transmitted throgh the air for !onsiderable
distan!es and even throgh dense metals $19I,# p. 4-5'.
2bse&ent e%perimentation by other pioneers in hypnosis s!h as /raid $18II'
established that tran!e re&ired no flids or magnets bt "as simply Ea state of abstra!tion or
!on!entration of attention.E 6he itali!s in the follo"ing passage &oted from /raid $!ited in
6intero"# 19,.' are ors to emphasi<e /raidAs !lear arti!lation of this modern vie" of
hypnosis.
*t "as in 18-1 that * first ndertook an e%perimental investigation for the prpose of determining
the natre and !ase of mesmeri! phenomena. 8itherto it had been alleged that the mesmeri!
!ondition arose from the transmission of some magneti! flid# or o!!lt inflen!e# flid# or for!e#
pro>e!ted from the body of the operator# impinging pon# and !harging the body of the patient.
8o"ever# * "as very soon able to demonstrate the falla!y of this ob>e!tive inflen!e theory# by
prod!ing analogos phenomena simply by !asing sb>e!ts to ga<e "ith fi%ed attention for a fe"
mintes at inanimate ob>e!ts. *t "as ths !learly proved that it "as a sb>e!tive inflen!e# reslting
from some pe!liar !hange "hi!h the mind !old prod!e pon the mental and physi!al fn!tions#
"hen !onstrained to e%er!ise a prolonged a!t of fi%ed attention. * therefore adopted the term
hypnotism# or nervos sleep# to !hara!teri<e the phenomena prod!ible by my pro!esses. * be!ame
satisfied that the hypnotic state (as essentially a state of mental concentration$ during (hich the
faculties of the mind of the patient (ere so engrossed (ith a single idea or train of thought as$ for the
nonce$ to render it dead or indifferent to all other considerations and influences. 6he !onse&en!e of
this !on!entrated attention# again# to the sb>e!t in hand# intensified# in a !orrespondingly greater
degree# "hatever inflen!e the mind of the individal !old prod!e pon his physi!al fn!tions dring
the "aking !ondition# "hen his attention "as so m!h more diffsed and distra!ted by other
impressions. =oreover# inasm!h as "ords spoken# or varios sensible impressions made on the
body of an individal by a se!ond party# a!t as sggestions of thoght and a!tion to the person
impressed# so as to dra" and fi% his attention to one part or fn!tion of his body# and "ithdra" it from
others# "hatever inflen!e s!h sggestions and impressions are !apable of prod!ing dring the
ordinary "aking !ondition# shold natrally be e%pe!ted to a!t "ith !orrespondingly greater effe!t
dring the nervos sleep. "hen the attention is so m!h more !on!entrated# and the imagination# and
faith# and e%pe!tant ideas in the mind of the patient are so m!h more intense than in the ordinary
"aking !ondition. No"# this is pre!isely "hat happensF and * am persaded that this is the most
philosophi!al mode of vie"ing this sb>e!tF and it renders the "hole !lear# simple# and intelligible to the
apprehension of any npre>di!ed person# "ho may at on!e per!eive that the real ob2ect and
tendency of the 'arious processes for inducing the state of hypnotism or mesmerism is ob'iously to
induce a state of abstraction or concentration of attentionDthat is$ a state of monoideismD"hether
that may be by re&esting the sb>e!t to look steadfastly at some ne%!iting# and empty inanimate
thing# or ideal ob>e!t# or ind!ing him to "at!h the fi%ed ga<e of the operatorAs eyes# his pointed
fingers# or the passes or other manoevres of the mesmeri<er. $pp. 1,431,-'
;hile /raid had a !lear insight into the psy!hologi!al aspe!t of hypnosis# other
investigators !ontined to sear!h for its physiologi!al basis.
*n his early efforts to establish hypnosis as a somati! phenomenon Char!ot $1884'
otlined three progressive stagesDthe !atalepti! state# the lethargi! state# and the state of
artifi!ial somnamblism. 8e des!ribed the first as follo"s $!ited in ;eit<enhoffer# 19I,')
6he Catalepti! 2tateD6his may be prod!ed) $a' primarily# nder the inflen!e of an intense and
nsspe!ted noise# of a bright light presented to the ga<e or# again# in some sb>e!ts# by the more or
less prolonged fi%ing of the eyes on a given ob>e!tF $b' !onse!tive to the lethargi! state# "hen the
eyes# "hi!h p to that moment had been !losed# are e%posed to the light by raising the eyelids. 6he
sb>e!t ths rendered !atalepti! is motionless and# as it "ere# fascinated. 6he eyes are open# the ga<e
is fi%ed# the eyelids do not &iver# the tears soon gather and flo" do"n the !heeks. :ften there is
anesthesia of the !on>n!tiva# and even of the !ornea. 6he limbs and all parts of the body may retain
the position in "hi!h they are pla!ed for a !onsiderable period# even "hen the attitde is one "hi!h is
diffi!lt to maintain. 6he limbs appear to be e%tremely light "hen raised or displa!ed# and there is no
flexibilitas cereas$ nor yet "hat is termed the stiffness of a !lay figre. 6he tendon refle% disappears.
Neroms!lar hypere%!itability is absent. 6here is !omplete insensibility to pain# bt some senses
retain their a!tivity at any rate in partDthe ms!lar sense# and those of sight and hearing. 6his
!ontinan!e of sensorial a!tivity often enables the e%perimenter to inflen!e the !atalepti! sb>e!t in
varios "ays# and to develop in him by means of sggestion atomati! implses# and also to prod!e
hall!inations. ;hen this is the !ase# the fi%ed attitdes artifi!ally impressed on the limbs# or# in a more
general "ay# on different parts of the body# give pla!e to more or less !omple% movements# perfe!tly
!oordinated and in agreement "ith the natre of the hall!inations and of the implses "hi!h have
been prod!ed. *f left to himself# the sb>e!t soon falls ba!k into the state in "hi!h he "as pla!ed at
the moment "hen he "as inflen!ed by the sggestion# $p. 481'
Char!otAs se of the "ord fascinated to !hara!teri<e the early stage of !atalepsy is
entirely in keeping "ith or modern vie" of !atalepsy as a state of heightened sensitivity and
re!eptivity. 6he problem "ith his overall des!ription is that it does not give sffi!ient
re!ognition to individal differen!es. 7ifferent sb>e!ts e%perien!e to varying degrees the
asso!iated phenomena of fi%ed ga<e# tearing# anesthesia# lightness or stiffness of limbs# and
alterations of aditory and visal sensation and per!eptions# et!. *t is an important aspe!t of
the therapistAs skill to learn to re!ogni<e >st "hat spontaneos alterations in fn!tioning the
sb>e!t is e%perien!ing.
=any of Char!otAs !ontemporaries "ere nable to reprod!e his reslts# and ths
believed that they "ere a!tally the reslt of sggestion or preed!ation. /ernheim then
gave a !lassi!al des!ription of Esggestive !atalepsyE as an early stage of hypnosis in his
Suggesti'e Therapeutics# A Treatise on the 3ature and 4ses of Hypnotism $1885N19I,' that
!old hardly be improved pon today)
6his degree is !hara!teri<ed by sggestive !atalepsy. /y this "ord the follo"ing phenomenon is
meant. *f# as soon as the patient falls asleep# the limbs being rela%ed# * lift his arm# it stays pF if * lift
his leg# it remains plifted. 6he limbs passively retain the positions in "hi!h they are pla!ed. ;e !all
this sggestive !atalepsy# be!ase it is easy to re!ogni<e that it is prely psy!hi!al# bond p in the
passive !ondition of the patient# "ho atomati!ally keeps the attitde given >st as he keeps the idea
re!eived. *n fa!t# in the same or in different patients# one sees the phenomenon more or less marked
a!!ording to the depth of the hypnoti! inflen!e and the psy!hi!al re!eptivity. At first# this !ataleptiform
!ondition is hardly apparent. 6he lifted limb remains p a fe" se!onds# bt falls do"n after"ard "ith a
!ertain hesitan!yF or the fore3arm only remains lifted. *f one "ishes to lift p the "hole arm# it falls
do"n again. 6he individal fingers do not keep positions into "hi!h they are pt# bt the entire hand
and the forearm remain fi%ed.
;ith some patients# for e%ample# if one arm be &i!kly raised and let alone# it falls ba!k again# bt
if it is held p for a fe" se!onds to fi% the idea of the attitde in the brain# so to speak# then it remains
p.
(inally# "ith others# !atalepsy is only obtained throgh a formlated verbal sggestion. 6he person
hypnoti<ed has to be told# E0or arms remain p. 0or legs are p.E 6hen only do they remain so.
2ome keep the ne" position passively# if nothing is said to them# bt if they are dared to !hange it they
regain !ons!iosness# so to speak# !all pon their dll "ill po"er# and drop the limb. 6hen they often
"ake p. $19I,# pp. 53,'
A more modern vie" of !atalepsy "old emphasi<e that it is a fn!tion of an acti'ely
accepting and recepti'e attitude rather than a Epassive !onditionE de to a Edll "ill po"er.E
6he patient "ho &i!kly and easily responds to a giding to!h is a!tally in a !ooperative
and responsive mood. +atients "ho maintain their limbs in a fi%ed position after being given
a nonverbal sggestion to do so $as "hen the therapist simply holds the limb in one position
for a fe" se!onds' are a!tally responding "ith e%&isite sensitivity to the therapistAs slightest
dire!tive. ;e may# therefore# e%pe!t that patients "ho &i!kly learn to maintain a !atalepsy
are e%perien!ing a favorable attitde and a!!eptan!e set for frther tran!e "ork. 6his may be
the reason "hy Eri!kson developed so many ingenios approa!hes to !atalepsy# not only in
the sele!tion of good sb>e!ts for demonstrations of hypnosis# bt for the ind!tion and
deepening of tran!e as "ell.
B. RECOGNI:ING SPON$'NEO%S C'$'!EPSY
6he senior athorAs !on!ept of the E!ommon everyday tran!eE is a!tally a form of
!atalepsy. ;e fre&ently des!ribe these spontaneos !atalepsies as a period of reverie#
inattention# or &iet refle!tion. At s!h moments people tend to ga<e off $to the right or left#
depending pon "hi!h !erebral hemisphere is most dominantD/aken# 1959' and get that
Efara"ayE or EblankE look. 6he eyes are sally fi%ed in fo!s# immobile# and they may
a!tally !lose. 6he fa!e tends to lose its animated e%pression and be!omes lifeless# taking
on a !ertain flat# Eironed3otE look. 6he entire body remains immobile in "hatever position it
happens to be in# and !ertain refle%es $e.g.# s"allo"ing# respiration' may slo" do"n. 2!h
individals seem momentarily oblivios to their srrondings ntil they on!e again re!over
their general reality orientation $2hor# 19I9'. ;e have hypothesi<ed that in everyday life
!ons!iosness is in a !ontinal state of fl% bet"een the general reality orientation and the
momentary mi!ro3dynami!s of tran!e $Eri!kson @ Rossi# 19,I'.
Re!ent resear!h on the 9.3minte dream !y!le dring sleep indi!ates that this !y!le is
also present throghot the entire 4- hors of the day in "hat has been named the 9ltradian
Rhythm $8iatt @ Oripke# 19,I'. (antasy intensity# alpha "aves# eye movements# and hnger
are all related in this basi! rest3and3a!tivity !y!le throghot the day. *t may "ell be that "hat
the senior athor !alls the E!ommon everyday tran!e#E "herein !atalepsy tends to be
manifest spontaneosly# is a!tally !oin!ident "ith the rest# high3alpha# and fantasy portion of
the !ir!adian !y!le. *f this is so# "e may e%pe!t that ftre resear!h "ill establish that# in
general# tran!e ind!tion and hypnoti! e%perien!e "ill be e%perien!ed more readily dring
this rest period of the 9.3minte 9ltradian Rhythm.
*t is note"orthy that the senior athor likes to spread important hypnotherapeti!
sessions over a period of a fe" hors. *t may "ell be that at least a portion of his s!!ess in
fa!ilitating deep tran!e "ork is that he intitively sele!ts that rest period of the !ir!adian
!y!le# "hen the patient is spontaneosly manifesting tenden!ies to !atalepsy# fantasy# and
inner fo!s. ;e strongly re!ommend that e%perimental resear!h be !ond!ted to test the
hypothesis that tran!e ind!tion !an pro!eed more easilyDand more hypnoti! phenomena
be manifestDdring this high3alpha and fantasy portion of the !ir!adian !y!le.
6here is a!tally a vast array of diverse phenomena des!ribed as !atalepsy in the
literatre of hypnosis $;eit<enhoffer# 19I1'. 6hese phenomena in!lde pra!ti!ally every form
of hman and animal immobility# "hether broght on by fascination $an e%perien!e of the
nsal or a"esome'# startle or fright $a sdden bright light or intense noise'# or fatigue or
illness. =any athors also des!ribe varios forms of Eanimal hypnosisE $more properly !alled
Etoni! immobilityE'# "hi!h appears to have srvival vale in natre. 6he opossm# for
e%ample# "ill Efree<eE "hen trapped by a predator# "ho then gives p his prey as dead
$Cheek @ LeCron# 1958F 8allet @ +elle# 195,'. :ther investigators have demonstrated ho" to
ind!e !atalepsy in an animal throgh sho!k and fear by trning it over &i!kly and holding it
immobile for a fe" moments $?olgyesi# 1958F =oore @ Amstey# 1951'. 6he similarity bet"een
animal and hman toni! immobility "hen hmans are e%posed to deep3threat !onditions has
been des!ribed $=ile!hnin# 1954'. *t is the asso!iation bet"een !atalepsy and the deeper
nonverbal levels of the personality that makes its se of s!h potential vale in
hypnotherapy.
(or the prposes of modern hypnotherapy# Eri!ksonAs fn!tional definition of catalepsy
as a form of (ell5balanced muscle tonicity is probably broad enogh to help s nderstand
most of its appli!ations. 6he follo"ing e%amples taken from everyday life e%tend or
traditional nderstanding of "hat !atalepsy is and prepare s for a more in!isive
nderstanding of its tili<ation in modern hypnotherapy.
'. ;hen "riting a letter# one pases for a moment to think. 7ring that moment one is
oblivios to the pen in oneAs hand# "hi!h is maintained !omfortably poised in an
immobile# !atalepti! position. *n fa!t# the entire body is sally immobile in a !atalepti! pose
dring that moment "hen !ons!iosness is fo!sed and re!eptive to oneAs inner thoghts.
B. ;hen !onsidering a &estion or problem# one "ill fre&ently glan!e to the left or right
and sally a bit p"ard "ith eyes fi%ed in "hat "e !an regard as a !omfortable !atalepti!
position. Again# this is a moment of spe!ial sensitivity and re!eptivity to oneAs inner
pro!esses.
C. ;hen absorbed in a book# le!tre# or movie# oneAs entire body "ill remain immobile#
!atalepti!# for long periods of time. :neAs arm may even be ndged to a ne" position by a
seatmate "ithot or reali<ing it. 6he arm may then remain !omfortably fi%ed in its ne"
position. ;ith or attention fo!sed on the interesting movie# "e pay no attention to the
irrelevant stimli related to or body position. *ntense interest and re!eptivity to !ertain
stimli are apparently !ompensated by a !orresponding !atalepti! insensitivity to other
stimli.
D. At an athleti! event an entire !ro"d "ill fre&ently lean for"ard and remain
momentarily sspended in a fairly a"k"ard !atalepti! position. 6his moment of !atalepti!
sspension# of !orse# is pre!isely the moment "hen a !riti!al event of absorbing interest is
being played.
E. Address an absorbing &estion to one engaged in a motor a!tivity like "riting#
painting# tying a shoela!e# mi%ing a !ake# sa"ing a board# or "hatever# and the person
fre&ently stops a!tivity in mid3stroke to remain !atalepti! in that fi%ed position for a moment
"hile !onsidering an ans"er. 6he &estion a!tally sspended e%ternal ms!le a!tivity so
that an ans"er !old be re!eived throgh an inner fo!s of attention.
-. Eri!kson likes to point ot ho" an Eskimo "ill sit immobile in a !omfortable !atalepti!
pose for 4- hors or more beside a hole in the i!e "aiting for a seal to appear. Like hnters
in many so!ieties# he !an instantly respond to the appropriate stimls even thogh he
seems !ompletely oblivios to all the irrelevant environmental stimli.
G. *n most !riti!ally important or emergen!y sitations of everyday life people tend to
Efree<eE "ith fascination and remain !atalepti!ally immobile as they focus their entire
attention to recei'e and nderstand the important event. 6hs someone mst finally shot#
E7onAt >st stand there# !all a do!torKE
*n all these e%amples there tends to be a gap in the sb>e!tsA a"areness as they "ait
e%pe!tantly for an appropriate response from "ithin themselves or from the otside. At s!h
moments# "hen they are !atalepti!ally posed in immobile sspension# they are open and
re!eptive to appropriate stimli. At such moments an appropriate suggestion can be recei'ed
and acted upon in a seemingly automatic manner. This momentary gap in a(areness is
essentially a momentary trance. The heightened recepti'ity during that moment is essentially
(hat (e mean by the term hypnoti!.
An asso!iation bet"een !atalepsy# or body immobility# and heightened re!eptivity to
important stimli "as !hara!teristi! of all or e%amples. *t is also apparent in the tea!herAs
perpetal in>n!tion for stdents to Esit still and pay attentionKE Re!ent resear!h $7ement#
19,8F Coleman @ 7avidson# 19,9' has established that this immobility of the body is like"ise
asso!iated "ith the heightened periods of intense inner mental a!tivity dring dreaming.
7ring RE= $Rapid Eye =ovement# "hi!h o!!rs dring those stages of sleep "hen dreaming takes
pla!e' sleep most physiologi!al variables $e.g.# EEC# respiration# plse# penile ere!tion# eye
movements# et!.' indi!ate a state of heightened arosal. :nly the !orrelates of ms!le
tension are depressed# indi!ating an immobility of the ms!les. 6he fre&ent analogy dra"n
bet"een tran!e and dreams# "herein mental a!tivity seems to pro!eed effortlessly and
atonomosly "hile the body remains apparently inert $!atalepti!'# ths has some empiri!al
!onfirmation. Bst as dreaming may indi!ate a state of heightened vigilan!e dring sleep# so
is !atalepsy a state of heightened e%pe!tan!y "hile a"ake.
C. -'CI!I$'$ING C'$'!EPSY
Catalepsy is fa!ilitated by any pro!edre that $1' arrests attention and $4' leads to
progressive body immobility "ith $1' an inner attitde of in&iry# re!eptivity# and e%pe!tan!y
of frther dire!ting stimli from the therapist. 6he re!eptivity that allo"s a part of the body to
be!ome immobili<ed refle!ts a !orresponding mental re!eptivity to the therapistAs frther
sggestions. Catalepsy ths be!omes a ma>or means for fa!ilitating and gaging a patientAs
state of mental re!eptivity for appropriate stimli.
6his !an be illstrated even "ith a sb>e!t "ho !annot or "ill not e%perien!e !atalepsy by
the typi!al approa!h of giding an arm p"ard.
Catalepsy !an sally be a!hieved indire!tly by handing the sb>e!t an arti!le s!h as a
book and then "ithdra"ing it "ith a distra!ting remark "hen the sb>e!t rea!hes to take it.
6he sb>e!tAs arm "ill remain momentarily sspended in a !atalepti! position# as if still
a"aiting the book. 7ring that pre!ise moment# "hen arm and hand are sspended# the
patientAs mind is also sspended and openF this momentary gap in a"areness !an be filled
by any appropriate sggestion offered by the therapist at that pre!ise moment.
6his openness is "ell illstrated in Eri!ksonAs des!ription of a dental !olleageAs !asal
tili<ation of !atalepsy to fa!ilitate his patientAs re!eptivity to sggestions for rela%ation. $dire!t
&otations of the senior athor that are not other"ise !ited are from his "orkshops# seminars# and adio
re!ordings "ith the >nior athorF the &otations span t"o de!ades of "ork from the 19I.s throgh the
19,.s'
E8e doesnAt attempt to rela% them dire!tly. 8e doesnAt attempt a !oa!hing te!hni&e. 8e
asks the patient to sit do"n in a !hair. 8e asks the patient if he# the dentist# !an take a hold
of the patientAs "rist and very !areflly lay it on the arm of the !hair. *n so doing he moves the
patientAs hand p and do"n "hile addressing some simple# !asal remark to the patient.
;hat he is really doing is asking the patientAs permission to maniplate the arm. 6hen he
pro!eeds to maniplate the arm p and do"n a bit. 6he patient !annot see any parti!lar
prpose in it. As the patient "onders and spe!lates abot it# he is literally "ide open for the
presentation of an idea.
E*n hypnosis "hat yo "ant yor patient to do is to respond to an idea. *t is yor task#
yor responsibility# to learn ho" to address the patient# ho" to speak to the patient# ho" to
se!re his attention# and ho" to leave him "ide open to the a!!eptan!e of an idea that fits
into the sitation. ;hen the dentist takes hold of the "rist and then starts moving the hand
slo"ly p and do"n# the patient !an "onder# A*s he testing me for rela%ationJ *s he trying to fit
my hand over the end of the arm of the !hairJ ;hat does he "ant my hand to doJA ;ith the
patient fi%ated in that sort of re!eptive "ondering# the dentist !an effe!tively sggest to the
patient# Aand >st !ontine rela%ing more and more.A 6hat te!hni&e lasts abot 1. to 1.
se!onds. 6he patient in that moment of in&iryD A;hat does he "ant my hand to doJADis
!ompletely ready to a!!ept "hatever idea is presented to him. No" all of yo have seen me
take hold of a volnteerAs "rist# lift the arm# and sggest that they go into deep tran!e. 6hat is
e%a!tly the same sort of te!hni&e as the dentist ses. * do it in front of a grop be!ase *
"ant to demonstrate hypnosis as a deep phenomenon rather rapidly. * am "illing to attra!t
attention and then allo" the patients to be in mental dobt as to "hat they shold think and
do in that parti!lar sitation. 6his makes the patients amenable to any sggestion that fits
that immediate sitation.
)Hypnosis doesn0t come from mere repetition. *t !omes from fa!ilitating yor patientAs
ability to a!!ept an idea and to respond to that idea. *t doesnAt have to be a "ealth of ideasD
it !an be one single idea presented at the opportne moment so that the patient !an give fll
attention to that parti!lar thing. *n dealing "ith patients# yor entire prpose is to se!re
their attention# se!re their !ooperation# and to make !ertain that they respond as "ell as
they !an.E
Eri!ksonAs a!tal te!hni&e of giding a patientAs arm and hand to a !atalepti! pose is an
art in itself. *n his paper on pantomime te!hni&es in hypnosis $Eri!kson# 195-b' he
des!ribes ho" he ind!ed tran!e nonverbally)
E* sho"ed the girl my hands# "hi!h "ere empty# and then * rea!hed over "ith my right
hand and gently en!ir!led her right "rist "ith my fingers# barely to!hing it e%!ept in an
irreglar# n!ertain# !hanging pattern of ta!tile stimlation "ith my fingertips. 6he reslt "as
to attra!t her fll attention# e%pe!tant# "ondering interest in "hat * "as doing. ;ith my right
thmb# * made slight ta!tile pressre on the latero3volar3lnar aspe!t of her "rist# as if to trn
it p"ardF at the same moment# at the area of the radial prominen!e# * made a slightly
do"n"ard ta!tile pressre at the dorso3lateral aspe!t of her "rist "ith my third fingerF also at
the same time# * made varios gentle to!hes "ith my other fingers some"hat !omparable in
intensity bt nonsggestive of dire!tion. 2he made an atomati! response to the dire!tive
to!hes "ithot differentiating them !ons!iosly from the other to!hes# evidently paying
attention first to one to!h and then to another.
As she began responding# * in!reased varyingly the dire!tive to!hes "ithot de!reasing
the nmber and variation of the other distra!ting ta!tile stimli. 6hs# * sggested lateral and
p"ard movements of her arm and hand by varying ta!tile stimli intermingled "ith a
de!reasing nmber of nondire!tive to!hes. 6hese responsive atomati! movements# the
origin of "hi!h she did not re!ogni<e# startled her# and as her ppils dilated# * so to!hed her
"rist "ith a sggestion of an p"ard movement. At that her arm began rising# and * gently
dis!ontined the to!h so that she did not noti!e the ta!tile "ithdra"al# and the p"ard
movement !ontined. Mi!kly shifting my fingertips to hers# * varied the to!hes so as to
dire!t in an nre!ogni<able fashion a fll p"ard trning of her palmF then other to!hes on
her fingertips served to straighten some# to bend others# and a proper to!h on the
straightened fingertips led to a !ontining bending of her elbo". 6his led to a slo" moving of
her hand to"ard her eyes. As this began# * attra!ted her visal attention "ith my fingers and
dire!ted her attention to my eyes. * fo!sed my eyes for distant vie"ing as if looking throgh
and beyond her# moved my fingers !lose to my eyes# slo"ly !losed my eyes# took a deep
sighing breath# sagged my sholders in a rela%ed fashion# and then pointed to her fingers#
"hi!h "ere approa!hing her eyes.
E2he follo"ed my pantomimed instr!tions and developed a tran!e that "ithstood the efforts
of the staff to se!re her attention or to a"aken her in response to sggestions given in
English.E $p. 55'
:n other o!!asions Eri!kson des!ribed his approa!h together "ith its rationale as
follo"s.
E0o take hold of the "rist very# very gently. ;hat is yor prposeJ 0or prpose is to let
the patient feel yor hand to!hing his "rist. 6hat is all. 6he patient has ms!les that "ill
enable him to lift his arm# so "hy shold yo do it for himJ The body has learned ho( to
follo( minimal cues. /ou utili+e that learning. /ou gi'e your patient minimal cues. &hen he
starts responding to those minimal cues$ he gi'es more and more attention to any further
cues you offer him. As he gi'es more and more attention to the suggestions you offer$ he
goes deeper into trance. The art of deepening the trance is not necessarily yelling at him to
go deeper and deeper6 it is gi'ing minimal suggestion gently$ so the patient pays more and
more attention to the processes (ithin himself and thus goes deeper and deeper.
E* think all of yo have seen me take hold of a patientAs arm and lift it p and move it
abot in varios fashions. * ind!e a tran!e in that "ay. 1 have tried to tea!h a nmber of yo
ho" to take hold of a "rist# ho" to take hold of a hand. 0o do not grip "ith all the strength in
yor hand and s&ee<e do"n on the patientAs "rist. ;hat yo do is take hold of it so as to
very# very gently sggest a grip on his "rist# bt yo donAt a!tally grip itF yo >st en!ir!le the
"rist "ith yor thmb and inde% finger "ith light to!hes. 0o sggest a movement of the
"rist "ith only the slightest pressre. 0o sggest a movement of the hand p"ard. And ho"
do yo sggest it p"ardJ 0o press "ith yor thmb >st lightly# "hile at the same time yo
move yor inde% finger this "ay to give a balan!e $(igre 4'. 0o move yor fingers laterally#
and "hile the patient gives attention to that# yo have yor thmb a!tally lifting the hand.
6his is essentially a distra!tion te!hni&e) "hile the thmb very lightly and !onsistently
dire!ts the hand p"ard# yor other fingers make to!hes and distra!ting movements in a
variety of other dire!tions that tend to !an!el ot ea!h other.
EAnother approa!h to giding the hand p"ard is to attra!t the patientAs !ons!ios
attention "ith a firm pressre by yor fingers on top of his hand and only a gentle giding
pressre by yor thmb on the nderside of his hand. 6he only "ay the firm to!h !an
remain firm is for the patient to keep moving his hand p against yor fingers. At the same
time the lo"er to!h of yor thmb is kept gentle by the patient by !onstantly moving p"ard
a"ay from it. 6he therapist needs to pra!ti!e these movements over and over be!ase they
are one of the &i!kest and easiest "ays of distra!ting the !ons!ios mind and se!ring the
fi%ation of the n!ons!ios mind.
E0o lift the hand in that fashion# letting yor fingers linger here and there so that the
patient n!ons!iosly gets a sense of the lingering of yor hand. 0o "ant the patient to have
that ni!e !omfortable feeling of the lingering of yor hand be!ase yo "ant his attention there in
his hand and yo "ant the development of that state of balan!ed ms!le toni!ity "hi!h is
!atalepsy. :n!e that state of balan!ed ms!le toni!ity is established to a!hieve !atalepsy# yo
have enlisted the aid of the n!ons!ios mind throghot the patientAs body. /e!ase yo !an
get !atalepsy in one hand# there is a good possibility there "ill be !atalepsy in the other hand. *f
yo get !atalepsy in the other hand# then yo probably have !atalepsy in the right foot# in the left
foot# and throghot the body# fa!e# and ne!k. As soon as yo get that balan!ed toni!ity of the
ms!les# then yo have a physi!al state that allo"s the patient to be!ome na"are of fatige#
na"are of any distrbing sensations. *t is normally hard to maintain that balan!ed ms!le
toni!ity and pay attention to pain. /ou (ant your patient gi'ing all of his attention to that balanced
muscle tonicity because that distracts him from pain and other propriocepti'e cues so that
numbness$ analgesia$ and anasthesia are fre%uently experienced in association (ith catalepsy. If
you ha'e balanced muscle tonicity throughout the body$ catalepsy throughout the body$ you ha'e
reduced the sensations that exist (ithin the body to those sensations that go into maintaining that
catalepsy. A patient then becomes decidedly responsi'e to a (ealth of other ideas.)
6he introspe!tive !omments of sb>e!ts "ho have e%perien!ed the ind!tion of !atalepsy
in this manner tend to spport Eri!ksonAs vie" of the dynami!s of distra!tion in the pro!ess.
=ost sb>e!ts report that their hand seemed to have a pe!liar tenden!y to move p"ard
and abot by itself be!ase they !old not distingish the !onsistent pressre p"ard by the
therapistAs thmb from the distra!ting to!hes and movements by his other fingers. 6he
therapistAs minimal !es and the patientAs responses to them take pla!e at a faster rate than
the patientAs !ognition !an follo". =ost of the ta!tile stimli and responses are mediated
atomati!ally by the proprio!eptive3!erebellar system so that the patientAs ego a"areness on
!orti!al levels is bypassed.
(igre 1) An orientation to the anatomy of hand and arm !atalepsy
(igre 4) 6hmb and finger pla!ement dring a !atalepti! ind!tion
-acilitatin* Catal(sy &it" t" Rsistant S)14ct
;hen "e speak of resistan!e# "e are not sally !on!erned "ith the !lassi!al (redian
psy!hoanalyti! problem of a pre!ons!ios or n!ons!ios for!e a!tively blo!king the entry of
!ertain material into !ons!iosness. Rather# resistan!e to hypnoti! "ork is sally a fn!tion
of a patientAs la!k of nderstanding of "hat responses are re&ired or of ho" to allo" the
re&ired response to happen all by itself. =any highly intelligent patients# for e%ample# need
some ba!kgrond nderstanding before they "ill permit a !atalepsy to o!!r. Eri!kson
provides this ba!kgrond nderstanding in a preind!tion talk some"hat as follo"s)
E: Yo) can ,or*t anyt"in*. Yo) ,or*t t"at yo) "ad to larn to li,t yo)r "and as an
in,ant. Yo) "ad to larn "o& to /o. yo)r "and. 't on ti/ yo) didn+t .n kno& it
&as yo)r "and. $"r &as a ti/ &"n yo) did not kno& "o& to li,t it. $"r &as a
ti/ &"n yo) &r s)r(risd to &atc" t"at intrstin* t"in* >t" in,ant+s o&n ar/?
/o.. $"r &as a ti/ &"n yo) trid to rac" &it" yo)r ri*"t "and to to)c" yo)r
ri*"t "and. Yo) didn+t .n kno& it &as attac"d to yo).
R) *t is these early infantile memories that yo are rea!tivating so they !an be tili<ed to
effe!t a !atalepsyJ
E) 0es. :n!e yo !an get that throgh to some of these highly intelle!tal# skepti!al
sb>e!ts# then they !an re!ogni<e the trth and possibility of s!h a !atalepti!
e%perien!e.
D. %$I!I:ING C'$'!EPSY
*n a letter to Andre ;eit<enhoffer in 1951 Eri!kson otlined a nmber of other
approa!hes to fa!ilitating !atalepsy and tili<ing it to ind!e sleep or tran!e# to evalate
hypnoti! ss!eptibility# and as a springboard for fa!ilitating other hypnoti! phenomena. 8is
edited notes are as follo"s)
Catalepsy is a general phenomenon that !an be sed as)
1. a testing pro!edre for hypnoti! ss!eptibility
4. an ind!tion pro!edre
1. a reind!tion pro!edre
-. a pro!edre for deepening tran!e
Absoltely re&isite for the s!!essfl fa!ilitation and tili<ation of !atalepsy are)
1. a "illingness on the part of the sb>e!t to be approa!hed
4. an appropriate sitation
1. the sitableness of the sitation for a !ontination of the e%perien!e
C'$'!EPSY $O IND%CE S!EEP 7I$H 'RM !I-$ 'ND
!O7ERING
Eri!ksonAs letter to ;eit<enhoffer !ontines)
* have tested absolte strangers "hile "aiting in line or seated in restarants# train stations# and
airports. * have se!red e%!ellent !atalepti! responses follo"ed by startle and &estioning rea!tions. *
then rely pon some !asal !omment both to >stify or intera!tion and !lose the in!ident.
*n airports and only in the presen!e of both parents "ith !hildren nder si% $sally "hen the
!hildren are tired' * "ill strike p an appropriate !onversation "ith the parents. * identify myself as a
do!tor# remark pon ho" tired the !hild is# ho" medi!ally * !an see that the !hild is abot ready to fall
asleep# that if the !hild only for a moment "old stop "iggling or shoting# it "old immediately fall
asleep. 6his !an be said in the presen!e or the absen!e of the !hild. * frther e%plain that yo !anAt
hold the !hild still# that yo >st move its arm gently. ELook# *All sho" yo#E and * slide do"n to the other
end of the "aiting room ben!h. 6he "iggling !hild looks me over. * gently pi!k p its arm and perhaps
gestre as if to lift the other arm. * !areflly lift the arm to get the !hild to look at the hand and then
lo"er the hand !lose to the body so that the !hild "ill lo"er its lids as * lo"er the hand gently to the
body. $2ometimes yo may have to follo" throgh "ith the other hand.' As * let the hand !ome to rest
gently on the !hildAs lap# there "ill be a !losre of the eyes# a deep breath# and the !hild obviosly falls
asleep. * hastily bt !asally remark# E0o kno"# that !hild "as a lot more tired than * reali<ed.E * then
lose all apparent interest in the !hild and promptly start a !onversation "ith the parents abot
themselves.
* avoid !hildren over si% and mothers nder 4IDso!iety rea!hes false !on!lsions too easilyDand
* avoid the mother not a!!ompanied by her hsband. 8o"ever# on!e in a large airport abot midnight *
sa" a harried mother "hom * diagnosed $!orre!tly' as having the fl "ith for !hildren# ages for to
nine# all tired# !ranky# and overa!tive. * sat do"n beside the mother and made all the appropriate
!omments. 2he started to say something bt then !losed her moth. 2he seemed attentive and
interested# so * e%plained that the kids "ere tired# overa!tive# had to have their attention attra!ted# and
"old fall asleep the se!ond they "ere still. 6herepon * ostentatiosly and laboriosly tore a !ople
of narro" strips from a ne"spaper# tied them a"k"ardly into a knot# laid them on the floor. 6he kids sat
&ietly "at!hing that performan!e. * then did the hand lift !lose to their bodies so their eyelids "old
lo"er as the hand lo"ered. All for "ent to sleep immediately# and * &i!kly trned to the "oman to
ease myself !onversationally ot of the sitation# bt she said# E8ere !omes my hsband. 8e "as
getting a !p of !offee.E 6hen to her hsband she said# E8oney# 7r. Eri!kson has >st been
demonstrating !hild hypnosis to me.E /oth hsband and "ife "ere =.7.s. 2he had re!ogni<ed me# bt
* had not re!ogni<ed her. 6hey both had taken a seminar nder me a !ople of years before. 6hatAs
the only time * ever got !aght.
Catal(sy 1y '((arntly Maintainin* an 'r/
Another approa!h for fa!ilitating !atalepsy "ith adlt strangers is by apparently maintaining an arm. *n
an airport * "ill noti!e someone seated# staring into spa!e in "hat * re!ogni<e as the common
e'eryday trance. * "ill sit beside him and begin to stare into spa!e ntil he begins to noti!e me. * may
nod and look appre!iatively at the ring on the strangerAs hand resting on his knee. *All !omment on the
ring and then !asally lift his hand to see it more !losely. * then gently release my !onta!t "ith his arm
in s!h a sbtle fashion that it appears as if *Am still holding it. 6he !atalepsy is manifest "hen the
strangerAs arm simply maintains itself !omfortably in that fi%ed position for a minte or t"o "hile *
!ontine to verbali<e abot the ring.
$" Hands"ak Ind)ction
$6his se!tion of Eri!ksonAs 1951 letter to Andre ;eit<enhoffer "as pblished in Hypnotic "ealities
$Eri!kson# Rossi# @ Rossi# 19,5' and is reprinted here "ith permission of the pblishers.'
Initiation# ;hen * begin by shaking hands# * do so normally. 6he Ehypnoti! to!hE then begins "hen * let
loose. 6he letting loose be!omes transformed from a firm grip into a gentle to!h by the thmb# a lingering
dra"ing a"ay of the little finger# a faint brshing of the sb>e!tAs hand "ith the middle fingerD>st enogh
vage sensation to attra!t the attention. As the sb>e!t gives attention to the to!h of yor thmb# yo shift
to a to!h "ith yor little finger. As yor sb>e!tAs attention follo"s that# yo shift to a to!h "ith yor middle
finger and then again to the thmb.
6his arosal of attention is merely an arosal "ithot !onstitting a stimls for a response.
6he sb>e!tAs "ithdra"al from the handshake is arrested by this attention arosal# "hi!h establishes a
"aiting set# an e%pe!tan!y.
6hen almost# bt not &ite simltaneosly $to ensre separate neral re!ognition'# yo to!h the
ndersrfa!e of the hand $"rist' so gently that it barely sggests an p"ard psh. 6his is follo"ed by a
similar tterly slight do"n"ard to!h# and then * sever !onta!t so gently that the sb>e!t does not kno"
e%a!tly "henDand the sb>e!tAs hand is left going neither p nor do"n# bt !atalepti!. 2ometimes * give a
lateral and medial to!h so that the hand is even more rigidly !atalepti!.
Termination# *f yo donAt "ant yor sb>e!ts to kno" "hat yo are doing# yo simply distra!t their
attention# sally by some appropriate remark# and !asally terminate. 2ometimes they remark# E;hat did
yo sayJ * got absentminded there for a moment and "asnAt paying attention to anything.E 6his is slightly
distressing to the sb>e!ts and indi!ative of the fa!t that their attention "as so fo!sed and fi%ated on the
pe!liar hand stimli that they "ere momentarily entran!ed so they did not hear "hat "as said.
4tili+ation# Any tili<ation leads to in!reasing tran!e depth. All tili<ation shold pro!eed as a
!ontination or e%tension of the initial pro!edre. =!h !an be done nonverbally. (or e%ample# if any
sb>e!ts are >st looking blankly at me# * may slo"ly shift my ga<e do"n"ard# !asing them to look at their
hand# "hi!h * to!h as if to say# ELook at this spot.E 6his intensifies the tran!e state. 6hen# "hether the
sb>e!ts are looking at yo or at their hand or >st staring blankly# yo !an se yor left hand to to!h their
elevated right hand from above or the sideD so long as yo merely give the sggestion of do"n"ard
movement. :!!asionally a do"n"ard ndge or psh is re&ired. *f a strong psh or ndge is re&ired#
!he!k for anesthesia.
6here are several !olleages "ho "onAt shake hands "ith me# nless * reassre them first# be!ase
they developed a profond glove anaesthesia "hen * sed this pro!edre on them. * shook hands "ith
them# looked them in the eyes# slo"ly yet rapidly immobili<ed my fa!ial e%pression# and then fo!sed my
eyes on a spot far behind them. * then slo"ly and imper!eptibly removed my hand from theirs and slo"ly
moved to one side ot of their dire!t line of vision. * have had it des!ribed variosly# bt the follo"ing is one
of the most graphi!. E* had heard abot yo and * "anted to meet yo and yo looked so interested and yo
shook hands so "armly. All of a sdden my arm "as gone and yor fa!e !hanged and got so far a"ay.
6hen the left side of yor head began to disappear# and * !old see only the right side of yor fa!e ntil that
slo"ly vanished also.E At that moment the sb>e!tAs eyes "ere fi%ed straight ahead# so that "hen * moved to
the left ot of his line of vision# the left side of my fa!e EdisappearedE first and then the right side also. E0or
fa!e slo"ly !ame ba!k# yo !ame !lose and smiled and said yo "old like to se me 2atrday afternoon.
6hen * noti!ed my hand and asked yo abot it be!ase * !oldnAt feel my "hole arm. 0o >st said to keep
it that "ay >st a little "hile for the e%perien!e.E
0o give that elevated right hand $no" !atalepti! in the handshake position' the sggestion of a
do"n"ard movement "ith a light to!h. At the same time# "ith yor other hand# yo give a gentle to!h
indi!ating an p"ard movement for the sb>e!tAs left hand. 6hen yo have his left hand lifting# right hand
lo"ering. ;hen right hand rea!hes the lap# it "ill stop. 6he p"ard !orse of the left hand may stop or it
may !ontine. * am likely to give it another to!h and dire!t it to"ard the fa!e so that some part "ill to!h
one eye. 6hat effe!ts eye !losre and is very effe!tive in ind!ing a deep tran!e "ithot a single "ord
having been spoken.
6here are other nonverbal sggestions. (or e%ample# "hat if my sb>e!t makes no response to my
efforts "ith his right hand and the sitation looks hopelessJ *f he is not looking at my fa!e# my slo"# gentle
ot3of3keeping3"ith3the3sitation movements $remember) ot3of3keeping' !ompel him to look at my fa!e. *
free<e my e%pression# refo!s my ga<e# and by slo" head movements dire!t his ga<e to his left hand
to"ard "hi!h my right hand is slo"ly# apparently prposelessly moving. As my right hand to!hes his left
"ith a slight# gentle# p"ard movement# my left hand "ith very gentle firmness# >st barely enogh# presses
do"n on his right hand for a moment ntil it moves. 6hs# * !onfirm and reaffirm the do"n"ard movement of
his right hand# a sggestion he a!!epts along "ith the ta!tile sggestion of left hand levitation. 6his p"ard
movement is agmented by the fa!ts that he has been breathing in time "ith me and that my right hand
gives his left hand that p"ard to!h at the moment "hen he is beginning an inspiration. 6his is frther
reinfor!ed by "hatever peripheral vision he has that notes the p"ard movement of my body as * inhale
and as * slo"ly lift my body and head p and ba!k"ard# "hen * give his left hand that p"ard to!h.E
Eri!ksonAs des!ription of his handshake ind!tion is a bit breathtaking to the beginner. 8o" does one
keep all of that in mindJ 8o" does one develop s!h a gentle to!h and s!h skillJ Above all# ho" does
one learn to tili<e "hatever happens in the sitation as a means of frther fo!sing the sb>e!tAs attention
and inner involvement so that tran!e developsJ :bviosly a !ertain amont of dedi!ation and patien!e are
re&ired to develop s!h skill. *t is m!h more than a matter of simply shaking hands in a !ertain "ay.
2haking hands is simply a !onte%t in "hi!h Eri!kson makes !onta!t "ith a person. 8e then tili<es this
!onte%t to fi% attention in"ard and so set the sitation for the possible development of tran!e.
As he shakes hands# Eri!kson is himself flly fo!sed on "here the sb>e!tAs attention is. *nitially the
sb>e!tsA attention is on a !onventional so!ial en!onter. 6hen# "ith the ne%pe!ted to!hes as their hand is
released# there is a momentary !onfsion and their attention is rapidly fo!sed on his hand. At this point
EresistantE sb>e!ts might rapidly "ithdra" their hand and end the sitation. 2b>e!ts "ho are ready to
e%perien!e tran!e "ill be !rios abot "hat is happening. 6heir attention is fi%ed and they remain open
and ready for frther dire!ting stimli. 6he dire!ting to!hes are so gentle and nsal that sb>e!tsA
!ognition has no "ay of evalating themF the sb>e!ts have been given a rapid series of nonverbal !es to
keep their hand fi%ed in one position $see last paragraph of the initiation'# bt they are not a"are of it. 6heir
hand responds to the dire!ting to!hes for immobility# bt they do not kno" "hy. *t is simply a !ase of an
atomati! response on a kinestheti! level that initially defies !ons!ios analysis be!ase the sb>e!ts have
had no previos e%perien!e "ith it. 6he dire!ting to!hes for movement are responded to on the same level
"ith a similar gap in a"areness and nderstanding.
6he sb>e!ts find themselves responding in an nsal "ay "ithot kno"ing "hy. 6heir attention is no"
dire!ted in"ard in an intense sear!h for an ans"er or for some orientation. 6his inner dire!tion and sear!h
is the basi! natre of Etran!e.E 2b>e!ts may be!ome so preo!!pied in their inner sear!h that the sal
sensory3per!eptal pro!esses of or normal reality orientation are momentarily sspended. 6he sb>e!ts
may then e%perien!e an anesthesia# a la!na in vision or adition# a time distortion# a de>a v# a sense of
disorientation or vertigo# and so on. At this moment the sb>e!ts are open for frther verbal or nonverbal
sggestions that !an intensify the inner sear!h $tran!e' in one dire!tion or another.
6he follo"ing demonstration in front of an adien!e illstrates ho" !atalepsy may be
initiated and tili<ed to fa!ilitate tran!e e%perien!e and the learning of other hypnoti!
phenomena.
Esta1lis"in* Ra((ort
E: 'nd yo)+r8
A: Aant.
E: Yo) crtainly /ad an i/(rssion on t"at ta( rcordr. It *a. t" 1st &"istl it
co)ld. Ho& do yo) ,l a1o)t 1in* in ,ront o, an i/(rssi. a)dinc lik t"is8
A: I+/ scared to death.
E: 'ct)ally, yo) kno&, I t"ink t"at t"y+r t" ons t"at ar likly to 1 ()t in a tranc.
Can yo) tll / "o& yo) ,l8
AB Bttr.
E: 'r yo) 5)it as ,ri*"tnd as yo) &r8
A: No.
R) 6he first movement is to establish rapportDa hmoros remark abot the "histle in
the tape re!order and a &estion abot her feelings in front of the adien!e to evalate
her here3and3no" emotional stats. 2he responds that she is Es!ared to death.E 2in!e
it is said in a semihmoros vein $in response to Eri!ksonAs initially hmoros remark
abot the tape re!orderAs inadvertent "histle'# she is already follo"ing Eri!ksonAs lead.
8e responds by making an effort to reassre her. *t is important that this reassran!e
and rapport be established as the first stage of an ind!tion. 8er immediately positive
responses of EbetterE and not being frightened no" indi!ate that a favorable !limate for
a formal ind!tion is established.
'r/6!i,t Catal(sy
E: A)st rla3. I a/ *oin* to li,t yo)r "and )(. 'nd I &o)ld lik to "a. yo) &atc" it.
R) As yo simltaneosly do a hand3lift !atalepsy and re&est that she "at!h her hand#
her attention is being fi%ed and fo!sed via t"o sense modalities.
#is)al Hall)cination
E: No& look at t"is "and. 'nd &atc" it. 'nd yo) see it right there.
R) E2ee it right thereE is a t"o3level sggestion) :n one level it means simply to see the
hand. :n another level it is a sggestion for a possible visal hall!ination to !ontine
seeing the hand EthereE even "hen it is no longer there.E
-i3in* 'r/ Catal(sis
E: 'nd I+/ not *oin* to ()t it do&n. I a/ *oin* to la. it ri*"t t"r. 'nd 4)st k(
&atc"in* t"at ri*"t "and. 'nd yo) can &atc" yo)r "and. 'nd 4)st k( &atc"in* yo)r
ri*"t "and. 'nd I a/ *oin* to la. yo)r l,t "and ri*"t t"r. 'nd no&, slo&ly . . .
R) =any sb>e!ts initially do not maintain their arm in a fi%ed position bt let it fall ba!k
heavily to their lap "hen the therapist lets go of it. Eri!kson then gives these indire!t
sggestions for maintaining the arm in !atalepsy. 8aving learned a right3arm !atalepsy#
a left3arm !atalepsy is rapidly established to !ompond her involvement.
Dissociation
E: . . . yo)r "ands &ill o(n. $"at+s ri*"t. 'nd I &o)ld lik to ...
R) :pening a hand Eslo"lyE "hile "at!hing it !areflly is a fairly nsal task that tends
to promote a disso!iated attitde and atomati! response.
2)stions ,or Innr -oc)s
. . . "a. yo) &atc" yo)r "ands. Yo)r "ands ar o(nin*. 7o)ld yo) lik to &atc" yo)r
"and8
R) ;e donAt normally have to "at!h or hands so !areflly# so the pe!liar disso!iated
attitde !ontines to develop# sprred on by a %uestion as a hypnoti! form that no"
fo!ses attention "ithin the sb>e!tAs o"n asso!iative pro!esses.
Indirct Ey Clos)r
E: 'nd yo) can contin) &atc"in* yo)r "and, i, yo) &is", &it" yo)r ys closd. 'nd
yo)r "ands ar o(nin* /or and /or.
R) 6his indire!t sggestion for eye !losre is made !ontingent on $1' her !ontining to
"at!h the hand $that is# a visal image or hall!ination is to be maintained "ithin her
mind'# and $4' her o"n (ishes. 6he first is another step to"ard learning visal
hall!ination# "hile the se!ond tends to mobili<e her positive motivation. *f she no"
!loses her eyes to relieve them of the strain of this pe!liar sitation# then by
impli!ation it means she is follo"ing her o"n (ish. Eri!ksonAs sggestion for eye
!losre has be!ome the sb>e!tAs o"n "ishF the sggestion is !ompletely internali<ed
as an ego3syntoni! response.
Pa)s to Pr/it t" !arnin* o, ')to/atic Rs(onss
>' @C6scond (a)s?
E: I, t"r is anyt"in* t"at yo) &o)ld lik to "a. / )ndrstand, yo) can nod or
s"ak yo)r "ad.
R) 6he hands opening very slo"ly is a positive indi!ation of tran!e behavior. 2he is
relearning movementsDfrom volntary self3dire!ted !ontrol to that atomati! &ality
"here the hands open slo"ly# seemingly by themselves# at the therapistAs sggestion.
Had Si*nalin*
E: 'nd so t"at yo) &ill *t a littl (ractic, I &o)ld 4)st lik to "a. yo) nod yo)r "ad
.ry slo&ly. 'nd no& t)rn yo)r "ad ,ro/ sid to sid .ry car,)lly.
R) 6his is a pe!liar sggestion "ith many impli!ations) $1' 2he is to begin learning
ideomotor signaling "ith her head. $4' 2he is to !ommni!ate only in this restri!ted
"ay# so most of her fa!lties !an remain Easleep.E $1' *f she "ants Eri!kson to
nderstand something and simply lets him kno" by head nodding or shaking# that may
imply a great deal of imagined or hall!inated !onversation and !ommni!ation
bet"een them. Rehearsing the Eslo"E head movement allo"s that atomati! aspe!t of
hypnoti! behavior to develop.
2)stions to Moti.at and D(n In.ol./nt
E: 'nd no&, is t"r anyt"in* in (artic)lar yo) &o)ld lik to larn or t"at yo) &o)ld
lik to "a. / do8 >S" s"aks "r "ad No.?
R) 2!h &estions allo" sb>e!ts a respe!tfl degree of !ontrol in the sitation. ;hy
sholdnAt their ego be allo"ed to make re&ests for tran!e behaviorJ 6his heightens
motivation and !an deepen involvement in tran!e pro!esses.
%tili0in* Co/,ort
E: 'll ri*"t, ar yo) pleased &it" t" ,lin*8 >Had nods Ys.? 'r yo) enjoying
,lin* /or co/,orta1l8 >Had nods Ys.?
R) Mestions abot being Epleased#E Een>oying#E and feeling !omfortable are a!tally
po"erfl sggestions that enable the sb>e!t to evoke her o"n kinestheti! memories of
!omfort and tili<e them to fa!ilitate the !rrent tran!e. Comfort is a natural
characteristic of trance.
Contin*nt S)**stions ,or '&aknin*
E: 'nd no&, hat I o!ld li"e to ha#e yo! do is to disco#er that yo! can let yo!r
hands loer to yo)r la( a$ter yo) "a. o(nd yo)r ys, and &"n t"y rac" yo)r
la(, yo) can a&akn.
R) 6here is a!tally a series of sggestions in this single senten!e. E;hat * "old like
to have yo doE sggests that she is follo"ing Eri!kson. As she !arries ot the follo"ing
!hain of three !ontingent sggestions# she is reinfor!ing her tenden!y to follo"
Eri!kson.
E7is!over yo !an let yor hands lo"erE implies that the sb>e!t is learning ho" to
e%perien!e the atomati! behavior of hand lo"ering.
Letting the hands lo"er after opening the eyes sally gives the sb>e!t a disso!iated
feeling be!ase she is "at!hing her hands move atomati!ally "hile not yet !ompletely
a"ake.
An implied dire!tive is tili<ed# so a"akening is made !ontingent on the hands rea!hing
the lap. *f she mst Ea"aken#E this implies she mst have been in a tran!e.
Str)ct)rd '/nsia
E: Ho do yo! $eel% Ho& do yo) ,l8 A: -in.
R) Retrning again to the same &estionDE8o" do yo feelJED that "as asked >st
before the !atalepti! ind!tion "as begn tends to str!tre an amnesia for all tran!e
events that !ame bet"een the t"o identi!al &estions.
E. S%MM'RY
Althogh !atalepsy "as histori!ally one of the earliest defining !hara!teristi!s of tran!e#
or nderstanding of its signifi!an!e and tili<ation has shifted in re!ent de!ades. ;hereas
!atalepsy "as regarded by early investigators as a EpassiveE state of Edll "illE !hara!teristi!
of !ertain stages of tran!e# "e no" regard the ease "ith "hi!h individals !an learn to
maintain a limb !omfortably in a state of "ell3balan!ed ms!le toni!ity as a measre of their
sensitivity and re!eptivity to sggestion. Eri!ksonAs approa!hes to !atalepsy are designed to
se!re a patientAs attention# to fo!s that attention in"ard# and to arose an attitde of
"ondering or e%pe!tan!y for frther sggestion. Catalepsy is ths an ideal approa!h for
ind!ing tran!e and assessing a patientAs re!eptivity. *t !an be tili<ed as a basi! fondation
on "hi!h other hypnoti! phenomena may be str!tred.
Catalepsy has a spe!ial relation to amnesia and analgesia3anesthesia. ;e hypothesi<e
that the spe!ial fo!s of attention to minimal stimli re&ired dring the ind!tion and
maintenan!e of !atalepsy distra!ts and o!!pies an individalAs attention so he or she tends
to ignore other stimli. :n o!!asion this gives rise to an amnesia for other events o!!rring
simltaneosly "ith the !atalepsy. ;hen the patientAs fll attention is !entered on the minimal
proprio!eptive stimli of a "ell3balan!ed ms!le toni!ity !hara!teristi! of !atalepsy# the
patient tends to e%perien!e an analgesia or anesthesia for other sensations or pain in the
body.
As is the !ase "ith all hypnoti! phenomena# there are e%tremely "ide individal
differen!es in response to !atalepsy. Asso!iated phenomenaD s!h as) fi%ed ga<eF
lightness# heaviness# or stiffness of the limbF a sense of atomati! movement and
disso!iation# "herein the limb does not seem to be part of the bodyF visal and aditory
per!eptal alterationsF spontaneos age regression# et!.Dall tend to a!!ompany !atalepsy
to different degrees in different individals. =any of these asso!iated phenomena o!!r
spontaneosly# seemingly as a reslt of the partial loss of the generali<ed reality orientation
that o!!rs as the sb>e!t e%perien!es the novel# ne%pe!ted# and srprising stimli of a
!atalepti! ind!tion. 6he "ell3trained hypnotherapist learns to re!ogni<e the spontaneos#
in!ipient development of these asso!iated phenomena# "hi!h !an be frther enhan!ed and
tili<ed to a!hieve therapeti! goals.
-. EXERCISES 7I$H C'$'!EPSY
*t is easy for the beginner to feel over"helmed by some of Eri!ksonAs des!riptions of his
in!redibly skillfl ind!tions of !atalepsy. *t is "ell to be a"are of the fa!t that these skills
"ere developed only gradally over the de!ades of Eri!ksonAs life after m!h painfl trial and
error $see Eri!kson @ Rossi# 19,-# 19,I# for e%amples'. 6he stdent !an therefore e%pe!t
that the a!&isition of these skills "ill re&ire m!h patient observation and a!tal pra!ti!e.
6hese skills !ontine to develop over a lifetime of !lini!al pra!ti!e and !onstitte one of the
ri!h re"ards of a therapistAs dedi!ation to the healing arts.
*t is important that beginners obtain a !ertain degree of profi!ien!y and !onfiden!e in
their skills by pra!ti!ing first "ith volnteers in the laboratory of the niversity or the
"orkshops of organi<ations s!h as the Ameri!an 2o!iety of Clini!al 8ypnosis. :ne does not
pra!ti!e on strangers and patients. Eri!ksonAs e%perien!es "ith strangers took pla!e only
after he "as a master of his art. +atients have a right to e%pe!t that a !lini!ian has already
a!&ired the re&isite skill to be !onfident# !omfortable# and effe!tive in any therapeti!
en!onter.
;. Catal(sy to Ind)c $ranc 1y G)idin* an 'r/ %( and Do&n
6he simplest se of !atalepsy to fo!s attention and ind!e tran!e may be by gently
giding a sb>e!tAs arm to a point >st above eye level and then slo"ly allo"ing the arm to
lo"er to a resting position. 6he sb>e!t is re&ested to "at!h his hand !areflly "ithot
moving his head. As the arm is lo"ered# the eyelids also lo"er. As the arm rea!hes the ne%t
position# the therapist !an sggest that the sb>e!t allo" his eyes to !lose !ompletelyDif they
are not already !losed.
6herapists develop their skills as they learn to observe and assess the sb>e!tAs
responses dring the entire pro!ess.
a. :bserve the readiness and !ooperation that the sb>e!ts demonstrate in permitting the
therapist to gide their arms p"ard. As the arm is gided to the highest point# the therapist
!an hesitate for a moment and very gently release !onta!t "ith the arm. 7oes the arm tend
to maintain a !atalepsy in that position# "ith the therapist apparently maintaining it thereJ
b. 8o" !omfortably and "ell are the sb>e!ts able to follo" the sggestion of fo!sing
their eyes on their handsJ 6his is another indi!ation of their sensitivity and re!eptivity to
sggestion. 6he therapist !areflly "at!hes the sb>e!tsA eyes in order to reinfor!e the
sggestion# shold the sb>e!tsA attention "aver. 6his fa!ilitates rapport bet"een therapist
and sb>e!ts and gives the sb>e!ts training in follo"ing the therapistAs sggestions.
!. As the arm is lo"ered# the therapist !an again test for !atalepsy by gently disengaging
to!h "hile apparently still maintaining !onta!t. 7oes the sb>e!tAs arm stop and maintain
itself in a stationary !atalepsyJ 7oes it !ontine to lo"er at the same rate as the therapist
"as movingJ /oth are satisfa!tory indi!ations that the sb>e!t is follo"ing# bt a stationary
!atalepsy might be the more sensitive indi!ator of tran!e potential.
d. As the sb>e!ts "at!h the progress of their hands# to "hat degree do they begin to
manifest the eye and fa!ial !hara!teristi!s of tran!eJ . . . 6he blank look# blinking# a possible
dilation of the ppils# tearing# a softer or more fla!!id fa!ial e%pression# and so on.
e. 6he therapist learns to gage the sb>e!tAs level of e%pe!tan!y and need for frther
sggestions. Every parent# tea!her# and therapist learns to re!ogni<e "hen someone "ants
to ask a &estion) there may be a fro"n# a !ertain p!ker or tatness of the moth# a thrst
of tonge# a fi%ed e%pression in the eyes# a slight holding of the breath# et!. 6he therapist
then spplies s!h dire!tives in the form of sggestions that "ill enhan!e tran!e or "hatever
hypnoti! phenomenon or therapeti! goal is appropriate at that moment.
6herapists learn initially by observing only one or t"o of these stages. As they be!ome
familiar "ith the overall pro!ess and gain a!&aintan!e "ith the range of possible responses
given by a variety of sb>e!ts# therapists are better able to assess more observations and
dire!t ea!h sb>e!t in an individal and optimal manner.
8o" do therapists formlate their verbal sggestions to fa!ilitate this tran!e ind!tion by
giding the arm p and do"nJ :bviosly# a therapist "ill spend some time learning ho" to
tili<e the varios hypnoti! forms otlined earlier. 6herapists !an begin by tili<ing ea!h of
those forms $trisms# !ompond and !ontingent statements# &estions# et!.' to give
sggestions for !omfort# rela%ation# or "hatever dring the arm lift and lo"ering. A fe" are as
follo"s)
'nd "o& co/,orta1l can t"at ar/ 1
A %uestion abot !omfort tends to fa!ilitate !omfort
rstin* ri*"t t"r8
"hile implying the arm "ill remain stationary in a !atalepti! position.
Yo) ar lookin* at t"at "and
A trism fa!ilitating a yes set.
and
A !ompond introd!ing the follo"ing sggestion
yo) don+t nd to s anyt"in* ls.
of a negative visal hall!ination for everything bt the hand is phrased as a form of
not doing. *f tran!e and a literalness of per!eption e%ist# the sb>e!t "ill see nothing bt
the hand. :ther"ise# nothing is lost# sin!e most sb>e!ts "ill not even re!ogni<e that a
sggestion for a negative visal hall!ination has been given.
's yo)r ar/ contin)s lo&rin* to a rstin* (osition, yo) can ,l /or and /or
co/,orta1l.
A contingent sggestion "hereby !omfort is made !ontingent on the ongoing and
inevitable behavior of arm lo"ering. 6his is also a truism# ;e sally are more
!omfortable "hen "e bring a limb to a resting position. 6he "ord resting keys all
feelings of !omfort by association.
&. Catal(sy 1y G)idin* an 'r/ to a Stationary Position
A !atalepsy "hereby an arm is gided p and then nonverbally ind!ed to maintain itself
!omfortably in a stationary position represents another stage of skill. All the observational
!ompeten!e of the first e%er!ise is needed# along "ith ne" skills in orienting the sb>e!tAs
arm and hand "ith directi'e and distracting to!hes. 6here "ill be as "ide individal
differen!es in the ta!ti!s of therapistsA approa!hes to s!h a !atalepsy as there "ill be in the
patientsA responses. /eginners !an initially follo" Eri!ksonAs dire!tions otlined in this
!hapter# bt they "ill soon find their o"n "ays of hand pla!ement# movement# et!.# for
fa!ilitating a stationary !atalepsy. 6here are many !reative variations that !an be
e%perimented "ith. (or e%ample# instead of the therapistAs thmb a!tally lifting the hand# it
!an simply brsh p"ard on the lateral radial prominen!e $side of the thmb'. 6his very light
p"ard brsh may not be re!ogni<ed by the sb>e!t# bt it !an serve as a !e for lifting the
hand and arm.
;ith sb>e!ts "hose arm remains heavy and limp# ready to fall ba!k in their lap "hen
released# it is important to se verbali<ations to help se!re the stationary !atalepsy.
Ho& co/,orta1ly can it r/ain t"r8 'nd I+/ not tllin* yo) to ()t it do&n.
It stays t"r all 1y itsl,.
Dos t" ar/ 1co/ ,i3d ri*"t t"r8
'nd yo) don+t "a. to /o. it.
*n "orking "ith volnteers "hen learning to ind!e !atalepsy# it is important for therapists
to get feedba!k from their sb>e!ts. 6o "hat degree "as a therapist able to make distra!ting
to!hes so that the sb>e!t did not reali<e that the therapist "as a!tally giding arm
movement "ith his or her thmbJ 6o "hat degree did the sb>e!t get a disso!iated feeling in
the arm so that it seemed to move by itselfJ 6o "hat degree did it not seem to belong to the
sb>e!tAs bodyJ ;hat other hypnoti! phenomena tended to a!!ompany the !atalepsy
spontaneoslyJ 8o" !an the therapist learn to re!ogni<e themJ 8o" !an the therapist
fa!ilitate and heighten the frther e%perien!e of these asso!iated hypnoti! phenomena in
ea!h sb>e!tJ
An interesting test of the therapistAs s!!ess in the se of distra!ting to!hes in giding
the hand to a stationary !atalepsy is to "ork "ith the sb>e!tAs eyes !losed. ;hen sb>e!ts
eviden!e a spontaneos sense of srprise at the pe!liar position their arms are in "hen
they open their eyes# the therapist has been s!!essfl in !onfsing their sense of
kinestheti! lo!ali<ation. As one !onfses more and more s!h senses# the sb>e!ts gradally
lose more and more of their generali<ed reality orientation and be!ome amenable to
e%perien!ing tran!e.
=. Mo.in* Catal(sy
A moving !atalepsy# "hereby a sb>e!tAs arm is given a dire!tion of movement that
!ontines all by itself "hen the therapist has released !onta!t# represents another stage of
skill. 6he therapist learns to re!ogni<e "hen the patientAs hand and arm begins to pivot easily
arond the "rist# elbo"# or sholder and tili<es that ease of response to impart a motion to
the arm. 6he therapist then releases !onta!t so gently that the sb>e!t does not re!ogni<e
>st "hen it happened. =ost sb>e!ts readily e%perien!e a sense of EnrealityE or disso!iation
"hen they "at!h the arm pleasantly float by.
*t is important that the sb>e!t re!eive sffi!ient "arm and empatheti! spport from the
therapist at this point.
'nd t"at can 1 so co/,orta1l /o.in* all 1y itsl,.
Yo) can n4oy 4)st &ondrin* a1o)t t"at.
Isn+t it intrstin* to 4)st contin) &atc"in* yo)r "and8
'nd yo) ar at li1rty to s"ar as /)c" as yo) &o)ld lik a1o)t t"at intrstin*
/o./nt.
As the movement !ontines# involvement deepens# and the therapist !an no" !reate
other verbali<ations to give dire!tion to the arm# hand# and finger movements. ;hen both
arms be!ome involved# they !an be made to rotate arond ea!h other in one of the
traditional movements of tran!e ind!tion and deepening.
:n!e the sb>e!t has the e%perien!e of a limb moving by itself# or has "itnessed a
demonstration of it# sensitivity !an be frther heightened by not a!tally lifting a limb bt
simply brshing lightly p"ard on the side of the arm to indi!ate a lifting motion. 6he therapist
may even tili<e a modified Epass#E by lightly brshing the palm of his hand or fingertips from
the sb>e!tAs elbo"# nder the forearm# and p arond to the ba!k of the hand. 6his indi!ates
a gently p"ard motion to the sb>e!t# "hose arm "ill lift as if st!k to the therapistAs hand.
8aving had this e%perien!e# most sb>e!ts "ill !ontine to respond to lighter and lighter
Epasses#E ntil the therapist does not have to to!h at all bt simply makes a EpassE an in!h
or t"o above patientAs arm for it to lift. 6he patientAs arm and hand "ill then simply follo"
along "herever the therapistAs hand moves. ;ith a sensitive and agreeable sb>e!t# the
therapistAs motions !an be abbreviated even frther# so that finally only a Esignifi!ant lookE or
slight gestre "ith a hand or finger "ill be enogh to set the sb>e!tAs arm afloat.
*t is interesting to obtain the sb>e!tive reports of naive sb>e!ts abot "hy their hand
and arm is follo"ing the therapistAs. 2ome sb>e!ts "ill say they feel a E!onne!tion#E Ea
magneti! for!e#E Ea "armth#E or Ea mysterios po"erE that seems to be dra"ing their hand.
*ndeed# some sb>e!ts !an !lose their eyes and be effe!tively blindfolded $so effecti'ely that
they !annot peek throgh or nder the blindfold' and their limbs "ill still follo" the therapistAs#
even thogh there is no a!tal ta!tile !onta!t bet"een them. *t really does seem as if there is
some sort of mysterios magneti! for!eK ;e !an easily nderstand ho" early investigators
"ere led to this belief. 8o" are "e to a!!ont for s!h sensitive follo"ing behaviorJ 6he
&estion is still an open one. *s the sb>e!t responding to the "armth or sond of the
therapistAs handJ Can the sb>e!t sense movement from air !rrents set in motion by the
therapistAs handJ *s there a !ombination of these and other fa!torsJ
;ith s!h heightened sensitivity it "ill be easy for the therapist to e%periment frther by
adding asso!iated phenomena to the moving limbs. 6o "hat degree !an tingling# "armth#
!oolness# pressre# nmbness# and other sensations be e%perien!edJ ?isal and aditory
alterationsJ
@. $" Hands"ak Ind)ction
8aving !ompleted the above e%er!ises on a fe" hndred sb>e!ts# therapists may no"
be ready for the handshake ind!tion. 6herapists "ill find their o"n individal variations and
means of !oordinating ea!h step of the pro!ess after first e%perimenting "ith Eri!ksonAs
approa!h otlined earlier.
Eri!kson has added other dimensions of confusion to the handshake ind!tion in "hat he
!alls the Eabsentminded professor rotine.E As Eri!kson begins to release the hand in that
gentle# n!ertain manner# the sb>e!t natrally looks at Eri!ksonAs fa!e and eyes for
!larifi!ation of his developing &estion abot "hat is happening. Eri!kson then adds to this
!onfsion by fo!sing his eyes at a point beyond the sb>e!t. 2ear!hing in vain for eye
!onta!t# the sb>e!t gets a pe!liar feeling of being nseen or Ebeing looked throgh#E and
&estions no" mltiply as !onfsion abot the sitation in!reases. Eri!kson then frther
!omponds this !onfsion by mmbling something in!oherently# so the sb>e!t is no"
desperately trying to nderstand "hat this absentminded professor is trying to say. At that
pre!ise moment "hen the sb>e!t is !atalepti!ally poised in total# fo!sed# in&iring attention#
Eri!kson "ill make a !lear# !on!ise# !larifying sggestion that "ill then be sei<ed pon by the
sb>e!t as a means of terminating this n!omfortable n!ertainty.
D. Elctronic Monitorin* o, Catal(sy: ' $&o6-actor $"ory o,
Hy(notic E3(rinc
;hile the pendlm of !rrent s!ientifi! thoght has s"ng to the opinion that no
ob>e!tive measre of hypnoti! tran!e e%ists# there is a long s!ientifi! tradition of measring
!atalepsy. As early as 1898 2idis pblished remarkably !lear and !onvin!ing
sphygmographi! re!ords distingishing normal a"akeness from !atalepsy e%perien!ed
dring hypnosis. =ore re!ently Ravit< $1954# 19,1' pblished tra!ings of the bodyAs 7.C.
ele!tri!al a!tivity $measred on high3impedan!e re!orders' that nder"ent !hara!teristi!
!hanges dring the ind!tion of !atalepsy. 6he >nior athor has tili<ed a high3impedan!e
re!order $inpt impedan!es ranging from 1. to 1... megaohms "ith nonpolari<ing
ele!trodes pla!ed on the forehead and the palm of one hand' for a nmber of years in his
!lini!al pra!ti!e as a !onvenient and !onvin!ing indi!ator of an ob>e!tive alteration that takes
pla!e dring tran!e. 6he re!ord of a highly intelligent# normal# 4-3year3old female sb>e!t
dring her first hypnoti! ind!tion is presented in (igre 1. 6he errati!# fast a!tivity at the
beginning of the re!ord $A' is !hara!teristi! of normal "aking a"areness. Every implse to
a!tivity seems related to an ps"ing# "hi!h then drops as soon as the implse is !arried
throgh. 7ring simple rela%ation# meditation# and hypnosis the re!ord smoothes ot and
sally drops dramati!ally as the sb>e!t gives p any a!tive effort to dire!t mind or body $/'.
*n (igre 1 a fe" slo" ps"ings are noted dring the beginning of the hypnoti! ind!tion# as
the sb>e!t makes an effort to attend to the therapistAs remarks $C'. 6hese drop ot as tran!e
deepens# and the re!ord sho"s a !hara!teristi!ally flat# lo" platea "ith only lo"3amplitde
slo" "aves $7'. ;ith more tran!e e%perien!e even this lo"3amplitde a!tivity drops ot# and
a smooth line re!ord is obtained. As long as the sb>e!t remains mentally &ies!ent "ith an
immobile $!atalepti!' body# there are no peaks or valleys in the re!ord. ;hen the sb>e!t
initiates mental a!tivity or moves# peaks and valleys are sally re!orded. 6he a"akening
period is also follo"ed by a typi!al pattern $E'. 6he "aking3fast a!tivity sally appears at a
higher level than the initial basal "aking level. 6his higher level is maintained for a fe"
mintes ntil the re!ord !omes ba!k to normal.
6he diffi!lty "ith a!!epting s!h re!ords as valid measres of tran!e is that they appear
"henever the sb>e!t &iets do"n dring rela%ation# meditation# or sleep# "hether or not
hypnosis has been formally ind!ed. ;e "old therefore offer a t"o3fa!tor theory of hypnoti!
e%perien!e. (irst# there mst be a state of openness and re!eptivity "herein sb>e!ts are not
making any self3dire!ted efforts to interfere "ith their o"n atonomos mental a!tivity or the
sggestions of the therapist. Ravit<As measrements# like those in (igre 1# are probably an
effe!tive indi!ation of this state of &iet re!eptivity. 6he se!ond fa!tor might be !alled
Easso!iative involvement.E 6his is the pro!ess "hereby the hypnotherapist engages and tili<es a
sb>e!tAs asso!iations# mental me!hanisms# and skills to fa!ilitate a hypnoti! e%perien!e. ;e
regard this pro!ess of tili<ing a patientAs o"n mental asso!iations as the essen!e of
Esggestion.E 8ypnoti! sggestion is not a pro!ess of insinating or pla!ing something into the
sb>e!tAs mind. 8ypnoti! sggestion is a pro!ess of helping sb>e!ts tili<e their o"n mental
asso!iations and !apa!ities in "ays that "ere formerly otside the sb>e!tsA o"n ego !ontrols.
2tdents and laboratory "orkers "ho have a!!ess to the proper ele!troni! e&ipment
$the 8eath32!hlmberger =odel 2R34II/ 2trip Chart Re!order is sitable' !an e%plore a
nmber of interesting relations bet"een hypnoti! e%perien!e and the ele!troni! monitoring of
the bodyAs 7C potential. *s the depth of the !rve $Area 7 in (igre 1' related to Etran!e
depthEJ *t "ill be fond that some sb>e!ts are able to speak dring this lo" portion of the
!rve "ithot any raise in 7C potential. Are these people better hypnoti! sb>e!tsJ 7o any
hypnoti! phenomena other than !atalepsy have a !hara!teristi! !rveJ Are the !lassi!al
hypnoti! phenomenon more readily evoked dring the lo" platea $7' of the !rveJ
DEMONS$R'$ION IN $HE %SE O- C'$'!EPSY IN
HYPNO$IC IND%C$ION:
Hand !.itation in a Blind S)14ct
7r. P "as a blind sb>e!t "ith professional training in psy!hiatry. 2he "as in her fifties
and had been blind sin!e the age of t"o. 2he !ame to Eri!kson to determine if she !old
re!all throgh hypnosis some of her early visal images. Cold she learn to re!all# in
parti!lar# the image of her motherAs fa!eJ 6his "as her first visit "ith Eri!kson. After being
introd!ed to the >nior athor# she gave permission for him to re!ord this session. 6he
session began "ith a !asal !onversation abot some differen!es bet"een the fn!tioning of
sighted and blind people# dring "hi!h Eri!kson re!onted a fe" ane!dotes from his
e%tensive pra!ti!e "ith the handi!apped. Eri!kson then !asally began the ind!tion almost
as if it "ere a natral part of the !onversation.
6he reader shold be fore"arned that this "as a first ind!tion and that there "as only a
minimal response. 2o nresponsive "as 7r. P# in fa!t# that Eri!kson "as !hallenged to se a
very "ide range of his verbal repertory for ind!tion by the hand3levitation te!hni&e. 6hese
verbali<ations "arrant !arefl stdy by the beginner in hypnosis# sin!e $1' they provide an
e%!ellent demonstration of the "ide range of verbal approa!hes a professional mst be able
to marshal "hen the o!!asion demands it and $4' they !learly reveal Eri!ksonAs a!tive
thoght pro!esses dring an ind!tion as he gropes for the appropriate !on!epts that "ill
help 7r. PAs ni&e individality learn to e%perien!e hand levitation. Eri!ksonAs verbali<ations
are not a rotine and !li!hQ3ridden EpatterE bt the e%pression of intense observation and
inferential thinking abot the dynami!s of the EliveE sb>e!t he is "orking "ith right here and
no".
(igre 1) Ele!troni! monitoring of 7C body potential dring !atalepsyD millivolts on verti!al a%is#
6ime s!ale of ..I in!h per minte on hori<ontal a%is) $A' normal a"akenessF $/' drop in 7C
potential dring rela%ationF $C' momentary response to therapist remarksF $7' !hara!teristi!ally
lo" a!tivity dring !atalepsyF $E' typi!al a"akening pattern at higher level than $A'.
Str)ct)rin* 'cc(tin* 'ttit)ds and E3(loratory Sts
E: No&, can yo) sit strai*"t &it" 1ot" ,t to*t"r in ,ront o, yo)8 P)t yo)r "ands on
yo)r t"i*"s. El1o&s co/,orta1l a*ainst t" sids o, yo)r 1ody. 'nd larnin*
so/t"in* a1o)t a tranc is ssntially larnin* a1o)t t" &ay yo) 3(rinc. 'o!
don(t "no 4)st "o& c"an*s tak (lac in yo)r ,lin* ,ro/ t" conscio)s stat to
t" )nconscio)s stat.
R) 0o introd!e hypnosis to a fello" professional by emphasi<ing that she "ill learn
abot the "ay she e%perien!es. 0o thereby establish a learning and e%ploratory set
that "ill probably be highly a!!eptable to her. /t yo immediately point ot that E0o
donAt kno"E ho" !hanges take pla!e. 6he impli!ation is that her e%periential learning
"ill not be the sal !ons!ios# intelle!tal learning so typi!al of professional training.
'n Indirct '((roac" to Con,)sion, E.okin* E3(ctancy,
Rc(ti.ity, and a Nd ,or Clos)r
E: No& t" )nconscio)s stat o, /in, t" ,act t"at t" /ind666666 Yo) kno& "o& to
ti s"ostrin*s, 1)t i, yo) ar askd to s(ci,y t" /o./nts in ordr, yo)
don+t kno& t"/. >Pa)s?
R) 0o begin this se!tion "ith t"o dangling phrases $ENo" the n!ons!ios state of
mind# the fa!t that the mind33333E' that seem preparatory to "hat follo"s# bt * "ondered
if they "ere errors in yor senten!e str!treJ
E) 6hat is a te!hni&e. Nobody likes hesitation. GEri!kson no" gives a nonverbal
demonstration "herein his hand rea!hes and then hovers hesitantly over a fe"
kni!kna!ks on his desk. 2in!e that arm is in part paraly<ed# Rossi felt an obvios relief
"hen Eri!kson finally managed to pi!k p one kni!kkna!k and present it to him.H 6here# *
kne" yoAd be glad to a!!ept it# sin!e yo formed an a!!eptan!e attitde and a desiring
attitde as yo "at!hed me strggle to pi!k it p.
R) 6he dangling phrase develops an e%pe!tan!y and an a!!eptan!e attitde in the
patients be!ase they "ant to grasp something# they "ant a !losre to happen.
E) 0esK 6hey "ant a !losre to happen. 6hey think# E;hy the hell donAt yo finish yor
senten!eJE 6hatAs the "hole basis of the !onfsion te!hni&e# also.
R) :n the !ons!ios level the patients are only a"are of their dis!on!erting n!ertainty
and !onfsion. 6hey are not a"are of the fa!t that this is yor indire!t approa!h to
evoking the !onfsion that "ill atomati!ally give rise to attitdes of e%pe!tan!y#
re!eptivity# and a need for !losre. 6hey "ill then be ready to a!!ept "hatever
sggestions yo !an give them that "ill resolve this need for !losre.
!oss o, Body Orintation as an Initial Indicator o, $ranc: Do)1t
and not Eno&in* ,or E3(loratory Sts
E: 'o! do not "no &"at t" 1ody orintation is in t" /attr o, d.lo(in* a tranc.
>Dr. : is *rad)ally slidin* a&k&ardly to t" sid o, "r c"air &it"o)t /akin* any ,,ort
to corrct "r (osition.? I "a. to &atc" ,or di,,rnt orintations in yo)r 1ody
rs(onss. No& t"r is no ")rry on yo)r (art. $"r is no r)s".
R) 6hat she is beginning to lose body orientation indi!ates sheAs already in an altered
state. 6his is the third time "ithin the first fe" senten!es of this ind!tion that yo tell
her something she does not kno"# and yo !ontine this emphasis throghot this
entire session.
E) 0o donAt kno" all these things# bt yo "old like to kno" something# "oldnAt yoJ
R) 6his again sets p an e%pe!tant and desiring attitde in the patient.
E) *t also implies that there is something to be learned here# even thogh * donAt kno"
"hat it is yet.
R) /y introd!ing dobt and not kno"ing# yo develop an e%ploratory set "herein the
patient no" "ants to learn more abot the things yo are allding to.
Not Doin*: Indirct S)**stion ,or Rla3ation and Co/,ort
E: Yo) si/(ly &ait. 'o! let )e do the tal"ing. In ti/ I+ll ask yo) crtain t"in*s. 'nd as
it 1co/s a nat)ral ,lin* &it" yo), yo) &ill ans&r, 1)t in yo)r o&n &ay. >Pa)s?
E) ;hen yo "ait and kno" yo have to "ait# yo may as "ell be !omfortable. * didnAt
have to tell her to rela%.
R) :h# so yoAre implying !omfort here "ithot asking for it dire!tly.
E) E0o let me do the talkingE implies yo donAt have to do anything.
R) 6hat attitde of not having to do anything is "hat yo "ant in the patient# be!ase
tran!e performan!e is on an atomati! or involntary level. 6hat is "hat a!tally
defines tran!e behavior.
E) 0es.
Mtin* t" Patint+s Indi.id)ality: 'n Indirct '((roac" to E.okin*
')tono/o)s %nconscio)s Procsss
E: No& I+/ *oin* to call yo)r attntion to yo)r "ands. $"r ar //oris associatd
&it" yo)r "ands, &it" yo)r ar/s, &it" yo)r l1o&s. A)st &"at all t"os //oris ar
&o)ld 1 i/(ossi1l to stat. No& I+/ *oin* to /ak a stat/nt to yo) a1o)t yo)r
1"a.ior.
E) ;hat are the memories yo have of >st ho" yo sit do"n in a !hairJ
R) *tAs impossible to state verbally ea!h individal ms!lar movement. /t "hy do yo
bring this p hereJ
E) /e!ase sin!e she is blind# she has to depend pon the feel of the !hair on her !alf# et!.
R) 2o yoAre a!tally ad>sting yor ind!tion verbali<ations here to sit her parti!lar
individality.
E) 0es. 2he has to kno" if she is right in front of the !hair or to the side. /e!ase of past
memories she "ill kno" abot her elbo" in relation to the arm of the !hair# et!.# bt
be!ase she has been blind sin!e the age of t"o# these memories are by no" all atomati!
on an n!ons!ios level.
R) ;ith a sighted person yo "old not se these parti!lar phrasesJ
E) No# noK *Ad take something they !an "at!h but not see$ like tying a shoestring# bttoning
a !oat. 8o" does a "oman pt on her braDright side firstJ Left side firstJ :r
simltaneoslyJ
R) ;hy do yo "ant to point ot something the patient !an do bt !annot spe!ify
!ons!iosly in verbal terms ho" it is doneJ
E) 6he kno"ledge is there in the n!ons!ios. 6he n!ons!ios !an nderstand# bt the
!ons!ios mind does not kno".
R) 6his is yor indire!t approa!h to a!tivating and fa!ilitating her relian!e on n!ons!ios
pro!esses) 0o emphasi<e things her n!ons!ios kno"s bt her !ons!ios mind does not.
8er n!ons!ios has relevant responses to yor &estions even if her !ons!ios mind
does not. /e!ase of this yor &estions and !omments on her behavior evoke a set of
atomati!# n!ons!ios behavior patterns "hi!h# of !orse# are the ra" material ot of
"hi!h hypnoti! responses "ill be fa!ilitated.
Di,,rncs in Conscio)s and %nconscio)s B"a.ior: E.okin*
E3(ctancy
E: 7"n yo) 4)st 1r)s"d 1ack t" "air ,ro/ yo)r ,ac, t" /o./nt o, yo)r "and
&as t"at o, strictly conscio)s /ntal st. $" )nconscio)s /o.s t" "and in a
di$$erent &ay. I+ll call yo)r attntion to yo)r "ands a*ain. I &ant yo) to ait )ntil on
o, t"/ 1*ins to /o. to&ard yo)r ,ac .ry slo&ly. 7"ic" on8 Yo)+ll "a. to
,ind o)t.
E) ;hen yo "at!h stdents in a !lassroom# yo noti!e s!h differen!es. :ne stdent
!an brsh ba!k her hair "ith a deliberateness that says# E* hope the son3of3a3bit!h
rea!hes the end of the le!tre soon.E 6hen thereAs that n!ons!ios brshing ba!k of
the hair that indi!ates they are attending to yo.
R) 6he same behavior performed in different "ays !an say different things. 6he
hypnotherapist !omes to re!ogni<e the differen!e bet"een !ons!iosly dire!ted
deliberate behavior and the more3or3less atomati! behavior that is mediated
n!ons!iosly "hen the !ons!ios mind is o!!pied else"here. *n this !ase yo point
ot that her hand movement in brshing ba!k her hair "as on the !ons!ios level so
she "ill learn that n!ons!ios movements "ill be different.
E) /y having her E"ait#E yo bild a desire to have something happen. And itAs safe
be!ase she !an "ait till her hand starts lifting. 2he is no" "aiting "ith an e%pe!tation
that her hand "ill lift.
R) And itAs something in her thatAs doing it and not yo. 0o are not being overdire!tive.
E) 0es. 8er entire history is that she has to dire!t every movement "ith !are and
!ation.
R) (or a s!!essfl tran!e e%perien!e she needs to let go of that long history of
"at!hfl !ons!iosness asso!iated "ith physi!al movements.
Ill)sory C"oic: ' Do)1l Bind Co.rin* 'll Possi1ilitis o,
Rs(ons
E: $"r &ill 1 a c"oic.
E) 6his is an illsory !hoi!e. 6here a!tally is no !hoi!e# be!ase in the ne%t three
senten!es *Am taking a"ay E!hoi!e.E *t may be the right hand or it may be the left# bt
either "ay a hand "ill liftK
R) *tAs an illsory !hoi!e for her ego !ons!iosness in the sense that yo are
determining there "ill be a response. ;hen yo offer s!h !hoi!esDas yo do in the
ne%t se!tionDthat !over all possibilities of response# yo are str!tring a doble bind
that leaves it to her n!ons!ios to !hoose a response.
FPin*6Pon*F: D(otntiatin* Conscio)snss to -acilitat
%nconscio)s 'cti.ity
E: May1 yo)r ri*"t, /ay1 yo)r l,t. I, yo) ar ri*"t"andd, it /ay 1 yo)r l,t. I, yo)
ar l,t6"andd, it /ay 1 yo)r ri*"t. Or it /ay 1 t" do/inant "and. Yo) rally don+t
kno&.
E) No" here her !ons!ios mind mst >mp ba!k and forthD right# left# right# left.
R) ;hat does that doJ 0oAve got her follo"ing yoJ
E) 0es# she keeps >mping. 0oAre keeping her in a state of shifting thoght# so her
n!ons!ios "ill take over be!ase her !ons!ios mind is bon!ing ba!k and forth.
R) 0o play ping3pong "ith !ons!iosnessF yo bon!e !ons!iosness ba!k and forth
in s!h a manner that it is depotentiated# ths allo"ing the n!ons!ios to take over
and a!tally levitate one hand.
E) 6hatAs right.
7aitin* to B)ild )( E3(ctation
E: 'o! j!st ait and lt yo)r )nconscio)s /ind /ak t" c"oic. 'nd slo&ly yo) &ill
1co/ a&ar t"at t" "and 1*ins to li*"tn. >Pa)s as t"r is no .idnt
/o./nt or notica1l c"an*s in t" ()lsations in t" "and or t"
/icro/o./nts o, "r ,in*rs.? It )ay ,l so/&"at di,,rnt. >Pa)s? 'nd yo)
sns a tndncy in t" l1o&s, a tendency to *eha#ior. Yo) )ay or )ay not 1co/
a&ar o, t"at.
E) 8ere *Am saying# E0o >st "ait#E again to bild p an e%pe!tation that something "ill
happen.
R) 6hat e%pe!tant attitde makes the patient ready to a!hieve something from the
n!ons!ios. 6hat is the ideal psy!ho3therapeti! attitde for the patient to have# sin!e
healing "ill !ome from inside on!e the rigidly erroneos sets of the !ons!ios mind are
bypassed. 6his is !hara!teristi! of yor approa!h) ;hen the patient is not responding
readily# simply ask her to E"ait.E 6his "aiting atomati!ally bilds p an e%pe!tan!y that
"ill tend to fa!ilitate the response.
E) E*t mayE is giving a definite instr!tion.
R) Even thogh it sonds as if yo are >st being !asal.
E) EA tenden!y to behaviorE is an a"flly elsive phrase.
R) *tAs a fail3safe phraseF "hatever happens# yo are still in tne "ith her behavior.
E) 6hatAs right# the patient "ill give yo !redit for "hatever happens. 0o Emay or may
notE is another s!h safety phrase.
D(otntiatin* Conscio)s Sts to -acilitat ')tono/o)s
Rs(onss
E: It is s!$$icient that only yo!r !nconscio!s )ind *eco)es aare. >Pa)s? 'nd 1
&illin* to s"o& an incrasin* do/inant c"oic. >Pa)sG no .idnt /o./nt? 7ait
and n4oy aiting.+ H H Iastrisks indicat (assa*s t"at "a. 1n o/ittd ,or cono/y in
()1licationJ Certain things ha#e *een occ!rring o$ hich yo! are !naare. 'o!r *lood
press!re has altered. That yo! are !naare. 'o!r *lood press!re has altered. That is a
)atter o$ co!rse in all s!*jects. ,Pa!seGso)e )inor )o#e)ents in her hands-
E# ;ith this senten!e# E*t is sffi!ient that only yor n!ons!ios mind be!omes a"are#E
*Am really thro"ing ot her !ons!ios mind.
R) 0o are depotentiating !ons!ios sets by implying that they are nimportant relative
to the n!ons!ios.
E) *Am not pshing her. ;e are both "aiting. (or "hatJ (or somethingK 2he may not
even be a"are that this "aiting is e%erting a pressre on her for something to happen.
R) E%pe!tant "aiting tends to fa!ilitate n!ons!ios responsiveness) Atonomos
response tenden!ies tend to be!ome manifest "henever "e depotentiate some of or
habital !ons!ios sets.
Indirct 'ssociations -acilitatin* Ido/otor Rs(ons
E: Yo)r "and is rs(ondin* 4)st a 1it /or, and soon yo!r el*o ill co)e into play. H
H H 'o! )ay 1 a&ar yo)r 1rat"in* rat "as altrd, and t" (attrn o, 1rat"in*.
'nd no& t" t"in* is yo)r "art rat "as c"an*d. I kno& t"is 1y .irt) o, t" ,act t"at
I can o1sr. yo)r ()ls in t" nck. I can also &atc" it in t" ankls. So/ti/s I can
s it in t" t/(l.
E) E2oon yor elbo" "ill !ome into play.E 8o" do yo play "ith yor elbo"J 6o sort ot
the meaning of that# she mst begin thinking abot the elbo"F that thinking is the
beginning of ideomotor responses of bending the elbo" and moving it.
R) 2imply talking abot movements in a provo!ative manner is an indire!t "ay of
fa!ilitating movement responses) 6hatAs the ideomotor response.
E) E0o mayE means *Am giving her permission. *Am also ordering her. *n !ommon
parlan!e and !hildhood games# E0o may look no"E means "hatJ E0o lookKE
R) 0et it does not sond as if yo are giving an order.
M)lti(l !.ls o, Manin*: $" Parado3 o, -acilitatin*
%nconscio)s Procsss as t" Essnc o, Erickson+s '((roac"
E: B)t t" i/(ortant t"in* is ,or yo) to disco.r t"at hand li$ting slo&ly )(&ard. $"r
is no)*" do)inance in on "and ,or yo) to 1co/ a&ar o, it. 'o! ill *e patient
1ca)s t" )nconscio)s is larnin* ,or t" ,irst ti/ "o& to tak o.r, intentionally
rs(onsi. to anot"r (rson. H H H 'o!r *ody has *een responding in )any ays on
an !nconscio!s le#el itho!t yo!r "noledge. 7"n yo) /t a (rson ,or t" ,irst
ti/, t"r ar crtain /)scls t"at contract, t"r ar crtain /)scls t"at rla3. 'nd
yo) rs(ond di,,rntly to di,,rnt (o(l. >Hand s"o&s so/ li,tin*, a1o)t "al, an
inc".? No& yo)r "and is li,tin* a&ay ,ro/ yo)r t"i*". Li$ting !p. 'nd it &ill 1co/
"i*"r and "i*"r.
R) 0o are a!tally speaking of t"o different things in !lose pro%imity hereDhand
levitation and hand dominan!e. 6he "ord dominate in this !onte%t !old refer to hand
dominan!e or the fa!t that one hand is gaining dominan!e in levitating. Bst "hi!h
meaning she takes it to be doesnAt matter.
E) *t doesnAt matter "hi!h "ay she takes itF heads * "in# tails yo lose. ;hen * say Eyo
"ill be patient#E *Am tili<ing the fa!t that a blind person has learned to be Epatient.E
R) 0o fa!ilitate rapport by !asally mentioning things she kno"s to be treF she has to
agree "ith yo. 0o are sing a trism that is valid for any blind person in order to set
p a yes set.
E) ;ithot her a"areness of it.
R) All she kno"s is that she feels at one "ith yo# bt she does not kno" the ho" or
"hy of yor metapsy!hologi!al se of trisms.
E) 6ake the "ord intentionally. 6hat is a brand3ne" idea to her be!ase she previosly
thoght that yo !old take over intentionally only "ith yor !ons!ios mind.
R) 6here is an interesting parado% in that) 6he n!ons!ios that fn!tions
autonomously is to take over intentionally. 2!h parado% tends momentarily to
depotentiate the patientAs !ons!ios sets. 6hat is a very !riti!al and important learning
for a person "ho "ants to e%perien!e hypnoti! tran!e) Allo" the n!ons!ios to take
over) let the n!ons!ios be dominant to permit latent and therapeti! response
potentials to be!ome manifest. 6hat is the essen!e of yor approa!h# isnAt itJ
E) 0es.
R) E0or body has been responding in many "ays on an n!ons!ios level "ithot
yor kno"ledgeE is a very safe statement to make. *t sonds profond and pregnant
"ith meaning "hen yo say it. And that# of !orse# tends to frther fa!ilitate
n!ons!ios pro!esses.
Conscio)s Procss -acilitatin* t" %nconscio)s
E: No& t"ink o, it co/in* )(, co/in* )( ...
R) ;hen yo ask her to Ethink of it !oming p#E yo are a!tally enlisting her !ons!ios
ideation to help the n!ons!ios or involntary levitation. *t is as if !ons!ios motivation
or energy !an spill over into the n!ons!ios to fa!ilitate its learning.
E) 0es. *t is >st like "hen the hero of a !o"boy movie yells at the bad gy# ELook ot
behind yoKE 8e evokes a startle response of trning on an involntary level from a
!ommand shoted on the !ons!ios level.
E/("asi0in* Indi.id)ality ,or S(ontano)s B"a.ior
E: . . . and (r"a(s yo) can $eel it )o#ing toard so)e o*ject 4)st a1o. yo)r "ad.
>Pa)s? ' littl 1it "i*"r. No& t" l1o& &ill *t rady, and t" &rist &ill li,t. No& all o,
yo)r larnin* "as a crtain car,)lnss. ' slo&nss, a (rcisnss, inc)lcatd in yo)r
(attrn o, larnin*. $"is is on 1it o, larnin* in &"ic" yo) do not nd to larn to 1
rs(onsi1l, and t"r is no ri*id (attrn ,or it to ,ollo&. It is ()rly a spontaneo!s
sort o, t"in*. S(ontanity o, /)scl ,,ort on yo)r (art "as 1n traind into on
(osition and car. 'nd t"at+s on t"in* t"at is *oin* to "a. to 1 altrd. >Dr. :+s "and
4rks )( .isi1ly a ,& ti/s.?
E) 6he prpose of movement in a blind person is more goal3dire!ted than in a sighted
person. 2ighted people are free to move spontaneosly be!ase they !an see.
=ovement in the blind person is totally different than in the sighted. /e!ase it is more
goal3dire!ted# the sggestion to Efeel it moving to"ard some ob>e!tE is parti!larly
appropriate for someone blind.
R) *n the ne%t senten!es abot slo"ness and pre!ision of movement yo are again
adapting yor verbali<ations to her parti!lar individality. A blind person sin!e the age
of t"o of ne!essity "old have learned a !ertain !atiosness and more goal3
dire!tedness in body movements.
E) *Am defining her rigid pattern of learning and telling her she does not have to sti!k
"ith it. 6he "ord spontaneous has for her the important asso!iations of in'oluntary and
dissociated.) (or a blind person s!h movements are normally disaster# sin!e they
!annot !orre!t them as early as a sighted person.
R) =ovements that are normal and spontaneos for a person "ho !an se sight to
atomati!ally !orre!t and !ontrol "old be disso!iated and involntary if performed by
the blind personD they do not have the atomati! feedba!k !ontrol me!hanisms of
visio3motor !oordination. 6hatAs rather profond) ;hatAs EnormalE in the sighted
be!omes disso!iated in the blind. 6hereAs an intimate relation bet"een sensory
pro!esses and the !ontinm of volntary3involntary $disso!iated' behavior.
Rin,orcin* S(ontanity and Indi.id)ality
E: 'nd no& yo) ar /akin* still )ore progress. >Pa)s? S"o&in* yo)r o&n (artic)lar
(attrn o, "and l.itation. 'nd yo) ar s"o&in* yo)r l1o& /o./nts ar not t"os
o, a si*"td (rson. $"y ar yo)r (attrns o, l1o& /o./nt. $"at+s ,in 1ca)s
yo)r ar/ "as risn. 'nd yo) 1*in to &ondr &"n yo)r "and &ill *t all t" &ay o,,
yo)r drss. Or yo) can &ondr &"ic" &ill 1 t" ,irst to los contact &it" yo)r drss.
It is losin* contact "r, t"r. I don(t e#en "no i$ yo! "no hich hand it is/ 1)t t"at
is not i/(ortant. >Pa)s.?
R) 0or sggestion is apparently "orking be!ase these p"ard >erks# the strongest
ths far# seem to !ome in dire!t response to "hat yo are saying. 0o &i!kly reinfor!e
it# of !orse# by remarking on her Eprogress.E
E) 6hatAs right. *Am emphasi<ing that her elbo" movements are not those of a sighted
person. *Am again emphasi<ing her individality and spontaneity. ;hen * admit that *
donAt kno" "hi!h hand is levitating# it implies that itAs "hat she is e%perien!ing and
learning that is important.
Pa)ss E.okin* Intrnal 2)stions $"at May D(otntiat
Conscio)s Sts 1y I/(lication
E: Yo)r (attrn o, larnin* /ay 1 to occl)d t" 3cl)sion o, yo)r o&n a&arnss.
>Pa)s? $" 3cl)sion o, yo)r a&arnss is not &ron*, it+s not ncssary. Yo)+. 1n
traind 1y 3(rinc to 1 #ery aare/ as i, a&arnss in t"is sit)ation &r
i/(ortant. B)t yo)+r act)ally acco/(lis"in* so/t"in*. It+s *oin* )( /or and /or.
Yo)+. alrady acco/(lis"d no)*" to ac"i. a&arnss i, it+s a ncssary (art o,
yo)r larnin*. >Pa)s? $o / it is i/(ortant yo) larn in any &ay t"at yo) can. 'nd I+/
,)lly a&ar t"at yo)r (art is to larn a (attrn o, rs(onss not co//on to /. >So/
)(&ard /o./nts ar a((arnt.? It+s li,tin* "i*"r and higher. Yo)r )nconscio)s
/ind "as /o.d t" "and. It+s alrady /ad t" l1o& /o., >Pa)s? and it is altrin*
contact &it" yo)r drss.
R) 8ere yo are dire!tly sggesting the possible e%!lsion or o!!lsion of a"areness.
E) 0es.
R) 0oAre !ontining to depotentiate her a"areness by lo!ating the sor!e of her
training to be Every a"areE and telling her this is a different sitation. 8ypnosis is a
different sitation in "hi!h yor !arefl training in a"areness need not apply.
E) 7ring the pases of this se!tion *Am giving her time to ask herself# E;hy shold * be
a"areJE *Am telling her it isnAt ne!essary. * pase here $the se!ond pase' "hile she
thinks it ot. 0o see movements "ithot !omplete !ons!ios a"areness in kids all the
time. At the dinner table a !hild "ill ask# ECan * go to the moviesJE And as he "aits for
an ans"er to this very absorbing &estion# yo noti!e heAs pi!ked p a glass of milk
and brings it to his lips# and only "hen it a!tally to!hes his lips does he make a slight
startle of re!ognition that the milk is there ready to drink. 0o see that type of thing over
and over again in "ork "ith !hildren.
R) Children tend to do things atomati!ally "ithot !ons!ios a"areness.
E) 0es# on an atomati! level.
R) *tAs that atomati! level of fn!tioning that yo !apitali<e on in tran!e.
P)s" and P)ll in Hand !.itation
E: 'nd no& soonr or latr t"r+ll 1 a ()s" 1y yo)r )nconscio)s /ind. It+s *oin* to
p!ll or p!sh yo)r "and )(&ard. >Pa)s? 'nd yo) ar act)ally incrasin* yo)r larnin*.
In a &ay yo) "ad a do)1l ()r(os, &"ic" is .ry nic. Yo) "a. a tndncy o,
larnin* /or t"an yo) ar a&ar o,. Yo) can 1 a&ar o, so/ and 1 )na&ar o,
so/.
R) /y in!lding both Epll or pshE yo are !overing more than one possible responseF
yo are permitting her to tili<e "hi!hever mode of response she has more strongly
bilt into her from previos life e%perien!e.
E) 8er doble prpose is) $1' to learn to be responsible at a motor level# and $4' "ithot
a !ons!ios a"areness. (or a blind person it is so ne!essary to have a !ons!ios
a"areness of any motor movement. A blind person has to be a"are that s!h and s!h
is >st so far from my sholder# my ba!k# my thighs# et!. GEri!kson demonstrates
nonverbally "ith his body.H /t sighted people have peripheral vision and are na"are
even that they have it to handle s!h problems. /lind people have to goal3orient their
movements as a !ons!iosly done thingF it is an entirely different type of movement
than that of a sighted person. No" in hand levitation *Am asking her to learn to make
movements that have no goal.
;hen yo &estion sb>e!ts abot hand levitation# some e%perien!e it as a for!e
pshing their hand# "hile others e%perien!e it as a pll. No" blind people kno" "hat a
pll is and "hat a psh is. 6hey relate that to goal3oriented prposes. 2o yo isolate
that pll or psh kno"ledge into a nongoal3dire!ted area.
R) A nongoal orientation is "hat "e "ant in tran!e.
%ncrtain $rial6and6Error !arnin* in Hand !.itation
>Dr. :+s "and is l.itatd a ,& inc"s, and t"o)*" it 1o1s )ncrtainly in t" air, it is
act)ally al&ays Facti.ly tryin*,F .n &"n it /o/ntarily la(ss 1ack on to "r
t"i*".?
E: !i,tin* "i*"r and higher )ore rapidly. 'nd no& it is li,tin* )( .ry, .ry
s/oot". Yo)r "ad is 1o&in* do&n to&ard it .ry slo&ly.
E) 6his n!ertain bobbing p and do"n# trial and error# is typi!al of all learning. 0o try
to do something ne"# bt there are many partial and abortive effortsD
R) Dbefore yo !an get a smooth lifting of the hand atonomosly.
E) ;ith the emphasis on Emore rapidly#E *Am taking her attention a"ay from the lifting to
the &estion of speed.
R) *mplying# therefore# that it "ill lift# itAs no" only a &estion of ho" rapidly.
')tono/o)s Had Mo./nts as an Indicator o, $ranc
E: Bo&in* do&n to&ard yo)r "and, and as yo)r "ad 1o&s, yo)r "and &ill li,t asily.
Bo&in* do&n .ry slo&ly, and t" "and li,tin* to /t t" ,ac. >Pa)s. Dr. :+s "ad
1o&in* &as a .ry slo& /icro/o./nt indd9 R "ad to st)dy Dr. : .ry car,)lly to
ascrtain t"at it act)ally &as takin* (lac.?
E) 8o" do yo move yor hand to yor fa!eJ GR demonstrates a dire!t hand movement
to his fa!e "ithot moving his head.H
R) :hK 0o mean there is a differen!e in tran!e) *n tran!e people tend to also move
their head to"ard their lifting hand. 2o "hen yo observe that head moving to"ard the
lifting hand# yo !an take it as an indi!ator of developing tran!eJ
E) 0es. 0or gest at yor dinner table is not going to ask yo for a se!ond pie!e of
!ake. 0o !an "at!h him not ask yo) 8is head moves to"ard the !ake# his eyes look#
there is a parting of the lips. /t he is not asking verbally.
R) Nor does the gest al"ays kno" "hat he is doing. 6hose head# eye# and lip
movements sometimes o!!r involntarily.
E) 0es.
R) 2o these head movements in tran!e are involntary. 6hat is "hy yo prefer to se
head movements for signaling 0es or No rather than finger signalsF head movements
are m!h more bilt into the person# and so !an fn!tion more easily on an involntary
level.
E) 6hatAs right.
$" R"yt"/ Ind)ction: Yo6yoin* Conscio)snss to Gt into t"
$"ra(ist+s R"yt"/
E: Bo&in* do&n slo&ly, do&n, do&n, )(, do&n, )(, do&n, do&n, )(, do&n, )(.
>Pa)s? Yo)r "ad is *ttin* lo&r. Yo)r ,in*rs ar a1o)t rady to los contact. Mor
o, t"at sli*"t 4rk, and so/ o, t" ,in*rs &ill 1 o,,. !i,tin*. !i,tin*. >Pa)s?
E) ;hat *Am doing "ith this do"n# p# do"n# p# et!.# is asso!iating the head and arm
movement. 6his is also a yo3yo on the patientsA thinkingF they !anAt solidify their
thinking. 6hey !anAt think# ENo" itAs do"n# no" itAs pE be!ase *Ave taken over that
do"n and p# and itAs no" in my rhythm. :nly they donAt kno" it is my rhythm. 6hey get
into the therapistAs rhythm.
R) *t is important for the patient to get into the therapistAs rhythm be!ase it "ill enable
her to follo" a sggestion that "ill !ome eventally.
E) 6hatAs right. * am getting her a"ay from her o"n habital !ons!ios patterns.
R) ;hi!h is the essen!e of yor "hole pro!edre.
E) /t * "old not say# E* "ill tell yo "hen to breathe in and ot#E be!ase then yo
"old be making her !ons!iosly a"are of her rhythmK A !hild "ith "hom * "orked had
a father "ho sed medi!al hypnosis. ;hen her father asked her abot the differen!es
in or approa!hes to hypnosis# she replied) E7addy# yo tell me to sleep# bt 7r.
Eri!kson breathes me to sleep.E 0o adopt the !hildAs rhythm of breathing# and then
yo start altering yor rhythm and let the !hild no" follo" yo. ;e all have a lot of
rhythms# and rhythm is a very po"erfl for!e. G2ee ?ol. * of The Collected 1apers of
!ilton H. Ericson on Hypnosis for a detailed a!!ont of the Rhythm /reathing
*nd!tion.H
R) ;e !an ths tili<e rhythm as a method of ind!ing tran!e or of deepening tran!e. *t
is parti!larly potent be!ase $1' it is indire!t# in that the sb>e!t does not kno" it is
being tili<ed# and $4' rhythms all have a natral biologi!al gronding "ithin s. ;hen
"e get in syn!hrony "ith a sb>e!tAs rhythm $"hether it is breathing# movement# a
verbal pattern# et!.'# and then by degrees s!!eed in altering it# "e are !hanging a very
deep fn!tion and may be thereby !apable of effe!ting deep therapeti! !hange.
I/(lid Dircti. to Rin,orc Hy(notic !arnin*
E: 7"n yo)r ri*"t "and is o,,, yo) ill ha#e learned a great deal a1o)t "y(nosis.
R) 8ere yo sbtly !apitali<e on her eagerness and motivation to learn hypnosis by
saying she E"ill have learned a great dealE "hen her right hand has lifted. 6his is a
form of the implied dire!tive that reinfor!es a !overt internal state of learning. 2ome
learning !ertainly "ill have taken pla!e by the time her hand does lift off her dressDnot
m!h# bt someDand ho"ever little it is# it "ill be strongly reinfor!ed by yor re"arding
her "ith the statement# Eyo "ill have learned a great deal.E 6hs emphasi<ed and
re"arded# the little bit she has learned "ill serve as a fondation for later learning
Dis*)isin* ')t"oritati. S)**stions
E: Only yo! on(t "no &"at it is yo) "a. larnd. B)t it &ill 1 a si0a1l a/o)nt
&it" &"ic" yo) can &ork. I, yo) &ant to kno& so/t"in* o, "o& to t"at+s right. ' nic
jer". Soon t"r &ill 1 anot"r. >Pa)s?
R) 0o make this statement E:nly yo "onAt kno"E to keep the ne" learning e%perien!e
of hypnosis safe from the netrali<ing and destr!tive inflen!e of the dobting sets of
!ons!iosness.
E) 0es# and that is a dire!t athoritative statement# only it isnAt heard as s!h. 6he "ord
only takes off the athoritative sond. Even "hen yo make a dire!t sggestion# yo
typi!ally disgise it "ith !asal dimintives $only'# probabilities $it may# perhaps'# and
sbtle se of negatives $it "ill# "ill it not' to disarm the sal dobts so !hara!teristi! of
the patientAs learned limitations.
I//diat Rin,orc/nt o, In.ol)ntary Arks
E: Yo)r "ad is *oin* a 1it lo&r. Hand li,tin* >Dr. :+s "and *i.s a notica1ly stron*r
)(&ard 4rk.? That(s right. Another jer". >Pa)s? 7ondr &"y t"r &o)ld 1 4rky
/o./nts8 $"r ar al&ays 4rky /o./nts as (art o, ("ysical larnin*. >Pa)s?
R) A very ni!e immediate reinfor!ement of an obviosly involntary p"ard >erk takes
pre!eden!e over anything else yo may be saying# so yo break right into yor o"n
stream of verbali<ation here.
E) 0es# * may be saying something to her# bt * immediately !hange the sb>e!t to her
behavior.
R) 6his phrase E6hatAs rightE "hispered "ith intense interest and !onvi!tion has
be!ome a !at!h phrase among members of the Ameri!an Asso!iation of Clini!al
8ypnosis "ho have observed yor "ork and learned from yo first hand. ;hen *
e%perien!ed that phrase "hile in tran!e "ith yo on one o!!asion# * felt a brst of pre
energi<ing >oy that motivated me to a point "here anything seemed possible.
E) 0es# thatAs the po"er of reinfor!ement tili<ed at the right time. 6his >erkiness of her
movements is !hara!teristi! of all learningDit helps patients to a!tally tell them that.
Slo&nss o, Nor/al !arnin* and Clinical Rtrainin*
E: !arnin* s/oot" /o./nts and slo&nss is not anyt"in* to 1 distrssd 1y.
>Pa)s? $"at+s ri*"t. Li$ting. 'll o, its o&n, )( it co/s. 'nd no& it 3tnds to yo)r
,orar/ and l1o&. >Pa)s?
E) G7es!ribes the importan!e of allo"ing learning to take pla!e slo"ly# as it does
natrally. Children "ith stttering and spee!h problems# for e%ample# !an learn to
speak normally by going throgh a period of retraining dring "hi!h they are taght to
speak very slo"ly.H 6he problem in learning to speak "ell is in yor "illingness to learn
slo"ly. All little kids !an learn to speak be!ase they are sally "illing to take a year
or t"o to say Edrink of "aterE instead of Edink a "a3"a.E
R) Normal learning in spee!h# "alking# reading# arithmeti!# spelling# et!. a!tally
re&ires the !oordination of an indes!ribable nmber of nerones# ms!les# and
sensory organs. Reorgani<ation is !onstantly taking pla!e in the synapti! !onne!tions
of the brain throghot or entire lifetime $8bel# 6orsten# @ Le?ay# 19,,F Changea% @
=ikoshiba# 19,8F Creenogh @ Braska# 19,9'. 6hat is "hy s!h skills sally re&ire
years to develop. *n !lini!al retraining "e mst therefore emphasi<e that a normally
slo" and patient period of learning "ill enable a genine organi! gro"th and
reorgani<ation to take pla!e. 6his patien!e is sometimes re&ired for hypnoti! training
as "ell. * remember the first time yo sed a hand3levitation ind!tion on meDit
a!tally took an hor before my arm got all the "ay p. /t a lot of genine learning
abot tran!e e%perien!e took pla!e in that hor that served as a fondation for or
frther "ork.
$nsion ,or Hand !.itation
E: 'nd t" tnsion &ill incras in t" l1o&. >Pa)s?
R) 6his reminds me of the fa!t that some tension in the arm is re&ired for s!!essfl
hand levitation. 7r. Robert +earson a!tally bilds in this needed tension in a variation
of hand levitationDhe has the patient begin by resting the fingertips lightly on their
thighs. *n this variation there is natrally more tension in the forearm# "hi!h mst hold
p the hand# so only the fingertips to!h the thigh.
E) * kno"# * taght him that.
D(otntiatin* Conscio)s Sts &it" S)**stions Only t"
%nconscio)s Can Carry O)t: Occ)(yin* t" Conscio)s and
%nconscio)s on $"ir Rs(cti. $asks
E: No& it isn+t ncssary ,or / to s(ak to yo). Yo)+. "ard &"at I "ad to say.
>Pa)s? Yo)r 3(rinc o, larnin* to rtain t" s(okn &ord, and yo) can r(at t"is
on and on t"ro)*" yo)r /ind. >Pa)s? 'nd /ak yo)r rs(ons ,it yo)r )e)ories as
/y &ords ,lo& t"ro)*" yo)r //ory. >Pa)s?
R) *n this se!tion yoAre instr!ting her to internali<e yor sggestions and asso!iate
yor "ords "ith her o"n EmemoriesE of ho" responses are made. A!tally# of !orse#
she probably does not kno" !ons!iosly ho" to fit her responses to her memories. 0o
are giving her a sggestion that only her n!ons!ios !an !arry ot. *n this "ay yo
again indire!tly depotentiate her habital !ons!ios mental sets in favor of n!ons!ios
or atonomos pro!esses. 6his is to take pla!e "hile her !ons!ios mind !ontines to
reverberate yor "ords in her memory. 6hs# yo have given a task to both her
!ons!ios and n!ons!ios mind.
Co(in* &it" Conscio)snss and D(otntiatin* Ha1it)al Conscio)s
Sts: $" Insrtd Co//and to En"anc !arnin*
E: In t"at &ay yo) ar *oin* to enhance yo!r learning. >Pa)s as a littl "and 4rk is
notica1l.? $"at+s ri*"t. >Pa)s as anot"r .ry littl "and 4rk is noticd.? $"at+s
ri*"t. >Pa)s?
E) 6his is an e%ample of an inserted command. *Ave made a general statement there
abot learning# bt *Ave sed the "ord enhance$ "hi!h makes it into a !ommand.
R) *t is a!tally yor vo!al emphasis on the "ord enhance together "ith a slight pase
before it makes the !ommand Eenhan!e yor learning.E *t is really in!redible ho" s!h
slight vo!al !hanges !an lead to s!h great shifts of meaning. 6hese shifts of meaning
are so s"ift and ne%pe!ted that !ons!iosness sally !annot follo" themF it sally
!annot grasp their impli!ations and then debate or negate them. 6his is the essen!e of
yor art of !oping "ith !ons!iosness) 2ggestions are presented in s!h a "ay that
they &i!kly slip throgh !ons!ios defenses "ithot ever being pi!ked p. 6he
sggestions finally !ome to rest "ithin the sb>e!tAs pre!ons!ios# n!ons!ios# or
memory banks# "here they !an no" intera!t "ith other asso!iations to effe!t their
therapeti! "ork. 6he !ons!ios mind is then presented "ith a fait a!!ompli from "ithin
D"ithot ever kno"ing &ite ho" it happened.
Co.rin* and Rin,orcin* 'll Possi1ilitis o, an Hy(notic
Rs(ons: %nconscio)s 'ssociation and $"ra()tic S)**stion
E: 0o soon yo) &ill ti t" /o./nt o, yo)r "and to t" rco*ni0a1l /o./nt o,
yo)r "ad. >!on* (a)s? $"at+s ri*"t. Yo) ar tryin* to orint yo)r ntir ,orar/,
l1o&, and "and. >Pa)s? 'nd I can s t" action, and I can ,l it. >Pa)s?
R) 6his is a fas!inating >%taposition) ENo" soonE means a response !old take pla!e
no( or soon$ depending on the readiness of the sb>e!t. *n t"o "ords yoAve again
managed to !over all possibilities and reinfor!e behavior "henever it happens.
E) ENo" soon or later# or sooner than yo think#E "old be another one. ;ith that
yoAve really !overed all possibilities. 0oAve also given them fll permission to Ethink#E
thogh they donAt noti!e that yoAve given them that permission to think. 6hey are
paying attention to the Eno"E or EsoonE or Elater.E 6hey ignore the Ethink.E
R) 6his sbtle inserting of EthinkE "old be another e%ample of yor te!hni&e of
asso!iating yor sggestions "ith "hat they are natrally doing in s!h a "ay that their
!ons!iosness does not re!ogni<e it. 6his nnoti!ed asso!iation# ho"ever# bilds a
strong !onne!tion bet"een yor "ords and their n!ons!ios# so eventally yor
"ords "ill trip off pro!esses "ithin them on an n!ons!ios level. At a later time yo
might be able to se this asso!iation to have them EthinkE abot something for
therapeti! prposes that they might not ordinarily think abot.
Catal(sy in Blind and Si*"td: $" -ail)r o, Hand6!.itation C)s
E: B !nconcerned and !ninterested in &"at I do. >Erickson no& /o.s closr to Dr. :
and 1*ins to to)c" t" lo&r d* o, "r sli*"tly l.itatd "and &it" "is. H is *i.in*
a tactil si*nal ,or li,tin* &it"o)t act)ally li,tin*.? I do not nd any assistanc. >Pa)s?
7"at I do is /y rs(onsi1ility, and yo) do not nd to corrct it or altr it in any &ay.
>Pa)s? It &ill not 1 an intr,rnc &it" yo). >Pa)s? It &ill 1 an ,,ort 1y / to lt
yo) 1co/ a&ar o, crtain t"in*s t"at "a. "a((nd in yo)r ("ysical orintation.
>Pa)s? E( on &it" t"at ,,ort to li,t yo)r "and at t" )nconscio)s l.l &it"o)t
concrn ,or &"at I do. >Pa)s. Dr. :+s "and a((arntly dos not acc(t "is tactil c)s
to r/ain )( and li,t ,)rt"rB (arado3ically, it dro(s do&n a,tr " *i.s "and6l.itatin*
c)s.? I+/ ()ttin* yo)r "and "r. >Mor ,ir/ly, Erickson (lacs "r "and in a
catal(tic (os a1o)t /id&ay 1t&n "r la( and "ad and "olds it t"r li*"tly ,or a
/o/nt, t"n, as i/(rc(ti1ly as Possi1l, " r/o.s "is s)((ort. Most s)14cts,
&"t"r in tranc or not, )s)ally tak t"is as a c) ,or t" "and to r/ain s)s(ndd
in t"at (osition. Dr. : dos not s/ to (ick )( Erickson+s non.r1al c)s to /aintain
t"at (osition, "o&.r, and in s.ral att/(ts "r "and it"r ,lo(s 1ack to "r la( or
dscnds &it"in a /o/nt or t&o? I() not p!tting it in any other place/ j!st here. 'nd
yo) ar not to corrct it or altr it. Yo) ar slo&ly 1*innin* to )ndrstand >Pa)s? t"at
yo) don+t kno& &"at I /an 1y altering it. >Dr. :+s "and contin)s to dri,t do&n to "r
la( a,tr Erickson (ositions it. $"n t"r is anot"r (a)s as Erickson a*ain
(ositions "r ar/, and a*ain it ra(idly dri,ts do&n.? No& t"at &as a corrction, an
altration. >Pa)s? 'nd no& I+/ la.in* t" ,in*rs t"r. >Erickson no& contnts
"i/sl, &it" la.in* t&o or t"r o, "r ,in*rs li,td, .n t"o)*" t" r/aindr o,
"r "and rsts on "r la(. . . . Pa)s. E.n t" ,in*rs los t"ir (osition so t"at
Erickson "as to r(osition t"/.?
R) ;hy do yo ask her to be En!on!erned and ninterestedE at this pointJ
E) ;hen yo to!h a blind person# it isnAt the same as "hen yo to!h a sighted
person. 6he blind are obligated to try to pla!e a meaning on that to!h. 0o donAt look
an Arab in the eye "hen yo talk to him be!ase he !onsiders that an inslt. *n !ertain
parts of 2oth Ameri!a people stand so !lose to yo that yoAre belly to belly# bt yo
donAt move a"ay or they take it as an inslt. /lind people also have their o"n !ltreF
the sighted person has no a"areness of "hat to!h means to the blind.
A to!h to the blind means# Edo something.E And "hat is that something yo are to do
"ith yor handJ 0or hand has been to!hed for a prpose. /t "hat is that prpose
hereJ 2he !anAt find any prpose. *Ave learned from "orking "ith a lot of blind sb>e!ts
that !atalepsy is an a"flly hard thing to a!hieve. Catalepsy in a sighted person "ho
does not nderstand a "ord yo say is easily a!hieved.
R) 0o feel this is be!ase in the blind person# hand positions and movements al"ays
have an ob>e!t orientationDa prpose orientation. And yet yo are trying it G!atalepsyH
here even thogh yo kno" it probably "onAt "ork.
E) 0es# this session is for dida!ti! prposes. Anybody doing therapy oght to get to
kno" the range of hman behavior.
R) ;hen yo say firmly# E*Am not ptting it in any other pla!e# >st here#E it seems to be
as dire!t a sggestion as yo !old make "ithot saying# E+lease hold yor hand in
this position.E /t tre to form# yo make yor sggestions as indire!t as possible so
that the !ons!ios mind "ill have as fe" !es as possible to do things in its o"n
!hara!teristi! "ay.
E) 2he really doesnAt kno" "hat * mean by saying Ealtering it.E
$" -ail)r o, Dirct ')t"oritati. S)**stions as a Parado3ical
Indication o, $ranc
E: $"r, ri*"t t"r9 Right there. >Erickson /aks r(atd ,,orts to "a. "r
/aintain t"at ar/ in t" air.? It+s contradictin* yo)r total d)cation, 1)t k( it ri*"t
t"r )(, )(, )(9 %(, )(, )( )(9 Yo) ar larnin*9 >S.ral o, Erickson+s do*s ar
1arkin* lo)dly o)tsid t" o,,ic, 1)t at last Dr. : dosn+t s/ to 1 (ayin* any
attntion to t"/. Only Dr. Rossi silntly /o)rns t"ir disr)(tion o, t" ta(
rcordin*.?
R) In extremis even Eri!kson is !apable of fairly shoting a dire!t# athoritative
!ommand# ERight thereKE /t all to no availK 6he hand flops haplessly ba!k to a fla!!id
resting position on her thigh. 6he very fa!t that she !annot follo" a dire!t !ommand for
the volntary maintenan!e of her hand in the air indi!ates that she is in an altered state
of !ons!iosness.
0o have made a shift from an indire!t and permissive mode to very dire!t#
athoritative !ommands# bt she !annot follo" yo no" "ith a volntary response. 6his
pe!liar rigidity of not being able to respond even on a volntary level may be an
indi!ation of the psy!homotor retardation that is !hara!teristi! of tran!e. A!tally# a kind
of pandemonim is taking pla!e "ith the lod barking of the dogs# yor nsally
assertive intrsions# and the air !onditioner !li!king on and off >st above her ear# bt
she ignores it all# as is !hara!teristi! of tran!e behavior. 6hose dogs have never been
s!h a bother. * "onder it they pi!ked p yor lod voi!e and are trying to !ome to yor
defenseJ
%tili0in* Nat)ral Mntal Mc"anis/s and !i/itations
E: Yo) /ay not kno& yo) "a. yt larnd anyt"in* a1o)t "y(nosis. Yo) /ay not ,l
yo) "a. larnd anyt"in*. Yo)r )nconscio)s /ind /ay kno& t"at it "as larnd.
>Pa)s?
R) 6his is highly !hara!teristi! of yor approa!h for bypassing the dobting attitdes of
!ons!iosness. Cons!iosly# the patient may not reali<e that something has been
learned. Cons!iosness is typi!ally na"are of latent learning# the formation of
n!ons!ios asso!iations# et!. 0o se this basi! fa!t abot hman learning# this basi!
trism# as the fondation to fa!ilitate an a!!eptan!e attitde to"ard her training for
involntary signaling that o!!rs in the ne%t se!tion. 0o take advantage of natral
limitations of !ons!iosness to introd!e a set for involntary or hypnoti! responses. *
believe this is the fndamental basis of the effe!tiveness of yor "ork) /ou utili+e
natural mental mechanisms and limitations to channel responsi'eness in (ays that the
conscious control system cannot yet do.
$" Do)1l Bind in Hy(notic Ind)ction: Critria ,or #alid Ido/otor
Had Si*nalin*
E: So I+/ *oin* to (os a sit)ation, and in t" sit)ation & &ill 1ot" &ait ,or t"
ans&r. I, yo)r )nconscio)s /ind kno&s t"at yo) "a. larnd so/t"in*, yo)r "ad
&ill slo&ly nod Ys. I, yo)r )nconscio)s /ind t"inks No, it &ill slo&ly s"ak No. No&
& &ill &ait ,or t" ans&r. Has yo)r )nconscio)s larnd so/t"in* a1o)t "y(notic
rs(ons8 >!on* (a)s? No& a (ositi. ans&r is a nod o, t" "ad. ' n*ati.
ans&r is a s"ak o, t" "ad. So ,ar &"at yo) "a. attaind "as 1n a sli*"t
noddin* and a sli*"t s"akin*, /anin*: I don+t kno&. No& t" )nconscio)s /ind dos
"a. a lot o, r(rssd kno&in*. $"at+s &"y & call it t" )nconscio)s. No& slo&ly
/o. yo)r "ad do&n, do&n )ntil yo)r c"in to)c"s yo)r drss. Not ra(idly, 4)st
slo&ly. >Pa)s? No& I &ant to (oint o)t to Dr. Rossi t"in*s " s"o)ld notic. B)t yo)
nd not (ay attntion to &"at I say to Dr. Rossi. It &ill 1 &it"o)t /anin* to yo).
R) 0o se a doble bind to introd!e involntary head signaling "ith yor sggestion#
E*f yor n!ons!ios mind ... it "ill shake No.E 6his is that neat sitation that a!tally
ind!es a hypnoti! state or deepens it. 0or doble bind tends to evoke an
atonomos or disso!iated $involntary' response from the n!ons!ios. ;hen the
ans"er !omes# it really doesnAt matter "hether it is 0es or No. 6he mere fa!t that an
involntary response o!!rs means that the sb>e!t has entered tran!eDeven if only
momentarily to make the involntary response.
E) 0es. A head !an nod for 0es# shake for No# and make all sorts of movement in
bet"een for E* donAt kno".E 0o a!!ept s!h movements as valid only "hen they are $1'
slo(ly and $4' repetiti'ely done. ;hen they are done &i!kly and not repetitively# that
means they are from the !ons!ios mind. 6he 0es of tran!e is a repetitive movement
that may last for a minte.
6here is no need to terminate it be!ase there is nothing else going on in the tran!e
state. *n the "aking state there is something else going on that stops and repla!es the
0es response.
6he blind have no possibility of relating a visal vale to a nodding of the headF only
the sighted person !an have that nderstanding. 6herefore# the blind person "ho
kno"s "hat a nod and shake means !an do it# bt does it "ithot any !ons!ios
nderstanding of "hat is taking pla!e be!ase of never having a!&ired the visal
asso!iations.
*n this patient a nod of the head !ame slo"ly and imper!eptibly be!ase it "as not
ne!essary to be!ome !ons!iosly a"are of it. :nly the vie"er needed to see the slight#
slo" movement be!ase only the vie"er !old pla!e a meaning on it. 6he fa!t that it
took pla!e meant that the n!ons!ios did nderstand bt did not kno" ho" to nod the
head to meet visal re&irements.
A sighted person !an lo"er her !hin to to!h her dress. 6hat !an be seen as a
meaningfl thing. A polite bo" !an be seen and nderstood# bt it !anAt be nderstood
at all by a blind person. *t is totally "ithot meaning. Asking her to to!h her dress "ith
her !hin is asking for a performan!e that has no visal meaning of any sort. 6he only
!ons!ios meaning is to feel the dress "ith the !hin.
R) 6hat is the only !e she has# to!h# bt no visal meaning.
E) No"# "hen the only !e for nderstanding is a to!h of !hin against !loth# ho" far
do"n do yo bend the head to to!hJ 2he has no !es ntil she gets to the goal. *t is
going to seem long.
D(otntiatin* Conscio)s Sts: $asks &it" No Conscio)s R,rnts
E: >$o Dr. R? !ocation is )nd,ind, lost. $" nd ,or 3(loratory acti.ity is >$o Dr. :,
r*ardin* "r "ad+s /icro/o./nt do&n&ard? do&n and do&n and do&n. >$o Dr. R?
No&, t" slo& s/oot"nss o, t" /o./nt t"r is not (ossi1l 1y t" conscio)s
/ind. $"is indicats t"r is a lack o, t" *)idanc o, t" conscio)s /ind. >$o Dr. :?
Do&n ,)rt"r. >$o Dr. R? $"r is an altrd ti/ sns. >Pa)s? >$o Dr. :? Do&n still
,)rt"r. >$o Dr. R? I &o)ld 4)d* it+s contractd ti/.
R: Ys.
E: >$o Dr. R? $"o)*" so/ti/s it is 3(andd ti/. Yo) "a. to larn t"at ,ro/ t"
s)14cts latr. >$o Dr. :? Do&n still ,)rt"r, and k( on *oin* till yo)r c"in to)c"s
yo)r drss. >Pa)s? It s/s so lon* and ,ar a&ay, t" drss dos, 1)t yo) can
*t yo)r c"in on it .nt)ally.
E) 6he movement is ndefined# and the prpose is lost. *Am getting something done by
her for me that * !an nderstand# bt it has lost all signifi!an!e for her !ons!ios
nderstanding. 8er !ons!ios mind has no referents for it# and she does not reali<e.
R) 6his is another "ay of depotentiating !ons!ios sets. +atients may have a"areness
in tran!e# bt by having them do tasks they !annot nderstand# by having them engage
in behavior for "hi!h they have no !ons!ios referents or orientation# yo are
temporarily rendering their left3hemispheri! !ons!iosness in!apable of its habital
modes of a!tion. +erhaps that is a "ay of nderstanding "hat tran!e is) Trance is a
state of a(areness (herein the normal organi+ing and structuring function of left5
hemispheric consciousness or the ego is minimal. *n keeping "ith re!ent resear!h# "e
"old hypothesi<e that it is typi!ally the organi<ing fn!tions of the left hemisphere that
are depotentiated $Eri!kson @ Rossi# 19,9F ;at<la"i!k# 19,8'. *n this less organi<ed
state a"areness !an maintain its re!eptive fn!tion and sometimes its observer
fn!tion as "ell. * "onder if this is similar to the state of Eno3mindE "hi!h the Pen
/ddhists strive for. *t is in this re!eptive state that the patientAs defenses and
erroneosly limiting !ons!ios sets and attitdes are in abeyan!e. *n this state the mind
is open to re!eiving the seeds of therapeti! sggestion# "hi!h mst then sprot in the
medim of its o"n n!ons!ios asso!iative pro!esses.
Gainin* Control 1y Gi.in* Pr/ission
>!on* (a)s as Dr. :+s "ad 1*ins to li,t &it" an al/ost i/(rc(ti1l /icro/o./nt.?
E: 'nd slo&ly no& t" "ad 1*ins to li,t )( itho!t re1!iring any per)ission ,ro/
/, a littl 1it to t" l,t, and li,tin* a 1it asir and co/,orta1l, /)c" asir, /)c"
/or co/,orta1l. H H H
R) 6he head movement spontaneosly !hanges dire!tion in a manner yo had not
anti!ipated. 0et yo immediately approve of it "ith yor mentioning that it moves
E"ithot re&iring any permissionE from yo.
E) 0o "ait for that movement# and then yo mention it so the blind person kno"s yo
are attending to them. 6hat is the only "ay they have of kno"ing. =entioning it also
gives EpermissionE for it.
R) /y giving EpermissionE yo also gain !ontrol over it. 0o gain !ontrol over symptoms
by the parado%i!al pro!edre of giving the patient permission for them $;at<la"i!k#
/eavin# @ Ba!kson# 195,'.
Indirct Gnrali0ation o, Hy(notic E,,cts 1y I/(lication: S"i,tin*
,ro/ t" Eno&n to t" %nkno&n: -acilitatin* Crati.ity
E: By snsin* yo)r "and or yo)r ,orar/s or yo)r nck or yo)r t"i*"s or yo)r cal.s,
1y (ayin* attntion to ,irst on (art and t"n anot"r (art o, yo)r 1ody. 'nd last o, all,
>Pa)s? ,l t" co/,ort in yo)r "ad. >Pa)s? 'nd ,l t" sns o, 1in* rstd. 0o
in learning hypnosis it is not i)portant to "no hat yo! ha#e learned. >Pa)s? 7"at
is i/(ortant is t" ac5)isition o, t" kno&ld*, and "a.in* it rady to )tili0 &"n t"
(ro(r sti/)l)s conis.
E) * previosly emphasi<ed hand levitation and head nodding# and no" *Am mentioning
all the other parts of her bodyD apparently to generali<e# bt spe!ifi!ally *Am relating
them to my hypnoti! sggestions abot hands# arms# elbo"s# head. And yet *Am not
telling the sb>e!t# E6here "ill be an asso!iation.E ;hen * say# E* see yoAve lost t"o
fingers of yor right hand#E *Am also saying $implying'# Ebt yo havenAt lost yor fingers
of yor left hand.E
R) 2o here yo are a!tally generali<ing yor hypnoti! "ork "ith her head and hands
to other parts of her body "ithot giving her any !ons!ios !es to that effe!t. 6he
generali<ation of the hypnoti! effe!ts takes pla!e on an n!ons!ios level be!ase
!ons!iosness does not grasp the impli!ations of yor asso!iations.
Ne%t yor trism# ENo" in learning hypnosis it is not important to kno" "hat yo have
learned#E tends to depotentiate her habital !ons!ios sets by implying that itAs more
important to be able to respond appropriately to a proper stimls than simply to kno".
6his tends to shift fn!tioning from the kno"ing !ons!ios system to the nkno"n
pro!esses by "hi!h the n!ons!ios mediates responses. 6his !ontined shifting of
emphasis from "hat is kno"n to the nkno"n is highly !hara!teristi! of yor approa!h.
0o do not presme to kno" yorself. /y !ontinally evoking the nkno"n# ho"ever#
yo are !onstantly breaking throgh the limitations of a patientAs !ons!ios sets and
setting the stage for n!ons!ios !reativity.
$" Patint+s C)s Si*nalin* t" 7is" ,or $ranc $r/ination
E: No& I kno& t"at yo) &o)ld lik to a&akn, so .ry slo&ly co/ a&ak. Not all o.r.
I &ant yo) to larn to n4oy, >Pa)s? snsin* &"at tranc ,lin*s ar in .ario)s (arts
o, yo)r 1ody.
R) 8o" do yo kno" "hen a sb>e!t "ants to a"akenJ 7o people get fidgetyJ
E) E%perien!e !an be very informative. GEri!kson here gives an analogy "ith toilet
training. =others soon sense that yongsters begin to look p and all arond in a
!ertain "ay# itAs time to pt them on the pot. E*s he looking for the !hamber potJE R
asks. ENo# no#E Eri!kson ans"ers# Ethe !hild is looking all arond "ondering "here that
pelvi! pressre is !oming from. *t takes some time and life e%perien!e for the !hild to
lo!ate its o"n bodily sensationsDthe lo!ation of internal fn!tions tends to !ome
later.EH
8ypnoti! sb>e!ts like tran!e p to a !ertain point the first time# and then by their
movements and alterations of fa!ial e%pression# alterations in sond of voi!e# altered
tension of the body# altered breathing rate# they let yo kno" in some "ay they "ant
ot. 0o see t"o people talking# sddenly yo noti!e one losing interest# yo !an see
their interest evaporating.
Rati,yin* $ranc: !arnin* to Maintain t" Body Snsations o,
$ranc
E: Yo) &on+t *t all t" ,lin*s in all t" (arts all at onc. It is a larnin* (rocss.
>Pa)s? I &o)ld lik to "a. yo) as soon as yo) ar rady in yo)r o&n &ay to
s(ak and say, FI a/ a&ak,F &"n yo) $eel yo) are a&ak.
:: I a/ a&ak >s(okn in a lo& &"is(r as s" rorints to "r 1ody?.
E: Ho& do yo) kno& t"at8
:: 7ll, as ,ar as I kno& I al&ays &as, 1)t I, )", kno& ,or instanc t"at t"is "and
>Pa)s? it "ad a ,lin* lik it &as raisd )(. 2!t I didn(t dare )o#e )y $ingers to tell i$
it as or not *eca!se I didn(t ant to spoil the ill!sion that it as. 'nd t"n yo) said
t"at t" ,in*rs &r la.in* t" drss, so a((arntly it &as.
E) 0o donAt learn all at on!e. 0o learn in segmented fashion.
R) 0o are going to learn yo have lost a !ertain part of yor body) 6hat is# a !ertain
part of yor body is heavy# anestheti!# or it has a Epins3and3needlesE feeling. All those
altered sensory responses are indi!ators of tran!e# and different parts of the body "ill
pi!k it p at different times. 6he therapist mst make sre that patients kno" that
"hatever alterations they feel are aspe!ts of tran!e.
E) 0es# that is the prpose in having them des!ribe the sensations. *t ratifies the tran!e.
R) ;hen she says that she EdidnAt dare move my fingers . . . be!ase * didnAt "ant to
spoil the illsion#E she is ndergoing a very !hara!teristi! e%perien!e of highly
intelle!tali<ed sb>e!ts "ho are learning to e%perien!e tran!e. 2he "ants to maintain
her body immobility# her !atalepsy# to e%perien!e the altered sensations of tran!e. 6he
!atalepsy maintains a slightly disso!iated !ondition of not kno"ing that is ne!essary for
tran!e e%perien!e. 2he is no" volntarily blo!king her o"n left3hemispheri! mode of
orientation to give the more !riosly interesting right3hemispheri! e%perien!e an
opportnity to assert itself. 6he sb>e!t of 2e!tion *?# 7r. M# illstrates this phenomenon
of learning to e%perien!e tran!e in more detail.
$" S(ontano)s Disco.ry o, 'ltrd Snsations in $ranc
:: !atr, a,tr yo) trid to /ak it stay, it &o)ldn+t stay )(, 1)t it did stay lik t"at,
>t" "l o, "r "and rstin* li*"tly on "r la( &it" "r ,in*rs )(li,td? (r,ctly
co/,orta1l. %ntil yo) told / to ,l (r,ctly co/,orta1l, and all o$ a s!dden it as
tired and ent don.
E: F'll o, a s)ddn it &as tird ...F $"at is an i/(ortant larnin*. 'nyt"in* ls t"at
yo) can rcall8
:: Ys. $" *oin* do&n o, /y "ad, &"ic" I &o)ld "a. said &as .ol)ntary 3c(t t"at
yo) said it &as *oin* /or slo&ly t"an it co)ld .ol)ntarily. May1 it &as, and it &as
sort o, t)rnin* itsl, &it" /y 1rat"in*. I /an, I &asn+t tryin* to say anyt"in* &it" it,
rally. I startd it do&n .ol)ntarily, I s)((os, 1ca)s yo) told / to. B)t I don(t
"no hy it ent s)oothly.
E3 It &as so .ry )ni/(ortant ,or yo) to kno& hy it &nt s/oot"ly. It &as .ry nic
t"at yo) "ad t" ida t"at yo) ti/d yo)r "ad /o./nt to yo)r 1rat"in*.
:: 'nd t" 1rat"in* I did noticGat t" 1*innin* yo) said it "ad c"an*d, 1)t I did
not notice it "ad. B)t I did notic latr, &"n t" "ad &as *oin* do&n, t"at the
*reathing as sort o$ )ore li"e sleep *reathing. I /an, it &as a /or rla3d kind o,
1rat"in*.
E) 6his se!tion !ontains many beatifl statements from a blind person. 2he is trying to
tell yo "hat movements mean to her and ho" she senses reality.
R) 0o did not kno" that yor re&est for !omfort "old have the effe!t of fla!!id
rela%ation# bt that "as her o"n ni&e and individal response. +erhaps that is "hy
her hand "oldnAt levitate or maintain a !atalepsyDshe "as too rela%ed. /t "as that
an important learningJ
E) EAll of a sddenE means that she sddenly noti!ed the violent !ontrast of sensations
in her hand bet"een a tran!e !ondition and being more a"ake.
R) * see# it is a ratifi!ation that a tran!e effe!t "as e%perien!ed3it is a self3ratifi!ation of
tran!eK
E) A ratifi!ation independent of my "ordsK 0o donAt normally asso!iate the trning of
yor head "ith yor breathing# bt blind people do. 0o look arond to see if someone
else is in a roomF the blind listen for breathing. ;hen she says# E* donAt kno" "hy it
"ent smoothly#E she is again verifying the tran!e !ondition. 2he did not nderstand an
altered movement. 2he kno"s her movements# bt here is a brand3ne" movement.
R) 8er not nderstanding an altered movement# movement that is alien to her habital
pattern# is des!ribed by yo as a tran!e !ondition. 6his spports or analysis of tran!e
as a !ondition "herein the patientAs habital and familiar mental setsDthe str!tring
fn!tion of their left3hemispheri! !ons!iosnessDis minimal.
E) 8er re!ognition that Ethe breathing "as sort of more like sleep breathingE is another
ratifi!ation of tran!e.
$" Pro1l/ o, Rati,yin* $ranc ,or Modrn Conscio)snss:
'ltrd E3(rinc and $i/ Distortion
E: $"at+s ri*"t. 'nd yo)+r s)r yo) ar &id a&ak no&8
:: Ys.
E: No do)1ts9
:: Do yo)8 Yo) did not kno& &"t"r ti/ &as contractd or 3tndd, 1)t I don(t
"no i, it &as it"r on, 1)t o, co)rs I don+t rally kno&.
E: 7"at ti/ do yo) t"ink it is ri*"t no&8
:: 7"at ti/ did I *t "r, do yo) kno&8
E: Ys.
:: 7ll, I &o)ld say it+s 1n "al, an "o)r.
E: Ho& ar yo) in notin* t" (assa* o, ti/ ordinarily8
:: So/ti/s .ry *ood, and so/ti/s I can 1 t&o "o)rs o,,. I t"ink it )s)ally
d(nds on &"t"r I a/ doin* ,a/iliar t"in*s. 7"n I+/ doin* ,a/iliar t"in*s,
(artic)larly i, t"r "as 1n so/t"in* lik an intrstin* disc)ssion or (layin* &it"
t" kids and t"r arn+t any ti/ )nitsGt"n I can 1 &ay o,,.
R) *n this se!tion and the previos one yo are both involved in the interpretation of
e%perien!e that is so !hara!teristi! of the initial session of many highly intelle!tali<ed
patients. 8er left hemisphere# "ith its !hara!teristi! limitations# tried to point ot ho" it
"as a"ake in its normal state at all times. 0o try to !ast dobt on that appraisal by
sear!hing for eviden!e of time distortion. * believe yo both may be right# ea!h in yor
o"n "ay. 8er left hemisphere is !orre!t in the sense that it "as present and Enormal#E
at least o!!asionally# in its observer fn!tion. 8er left hemisphere does not reali<e#
ho"ever# that in sspending some of its ordinary dire!ting and !ontrolling fn!tions
dring Etran!e#E other modes of fn!tioning $all the !lassi!al phenomena of hypnosis'
may have be!ome manifest in "ays that its observer fn!tion !old not re!ogni<e. 0or
task as the hypnotherapist is to someho" ratify that altered e%perien!es have taken
pla!e "ithot so alerting her left hemisphere that it prevents these altered e%perien!es
from happening again. 0o make a move to this end by attempting to ratify tran!e via
an altered time sense in tran!e.
E) 0es. A blind person !annot tell time visally. 6hey do it by the amont of movement#
e%ertion# the amont of tiredness or the la!k of it. 6his !an also be e&ated "ith
interest and pleasre. 0o !an e%pand time by being bored and !ontra!t time by being
interested. A blind person !an never se visal !es for time e%perien!e# so it is a
totally different thing. 6ime is measred by breathing# >st as yo measre a drink on a
hot smmer day atomati!ally by the nmber of s"allo"s. :nly yo donAt kno" it.
'ltrd Snsations in $ranc: $o)c"
E: No&, &it"o)t c"an*in* anyt"in*, I &ant yo) to notic t" di,,rnc in snsations,
t" snsations &ill 1 di,,rnt in yo)r "ands. >Pa)s? Can yo) dscri1 t"at
di,,rnc8
:: 7 o1.io)sly kno& t"r is a di,,rnc &it" t" (osition o, t" "ands. $" l,t
"and "as a certain odd $eeling in the le$t $inger.
E: $"at+s ri*"t.
:: Sort o, t" kind o, lack6o,6snsation ,lin*.
E: $"at+s ri*"t.
:: E3c(t it also $eels as i$ there is so)ething rapped aro!nd the). It is "ard to
dscri1 it.
di,,rnc 1t&n yo)r l,t and ri*"t "and. Ho& lon* "as t"at )n)s)al snsation 1n (rsnt8
:: I don(t "no. I didn+t (ay attntion. 7"n on "and &as s)((osd to 1 *oin* )(, it &as not
t"r. B)t t"r is no 5)stion t"at t" "and dcidd to ris )(, 3c(t it rally co)ldn+t /ak it.
E) 6hatAs a blind personAs des!ription. 2he first mentions a position of the hands in
terms of geographi!al lo!ation before she !an attend to feeling in the hand. A sighted
person !an see "here his hands are. 8e doesnAt have to lo!ate his handsF he sees
them. And that visal orientation is so rapid he doesnAt kno" he has made it. A blind
person has to lo!ate the hands physiologi!ally.
EA !ertain odd feeling in the left fingerED"hat is she saying thereJ 8o" does a blind
person feel thingsJ * have to note the feeling in this finger. 6his finger# and this finger#
and this finger. A sighted person doesnAt pay any attention to the sensation bet"een
one finger and the ne%tF he doesnAt need to. A blind person has to. 8o" does yor hand
feel if yo are blindJ 6he hand is a feeling# sensory organ re!eiving things. 8o" "old
yo feel if yor hand "as E"rappedE pJ
R) 6hat then is another tran!e effe!t. *f it feels Eas if there is something "rapped
arondE yor hand# yo are not feeling or re!eiving normally. 2o her very important
organ of to!h "as sealed off as a reslt of tran!e.
E) :nly roghly sealed off be!ase she !an feel the "rapping# bt there "as an altered
sensation de to tran!e.
R) /t even "ith a sighted person all these alterations in feeling# sensation# and
per!eption are verifi!ations of the tran!e !ondition for yo. 6hat is "hy yo donAt have
to give !hallenges or other kinds of tests# be!ase yo have learned throgh
e%perien!e that these altered sensations are all indi!ations of tran!e.
!an*)a* as a Cl) to t" Snsory6Prc(t)al Di,,rncs Bt&n
t" Blind and Si*"td: Halin* and !o.
:: $" tnsion &as t"r and t" l1o&, and t" coolnss &as t"r in t" Pal/, and
t"at told / t"at t"at (art o, t" ar/ "ad *on )(. B)t t" ar/ &o)ldn+t *o )(.
E: 'H ri*"t. No&, &"at do yo) t"ink is odd a1o)t t"at li,tin*8
:: Not"in*. I /an, a((arntly it didn+t "a((n, 1)t t"at+s "o& I ,lt it "a((n.
E: Ordinarily, &"n yo) ,l yo)r ar/ li,tin*, it is li,tin*.
:: Not al&ays. I+. occasionally had to iggle a $inger to $ind o!t here )y hand as
$or s!re/ 1ca)s I "a. (layd aro)nd to s i, I co)ld "y(noti0 /ysl,. 'nd i, I ()t
t"at "and o)t t"r and concntrat on it or so/t"in*, I cannot "no $or s!re
&"t"r it is or not >l.itatin*?,
E: 'll ri*"t, no&. !t / stat on (ro1l/ t"at yo) ar *oin* to ,ac. Yo) "a.
larnd to rly on yo)r ars to dtct t" dirction o,, lt+s say, a /o.in* car, t"
(rsnc o, a (rson, t" dirction in &"ic" a .oic co/s. $"at *o*ra("ical
orintation is *oin* to control yo) to a lar* d*r i, yo) don+t kno& "o& to /ak
s(ontano)s /o./nts s)c" as t" si*"td (rson /aks. B)t yo) can /ak t"/.
Yo) 4)st did.
:: Yo) /an I 4)st noddd /y "ad8
E: Ys.
:: I don(t "no t"at yo) &o)ld call t"at spontaneo!s/ act)ally.
E: It &as not calld ,or.
:: No, it &asn+t calld ,or.
E: $"at+s s(ontano)s. 'nd yo) ar 3tr/ly a&ar o, 1odily /o./nts.
E) 6his is the langage of a blind person. 6ension in elbo" and !oolness in palmF no
sighted person is ordinarily that sensitive to sensations. Noti!e that she Eo!!asionally
had to "iggle a finger to find ot "here my hand "as for sreEK 6hatAs a !lear e%ample
of movement in the blind to determine position. 6hatAs "hy * tell yo langage means a
lotK
R) 6his "hole session is an e%ample of the different meanings "ords !an have for
different people. 8o" sensitive and skilled the hypnotherapist mst be!ome to deal
"ith these different meanings for people "ith handi!aps# spe!ial talents# so!ial and
!ltral differen!esK ;e all seem to have or o"n spe!ial langage) 6he 6o"er of
/abel is here and no". *Am !oming to believe that the ordinary everyday !onversation
"herein "e do not pay attention to these differen!es may be a !omedy of errors in
"hi!h "e !ontinally bon!e off of ea!h otherAs pro>e!tions and idiosyn!rati! meanings.
A real relationship is hard to find. ;hen it does develop# ho"ever# "e do have those
spe!ial moments of !ommnion that permit srprisingly effe!tive responses to take
pla!eD healing as "ell as love.
D.lo(in* N& Ind)ction $c"ni5)s: Hy(nosis D,ind as a
$c"ni5) o, Co//)nication %tili0in* ')to/atic Rs(onss
E: B)t t"at rally isn+t i/(ortant 1ca)s it is a ne "ind o$ learning going into a
trance. 'nd yo) don+t "a. to kno& any o, t" larnin*s t"at yo) nd. Yo) can *t
kno&ld* &it"o)t d(ndin* on a conscio)s )ndrstandin* o, &"at it is. H H H '
c"ild+s 1ody tlls "i/ "o& /any s&allo&s ,or a *ood drink 1,or " "as a c"anc to
a1sor1 /)c" o, t"at &atr. Do yo) )ndrstand8 So yo) don+t nd to 1 any /or
a&ar o, yo)r larnin* t"an a c"ild is o, t" n)/1r o, s&allo&s o, &atr. H H H
R) *tAs the hypera"areness and e%tra training in body movements that make hand
levitation a rather inappropriate te!hni&e to se "ith blind sb>e!ts. 6his thro"s an
added light on the development of ne" ind!tion te!hni&es. *nd!tion te!hni&es
sally !enter arond the operator making !onta!t "ith a response system "ithin the
sb>e!t that sally takes pla!e in a more or less involntary or spontaneos manner.
6he sb>e!t does not have too many asso!iative !onne!tions bet"een his !ons!ios
mind and the n!ons!ios that sally !ontrols the more or less involntary system.
0et there are some !onne!tions that the operator !an pi!k p and tili<e m!h to the
sb>e!tAs srprise.
E) 0es# * think thatAs right. 6he blind person is oriented to movement and to!h and no
visal !es. 6he sighted person relies on visal !es and disregards movement and
to!h.
R) 2o movement and to!h are more atonomos in the sighted# and the
hypnotherapist !an gain !ontrol over them more easily. 6hatAs "hy yo find that hand
levitation and the approa!hes to !atalepsy are so effe!tive in ind!ing tran!e in
normally sighted individals.
E) 0o sear!h ot for those things that are pe!liar to the person. (or e%ample# "ith a
sttterer "ho is not interested in spee!h therapy $he has a!!epted his sttter'# yo "ill
have a m!h more diffi!lt time sing free spee!h to pt him in a tran!e than if yo
sttter yorself.
R) *f the therapist sttters# he gains better entry into the stttererAs o"n asso!iative
patterns.
E) 6hatAs rightK 6hogh yo have to be sre yo make the sttter not too apparent. 0o
make it look as if yo are not &ite sre of "hat yo are going to say or ho" to say it.
/t yo are not trying to sttter.
R) Like"ise "ith the obsessive3!omplsive personJ
E) 0o phrase things obsessively and !omplsively# and that "ill fa!ilitate ind!tion. *n
other "ords# yo adopt the individal style and !ltre that yo re!ogni<e in the patient.
(or a farmer yo thro" in a fe" !ontry "ordsF for a la"yer a fe" legal terms. /t
never obtrsively.
R) 0o adapt yorself to the patientAs mental milie.
E) Hypnosis is a techni%ue of communication (hereby you mae a'ailable the 'ast
store of learnings that ha'e been ac%uired$ the usefulness of (hich lies primarily in the
(ay of automatic responses. *n hypnosis "e make a dire!t !all on these learnings that
have been dropped into the area of atomati!ally available learnings.
R) Therefore you could de'elop any number of ne( techni%ues of hypnotic induction
by learning ho( to recogni+e and utili+e in a sub2ect past learnings that no( function in
an automatic or semiautonomous manner.
Str)ct)rd Hy(notic '/nsia .ia 2)stions
E: No& &"at ti/ do yo) t"ink it is8
R) 7id yo slip in this &estion abot time here to distra!t her from the sb>e!t at handJ
2he seems to be in a bit of a restless mood# so yo make an important statement and
then a!tally distra!t her before she !an dispte it. *n this "ay yor statement remains
"ithin herD"ithot her !ons!ios biases having an opportnity to debate and possibly
negate it.
E) 0es. 6hatAs the "ay yo !hange a sb>e!t &i!kly) Ask a &estion. 6here is
something else involved here. 0o ask a &estion# and then before an ans"er !an be
given# yo say a lot of meaningfl things# and then yo go ba!k to the original &estion.
0oAve thereby dra"n a blanket over the meaningfl materialF yoAve pt a parenthesis
arond it. 6his is a very important prin!iple of prod!ing hypnoti! amnesia in order to
prevent the patientAs !ons!iosness from negating meaningfl sggestions.
R) 2in!e it is so !areflly str!tred by the therapist# "e !all this a structured amnesia$
in !ontrast to the spontaneos or sggested types of hypnoti! amnesia that are sally
dis!ssed in the literatre.
E) ;hen * ask her "hat time it is the se!ond time in this se!tion# she has to go ba!k to
the original asking of that &estion several se!tions ba!k. $2ee se!tion entitled E6he
+roblem of Ratifying 6ran!e for =odern Cons!iosness) Altered E%perien!es and 6ime
7istortion.E' 2o everything that o!!rs bet"een the t"o identi!al &estions is as if
!overed by a blanket.
Dyna/ics o, 2)stions and 'ns&rs: Con,)sion -acilitatin*
Crati. -l)3
E: No&, yo)r c"in didn+t to)c" yo)r drss, did it8
:: No. I &as c)rio)s, I didn(t e#en "no i, it co)ld9
R) 0o didnAt let her ans"er yor &estion from the last se!tion. ;hyJ
E) 0oAre keeping them off balan!e by asking and not ans"ering &estions. 0o are
keeping them rea!hing ot hopeflly.
R) 0o are keeping their !ons!ios biases off balan!e# and yo keep an e%pe!tant and
re!eptive attitde so yo !an deposit important sggestions they "ill then sei<e pon.
E) 0es# they "ill retain them better.
R) 0o donAt give people a !han!e to e%perien!e !losre by ans"ering their &estions.
E) 6hatAs rightK /e!ase on!e a &estion is ans"ered# that !loses and disposes of it.
R) No more learning !an take pla!e. 0o keep all &estions open and keep learning at
a high pit!h. 6his is an aspe!t of yor se of !onfsion) to keep a patientAs learned
limitations in fl% so there is a greater possibility of the n!ons!ios intrding "ith a
ne" and more !reative response $Rossi# 19,4a# 19,1b'.
Rati,yin* $ranc .ia '/nsias
:: $"n I &antd to ask yo), hich chin%
E: I /ntiond a/nsia t"r to Dr. Rossi.
:: Ys, yo) /ntiond conscio)s a/nsia, and I (rs)/ t"at yo) /ant I &o)ld not
r//1r, 1)t I don(t "no ,or s)r i, t"at is &"at yo) /ant.
R) Again yo donAt ans"er her abot E"hi!h !hinJE
E) 2he is self3!ons!ios there. 2he doesnAt kno" really "hat she looks like# "hat her
"eight is# she doesnAt really kno". 2he is telling yo in that &estion# E* donAt kno" "hat
my !hin looks like. * have heard of doble !hins# triple !hins. /t * donAt kno".E *t is an
n!ons!ios &estion# a betrayal of a la!k of physi!al kno"ledge of herself.
6hen * go ba!k to the sb>e!t of amnesia. All along * "ant her to develop as many
amnesias as possible.
R) ;hyJ
E) /e!ase the more of my !ommni!ations that are in her n!ons!ios# the better she
"ill be as a hypnoti! sb>e!t.
R) 6he more amnesia yo are able to obtain# the better the sb>e!t. 2o amnesia is not
only a !riterion of tran!e# bt it fa!ilitates ftre tran!e "ork. /e!ase it is a fn!tion of
atonomos or involntary behaviorJ
E) 0es# and it is being eli!ited by yo and named by yo# and it is be!oming a part of
their personal e%perien!e. A patient no longer has any dobts abot the tran!e.
$" FI Don+t Eno&F St -acilitatin* '/nsia: #oic !oc)s to t"
Conscio)s and %nconscio)s: Indirct $ranc Ind)ction
E: No& yo) "ad lost yo)r 1ody snsation, and yo) .acillatd ,ro/ ri*"t to l,t in t"
do&n&ard /o./nt o, yo)r c"in.
:: Did I8 $"is I did not "no.
E: 'nd yo) s"i,td yo)r &ay o, 1rat"in*Gso/ti/s /or on t" ri*"t sid, and t"n
/or on t" l,t. So I kn& t"at yo) did not kno& yo)r 3act ("ysical orintation.
Ri*"t no&, /o. yo)r c"in do&n and to)c" yo)r drss.
R) 2in!e the termination of tran!e she has been saying E* donAt kno"E more and more. *
"onder if yo "ere a"are of having this effe!t on her. G6he E*3donAt3kno"sE are pla!ed
in itali!s for the !onvenien!e of the reader.H
E) 0es# yo get them to say E* donAt kno"E by telling them they donAt kno" and asking
&estions they !annot ans"er. 6hey get a set for E* donAt kno".E
R) ;hy is that of valeJ
E) ;e develop an E* donAt kno"E set to fa!ilitate hypnoti! amnesia. *t is a re&est for the
sb>e!t not to kno"# bt she does not !ons!iosly hear the re&est as s!h. *t is not
desirable to say# E0o "ill forget that.E 6hey "old !ome ba!k "ith# E;hy shold *
forget itJE /t yo !an say# E0o may not remember it# yo may not kno" it.E 6hat gives
permission# bt it is not a !ommandDnor is it a demand. *t is a mere observation# bt
the fo!s "ords are spoken.
R) 0o !an fa!ilitate tran!e as "ell as amnesia by breaking p the kno"ing and
orienting aspe!ts of !ons!iosness.
E) 0es# * seem to bifr!ate the individal into the !ons!ios and n!ons!ios. ;hen *
say something# * may say it to the !ons!ios or * may say it to the n!ons!ios. *
!hange the lo!s of my voi!eF * tilt my head to one side to speak to the !ons!ios and
another side to speak to the n!ons!ios.
R) ;hen the sb>e!t is in tran!eJ
E) ;hen ind!ing tran!e as "ell as "hile the sb>e!t is in tran!e.
R) 0o se a different head lo!ation in speaking to the !ons!ios and n!ons!ios# and
people gradally be!ome !onditioned to that.
E) 0es# "ithot kno"ing itDbe!ase it is so sbtle they donAt noti!e it. At most it might
be taken to be a mannerism of the therapist. A sb>e!t !old "at!h yo hypnoti<e
someone else and >st think yoAve got a !ertain mannerism of trning yor head from
side to side. 6his observing sb>e!t then does not kno" "hy he is sddenly be!oming
sleepy# bt he begins to sense hypnoti! effe!ts. *t is the things * said to the other
personAs n!ons!ios that makes the observing sb>e!t sleepy# be!ase it gets right to
his n!ons!ios# too. 0o see# !ommni!ation is not >st "ords# it isnAt >st ideas. *t is
vo!al stimlation# aditory stimlation# and it is apparently leading some"here $e.g.#
dangling phrases# repetition# and then a !omplete senten!e'# !asing the patient to
rea!h ot.
R) 6hose dangling phrases# for e%ample# "old lodge in the patientAs n!ons!ios#
"old they notJ
E) 0es# be!ase there is no meaning that can be gi'en to them by the conscious mind
to close the door$ to close the chapter on them. 0o !an se shaggy dog storiesF they
are a marvelos te!hni&e. 6he person does kno" that yo "ill !ome to an end of that
damn story.
R) 8e "ants that damn endingK
E) 0es# he "ants itK Even if the ending is in him going to sleep. 6here is a desperate
desire for an end# a !losre. And maybe the !losre is EClose yor eyes.E * have sed
shaggy dog stories as a tran!e3ind!tion te!hni&e.
$ranc Rati,ication on an %nconscio)s !.l: Distractions and
'/nsia
:: No& yo) &ant / to /o. it do&n nor/ally. >S" dos so.?
R) 2he sho"s here that she is sensitive to the differen!e bet"een her tran!e and
normal head movements.
E) :nly she doesnAt kno" she told yo that. 2he sho"s by the differen!e in behavior
that there is another !ategoryF there is a horse of a different !olor# "hi!h is tran!e.
R) 0o do this very indire!tly "ithot getting her !ons!ios mind to openly a!kno"ledge
that this proves she "as in tran!e. ;hyJ ;hy not take the advantageDtell her this is a
proof of tran!eJ
E) *Am getting a"ay from her !ons!ios a!kno"ledgment. I0m not going to let her
conscious mind grab onto anything that she can dispute, 0o move a"ay from dispte.
R) *Ad have felt frstrated at the end of this session be!ase she did not feel she "as
really in tran!e. /t yo do not feel frstrated "hen a patient betrays eviden!e of
tran!e and yet does not a!kno"ledge it.
E) *f there is eviden!e of tran!e# their n!ons!ios kno"s it. * donAt have to prove itK 6oo
many operators try to save fa!e. * take one look at yo# and * kno" yo are a man. 7o *
have to prove to yo that yo are a manJ 6hat is a sheer "aste of time# and it aroses
a patientAs hostility.
R) /y trying to give !ons!iosness proofs of tran!e yo only give it more ammnition to
later fight against the idea of tran!e.
E) 6hatAs right.
R) 8o" deep "as this tran!e# by the "ayJ
E) Light to medim. 6he fa!t that she made no response to the barking dogDyo did
and * did# bt she did not.
R) 0o are not bothered by distra!ting stimliJ E) No. 6he important thing is the tran!e.
*f the patients "ant to listen to traffi! on the high"ay# fine. 6hey are still "ithin hearing
distan!e of me. 2o * donAt have to !ompete "ith my voi!e against those barking dogs#
the sond of the traffi!# the sirens that go byDthey do not eli!it a !hange in my voi!e
level. 0o remember a siren better "hen the professor had to raise his voi!e than "hen
he did not. 6here may be a !ommotion ot in the hall# bt yo do not raise yor voi!e
or give any eviden!e of noti!ing the !ommotion. At the end of the le!tre hor yo ask
the stdents individally# E7o yo kno" "hat that !ommotion "as otside the le!tre
roomJE 6hey respond# E;hat !ommotionJE
R) 6hey have an amnesia for it be!ase they had to attend all the more !losely to yo.
E) 6hatAs right. 0o did not give them a !han!e to see or respond or think abot it# sin!e
they had to attend to yo. 6he !ommotion only made it more imperative that they pay
attention to yo. 6hat means they have to go throgh a pro!ess of shtting ot that
!ommotion. 2o yo have prod!ed an amnesia "ithot ever having verbally sggesting
it in any "ay. 0or behavior to the !ommotion is a negative behavior.
R) *t is an absen!e of behavior that leaves an amnesia. 0o did not let the otside
!ommotion have any energy of attention# so it !old not be impressed pon memory.
E) 0es# yo have many opportnities to test that ot "hen yo are a"are of it.
D(otntiatin* Conscio)s Sts &it" t" $")/16Do/inanc
2)stion: Di,,ic)ltis in !arnin* t" Indirct '((roac"
E: 'r yo) ri*"t6t")/1d or l,t6t")/1d8
:: I+/ ri*"t6"andd so/&"at, 1)t I don(t "no a1o)t t")/1s.
E: P)t yo)r "ands a1o. yo)r "ad, and ()t t"/ (al/ to (al/, and t"n intrlac
yo)r ,in*rs. Brin* yo)r "ands do&n. No&, yo) notic t"at yo)r l,t t")/1 is on to(.
Yo) ar l,t6t")/1d.
:: Okay8
E: B)t I kn& t"at 1ca)s yo) &r sittin* in t"at (osition &it" yo)r t")/1s t"at &ay.
:: It is t" nor/al &ay I do it, 1)t I did not "no &"at d,ind ri*"t6 and l,t6t")/1d.
E: $"at+s ri*"t. I kno& Dr. Rossi lookd ,or it.
R: Ys, I did.
E: I+/ trainin* "i/ in o1sr.ation.
R: Ys, Dr. Erickson is car,)lly trainin* / to &atc". >So/ ,rindly con.rsation
taks (lac 1t&n Dr. : and Dr. R as t"y 1co/ ac5)aintd &it" on anot"r, and
so t" sssion nds. D)rin* t" closin* r/arks Erickson /ana*s to /ntion
cas)ally t"at Dr. : &as a1o)t a "al,6"o)r o,, in "r ti/ sti/ations.?
E) *Ave shifted her here to an entirely different frame of referen!e far removed from
tran!e# from amnesia# and it is interesting# too. 2he a!!epted orders previosly# and
no" she is still in high gear for a!!epting orders. 2he is still re!eiving orders# and she is
interestedK
R) 6his &estion abot "hether one is right3 or left3thmbed is the !losest yo get to a
standard operating pro!edre. 6he patientsA !ons!ios minds sally do not kno" the
ans"er# bt their n!ons!ios minds kno"Das eviden!ed by the interlo!king of their
hands and fingers "ithot looking. 0or silent impli!ation is that their n!ons!ios does
kno" more than their !ons!iosness# and their o"n behavior proves it. 0o donAt bother
to belabor this impli!ation by a dis!ssion of it. 6he n!ons!ios impli!ation is more
effe!tive as a means of dethroning the hbris of !ons!iosness.
E) 0es. * hope yo are starting to get an idea of "hat hypnoti! !ommni!ation is.
R) ;ell# if *Am not getting it# it is be!ase of my o"n limitations# and not de to any la!k
of effort on yor part. *t is a strain for me to shift gears from my psy!hoanalyti! training#
"here * only learned to re!eive messages# to yor approa!h of a!tively !ommni!ating
"ith others on an indire!t level. *t is hard "ork learning to fa!ilitate !hanges in patientsA
frames of referen!e# rather than simply dealing "ith the !ontents of their
!ons!iosness. 0o are !onstantly operating on an indire!t level# "here yo help
patients reframe the !ontents of their !ons!iosness. Conventional therapists sally
only deal "ith the !ontents of !ons!iosness rather than the pro!edres for reframing
those !ontents. 6hey ask and ans"er &estions in a perfe!tly straightfor"ard manner
on the ob>e!t level# rather than engaging the patients on a metalevel in order to make
more of their potentials available to them. 6he effe!tiveness of this approa!h is very
m!h dependent on yor sbtlety. *t "old not "ork if the patient kne" "hat yo "ere
doing.
*n my initial efforts to se this approa!h *Ave !ome off rather badly be!ase * "as not
natral "ith it. +atients immediately sensed that * "as not ans"ering their &estions. *
"as# for some reason or other# proposing riddles# talking in metaphors# et!. Rather than
reframing the !ontents of their !ons!iosness# * only a!!omplished the reverse) 6hey
be!ame alerted $and some alarmed'# "ondering "hat "as p.
Postscri(t: Indirct $ranc !arnin* to Rly on %nconscio)s
Mc"anis/s
E: Dr. Z really did learn a sizable amount in this first session, even though it was not apparent to her at
the time. A week or so later she casually remarked to rs. Erickson that for some unknown reason she
was able to walk on the street more easily!walking down the street was different in some way. "t was
easier#
$: %he had learned to rely on unconscious mechanisms more. %he learned to let go of conscious
controlling. %o you got through to her in this session after all#
E: " got through# %he was so pleased to have a totally new e&perience of walking on the street.
$: %he really learned to let go. 'ow, you did not know in what way she was going to e&perience her
new hypnotic learning, but you knew something would happen.
E: " wanted her to learn to use her unconscious. " did not know where or how, and " did not try to tell
her where or how.
$: (ou let her unconscious figure out its own way.
E: And she was so surprised that she wanted to share it with us. %he also remarked that that chair in
which she sat was somehow different.
$: Actually, her body was responding differently to it, with more spontaneity. As " recall, she did have
a fairly rigid way of holding herself, but that is all beginning to soften now.
E: )hat*s right, she was e&periencing sitting and walking more in the sighted way.
$: %he now has more of a casual spontaneity, relying more upon unconscious mechanisms rather than
consciously directing every movement. %he did not know that is what she was coming for, but that is
what she was getting. )his is an e&cellent e&ample of indirect trance learning: )he occurrence of
optimal learning in trance, whereby the hypnotherapist loosens the inhibiting influence of the patient*s
overly rigid conscious sets, which then leaves the creative unconscious free to change behavior in its
own way and in areas that are most appropriate for the patient at that time.
SEC$ION III
Ido/otor Si*nalin* in Hy(notic Ind)ction and $"ra(y
'. IDEOMO$OR MO#EMEN$S 'ND SIGN'!ING IN
HIS$ORIC'! PERSPEC$I#E
6he mystery of ideomotor movements and signaling has been dis!overed# forgotten# and
redis!overed in many forms throghot hman history. 6hat the mind !old signal ans"ers or
responses that "ere apparently otside the !ontrol of !ons!iosness has al"ays been a
mystery. /eing a mystery# it has sally been asso!iated "ith the o!!lt# magi!# or those "ith
Espe!ial po"ersE in relation to the gods. ;e !annot "rite a !omplete history of ideomotor
movements and signaling be!ase the ne!essary s!holarship has not yet been done in this
field. 8o"ever# "e !an otline three salient periods of this history.
+8A2E :NE) 6he An!ient and =edieval +eriod of +rophe!y 7ivination and# magi!
+8A2E 6;:) Chevrel and the *deomotor =ovement) 6heories of 8ypnosis in the
18..s
+8A2E 68REE) Clini!al *nvestigations of *deomotor 2ignaling in the 19..s
PH'SE ONE:
$" 'ncint and Mdi.al Priod o, Pro("cy, Di.ination,
and Ma*ic
*f "e !onsider all the histori!al forms in "hi!h apparently prposefl movement and
behavior "ere !arried ot "ithot normal a"areness# "e "old find orselves "ith an
inventory of most of the !lassi!al forms of hypnoti! behavior. 6hese are the so3!alled
atomatismsDapparently prposefl behavior that is !arried ot "ithot normal a"areness.
2in!e an!ient times phenomena s!h as somnamblism $sleep"alking'# visions $visal and
aditory hall!inations'# prophe!y and Espeaking in tongesE $atomati! spee!h'# spirit
"riting $atomati! "riting'# possession $mltiple personality'# mysti!al ritals# and dan!e
$atomati! body movements' have been regarded "ith fas!ination. (re&ently they have
been asso!iated "ith healing on the physi!al as "ell as the spirital plane. 2ome for!e#
agen!y# or kno"ledge otside of manAs sal range of a"areness "as fond to have
therapeti! vale "hen all the reglar !hannels of !ons!ios behavior "ere fond "anting.
6hese approa!hes to healing "ere "ell developed in an!ient times before the birth of Christ. 6he
+apyrs Ebers# "ritten 1I.. /.C.# des!ribe magi!al in!antations and ritals that pla!ed patients in
altered states for healing. 6he Egyptian sleep temples of *sis and 2erapis as "ell as the sleep
temples dedi!ated to As!lepis and Apollo in Cree!e abot -.. /.C. tili<ed somnamblisti!
states to reali<e healing.
*n the =iddle Ages the Ehealing to!hE "as sed as a method of faith healing "hen the
physi!al medi!ine !old offer no help. Alberts =agns $14.5,3148.'# +ara!elss $1-91,3
1I-1'# and Robert (ldd $1I,-3151,' tili<ed in!antations# faith# and magnetism to effe!t
!res. 6he !ommon denominator of all these approa!hes# ho"ever# "as re!ogni<ed by
nmeros athors throghot the =iddle Ages to be the imagination $Ld"ig# 195-'. 6oday
"e !an re!ogni<e ideomotor and ideosensory responses as being the basis of these effe!ts
of imagination) An idea !an give rise to motor $behavioral' and sensory responses to "hi!h it
is asso!iated. 6he idea of moving a part of the body a!tally gives rise to nre!ogni<ed bt
measrable motor responses in that part of the bodyF the idea of falling !an a!tivate an%iety
responses of the atonomi! nervos systemF the "ord lemon easily !on>res p an image
and sensory responses in most people.
+hysi!ians# priests# and prophets "ho possessed the ne!essary self3!onvi!tion
regarding their ability to a!t as !hannels for divine or metaphysi!al for!es "ere able to
a!tivate this !onvi!tion "ithin their patients. *n trn# the patientsA n!ons!ios pro!esses
"ere fre&ently able to find and fa!ilitate the ne!essary internal symboli! and ideodynami!
pro!esses to effe!t a !re. 6he rational left3hemispheri! mind did not nderstand ho" s!h
!res !ame abot. ;e "old say today that the !res "ere mediated by n!ons!ios
pro!esses of the right hemisphere that have a !lose relation to bodily and psy!hosomati!
pro!esses. 6he imagisti!# mythopoeti!al# symboli!# astrologi!al# nonrational# and seemingly
fantasti!al belief systems that be!ome asso!iated "ith these n!ons!ios !res appear
totally erroneos to or modern s!ientifi! mentality. *t is >st possible# ho"ever# that these
early symboli! systems are refle!tions or pro>e!tions of nonrational forms of right3
hemispheri! mentation that effe!t psy!hodynami! transformations that !an reslt in genine
!res. BngAs stdies of al!hemy and the early gnosti! and mysti!al systems seem to be the
only modern# systemati! investigations that take this possibility seriosly $see Bng#
Collected &ors$ ?ols. 8# 9# 14# 11# 1-# 18'.
PH'SE $7O:
C".r)l and t" Ido/otor Mo./nt $"oris o,
Hy(nosis in t" ;KLLs
6he first phase# "herein ideomotor and ideosensory responses "ere taken as a
manifestation of Espe!ial po"ers#E began in an!ient times and ended only tentatively in 18I-#
"hen Chevrel pblished his e%perimental !riti&e of the e%ploratory pendlm and
divination devi!es. *n this !riti&e he provided a !orre!t interpretation of ideomotor
movements as minte ms!le responses set in motion by the nre!ogni<ed thoghts of the
sb>e!t. ;e say that this first phase Eended only tentativelyE be!ase even today# of !orse#
many people still hold an essentially magi!al vie" of these movements "hether their sor!e
be from a spe!ial spirital inspiration or an all3kno"ing and infallible En!ons!ios.E (rom the
time of Chevrel on# ho"ever# ed!ated "orkers have nderstood that the me!hanisms of
ideomotor and ideosensory responses reside "ithin the sb>e!t# thogh nre!ogni<ed
be!ase the responses are atonomos in their fn!tioning.
6his se!ond period of or history of ideomotor movements is the !lassi!al period of
mesmerism and early hypnosis in the 18..s. 6he "ork of Chevrel prepared the Peitgeist for
!lini!al investigators like /raid and /ernheim# "ho re!ogni<ed that the essential natre of
tran!e and sggestion !old be e%plained as ideomotor and ideosensory a!tion. /ernheimAs
formlation $1885N19I,' is as follo"s $itali!s are ors'.
6he one thing !ertain is# that a pe!liar aptitude for transforming the idea recei'ed into an act
e%ists in hypnoti<ed sb>e!ts "ho are ss!eptible to sggestion. *n the normal !ondition# every
formlated idea is &estioned by the mind. After being per!eived by the !orti!al !entres# the
impression e%tends to the !ells of the ad>a!ent !onvoltionsF their pe!liar a!tivity is e%!itedF the
diverse fa!lties generated by the gray sbstan!e of the brain !ome into playF the impression is
elaborated# registered# and analy<ed# by means of a !omple% mental pro!ess# "hi!h ends in its
a!!eptation or netrali<ationF if there is !ase# the mind vetoes it. *n the hypnoti<ed sb>e!t# on the
!ontrary# the transformation of thoght into a!tion# sensation# movement# or vision is so &i!kly and so
a!tively a!!omplished# that the intelle!tal inhibition has not time to a!t. ;hen the mind interposes# it
is already an a!!omplished fa!t# "hi!h is often registered (ith surprise$ and "hi!h is !onfirmed by the
fa!t that it proves to be real# and no intervention !an hamper it frther. *f * say to the hypnoti<ed
sb>e!t# E0or hand remains !losed#E the brain !arries ot the idea as soon as it is formlated. A refle%
is immediately transmitted from the !orti!al !entre# "here this idea ind!ed by the aditory nerve is
per!eived# to the motor !entre# !orresponding to the !entral origin of the fle%ion. 6here is# then#
exaltation of the ideomotor reflex excitability$ (hich effects the unconscious transformation of the
thought into mo'ement$ unno(n to the (ill.
6he same thing o!!rs "hen * say to the hypnoti<ed sb>e!t# E0o have a ti!kling sensation in yor
nose.E 6he thoght ind!ed throgh hearing is refle!ted pon the !entre of olfa!tory sensibility# (here
it a(aens the sensiti'e memory5image of the nasal itching$ as former impressions ha'e created it
and left it imprinted and latent. This memory sensation thus resuscitated$ may be intense enough to
cause the reflex act of snee+ing.76his passage !ontains the essen!e of the senior athorAs tili<ation
theory of hypnoti! sggestion8 6here is also# then# exaltation of the ideo5sensorial reflex excitability$
(hich effects the unconscious transformation of the thought into sensation$ or into a sensory image.
*n the same "ay the visal# a!osti!# and gstatory images s!!eed the sggested idea. . . .
6he me!hanism of sggestion in general# may then be smmed p in the follo"ing formla)
increase of the reflex ideo5motor$ ideo5sensiti'e$ and ideo5sensorial excitability. . . . 6he ideo3refle%
e%!itability is in!reased in the brain# so that any idea re!eived is immediately transformed into an a!t#
"ithot the !ontrolling portion of the brain# the higher !entres# being able to prevent the transformation
$19I,# pp. 11,3119'.
*n his 9e la .a%uette 9i'inatorie $18I-' Chevrel do!mented many forms of ideomotor
phenomena# bt it is diffi!lt to say "here they all originated. *t is said# for instan!e# that in
the /la!k (orest of Cermany# dring the =iddle Ages# it "as traditional to dete!t the se% of a
!hild in tero by having the e%pe!tant mother hold her "edding ring sspended on a string
over her abdomen. An apparently spontaneos movement in one dire!tion indi!ated one se%#
"hile a movement in another dire!tion indi!ated the opposite se%. 6his# of !orse# "as a
pre!rsor of "hat "e today kno" as the Chevrel pendlm.
Ale%ander 7o"ie "as an itinerant prea!her in the !olonial days of Ameri!a "ho "old
enter the ma>or saloon of a to"n and offer to dete!t thieves and mrders. 8e "old have all
present pla!e their hands palm do"n on the bar. 8e "old mention a re!ent lo!al !rime and
then e%hort them to the effe!t that the gilty one "old not be able to keep his inde% finger
flat on the bar. :r perhaps it "old be the thmb or the little finger that "old give a"ay the
gilty person. 6his pro!edre easily &alifies as the neatest early lo"3!ost lie3dete!tion
devi!e on re!ord and# of !orse# is a pre!rsor of the finger3signaling approa!hes "e se
today.
6he Ethoght3readingE games of ?i!torian England# "hi!h are even today a part of the
sto!k and trade of magi!ians and Epsy!hi!s#E also fit or !ategory of ideomotor signaling. 6he
Epsy!hi!sE !laim that they !an read minds. :ne might ask all those present in a room to
de!ide on an ob>e!t to be !on!entrated pon. 8e then enters the room and sele!ts one of
those present to a!t as his gide. 6he Epsy!hi!E gently grasps the gideAs "rist and lets
himself be led abot the room. /y being sensitive to the involntary ideomotor movement of
the gideAs "rist# hand# and arm# the Epsy!hi!E soon is able to establish the area of the ob>e!t
of his sear!h. /y "eaving ba!k and forth "ith the gideAs involntary mi!romovements
$nre!ogni<able to the gide or any others present' as his dete!tor# the Epsy!hi!E is soon
able to make an a!!rate gess abot the ob>e!t. 8e !laims to have read the thoghts of the
gropF a!tally# he read the ideomotor movements of his gide.
*deomotor movements# of !orse# are responsible for s!h phenomena as the :i>a
board. 6he operatorAs n!ons!ios or partially !ons!ios "ishes are transmitted by
nre!ogni<able ideomotor movements from the fingertips that are gently pla!ed on the
boardAs srfa!e to the movable pointer that spells ot a message by pointing to different
letters or "ords "ritten on the board. *n a more ar!ane "ay the fall of yarro" sti!ks or the flip
of !oins are also ideomotor !omponentsF together "ith the pro!ess of psy!hologi!al
pro>e!tion# they fa!ilitate the se of an!ient ora!les s!h as the * Ching.
2!h pro!edres have srvived for hndreds and even thosands of years pre!isely
be!ase they !an# nder proper !ir!mstan!es# fa!ilitate the evo!ation of interesting and
valable ideasD*deas that are n!ons!ios or only partially nderstood# bt "hi!h !an be
pro>e!ted by s!h pro!edres into fll !ons!ios nderstanding. 6he problem "ith s!h
pro!edres is that the responses obtained are sometimes a!!epted n!riti!ally as some sort
of ltimate EtrthED"hether from Cod# the o!!lt po"ers# or the modern notion of the
!reative n!ons!ios. *deomotor responses are in fa!t simply another response system of
the individal. 6here is no a priori reason for regarding ideomotor responses as more valid
than any other response system $s!h as logi!al thinking# intition# feelings# dreaming# et!.'.
*n many individals# ho"ever# ideomotor responses !an provide information that is
EsrprisingE to that individalAs !ons!iosness. 6his simply means that the Esrprising
informationE "as "ithin the individalAs system bt not flly re!ogni<ed or !onsidered by
!ons!iosness. 6he srprising ideomotor responses# therefore# provide individals "ith
a!!ess to sor!es of information "ithin themselves that they "ere na"are of or blo!king ot
for one reason or another. 6he ideomotor responses are not ne!essarily more valid than
other response systems# bt they represent another sor!e of information that !an lead
some individals to make a more ed!ated !hoi!e on some important matter be!ase they
no" have a more !omplete inventory of information from their systems.
*deomotor signaling# then# !annot be sed as the only sor!e of information for important
de!isions. *t is simply one of many sor!es of information that !an !ontribte to a de!ision.
;hen the individal does not no($ ho"ever# or "hen the individalAs consciousness is
confused$ ideomotor responses !an make a more important !ontribtion. ;hen rational
thinking# intition# feelings# et!. all fail an individal# then ideomotor signaling may be the only
!lear and in!isive sor!e of information for de!ision3making. /t even nder these
!ir!mstan!es information from ideomotor responses shold be !he!ked and balan!ed by
the !ommon sense and overall nderstanding that a therapist has of the individal being
&estioned.
Bst as rational thinking# intition# feeling# dreaming# et!.# may ea!h have ni&e sor!es
of information for response# so ideomotor signaling may !ome from sor!es "ithin the
individal that are not tapped by any other response system. ;e do not at present kno"
e%a!tly "hat these sor!es are# >st as "e obviosly do not kno" all the sor!es !ontribting
to other response systems $rational thinking# et!.'. /e!ase of the high probability that
ideomotor responses have ni&e sor!es of information "ithin the individal# ho"ever# it is
important that "e !ontine to e%plore them and develop ne" pro!edres for re!eiving them
more sensitively and a!!rately and "ith ade&ate means of validating them.
PH'SE $HREE:
E3(ri/ntal and Clinical In.sti*ations o, Ido/otor
Mo./nts and Si*nalin* in t" ;MLLs
6he ideomotor and ideosensory formlations of tran!e and sggestion of the 18..s
!arried over into the 19..s and provided the basis for m!h modern e%perimental "ork. 6he
senior athor began his stdies of hypnoti! phenomena as an ndergradate in 1941#
"orking in 8llAs laboratory at the 9niversity of ;is!onsin $Eri!kson# $195-b'. 6hese stdies
helped initiate a program of resear!h that eventated in the pbli!ation of 8llAs important
book# Hypnosis and Suggestibility:An Experimental Approach $1911'. 6hat effort "as to
investigate hypnoti! phenomena e%perimentally "ith the developing methods of e%perimental
psy!hology and to integrate the !on!epts of hypnosis "ith those of basi! learning theory and
behaviorism. (or e%ample# ideomotor movements a!tally provided m!h of the fondation
of behaviorism "hen it "as postlated that sbvo!al or Eimpli!ate spee!hE "as a!tally the
motor basis of thoght $;atson# 1919'. ;eit<enhoffer $19I1' has revie"ed the e%perimental
"ork on ideomotor movements and hypnosis of this period. A portion of his smmary is as
follo"s)
6he psy!hophysiologi!al basis of sggestibility is ideomotor action$ itself a form of !onditioning.
6he physiologi!al bases of hypersggestibility are 7a8 neuromotor enhancement $homoa!tion'# and
7b8 abstract conditioning $generali<ation or heteroa!tion'.
6he psy!hophysiologi!al basis of the hypnoti! alteration of a"areness is a !ombined sele!tive
inhibition and e%!itation of varios !erebral regions leading to a disso!iation of a"areness from all
stimli e%!ept the voi!e of the hypnotist# nless other"ise spe!ified by sggestions.
6hrogh hypersggestibility and disso!iation of a"areness# the "ords of the hypnotist a!&ire the
vale of a!tal stimls ob>e!ts. 8is voi!e be!omes an e%tension# so to speak# of the sb>e!tAs psy!hi!
pro!esses. 6his opens the "ay to a large variety of per!eptal alterations $p. 4I9'.
*t "ill be re!ogni<ed that these vie"s are remarkably similar to those e%pressed by
/ernheim almost 1.. years ago. 6he terminology has !hanged slightly# bt the essential
nderstanding of ideomotor movements as the basis of hypnoti! phenomena is the same.
*deomotor mo'ements "ere intensively investigated be!ase of their importan!e to the basi!
theories of behavior and hypnosis. /t ideomotor signaling$ "hi!h is of s!h great signifi!an!e for
modern !lini!al "ork# "as not investigated by# or apparently even kno"n to# the a!ademi! and
laboratory "orkers of the early 19..s.
6he senior athor reports that his earliest a"areness of ideomotor signaling developed
"hen he "as a boy on the farm. A !atAs tail "old s"ish ba!k and forth slo"ly and broadly
"hen the !at "as playing bt "old then make a series of &i!k# short >erks "hen the animal
be!ame serios. A moment before the !at pon!ed on an nfortnate mose# it "old stop
movement altogether# !atalepti!ally poised in totally fi%ed !on!entration. Eri!kson also
noti!ed that the same sort of thing happened "ith fish s!h as pike) the normal# rhythmi!al
beat of their gill fins "old sddenly !ease a moment before pl!king a morsel. 6he
ideomotor signals of the animal "orld seem almost too !ommon and nmeros to mentionD
the point of a good hnting dog# the gestre of a primate# et!.
6hese ideomotor signals range from the prely refle%ive and n!ons!iosDas is
ndobtedly the !ase "ith those of fish and !ats mentionedD to those "ith E!ons!ios
intent#E s!h as the gestres of primates# "ho !an even learn the vale of tokens# gestre3
spee!h# and perhaps more "hen trained in the laboratory.
6he evoltion of the senior athorAs development of ideomotor signaling from atomati!
"riting to hand levitation and then ideomotor signaling proper !an be tra!ed in his paper#
E8istori!al Note on the 8and Levitation and :ther *deomotor 6e!hni&esE $Eri!kson# 1951'.
Relevant portions of this paper "ill be &oted in or later se!tion on fa!ilitating ideomotor
signaling# "hi!h !an serve as an introd!tion to !rrent "ork. 6his paper indi!ates that by
1918 the senior athor had a firm grasp of the dynami!s of head and hand signaling and
sed them both e%perimentally and !lini!ally. 6he earliest "ritten re!ord of s!h ideomotor
signaling in or possession !onsists of trans!ripts made in 19-I of Eri!ksonAs E*nformal
=eetings "ith =edi!al 2tdents#E "hi!h took pla!e at the ;ayne Conty 8ospital in Eloise#
=i!higan. +ortions of these trans!ripts "ill be presented in or later se!tion on the tili<ation
of ideomotor signaling.
6he earliest "ritten re!ord of the se of ideomotor finger signaling in or possession is
the trans!ripts of the 19I4 and 19I1 seminars in hypnosis held in Los Angeles# "here
Eri!kson# LeCron# and /ordea%# among others# "ere instr!tors. :n these o!!asions
LeCron introd!ed his se of finger signaling to determine "hen anesthesia had taken effe!t
$19I4 seminar' and to dete!t psy!hologi!al tramas $19I1 seminar'. 8e then pblished his
vie"s as EA 8ypnoti! 6e!hni&e for 9n!overing 9n!ons!ios =aterialE $LeCron# 19I-'.
B. RECOGNI:ING SPON$'NEO%S IDEOMO$OR
SIGN'!ING
;e have revie"ed ho" the senior athorAs early observations of natralisti! ideomotor
signaling provided a fondation for his later development of head and hand signaling in
hypnoti! "ork. 8is observations of animals as a boy on the farm led to the formation of a
mental set for dete!ting nonverbal forms of signaling behavior in his early e%perimental
sb>e!ts in 8llAs laboratory# in his stdents sitting in a !lassroom# and finally in his patients in
therapy. *f "e no" otline the general literatre on nonverbal forms of !ommni!ation# it is
only for the prpose of fa!ilitating readersA stdy of these phenomena as a "ay of training
their per!eption of the natral and spontaneos forms of ideomotor movements and signaling
that are taking pla!e in all hman intera!tions. As readers train themselves to look for these
nonverbal signals in daily living# they "ill develop the appropriate mental set for
nderstanding them in e%perimental !lini!al sitations.
*n everyday life "e !an observe a ri!h panorama of nonverbal signs that a!!ompany any
!onversation or transa!tion. =any of these signs have been stdied in the form of the ne"
s!ien!e of EkinesisE by /ird"histell $19I4# 19,1'. 6hese range from apparently refle%ive
movements to meta3a!ts "hereby one ses gestres and body behavior to &alify# !omment
on# or !hange oneAs verbal meanings $/ateson# 19,4# 19,9'. 6he vast literatre that has
developed arond the !on!ept of Ebody langageE $(ast# 19,.F Coffman# 19,1' in re!ent
years a!tally has its roots in 7ar"inAs early stdy# The Expression of Emotions in !an and
Animals $18,4N19II'. 6he hypnotherapist !an stdy this literatre to learn more abot the
different response systems that signal important forms of !ommni!ation from patients. (rom
this perspe!tive it "ill be seen that the traditional form of verbal !ommni!ation that has
played s!h a ma>or role in psy!hotherapy is a!tally only the tip of the i!eberg. All the forms
of body langage !an be nderstood as systems of ideomotor signaling. 6hese signaling
systems !ome from sor!es other than those involved in traditional verbal !ommni!ation
and ths provide ne" sor!es of information abot the total system of the patient.
*n everyday life behavior is ri!h in many forms of ideomotor signaling. 2ome of the more
obvios forms of ideomotor signaling that !an be re!ogni<ed and tili<ed in the !lini!al
sitation are as follo"s.
A. *n everyday life head3nodding and 3shaking fre&ently pro!eeds in an atomati! and
entirely n!ons!ios manner. A ne"ly"ed is srprised to dis!over that her hsband# still only
half a"ake# is agreeably nodding and shaking his head in an imaginary !onversation as he
shaves in the morning. A salesman "at!hes his !stomer !areflly) "hen the !stomer
n!ons!iosly nods his head 0es# ho"ever slight it may be# the salesman !ontines "ith his
lineF "hen the !stomer shakes his head No# the salesman &i!kly !hanges his spiel. Every
speaker looks to those in his adien!e "ho nod in agreement. 6he "ise politi!ian a!!epts
&estions only from those seen nodding in agreement.
/. (rom the early days of grammar s!hool on"ard# the lifting of a hand and its
asso!iated movements of the fa!e and body have been ingrained as a signal of 0es or of
"anting to respond or ask a &estion. As "e get older# these movements be!ome more
abbreviated and atomati! in their fn!tioning. ;hen getting ready to speak# people lift their
heads# "et their lips# in!line the body for"ard# fo!s their ga<e# et!. 6he parent# tea!her# or
leader of panel dis!ssions readily re!ogni<es these signals and a!kno"ledges the "old3be
speaker. =ost lovers !an re!ogni<e at a glan!e "hether the ob>e!t of their desire is abot to
say 0es# No# or =aybe.
C. *deomotor signaling plays an important role in sports. *t is to great advantage if a
batter !an spot ahead of time some ideomotor signal from the pit!her indi!ating "hat kind of
a pit!h he "ill make. =!h advantage in any !ompetitive sport !an be gained by learning to
EreadE the body movements of the opposing team as a signal of their ftre play.
7. *n everyday life "e atomati!ally move or bodies the "ay "e "ant things to go# even
if there is no hope that or movements !an a!tally help. 6hs a passenger in a !ar "ill pt
his foot on an imaginary brake# bo"lers "ill tilt their body the "ay the ball shold go# and
spe!tators at a bo%ing event "ill make in!ipient pn!hes "ith their o"n !len!hed hands.
E. 6he senior athor believes that# on a nmber of o!!asions "hen "at!hing the
preliminaries of sporting events# he "as able to predi!t "ho "old "in and lose by observing
the n!ons!ios ideomotor signaling behavior of the athletes as they entered the field and
prepared for the !ontest. 6he potential "inners "ere those "ho appeared to have their o"n
inner fo!s and sense of self3dire!tionF the potential losers "ere those "ho appeared to fall
in step behind the "inner$s' or in some "ay to follo" the lead of others dring the preliminary
"arm3p e%er!ises.
C. -'CI!I$'$ING IDEOMO$OR SIGN'!ING
6he senior athorAs revie" of his gradal dis!overy of ideomotor signaling provides a fine
introd!tion for learning ho" to fa!ilitate it in the !lini!al sitation $Eri!kson# 1951')
E7ring that smmer of 1941# among other things# the "riter be!ame interested in
atomati! "riting# first se!red from sb>e!ts in a tran!e state and sbse&ently by
posthypnoti! sggestion. 6his gave rise to the possibility of sing sggestions !ond!ive to
atomati! "riting as an indire!t te!hni&e of tran!e ind!tion for naive sb>e!ts. Althogh
s!!essfl# it proved to be too slo" and laborios an ind!tion te!hni&e in most instan!es. *t
"as modified by sggesting to the sb>e!t that# instead of "riting# the pen!il point "old
merely move p and do"n on the paper# or from side to side. 6he verti!al or hori<ontal lines
ths se!red "ere later fond to be an e%!ellent approa!h to the tea!hing of atomati!
"riting to diffi!lt sb>e!ts.
EAlmost from the first trial it "as re!ogni<ed that the pen!il and paper "ere sperflos
and that the ideomotor a!tivity "as the primary !onsideration. A!!ordingly# the "riter# sing
his yonger sister /ertha as a sb>e!t for the first time# ind!ed a somnamblisti! tran!e by a
simple hand3levitation te!hni&e. 6hereafter many variations of this original te!hni&e "ere
devised ntil it be!ame apparent that the effe!tiveness of many spposedly different
te!hni&es of tran!e ind!tion derived only from a basi! se of ideomotor a!tivity# rather than
from variations of pro!edre# as is sometimes naively believed and reported. +erhaps of all
the many variations of ideomotor te!hni&es of ind!tion that may be devised# the more
generally sefl are $1' simple# dire!t hand3levitation# be!ase of the possibility of visal
parti!ipation# and $4' the slightly more !omple% rhythmi!al hand levitation# in "hi!h visal and
memory parti!ipation fre&ently lead to the ideosensory response of aditory hall!inations
of msi! and the development of a somnamblisti! tran!e. . . .
EAt the time of this "ork# there "as no re!ognition by the "riter of kinestheti! memories
and images as a tran!e3ind!tion te!hni&e# bt it led to a systemati! and profitable
investigation of the possibility of sing any sensory modality as a basi! pro!ess in ind!ing
hypnoti! tran!es. . . .
EAppro%imately 1I years after these earlier stdies on ideomotor te!hni&es had been
reported to the seminar grop at the 9niversity of ;is!onsin# another stdy "as begn. 6his
"as initiated by the observation that# espe!ially at le!tres on !ontroversial topi!s# there are
those in the adien!e "ho "ill n!ons!iosly slo"ly nod or shake their heads in agreement
or disagreement "ith the le!trer. 6his observation "as frther enhan!ed by noting that
!ertain patients# "hile e%plaining their problems# "ill n"ittingly nod or shake their heads
!ontradi!torily to their a!tal verbali<ations. 6hese informative manifestations sggested the
possibility of tili<ing this type of ideomotor a!tivity as an hypnoti! te!hni&e# parti!larly for
resistant or diffi!lt sb>e!ts# althogh it !an also be sed readily on naive sb>e!ts.
E6he a!tal te!hni&e is relatively simple. 6he e%planation is offered to the sb>e!t that
an affirmative or a negative ans"er !an be given by a simple nod or shake of the head. Also#
it is e%plained that thinking !an be done separately and independently by both the !ons!ios
and n!ons!ios mind# bt that s!h thinking need not ne!essarily be in agreement. 6his is
follo"ed by asking some &estion phrased to re&ire an ans"er independent of "hat the
sb>e!t may be thinking !ons!iosly. 2!h a &estion is# A7oes yor n!ons!ios mind think
yo "ill learn to go into a tran!eJA After being asked this type of &estion# the sb>e!t is told
to a"ait patiently and passively the ans"ering head movement "hi!h "ill !onstitte the
ans"er of the An!ons!ios mind.A A rapid or for!efl response signifies a A!ons!ios mindA
reply. A slo"# gentle head movement# sometimes not per!eived by the sb>e!t# !onstittes a
dire!t !ommni!ation from the An!ons!ios mind.A ;ith the response !atalepsy develops
and a tran!e state enses rapidly.
E:r# as a simple variation# one !an sggest that the levitation of one hand signifies the
ans"er Ayes#A the levitation of the other# Ano#A the levitation of both# A* donAt kno"A and then ask
the above or a !omparable &estion. 6he development of a tran!e state is !on!rrent "ith
the development of levitation# regardless of the signifi!an!e of the reply.
E6hese te!hni&es are of parti!lar vale "ith patients "ho "ant hypnosis# "ho !old
benefit from it# bt "ho resist any formal or overt effort at tran!e ind!tion and "ho need to
have their obstr!tive resistan!es bypassed. 6he essential !onsideration in the se of
ideomotor te!hni&es lies not in their elaborateness or novelty bt simply in the initiation of
motor a!tivity# either real or hall!inated# as a means of fi%ating and fo!sing the sb>e!tAs
attention pon inner e%periential learnings and !apabilities.E $pp. 1953199'
6he senior athor believes that for s!h ideomotor signaling to be trly atonomos and
n!ons!ios# patients shold be in tran!e or distra!ted in one "ay or another so they "ill not
have an opportnity to observe their o"n movements. /e!ase of this he fre&ently prefers
to look for atomati! head3nodding or 3shaking "here patients are least likely to observe
themselves. *t is srprising ho" often patients "ill nod or shake their heads to !ontradi!t their
o"n verbal statements even "ithot any formal instr!tion abot ideomotor signaling.
(re&ently it is a 'ery slo( and slight but persistent head5nodding or 5shaing that
distingishes the movements as !oming from an n!ons!ios level. 6hese slo"# abbreviated
movements are to be distingished from larger and more rapid head movements# "hi!h are
more !ons!iosly sed as a "ay of emphasi<ing "hat is being said verbally.
6he senior athor prefers to tili<e a patientAs o"n natral means of ideomotor signaling
"henever possible. ;hatever natral and atomati! movements a patient makes in ordinary
!onversation !an be stdied for their meta!ommni!ative vale. /esides the more obvios
head and hand movements# eye3blinking $slo" or rapid'# body3shifting# leg movements# arm
position $e.g.# !rossed over one another as a EdefenseE'# lip3"etting# s"allo"ing# and fa!ial
!es# s!h as fro"ning and tensions arond the moth and >a"# !an be stdied for their
!ommentary on "hat is being said verbally.
LeCronAs !orresponding se of finger signaling and the Chevrel pendlm is des!ribed
by him as follo"s $LeCron# 19I-')
6he hypnoti<ed patient !an be told that &estions are to be asked and that the n!ons!ios !an
reply to them by lifting or "iggling the right forefinger to indi!ate a EyesE ans"er# the left forefinger for a
EnoE ans"er. $*f the patient is left3handed# this shold preferably be reversed.' *f a &estion is asked to
"hi!h the ans"er is not kno"n by the n!ons!ios mind# the right thmb is to be lifted. *f the &estion
is one "hi!h the n!ons!ios does not "ish to ans"er# the left thmb is to be moved. 6his last is very
important as it "ill sally eliminate resistan!es "hi!h might prevent any response other"ise. . . .
*n addition to the sggested finger responses# !ons!ios finger movements made to falsify and
!on!eal !an be made kno"n to the therapist by means of some n!ons!ios movement. 6his !an be
a!!omplished by sggesting that one hand# perhaps the right# "ill lift if at any time a false ans"er is
given by the fingers $or verbally'. *t shold be stated that s!h a hand movement "ill o!!r "ithot the
patient being a"are of its being made.
An interesting variation of this &estioning te!hni&e is the se of ChevrelAs pendlm# sing a
light ring or other ob>e!t tied to an eight3 to ten3in!h thread. 6he thread is to be held bet"een the
thmb and forefinger "ith the pendlm dangling# the arm either flly e%tended or "ith the elbo"
resting on the knee or arm of the !hair. Replies by movements of the pendlm !an even be obtained
in the "aking state# thogh it is better if a tran!e is employed. 6"o ot of three people# or even more#
"ill respond in the "aking state. 6he variation is advantageos be!ase hypnosis is nne!essary.
6herapists not familiar "ith hypnosis "ill find they !an employ it very s!!essflly.
6here are for possible movements of the pendlm. 6hese are a !ir!le !lo!k"ise or
!onter!lo!k"ise# a s"ing ba!k and forth a!ross the body# and a s"ing at right angles a"ay from the
body. *t is best to permit the n!ons!ios mind of the patient to sele!t the movements it "ill se in
ans"ering a!!ording to its o"n !hoi!e. 6his is done merely by asking the n!ons!ios to !hoose one
of the for movements for Eyes#E then another for Eno#E a third for E* donAt kno"#E and the remaining one
!an then signify E* donAt "ant to ans"er.E $pp. ,53,9'
:ther details of the se of the Chevrel pendlm !an be fond in ;eit<enhoffer $19I,'.
*t is rare to find anyone "ho !annot se the Chevrel pendlm s!!essflly. ;hen there is
diffi!lty# it is sally be!ase the pendlmAs movements are not entirely !lear in any one
response pattern. Resear!h indi!ates that it is important for the sb>e!t to see the s"ing of
the pendlm to get a !learly defined response pattern. 6his sggests that the Chevrel
pendlm finds its sor!es of response !loser to !ons!iosness than head# hand# or finger
signaling# "here a"areness is not important for a !lear definition of response.
6he Chevrel pendlm and finger signaling do not re&ire any formal ind!tion of
tran!e. *n fa!t# the fo!sed attention they re&ire is itself a means of ind!ing tran!e. Even
"ith ne" sb>e!ts# finger signaling sally pro!eeds easily after a fe" moments of
!on!entration. 8o"ever# a !ertain degree of learning and rehearsal is sally ne!essary. 6he
movements that appear are sally slo" and hesitant initially. (re&ently the finger trembles
slightly# and sometimes it moves !riosly to one side# to"ard the middle finger. 6hese
movements !an be taken as a !riterion of the genine atonomy of the response. (ingers
that move p &i!kly "ith seeming !ons!ios prpose shold be &estioned by the therapist.
2b>e!ts are en>oined to take their time and allo" the fingers to move p by themselves.
:!!asionally# ho"ever# a sb>e!t "ill be fond "ho is so highly responsive that the fingers do
in fa!t pop p &i!kly in startlingly large movements.
;hen movements do not appear after a fe" moments# the therapist may noti!e that
there is nonetheless some trembling or t"it!hing on the ba!k of the hand. 6his shold be
pointed ot to the sb>e!t# "ho is en>oined to rela% and learn to let the finger go. 2ometimes
the sb>e!t may have to EhelpE the finger lift by moving it volntarily the first fe" times# "hen
it feels as if it "ants to move p by itself. *n their learning of finger signaling# sb>e!ts often
first feel an ideosensory response in the finger that E"ants toE lift. 6hese ideosensory
responses !an be en!oraged as an initial stage of learning finger movements.
A !rios bt by no means n!ommon o!!rren!e in finger signaling is "hen the other
fingers that have not been given a response signifi!an!e $yes# no# et!.' move in response to
a &estion. ;hat !an s!h responses meanJ :bviosly a response other than the
designated possibilities $yes# no# et!.' is being e%pressed. Cheek and LeCron $1958' have
reported that s!h responses may mean perhaps or maybe# or that the &estion is not
nderstood# or that it !annot be ans"ered positively or negatively. (re&ently it means the
&estion is ambigos and mst be rephrased in s!h a manner that doble meanings or
literalisms are avoided. 2ometimes the sb>e!t "ill have a hn!h abot "hat this e%tra#
idiosyn!rati! response means. 2b>e!ts have reported that s!h responses sometimes
!oin!ide "ith an important shift in their feelings or thoghts. *t is therefore valable for the
therapist to seek ot the meaning of s!h responses. *f the sb>e!t has no ideas# frther
ideomotor &estioning may help n!over their meaning. (re&ently s!h e%tra responses "ill
have a persistent and !onsistent meaning for !ertain individalsF they may fn!tion as a
signal for deepening tran!e# the onset of a dream# an important memory# a related thoght or
insight not being n!overed by the therapist# et!. 6he spontaneos appearan!e of s!h
individal response systemsDas srprising to the sb>e!t as to the therapistDare another
indi!ation of the geninely atonomos aspe!t of ideomotor signaling.
:n!e a form of ideomotor signaling has been established# the observant therapist "ill
noti!e that ideomotor responses sometimes begin to fn!tion spontaneosly on other
o!!asions# even "hen they have not been asked for. Later in the intervie" or in later
intervie"s patients may not even reali<e that they are giving the therapist ideomotor
responses along "ith verbal intera!tion. 6here is ths a generali+ation of ideomotor signaling
that takes pla!e >st as natrally as any other form of learning. +atients "ill sometimes report
"ith some amsement that they fond ideomotor signaling taking pla!e ne%pe!tedly "hen
they "ere daydreaming# reading# listening to a le!tre or msi!# driving their !ar# falling
asleep# et!. 6hat is# spontaneos ideomotor signaling tends to take pla!e on those o!!asions
"hen people e%perien!e throghot the day those short periods of self3absorption that "e
have !alled the E!ommon everyday tran!e.E
D. -'CI!I$'$ING IDEOSENSORY SIGN'!ING
*deosensory responses !onstitte a ni&e signaling system that !an be tili<ed in
interesting "ays. 6hey !an appear in any part of the body and !an be e%perien!ed in a
nmber of different formsD"armth# !oolness# pressre# tingling# pri!kliness# it!h# et!.
*deosensory signaling !an be sed by the patient for self3kno"ledge# bt by its very natre
this signaling does not !ommni!ate to the therapist. 6hs# ideomotor signaling !an be of
distin!t advantage "hen patients "ant to e%plore something privately or "hen they are not
yet ready to !ommni!ate to the therapist. ;hen ideosensory responses o!!r in pla!e of
ideomotor signaling# ho"ever# the therapist !an interpret this to the patients and en!orage
them to !ontine their inner e%ploration in a private manner. +atients "ill later be able to
make their o"n !hoi!es abot ho" to !ommni!ate this material to the therapist.
*deosensory signaling !an ths be nderstood as middle station in the !ommni!ation
pro!ess. *deosensory responses may be the first# primitive somati! signals !oming from an
n!ons!ios level. :n!e re!ogni<ed# they help the individal be!ome a"are of something
that is in the pro!ess of rea!hing !ons!iosness. 6hese signals help individals re!ogni<e
that something important is happening even if they donAt kno" e%a!tly "hat. 6hs# the person
shold pase for a moment and be re!eptive to ne" feeling or !ognitive pro!esses that
re&ire attention. (rom this point of vie" it !an be seen ho" ideosensory signaling merges
into the provin!e of emotions# on the one hand# and psy!hosomati! response# on the other.
All the somati! indi!ations of an%iety# for e%ample# !an be taken as forms of ideosensory
signaling. /lshing is a parado%i!al ideosensory response that may signal to others even
before the self.
E. %$I!I:ING IDEOMO$OR SIGN'!ING
*deomotor signaling is "ithot dobt the most sefl indi!ator of tran!e e%perien!e that
has ever been developed. *t is very easy to establish in pra!ti!ally everyone# and it !an be
applied to e%ploring pra!ti!ally any !ir!mstan!e of interest to patient and therapist. 8ere "e
"ill simply otline the range of its appli!ations.
;. Ind)cin* $ranc
2imply re&esting ideomotor signaling of any sort re&ires the sb>e!t to fi%ate and fo!s
attention in a manner that is tran!e3ind!ing. 6he beginning therapist !an find no better "ay
of learning to re!ogni<e the sbtle indi!ations of tran!e developmentDbody immobilityF the
rela%ation of fa!ial ms!les# giving an Eironed3otE or fla!!id look to the fa!eF a fi%ed ga<eF
retardation of respiration# plse# and !ertain refle%es like blinking and s"allo"ingF literalismF
!omfortF et!.Dthan by !almly stdying sb>e!ts re&ested to allo" ideomotor or ideosensory
signaling of one sort or another to take pla!e. *f no other form of formal tran!e ind!tion has
been sed# the therapist "ill note that many of the signs of a"akening from tran!e tend to
o!!r as soon as the period of ideomotor signaling has ended. 6hs# most sb>e!ts "ill tend
to reestablish their generali+ed reality orientation by body movements that provide the
kinestheti! feedba!k asso!iated "ith the a"ake state. 6hey "ill tend to read>st their postre#
fle% and !lin!h their fingers# stret!h# refo!s their ga<e# look abot# ad>st their legs# and so
on. 2b>e!ts may then report having spontaneosly e%perien!ed any one of a nmber of the
!lassi!al hypnoti! phenomena $amnesia# regression# analgesia# time distortion# dream states#
sensory per!eptal !hanges# et!.' in a more3or3less attenated form.
<. $ranc D(nin*
;ith sb>e!ts "ho are re!eptive and properly prepared for e%ploring tran!e or inner
e%perien!e# it is bt a short step from ideomotor signaling to a state of deeper tran!e. 6he
therapist !an simply ask if the sb>e!t "old like to go more deeply into a !omfortable state
of rela%ation or inner absorption. *f a positive signal is re!eived# the therapist tells the sb>e!t
to !ontine going more deeply ntil the n!ons!ios is satisfied "ith the state of !omfort and
to give a positive signal "hen that state is rea!hed. 6he therapist !an then tili<e any of the
other !lassi!al approa!hes to deepening tran!e $hand levitation# eye !losre# a ride do"n an
es!alator# heaviness or "armth of limbs# et!.' and se ideomotor signaling to monitor the
effe!tiveness of ea!h pro!edre for deepening.
*n the past fe" years the >nior athor has adapted a form of hand signaling for tran!e
ind!tion and deepening that is "ell sited for therapists learning to se the hypnoti!
modality and indire!t sggestion as "ell as for their patients "ho are e%perien!ing hypnosis
for the first time. 6he spe!ial vale of this Emoving handsE approa!h is that it allo"s the
patientAs o"n n!ons!ios to play an important part in determining tran!e depth as "ell as
signaling "hat is being e%perien!ed. 2in!e this approa!h lends itself so easily to pra!ti!ally
any !ontingen!y the beginning hypnotherapist may en!onter# "e "ill detail some of the
"ays it !an be sed in the follo"ing se!tion.
=. ' Do)1l Bind Ind)ction &it" t" FMo.in* HandsF '((roac" to
Ido/otor Si*nalin*
6he >nior athor originally adapted the hypnoti! e%perien!e of Emoving handsE
$;eit<enhoffer# 19I,' for !reating a doble bind approa!h to hypnoti! ind!tion be!ase a
great deal of resear!h had already established that this phenomenon "as very easy to
e%perien!e. ;hen it is evoked by dire!t sggestion as one of the items of the Stanford
Hypnotic Susceptibility Scale$ for e%ample# it is EpassedE by ,.R of the sb>e!ts. =oreover#
the observable aspe!ts of ho" it is a!!omplished have diagnosti! vale regarding the &ality
of the tran!e that is being established. 8ilgard $195I' has des!ribed some of his
observations as follo"s) E*t is !hara!teristi! of the more ss!eptible sb>e!t to move his
hands "ith a slo" and some"hat >erky movement. 6he response may be rapid or e%tremeF
for e%ample# the hands may move apart ntil the arms are stret!hed ot on either side of the
body. 6he less ss!eptible sb>e!t often sho"s !onsiderable delay before the arms start to
move# or a movement is arrested after a very short distan!e. 6hese &antitative aspe!ts are
of !orse sb>e!t to stdyF even "ithot stdy the e%perien!ed hypnotist soon dete!ts
aspe!ts of the movement related to an established tran!e state.E $p. 1.-'
*n the follo"ing "e "ill present a generali<ed paradigm of the >nior athorAs approa!h to
fa!ilitating the e%perien!e of many !lassi!al hypnoti! phenomena via the se of indire!t
sggestion !areflly monitored by ideomotor signaling to enable the therapist to tne into the
patientAs e%perien!e at all times.
$r)is/s !adin* to Hy(notic Ind)ction #ia an Ido/otor -or/ o,
t" Do)1l Bind
R: Plac yo)r "ands lik so &it" t" (al/s ,acin* ac" ot"r a1o)t i*"t inc"s a(art.
>$" t"ra(ist d/onstrats &it" "is "ands "ld a1o)t a ,oot or so in ,ront o, "is ,ac.
'r/s and l1o&s s"o)ld not 1 to)c"in* anyt"in* so t" "ands and ar/s can 1
,rly /o1il.? No& & kno& t" ")/an 1ody "as a /a*ntic ,ild. I don+t kno& i, yo)
rally &ill 1 3(rincin* t"at /a*ntic ,ild 1t&n yo)r "ands, or &"t"r yo)r
,lin* &ill co/ ,ro/ yo)r i/a*inationG1)t lt yo)rsl, 1 snsiti. to t"at /a*ntic
,orc yo) &ill 1*in to sns 1t&n t" (al/s o, yo)r "andsGas i, yo) "a.
/a*ntic "ands.
R) Everyone has e%perien!ed the !rios phenomenon of magnetism. /eing a
E!riosE and invisible for!e that "orks mysteriosly by itself# the metaphor of
magnetism is asso!iated "ith all sorts of ideodynami! pro!esses that may evoke
atonomos n!ons!ios for!es "ithin the sb>e!t. 6his is a se of indirect
ideodynamic focusing# an indire!t form of sggestion that tili<es not the semanti! or
!ognitive meaning of "ords# bt rather their asso!iated# !on!rete# ideodynami! vales.
;hile the sb>e!tAs !ons!ios mind $left3hemispheri! rational pro!esses' is a bit
!onfsed# fi%ated# and fo!sed on the !rios !ognitive !on!ept of Emagneti! hands#E
the sb>e!tAs n!ons!ios $right3hemispheri! ideodynami! pro!esses' is atomati!ally
evoking all sorts of !on!retisti! body experiences asso!iated "ith the "ords Emagneti!E
and Ehands.E
*n general# many of the sb>e!tAs life e%perien!es "ith atonomos n!ons!ios for!es
tend to be a!tivated and pla!ed on stand3by# ready for e%pressionF in parti!lar# many
life e%perien!es "ith atomati! n!ons!ios movement of the hands are primed for
e%pression. 6he sb>e!t is na"are of all the n!ons!ios# ideodynami! for!es that
have been set in motion be!ase the !ons!ios mind is still p<<ling over "hat !old
be meant by Emagneti! hands.
Everything the therapist said is tre# bt "hat does it all meanJ 6his obvios inner
&estion is itself another indire!t hypnoti! form that binds the sb>e!tAs !ons!iosness
to the ind!tion pro!ess and aroses expectation.
I/(lication and t" N*ati. B)ildin* E3(ctation
R: B)t don+t lt t"os "ands /o. yet. A)st lt yo)rsl, 3(rinc t" ,orcs 1t&n
t"/. >Pa)s?
R) 6he n!ons!ios re&ires time for the fll e%perien!e of many ideomotor and
ideosensory phenomena. *n asking the sb>e!t to delay any a!tal hand movement and
then pasing# the therapist is allo"ing time for these ideodynami! pro!esses to
ma%imi<e themselves. /t noti!e that "e have sbtly introd!ed another indire!t
hypnoti! form) implication. /y saying# E/t donAt let those hands move yet,) "e are
implying that they "ill move. 6he senior athor has emphasi<ed that impli!ation is
something the listener mst !onstr!t "ithin himself. 6he therapist does not dire!tly tell
the sb>e!t to move his hands# bt the impli!ation indire!tly evokes the ne!essary
ideodynami! pro!esses "ithin the sb>e!t that "ill move the hands in an atonomos
manner. 6he hands are no" primed to move# if only the sb>e!t "ill let them move.
*n saying EdonAt let those hands moveE "e have interspersed a negative that may
indire!tly dis!harge any resistan!e the sb>e!t has abot follo"ing the therapistAs
sggestion. Ambivalen!e is !hara!teristi! of all hypnoti! "orkF the sb>e!t "ants help
and "ants to follo" sggestions# bt of !orse there are dobts and fears abot
follo"ing any fool do!tor. (or many reasons the sb>e!t both "ants and does not "ant
the hypnoti! phenomena to "ork. *f the therapist !ontinally insists that the phenomena
"ill take pla!e# natrally the sb>e!t is polari<ed and brdened into !arrying ot the
opposite possibility that the hypnosis "ill not "ork. /y e%pressing the negative EdonAt let
those hands move#E the therapist takes over this negative possibility so that it need no
longer reside "ithin the sb>e!t# and he need no longer a!t it ot. 6he sb>e!t is ths
left "ith nothing else bt his !rios positive expectation abot "hen the movement "ill
be permitted. *t is no longer a &estion of "ill there be movement. 6he only &estion is#
if not yet# then "henJ
Non.r1al E3(ctation and Prli/inary Oscillations: Dis(lacin* and
Disc"ar*in* Rsistanc
R) *n this pregnant pase the therapist simply "at!hes the sb>e!tAs hands "ith avid
interest and e%pe!tation. 6his non'erbal expectation is another indire!t hypnoti! form
that tends to evoke responses atomati!ally "ithin the sb>e!t. /t the therapist !annot
fake this avid interest and e%pe!tation be!ase the sb>e!tAs n!ons!ios "ill sense it
and be pt off by it. 6he therapist is able to manifest genine e%pe!tation be!ase he
kno"s that in fa!t n!ons!ios ideodynami! pro!esses have been set in motion# and
he is indeed !rios abot ho" they "ill be!ome manifest. 8e kno"s that a!te and
!arefl observation is ne!essary for the s!!essfl art of hypnosis so he eagerly
"at!hes the sb>e!tAs hands for the first manifestations of movement.
;hen the patient sees the therapistAs genine interest# he too sally focuses and
fixates his ga<e on his hands. *f not# the therapist makes a slight nonverbal head
movement in the dire!tion of the sb>e!tAs hands to dire!t his ga<e there. *f the sb>e!t
still does not fo!s his ga<e on his hands# the therapist points at the hands to dire!t the
sb>e!tAs ga<e nonverbally. 6he nonverbal dire!tion tends to potentiate right3
hemispheri! pro!essing "hile allo"ing left3hemispheri! "ords to remain in relative
&ies!en!e.
;ith the sb>e!tAs ga<e no" fo!sed on his o"n hands# both he and the therapist !an
en>oy a fe" moments of e%pe!tation and !arefl observation. 8o" "ill the sb>e!tAs
individality pro!ess and manifest the atonomos for!es that have been set in
motionJ No t"o sb>e!ts or sessions are alike. Ea!h sb>e!t e%perien!es it a bit
differently ea!h time. ;hen the therapist noti!es the first slight mi!romovements# he
sighs !ontentedly and !omments on the movements ho"ever they begin to take pla!e.
Rin,orcin* Ido/otor Mo./nts: Cratin* a $"ra()tic Mili)
R: $"at+s ri*"t, lttin* t"at "a((n. So/ ,in*rs /o. a 1it 1y t"/sl.s and t"at+s
OE, 1)t don+t lt t" "ands /o. .ry /)c" yt. A)st 3(rincin*, lttin* it "a((n
1y itsl,.
R) *n !ommenting on the minte# tremlos movements that !an sally be seen by
this time the therapist is# of !orse# reinfor!ing them. *n feeling and nonverbally
manifesting satisfa!tion the therapist is modeling and indire!tly reinfor!ing satisfa!tion
and !ontentment "ithin the sb>e!t for e%perien!ing atonomos movements that in
most other !onte%ts might seem strange and frightening. *n being able to e%perien!e
s!h an nsal and potentially frightening phenomenon "ith !ontentment# "ithot
&ite being a"are of it the sb>e!t is being !onditioned to e%perien!e and e%press other
repressed and potentially frightening material that may be of therapeti! vale later on
"hen it !an be easily and safely eli!ited. 6he therapist is ths !reating a safe milie for
ftre therapeti! e%perien!e.
6he senten!e# EBst e%perien!ing# letting it happen by itself#E is a sbtle indirect
compound suggestion. 6he first part# EBst e%perien!ing#E is# of !orse# a trism. 8o"
!old the sb>e!t deny he is e%perien!ingJ 2in!e he mst agree that he is
e%perien!ing# the first phrase of the !ompond sggestion establishes a Eyes setE for
the a!!eptan!e of "hat follo"s# Eletting it happen by itself.E 6here are at least t"o levels
of meaning !onfsed in this phrase that fnnel into fa!ilitating atonomos ideomotor
movement of the hands. :n one level# the e%perien!e is going on by itselfF all
e%perien!ing has an atonomos &ality. :n another level# the therapist is also dire!tly#
bt sbtly and permissively# telling the sb>e!t to let the hands move by themselves.
Even if the sb>e!t is !ons!iosly a"are of only one level of meaning# the ideodynami!
prin!iple of mental fn!tioning indi!ates that all levels and possible asso!iations "ill be
a!tivated even if they are not overtly manifest. ;hen many levels of meaning and
asso!iation are fo!sed in one dire!tion# ho"ever# an atonomos movement does
tend to take pla!e.
Introd)cin* t" Do)1l Bind ,or Ido/otor Si*nalin*
R: 7 kno& a /a*ntic ,orc can ()ll t"in*s to*t"r or ()s" t"/ a(art, and it+s t"
sa/ &it" t" )nconscio)s. 7"n it &ants to say FysF it ()lls (o(l to*t"rB &"n
it &ants to say FnoF it ()s"s (o(l or t"in*s a(art. So & can )s t"at "and
/o./nt to ask yo)r )nconscio)s an i/(ortant 5)stion. I, yo)r )nconscio)s &ants
to say ys, yo) &ill ,l t"os "ands ()lld to*t"r. I, yo)r )nconscio)s &ants to say
no, yo) &ill ,l t"os "ands 1in* ()s"d a(art. Yo) si/(ly lt yo)r )nconscio)s
/o. t"os "ands it"r &ay. 'nd &"at &ill t"at 5)stion 18 >Pa)s?
R) 6he doble bind is that "hi!hever ans"er is given# yes or no# an ideomotor
response "ill be!ome manifest# and atonomos ideomotor movements are by
definition a form of hypnoti! response. 6he sb>e!t is sally so fas!inated "ith the
in!ipient movements he is e%perien!ing and the possibility of his n!ons!ios
ans"ering a &estion that he does not re!ogni<e the doble bind. Even "hen the
sb>e!t does re!ogni<e the natre of the doble bind and !omments hmorosly abot
it $sally fello" professionals "ho have stdied the doble bind and kno" of its
appli!ations in hypnosis'# the ideomotor e%perien!e !ontines. 2ometimes a skepti!al
sb>e!t "ill be so nbelieving that he "ill !ons!iosly stop the movement# !lin!h his
hands a bit as if to "ake them p and reposition them to test the phenomenon again.
$" Do)1l Bind 2)stion
R: 7"at is t" 5)stion t"at t" )nconscio)s is *ttin* rady to ans&r &it" a ys 1y
/o.in* t" "ands to*t"r, or a no 1y ()s"in* t"/ a(art8 >Pa)s? $" 5)stion is,
F7ill it 1 okay ,or t" )nconscio)s to allo& yo) to 3(rinc a co/,orta1l
t"ra()tic tranc8F >Pa)s? $"at+s ri*"t. 'llo&in* t" "ands to co/ to*t"r ,or ys,
a(art ,or no.
R) 6he hands sally do begin moving slo"ly together at this point# sometimes "ith
that slightly >erky movement so !hara!teristi! of n!ons!ios movements. 6he sb>e!t
fre&ently smiles at this movementF it is a pleasant srprise to e%perien!e it.
Ey Clos)r .ia Contin*nt S)**stions
R: $"at+s ri*"t. 'nd as t"os "ands contin) /o.in* .ry slo&ly to*t"r yo) can
&ondr &"at is "a((nin* to yo)r ylids. 'r t"y 1linkin*8 'r t"y *ttin* rady to
clos co/,orta1ly as t"os "ands contin) /o.in* to*t"r8 >Pa)s? 7ill t"y clos
1,or t"os "ands to)c"8
R) Asso!iating eye !losre "ith the ongoing hand movement is an indire!t form of
contingent suggestion# "e hit!hhike a ne" sggestion to an ongoing pattern of
behavior so that the yes of the ongoing behavior !arries the ne" along "ith it. ;e
introd!e the ne" sggestion in the form of a &estion so that the sb>e!tAs o"n
internal dynami!s !an be responsible for the eye !losre. 6he phrasing of the
sggestions in &estion form is al"ays asso!iated to "hatever behavior the sb>e!t is
a!tally manifesting. *f the sb>e!t does blink the therapist !omments# E6hatAs right# it
does seem to be happening# doesnAt itJ And ho" soon "ill those eyes a!tally !loseJE
*f the eyes do not !lose at this point# or if the hands a!tally move apart or not at all# it
means "e are en!ontering resistan!e. 6his resistan!e !an be e%plored and tili<ed
some"hat as follo"s.
Dis(lacin* and Disc"ar*in* Rsistanc: Many Contin*ncis, Many
O((ort)nitis ,or Hy(notic Rs(ons
R: $"at+s ri*"t, t"os "ands ar act)ally /o.in* a(art, /anin* t" )nconscio)s
&o)ld rat"r not *o into a t"ra()tic tranc 4)st yt. 'nd t"at+s 1ca)s conscio)sly
or )nconscio)sly t"r is so/ di,,ic)lty &it" it. So t"os "ands can contin) to
3(rss t"at di,,ic)lty 1y .ry slo&ly /o.in* a(art. 'nd as t"y contin) /o.in*
a(art, dos t" rason ,or t"at di,,ic)lty co/ into yo)r conscio)s /ind8 Dos t"
)nconscio)s r5)ir so/ ti/ to &ork t"in*s o)t 1,or tranc can tak (lac8
>Pa)s?
!t+s 4)st &atc" t"os "ands. Can t" )nconscio)s dal ad5)atly &it" t"at (ro1l/
ri*"t no& &it"o)t .n tllin* / a1o)t it8 'nd start /o.in* t"os "ands to*t"r
&"n it "as dalt &it" t" (ro1l/8 >Pa)s?
Can t" )nconscio)s sto( t"at /o./nt ,or a /o/nt as it dals &it" t"at iss)8
7ill it k( yo)r ys o(n, or &ill it allo& yo)r ys to clos in ordr to ,oc)s /or
intnsly and ad5)atly on rsol.in* t"at (ro1l/8 >Pa)s?
Dos t" )nconscio)s &ant yo) to s(ak a1o)t &"at yo) ar 3(rincin* .n as
yo) contin) to 3(rinc it8 Ho& asily can yo) lt yo)rsl, talk &"il t"at
contin)s8
R) 6he above are only a fe" of the possible "ays of e%ploring and resolving "hatever
is behind the negative ideomotor signal of the hands moving apart. 6he therapist deals
"ith the so3!alled resistan!e by $1' !ontinally !ommenting on ho" it is being
manifested and by $4' asso!iating the resistant behavior "ith another hypnoti!
sggestion designed to deal "ith and possibly resolve the resistan!e via a series of
&estions that are ans"ered by $1' yet another ideomotor response. As long as some
movement is taking pla!e the hypnoti! modality is being manifest and the therapist !an
en>oy the pro!ess of e%ploring the patientAs patterns of responsiveness. *n the very rare
!ase of no hand movement at all the therapist !an pro!eed some"hat as follo"s.
Con.rtin* No Rs(ons into Catal(sy
R: 'nd &"at is "a((nin* to t"os "ands8 'r t"y rally not /o.in*8 Ho& lon* can
yo) "old t"/ ri*idly t"r &it" no /o./nt at all8 $"at+s ri*"t, try as "ard as yo)
can not to lt t"/ /o. at all. $" 1ody is )s)ally al&ays in a stat o, constant
/o./nt .n i, & don+t notic it, 1)t in t" "y(notic stat & can *t (arado3ical
rs(onssGt" o((osit o, &"at & ask ,orGand t" 1ody can 1co/ co/(ltly
i//o1il and still so/ti/s ,or 5)it so/ ti/. Or on (art o, t" 1ody can 1co/
5)it &"il anot"r (art o, t" 1ody 3(rincs t" /o./nt. 7"at &ill "a((n in
yo)r cas8
R) 6hs no movement !an be !onverted into a passive form of !atalepsy "ith the
sb>e!t staring "ide3eyed at his hands and not moving at all. ;hile so transfi%ed# the
therapist !an go on "ith frther indire!t sggestions abot ho" the n!ons!ios !an
!ontine to "ork on its problems very intensely "ithin as the body remains !ompletely
&iet and immobileD>st as in a dream or in a deep state of !on!entration.
$i/ Distortion and '&aknin*: ' S)1tl Post"y(notic S)**stion
R: 'nd t" )nconscio)s can contin) &orkin* on t"at (ro1l/ in t"at s(cial tranc
ti/ &"n .ry /o/nt in tranc can 1 5)i.alnt to "o)rs, days, or .n yars o,
ordinary clock ti/. >Pa)s? 'nd t" intrstin* t"in* is t"at t" conscio)s /ind /ay
or /ay not rally )ndrstand 4)st &"at is "a((nin* i, t" )nconscio)s nds to k(
it (ri.at. Yo) can r/ain 4)st as yo) ar )ntil t" )nconscio)s co/(lts t"at )nit o,
&ork and yo)+ll kno& it+s ,inis"d &"n yo) "a. t"at )r* to /o. and strtc" and
co/ ,)lly a&ak a*ain.
R) ;hat has happened hereJ 6he original la!k of ideomotor movement has been
!onverted into a tran!e e%perien!e "herein the sb>e!t deals effe!tively "ith "hatever
resistan!e there "as to oppose the ideomotor movement. *t !old even be that there
"as no a!tive resistan!e at all. 6he sb>e!t may simply have no talent for ideomotor
movement. *n this !ase the passive !atalepsy is the more ideal "ay of permitting tran!e
e%perien!e to take pla!e.
8o" do "e kno" that tran!e has in fa!t taken pla!eJ 6he very &ietness and
immobility of the body fre&ently "ith a flattened fa!ial e%pression are the basi! signs
of tran!e. +erhaps the eyes blink and eventally !lose as permission is granted to
remain immobile. At !ertain moments the observant hypnotherapist may noti!e that the
ppils of the eyes dilate "ith interest and re!ognition that something is happening.
Another obvios indi!ator of tran!e is that the sb>e!t "ill sally follo" the sbtle
posthypnoti! sggestion to Emove and stret!hE as he !omes a"ake. 2ometimes the
therapist !an reinfor!e this posthypnoti! sggestion by stret!hing and moving abot
himself. :n a"akening the sb>e!t may be rather blank and essentially amnesi! abot
"hat "as e%perien!ed. 6his of !orse is yet another indi!ation of a genine tran!e
e%perien!e and the therapist shold not press the sb>e!t to talk abot it. 6he sitation
is that an interesting hypnoti! e%perien!e has >st taken pla!e "hi!h lays the
fondation for ftre tran!es. 6he ne%t time the therapist and sb>e!t meet the
e%perien!e of this first tran!e !an be broght p again as an ideodynami! approa!h to
initiating the ne%t tran!e.
*f on a"akening the sb>e!t does "ant to talk abot the e%perien!e# the therapist !an
!areflly !olle!t the phenomenonologi!al data regarding the sb>e!tAs e%perien!e# and
then tili<e it to fa!ilitate the ne%t tran!e e%perien!e "hi!h !an take pla!e immediately
or later.
/t let s retrn no" to the more typi!al sitation "here the sb>e!t responds positively
to the original doble bind &estion by allo"ing the hands to move together indi!ating
that a !omfortable therapeti! tran!e is being e%perien!ed. 6here are innmerable
dire!tions that sggestion !an take on!e the hands are moving slo"ly together. 8ere
are a fe" that are typi!ally e%plored by the >nior athor be!ase of the valable
information they provide abot the sb>e!tAs response abilities.
D/onstratin* Con,lict Bt&n t" Conscio)s and t"
%nconscio)s
R: $"at+s ri*"t. 'nd as t"os "ands contin) slo&ly /o.in* to*t"r indicatin* t"at
t" )nconscio)s is /o.in* yo) /or and /or into a co/,orta1l stat, yo) /ay
&ondr &"at &o)ld "a((n i, yo) try to o((os it &it" yo)r conscio)s &ill. 7"at i,
yo) took so/ ti/ o)t 4)st ,or a /o/nt and trid to o((os t"at ,orc8 Is it (ossi1l
,or yo)r conscio)s /ind to o((os t"at )nconscio)s ,orc8 >Pa)s?
R) 6he pase gives the sb>e!t a !ons!ios opportnity to !onter the magneti! for!e.
*t is interesting and informative to note ho" the sb>e!t ses this opportnity. *f the
hands !ontine moving together "ithot interrption even as the sb>e!t makes a
some"hat hopeless fa!ial grima!e# or perhaps a "ee smile# it may mean that he is so
possessed by the ideomotor movement that he !annot oppose itF this is possibly a
right3hemispheri! type of individal "ho has a spe!ial talent for hypnoti! sggestion
and may be able to e%perien!e most of the !lassi!al hypnoti! phenomena "ith ease.
;ith another sb>e!t# the hands may !ontine moving together "ithot interrption and
"ith no fa!ial !es of an opposing effort being made. 6his may be an individal "ho is
so !omfortable "ith the ongoing e%perien!e that he "old rather not bother to make
any effort to oppose it. 6his sb>e!t may also be ready to e%perien!e most of the
!lassi!al hypnoti! phenomena bt he may be parti!larly s!!essfl "ith those that
permit him to remain passive rather than a!tive) ideomotor inhibition# ideosensory
responses# and imaginative pro!essesF s!!essfl sggestion may be best phrased in
a manner that allo"s him to remain passive and simply re!eive from his o"n
n!ons!ios or the therapist rather than sggestions that re&ire an a!tive
engagement of some effort.
0et another sb>e!t "ill pon!e pon the opportnity "ith relief and eagerness to test
the strength of the !ons!ios "ill against the ideomotor movement. 6he therapist "ill
no" observe all sorts of testing behavior) =ost of the time there is an os!illation
bet"een the obviosly !ons!ios plling of the hands apart and then a pase as they
slo"ly begin moving together again atonomoslyF infre&ently a sb>e!t "ill pll his
hands apart# drop them# and be!ome apparently a"ake ths ending the e%perien!e for
the moment. 6his sb>e!t shold then be &estioned to determine if there are any
serios ob>e!tions to frther tran!e e%perien!e.
All these diverse and informative "ays of opposing the ideomotor movement have one
!ommon denominator) *t is invariably disappointing to the sb>e!t "hen he finds he
!an# in fa!t# stop the ideomotor movement. 2b>e!ts sally say later that they "ere
sorry to sense that the Emagi!E or Etran!eE "as gone for a momentF they did not "ant
their ordinary !ons!ios mind to interfere "ith the interesting potentials of the
n!ons!ios. *tAs not as !omfortable "hen the !ons!ios mind imposes its "ill.
*n this disappointment rea!tion the >nior athor sees frther eviden!e for the spe!ial
state theory of hypnosis) tran!e does involve a spe!ial state of !ons!iosness or being
that most sb>e!ts !an distingish as different from ordinary everyday !ons!iosness#
even "hen they have diffi!lty in verbali<ing the differen!e. 6his shift from the hypnoti!
to the ordinary modality may be either $1' the per!eived phenomenologi!al shift from
right3 $or minor' hemispheri! dominan!e to left3 $or ma>or' hemispheri! dominan!e# $4'
a shift from the dominan!e of the parasympatheti! system to that of the sympatheti!#
or# $1' perhaps an a!tal shift in the relative tili<ation of different nerotransmitters#
endorphines# or other psy!hobiologi!al systems. ;hatever the nderlying biologi!al
sor!e of this per!eived phenomenologi!al shift# it !an help people to re!ogni<e an
altered state and be sed to introd!e a valable bit of self3nderstanding some"hat
as follo"s.
Rco*ni0in* 'ltrd Stats: Post"y(notic S)**stion -acilitatin*
$"ra()tic Mods o, Bin*
R: $"at+s ri*"t, it is a 1it disa((ointin* to ,orc yo)rsl, o)t o, t"at co/,orta1l stat
&"r t"in*s "a((n 1y t"/sl.s. It+s rat"r disconcrtin* 1ca)s it al&ays dos
,l 1ttr to lt t" )nconscio)s do t" t"in*s it kno&s "o& to do 1st, 1y lttin* it
&ork &it"o)t intr,rnc ,ro/ t" conscio)s /ind. Yo)+r no& 3(rincin* t"at
di,,rnc and larnin* "o& to allo& t" )nconscio)s to do t"in*s. !ttin* t"
)nconscio)s /o. t"os "ands a*ain it"r to*t"r or a(art. It rally dosn+t /attr,
t" only i/(ortant t"in* is t"at & allo& t"at crati. (art o, t" )nconscio)s to
dtr/in 4)st &"at it &ill 1. 'nd it+s nic to kno& t"at 4)st as yo) allo& t"os "ands
to /o. a*ain yo) can )s t"is n& snsiti.ity t"ro)*"o)t t" day to occasionally
t)n into yo)rsl, &"n t" )nconscio)s &ants yo) to tak a ,& /in)ts o)t, to rst,
and lt it do t" i/(ortant t"in*s t"at &ill "l( yo) in /or &ays t"an yo) can
conscio)sly rali0. $)nin* into t" 1ody car,)lly t"ro)*"o)t t" day and lttin* t"
)nconscio)s "a. t" ti/ and nr*y it nds to dal &it" t"os (ro1l/s t"at ar
so i/(ortant to yo).
R) ;e kno" that in fa!t the body is on a ninety3minte !y!le throghot the day and
night $8iatt @ Oripke# 19,I'. Every ninety mintes "hile asleep "e go throgh a dream
!y!le. And every ninety mintes "hile a"ake "e go throgh a period of
parasympatheti! dominan!e "hen "e a!tally do need to take a break from "ork and
left3hemispheri! thinking. Every ninety mintes throghot or "aking hors "e do get
a bit hngry and are prone to fantasy. 6his# of !orse# is the ideal time to go into self3
hypnosis# giving or n!ons!ios the permission to do everything ne!essary to
fa!ilitate or lives "hile "e give or !ons!ios intentionality a rest for a "hile. 6he
>nior athor is !rrently e%ploring the !lini!al hypothesis that many states of unease
and psy!hosomati! disease are the reslt of the stress that arises "hen !ons!iosness
does not allo" this natral ninety minte !y!le to operate. An%iety# mental blo!king#
errors and fatige tend to o!!r "hen the !ons!ios dire!ted thinking of the dominant
hemisphere attempts to srp the balan!ing and !ompensating fn!tions of the minor
hemisphere as they natrally take pla!e throghot this !y!le.
6o asso!iate a posthypnoti! sggestion of sensitivity to this !y!le# then# is to tie a
posthypnotic suggestion to a beha'ioral ine'itability. 6hat tends to reinfor!e the
sggestion "hile tili<ing and fa!ilitating a natral life pro!ess.
E3(lorin* Hy(notic Potntials: Body I//o1ility and 'nst"sia
R: 'nd as t"os "ands contin) co/in* to*t"r yo) can t)n into &"at ls is
"a((nin*. 'r t"os "ands *ttin* a 1it sti,, and &oodn8 Is t"r a (air o, t"ick, so,t
/a*ntic *lo.s on t"os "ands so t"at t"y don+t ,l anyt"in*8 So t"ick t"at t"
(addin* o, t"os *lo.s sto(s t" "ands so t"y can+t *t closr t"an an inc" or t&o
to*t"r8 >Pa)s?
R) *f the sb>e!t responds and the hands do in fa!t stop an in!h or t"o apart $assming
the sb>e!tAs eyes are open at this pointF or# if the eyes are !losed phrasing the
sggestion so that it be!omes !ontingent on the eyes opening to "itness this blo!king#
stiffness# and nmbness of the hands'# the therapist has an e%!ellent basis for no"
"ondering alod >st ho" stiff and nmb those hands have be!ome so that the sb>e!t
!an e%perien!e a glove anesthesia. 6he anesthesia !an be tested later "hen the hands
are allo"ed to drift to the lap and not feel anything. (or many sb>e!ts# of !orse# it "ill
be impossible to feel anything be!ase by remaining !onsistent to the glove sggestion
their hands "ill not &ite to!h their lap be!ase the thi!k magneti! gloves "ill
interfere. Along "ith anesthesia# or in pla!e of it# one !old also e%plore ideosensory
responses.
Idosnsory Rs(onss
R: 'nd as t"at contin)s yo) can t)n into t" snsations on yo)r ,ac. 7 all kno&
t" &ar/t" & so/ti/s ,l on t" ,ac and (arts o, t" 1ody &"n ,l)s" &it"
/otion. 'nd yo) /ay not kno& 3actly &"y 1)t yo)r )nconscio)s kno&s "o& to ,l
t"at &ar/t". Can yo) ,l t"at &ar/t" no&8 >Pa)s? 'nd as yo) ,l t"at &ar/t", &ill
t"os "ands dri,t a(art to lt / kno&, or &ill yo)r "ad slo&ly 1*in to nod ys8
>Pa)s? Or &ill yo)r "ad s"ak no all 1y itsl,8
R) 6here are innmerable "ays of evoking ideosensory responses bt !ertain
prin!iples al"ays help) $1' mentioning a life history of sitations "hen the body !old
have e%perien!ed the sensation $the flsh of emotion# the !oolness of the "ind' tends
to initiate an inner sear!h on an n!ons!ios level that primes the sensations to be
e%perien!edF $4' sing the pase to allo" ade&ate time for the responseF $1' setting
p a behavioral ideomotor signal to let the therapist kno" "hen the response has been
e%perien!ed. 6hese prin!iples are# in fa!t# basi! for fa!ilitating any hypnoti!
phenomenon in the permissive manner. At this point the therapist !an introd!e and
e%plore "hatever range of hypnoti! responses he feels is ne!essary to fa!ilitate ftre
"ork.
$ranc D(nin* and Pr(aration ,or -)rt"r $"ra()tic 7ork
R: $"at+s ri*"t. 'nd i, t" )nconscio)s is no& rady to allo& t"at tranc to d(n, ,or
t" co/,ort to d(n 4)st as in *oin* to sl(, yo) &ill ,l t"os "ands and ar/s
*ttin* a littl 1it "a.yGand t"n a 1it "a.ir. >Pa)s as t"ra(ist looks ,or t"
sli*"t 1o11in* /otions t"at si*nal t" *ratr &i*"t t"at is 1in* 3(rincd.? 'nd
as t"os "ands contin) dri,tin* lo&r t"at co/,ort d(ns /or. B)t t"os "ands
&on+t co/ to rst on yo)r la( )ntil t" )nconscio)s is rally rady to rst and t"n
larn ot"r "y(notic skills t"at can 1 )s,)l ,or yo)r ()r(oss.
R) At this point the sb>e!t is sally ready for frther "ork. 6he >nior athor no"
typi!ally introd!es ideomotor finger signaling that !an be sed to monitor the !orse of
"hatever pro!edres there are to follo".
@. Mas)rin* $ranc D(t"
6he !on!ept of tran!e depth has been a !ontroversial matter in the history of hypnosis.
:r modern utili+ation theory "old define depth as the state of !on!entration or absorption
in relevant asso!iations and mental pro!esses that allo"s the sb>e!t to e%perien!e a
parti!lar phenomenon of interest. E7epthE may ths be nderstood as readiness to respond
in a particular "ay rather than as a generali+ed readiness to e%perien!e any hypnoti!
phenomena. 6he notion of a generali<ed readiness to respond "ith a gradated s!ale of
tran!e depth !orrelated "ith the varios hypnoti! phenomena $from easiest to e%perien!e in
a light tran!e to those phenomena re&iring deeper tran!e' is "ell established# ho"ever# and
offers a pra!ti!al gide. 6art $19,4' has revie"ed many self3report s!ales of hypnoti! depth
"hi!h sggest that sb>e!ts !an be trained to give a!!rate verbal responses abot their
!rrent depth of tran!e. *t is fond that depth varies !ontinosly# so that it is of vale to
monitor it "hen doing important tran!e "ork. *ndividal differen!es bet"een "hat is a!tally
e%perien!ed at the varios stages of EdepthE are so great# ho"ever# that no niversal s!ale
e%ists that !an be sed "ith all sb>e!ts at this time.
6he senior athor has sed finger signaling as an individal inde% that is gradally
developed for ea!h parti!lar sb>e!t. ;ith patientsA hands resting !omfortably by their sides#
ot of their line of vision# Eri!kson "ill sggest that the digits of the hands !an signal the
depth of tran!e by moving a bit all by themselves. 6he se of the thmb is e%!lded be!ase
the senior athor believes there is more !ons!iosness asso!iated "ith thmb movement
than "ith other finger movements. 8e ses the impersonal term digits be!ase it has less
!ons!ios asso!iative strength than terms like forefinger$ index finger$ ring finger$ and little
finger. 6he same digit on either hand !an designate tran!e depth. 6his tends to bypass
learned asso!iative patterns spe!ifi! to one hand or the other# bt there are great individal
differen!es in this matter. 2ome patients "ill se the hands inter!hangeablyF others are very
!onsistent in sing either the left or right hand.
*n "orking ot an inde% of tran!e depth# the first digit $ho"ever the patient interprets Efirst
digitE' !an be sed to indi!ate the lightest stage of tran!e# "hile the other digits !an indi!ate
depth on a s!ale some"hat as follo"s)
;irst digit $.34IR') Light tran!e "herein rela%ation# !omfort# ideosensory# and ideomotor
signaling is possible.
Second digit $4I3I.R') A !omfortable state of re!eptivity to inner e%perien!e "herein
feelings# thoghts# daydreams# !olors# et!.# flo" atonomosly. An agreeable re!eptivity to
the therapistAs sggestions so that familiar tran!e phenomena !an be e%perien!ed easily#
"ith the sb>e!tive e%perien!e of their taking pla!e atomati!ally "hen the therapist sggests
them $e.g.# hand levitation# heaviness# "armth# sensory3per!eptal alterations# et!.'.
Third digit $I.3,IR') A state of established re!eptivity "here the sb>e!t has EpassedE all
familiar indi!ators of tran!e e%perien!e and feels !apable of e%ploring ne" tran!e
phenomena or nfamiliar areas of personal dynami!s $n!overing memories# partial age
regression# et!.'. 6ran!e events take pla!e atonomosly# thogh the ego may observe them
and may or may not re!all them pon a"akening. 2b>e!ts are fre&ently enthsiasti! pon
a"akening be!ase they feel their tran!e "as deeper or more therapeti! than sal# and
they spontaneosly e%perien!ed other hypnoti! phenomena not even sggested by the
therapist. 6hey have a deep sense of the atonomos or disso!iated natre of their
e%perien!e.
;ourth digit $,I31..R') 2b>e!ts report that they lost !ons!iosness at times. 6hey "ere
either asleep# dreaming# far a"ay# or EotE someho". 6hey !annot re!all hearing the
therapistAs voi!e# even thogh they responded appropriately# thogh slo"ly# to it. 6hey !annot
e%plain or re!all m!h of their e%perien!e.
2ome people may e%perien!e the plenary tran!e# "hi!h is relatively rare and sally
re&ires several hors for ind!tion. *t is a state akin to sspended animation# "ith greatly
retarded respiration and plse# re&iring an e%tended period of time $1. mintes or more' to
re!over the generali<ed reality orientation.
D. R(lacin* C"alln*s
+erhaps the greatest vale of ideomotor signaling for modern hypnosis is that it permits
the therapist to do a"ay "ith the athoritarian E!hallengesE of yesteryear $Eyo !annot open
yor eyes# n!lasp yor hands#E et!.'# "hi!h "ere a some"hat tramati! method of gaging
tran!e depth and a most disheartening "ay of relating to patients. *deomotor signaling
permits the patientAs o"n system to indi!ate "hen it is ready to respond and "hat help it
re&ires to make an ade&ate response. 6his permits a !loser rapport and more enlightening
!ooperation to develop bet"een patient and therapist. *deomotor signaling opens p the
sb>e!tAs tran!e e%perien!e so that the !lini!ian and the resear!her have an ade&ate tool for
e%ploring the natre of any altered state of !ons!iosness.
N. 'n Indicator o, Rs(ons Radinss
6he shift from the older athoritarian approa!h to the more modern permissive approa!h
pioneered by Eri!kson is no"here more evident than in the se of &estions to sb>e!ts
regarding their readiness to e%perien!e a parti!lar response. 6he senior athor !ontinally
offers sb>e!ts a series of trisms regarding their ability and motivation for e%perien!ing
different phenomena. Even "hen he believes a sb>e!t is ready for a parti!lar e%perien!e#
he "ill first ask a &estion abot it to a!tivate the proper asso!iations and response
potentials "ithin the sb>e!t. Mestions and ideomotor responses are ths a "ay of priming
an individal to make !ertain responses.
An e%ample of the senior athorAs re!ognition of a spontaneos and atomati! head3nod
at the appropriate moment made by a person attending his 19-I E*nformal =eetings "ith
=edi!al 2tdentsE illstrates ho" he tili<es n!ons!ios ideomotor signaling as an indi!ator
of a personAs readiness to e%perien!e tran!e.$6aken from npblished stenographi! re!ords of
Eri!ksonAs E*nformal =eetings "ith =edi!al 2tdents#E 19-I'
E: 'ct)ally, t"r isn+t a .ol)ntr "r toni*"t. I "a. 1n lookin* t" *ro)( o.r
.ry car,)lly and t"r isn+t a .ol)ntr. ... By t" &ay, dos anyon kno& &"o
noddd "is "ad 4)st t"n8
!A: It s/s I did. I "ad alrady said I &o)ld try to *o into a tranc, and t"n t" ,act
t"at yo) said yo) didn+t s a .ol)ntr in t" *ro)( s/d si*ni,icant and it s/d
it /)st "a. 1n /. ... I didn+t kno& it. It /i*"t "a. 1n 1ca)s I &as rockin* t"
c"air.
LeBAs head3nod !ame in response to the senior athorAs verbal remarks abot sear!hing
for a volnteer. Eri!kson might have $1' arbitrarily pi!ked ot a volnteer or $4' asked for a
volnteer. /t he might have pi!ked a person "ho "as not ready# and even if a sb>e!t
volnteered# it may have been only a response from the !ons!ios level. /y spotting an
ideomotor signal# the senior athor "as fairly !ertain of finding a sb>e!t "ho "as ready on a
deeper level.
LeBAs introspe!tive remarks are instr!tive. 8e had previosly said $otside the
immediate grop sitation' that he "old try to go into a tran!e. 6hat is# he "as ready to
make a response to tran!e ind!tion. 8e needed Eri!ksonAs verbal remarks abot the need
for a volnteer as a stimls to trip off the atomati! head3nod# ho"ever. 8aving made the
head3nod# LeB admits that he did not kno" he "as making it $he had no forethoght of
nodding his head'# and he even tries to rationali<e his "ay ot of it by sggesting his head
nodded be!ase he "as ro!king his !hair. :n a !ons!ios level LeB "as ths ambivalentF he
said he "old like to try tran!e# yet he tries to rationali<e his "ay ot of it. 6his ambivalen!e
is highly !hara!teristi! of patients# "ho have problems pre!isely be!ase they are poised
bet"een !onfli!ting for!es "ithin themselves. Eri!ksonAs verbal remarks and &estions
allo"ed an ideomotor response to take pla!e as a "ay of tipping the ambivalen!e into a
!onstr!tive dire!tion.
:ther investigators s!h as Le Cron began to se ideomotor signaling in a more
!ons!iosly dire!ted form. *n the 19I4 Los Angeles 2eminar on 8ypnosis# taght in
asso!iation "ith Eri!kson# Le Cron des!ribed his beginning se of ideomotor signaling as
follo"s $taken from L. LeCronAs npblished tape trans!riptions of the 19I4 Los Angeles 2eminar on
8ypnosis.' )
*n ind!ing anesthesia# yo do not kno" "hen yor sggestions are taking effe!t ntil yo test the
anesthesia and the sb>e!t says he feels nothing. * avoid the se of the "ord Epain#E saying
Edis!omfortE instead. 6he "ord EpainE is a negative sggestionDthe "ord itself. * make a sggestion
that "hen anesthesia has be!ome !omplete or almost !omplete that a designated finger "ill t"it!h.
;hen it does# yo !an take it that yo have at least a good partial anesthesia. 6hat finger t"it!h is an
indi!ation of a!!eptan!e by the sb>e!t. ;hen he feels the finger t"it!h# his thoght is E"ell# the hand
mst be anestheti<ed.E
6his approa!h is !ertainly appli!able in evalating the patientAs readiness to e%perien!e
other phenomena as "ell as anesthesia. ;hat if the patientAs ideomotor responses indi!ate
that he is not ready to e%perien!e the desired responseJ 6his is an indi!ation that the
patientAs nderstanding# motivation# or internal readiness is not yet sffi!iently developed to
sstain the re&ired response. 6he patient !an then be &estioned abot the sor!e of the
diffi!lty. 6he therapist then helps the patient resolve these problems "ith nderstanding and
motivation# then provides the appropriate asso!iations that "ill enable the patient to
approa!h the re&ired response "ith more se!rity and internal preparedness. 6he therapist
mentions all the past and partial e%perien!es the patient has had in making the response
atomati!ally# as a part of everyday life e%perien!e. 6hese asso!iations en!orage the
patient on a !ons!ios level "hile $1' providing the n!ons!ios "ith appropriate !es abot
ho" the response may be made and $4' a!tally a!tivating the relevant response sets that
!an fa!ilitate the appropriate behavioral response. E%amples of this pro!edre "ill be
provided throghot the follo"ing !hapters.
N. %nco.rin* %nconscio)s Matrial
*deomotor signaling !an be sed as a pro!edre for n!overing n!ons!ios material in
a m!h shorter time than the traditional psy!hoanalyti! approa!hes. An early illstration "as
provided by Eri!kson in his E*nformal =eetings "ith =edi!al 2tdentsE $19-I'. 9pon
re!ogni<ing the presen!e of !overt hostility in =rs. ;# Eri!kson pro!eeded to se both
ideomotor signaling and atomati! "riting to help her re!ogni<e it. 6his e%ample is
parti!larly instr!tive be!ase he begins by "orking "ith t"o sb>e!ts# both of "hom make
an identi!al response on a !ons!ios verbal level indi!ating that they do not "ant to say
anything npleasant. *deomotor signaling spports =iss 8As verbal statement bt does not
spport =rs. ;As. Eri!kson then pro!eeds to tili<e ideosensory signaling $"hen =rs. ;As
hand Efeels a little lightE'# "hi!h then merges into a genine ideomotor signal a fe" moments
later# ths helping =rs. ;. Re!ogni<e her ambivalen!e.
E: !t+s ()t it to a tst. S)((os yo) ()t yo)r "and in t"is (osition. I, )nconscio)sly
yo) &o)ld lik to say so/t"in* )n(lasant a1o)t "i/, yo)r ri*"t "and &ill li,t )(. I,
yo) "a. not"in* )n(lasant to sayGi, t"r is no nd to say so/t"in* )n(lasant
Gt" l,t "and &ill li,t )(. 7"ic" "and &ill yo) 1t on8
Mrs. 7: My l,t on. >No "and li,tin*?
Miss H: My l,t on. >!,t "and li,ts )(?
E: Not"in* )n(lasant. Is t"r anyt"in* )n(lasant yo) &o)ld lik to say a1o)t
any1ody "r8
Mrs. 7: No.
E: Dos yo)r ri*"t "and ,l di,,rnt8
Mrs. 7: My ri*"t "and ,ls a littl li*"t, 1)t dos t"at /an I &ant to say so/t"in*
)n(lasant to so/1ody8
E: Dos it8
Mrs. 7: I can+t t"ink o, anyt"in*.
E: I, yo) &o)ld lik to, lt+s s yo)r ri*"t "and li,t )(.
Mrs. 7: >Ri*"t "and li,tin*? It did, t"o)*". Yo)+r *oin* to *t / into tro)1l.
E: Do yo) kno& &"at it is8
Mrs. 7: No.
E: $"r+s no a&arnss or conscio)s stat. $"r is a /o./nt o, t" "and.
So/t"in* occ)rrd &it"in "r to /ak "r rali0 t"at t"r /)st 1 so/t"in*
)n(lasant. I "a.n+t (rs)add "r or dirctd "r, on &ay or t" ot"r. I "a. 4)st
cratd t" sit)ation and raisd t" 5)stion, and s" ,o)nd "r ri*"t risin*, and s"
is a&ar o, t" ,ac, FYs, I, I a/ to 1li. /y "and, I &ant to say so/t"in*
)n(lasant, 1)t I can+t t"ink o, anyt"in*.F
Mrs. 7: It+s all Grk to /. My "and li,td, and I &as tryin* to k( it do&n.
E: 7o)ld yo) lik to "a. t" ,)n o, ,indin* o)t &"at it is yo) &ant to say8
Mrs. 7: I can+t i/a*in &ant it is.
E: I can tll yo) .ry asily and 5)ickly "o& to ,ind o)t.
Mrs. 7: Go 1ack to sl( a*ain8
E: No, no. S)((os yo) (ick )( t" (ncil, and yo)r "and is *oin* to &rit
so/1ody+s na/.
*n the pro!ess of doing atomati! "riting the name of the person she "ants to say
something npleasant to finally pops into =rs. ;As mind. 6his is highly !hara!teristi! of the
ideomotor3response approa!h to n!overing n!ons!ios material. 6here is an interplay
bet"een entirely autonomous ideomotor responses$ "hi!h !ome from sor!es otside the
patientAs a"areness# and conscious recognitions $thoghts# feelings# et!.'# "hi!h be!ome
available sddenly. *t is as if the therapistAs persistent &estions a!tivate many patterns of
asso!iation and sor!es of response "ithin the patient. 6he patientAs responses may then
!ome by "ay of ideomotor signaling alone# throgh a !ombination of ideomotor signaling "ith
!ons!ios re!ognition $"hi!h may !ome >st before$ during$ or after the ideomotor response
is made'# or by !ons!ios re!ognition and verbal report alone.
A &estion natrally arises regarding the validity and reliability of ideomotor signaling in
these appli!ations. All of these appli!ations of ideomotor signaling to date have been
developed in !lini!al "ork and have depended pon the !lini!ianAs skill in dete!ting valid from
invalid reslts. No systemati! stdies of the validity and reliability of ideomotor signaling have
ever been done nder standardi<ed laboratory !onditions "ith proper !ontrols and statisti!al
analyses. Eri!kson admits that the reslts are only as valid as is the !lini!ianAs !apa!ity to
nderstand the total sitation. 8e dis!sses this as follo"s $edited from adio re!ordings made
"ith the >nior athor dring the 19,.s')
E;hat is the validity of ideomotor signalingJ A great deal has been said abot asking the
n!ons!ios to lift the right hand if the ans"er is 0es and to lift the left hand if the ans"er is
No# to seek frther information from the patientAs n!ons!ios as an entity that !an give
reliable information. 6he &estion is asked# ho" valid is thatJ *t is only as valid as is yor
!apa!ity to nderstand the sitation that yo are dealing "ith.
EA patient !ame into my offi!e and said that she had a tremendos !omple% over the fa!t
that she had had seven affairs over a period of several years. 2he very "illingly gave me the
names# dates and pla!es# and sitations of ea!h of those seven affairs. 6he patient "as so
!ommni!ative and so free# so dire!t in des!ribing all of those things# des!ribing her feelings.
/t having some psy!hiatri! e%perien!e# * "ondered "hat she "old tell me in the tran!e
state.
E*n the tran!e state she gave me literally the same a!!ont of the same seven affairs "ith
minor !orre!tions. * mentioned the possibility of her n!ons!ios giving ans"ers) 0es "ith the
right hand or "ith the right inde% finger and No "ith the left hand or "ith the left inde% finger
>st as one "old nod the head 0es or shake the head No. * gave this as a simple in!idental
e%planation# not telling her to do that bt >st to mention that it "as one of the things that
!old be done presmably by some other patient. *n the tran!e state# "hen she finished
relating the first affair# she said# A=y first affair "as in 19%y#A bt her left hand said No. * made
a mental note of that. 6hen * think it "as the forth affair she introd!ed by saying# A=y ne%t
affair#A and her hand again said No.
E*deomotor movements !ontradi!ted her "ords three times) :n!e her hand said No#
on!e it "as her finger that said No# and on!e it "as her head saying No. /t she didnAt noti!e
any one of those movements. 2he "as as na"are as !old be. Later * fond ot that her
first affair didnAt o!!r at age 1,# as she said. *t o!!rred at the time of pberty# "hen she
be!ame very aggressive and ndertook to sed!e an older man# bt had tremendos gilt
rea!tions and a !omplete repression of it. 6hat "as her first affair "hi!h she had forgotten.
2he had forgotten "ho the si%th one "as also. Another repression. 2he gave that information
only throgh ideomotor signaling. And yet * !old ask her# A7id yo give me an a!!ont of all
yor affairsJA and she "old ans"er verbally# A0es.A ;ell# she had given me an a!!ont of all
her affairs# bt only those that she "as a"are of !ons!iosly. 2he did not at all mind kno"ing
that it "as an in!omplete a!!ont "hen * later sggested that to her. 2he "as "illing to learn
abot the affairs first dis!losed via ideomotor signaling that "ere repressed from
!ons!iosness.
E2o "hen yo deal "ith patients# yo oght to bear that in mind. 0o !annot for!e them#
bt yo !an get them to dis!lose more !ompletely "hen yo provide an ideomotor otlet for
responses that are not available to !ons!iosness. * !ertainly didnAt try to for!e that "oman to
tell me abot the missing a!!onts ntil she got ready to. 2he "as tremendosly srprised
"hen she fond ot abot those repressed affairs later in therapy.E
LeCron $19I-# 195I' has tili<ed ideomotor signaling to n!over early memories of light
tran!e states. 8e otlines his approa!h to &estions in his early 19I- paper as follo"s)
Mestioning shold sally be !arried ot on a permissive rather than a !ommanding basis.
Cooperation at n!ons!ios levels "ill probably ense if this is adhered to# for resistan!e may be
provoked if there is an attempt to for!e information.
;ith pra!ti!e and ingenity in asking &estions a great amont of valable material may &i!kly be
obtained. (or instan!e# if a trama is involved# the e%a!t day "hen it o!!rred !an be as!ertained by a
bra!keting method of &estioning. A &ery may be made as to "hether the event happened before the
patient "as 1I years old. *f the reply is Eyes#E the ne%t &estion !old be E"as it before yo "ere 1.
years oldJE *f the ans"er is Eno#E the date "as then bet"een 1. and 1I years of age. 6he year !an
then be as!ertained and frther &estioning !an even lo!ate the e%a!t day# thogh it is seldom
ne!essary to establish the time so !losely.
8aving learned the age or date# the patient !an be instr!ted to regress to the time of the
e%perien!e. 6he regression need not be of the revivifi!ation type# the sb>e!t merely relating the
e%perien!e as thogh reliving it bt re!ogni<ing also that he is in the present. 2!h a regression !an
be "ith all five senses fn!tioning as the in!ident is relivedDseeing# hearing# et!.Dand "ith
abrea!tion and dis!harge of emotion.
*n this "ay information !an be obtained as to almost anything involved in the patientAs diffi!lty or
nerosis. *t is# of !orse# infinitely more rapid than the sal method of free asso!iation. Mestions !an
even be diagnosti!DEAre there psy!hologi!al or emotional !ases for this symptomJE And sometimes
it "ill be fond valable also to ask &estions as to prognosis.
6o the patient it is most impressive to have this information !ome from "ithin himself. 6he
nonvolitional movement of the fingers demonstrates to him most effe!tively a dire!t a!tion of the
n!ons!ios mind. Not infre&ently a patient "ill remark that a EnoE ans"er "as e%pe!ted "hen the
fingers a!tally responded "ith Eyes.E 6his serves as an e%!ellent indi!ation both to the patient and
therapist as to the validity of the replies. 2ometimes a sb>e!t may try e%perimentally to prevent the
fingers from moving. +erhaps he !an do so# bt fre&ently they "ill move in spite of s!h an effort.
:f !orse the "ise therapist "ill take all replies "ith a grain of salt and "ill sho"# ho"ever# that it is
e%!eptional for a false reply to be given# thogh of !orse it is possible. Even "ith deeply repressed
material the ans"ers sally are a!!rate and perhaps easily obtained. 6his is not al"ays tre if the
repression is great or if the material is too emotionally !harged# bt the method seems to break do"n
repressions. Avoidan!e of ans"ering a &estion by the signal "ith the left thmb G* donAt "ant to
ans"erH is an indi!ation of danger. Careflly handled# ob>e!tions may be over!ome "ith reassran!e
and dis!ssion# or a sggestion may be given that the sb>e!t "ill be able to smmon ego strength
enogh to bring ot the material at a later session. Mestions may here bring ot the reasons for the
avoidan!e of an ans"er and also if there is danger to the patient as to being over"helmed.
Care shold be taken in the "ording of &estions so that they do not sggest either an affirmative
or negative ans"er. 6he operator !an mention at the beginning of the &estioning that he does not
kno" the !orre!t ans"ers and that the patient probably does not !ons!iosly kno" them# bt that his
n!ons!ios mind does kno" and is able to reply "ith the !orre!t ans"ers# $pp. ,53,8'
Cheek and LeCron $1958' have systemati<ed many paradigms for &estioning patients
to obtain ideomotor signaling to n!over sor!es of psy!hologi!al trama and psy!hosomati!
illness. Cheek# in parti!lar# has developed a nmber of ingenios ideomotor pro!edres for
n!overing n!ons!ios material. 6hese in!lde the removal of sb!ons!ios resistan!e to
hypnosis $Cheek# 195.'# the n!ons!ios per!eption of meaningfl sonds dring srgi!al
anesthesia $Cheek# 19I9# 1955'# the signifi!an!e of dreams initiating prematre labor
$Cheek# 1959b'# and !ommni!ation "ith the !riti!ally ill $Cheek# 1959a'. *n an important
paper# E2e&ential 8ead and 2holder =ovements Appearing "ith Age Regression in
8ypnosis to /irthE $19,-'# he has made interesting observations on ideomotor responses that
take pla!e on n!ons!ios levels. 8is papers represent trly pioneering efforts on the part of
a !lini!ian and therapist. 8is "ork points the "ay to"ard m!h systemati! resear!h that
needs to take pla!e nder !ontrolled laboratory !onditions in order to establish the validity
and reliability of ideomotor responses and signaling.
-. S%MM'RY
6he sefl !lini!al art of ideomotor signaling has evolved ot of an e%tensive and an!ient
history of atomatism. ;hile atomatisms "ere regarded as mysterios# Cod3inspired# or
magi!al in an!ient and medieval times# "e nderstand them today as an interesting
manifestation of response systems otside the sal range of a"areness. 6hese ideomotor
and ideosensory responses are no" nderstood to be the fndamental bilding blo!ks of the
atomatisms that gave rise to the !lassi!al tran!e phenomena and the establishment of
hypnosis in the 19th !entry. Ne" forms of ideomotor signaling have been e%plored dring
the past fe" de!ades# primarily by !lini!ians interested in n!overing n!ons!ios material
and fa!ilitating hypnoti! responsiveness. 6hese modern forms of ideomotor signaling#
developed by Eri!kson# LeCron# and Cheek# are providing permissi'e !lini!al approa!hes to
nderstanding and fa!ilitating hypnoti! and therapeti! responses that are repla!ing the
older authoritarian forms of !ommand and E!hallenges.E 2ystemati! and !ontrolled laboratory
investigation is still re&ired to establish the validity and reliability of ideomotor
responsiveness and signaling.
G. EXERCISES IN IDEOMO$OR SIGN'!ING
;. Ido/otor Si*nalin* and t" Indirct -or/s o, S)**stion
6he se of ideomotor in !on>n!tion "ith the indire!t forms of hypnoti! sggestion
$Eri!kson @ Rossi# 19,9' provides the therapist "ith a !reative array of approa!hes to
fa!ilitating hypnoti! phenomena and "orking "ith n!ons!ios material. *n his 195. paper on
the removal of resistan!e to hypnosis# for e%ample# Cheek provided an e%!ellent illstration
of the se of the Chevrel pendlm "ith &estions and the implied dire!tive to help a
sb>e!t re!over a tramati! memory. 6he sb>e!t# 7r. R. $not the same 7r. R. of this volme'#
had an nsal rea!tion to his first e%perien!e "ith the Chevrel pendlm and apparently
fro<e "ith fear. (ollo"ing is an e%!erpt from CheekAs a!!ontF the itali!s are ors# indi!ating
"here Cheek tili<ed a series of t"o implied dire!tives in s!!essive senten!es to evoke the
!riti!al material.
7r. R grasped his pendlm more tightly. /eads of perspiration appeared on his forehead. 8is fa!e
and hands trned an ashy3gray !olor. * asked him to open his eyes and let the pendlm ans"er some
&estions. * asked him)
M) 8ave yo ever felt like this beforeJ
A) 0es.
M) ;as this before yo "ere 4. years oldJ
A) 0es.
M) /efore yo "ere 1IJ
A) No.
M) 7oes yor sb!ons!ios mind no" kno" "hat that "asJ
A) 0es.
M) Let yor eyes !lose no"# and if your inner mind (ill let you no( (hat the experience is it (ill
pull your fingers apart. As the pendulum falls to the table$ the noise (ill bring that memory up to a
conscious le'el (here you can tal about it.
* remained silent for abot 4. se!onds. As his fingers released the !hain# he appeared distrbed. A
split se!ond later# as the plasti! ball of the pendlm str!k the table# he lifted his left hand to the side
of his head# opened his eyes and said) E* kno" no". * "as in gymnasim e%er!ises and * "as the top
man in one of those pyramids. 6he man belo" stmbled# and * landed on the side of my head on the
!ement floor.E
6here seemed to be no frther !omment. * asked him to pi!k p the pendlm and ans"er this
&estion)
M) 7o yo no" think yo !an enter hypnosis !omfortably# and be free of the rea!tion yo had a
little "hile agoJ
A) 0es. $p. 1.5'
6he reader !an no" e%plore ho" ea!h of the indire!t hypnoti! forms !an be sed "ith
ideomotor signaling to effe!t signifi!ant therapeti! responses.
<. ' Basic Paradi*/ ,or Ido/otor Si*nalin*
*n re!ent years the !yberneti! hypothesis that !on!eptali<es information flo"ing along a
feedbac loop as the basi! nit of learning and behavior has provided interesting models of
psy!hologi!al fn!tioning. :f these# the Test5<perate5Test5Exit $6:6E' =odel $=iller#
Calanter# @ +ribram# 195.F +ribram# 19,1' provides a sefl paradigm for e%perimental and
!lini!al "ork "ith ideomotor signaling. 6his paradigm otlines the se of a series of test
&estions and psy!hologi!al operations that !an eventate in the soltion of a given
psy!hologi!al problem.
After establishing ideomotor signaling via head# hand# or finger responses# a five3state
6:6E paradigm that theoreti!ally !old be sed to investigate and resolve most
psy!hologi!al problem rns as follo"s) 6he tests are sally a series of &estions or
instr!tions that the therapist addresses to the sb>e!t# "hile the operations are the inner
psy!hologi!al pro!esses the sb>e!t mst ndergo to give an ideomotor response. 6his
paradigm is a!tally a generali<ation of the lines of investigation developed by Cheek and
LeCron $1958'. *n the follo"ing otline the Eno#E E* donAt kno"#E or Enot "illing to ans"erE
responses all indi!ate a need for frther in&iry at that level to resolve "hatever diffi!lty the
patient is e%perien!ing.
1. 6E26) *s there a psy!hologi!al or emotional reason for yor problemJ :+ERA6E) *nner
revie" on an ideomotor level $"ith or "ithot !ons!ios a"areness'# giving rise to an
ideomotor response)
E0E2E ENoE 6E26) (rther in&iries
4. 6E26) 2eries of age3bra!keting &estions andNor a re&est to reorient to time the problem
began.
:+ERA6E) *nner revie" on an ideomotor level# giving rise to an
ideomotor response)
E0E2E ENoE 6E26) (rther in&iries
1. 6E26) *s it okay for !ons!iosness to kno" itJ :+ERA6E) *deomotor response)
E0esE ENoE 6E26) (rther in&iries
-. 6E26) 7is!ss the sor!e of yor problem.
:+ERA6E) ENoE 9nsatisfa!tory verbal dis!ssion 6E26) (rther
*n&iries
A0esE) A satisfa!tory dis!ssion
I3 6E26) *s it no" okay to give p the problemJ
:+ERA6E) *nner revie" of the problem on many levels smmari<ed in an ideomotor response.
E0esE ENoE 6E26) Mestions abot other sor!es of problem or "hen problem !an be given p.

EL*6) +osthypnoti! sggestions spporting resoltion of the problem.
6he first test &estion regarding a psy!hologi!al or emotional reason for the patientAs
problem initiates the operation of an inner revie" on an ideomotor level. 2!h inner revie"s
al"ays tend to deepen tran!eF !ons!iosness is fi%ated and fo!sed "ithin# "hile an
atonomos or semiatonomos pro!ess is allo"ed to make an ideomotor movement. *f a
0es signal !omes forth# the therapist !an go on to the se!ond test &estion. *f a No response
is obtained# then frther in&iries are indi!ated. *t may "ell be that the problem does not
have a psy!hologi!al or emotional basis. *t may be that the patient does not a!!ept the "ords
psychological or emotional and that the &estion needs to be rephrased in terms a!!eptable
to the patientAs nderstanding.
A No response at this initial level !old also indi!ate transferen!e problems. 6he
therapist may need to &estion patients abot their "illingness to let the therapist help them#
and so on. At this level E* donAt kno"E may mean that the patient needs more ed!ation
regarding the natre of psy!hologi!al or psy!hosomati! problems. ENot "illing to ans"erE
may mean that there are important se!ondary gains asso!iated "ith the problem that need to
be investigated. +eople se their signaling system in their o"n ni&e "ays# ho"ever# so the
therapist mst !losely stdy ea!h personAs style and personal system of meanings. *n any
!ase this first &estion initiates a pro!ess of inner revie" regarding the natre of the problem.
6his a!tivates many asso!iative pro!esses that may be tili<ed to identify sor!es and
potential soltions to the problem.
6he se!ond test &estion is a!tally a series of bra!keting &eries to lo!ali<e the sor!e
of the problem in time. Eri!kson has al"ays emphasi<ed that hypnoti! responses take time.
6his series of bra!keting &eries provides time for a series of inner revie"s. *n addition
tran!e is sally deepened "henever "e have a serial task $Eri!kson# 195-b'. (re&ently the
sor!es of the problem "ill pop into the patientAs mind as soon as the bra!keting &eries are
initiated. *t is "ell to !ontine an entire series of &estions# ho"ever# to provide the patientAs
asso!iative pro!ess "ith an opportnity for a more thorogh revie" than the patient probably
has ever done before. :ther sor!es of the problem may be n!overed and valable
!onne!tions made bet"een different age levels.
8aving lo!ated the time "hen the problem began# the therapist then asks if it is okay for
the !ons!iosness to kno" it. *n trth the therapist does not al"ays kno" "here the patientAs
!ons!iosness is. *t may be present# &ietly "at!hing the ideomotor responses# or it may be
far on# relating to other matters and entirely na"are of "hat ideomotor responses are being
made. 6here may be a total# partial# or !omplete la!k of disso!iation bet"een the ideomotor
level of responding and the !ognitive system of a"areness. ;hen there is no disso!iation#
the patientAs !ons!iosness is theoreti!ally a"are of the signifi!an!e of a parti!lar ideomotor
response. Even "hen this is the !ase# ho"ever# there is every likelihood that there are
asso!iations available at the ideomotor level that are not shared "ith !ons!iosness.
/e!ase of this "e ask "hether these asso!iations !an be shared "ith the patientAs
!ons!iosness. A 0es response sally means that the in&iry !an pro!eed# bt there is still
no assran!e that all the relevant asso!iations "ill be shared "ith !ons!iosness at this time.
=any revie"s $sometimes do<ens' of the same ideomotor pro!ess relating to a problem may
be re&ired before !ertain asso!iations rea!h !ons!iosness.
An E* donAt kno"E or En"illing to ans"erE response at this level re&ires frther in&iries
regarding "hy a disso!iation $or n!ons!iosness' needs to be maintained. 6he !onventional
vie" of most forms of therapy re&ires that the n!ons!ios be made !ons!ios. Eri!kson#
ho"ever# has pioneered the vie" that many if not most neroti! problems !an be handled
more ade&ately at an n!ons!ios rather than a !ons!ios level. A No response at this level
!old mean that !ons!iosness is not ne!essary to resolve a problem. A line of in&iry !an
be sed to test this possibility $!an the n!ons!ios solve this problem "ithot yor
!ons!ios mind kno"ing anything more abot itJ'. 6his possibility gives rise to the
fas!inating prospe!t of problems being resolved at an ideomotor or n!ons!ios level "ithot
either patient or therapist kno"ing the "hat# ho"# or "hy of it. =!h resear!h is needed to
e%plore this possibility. *t may be that !ertain patients and !ertain problems are more
effe!tively resolved "ithot the intervention of !ons!iosness.
*n the typi!al !orse of in&iry test &estion S- invites the patient to talk abot the
material stirred p by the &estions ths far. ;hat is or is not a satisfa!tory dis!ssion of the
problem depends on something more than the therapistAs pre!on!eptions and theoreti!al
vie"s. 9ltimately the only !riterion of a satisfa!tory dis!ssion of a problem is the pragmati!
one of "hether or not it leads to a 0es response to test &estion SI# regarding the patientAs
"illingness and a!tal ability to give p the problem. 6here is a "ide range of possible
responses "hen patients are invited to talk abot their problems at this level. 6here is the
sal n!ertainty abot the degree of disso!iation that may be present. +atients may talk
"ith seeming normality# yet be in a somnamblisti! state so that an amnesia "old be
present for everything said "hen they a"aken later. 9sally# ho"ever# the disso!iation is only
light or partialF the patients speak and may ndergo a !atharsis more freely than "hen
a"ake# bt they retain a fairly !omplete memory of the dis!ssion "hen a"akened later. 6his
memory has a!tally been fa!ilitated by any efforts to se!re a 0es response to test &estion
S1# regarding the appropriateness of !ons!iosness kno"ing.
6est &estion SI# regarding the patientAs "illingness and ability to give p the problem# is
the main ob>e!tive of the entire pro!eeding. Again it is "ell to re!ogni<e that psy!hologi!al
pro!esses !ontine to develop over time. 2ometimes a patient "ill gain a !lear insight abot
a problem and definite prospe!ts for its immediate# !onfident resoltion. =any EemotionalE
and EidentityE isses !an be resolved in this manner. 8abit problems "ith ingrained patterns
$smoking# nail3biting# overeating# et!.'# ho"ever# may re&ire more time. *t is al"ays valable
to have the patients EseeE a date "hen the problem "ill be finally resolved. *t is then valable
to have the patients psedo3orient themselves in time ftre to that date. ;hen the
ideomotor responses indi!ate the patients are there# the therapist !an have them revie" all
the things they had to do to finally resolve the problem $Eri!kson# 19I-'. 6his provides
patients "ith a series of tasks or steps their o"n system needs for problem resoltion. *n this
manner# a patientAs individality has an opportnity to !reate its o"n patterns of problem
solving. +atients are sally impressed "hen they reali<e that modern hypnotherapy ths
fa!ilitates their o"n !reative abilities rather than attempting to impose some arbitrary soltion
from the otside.
6he final stage is to EL*6 from the therapeti! en!onter "ith a fe" indire!t posthypnoti!
sggestions to fa!ilitate the soltions >st fond $and !reatedK'. 6he patient sally a"akens
spontaneosly "hen the ideomotor sitation is ended by the therapist simply adopting a
!onversational manner that re&ires responses of normal attention and behavior. 6he
therapist !an re!ogni<e the spontaneos a"akening by the patientAs reorientation to his body#
et!. *f the a"akening is not obvios and spontaneos# then the therapist !an re&est that the
patient !lose his eyes# rest !omfortably for a fe" moments# and then a"aken !ompletely#
feeling refreshed.
=. $" $O$E Modl and Psyc"olo*ical C"an*
6he 6:6E =odel "as developed to a!!ont for !entral !ontrol of re!eptor me!hanisms
$"hi!h 2herringtonAs !on!eption of the refle% ar! !annot do'. Central pro!esses "ithin the
brain are !ontinosly modifying sensory inpt from the environment. 6his !entral !ontrol is
ne!essary for the organismAs !ontinos ad>stment bet"een internal states and the oter
environment. *f this !entral !ontrol is important in integrating sensory and motor pro!esses#
!onsider ho" even more important it is in the psy!hologi!al realm# "here inpt from a so!ial
s!ene is !ontinosly modified by the personAs !entral !ontrol over that inptDthat is# the
personAs interpretation of that so!ial s!ene. ;hat "e have termed EinterpretationE or EbiasE in
!lini!al psy!hology is a!tally the personAs E!entral !ontrolE over inpt. ;hen the personAs
!entral !ontrol of EbiasE is rigidDthat is# not sffi!iently or appropriately modifiable by
!hanging e%ternal realitiesD"e have psy!hologi!al malad>stment. ;hen the !entral !ontrol
$bias# interpretation' !hanges appropriately as a fn!tion of real3life !hanges# "e say the
person is E"ell oriented to reality#E Ead>sted#E or Egro"th3oriented.E
6he most signifi!ant fa!tor involved in !hanging !entral pro!esses or biases is the
organismAs motor intera!tions "ith the environment. Central !ontrol does not !hange nless
the organism has a !han!e to modify itself by "ay of an a!tal intera!tion "ith e%ternal
reality. A kitten needs to a!tally "alk in order to organi<e its visal per!eptionsF being !arried
abot in a spe!ial !art does not allo" it to develop the re&isite per!eptal3motor
!oordination to move "ith gra!e and a!!ra!y. 6hs "e !an e%pe!t that modifying
inappropriate !entral !ontrol of so!ial sitations $bias' "ill also re&ire a!tal intera!tion "ith
those so!ial sitationsD simple interpretation or nderstanding of oneAs bias is not enogh.
:ne needs to intera!t or a!tively !hange oneAs responses to a so!ial sitation in order to
!hange the bias or malad>stment.
@. !.ls o, Rs(ons in Ido/otor Si*nalin*
*t is evident from the pre!eding dis!ssions that the sor!es or levels of response in
ideomotor signaling remain a fas!inating p<<le. Cheek and LeCron $1958' have indi!ated#
E7eeply repressed information of a tramati! sort "ill be indi!ated first by physiologi!al
indi!ations of distress# then by an ideomotor response# and finally by verbal reportingE $p.
151'. 6he reslts of their !lini!al investigations ths indi!ate that there may be at least three
sor!es or levels of response. A!tal !lini!al e%perien!e sggests there may be even more.
2ome patients respond on an emotional level# feeling something bt not kno"ing "hat it is.
6he emotional level is ths different $disso!iated from' the !ognitive level. :thers have an
intitive level of response abot kno"ing something# bt again they !annot pt it into "ords.
*deomotor signaling appears to be in rapport "ith these emotional and intitive levels even
"hen they !annot be verbali<ed. 6his is a line of resear!h that is still open for systemati!
investigation. *s there in fa!t a hierar!hy of sor!es or levels of response that passes throgh
the varios stagesDphysiologi!al# ideomotor# emotional# !ognitive# verbal# et!.Dor is this
simply a matter of individal differen!esJ ;hat approa!hes !an be developed to e%plore the
&estion e%perimentallyJ
'N '%DIO6#IS%'! DEMONS$R'$ION O- IDEOMO$OR
MO#EMEN$S 'ND C'$'!EPSY: $HE RE#ERSE SE$ $O
-'CI!I$'$E HYPNO$IC IND%C$ION
*n 19I8 the senior athor gave Ernest 8ilgard and Bay 8aley a demonstration in hypnoti!
ind!tion at 2tanford 9niversity. A videotape or 15mm film of this demonstration is available
from the pblisher $*rvington +ress# II1 (ifth Ave.# Ne" 0ork# Ne" 0ork# 1..1,'. Althogh
both the visal and aditory &alities of this old re!ord are poor# it is nonetheless the best
visal re!ord "e have of the senior athorAs ses of a variety of nonverbal approa!hes to
!atalepsy and an nsally !omple% form of ideomotor signaling in tran!e ind!tion dring
an e%!iting period of his "ork as a tea!her. 6he analysis of this visal re!ord in this se!tion
!ontains his !ommentaries on the p<<ling se of a re'erse set to !onfond the learned
limitations of everyday thinking to fa!ilitate the e%perien!e of mental fl%# !reativity# and
therapeti! tran!e.
After being introd!ed to the sb>e!t# Rth# Eri!kson made a fe" !onversational remarks
to initiate the idea of Eatomati! movementE to her and then began a hand levitation
approa!h. As her hand approa!hed her fa!e# Eri!kson introd!ed another task) to dis!over
the differen!e bet"een her thinking and doing. *n "hat follo"s "e have a trans!ription of ho"
Eri!kson pro!eeds to fa!ilitate a disso!iation bet"een her thinking and her doing as a means
of deepening tran!e and establishing a reverse set.
*n this ingenios pro!edre Eri!kson arranges matters so that her doing $an initially
volntary head signaling that gradally be!omes more and more involntary' !an be tre or
false. Cir!mstan!es are arranged# ho"ever# so that her thining "ill al"ays be tre. 8er
thinking "ill be tre even if she needs to go throgh a private mental manever of believing
the reverse of "hat she does "ith her head signaling.
6he oter movement of head3nodding or 3shaking and the inner pro!ess of thinking are
sally asso!iated together in a body3mind pattern of agreement in everyday life. 8ere
Eri!kson separates or disso!iates them# so they no" have a signifi!an!e that is the reverse
of ea!h other. /y having her head signal the reverse of "hat she obviosly kno"s to be tre#
Eri!kson establishes a reverse set "ithin her. 2he develops a set to think the reverse of "hat
her head signals. 6he !riti!al point !omes "hen he has Rth shake her head No to indi!ate
she is not in tran!eF bt the reverse set that has been a!tivated "ithin her reverses this so
she mst think# E* am in tran!e.E Eri!kson ths arranges "hat she a!tally thinks by tili<ing a
mental me!hanism $the reverse set' "ithin her o"n mind.
6his e%ample is the !learest# verbatim illstration of the evo!ation and pre!ise tili<ation of a
mental me!hanism for tran!e ind!tion that the >nior athor is a"are of. *t has been
analy<ed in this se!tion in almost painfl detail be!ase it is so sbtle a pro!ess that it !an
easily be lost or misnderstood. 7iffi!lt thogh it may be to grasp initially# "e believe this
process of acti'ating and utili+ing mental mechanisms is actually the essence of the
hypnotherapeutic process. Eri!ksonAs 19-8 paper E8ypnoti! +sy!hotherapyE !ontains his
original formlations of this approa!h of tili<ingDrather than simply analy<ingDmental
me!hanisms.
Introd)ction and Initial !arnin* Orintation to Hy(nosis
Hil*ard: R)t", I &ant yo) to /t Dr. Erickson.
R)t": Ho& do yo) do, sir.
E: Ho& do yo) do. Do yo) /ind i, I call yo) R)t"8
R)t": No, I+d lik to "a. yo) call / R)t".
E: Plas sit do&n. Dos t"at li*"t ,l all ri*"t8
R)t": Ys, it dos.
E: I )ndrstand yo)+. n.r 1n "y(noti0d8
R)t": No, I "a.n+t.
E: B)t t"at yo) ar intrstd8
R)t": Ys.
E: 'nd I t"ink t"at (r"a(s t" 1st t"in* to do is to *t ri*"t do&n to &ork. Ho
)!ch are yo! illing to learn%
R)t": 7ll, I+/ .ry &illin*. >Sli*"t (a)s? I+/ a littl nr.o)s, t"o)*". E: Yo)+r a
littl nr.o)s8 R)t": Ys.
E: 7ll, rally, I o)*"t to 1 t" on &"o+s nr.o)s, 1ca)s I+. *ot to do t" &ork,
and all yo! ha#e to do is let things happen/ and they ill happen.
R) 9pon being introd!ed# Eri!kson ses his first remark to gain a!!ess to personal
!onta!t by re&esting permission from Rth to se her first name. Re&esting her
permission is not only polite# it immediately gives her an a!tive role in determining ho"
the pro!eedings "ill go. Eri!ksonAs first soli!itos remark abot the light $for the movie
that is being made' !ontines this initial effort to enlist her approval and a!tive
parti!ipation. 8e then asks a &estion to ensre her interest in hypnosis# and then
another# E8o" m!h are yo "illing to learnJE 6hs the hypnoti! sitation is
immediately defined as a learning pro!ess. 6his is espe!ially appropriate in a niversity
setting.
*n the ne%t remarks abot being nervos Eri!kson does a nmber of things) $1'
a!kno"ledges and refle!ts her feelingsF $4' identifies "ith her nervosness and in a
pe!liarly !on!rete "ay may be relieving her of it by taking it on himself $the original
meaning of transferen!e in the ritals of early forms of healing "as that the patientAs distrban!e or
disease "as transferred to the healer $shaman# "it!h do!tor# or gr'# "ho internali<ed the problem
and dealt "ith it in his o"n system'F $1' tili<es it to define hypnosis frther as a sitation
"here Eall yo have to do is let things happen# and they "ill happen.E 6he ease and
!asalness "ith "hi!h all this is done !ontribtes to its effe!tiveness. Casalness in a
!onte%t of trisms and good rapport may be regarded as a most effe!tive vehi!le for
the a!!eptan!e of sggestion.
Initial 'ssss/nt o, Possi1l $ranc
E: %", ar yo) ,or*ttin* a1o)t t" li*"t8
R)t": No, I+/ notGa/ I s)((osd to look at it8
E: O", no.
R)t": O".
E: Yo) can ,or*t a1o)t it, yo) kno&.
R) *n this inno!ent &estioning abot the light# Eri!kson is boldly bt indire!tly
assessing her response attentiveness and potential for hypnoti! responsiveness. *f she
had given some indi!ation that she had already forgotten the light in the intensity of her
!on!entration on him $e.g.# a slight startle as she reoriented to the light or a frank
admission that she had indeed already forgotten it'# Eri!kson "old have had rapid
eviden!e of her tenden!y to"ard somnamblism. 2he indi!ates to the !ontrary#
ho"ever# that she is in fa!t a"are of the light. 2he is a sb>e!t "ho likes to hang onto
her generali<ed reality orientation. 2he does not like to admit altered states. *t "ill not
be easy to ratify her tran!e e%perien!e. 6his trns ot to be tre# as "e shall see laterF
even after e%perien!ing a nmber of !lassi!al hypnoti! phenomena dring this session#
she tends to &estion them at the end. Nonetheless# Eri!kson ends the inter!hange at
this point "ith the dire!t sggestion that she !an forget the light. 6he !asalness "ith
"hi!h this sggestion is made# ho"ever# tends to make it indire!t and a!!eptable
"ithot !hallenge. 8e then rapidly goes on to initiate a formal hypnoti! ind!tion by
hand levitation.
Modlin* Hand !.itation and t" Conscio)s6%nconscio)s Do)1l
Bind
E: 'nd I+/ *oin* to tak "old o, yo)r "and in a /o/nt or so. >Pa)s &"il E ()ts "r
"ands on "r t"i*"s.? No&, as yo) &atc" yo)r "ands, t"y+r rstin* t"r. 'nd do yo)
kno& a1o)t t" ,lin*s yo) "a. &"n yo) ar ,din* a 1a1y and yo) &ant t" 1a1y
to o(n its /o)t", and yo) o(n yo)rs instad o, t" 1a1y8 'nd did yo) .r ()t on
t" 1raks &"n yo) &r in t" 1ack sat o, a car8
R)t": Ys.
E: 7ll, I &o)ld lik t"at sa/ kind o, a)to/atic /o./nt. No& look at /y "ands.
Yo) s .ry, .ry slo&ly, &it"o)t it 1in* a .ol)ntary t"in*, /y ri*"t "and can li,t and
it can lo&r, and t" l,t "and can li,t and lo&r. >E /odls t"is slo& li,tin* and
lo&rin* &it" "is o&n "ands.? No& &"at I+d lik to "a. yo) )ndrstand is t"is: t"at
yo) "a. a conscio)s /ind, and yo) kno& t"at and I kno& t"at, and yo) "a. an
)nconscio)s /ind or a s)1conscio)s /ind, and yo) kno& &"at I /an 1y t"at, do yo)
not8 >E is lanin* ,or&ard in "is c"air to&ard "r, n*a*in* intns y contact.? No&
yo) co)ld li,t yo)r ri*"t "and, or yo)r l,t "and conscio)sly, 1)t yo)r )nconscio)s
/ind can li,t on or t" ot"r o, yo)r "ands. 'nd I+d lik yo) to look at yo)r "ands,
and I() going to as" yo! a 1!estion and yo! do not "no the anser to that 1!estion
conscio!sly/ and yo!(ll ha#e to ait and see hat the anser is. I() going to as" yo!
hich hand is yo!r !nconscio!s )ind going to li$t !p $irst% The right hand or the le$t/
and yo! really don(t "no. 2!t yo!r !nconscio!s "nos.
R) Eri!kson begins a hand3levitation approa!h by giving an everyday analogy of
atomati! movement that is espe!ially appropriate for a yong "oman $feeding a
baby'. 6his analogy tends to initiate an n!ons!ios sear!h for those n!ons!ios
pro!esses that !an fa!ilitate the atomati! movement of her hands. Eri!kson models
this atomati! movement "ith his o"n hands and then ses the !ons!ios3
n!ons!ios doble bind to frther fa!ilitate the n!ons!ios sear!h for atomati!
movement $Eri!kson @ Rossi# 19,5# 19,9'.
#oic !oc)s C) ,or Hand !.itation
E: $"at+s ri*"t, and it+s 1*innin* to li,t on o, yo)r "ands. Li$ting/ li$ting/ li$ting/ >E
slo&ly /o.s "is 1ody 1ack&ard and "is "ad )(&ard as " says t"is? li$ting !p/ and
no& &atc" it. $"at+s ri*"t. 7atc" it li,tin*, li,tin*, li,tin*, )( it conis, li,tin* "i*"r. 'nd
&atc" it. Soon yo)+ll notic it, and k( &atc"in* yo)r "and and &atc"in* it. 'nd i,
yo) &is", yo) can clos yo)r ys and 4)st ,l yo)r "and li,tin* "i*"r and "i*"r.
$"at+s ri*"t. !i,tin* still /or. $"at+s ri*"t, l1o& &ill start 1ndin* and t" "and &ill
co/ )(, t"at+s ri*"t. !i,tin*, li,tin*, and no& clos yo)r ys and 4)st ,l it li,tin*,
and it+s li,tin* "i*"r and "i*"r.
R) As yo intensely intone Elifting# lifting# lifting# lifting pE yo move yor body
ba!k"ard and yor head p"ard. 0or voi!e lo!s is moving p"ard in the same
dire!tion yo "ant the hand to levitate.
E) 0es# thatAs an aditory !e that may fa!ilitate hand levitation on an n!ons!ios
level. 6he patient doesnAt kno" "hy the hand lifts.
R) *n the ne%t se!tion yo again se voi!e lo!s as a !e several times by lo"ering
yor head and deepening yor voi!e "hen yo tell her that her hand is !oming do"n
and she "ill Ego "ay deep asleep.E
$actil C)s ,or Hand !.itation and Catal(sy: '/nsia ,or $actil
C)s: $" -irst '((arnt '&aknin*
E: And I() going to ta"e hold o$ this hand. ,E si*nals t" l.itation o, "r l,t "and 1y
li*"tly slidin* "is t")/1 on its )ndrsid.? 'nd it+s li,tin*J
li,tin*, li,tin*, li,tin*, t"at+s ri*"t. 'nd t" ot"r "and is li,tin*, li,tin* )(. >E *)ids "r
ri*"t "and )( &it" so/ lin*rin* to)c"s to si*nal t"at it is to r/ain )( in a
catal(tic (osition.? $"at+s ri*"t. No&, I /ntiond 1,or t"at t" "and co)ld li,t, and
it co)ld *o do&n. 'nd no& I &ondr i, yo) kno& &"ic" "and is *oin* to *o do&n ,irst8
On or t" ot"r is *oin* to *o do&n, and do&n it conis. >Hr ri*"t "and 1*ins to
co/ do&n slo&ly.? $"at+s ri*"t, t"at+s ri*"t, do&n it conis, do&n it co/s, and
co/in* do&n still /or, still /or, do&n it co/s, do&n it co/s. >E lo&rs "is "ad
as " says t"is.? 'nd as it conis do&n, I &ant yo) to *o d(r and d(r into t"
tranc. I+d lik to "a. yo) n4oy *oin* d(r and d(r, and &"n yo)r "and
rac"s yo)r la(, yo)+ll tak a d( 1rat" and *o .n d(r into t" tranc,
1ca)s yo)+r 1*innin* to larn "o& no&. $"at+s ri*"t, co/in* to rst t"r. $"at+s
ri*"t. No&, tak a d( 1rat" and *o &ay d( asl(. >E lo&rs "is "ad and
d(ns "is .oic.? 'nd no& lt it s/ to yo) as i, /any /in)ts "ad (assd. 'nd I+d
lik yo) slo&ly to aro)s and look at / and talk to /. >E li*"tly to)c"s t"
)ndrsid o, "r still l.itatd l,t ar/.? 'nd slo&ly ro!se !p no&, slo&ly ro)s )(,
ro)s )( no&. 'nd o(n yo)r ys. >S" o(ns "r ys and looks at E.? $"at+s ri*"t.
'nd yo)+r 1*innin* to larn to *o into a tranc. Do yo) rali0 t"at8
R)t": I t"ink so.
E) ;hen * tell her# E*Am going to take hold of this hand#E * a!tally >st lightly to!h her
right "rist "ith my hand# giving slightly more pressre "ith my thmb on the nderside
of it. =y to!h indi!ates that *Am going to lift her arm# bt * donAt lift itK * >st gently slide
my thmb a bit p the nderside of her "rist to indi!ate lifting# bt she does most# if not
all# the lifting. * try to give !ontinos !es for lifting ntil she takes over and does all
the lifting.
R) 6his is a "ay of initiating a kind of semiatomati! hand movement that seems to
take pla!e "ithot the patient reali<ing it is a step to"ard flly atonomos hand
movements. As yo ask her to Erose p#E yo gently to!h the nderside of her left
"rist as a nonverbal !e that that arm is to remain levitated even after she a"akens.
E) 0es# if yo do this at e%a!tly the right moment bet"een tran!e and a"akening# the
patient "ill a"aken and stare "ith !riosity at that arm in a !atalepti! position.
R) 6he patient tends to be amnesi! for the ta!tile !e that "as >st given in the tran!e
stateJ
E) Either the patient is amnesi! or she has lost the ta!tile !e altogether# be!ase it
"as given bet"een the tran!e and the a"ake state and a!tally belongs to neither.
'ssssin* $ranc E3(rinc: Snsory and Prc(t)al Distortions
E: Yo) t"ink so. 'nd "o& dos yo)r "and ,l8
R: %/Ga littlG"a.y.
E: ' littl "a.yB and can yo) s yo)r "and (lainly8
R)t": $" on in /y la(, ys.
E: 'nd t"is on8
R)t": Ys.
R) 0o apparently a"aken her# bt her left arm remains levitated# and she reports that
her hand is heavy. 6his sggests that she is still e%perien!ing tran!e effe!ts. 0or
&estions are to assess >st "hat sensory and per!eptal distortions may be
spontaneosly present at this point. 0or nsal &estions !an evoke nsal
responses in the nsal sitation of a tran!e ind!tion.
I/(lid Dircti.s ,or ')to/atic Mo./nts and $ranc D(nin*:
Snsiti0in* ,or Mini/al C)s
E: No& &atc" t"at "and as it *ts closr and closr to yo)r ,ac. $"at+s ri*"t. $"at+s
ri*"t. 'nd I &o)ld lik to "a. yo) (ay ,)ll attntion to t" snsations o, t"
/o./nt o, yo)r ar/, t" 1ndin* o, yo)r l1o&, and t" &ay t"at "and is *ttin*
closr and closr to yo)r ,ac. 'nd .ry s"ortly it is *oin* to to)c" yo)r ,ac, 1)t it(s
not going to to!ch yo!r $ace !ntil yo! are ready to ta"e a deep *reath and to close
yo!r eyes and go ay deep/ so!nd asleep. $"at+s ri*"t, al/ost rady, al/ost rady.
$"at+s ri*"t, t"at+s ri*"t, and it+s /o.in*, /o.in*. $"at+s ri*"t, and yo)+r &aitin* ,or it
to to)c" yo)r ,ac and *ttin* rady to tak t"at d( 1rat". Gttin* rady to *o &ay
d(, so)nd asl( in a d( tranc. 'l/ost to)c"in* no&, t"at+s ri*"t, al/ost
to)c"in* no&, and yt it isn(t going to to!ch !ntil yo! are ready to ta"e that deep
*reath and yo!r eyes ill close. $"at+s ri*"t, *ttin* closr and closr and closr.
$"at+s it, l1o& 1ndin* /or, ,in*rs /o. )( to to)c" yo)r c"in. $"at+s ri*"t, t"at+s
it. 'l/ost t"r, al/ost t"r, and no& yo)r "ad starts 1ndin* ,or&ard. $"at+s ri*"t,
and yo)+ll tak a d( 1rat" and *o &ay d( asl(. $"at+s ri*"t. >E arran*s t"
,in*rs o, "r ri*"t "and into a catal(tic (osition.? Go &ay d(, and no& slo&ly >E
*i.s "r l,t ar/ a si*nal to)c" to *o do&n.? t"is ar/ &ill co/ do&n to rst on t"
ar/ o, t" c"air. $"at+s ri*"t. Slo&ly and t"n 4)st a 1it /or ra(idly. 'nd no& yo)r
ri*"t ar/ is *oin* to start li,tin* )(, and t" l1o& &ill start 1ndin*. $"at+s it, and t"
l,t ar/ is co/in* do&n, >E &a.s "is "and to /otion "r ri*"t ar/ do&n.? /or and
/or. $"at+s it. 'nd yo)r ri*"t l1o& is 1ndin*, and yo)r &rist is li,tin* )(. $"at+s
ri*"t, li,tin*, li,tin*, li,tin*, li,tin*, li,tin*. >E is *i.in* t" )ndrsid o, "r ri*"t "and
li*"t to)c"s to si*nal li,tin*.? $"at+s it. !i,tin*, li,tin*, li,tin*, li,tin*, li,tin*, li,tin*,
li,tin*. $"at+s it. El1o& 1ndin*, and t"is ar/ is strai*"tnin* /or and /or.
R) 0oAre reind!ing deeper tran!e by fo!sing and fi%ing her attention on the
sensations of movement in her arm# et!. 6his kind of nsal task tends to
depotentiate her sal !ons!ios sets so that she more readily a!!epts yor implied
dire!tive not to let the hand to!h her fa!e ntil she is ready to !lose her eyes and# in
effe!t# go into a deep tran!e. 0o gave her many dire!tive to!hes in this se!tion both
to speed p the pro!edre and to in!reasingly sensiti<e her to the minimal !es yoAre
giving her as "ell as the minimal !es from her o"n inner pro!esses that are sally
ignored in the everyday a"ake state.
Parado3ical C"alln*s to -acilitat Hy(notic Rs(onsi.nss:
I/(lication and Hand Gst)rs as Non.r1al C)s ,or Ri*"t6
H/is("ric In.ol./nt
E: 'nd no&, R)t", I &o)ld lik to "a. yo) disco.r so/t"in* /or. I+d lik to "a.
yo) slo&ly, .ry .ry slo&ly o(n yo)r ys and look at yo)r ri*"t "and and t"n look
at yo)r l,t "and. $"at+s ri*"t. 'nd notic t" di,,rnc in t" /o./nts. $"at+s
ri*"t. 'nd no& I &ant yo) to try, 4)st try to sto( t" do&n&ard /o./nt >E /aks a
1road s&(in* *st)r do&n&ard, as i, dirctin* t" l,t "and do&n&ard.? o, t" l,t
"and. $"at+s ri*"t, t"at+s ri*"t, and do&n it co/s. 'nd no& I &ant yo) to notic t"at
yo) can+t sto( it ,ro/ li,tin* )(. >E no& /aks a slo& )(&ard /o./nt to dirct "r
l,t "and )(&ard.? 7atc" it. No& &atc" t" ri*"t "and li,tin* )( to&ard yo)r ,ac, and
try "ard to sto( it, 1)t )( it conis, )( it co/s, )( it conis, and k( &atc"in*
t"at. %( it co/s.
R) Are yo sing !hallenges here to deepen tran!e "hen yo ask her to try to stop the
do"n"ard and p"ard movementsJ
E) 0o !anAt try to stop a do"n"ard movement nless there is a do"n"ard movement.
6he patient thinks *Am !hallenging her to stop something. 2he doesnAt see the
impli!ation for do"n"ard movement to !ontine.
R) A patient !old be hesitating on a do"n"ard movementF yo apparently !hallenge
her to stop it. 2he doesnAt reali<e that this !hallenge a!tally implies there is movement
and fa!ilitates that movement.
E) 0es# be!ase yo have to have a thing in reality to be able to stop it. * reinfor!e the
reality of the movement "ith my o"n hand movements that dire!t her nonverbally. /y
this time she has been !onditioned to follo" my nonverbal !es# so she finds that she
!annot stop the lifting or lo"ering of her arms.
R) 2o the parado%i!al !hallenge to stop a hypnoti! behavior that is on the brink of
taking pla!e is a!tally a "ay of fa!ilitating and strengthening it. 0o then reinfor!e the
movements "ith yor nonverbal hand gestres. 6he patientAs right hemisphere is
probably pi!king p these !es and pro!essing them atomati!ally# so that she follo"s
yor hand gestres even thogh her left hemisphere may be p<<led# sin!e it only
hears yor verbal !hallenge to do the opposite. 6his opposition may be reinfor!ing the
more atonomos pro!esses of the right hemisphere# "hi!h "e asso!iate "ith hypnoti!
behavior# and depotentiating the verbal !ontrols of the left hemisphere# "hi!h "e
asso!iate "ith the normal generali<ed reality orientation.
E) 0es# and yo !an tell the patient# E6ry hard to stay a"ake.E R) 0o thereby set in
motion a pro!ess to go to sleep.
E) 0es# and she kno"s sheAs been trying to stay a"akeK *tAs been a diffi!lt >ob to stay
a"ake. 6herefore by impli!ation# itAs easy to lapse into sleep or tran!e.
M)lti(l $asks to D(otntiat Conscio)s Sts and -acilitat
-ollo&in* B"a.ior
E: 'nd I+d lik to "a. yo) &atc", look at /y ,in*r no&. >E (oints )(&ard &it" "is l,t
"and ,or R)t" to ,oc)s on. 7it" "is ri*"t "and " slo&ly /o.s "r l,t "and to "r
,ac. 7"il doin* t"is, " (oints "is l,t "and do&n, so t"at R)t"+s ys *rad)ally
clos as " lo&rs "is "and to&ard t" ,loor.?
And I ant yo! to notice so)ething that happens to yo!. $ak a d( 1rat", clos
yo)r ys. $"at+s ri*"t. 'nd all t" ti/ yo) ar 1*innin* to ,l t"at yo) ar larnin*
/or and /or. >E to)c"s t" )ndrsid o, t" ,in*rs o, "r ri*"t "and to si*nal an
)(&ard /o./nt.? 'nd it+s /o.in* )( to&ard yo)r ,ac, and as soon as yo)r ri*"t
"and to)c"s yo)r ,ac, yo)+ll tak anot"r d( 1rat" and *o d(r asl(. $"
closr yo)r ri*"t "and *ts to yo)r ,ac, t" /or yo)r l,t "and &ill /o. a&ay ,ro/
it. >E si*nals a do&n&ard /o./nt &it" a li*"t to)c" on "r l,t ar/.? 'nd )( *os
t" ri*"t "and. $"at+s ri*"t. %( it *os, and t" l,t "and is /o.in* a&ay. ' littl 1it
,astr, and a littl 1it ,astr, t"at+s it, and ,astr yt, and still ,astr, and still ,astr, and
,astr and ,astr, t"at+s it. 'nd no&, &"il yo)r "ands ar 1)sy doin* t"at, R)t", I+d lik
to "a. yo) o(n yo)r ys and look at /. 'nd no& I &ant to tac" yo) so/t"in* o,
i/(ortanc, as soon as yo)r ri*"t "and to)c"s yo)r ,ac. 'nd it+ll start /o.in* a&ay,
and so &+ll "a. t"at altrnat /o./nt. >E d/onstrats 1y altrnatin* "is "ands
)( and do&n.? Do yo) )ndrstand8 'nd R)t", I &ant yo) to disco.r so/t"in* ls.
It is rat"r "ard ,or yo) to *)id yo)r "and. >E *)ids "r ri*"t "and to&ard "r ,ac.?
$"at+s it.
R) 0o !ontine yor learning frame of referen!e# !ontinally en>oining her Eto noti!e
something that happens to yo.E 0o are hereby reinfor!ing her hypnoti! attitde of
passive e%pe!tationF her !ons!ios intentionality is to do nothing e%!ept "itness
nsal sensations# per!eptions# movements# or "hatever manifestations there may be
of atonomos or n!ons!ios pro!esses. 0o reinfor!e her movements "ith
nonverbal to!h signals# and yo give her mltiple tasks that so absorb the !ons!ios
attention of her left hemisphere that the "ay is open for the more atonomos
pro!esses of the right hemisphere to manifest themselves $;at<la"i!k# 19,8'.
Dissociatin* $"inkin* and Doin*
E: I &ant yo) to disco.r the di$$erence *eteen yo!r thin"ing and yo!r doing. 'nd
t"at is t"is: Yo) kno& "o& to nod yo)r "ad, >E /odls "ad noddin*.? and yo) kno&
"o& to s"ak yo)r "ad. >E /odls "ad s"akin*.? 'nd yo) kno& yo)r ,irst na/ is R)t", and yo)
kno& t"at yo) ar a &o/an, and yo) kno& t"at yo) ar sittin* do&n, and I kno& all t"os t"in*s
too.
R) 0or initial statement abot dis!overing Ethe differen!e bet"een yor thinking and
yor doingE sonds matter3of3fa!t and rational# bt it is a task that is otside her
habital ideational patterns. 6hs# it is a ne" and rather odd frame of referen!e that
tends to depotentiate her sal !ons!ios sets so that n!ons!ios sear!hes and
pro!esses are initiated. 6his reinfor!es and deepens the hypnoti! modality.
0o then state a series of trisms that establish both a strong yes set and the first
stage of a reverse set that yo are !areflly developing.
Parado3ical Con,)sion ,ro/ Ostnsi1l Clari,ication
E: 'nd no /attr hat I say or yo! say or any1ody ls says, it on(t change yo!r
na)e/ &ill it8 'nd it &on+t c"an* t" ,act t"at yo) ar a &o/an. 'nd it &on+t c"an*
t" ,act t"at yo) ar sittin* do&n.
R) 8ere yo are apparently !larifying the differen!e bet"een doing $E"hat * say or yo
sayE' and thinking $Eit "onAt !hange yor nameE' in a !onvin!ing "ay so that the above
yes set is maintained and reinfor!ed. /t in a!tal fa!t yor statements are so different
from the ordinary frames of referen!e of everyday life that "hat is ostensibly !larifying
is in reality pre!ipitating a parado%i!al !onfsion that frther depotentiates her left
hemisphereAs ability to maintain its o"n orientation. 6his is espe!ially tre sin!e she is
already in a fairly passive# re!eptive mode "here she is not parti!larly disposed to do
m!h a!tive analysis of yor abstra!tions. (rther# even the highly abstra!t natre of
the disso!iation yo are establishing is hidden behind yor !asal manner and the
apparent obviosness and !on!reteness of the phrases yo seDEyo are a "omanE
and Eyo are sitting do"n.E Anyone !old hear and a!!ept the obviosness of these
!on!rete statements even if they "ere half n!ons!ios. 2o natrally she a!!epts them
"ithot reali<ing everything else she is a!!epting along "ith themDespe!ially the
hidden impli!ations that !ome in the ne%t se!tion.
E) GLaghing heartilyH 0o fond me otK G6he senior athor and the >nior athor have
been "orking on the reverse set for abot five years. :nly no"# and after a do<en
revisions# does R !at!h on to this parti!lar bit of parado%. E "as >st "aiting and
"ondering "hen it "old finally da"n on R.H
R) 7id yo a!tally plan this !onfsion "hile apparently !larifyingJ
E) 0es# of !orse# many timesK G/reaks p in rene"ed laghterH
Hiddn I/(lication ,or t" R.rs St
E: B)t I can say anyt"in*, and yo) can t"ink anyt"in*. It doesn(t necessarily
inter$ere ith $acts.
R) 6hese statements frther illstrate and reinfor!e the differen!e bet"een doing $"hat
"e say' and thinking $Eit doesnAt ne!essarily interfere "ith fa!tsE'. 6he apparently
gratitos se of necessarily$ ho"ever# does set p the hidden impli!ation that "hat "e
do may after all inflen!e "hat "e think. 6his# as "e shall see# is the !riti!al impli!ation
that later allo"s the reverse set to operate effe!tively.
E3rcisin* a Ys St
E: No& I+/ *oin* to ask yo), is yo)r ,irst na/ R)t"8 >R)t" nods Ys.? $"at+s ri*"t.
'r yo) a &o/an8
R)t": Ys.
E: Yo) 4)st nod yo)r "ad or s"ak yo)r "ad in ans&r. 'r yo) a &o/an8 >R)t"
nods Ys.? 'r yo) sittin* do&n8 >R)t" nods Ys.?
R) 0o no" e%er!ise a yes set "herein Rth establishes a habit of responding
behaviorally $a head nod meaning yes' in a positive "ay to the &estions. ;hat she
does and thinks are the sameF both are tre.
Dissociatin* and R.rsin* $"inkin*
E: 'H ri*"t, no& I+/ *oin* to ask yo) so/ ot"r 5)stions, and yo) &ill nod yo)r
"ad in ans&r. Is yo)r na/ 'nn8 >R)t" s"aks "ad No.? 'nd yo) &ill nod yo)r
"ad in ans&r. >E /odls, noddin* Ys.? Is yo)r na/ 'nn8 >R)t" nods Ys.?
R) 6his is the first disso!iation and reversal bet"een her doing $nodding her head 0es'
and her thinking $she thinks No# sin!e obviosly she kno"s her name is not Ann'. *s
this also a !onfsion te!hni&eJ
E) 0es. * also sometimes tell irrelevant stories and make non se&itr remarks to
ind!e !onfsion. GEri!kson no" illstrates a nmber of !hildhood games that amse
by ind!ing parado% and !onfsion.H
Rin,orcin* t" R.rs St
E: $"at+s ri*"t. Bca)s yo)r t"inkin* can 1 di,,rnt t"an /o./nt o, t"
/)scls in yo)r nck. 'r yo) standin* )(8 >R)t" nods Ys.?
R) 6his response reinfor!es the same disso!iation and reversal bet"een thinking and
doing begn in the above se!tion. 8er head nods 0es# "hile her !ons!ios thinking# if
she is !ons!iosly thinking# mst obviosly be the reverse.
E: $"at+s ri*"t. 'nd ar yo) a 1oy8 >R)t" nods Ys? $"at+s ri*"t.
R) Again the same disso!iation. /y this time a reverse set has been establishedF a set
for a!ting ot a disso!iation bet"een doing and thinking. *t is a reverse set be!ase
"hat she thinks is the reverse of "hat she doesF she no" tends to nod 0es "hen her
thinking is No.
R.rsin* t" R.rs St: $" Onst o, Con,)sion
E: 'nd no& I &ant yo) to s"ak yo)r "ad No. >E /odls "ad s"akin*.? Yo)r
na/ isn+t R)t", is it8 >E s"aks NoB R)t" s"aks No.?
R) Another disso!iation is established similar to the above bt "ith a reversal of the
reverse set in doing and thinking) 8er doing $shaking her head No' is no" false# "hile
her thinking is tre $her name really is RthK'. *f the reader is no" beginning to strggle
against be!oming !onfsed# imagine the diffi!lty Rth is beginning to haveK
E: 'nd yo! arn+t a &o/an, ar yo)8 >R)t" s"aks "ad No.?
R) Again the same disso!iation bet"een the falseness of her doing and the trth of her
thinking.
E: 'nd yo) arn+t sittin* do&n, ar yo)8 >R)t" s"aks "ad No.?
R) 6he same disso!iation establishes another reverse set) doing "hat is false "hile
thinking the reverse# "hi!h is tre. *t is the !omplementary reverse set of the first that
"as established. 2he is no" trained both in doing "hat is false "hile thinking "hat is
tre# and doing "hat is tre "hile thinking falsely. 6he net reslts tend to be a "ell3
established reverse set bet"een thinking and doingF she "ill no" tend al"ays to think
the opposite of "hat she does# and vi!e versa.
$" R.rs St Esta1lis"s $"at S" Is in $ranc
E: 'nd yo) arn+t in tranc, ar yo)8 >R)t" s"aks "ad No.?
R) 6his is the tili<ation of the hidden impli!ation des!ribed earlier and the firmly
established reverse setF sin!e she shakes her head No# she mst think the reverse#
E0es# *Am in a tran!e.E 6hs# the reverse set establishes "ithin her o"n thinking that she
is in a tran!e. At least thatAs the first impli!ation of her head shaking No. *t "old be too
diffi!lt to immediately s"it!h the reverse set that has been so long established. 2he
!old s"it!h it if she had a moment to refle!t and de!ide# E;ell# no# *Am really not in
tran!e.E /t yo donAt give her time to make this inner ad>stment# even if she felt
disposed to it.
6he sitation is no" as follo"s) 2in!e she is in fa!t !losely follo"ing yo in her oter
behavior# she is eviden!ing "hat yo !all Eresponse attentiveness.E 6hat is# she is in
tran!e "hether she kno"s it or not. Even if she had a tenden!y to"ard inner resistan!e
so that she "old deny !ons!iosly a!kno"ledging tran!e# this resistan!e tends to be
bypassed be!ase of her !onfsion and yor !arefl engineering of the reverse setD
"hi!h no" prompts the inner# !ons!ios a!kno"ledgment that she is in tran!e.
'ddin* Contradiction to t" R.rs St: D(otntiatin* Conscio)s
Sts
E: 'nd yo) arn+t ans&rin* /, ar yo)8 >R)t" s"aks "ad No.? 'nd yo)+r not
*oin* to ans&r /, ar yo)8 >R)t" s"aks "ad No.? $"at+s ri*"t. 'nd yo) can "ar
.ryt"in* I say, can yo) not8 >R)t" s"aks "ad No.? 'nd yo) &on+t "ar anyt"in* I
say to yo), &ill yo)8 >R)t" s"aks "ad No.?
R) 0o no" &i!kly shift to another &estion that reinfor!es the reverse set in a very
obvios "ay# so that she !annot disagree "ith it. 2he !ontines "ith the same form of
the reverse set as the above# "hi!h implies she is thinking $if she is !ons!iosly
thinking at this point' that she is in tran!e. 6his reverse set is reinfor!ed for times# bt
noti!e that the last t"o are !ontradi!tory. 2in!e she makes the same response to these
!ontradi!tory statements# she is obviosly !onfsed to the point "here she is simply
responding by a rote follo"ing of "hatever response Eri!kson sets in motion. 8er
!ons!ios sets and self3dire!tion are depotentiated to the point "here left3hemispheri!
rationality has been depotentiated.
D(nin* $ranc: Brakin* t" R.rs St
E: 'll ri*"t, and yo) can clos yo)r ys.
R) 0o sddenly s"it!h from &estions to a definite statement abot something she
!an do.
E: Yo) can clos yo)r ys, can yo) not8
R) 6his is another !hange. 0o ask a positive &estion abot something she really !an
!ontrol. 2he does not shake her head. 6he previos reverse set is broken.
E: 'nd yo)+r closin* t"/, ar yo) not8 >R)t" closs "r ys.? $"at+s ri*"t. 'nd yo)
can n4oy sl(in* /or and /or d(ly all t" ti/. 'nd yo) rally ar, arn+t yo)8
>E nods "is "ad contin)o)sly.? $"at+s ri*"t. 'nd yo) rally arGand 4)st k( ri*"t
on sl(in*, d(r and d(r in t" tranc.
R) 0o no" positively reinfor!e eye !losre and deepening tran!e.
I/(lid Dircti. to D(n $ranc
E: 'nd to lt / kno& t"at yo) ar, yo)r ri*"t "and is *oin* to co/ to rst on yo)r
la(.
R) 6his implied dire!tive is sed to signal# motivate# and reinfor!e deepening tran!e.
E: 'nd in so/ &ay yo)+r *eginning to kno& t"at yo)+r sl(in* in a d(r and
d(r tranc. >R)t"+s ri*"t "and slo&ly /o.s do&n to "r la(.?
R) 0o emphasi<e beginning be!ase the sb>e!t !an hardly arge "ith thatF it is
e%perien!ed by the sb>e!t as tre no matter ho" her !ons!ios attitdes may be
evalating the sitation.
E: 'nd I+/ *oin* to talk, and yo) don+t .n nd to listn to /.
R) A disso!iation is en!oraged bet"een the !ons!ios and n!ons!ios by not
needing to listen.
E: 'nd yo) rally don+t, 1ca)s yo) ar .ry, .ry 1)sy, *oin* d(r and d(r in
t" tranc as yo)r "and co/s closr to yo)r la(. 'nd as it co/s to rst in yo)r la(,
and as it contin!es to rest in yo!r lap/ yo!(re going to *e #ery/ #ery *!sy sleeping
deeper and so!nder and )ore pro$o!ndly in the trance state/ as yo!r hand co)es to
rest )ore and )ore co)pletely.
R) 6his se!tion ends "ith the simple !ontingent sggestion that as her hand !ontines
to rest in her lap# she "ill be going deeper into tran!e. 2in!e her hand is resting there# it
"old be hard to resist the sggestion that she is going deeper into tran!e. 2he "old
have to move her hand to deny the sggestion.
Ido/otor Si*nalin* o, Dissociation and Daydra/in*
E: $"at+s ri*"t, and t"at+s &"at yo)r "and is doin*, and it is doin* it .ry, .ry &ll.
'nd t" &rist is co/in* to rst, and t" &"ol ar/ is *oin* to ,l rla3d and
co/,orta1l. 'nd I can talk to t" ot"rs. I can say anyt"in* to t"/, 1)t yo) don+t
nd to listn, and yo)r "ad can s"ak No, t"at it &on+t listn. 'nd it can s"ak No.
>R)t"+s "ad s"aks No.? $"at+s so yo) can *o d(r and d(r and yo)r "and can
rst on yo)r t"i*". 'nd (r"a(s t" ot"r "and &o)ld lik to rst on t" ar/ o, t"
c"air, and I don+t kno&, 1)t yo)r "and &ill ,ind o)t. $"at+s ri*"t, and t" l1o& can
strai*"tn o)t. B)t o, co)rs it &o)ld 1 all ri*"t i, I took "old o, yo)r &rist and lo&rd
yo)r "and, 1ca)s t"at &o)ld ,l all ri*"t. >E /an)ally si*nals a lo&rin* o, "r l,t
"and.? $"at+s ri*"t. 'nd as yo) *o d(r and d(r in t" tranc, it ,ls so rst,)l and
so .ry co/,orta1l. 'nd I+d lik to "a. yo) n4oy all t" larnin*s yo) ar ac"i.in*. I+d
lik to "a. yo) n4oy t"at ,lin* o, rla3ation, t"at ,lin* as i, yo) &r all alon and
rla3in* co/,orta1ly 1y yo)rsl,. 'nd yo)+r *ttin* t"at ,lin*. 'nd I &o)ld lik to "a.
yo) n4oy t" &ay t"at yo)r "ad can nod in ans&r to 5)stions. 'nd it can, can+t it8
>R)t"+s "ad nods sli*"tly.? 'nd I+d lik to "a. yo) disco.r "o& asy it is, and yo) &ill
disco.r "o& asy it is to ,l yo)rsl, all alon, sittin* in a c"air all 1y yo)rsl, and
,lin* yo)rsl, at "o/, in an asy c"air, 4)st daydra/in*, ai/lssly, ()r(oslssly, 4)st
daydra/in* co/,orta1ly all alon. >E is noddin* "is "ad Ys t"ro)*"o)t t"is sction.?
No1ody ls aro)nd, and a .ry, .ry (lasant daydra/. 'nd as yo) daydra/, yo) &ill
nod yo)r "ad, and as yo) n4oy it /or, yo)r "ad &ill nod a littl 1it /or 3tnsi.ly.
$"at+s ri*"t. 'nd a littl 1it /or. 'nd noddin* /or ,rly. $"at+s ri*"t, still /or ,rly.
Noddin*, noddin* still /or ,rly. >R)t" *rad)ally nods "r "ad .ry sli*"tly.?
R) 0o !ontine yor learning !onte%t# al"ays asso!iating it "ith en>oyment abot
a!hieving. 0o give her the internal tasks of disso!iating herself to her home and
daydreaming. 0o then give her the ideomotor signal of nodding her head to let yo
kno" "hen these internal tasks are a!!omplished. 0o have to do &ite a bit of
prodding to get that head movement. *t !old be that yoAre rshing a bit be!ase of
the time limitations in making a movie of this sitation.
'ssssin* and D(nin* $ranc: $" Scond '((arnt
'&aknin*: 'ssssin* t" Possi1ility o, N*ati. Hall)cinations
E: 'll ri*"t, no& ro)s )(. $"at+s ri*"t. >R)t" o(ns "r ys.? $"at+s ri*"t. 'nd "o&
/)c" did yo) ,or*t a1o)t t" (o(l t"at &r "r8
R)t": 7ll, I didn+t t"ink o, t"/.
E: Yo) didn+t t"ink o, t"/. 'nd can yo) ans&r /y n3t 5)stion8 'nd I &ondr i,
yo) can ans&r it8 I &ondr i, yo) can ans&r it8
R) 0o assess the depth of tran!e by &estioning her abot amnesia and possible
negative hall!inations abot the other members of the grop. 8er ans"er is of a
netral sort !onsistent "ith tran!e e%perien!e# bt it does not give any admission of
deep tran!e e%perien!e.
Panto/i/ S)**stion ,or -)rt"r Dissociation
E: Is yo)r na/ R)t"8
R)t": Ys.
E: 'nd no& I &ondr i, yo) can nod yo)r "ad8 Is yo)r na/ R)t"8 >R)t" nods "r
"ad sli*"tly.? 'll ri*"t. 'nd t"is ti/ I &ondr &"at yo)+ll disco.r. Is yo)r na/
R)t"8 >R)t" 1*ins to nod "r "ad contin)o)sly.? 'nd k( noddin* yo)r "ad and
s &"at "a((ns. Is yo)r na/ R)t"8 >E 1*ins to s"ak "is "ad No, 1)t R)t" nods
Ys.? Is yo)r na/ R)t"8 $"at+s ri*"t. 'nd no& it is *oin* to s"ak /or and /or No,
isn+t it8 'nd it is s"akin* ,ro/ sid to sidGyo) can+t sto(. $"at+s ri*"t. >R)t" still
noddin* Ys.? Mor and /or ,ro/ sid to sid, /or and /or ,ro/ sid to sid,
/or and /or ,ro/ sid to sid. Mor and /or. >R)t" contin)s noddin*, so E
/aks 3a**ratd /o./nts &it" "is &"ol 1ody s"akin* No.? 'nd t" noddin*
sto(s and t" sid&is /o./nt 1*ins. >R)t" 1*ins s"akin* "r "ad No.? $"at+s
ri*"t, t"at+s ri*"t, t"at+s ri*"t, t"at+s ri*"t, t"at+s ri*"t, t"at+s ri*"t, t"at+s ri*"t, t"at+s
ri*"t, ,ro/ sid to sid, ,ro/ sid to sid. >E is still s"akin* "is &"ol 1ody ,ro/ sid
to sid.? 'nd no& I &ant yo) to ,l co/,orta1l and at as, and I &ant yo) to ,l
rstd and co/,orta1l. 'nd yo) &ill, &ill yo) not8 >E no& starts to nod 1roadly.? 'nd
yo) &ill, &ill yo) not8 'nd yo) &ill, &ill yo) not8 'nd yo) &ill, &ill yo) not8 >R)t" still
s"aks No.? 'nd yo) &ill, &ill yo) not8 $"at+s ri*"t. Slo&ly yo) &ill. $"at+s ri*"t.
Slo&ly yo) &ill. $"at+s ri*"t. 'nd no& it 1*ins, dosn+t it8 %( and do&n, /or and
/or. >R)t" *rad)ally con.rts "r "ad6s"akin* to 6noddin*.? $"at+s ri*"t, t"at+s
ri*"t, t"at+s ri*"t. %( and do&n, and I &ant yo) to ,l rstd and co/,orta1l and
rla3d, and I &ant yo) to ,l as i, yo) "ad 1n rstin* ,or "o)rs, and ,lin* so
co/,orta1l.
R) 0o !ontine sensiti<ing her to follo"ing yor nonverbal head3nodding and 3shaking.
2he seems !onfsed at this point and be!omes more and more dependent on follo"ing
yor behavior. Apparently yo are disso!iating her more and more so that she follo"s
yor behavior "hether "hat yo are saying is !orre!t or not.
$"ird '((arnt '&aknin* and a Do)1l Bind 2)stion
E: 'nd I+d lik to "a. yo) ro)s )(. 'nd yo)+ll ro)s )( as yo)r "and li,ts and li,ts
and li,ts, >E si*nals a li,tin* o, "r l,t "and &it" to)c"s.? and ro)sin* )(, yo)r ys
ar o(nin*. $"at+s it. 7ak )( ,lin* ,in. 7ak )(. >S" o(ns "r ys, 1)t "r l,t
"and r/ains catal(tically s)s(ndd.? 'o! thin" yo!(re aa"e/ don(t yo!% 'r yo)
rally8
R)t": >!a)*"s? I() not s!re.
E: No& yo) kno& t" ans&r. Yo) closd yo)r ys, didn+t yo)8 'nd yo) co)ldn+t "l(
t"at, co)ld yo)8 'r yo) a&ak8
R)t": %/6"//.
E: 7"at did yo) t"ink a1o)t t"at8 No&, I+ll ask yo) a*ain, ar yo) a&ak8 >R)t" nods
Ys, 1)t t"n closs "r ys.? 4o!ld yo! li"e to aa"en% 4o!ld yo! li"e to aa"en%
>R)t" o(ns "r ys.?
R)t": 0o.
R) Like the others# this third a"akening is only apparent# sin!e her hand remains
!atalepti!ally sspended. 6he doble bind &estion# E0o think yoAre a"ake# donAt
yoJE provides enogh !onfsion so that her left hemisphere ans"ers that she is not
sre. ;hen yo repeatedly ask if she "ants to a"aken# she finally ans"ers# ENo#E
meaning she is still in tran!e and does not "ant to a"akenDeven thogh she does
manage to open her eyes.
-o)rt" '((arnt '&aknin* &it" a Do)1l Bind 2)stion and
Ido/otor 2)stionin* to 'ssss and Rati,y $ranc E3(rinc
E: >!a)*"s? Yo) &o)ldn+t8 B)t yo) kno& all *ood t"in*s co/ to an nd so/ti/. So
clos yo)r ys and tak a d( 1rat" and &ak )( &id a&ak, &ak )(, &ak )(,
&id a&ak. Hi9 Ho& ar yo)8
R)t": I+/ sl(y.
E: >!a)*"s? Yo)+r sl(y8 Yo) /an I+. *ot to a&akn yo) a*ain8 7ll, I+ll tll yo)
t" &orld+s &orst 4ok i, I nd to in ordr to a&akn yo), and i, t"at dosn+t, I+ll tll
yo) t" &orld+s scond &orst 4ok. Is t"at s),,icint t"rat8
R)t": I ,l all ri*"t no&.
E: >!a)*"s? Yo) rstd8
R)t": %"6"//, .ry.
E: Did yo! "no yo! ere a good hypnotic s!*ject%
R)t": Not 3actlyG&llG)/Gys.
E: %/6"//. 7o)ld yo) lik to ask yo)r )nconscio)s t" 5)stion8 No&, i, t" ri*"t
"and *os )(, t"at /ans Ys. I, t" l,t "and *os )(, t"at /ans No. 'r yo) a *ood
"y(notic s)14ct8 >Pa)s as "r ri*"t "and *os )(.? O, co)rs. I &ondr i, yo)+.
noticd &"at+s "a((nd to t"is "and. 'nd did yo) kno& yo)+r 1ack in a tranc8 'nd
did yo) s t" (r,ctly 1a)ti,)l ans&r t"r8
R) 0o make a more serios effort to a"aken her "ith the taking of a deep breath# yor
typi!al E8i#E and a &estion to evoke her !ons!ios evalation of her feelings. 2in!e
she is still tending to remain in tran!e# yo tili<e the sitation to ratify her !ons!ios
a!kno"ledgment of her tran!e e%perien!e. 0o do this in yor typi!al fashion of asking
a doble bind &estion# E7id yo kno" yo "ere a good hypnoti! sb>e!tJE 2in!e she
seems dobtfl in her reply# yo ratify tran!e frther "ith an ideomotor &estioning
approa!h that tends to !onvin!e her# sin!e her right hand does go p in an apparently
atonomos manner.
'rrstd '&arnss to Rati,y $ranc
E: 'nd no& yo)+. *ot t"at .ry, .ry nicly arrstd a&arnss. >$o Ernst Hil*ard
and Aay Haly o,,6sta*? 'nd yo) s s"+s .ry, .ry /)c" o)t o, contact &it" t"
total sit)ation. $"r+s a loss o, t" 1link r,l3, t"r+s a loss o, t" s&allo&in* r,l3.
's I /ntion t"s t"in*s, s" /ay or /ay not rsta1lis" t"/. B)t yo) s, I
a&aknd "r, s" didn+t &ant to a&akn. I ,orcd t" iss). I s"ook "ands &it" "r.
$"is &ay, &"ic" &as o)t o, ordrGand s" is rally *oin* to *o into a tranc. 'nd no&
&"at s"+s doin* is t" ot"r t"in*, and carryin* it o)t so .ry nicly, and t"is is *oin*
to co/, and & ar *oin* to *t t"at .ry nic contin)d /aintnanc o, t" tranc
stat. No&, I do)1t .ry /)c" i, s" isn+t /)c" a&ar o, t" ran* o, /o./nt or t"
ran* o, acti.ity, and s" is dciddly intrstd in "r o&n 3(rinc at t" (rsnt
ti/. >$o R)t"? 7as I talkin* to any1ody, R)t"8 7r yo) listnin*8
R)t": So/ti/s.
R) 0or des!ription of the tran!e indi!ators she is e%perien!ing is a "ay of frther
ratifi!ation of tran!e. 0o give this information to her in a slightly indire!t "ay by telling
it to the professional observers "ho are present. 2peaking to them makes it more
athoritative for her# sin!e they are# after all# professional. 2peaking to others abot her
is also a "ay of depersonali<ing her and ths frther reinfor!ing tran!e e%perien!e. 8er
response of EsometimesE is typi!al of the light to medim stages of tran!e# "here the
sb>e!tAs !ons!ios a"areness or attending to the otside sitation tends to fade in and
ot.
Do)1t and Not Eno&in* to Rati,y $ranc
E: So/ti/s. It &asn+t rally i/(ortant ,or yo) to listn, &as it8 Yo)+r rally n4oyin*
&atc"in* yo)r "ands, isn+t t"at ri*"t8 And act!ally yo!(#e $orgotten here yo!r hands
are/ yo! can j!st atch the)/ 'nd yo) rally don+t kno& "o& ,ar )( t"y /o., "o&
,ar do&n t"y /o., isn+t t"at ri*"t8 'nd R)t", no& yo) can )ndrstand "o&
)ni/(ortant .ryt"in* ls is and "o& i/(ortant is yo)r o&n 3(rinc as yo)
contin) in t" tranc. $"at+s t" i/(ortant t"in*, &"at+s "a((nin* &it"in yo) and
yo)r o&n larnin*s.
R) 7obt and not kno"ing abot her a"areness and memory is implied "ith the sbtle
!ompond sggestion# EAnd a!tally yoAve forgotten "here yor hands are# yo !an
>st "at!h them.E Noti!e ho" the se!ond half of this senten!e# Eyo !an >st "at!h
them#E is a simple statement of "hat she !an doF she probably re!eives it "ith an
impli!it inner response of E0es# * !an "at!h them.E 6his immediate 0es also tends to
reinfor!e the asso!iated sggestion abot forgetting "here her hands are. 6his dobt
and not kno"ing abot her o"n e%perien!e ratifies to her no" reoriented habital
!ons!ios sets that she has# in fa!t# been e%perien!ing tran!e.
-o)rt" '&aknin*: $i/ Distortion to Rati,y $ranc
E: 7o)ld yo) lik to a&akn no&8
R)t": I don+t kno&.
E: 7ll, s)((os yo) look at yo)r "ands and s &"ic" on o, t"/ /o.s )(. 7o)ld
yo) lik to a&akn no&8 'll ri*"t, so yo) can clos yo)r ys and tak a d( 1rat"
and lt it s/ to yo) as i, yo) "ad 1n rstin* ,or "o)rs and "o)rs, as i, yo) "ad
1n in 1d ,or i*"t lon*, co/,orta1l, and rst,)l "o)rs. 'nd I &o)ld lik to "a. yo)
rally rst t"at &ay and t"n ro)s )( and ,l so rstd and so co/,orta1l, and
&illin* to disc)ss t"in*s &it" t"is *ro)(. 7ill yo) do t"at8 7ill yo) do t"at8 $"at+s
ri*"t. 'll ri*"t, no&, slo&ly yo)r "and co/s to rst in yo)r la(, and &"n it rac"s
yo)r la(, tak a d( 1rat" and o(n yo)r ys and 1co/ &id a&ak. >!on*
(a)s? !o&rin* still /or, t"at+s ri*"t, still /or. 's soon as it to)c"s yo)r la(, tak
a d( 1rat" and &ak )( &id a&ak and ,lin* rstd, r,rs"d, and nr*tic.
>R)t" /aks a d( 1rat" so)nd.? 7ak )(. Hi9
R)t": >-irst, s" /aks an indistinct /)/1l or s/all la)*".? Hi. >Bot" R)t" and E
la)*"?
E: 7ll, do yo) /ind i, I c"an* sats8 Yo) &on+t /ind i, I sit do&n "r. No& &"at is
t" rst o, t" (ro*ra/8
Hil*ard: 7 "a. a /tin* in anot"r (lac at @:;D.
E: Do yo) ,l co/(ltly rstd8
R)t": Ys, I ,l lik /or. >$" *ro)( la)*"s "artily?
E: Do yo) kno& yo) ar a .ry dli*"t,)l s)14ct to &ork &it"8
R)t": Ys8
E: 'nd so/ti/ I "o( Dr. Hil*ard "as yo), or Dr. 7it0n"o,,r "as yo)Gsit in and
o1sr. so/ ot"r s)14ct 1ca)s yo) ar ca(a1l o, .ry 3tnsi.
so/na/1)listic 1"a.ior. Yo) "a. a tndncy toG&"at s"o)ld yo) call it8G)tili0
ti/ in t" &ay t"at I a/ (artic)larly intrstd in. Yo) s"o& t" ("no/non o, ti/
distortion. Did it s/ to yo) t"at yo) &r in a tranc as lon* as yo) "a. 1n8
R)t": No, I don+t rallyG"o& lon* "a. I 1n8
E: 7ll, "o& lon* do yo) t"ink8
R)t": 7ll, it rally s/s 4)st a ,& /in)ts.
E: $"at+s ri*"t, it s/s lik a ,& /in)ts. 'ct)ally it &as /)c" lon*r t"an t"at. Ho&
lon* &as it, Aay8
A: '1o)t an "o)r.
R)t": Rally8
A: '1o)t DL /in)ts, any"o&.
E: '1o)t DL /in)ts.
R)t": O", t"at+s a/a0in*.
E: No& I 1rin* t"at o)t 1ca)s all o, "r "and /o./nts tll yo) t"at s"Gt"at s"
is distortin* ti/ in a rat"r si*ni,icant ,as"ion, and i, s" &r to &atc" so/
so/na/1)list do a n)/1r o, t"in*s, in t" t/(o o, t" ordinary &akin* stat, t"n
yo) co)ld "a. "r larn t"at, and "a. "r in addition s"o& yo) "r o&n
s(ontano)s d.lo(/nt o, distortd ti/. A)st *ttin* tc"nical. No& I+/ s)((osd
to *o so/&"r ls in a ,& /in)ts. 'nyt"in* yo)+d lik to ask /8
R) 0oAre feeling itAs time for the session to end# so yo make a more determined effort
to a"aken her. 0o even !hange yor !hair in order to !hange the sitation a bit and
ths break asso!iative !onne!tions "ith tran!e e%perien!e. 0o ratify tran!e dire!tly by
allo"ing her to assess the time distortion she e%perien!ed and indire!tly by talking to
the observers abot her hand movements that "ere different in tran!e.
'n Ido/otor Rati,ication o, '/nsia and Dissociation
R)t": 7ll, &"y &asn+t I allo&d to ()t /y "ad 1ack and rallyGI /an I &antd toG
lay do&n and 4)st ,all asl(8 I /an, and not "ar anyt"in*. Do yo) al&ays "arGI
al&ays "ar yo).
E: $"at+s ri*"t. So/ (o(l say I+/ not 1ad to listn to.
R)t": No, yo)+r .ry nic to listn toG1)t I $elt that I as in a trance/ and yet I $elt I
asn(t.
E: %"6"//. 'nd yt yo) kno& yo) &r, and yt yo) ,lt yo) &rn+t, and &antd to
lan 1ack. Yo) kno& yo)r (ict)r &as 1in* takn.
R)t": O", I ,or*ot a1o)t t"at.
E: >Gnral la)*"tr? Do yo) /an to say t"at in yo)r /o.iG
R)t": GI+d rat"r "a. sl(tG
E: Gd1)t, yo) ,or*ot all a1o)t t"at8 7"at ls did yo) ,or*t a1o)t8
R)t": O", I don+t kno&.
E: Didn+t yo) ,or*t a1o)t t" (rsnc o, t" a)dinc8 . . .
R)t": Ys.
E: G/or t"an onc8
R)t": I /an I+dGI 4)st didn+t car &"t"r t"y &r t"r or not.
E: 'nd tll /, did it s/ to yo) as i, ,or a&"il t"r yo) &r at "o/8
R)t": I co)ld "a. 1n. I /an, I &as co/,orta1l no)*" to "a. 1n.
E: Ys, 1)t co)ld yo) "a. "ad a ,lin* t"r ,or a littl &"il t"at yo) &r act)ally
sittin* in a c"air or lyin* on a co)c" at "o/8
R)t": No, I don+t 1li. so. ,
E: Yo) don+t 1li. so. Do yo) /ind i, & ,ind o)t8 R)t": No.
E: P)t yo)r "ands in yo)r la(. No&, ri*"t "and li,tin* /ans YsB l,t "and /ans No.
Did yo) at so/ ti/ d)rin* t"is a,trnoon+s tranc or trancs ,l yo)rsl,, sns
yo)rsl,, at "o/ in yo)r o&n "o/8 >Pa)s as ri*"t "and li,ts? !i,tin*, li,tin*, and
/ay1 as yo)r "and li,ts, yo) &ill "a. a conscio)s a&arnss o, 4)st &"r yo) &r
in t"at ,lin*. 'nd so clos yo)r ys and tak a d( 1rat" and lo&r yo)r "and to
yo)r la(. 'not"r d( 1rat" and &ak )(, &id a&ak and ,lin* rstd. 7ak )(,
&ak )(. Hi. >!a)*"tr?
R) 0o get into a bit of troble here as yo attempt to frther ratify tran!e by having her
a!kno"ledge amnesia for the movie3making and the presen!e of the adien!e# along
"ith a possible disso!iation of pla!e from the laboratory to her home. *t "old not be
"ise to end her first hypnoti! e%perien!e "ith the dobt she e%presses abot these
hypnoti! e%perien!es. 0o ths feel impelled to frther ratify her e%perien!e "ith yet
another ideomotor signaling. (ortnately the right hand lifts# giving a positive
ratifi!ation# and yo immediately a"aken her on that positive note.
Do)1t and H)/or to Rati,y $ranc
E: O", yo) r//1r &"r yo) &r in yo)r snsation yo)+r ,lin*8
R)t": No, I 4)st t"o)*"t o,Gt"o)*"t o, 1in* in t" st)dy. I didn+tGI &asn+t t"r, I
don+t r//1r 1in* t"r. A)st t" t"o)*"t (assd t"ro)*" /y /ind.
E: %"6")///. >!a)*"tr? R)t": O", t"y+r all scintists. E: 7ll, t"at+s &"y t"
a,trnoon s/d soG1ri,6
R)t": O", IG
E: G&nt "o/, it s/s9 7ll, I s)((os I+. *ot to tr/inat t"is, and I &ant to
t"ank yo) .ry, .ry /)c" ,or yo)r "l(. I+. a((rciatd it *ratly. $"ank yo).
R) Rth gives some small a!kno"ledgment of at least having a thoght of being
disso!iated to the stdy in her home. *t is in fa!t !ommon for sb>e!ts to disso!iate
themselves to a !omfortable home environment "hen they are in tran!e. 6hat is "hy
sggesting s!h a disso!iation !an be a good approa!h to deepening tran!e. /t Rth
apparently did not disso!iate in >st this "ay on this o!!asion. *t might have been better
to ask a more general &estion abot disso!iation s!h as# E;as there a time dring
tran!e "hen yo seemed to be some"here elseJE 6o this &estion Rth might have
given valable information on >st "here she tends to disso!iate herself. 6his
information !old then be sed for deepening her ne%t hypnoti! tran!e.
EXERCISES 'ND SE!-6DE#E!OPMEN$ RE2%IRED IN
!E'RNING ERICESON+S 'PPRO'CHES
6he pre!eding analysis of the reverse set is "ithot &estion the most detailed approa!h
to evoking a spe!ifi! mental me!hanism that "e have ever presented. Learning ho" to evoke
and tili<e s!h mental sets !old bring the pro!ess of tran!e ind!tion and hypnotherapy to
ne" levels of effe!tiveness. 6he e%er!ises in this se!tion are designed to help the
professional reader gradally develop some fa!ility in sing this approa!h.
=any of Eri!ksonAs original papers in The Hypnotic In'estigation of 1sychodynamic
1rocesses $?ol. 1 of The Collected 1apers of !ilton H. Ericson on Hypnosis$ 198.' !ontain
the basi! ba!kgrond reading re&ired. 6his is parti!larly tre of the se!tion# E=ental
=e!hanisms#E "here# in a nmber of papers "ritten bet"een 1919 and 19--# Eri!kson
illstrates ho" he makes the transition from the typi!al psy!hoanalyti! approa!h of analy<ing
to tili<ing mental me!hanisms. Not till several years later# in his highly innovative paper#
E8ypnoti! +sy!hotherapyE $19-8'# did he a!tally demonstrate ho" the tili<ation of mental
me!hanisms !an be employed in a radi!ally ne" kind of hypnotherapy. A patient and deep
stdy of his paper "ill provide the reader "ith the essen!e of Eri!ksonAs tili<ation approa!h.
6he reader "ill find an ingenios tili<ation of the psy!hodynami! me!hanisms of pro>e!tion#
amnesia# repression# and resistan!e# among others.
6he greatest danger in reading some of these early papers by Eri!kson is that they make
the "ork seem rather glib and easy# so that the reader feels foolish and frstrated if the
te!hni&es !annot be immediately and s!!essflly dpli!ated. /t these early papers do not
spe!ify the many years of patient stdy and effort Eri!kson "ent throgh in his late teens and
early t"enties# learning to develop his o"n psy!hologi!al# sensory# and kinestheti!
per!eptions. 8is efforts "ere motivated by highly personal reasons as he soght in lonely
desperation to tea!h himself to re!over from the !rippling effe!ts of polioDdespite the fa!t
that his !ondition "as assessed as hopeless by his do!tors $see E6he Atohypnoti!
E%perien!es of =ilton 8. Eri!kson#E Eri!kson @ Rossi# 19,,'.
*n these early !ase presentations Eri!kson sally did not spe!ify the many hors of
diligent effort he spent stdying and evalating a patientAs problem before pro!eeding "ith
"hat then seemed like a &i!k and brilliant !re. :ften Eri!kson "old see a patient for a
session or t"o and then ask himNher to retrn after a fe" "eeks. 8e "old then spend the
time pondering "hat he kne" abot the person and ho" he !old tili<e that kno"ledge
effe!tively to fa!ilitate a !re that then seemed dramati! and srprising# bt "as a!tally
based on many hors of !arefl and often tedios planning.
6he first ma>or re&irement in learning to se Eri!ksonAs approa!hes "old ths appear
to be fa!ilitating the personal development and !lini!al sensitivity of the hypnotherapist. =any
of the e%er!ises in or former volmes $Eri!kson# Rossi# @ Rossi# 19,5F Eri!kson @ Rossi#
19,9' "ere designed for this prpose. 6he se!ond basi! re&irement is taking the time to
ndertake !arefl !lini!al stdies of individal patients to determine "hat their dominant or
preferred mental me!hanisms are# and ho" these me!hanisms !an be engaged in the
hypnoti! pro!ess. 6he hypnoti! "ork !old then be organi<ed in a systemati! manner as
follo"s)
1. 8o" !an a parti!lar patientAs o"n mental me!hanisms and habital asso!iative
pro!esses be tili<ed to !reate a method of hypnoti! ind!tion that is ni&ely sitable for
that patientJ
4. 8o" !an the patientAs o"n mental me!hanisms and asso!iative pro!esses be tili<ed
to fa!ilitate an e%perien!e of all the !lassi!al hypnoti! phenomenaJ
1. No"# tili<e this ba!kgrond of hypnoti! training to help the patient find a ni&ely
sitable resoltion of the presenting problem.
Althogh this three3stage paradigm is highly !hara!teristi! of the senior athorAs
e%ploratory approa!h to !lini!al problems $Eri!kson @ Rossi# 19,9'# he has long maintained
that ea!h !ase is ni&e# and he re!ogni<es the essentially e%perimental natre of ea!h
!lini!al endeavor. /t "hile ea!h !ase has this e%ploratory and e%perimental aspe!t# the
three3stage paradigm does provide a methodologi!al otline of a therapeti! approa!h that
!old enable !lini!ians to des!ribe and pblish their "ork in this area on a !omparable basis.
SEC$ION I#:
$" E3(rintial !arnin* o, $ranc 1y t" Sk(tical Mind
7r. M "as a yong psy!hiatrist interested in having a hypnoti! e%perien!e "ith Eri!kson.
8e "as >st passing throgh +hoeni% and de!ided to !all. 8e agreed to allo" 7r. Rossi to
tape the sessions for possible pbli!ation. After an agreeable half3hor in "hi!h a mtal
feeling of trst and rapport "as developed# 7r. M e%pressed some of his diffi!lties and
dobts abot hypnosis and his "ish to have Eri!kson fa!ilitate his personal e%perien!e of
tran!e. 6his took pla!e in t"o sessions e%tending over t"o days. :f parti!lar signifi!an!e in
these sessions "as the emphasis on 7r. MAs e%periential learning. Eri!kson reiterates his
belief that the best "ay to learn tran!e is by e%perien!ing it. Eri!kson said of 7r. M# as he
said of so many other professionals he has trained# ENo" here is a trained man# skepti!alK *
had to meet him at that level. * had to give my sggestions in a "ay that "old meet his
needs for s!ientifi! nderstanding. * had to phrase "hat * said in "ays that "old appeal to
his n!ons!ios mind . . . "ays he "old not be able to analy<e.E
*n this first session 7r. M entered the beginning stages of the e%periential learning of
tran!e throgh !atalepsy and Enot doing.E 6he e%periential approa!h so "ell demonstrated in
the session has important impli!ations abot Eri!ksonAs vie"s of the natre of therapeti!
tran!e. 6ran!e !an be most broadly defined as a state or period of intense inner absorption.
6he !on!ept of tran!e depth is highly relative. Eri!kson likes to point ot that a tran!e !an be
both deep and light at the same time. *t !an be deep in the sense that a person is so
absorbed that he or she does not noti!e irrelevant stimli like the traffi! otside or a srgi!al
tray dropped a fe" feet a"ay. 6he tran!e is light in the sense that important and relevant
stimli like the therapistAs voi!e are easily re!eived.
6here are some sb>e!ts# ho"ever# "ho have spe!ial re&irements for the natre of the
tran!e they are "illing to e%perien!e. 6hey ob>e!t to the e%perien!e of tran!e as a kind of
sleep or "ithdra"al from oter reality. 6hey donAt like to !lose their eyes or rely on atomati!
responses like hand levitation. =any modern sb>e!ts "ant to kno" "hat is going on at all
times. *n s!h !ases Eri!kson ratifies tran!e by a !arefl &estioning that heightens the
sb>e!tsA a"areness of any minimal alterations of their sal everyday mode of e%perien!ing.
A sb>e!t and observer might not believe a tran!e "as e%perien!ed# bt Eri!kson a!!epts
any nsal pattern of sb>e!tive e%perien!e or responsiveness as an indi!ation of at least
the beginning stages of learning to e%perien!e tran!e. 6his is sometimes disappointing to
sb>e!ts of or post3psy!hedeli! era# "ho e%pe!t to e%perien!e striking alterations of
a"areness in tran!e. 2triking alterations are !ertainly e%perien!ed in some sb>e!ts $see
Chapter 9 of Eri!kson @ Rossi# 19,9'# bt the more basi! problem for the skepti!al and
rational mind of or day is for the hypnotherapist and patient first to learn to re!ogni<e the
minimal manifestations of altered states "herein therapeti! pro!esses may be fa!ilitated.
6his first session ends "ith Eri!kson giving 7r. M some ErehearsalE in learning to e%perien!e
the reentry into tran!e by follo"ing a posthypnoti! !e before he !an re!ogni<e "hat is
happening.
SESSION ONE:
$" E3(rintial !arnin* o, Mini/al Mani,stations o,
$ranc
Rc(ti.ity and Rin,orc/nt in Co/(o)nd S)**stions
E: !ook at t"at s(ot t"r. P)t yo)r "ands on yo)r t"i*"s. No& yo) do not nd to
talk. Yo) do not nd to /ak a sin*l /o./nt o, "ad and "ands. A)st look at on
s(ot, and I+/ *oin* to talk to yo).
E) 7r. M e%pressed so m!h skepti!ism and disbelief abot tran!e. 8e had made his
o"n inability to nderstand. *nstead of sggesting something to him# * gave him simple
statements "ith "hi!h to deal that did not seem to have m!h real signifi!an!e. ELook
at that spot there. +t yor hands on yor thighs. No" yo do not need to talk.E ;hat
he is not reali<ing is that in that simple "ay * am taking over the !ontrol of the total
sitation. * havenAt offered anything "ith "hi!h he !an take isse.
R) ;ith these fe" simple dire!tions yo have indire!tly established an a!!eptan!e set
for a &iet# re!eptive mode of being. 0o donAt tell him to be &iet and re!eptiveF rather#
yo str!tre his behavior so he natrally "ill be.
E) 6hatAs right. EBst look at one spot# and *Am going to talk to yo.E 6here is no possible
"ay of dispting either one of those. *t is a !ompond statement) 0o do that and * do
this. *f he a!!epts my statement of "hat *Am going to do# he has to a!!ept my statement
to him of "hat he is to do. :nly he does not kno" that.
R) 6his !ompond statement# EBst look at one spot# and *Am going to talk to yoE gives
t"o sggestions tied together "ith the !on>n!tion# Eand.E 6he se!ond sggestion that
yo have !ontrol over $talking' reinfor!es the first $he is to look at one spot'.
E) 0es# it emphasi<es my !ontrol in a "ay not re!ogni<able in the ordinary !ons!ios
state.
$" Indirct %s o, !an*)a*: D(otntiatin* Conscio)s Sts and
C"annlin* Rsistanc &it" a Cas)al N*ati.
E: B)t yo) don+t nd to listn.
R) ;hy do yo begin here by telling him he doesnAt need to listenJ
E) *t depotentiates !ons!iosness and thereby potentiates the n!ons!ios fn!tioning.
*f there is any rebellion in his sol# it !an no" be !entered in doing e%a!tly "hat * told
him) 8e doesn0t need to listen. *Am taking !ontrol of any rebellion by telling him ho" to
rebel.
R) *f he is e%perien!ing resistan!es# yo gather them p "ith yor negative don0t and
!hannel them into a resistive response 7not listening' that !an fa!ilitate the hypnoti!
pro!ess $sin!e Enot doingE fa!ilitates the parasympatheti! mode of re!eptivity rather
than self3dire!ted a!tivity'. 6his is an e%ample of yor indire!t se of langage. 0o do
not tell him he shold not listenK 6hat "old re&ire an a!tive effort to !ooperate. 0or
!asal approa!h of merely mentioning that he doesnAt need to listen has an indire!t
prpose that is entirely different) in this !ase to depotentiate his !ons!ios sets and
!hannel resistan!e into a !onstr!tive !hannel.
D(otntiatin* !,t6H/is("ric Conscio)s Sts: Mind67andrin*
and $r)is/s
E: Yo) can lt yo)r /ind &andr 1ca)s I+/ *oin* to /ntion to yo) so/t"in* t"at
"a((nd &"n yo) ,irst &nt to sc"ool. 7"n yo) &nt to sc"ool, yo) &r
con,rontd &it" t" pro*le) o, lttrs and n)/rals.
R) Letting the mind "ander also depotentiates the !ons!ios self3dire!tion of left3
hemispheri! fn!tioning in favor of right3hemispheri! a!!ess to the personal and
e%periential.
E) 7r. M and * are strangers# yo kno". 8o" !an * mention something that happened to
him "hen he first "ent to s!hoolJ
R) 6hat is a &estion in his mind immediately.
E) *mmediatelyK 8e is going to sear!h his mind# and that is "here * "ant him to be. /t
even yo reading this !old not see "hat * "as doingK *t is so indire!t.
No"# "hat EproblemE "as thereJ 8e has really got to sear!h. 8e has to determine that
there "as a problem. 6here is no "ay for him to trn a"ay from this problem be!ase it
is treF itAs a trism. Everyone has had a problem in the initial stages of learning.
R) 0o first lll his self3dire!tion by permitting mind3"andering# and then indire!tly
ndge it into !ertain dire!tionsDin this !ase an early learning setD"ith a series of
trisms that !ontine into the ne%t se!tion.
Intri*)in* 2)stions to Yo6yo Conscio)snss to Initiat Innr
Sarc" and $"ra()tic $ranc
E: $o yo) at t"at ti/ larnin* t" lttr F'F s/d to 1 an i/(ossi1l task. 'nd
ho did yo! tll a FBF ,ro/ a FPF8
E) *n response to my &estion heAs probably thinking# E;hyJE ;hat is hard abot the
letter E/EJ *t has varios shapes# si<es# even !olors. 2!ript and blo!k printing. All kinds
of forms. *Ave got another trism there that is "ithin his e%perien!e. 0o !an see ho"
heAs being played ba!k and forth# p and do"n# being yo3yoAd# yo might say. E8o" did
yoE is a &estion that gets him inside his o"n thoghts.
R) 0or &estions are taking him a"ay from oter reality and ptting him on an inner
sear!h.
E) ;ithot telling him thatK And he !anAt avoid "hat *Am saying be!ase it is an
intriging thing.
R) /y yo3yoing him ba!k and forth bet"een yor intriging statements and &estions#
yo lift him ot of his sal and habital frames of referen!e and pt him on an inner
sear!h that "e have des!ribed as an essential aspe!t of the mi!rodynami!s of tran!e
$Eri!kson# Rossi# @ Rossi# 19,5F Eri!kson @ Rossi# 19,9'. *ntriging statements and
the yo3yoing pro!ess# as yo !all it# are indire!t or metapsy!hologi!al ses of langage
to se!re attention and initiate that intense fo!s of inner sear!h and atomati!
n!ons!ios pro!esses that "e define as therapeti! tran!e.
%tili0in* Intrnal Rin,orc/nt to -acilitat an 'cc(tanc St
E: ' F2F ,ro/ an FOF8
E) A EM#E yo kno"# is hard for every kid. An E:E is easy. 2o * give him the hard thing
first# and then he a!!epts the E:E be!ase that is easy.
R) 2o yo have reinfor!ed EME by ptting an easy E:E after it. 6his is ho" yo reinfor!e
"ith a sbtle trism right "ithin the same senten!e. 0o are tili<ing his o"n already
bilt3in internal patterns of reinfor!ement to !ontine his a!!eptan!e of "hat yo are
saying. 6his is another illstration of yor indire!t approa!h) ;hen yo feel one
sggestion may be diffi!lt to a!!ept# yo immediately reinfor!e it "ith another related
sggestion that is easier# more a!!eptable# or more motivating. 6he se!ond# easier
sggestion also leaves him "ith an a!!eptan!e set for "hat follo"s.
7ords E3tndin* %nconscio)s 'cti.ity in $i/: Post"y(notic
S)**stions
E: 2!t e#ent!ally yo) larnd to ,or/ /ntal i/a*s. Mntal i/a*s t"at yo) did not
kno& at t" ti/ &o)ld stay &it" yo) ,or t" rst o, yo)r li,.
E) E/t eventallyEDho" long is e'entually=
R) Cold be any length of time. *tAs fail3safe to say e'entually be!ase it is open3ended
in time. :ther "ords like yet$ until$ (hen$ sometime$ henceforth$ et!.# all have a time
aspe!t that !an !ontine n!ons!ios a!tivity from the past to the present and ftre.
;e kno" that some posthypnoti! sggestions# for e%ample# !an !ontine over de!ades
$Eri!kson @ Rossi# 19,9'. *t "old be a fas!inating resear!h pro>e!t to find some
means of e%perimentally evalating the e%tent to "hi!h different "ords and
sggestions are effe!tive in setting n!ons!ios pro!esses into a!tivity over time.
E) 6hatAs right. *Am also preparing him for "hat takes pla!e after this. 6hat "ord
e'entually stret!hes from kindergarten to old age. ;ith his training in psy!hology# he
kno"s that very "ell.
R) 6hat is the indire!t se of a trism again) a safe statement that tili<es his o"n
kno"ledge to reinfor!e "hat yo are saying.
-oc)sin* t" 'ttntion o, t" Modrn, Rational Mind In&ard &it"
Intri*)in* !arnin* E3(rincs
E: Yo) "ad to larn t" n)/rals, and ho do yo! tell the di$$erence *eteen an
!pside5don nine and a right5side5!p si6% It s/d i/(ossi1l at ,irst, and &"ic"
&ay do yo) /ak t" n)/1r t"r8
E) E8o" do yo tell the differen!e bet"een an pside3do"n nine and a right3side3p
si%JE ;ell# that is intriging. 2o he is not going to be thinking abot anything else. * am
fo!sing his attention in"ard to his o"n e%perien!e.
R) 6hatAs "hat yo are doing in presenting all these intriging learning problems. *t is
not the parti!lar !ontent that yo are interested in. *t is the indire!t process of fo!sing
in"ard that is the important matter. A modern# rational mind like 7r. MAs is intriged "ith
learning# so yo tili<e this interest to fo!s him in"ard.
E) Early learning is a long# hard task# and all kids go throgh that.
R) 2o this approa!h is a!tally valid for most people "ho have gone throgh the
ed!ational pro!ess. 0o are fo!sing them on valid inner e%perien!es yo kno" they
have had. 6hey !annot dispte it. 0o move them a"ay from e%ternal reality.
E) ?ery far a"ay.
Hy(nosis as !oss o, M)lti(l -oci o, 'ttntion: Maintainin* t"
'1sor(tion o, $ranc: $" Rol o, Potry and R"y/
E: B)t yo) ,or/d /ntal i/a*s, and latr yo) ,or/d /ntal i/a*s o, &ords, o,
$aces/ o, places/ o, o14cts, o, a *rat /any /ntal i/a*s.
R) 6hs far there is no &estion of an altered state of !ons!iosness or tran!eF it is >st
a shift of his fo!s of a"areness.
E) 6he shift of the fo!s of a"areness.
R) ;here no" does the altered state of !ons!iosness !ome inJ 7o "e need the
!on!ept of an altered state of !ons!iosness or is it >st a shift in the fo!s of
a"areness that is involvedJ =aybe that is all hypnosis is) a shift in the fo!s of
a"areness.
E) All hypnosis is$ is a loss of the multiplicity of the foci of attention.
R) * see. A loss of the mltipli!ity of the fo!i of attention. *s that the monoideism of
/raidJ 0o really agree "ith thatJ
E) E%!ept it isnAt >st a monoidea# bt all the multiple fo!i of attentionF the desk# the
birds# the bs have all been eliminated.
R) :kay# no" "old yo define this loss of mltiple fo!i of attention as an altered state
of !ons!iosness# or is this >st a game of "ordsJ
E) *tAs an altered state of !ons!iosness in the same sense as yo e%perien!e in
everyday life "hen yo are reading a book and yor "ife speaks to yo and yo make
no immediate response. 0o are obviosly e%perien!ing some sort of altered state
involving time distortion "hen 1. mintes later yo ans"er# E7id yo speak to meJE
R) 6hatAs the sense in "hi!h hypnosis is an altered state of !ons!iosnessF the same
as that e%perien!e of absorption in reading an interesting book.
E) It is a lac of response to irrele'ant external stimuli.
R) 6hatAs the altered state of !ons!iosness that !onstittes tran!e) deep absorption on
a fe" fo!i of inner e%perien!e to the e%!lsion of oter stimli.
E) And to se it for therapeti! prposes# it mst be maintained.
R) +art of the art of the hypnotherapist is in maintaining that tran!e state.
E) 0es. 0o deal "ith that altered state in any "ay yo "ish# bt yo are keeping that
altered state.
R) 6hatAs the prpose of many of yor verbal sggestions to the patientDtran!e
maintenan!e.
E) * never really made p my mind "hether the rhyme of Efa!esE and Epla!esE "as
important in maintaining tran!e. /t all these "ords# fa!es# pla!es# and ob>e!tsDthere
are so many in his past. *n anybodyAs past. And *Am really enlarging that altered state of
!ons!iosness to permit the entry of "ords# fa!es# pla!es# and ob>e!ts.
R) 6hat interesting little book# Hypnotic 1oetry $2nyder# 191.'# !ertainly sggests the
importan!e of rhyme and rhythm in tran!e. /y adding these other "ords yo are
rea!hing into his memory banksF yo are bringing other memories and asso!iations
into the realm of the tran!e fo!s# for "hatever vales they may have for maintaining
the tran!e and laying do"n an asso!iative net"ork for therapeti! "ork.
E) 0es# and making it possible to enlarge that altered state. /t it is all "ithin himF
nothing from his oter environmental sitations is important "hile he is fo!sing "ithin
dring this tran!e "ork.
Indirct S)**stion ,or #is)al Hall)cinations: Constr)ctin*
I/(lications &it" $i/
E: 'nd t" oldr yo) *r&, t" /or asily yo) ,or/d /ntal i/a*s.
E) 7r. M doesnAt kno" that is a sggestion) 6he older he gro"s# the more easily he
forms mental images.
R) ;hatAs the sggestion hereJ
E) 8e "ill easily be able to do "hatever * tell him "ith regard to visal images. 6hatAs
the implied sggestion. *t is a"flly hard to see it.
R) 6his is another sbtle se of time to !onstr!t an impli!ation that !old be
preparation for hall!inatory e%perien!e later.
E) 0es# later.
D(otntiatin* Conscio)s Sts: Str)ct)rd '/nsias
E: 'nd yo) didn+t rali0 it at t" ti/, 1)t yo) &r ,or/in* /ntal i/a*s t"at &o)ld
stay &it" yo) ,or t" rst o, yo)r li,. No& yo) don+t rally nd to listn to /
1ca)s yo)r )nconscio)s /ind &ill "ar /. Yo) can lt yo)r conscio)s /ind
&andr in any dirction it &ants to.
R) ;hy do yo repeat that phrase abot forming images that "old stay E"ith yo for
the rest of yor lifeE hereJ 0o said it earlier in a previos se!tion $;ords E%tending
9n!ons!ios A!tivity in 6ime'.
E) *tAs tying that previos se!tion "ith this se!tion.
R) :h# so that all bet"een them falls into a la!na and "ill tend to be!ome amnesi!K *t
is a str!tred amnesia.
E) 0es# all that material "ill fall into a la!na. * also said that abot not needing to listen
to me and letting yor mind "ander in an earlier se!tion.
R) 6hat again tends to str!tre an amnesia "hile also depotentiating his !ons!ios
sets.
Rati,yin* $ranc: Innr -oc)s ,or t" E3(rintial !arnin* o,
$ranc
E: B)t yo)r )nconscio)s /ind &ill (ay attntion, yo) &ill )ndrstand. 'nd yo! are
dri$ting into a trance. 'o!(#e altered yo!r rhyth) o$ *reathing. 'o!r p!lse rate is
changed. I kno& t"at ,ro/ (ast 3(rinc.
R) Are yo giving him a dire!t sggestion by telling him he is drifting into tran!eJ
E) No# that is a statement of fa!t based on the alterations in his breathing and plse
that * !an a!tally observe. * did not say# E0oAve drifted) $past tense') * >st observe#
Eyo are drifting into a tran!eE $present tense'.
R) 0o observe these !hanges that are a!tally taking pla!e and !omment on them so
that his o"n inner e%perien!e !an ratify that tran!e is really taking pla!e. 0o donAt
sggest tran!e is taking pla!e) 0o prove itK
E) 0es. 8e has to e%amine his rhythm of breathing. 8e is still "ithin himselfK 8e has to
e%amine that rhythm of breathing in terms of drifting into a tran!e.
R) 0oAre keeping the fo!s inside of him# and yo are getting him to ratify his o"n
tran!e throgh these e%periential learnings.
$" Rol o, t" Conscio)s and %nconscio)sB !,t6 and Ri*"t6
H/is("ric -oc)s in $"ra()tic $ranc
E: 'nd yo)+r tryin* so "ard to )ndrstand instad o, 4)st 3(rincin*.
E) 6his implies *Am going to say things to yo that yo "ill try hard to nderstand
instead of >st e%perien!ing. *t implies yoAre going to do more than >st e%perien!e.
R) 6his * find diffi!lt to nderstandK * thoght yo "ere trying to trn off the !ons!ios
mind in order to fa!ilitate the n!ons!ios and the e%periential mind. ;hen yo ask him
to Enderstand#E it sonds like an appeal to do left3hemispheri! !ons!ios "ork.
E) 0o still donAt grasp itK *Ave already trned off his !ons!ios mind e%!ept to a minor
degree. And *Am trying to make his n!ons!ios mind nderstand) 0oAve got a lot of
"ork ahead of yo in addition to >st e%perien!ing.
R) ;e !old formlate this as a t"o3stage pro!ess of tran!e ind!tion and tili<ation. *n
the first stage# trance induction$ yo depotentiate 7r. MAs !rrently dominant left3
hemispheri! !ons!ios sets. 6his then fa!ilitates the release of right3hemispheri!
n!ons!ios pro!esses# "hi!h !ontain the e%periential learnings and repertory of
response possibilities that "ill be sed as the ra" material for the hypnotherapeti!
!hanges yo "ill evoke. *n the se!ond stage# trance utili+ation$ yo rea!tivate left3
hemispheri! pro!esses to no" a!t pon $Ereasso!iate# resynthesi<eEF see Eri!kson#
19-8' the released right3hemispheri! !ontents in order to reorgani<e them into
hypnotherapeti! responses.
D(otntiatin* Conscio)s Sts 7"il En*a*in* %nconscio)s
Procsss to do Constr)cti. 7ork: Gntl Dirct S)**stion ,or
%nconscio)s 7ork
E: 'o! don(t need to !nderstand. All yo! need to do to dri$t along and $eel rela6ed and
co)$orta*le. 'nd I don+t .n nd to talk to yo) 1ca)s t"r is not"in* t"at nds
to 1 don. B)t yo) can rst co/,orta1ly &"il I s(ak to yo), yo!r !nconscio!s )ind
ill hear )e and do as I say/ as I indicate. >Pa)s?
R) 0o again depotentiate left3hemispheri! !ons!ios sets "ith not kno"ing $E0o donAt
need to nderstandE' and drifting along# rela%ed and !omfortable.
E) 6hat enhan!es the tran!e state and implies that he is going to maintain the tran!e.
R) =aintaining the !omfort and rela%ation of tran!e means that nothing needs to be
done by left3hemispheri! !ons!iosness. 6hen yo !learly indi!ate that the
n!ons!ios "ill hear yo and do as yo say.
E) E7o as * say# as * indi!ateEDthatAs !omplete obedien!e.
R) ;hatJ 0o are giving a dire!t sggestion for obedien!eK E) /t it is said so gently. *t
is so !omprehensive.
R) And yoAre not telling the !ons!ios ego to obey yoF rather# yoAre gently ndging
the n!ons!ios to respond to verbal stimli yoAre providing.
Dissociatin* -ra/s o, R,rnc to -acilitat Hy(notic
P"no/na: $" 'rt o, Rin,orcin* S)**stions
E: And I can tal" to yo!/ to Dr. Rossi all I &is". B)t yo) don+t nd to (ay any attntion
to t"at. 'o! are *!sy ith yo!r !nconscio!s )ind/ lookin* at t"at /ntal i/a*. 'o!
j!st rest. >Pa)s?
E) EAnd * !an talk to yoEDthatAs one frame of referen!eF E. . . to 7r. RossiE is another
frame of referen!e. *Am separating# dividing the sitation.
R) 6hat separation and division is an essen!e of the approa!h by "hi!h yo effe!t
disso!iation and set the stage for e%perien!ing most hypnoti! phenomena. 6his
disso!iation is the important hypnoti! phenomena# the important n!ons!ios "ork yo
have been leading p to in the past fe" se!tions. 0o tell him# E0o are bsy "ith yor
n!ons!ios mind.E Let yor !ons!ios mind rest "hile yor n!ons!ios does the
"ork of engaging its disso!iative me!hanisms.
E) 6hatAs right# there is nothing else. And it is said so gently and so a!!eptably.
R) 0o donAt give him# a psy!hiatrist# a diffi!lt left3hemispheri! !ognitive task by telling
him to Edisso!iateE the !onversation. Rather# yo give him a !on!rete task of separating
the talk to him and to me# 7r. Rossi. 6he right hemisphere !an perform this !on!rete
sensory3per!eptal task and thereby engage its disso!iative me!hanisms. 0o evoke
n!ons!ios pro!esses not by informing him of "hat me!hanisms to se bt rather by
giving him a task that "ill atomati!ally evoke these me!hanisms. 6his is one of yor
favorite indire!t approa!hes) 0o give a sggestion or task# not be!ase of any
inherent interest in it# bt rather to evoke those mental pro!esses that are re&ired to
!arry it ot.
6he pla!ement of yor final phrase# E0o >st rest#E reinfor!es the statement >st before
it# E0o are bsy "ith yor n!ons!ios mind.E 0o do that a lot# donAt yoJ 0o se
one phrase to reinfor!e another. 6hat is an important aspe!t of the art of sggestion.
Ra((ort and Indirct S)**stion to an ')dinc .ia #oic !oc)s
E: No&, Dr. Rossi "r is so/1ody &"o is traind in (syc"olo*y. H "as 1n
orintd to (lac indi.id)al /anin* or intr(rtations on .ryt"in* accordin* to "is
(ast tac"rs. He does not "no #ery )!ch a*o!t lookin* at or e6periencing reality.
H /)st 3(rinc rality in tr/s o, &"at " "as 1n ta)*"t and rad.
R: H!h%. >Pa)s?
R) 0o !aght me by srprise hereF althogh yo "ere apparently talking to 7r. M# yo
"ere a!tally beaming important sggestions to me. * "as so absorbed in "at!hing 7r.
M that * "as a!tally e%perien!ing "hat yo "old !all the !ommon everyday tran!e. *
finally "ake p ot of it "ith my E8hJKE 0o also shifted yor voi!e tone and its
lo!ation to provide a !le to my n!ons!ios even before my !ons!ios mind reali<ed
"hat yo "ere doing. *n fa!t# * did not reali<e it ntil * began going over this trans!ript to
prepare for these !ommentaries. 6his "as a typi!al e%ample of ho" yo se indire!t
sggestion to trn over the asso!iative pro!esses of someone in the adien!e "ithot
their &ite reali<ing it.
E) And that different lo!s of voi!e is important.
R) Even thogh the sb>e!t is not a"are of it !ons!iosly.
E) At the same time *Am adding to the rapport by plling him !loser to me and e%!lding
yo from the sitation from his point of vie".
R) ;hy do yo "ant to e%!lde meJ
E) * thereby in!rease his areas of fn!tioning in a!!ord "ith "hat * say# "hat * indi!ate.
R) *Am irrelevant for that# so yo e%!lde me to fo!s all his mental energies on himself.
At the same time he also gets the impli!ation that he mst learn to e%perien!e more on
his o"n and not be limited to >st "hat he learned from books and his past tea!hers.
6his is one of those pe!liar sitations thatAs so hard to analy<e) 7r. M and * both
re!eived the same indire!t !ommni!ation# bt in different "aysDea!h from his o"n
frames of referen!e.
E) 0es.
Catal(sy to Rati,y $ranc
E: 0o I() going to to!ch yo!r rist. >Erickson to)c"s Dr. 2+s &rist and .ry *ntly
(ro.ids tactil c)s to ,acilitat a li,tin* o, "is "and and ar/ o, a1o)t si3 inc"s.? I+/
*oin* to to)c" yo)r ar/. I+/ *oin* to ()t it in t"is (osition. >Pa)s as Erickson
arran*s a so/&"at a&k&ard (osition o, Dr. 2+s &rist 1y (ositionin* "is "and at an
odd an*l rlati. to t" ar/. $" ar/ dos not r/ain in t" air 1)t dri,ts do&n to Dr.
2+s la(. On or t&o ,in*rs to)c" "is t"i*", and t" ot"rs r/ain (oisd and
)n/o.in* in t" air. His "and is not rally rstin* Fnor/allyF on "is t"i*", 1)t a((ars
to r/ain catal(tically s)s(ndd &it" only t" li*"tst to)c" on "is t"i*".?
E) ENo" *Am going to to!h yor "rist.E 2o "hatAs the big dealJ 6here is no big deal
there at all. *t is a safe pro!edre.
R) 0o are setting p a !atalepsy in a very inno!ent "ay.
E) ?ery inno!entDthe odd angle is the important thing.
R) ;hy is the angle in "hi!h yo pla!e the hand so importantJ
E) *n lifting the sb>e!tAs arm# *Am not going to tell him *Am lifting it prposeflly to
a!hieve a !ertain goal. /t * am lifting it to a!hieve a !ertain goal. ;hen the goal is
rea!hed# * !an see it# bt he doesnAt even kno" it. And so he is behaving in a!!ord "ith
the ta!tile stimli *Ave given him.
R) ;hat does that proveJ ;hy are yo engaged in thatJ
E) ;hen yo lift p a personAs arm# they seldom leave it p in midair# do theyJ
R) No# not normally.
E) And "hen yo pt it in an odd angle# they are m!h more likely to !orre!t that odd
angle# are they notJ
R) ;hen yo do this in tran!e# the sb>e!t >st leaves it there. *s this then a test of the
tran!e stateJ *s that "hy yo are doing thisJ
E) * "as doing it more to prove it to yo so yo !old have visal proof.
R) 2o that !atalepsy "as to !onvin!e me. 8o" abot to !onvin!e the patientJ
E) 2ooner or later he "ill find ot his arm is still there. And that is !ontrary to all his past
e%perien!e. 8e "ill have to investigate it# and it "ill be very !onvin!ing to him.
Not Doin*: Catal(sy is a -or/ o, Mntal Econo/y %tili0in* t"
Parasy/(at"tic Mod: Elctrodyna/ic Potntial as a Mas)r o,
an 'ltrd Rc(ti.ity E3(rssion Ratio: ' Pro(osd D,inition o,
$"ra()tic $ranc
E: 'nd I+/ not Instr)ctin* yo) to ()t it do&n. >Pa)s?
Dr. 2: %//, t"atG
R) ;hy the Enot#E hereJ ;hy not simply say# Ehold yor hand pJE
E) ;hatever he does has to be on his o"n responsibility.
R) 2o he "ill hold it p on his o"n responsibility be!ase the impli!ation of yor remark
is to hold it p.
E) No# his hand "as already p. 6he only "ay he !an get that hand do"n is for he
himself to ndertake that task as a separate# totally separate# totally individal task. *t is
m!h easier to allo" that state of balan!ed toni!ity to remain. 8e doesnAt have to do
anythingK
R) * see# it is simply an e!onomy of mental effort to leave the hand there rather than go
throgh the labored de!ision pro!ess of "hether or not he shold pt it do"n in this
sitation.
E) 6hat is better than telling him# E7onAt pt it do"n.E
R) :ther"ise# after yo lift his hand# he !old pt it do"n as part of the same a!tF the
lifting and ptting do"n "old be one total a!t. /t "hen yo lift his hand and say# E*Am
not instr!ting yo to pt it do"n#E that means one a!t $lifting' is !ompleted# and to pt
it do"n "old re&ire another a!t on his part demanding a separate de!ision and
e%penditre of energy. 2in!e he is in s!h a rela%ed state of tran!e# it "old simply be
easier to let the hand remain there. 0o in!isively do something $like lifting an arm' and
then !t it off# limit it# so that he needs a lot of de!ision and energy to !hange it. *t is
harder to pt it do"n than leave it. 2o there is an e!onomy of effort in tran!e. ;old
yo say in tran!e the parasympatheti! system# the Erela%ationE system of the body# is
more dominant than the sympatheti!J
E) 0es# it is.
R) 6hat is "hy yo pla!e so m!h emphasis on Enot doingE in tran!e) Not doing is
natral "hen rela%ed in the parasympatheti! modeF doing things is more natral in the
otgoing# high3energy otpt !hara!teristi! of the sympatheti! system. * believe that is
"hat the /rr3Ravit< devi!e measres# by the "ay. ;hen the Ravit< !rve goes do"n#
it means the patient is in a passive3re!eptive mode. *Ave !ond!ted ordinary therapy
sessions "ithot the se of hypnosis "hile measring a patientAs ele!trodynami!
potential $Ravit<# 1954'# and "hen the patient is really absorbed in a moment of
introspe!tion or listening to me in a re!eptive manner# the potential goes do"n. ;hen
they are ptting ot energy to e%press# the potential goes p.
E) *t is an altered state.
R) Altered in a dire!tion of re!eptivity. *n tran!e the normal alteration of re!eive and
e%press is !t off in favor of !ontinal re!eption. 6hat re!eption !an be from "ithinDas
"hen one is re!eptive to their o"n imagery# thoghts# feelings# sensations# and fantasy
Dor it !an be re!eptive to something from the otside# like the therapist. 6he
ele!trodynami! potential seems to remain lo" as long as one is not making the normal
effort to respond a!tively.
E) And se the normal pattern of mltipli!ity of fo!i of attention.
R) 6hatAs right# the fo!i of attention have a restri!ted range in tran!eDthe range being
defined fre&ently by "hat the therapist sggests. 6his indi!ates that "e !old also
define therapeti! tran!e as an alteration in the normal balan!e of re!eptivity and
e%pression that is !hara!teristi! of an individal. Anything that shifts the individal to a
higher re!eptivityNe%pression ratio "old be a shift to"ard therapeti! tran!e. Resear!h
"old be needed to determine ho" or proposed re!eptivityNe%pression ratio !old be
measred# and the degree to "hi!h it is similar to or different from some measre of
the relative dominan!e of the parasympatheti! system to the sympatheti!) the
parasympatheti!Nsympatheti! ratio.
Catal(sy as Balancd $onicity
>Dr. 2 3(ri/nts .ry slo&ly ,or a1o)t t&o /in)ts, /o.in* "is ar/ a 1it at t"
l1o& and s"o)ldr, 1)t not t" &rist and "and.?
E: 0o/ no*ody "nos hat any one person learns $irst.
Dr. 2: %///.
R) ;hat is he doing# moving his elbo" and sholder abot that "ayJ
E) 8e kno"s there is something different in that arm# and he is trying to find ot "hat it
is. 8e kno"s there has been a !hange.
R) And that !hange is balan!ed toni!ityJ
E) 0es.
R) 6hat balan!ed toni!ity# yo believe# is a different physiologi!al stateJ
E) 0es# thatAs right.
R) 6he balan!ed toni!ity means there is an e&al pll on the agonist and antagonist
ms!les# is that rightJ
E) 6hatAs right. All day long yo keep yor head in a state of balan!ed toni!ity.
R) 6hat is "hy "e donAt get tired holding p or headDit is balan!ed toni!ity. *f there
"as a pll on one side or the other# "e "old get tired.
E) 6hatAs right. *n other parts of yor body yo are not a!!stomed to balan!ed toni!ity.
R) Catalepsy is introd!ing balan!ed toni!ity into another part of the bodyJ
E) 0es# into another part of the body "here it is an nfamiliar thing.
R) 6hat is "hat 7r. M is investigating.
E) /t he !anAt nderstand it# nobody has ever e%plained to him "hat balan!ed toni!ity
is.
R) 8o" did yo introd!e that balan!ed toni!ityJ Bst by those sbtle ta!tile !es to lift
the handJ
E) No. 8eAs in a tran!e state# "here there is balan!ed toni!ity. And then "hen 1 tell him
Enobody kno"s "hat any one person learns first#E *Am telling him that he is learning# bt
*Am telling it as a trism that he !annot dispte) ;e really donAt kno" "hat any one
person learns first.
F7ait and SF as an Early !arnin* St: E.okin* and -acilitatin*
Rs(ons Potntials ,ro/ Idio/atic E3(rssions &it" M)lti(l
Manin*s: $" Essnc o, Hy(not"ra()tic 7ork
E: 7ait and s. >Pa)s? $" only rally i/(ortant t"in* o)t o, t"isG
E) E;ait and seeED"hat on earth does that meanJ 6here is nothing to be seen. 6hat is
an idiomati! instr!tion to keep on learning.
R) ;ithot saying# EOeep on learning#E and possibly arosing resistan!e.
E) 6hatAs rightK Bst E"ait and see.E 6hat is so enigmati! that it aroses e%pe!tationK
R) And "hen a person has "aited in the past# they fre&ently have learned something
ne"# so yo are also setting into a!tion and tili<ing a learning set that has been relied
on sin!e !hildhood.
E) 0es# and it is also asking for passivity.
R) 0es# the passive3re!eptive type of learning is another impli!ation. 0o do this
repeatedly) 0o make a general statementF fre&ently it is a !li!hQ or an idiomati!
e%pression that has many meanings# many impli!ations. 0o presme yo are tili<ing
many if not all the meanings. 6he patient is !ertainly not a"are of all of them at any
given moment# bt these mltiple meanings are evoked at some level and then fo!sed
to fa!ilitate response potentials that might not other"ise be possible for the patient. 0o
first evoke a plethora of asso!iative pro!esses and then someho" fo!s on one or t"o
that "ill be reinfor!ed into overt behavior. 6his is the essen!e of yor "ork as a
hypnotherapist) to evoke and fa!ilitate response potentials that the patientAs o"n ego
!annot &ite manage yet.
6he "ay yo first evoke mltiple asso!iations and meanings is akin to (redAs idea of
the mltiple determination of symptoms from many different life e%perien!es and lines
of asso!iations. ;ith symptoms# ho"ever# "e are the vi!tim of these mltiple paths of
psy!hi! determination that "e !annot !ontrol. 0o presme to se the same prin!iple to
a!tally fa!ilitate desirable behavioral responses.
E) 6he EthisE in E6he only really important thing ot of thisE is not defined# bt it refers to
the learning.
R) 0o donAt al"ays kno" "hat the hypnoti! learning is# bt yo reinfor!e "hatever it
may be.
Princi(l o, Parado3ical Intntion: M/oris ,or Innr
-oc)sin*
E: Gis &"at I say to yo)r )nconscio)s /ind, not"in* ls. Yo)r conscio)s
/ind can tnd to or attnd to //oris o, anyt"in*. >Pa)s?
E) *t Eis "hat * say to yor n!ons!ios mind# nothing else.E 6hat means# 7onAt pay
attention to the room# nothing else is important. *Ave e%!lded 7r. Rossi# the room# the
floor# the sky. /t * havenAt told 7r. M to disregard those things.
R) Right. *f yo a!tally mentioned those e%traneos things# then by the prin!iple of
parado%i!al intention he "old be fo!sed on them even thogh yo told him not to.
E) EAttend to memoriesEDthat is# not e%ternal realities. R) 0o are fo!sing on inner
"ork again.
$" Do)1l Bind and %nconscio)s Mind as 'ltrnati. Mta("ors
E: 'nd no& I+/ *oin* to *i. yo)r )nconscio)s /ind so/ instr)ction. It isn+t
i/(ortant &"t"r or not yo)r conscio)s /ind listns to it. Yo)r )nconscio)s /ind
&ill "ar itG
E) 8is n!ons!ios is nrea!hable by him# bt * !an say anything * please.
R) 2o long as yo address yor remarks to 7r. MAs n!ons!ios# yo are sing the
!ons!ios3n!ons!ios doble bind $Eri!kson @ Rossi# 19,9'. 8e !an only !ontrol his
!ons!ios mind# not his n!ons!ios. *s this also a "ay of disso!iating a personJ
E) 6hatAs right. *t also depotentiates !ons!ios sets >st as it does to add the phrase
that itAs not important "hether the !ons!ios mind listens.
R) 7o yo really believe that there is an n!ons!ios mind that "ill hear yoJ :r is this
all >st a "ay of formlating a doble bindJ
E) * kno" his n!ons!ios is listening. *t has to. 8eAs only a fe" feet a"ay from me# my
voi!e is lod enogh. *t "illK
R) 0o a!tally operate on the assmption that any n!ons!ios mind really e%ists and
yo !an tell it "hat to doF others "old vie" the n!ons!ios only as a metaphor. =y
best nderstanding is that the doble bind tends to depotentiate !ons!ios# volntary
$intentional' !ontrol of the left hemisphere over the asso!iative pro!esses so that more
involntary response potentials of the right hemisphere "ill be!ome manifest.
Cas)al '((roac" to Post"y(notic S)**stion
E: Gand k( it in /ind. -ro/ no& on yo) can al&ays *o into tranc 1y co)ntin*
,ro/ on to <L, *oin* into t" tranc ;O<Lt" at ac" co)nt. >Pa)s?
E) EAnd keep it in mind#E bt * didnAt do it elaborately# ENo" forever more yo "ill
rememberKE
R) 2o !asally pt it does not arose resistan!e.
E) 0es# *Am >st making talk# thatAs all.
R) *t seems to be an e%planation des!ribing ho" he !an go into tran!e. /t a!tally it is
a posthypnoti! sggestionJ
E) 0es.
$i/ Distortion to Rati,y $ranc
E: No& I+/ *oin* to s)**st t"at yo) a&akn 1y co)ntin* silntly, /ntally, to
yo)rsl, ,ro/ <L to on. 'nd yo) can 1*in t" co)nt, no&9 >Pa)s ,or DL sconds,
and t"n Dr. 2 1*ins to a&akn.?
R) ;hy do yo like to have people go into tran!e and !ome ot at the !ont of 4.J
E) 2ometimes * se a stop"at!h. *t tells them they have had an altered e%perien!e. *
!an sho" it to them.
R) *f they are far off in their estimate of ho" long it took them to a"aken# it is a "ay of
ratifying tran!e de to the time distortion.
2)stions to Rati,y $ranc
E: Are yo! $!lly aa"e% >Dr. 2 sto/(s on t" ,loor and strtc"s a 1it /or.? No& t"
,irst (art o, t" a&aknin* &as don 1y ,acial /o./nts. $"n t" rs(iration
altration and t" "ad and nck /o./nts.
R: %/6")/.
E: 'nd /or ,acial /o./nts and still ,)rt"r altration o, t" rs(iration. Yo) &ill
not "o& ra(idly. Ho& lon* did it tak yo) to a&akn8
Dr. 2: '1o)t =D sconds.
E: >$o R? Ho& lon* &as it8
R: '1o)t @D, closr to DL. >Pa)s?
R) EAre yo flly a"akeJE asked after he is moving and a"akening ratifies the tran!e.
E) 0es# it really ratifies tran!e to his n!ons!ios mind# and his !ons!ios mind !an
think anything it pleases.
' Do)1l Bind In5)iry to Rati,y $ranc
E: Do yo) kno& i, yo) &r in a tranc8
Dr. 2: -lt lik I &as in a li*"t tranc.
E: 7"at all occ)rrd8
E) 6his seems to be >st a simple in&iry# E7o yo kno" if yo "ere in a tran!eJE
;hether the ans"er is 0es or No# it admits a tran!e) A 0es response admits a tran!e#
bt a No response also admits a tran!eK A No response means# ENo# * didnAt kno" * "as
in a tran!e.E
R) *f yo said# E7id yo kno" yo "ere in a tran!eJE that "old be an even !learer "ay.
E) /t he !an dispte it if yo pt it that "ay. 6he "ay * pt it "as >st asking for
information for myself# not for him.
R) ;hat if he says# ENo# * "asnAt in a tran!eJE
E) 6hen *Ad say# E6hatAs fine# yo really didnAt kno".E *Am ptting dobt in him# and *Am
speaking the trthDhe really didnAt kno".
R) 2o yor &estion "as a doble bind) Any ans"er he gives atomati!ally ratifies
tran!e. 6he doble bind is effe!tive in this sitation be!ase itAs being sed to
depotentiate the limitations of his dobting and skepti!al mind that does not kno" ho"
to re!ogni<e the reality of his tran!e e%perien!e. 2ome level of a"areness "ithin him
that does re!ogni<e the reality of the tran!e e%perien!e is thereby potentiated into
a"areness# so that it may be more possible for his !ons!ios belief system to
over!ome its limiting bias and a!!ept the reality of the altered state.
6he doble bind is effe!tive in altering oneAs belief system only "hen it is sed to
!onfirm a trth that is kno"n at some level bt denied be!ase of the biasing effe!t of
the !ons!ios mindAs learned limitations. 6he doble bind !an fa!ilitate the re!ognition
of a trth only "hen it is !onfirmed by something "ithin the sb>e!t. 0o probably !old
not get a"ay "ith sing it to foist something on a person if this inner !onfirmation is
absent.
O)tlinin* '/nsias
Dr. 2: 7ll, t" /ost si*ni,icant t"in* is t"at yo) to)c"d /y ar/ and said, FI+/ not
instr)ctin* yo) to ()t it do&n.F I $elt *adly 1ca)s IG/y ar/ s"o)ld "a. ")n* t"r
in a tranc, and it didn+t.
E: 'sk Dr. Rossi i, t"at is a corrct //ory.
Dr. 2: Is t"at a corrct //ory8
R: I+d lik to "a. yo) dscri1 yo)r 3(rinc in /or dtail. Did it "an* t"r at all8
E) ;hat he doesnAt kno" here is that he is otlining his amnesias. 8e doesnAt kno" it#
and yo didnAt kno" it. 8e doesnAt really kno" "hat his arm did. ;hen he says he Efelt
badly#E it means he felt be"ildered. 8e didnAt kno" "hat to nderstand. 2omething "as
altered# bt he doesnAt yet nderstand "hat.
!arnin* to Rco*ni0 Mini/al Indications o, an 'ltrd Stat:
M)scl Sns and Distraction
Dr. 2: It /i*"t "a. don t"is >to)c"s "is t"i*" .ry li*"tly &it" "and t"at is (artly
s)s(ndd in air?. I ,lt t" (rss)r o, /y ,in*rs a*ainst /y l*. I did $eel )y
)!scles try to carry o!t the s!ggestion/ 1)t I don+t ,l t"at I did.
R: >$o Dr. 2? I noticd t"at yo)r "and dro((d a littl 1it, 1)t I ,lt it &as a satis,actory
catal(sy.
Dr. 2: I didn+t.
E: >$o Dr. 2? Did yo) notic t"at yo)r skin &as to)c"in*, yo)r ,in*rti(s &r on yo)r
l*8 7r t"y8
Dr. 2: -in*rti(s &r on /y l*8
R: On or t&o &r to)c"in*.
Dr. 2: So/t"in* lik t"at. !ik t"is. >Dr. 2 corrctly d/onstrats.? 'nd I t"ink yo)
>Dr. R? &rot so/t"in*.
R: Ys.
E: 'll ri*"t. !t+s tak )( t" 5)stion o, .al)s. Ho& i/(ortant &as Dr. Rossi+s
&ritin*8
Dr. 2: I thin" it distracted so)ehat.
E: Did it "a. any .al) ,or yo) at all8
Dr. 2: 7ll, I &as rci.in* so/ attntion, so I t"ink I n4oyd t"at as(ct o, it.
R) ;as it a partial response here "hen he says# E* did feel my ms!les try to !arry ot
the sggestionJE
E) GEri!kson demonstrates by lo"ering RossiAs arm.H 7id yo feel yor ms!lesJ 8o"
do yo feel yor ms!lesJ
R) * did not have any parti!lar feeling in my ms!les "hen yo gided my arm. 6he
very fa!t that he is feeling his ms!les means that he is in an altered state. 8is fo!i of
attention are !on!entrated on his ms!les. ;hen patients say something like that# yo
kno" they have been e%perien!ing tran!eJ
E) 6hey have been e%perien!ing an nsal feeling.
R) No"# someone like 6. L. /arber $1959' might say that yo have >st shifted their fo!s
of attention# bt that does not mean there is a tran!e.
E) * havenAt shifted the fo!s of attentionDhe hasK 8e doesnAt do that !ons!iosly.
;hat did yor "riting distra!tJ 8e is validating that something "as there that yor
"riting distra!ted him from. :nly he doesnAt kno" heAs saying that.
R) (rom 7r. MAs point of vie" he "as not e%perien!ing enogh of tran!e. 6his seems to
be highly !hara!teristi! of many modern sb>e!ts in or post3psy!hedeli! revoltion
"ho deeply !ovet an altered state. /t from yor point of vie" he is >st a beginner
"hose first task is to learn to re!ogni<e and "el!ome any minimal alterations that take
pla!e# ho"ever slight. Even mental health professionals today think of hypnosis as a
fast key to mira!les. /t the reality is that learning to e%perien!e an altered state of
!ons!iosness sally re&ires time# parti!larly for professionals be!ase of their
!riti!al and skepti!al attitdes. 6hey first need to learn to re!ogni<e these very sbtle
!es that imply an alteration has taken pla!e.
2)stionin* to Rati,y $ranc and In,or/ t" %nconscio)s
E: Yo) ar rci.in* attntion ri*"t no&. Sinc I askd t"at 5)stion, "o& /any cars
"a. (assd8
Dr. 2: I "a. no ida.
E: $"at+s ri*"t. O, &"at i/(ortanc &as t" (assin* o, t" cars &"il yo) &r
ans&rin* t"at 5)stion8
Dr. 2: 'ns&rin* &"t"r t" cars (assd or not8
E: %rn6")/. I kno& t"at t"y didn+t "a. i/(ortanc ,or yo).
Dr. 2: No.
E: Dr. Rossi+s &ritin* "ad no .al) ,or yo). ... 'll ri*"t, no& I+/ *oin* to ask yo) to
s"i,t ,ro/ t"at c"air to t"at on.
R) ;hat is yor prpose in asking 7r. M all these &estionsJ
E) *Am sing them to ratify the tran!e# and *Am dire!ting his attention to varios things.
And *Am not telling himK *Am >st asking for information. 0o ask for information abot all
the things yo "ant him to be a"are of n!ons!iosly.
R) 6hey seem to be inno!ent &estions# bt a!tally yo are informing his
n!ons!iosJ
E) 0es# to make kno"n anything that happened.
'n Hy(notic D/onstration ,or Indirct $ranc $rainin*
6he senior athor no" demonstrates an hypnoti! ind!tion and tran!e "ith another#
more e%perien!ed sb>e!t# as a learning e%perien!e for 7r. M. 7r. M believes there has been
a role shift so that he# as a yong psy!hiatrist# is no" being trained to ind!e tran!e in others
by "at!hing a demonstration. 6he prpose of this pro!edre# of !orse# is that "ithot being
a"are of it# his n!ons!ios is re!eiving indire!t sggestions for learning to e%perien!e
tran!e personally.
After this demonstration and a dis!ssion of it# 7r. M talks abot himself and his
professional "ork. 8e des!ribes his n!ertainty and tenseness "hen "orking "ith grops.
Eri!kson dra"s an analogy "ith going to the theater. :ne might or might not be interested in
the play being presented# bt there are !ertainly many interesting observations that !an be
made on the adien!e) :ne !an distingish those "ho !an hear and those "ho !annot# the
man or "oman "ho !ame only be!ase their spose insisted# et!. E0o !an see a lot of
things# bt yo enter the theater not kno"ing "hat yo are going to dis!over there. 6here are
plenty of alternatives in any sitation. . . . ;hen yo attend a session of grop therapy# "hat
on earth are yo going to seeJ 6hat is "hat yo go there for.E 6he !onversation then
!ontined as follo"s.
Post"y(notic S)**stion initiatin* t" Microdyna/ics o, $ranc
Ind)ction: $"ra(ist+s B"a.ior in -oc)sin* 'ttntion ,or $ranc
Ind)ction: Intrs(rsal '((roac" and #oic Dyna/ics
Dr. 2: $"r is a lot *oin* on at all ti/s.
E: M)c" /or t"an yo) can s, and yo) "a. no ti/ ,or an3ity.
Dr. 2: I t"ink /y an3ity is 1ca)s I ,l so 1lind in t" sit)ation &"r t"r is so
/)c" data co/in* at / t"at I can+t )ndrstand it.
E: 'nd .ry1ody larns to co)nt. 7irst they co!nt !p to one. Then they co!nt !p to
to/ and $i#e/ and 89 and &9.
Dr. 2: H)///. >Dr. 2 1links )ncrtainly and t"n closs "is ys. H 1*ins to rais a
"and to&ard "is ,ac, as i, to scratc" "is nos, 1)t t" /otion slo&s do&n, and "is
"and ,inally 1co/s /otionlss a,tr it to)c"s "is nos and /aks only a
(rli/inary /o./nt o, scratc"in*. His "and 1co/s catal(tically ,i3d in /id6
scratc". His ,ac rla3s, and " is o1.io)sly ntrin* tranc. Erickson (a)ss a
/o/nt or t&o, o1sr.in* "i/ intntly, 1,or contin)in*.?
E) 8e is follo"ing the posthypnoti! sggestion given ba!k in the last session.
R) Even thogh it did not seem like a posthypnoti! sggestion "hen yo told him he
!old reenter tran!e on a !ont of one to 4..
E) 6here "as no "ay for him to identify it as a posthypnoti! sggestion.
R) 0o said in the last session that he "old go into a tran!e "hen he !onted from
one to 4.# not "hen yo# 7r. Eri!kson# !onted. 0et yo !ont here# and he goes into a
tran!e. ;hyJ
E) All right# no"# see "hat yo do. GEri!kson no" begins to !ont to 4. "hile staring
"ith intense interest at R# "ho in trn feels a strong hypnoti! effe!t and momentarily
!loses his eyes# obviosly responding to it.H 7o yo follo"J 0o have been !onting
"ith me.
R) :h# * seeK ;hen yo !ont# it atomati!ally evokes a !onting response in the
patient# and that is his !e for entering tran!e.
E) 0es. 0o see# it doesnAt fit in "ith anything. *t "as an interspersal te!hni&e.
R) 6he !ont from one to 4. "as interspersed in the normal flo" of !onversation.
E) 0et it doesnAt belong there# so he has to think# E;hatJE /t he doesnAt kno".
R) 6he !ons!ios mind is startled and doesnAt kno" "hy. 6hat startle leaves a gap in
a"areness and allo"s the n!ons!ios to fill in.
E) 0es# be!ase "henever yor !ons!ios mind does not nderstand# it says# E;ait a
minte# that "ill !ome to me.E ;hat are yo sayingJ *n effe!t yo are saying# E=y
n!ons!ios "ill help me.E
R) 6he typi!al mi!rodynami!s of tran!e ind!tion !ome into play here) $1' 0or remarks
abot !onting do not fit the !onte%t of the !onversation# so his attention is immediately
fixated6 $4' the !ons!ios mindAs habitual sets are depotentiated by the startle effe!tF
$1' not kno"ing "hat it means initiates an unconscious search that $-' lo!ates and
processes the posthypnotic suggestion yo gave him previosly so that $I' he
e%perien!es the hypnotic response of reentering tran!e. * noti!e that yo stared very
intently and e%pe!tantly at him "hen yo gave him the posthypnoti! !e. *s that
sear!hing look of yors importantJ
E) * !oldnAt let him triviali<e my !onting as a meaningless tteran!e# so * looked at
him as if * "as really saying something.
R) 6hat is a problem *Ave had "ith posthypnoti! sggestion. * mention the !e# bt sin!e
* did not have the patientAs fll attention# they >st ignored it.
E) ;hen yo speak to a person# yo let them kno"# E*Am speaking to you,) 0o !an
speak dire!tly "ith yor eyes or yor voi!e or "ith a gestre. 0o have to have the
personAs attention. *f yo have been speaking !asally and then se a very soft voi!e#
yo immediately get the personAs attention.
R) 2o that is another bilt3in habital mode of responding that yo are tili<ing. 2imply
by lo"ering yor voi!e in initiating an ind!tion# yo fi%ate attention# and that already
a!!omplishes the first step of tran!e.
E) 0es# that narro"s the personAs attention. * se a soft voi!e be!ase that !ompels
attention.
R) 2o# "hen initiating a posthypnoti! !e# yo first try to fi%ate attention so that it is not
rnning on and on in its o"n asso!iation patterns. 0o fo!s attention so the rest of the
system is momentarily open and re!eptive. 6he n!ons!ios !an then respond.
'&aknin* to Rati,y $ranc
E: And no yo) can 1*in to co)nt 1ack&ard ,ro/ <L to on. >Pa)s ,or a1o)t =L
sconds, a,tr &"ic" Dr. 2 /o.s and a((arntly a&akns.? I only &antd to s)r(ris
Dr. Rossi.
R: I &as still listnin* to yo)r storis9
E) EAnd no"E implies that he has a!!omplished the tran!e. (rom that a!!omplishment
he !an pro!eed to the ne%t# "hi!h is !onting ba!k"ard.
R) 0o thereby &i!kly ratify his a!!omplishment of tran!e.
Rntrin* $ranc 7it"o)t '&arnss
Dr. 2: Ya". It &as so o)t o, cont3t, &"at yo) said, t"at it 4)st "ad to "a. a di,,rnt
/anin*.
E: 'nd yo) didn+t kno& &"at I &as sayin*, 1)t yo)r )nconscio)s /ind did.
Dr. 2: I "ad a conscio)s a&arnss, too. I t"ink I "ad 1ot".
E: Yo) "ad so/ a&arnss conscio)sly a,tr yo)r ys closd and yo)r /o1ility
disa((ard.
Dr. 2: I r//1rGI ,l /1arrassd ar*)in* &it" yo).
E: Yo) s, I &atc"d yo)r ylids, and i, Dr. Rossi &asn+t takn 1y s)r(ris, " co)ld
"a. notd t" *la0in* o, yo)r ys &"n I said F;L.F I act)ally 1*an at ,i..
R) 0or !onting "as so Eot of !onte%tE that it reslted in 7r. MAs attention being
momentarily fi%atedF his !ons!iosness did not kno" "hat it "as# bt it had to have a
meaning# so his n!ons!ios spplied a meaning by having him enter tran!e.
E) ;ithot his !ons!iosness kno"ingK After he goes into tran!e and !omes ot# he is
saying# E0es# it "as ot of !onte%t# "hat yo said# bt it >st had to have a different
meaning.E
R) 6he !ons!ios a"areness of the signifi!an!e of yor "ords as !es for tran!e
!omes after he has entered and !ome ot of tran!e. 2o the sb>e!t enters tran!e
"ithot !ons!ios a"areness of "hat is happening.
'not"r S)1tl and Indirct $ranc Ind)ction
E: No&, i, yo)+. rad t"at r(ort on S)si Iin Erickson, Haly, P 7akland, ;MDMJ, I
told "r s" co)ld *o into a tranc &"n I co)ntd to <L in .ario)s &ays. I s&attd a
,ly and talkd a1o)t ot"r t"in*s, "o& c"ildrn ca/ cheaper *y the do:en and so on
till ;&9; &"ic" &as t" c) ,or S)si to ntr tranc. >Pa)s as Dr. 2 a((arntly ntrs
tranc a*ain.? No&, &"y &rn+t yo) >Dr. R? &atc"in* "is ylids8
R: I *)ss I+/ t" (oorst st)dnt yo) .r "ad.
R) ;hy does he enter tran!e again hereJ
E) 0o missed the fa!t that * !onted from one to 4. again "ith that E!heaper by the
do<enE story abot ho" 2sie entered tran!e.
R) :hK * missed that !ompletelyK * thoght yo "ere >st telling one of yor stories
againK 0o sed the same !e of !onting from one to 4. in a different !onte%t to pt
him into tran!e again "ithot either of s reali<ing ho" yo did itK 0o mentioned a
Edo<en and so on till 4.E as a sbtle "ay of !onting from one to 4..
St)dyin* t" Patint+s -ra/ o, R,rnc
E: H >Dr. 2? o1.io)sly &ants to larn. >Pa)s ,or a1o)t t&o to t"r /in)ts as Dr. 2
a((arntly *os (ro*rssi.ly d(r into tranc.? 'nd yo) can tak yo)r o&n ti/ in
a&aknin*.
R) 8ere yo are reinfor!ing the tran!e by giving approval for his "anting to learn.
E) /t he did not hear it as an obvios approval. *t "as an ob>e!tive observation to yo
"hi!h he heard. And there is no higher approval than that. 0o see# that "as so !asal.
8is n!ons!ios kne" ho" to respond# bt yo !old read over the trans!ript and still
not kno" "hat "as happening. ;hy donAt yo se yor n!ons!ios mindJ
R) *Am trying toK
E) 0o "ere pla!ing your meanings on my "ords. /t "hat "as my meaningJ
R) *Ave got to start pra!ti!ing that) looking at other peopleAs frames of referen!eF the
meaning that their "ords have for them# not for me. 6he therapist has to avoid pla!ing
his o"n meanings on the patientAs "ords. 6his is so important be!ase therapists often
distort patientsA "ords by reinterpreting them from the therapistAs o"n theoreti!al
frames of referen!e $(redian# Bngian# et!.'# rather than the patientAs.
%nconscio)s Co//)nication Rat"r t"an Prsti*
E: 7"n yo) >Dr. R? s t"at "a((nin*, it taks a&ay all t" /a*ic and all t"
(rsti*. H kn& )nconscio)sly "o& to rs(ond.
R: $" )nconscio)s can rs(ond o)t o, t" lo*ical cont3t o, conscio)s
)ndrstandin*.
E: Ys, and t"at is "o& yo) s"o)ld look )(on ")/an 1"a.ior. >$o Dr. 2? Yo) didn+t *o
into tranc 1ca)s yo) &r 1ord &it" /. Yo) did not *o into t"at tranc to *t
a&ay ,ro/ t" n.iron/nt. Yo) &nt into t" tranc 1ca)s yo) "ad 1n
(ro*ra//d &it" a crtain a&arnss. No&, yo) can a&akn no&. >Dr. 2 a&akns.?
R) *n other "ords# it is not prestige and magi! that !ontsF nderstanding and
!ommni!ating "ith the n!ons!ios is "hat !ontsK
E) 0es# the n!ons!ios !an respond ot of the logi!al !onte%t of n!ons!ios
nderstanding.
Indirct and %nrco*ni0d Post"y(notic S)**stion in $ranc
Ind)ction
R) Althogh "e have dealt "ith the sb>e!t before $Eri!kson @ Rossi# 19,9'# *Ad like to learn
more abot yor indire!t approa!hes to posthypnoti! sggestion. *n yor ma>or paper on
posthypnoti! behavior $Eri!kson @ Eri!kson# 19-1' yo say the follo"ing)
:n!e the initial tran!e has been ind!ed and limited to stri!tly passive sleeping behavior# "ith only the
additional item of an a!!eptable posthypnoti! sggestion given in s!h fashion that its e%e!tion !an
fit into the natral !orse of ordinary "aking events# there is then an opportnity to eli!it the
posthypnoti! performan!e "ith its !on!omitant spontaneos tran!e. +roper interferen!e $"ith the
posthypnoti! performan!e' !an then serve to arrest the sb>e!t in the tran!e state. $p. 14.'
Can yo give me frther illstrations of Ean a!!eptable post3hypnoti! sggestion . . . that !an
fit into the natral !orse of ordinary "aking eventsJE
E) ;hen * sed to smoke# *Ad first pt a !igarette ot and then ind!e a tran!e.
R) 2o ptting a !igarette ot be!ame a !onditioned !e for entering tran!e.
E) Later on in the intervie"# after they had been a"akened and engaged in dis!ssion# *Ad
light p a !igarette and then 'ery slo(ly rea!h over to pt it ot# talking slo(ly.
R) *s that a "ay of fi%ing their attention "hen yo do it very slo"lyJ 6he very slo" gestre
arrests attention# initiates an inner sear!h for its meaning# and allo"s the n!ons!ios to
e%press itself.
E) /t it fits in "ith ordinary behavior and is not recogni+ed as a posthypnoti! sggestion to
reenter tran!e.
R) 0es# itAs only a slight modifi!ation of ordinary behavior. As they see that hand moving
slo"ly# before they !an figre ot "hy it is moving slo"lyD
E) 6hey are in a tran!eK
R) 2o "hen they !ome ot of tran!e# they have no real nderstanding of "hy they "ent into a
tran!e.
E) 6hey say# E* donAt kno" "hat happened. * a"akened from a tran!e and "e "ere talking#
and yo lit a !igarette or * "as abot to rea!h for one. /t * gess * never did.E
R) ;hen their eyes !lose# do yo let them rest in tran!e for a "hile# or do yo start "orking
"ith the tran!e immediatelyJ 7o yo "ait for signs that they have rea!hed a proper depth or
"hateverJ
E) * say# EAll right# * think yoAre really deep enogh no". 6hat tells them# ).e deep enough,)
6hat does the rest of it.
Non.r1al $ranc Ind)ction as a Conditiond Rs(ons
R) 6ell me another approa!h yoAve sed.
E) GEri!kson illstrates silently by ad>sting his telephone.H *n other "ords# any little
a!!eptable thing !an be!ome a sbtle !e.
R) 0o !an set p a !onditioned response by doing something# any in!onse&ential thing >st
before yo ind!e tran!e. 6heir !ons!iosness does not asso!iate it "ith the tran!e ind!tion
that follo"s sin!e it is s!h a !asal thing# bt it nonetheless serves as a !onditioned !e for
their n!ons!ios.
E) GEri!kson illstrates another pretran!e !e by moving his !hair p half an in!h !loser.H
R) * thoght * !old provide s!h a !e by lo"ering the light in the room mst before tran!e
ind!tion# bt that is too obvios a thing.
E) 6hat is too obviosK
R) 2in!e it is so obvios# the !ons!ios mind !an immediately set p barriers to tran!e "ork.
6hese barriers are not so m!h a resistan!e against hypnosis per se. * sspe!t the so3!alled
resistan!e is a natrally bilt3in me!hanism by "hi!h the !ons!ios mind is al"ays prote!ting
itself against being over"helmed by the n!ons!ios. *t is this natral barrier that yor
indire!t approa!hes are designed to !ope "ith. 2o far# yoAve illstrated nonverbal !es. *s
there something parti!larly valable abot nonverbal movement !esJ
E) 6hat "ay yo donAt have to interrpt "hat yo are saying. 0o !an say something >st
before the movement !e and dring the !eDthat is "hat they remember in the "aking
state as the last thing yo said. 6here are so many little things that yo !an do. GEri!kson
demonstrates by trning a !be "ith pi!tres of his family.H *Am apparently thinking.
R) 0o appear to be &ietly# meditatively thinking as yo trn the !be in the !lo!k"ise
dire!tion.
E) 6hen# "hen the patient is in tran!e "ith eyes open# * trn the !be in a !onter!lo!k"ise
dire!tion# and they a"aken. 2o yo donAt have to depend pon verbal !onstr!tions be!ase
yo "ant yor patient to do a lot of things. 0o donAt "ant to have to tell the patients
everything they are to do.
R) :ther"ise the therapist "old have to do all the "ork rather than helping the patients
tili<e their o"n !reativity.
E) 6herefore yo bild p a sitation so they are free to respond on their o"n initiative.
GEri!kson illstrates by making a fist over the !be and then trning it.H
R) 0o attra!t the patientAs attention by ptting one fist over the !be# and then yo trn it to
ind!e tran!e or a"aken the patient from tran!e.
E) 9se a 18.3degree !lo!k"ise trn to enter tran!e and then a 18.3degree !onter!lo!k"ise
trn to a"aken.
R) *s that an easy thing to doJ *Am "orried it "onAt "ork.
E) 0o are "orried abot it "orking# and * assme it (ill "orkK
R) 6hat assmption is a very potent thing.
E) *t is a 'ery potent thingK
R) 6hey feel it and are !aght in the strength of yor assmption.
E) 0oAve had the e%perien!e innmerable times of kno"ing that somebody "as e%pe!ting
something of yo.
R) 6hatAs itK 6hatAs "hat yo !reateDthat expectancy,
E) /t * donAt define it verballyK
R) A personAs life history of e%perien!e "ith e%pe!tation is a very po"erfl bilt3in me!hanism
that yo tili<e in yor ind!tion.
E) *t is very po"erfl.
R) As !hildren "e have a lot of daily e%perien!e in strggling to live p to e%pe!tations# and it
is this life long e%perien!e that yo are tili<ing.
E) 6hatAs right. *t belongs to them# "hy not se itJ
Srial Post"y(notic S)**stion: %tili0in* a N*ati. Mood
R) Another approa!h yo des!ribe in the same paper $Eri!kson @ Eri!kson# 19-1' and or
previos "ork $Eri!kson @ Rossi# 19,9' is se&ential phenomenon leading to tran!e
ind!tion. Can yo elaborate on the vale and prpose of serial posthypnoti! sggestionsJ
0o mention the e%ample of a five3year3old girl "ho "as ind!ed to enter tran!e by
sggestions for sleep. 0o then pro!eed as follo"s $Eri!kson @ Eri!kson# 19-1')
6hen she "as told# as a posthypnoti! sggestion# that some other day the hypnotist "old ask her
abot her doll# "herepon she "as to $a' pla!e it in a !hair# $b' sit do"n near it# and $!' "ait for it to go
to sleep. . . . 6his three3fold form $se&ential' of a posthypnoti! sggestion "as employed sin!e
obedien!e to it "old lead progressively to an essentially stati! sitation for the sb>e!t# $p. 118'
E) GEri!kson no" gives another illstration of this se of se&ential str!tring of behavior. *n
order to !ond!t an oral e%amination on one of his daghters at the age of threeD"hile she
"as in a re!al!itrant moodD he pro!eeded as follo"s# "hile she "as sitting on the bed
holding her favorite toy rabbit.H
E: Ra11it can(t li do&n &it" its "ad on t" (illo&9
Da)*"tr: $an too9 >S" lays t" ra11it do&n to (ro. it.?
E: Ra11it can+t lay do&n &it" its ys s")t the ay yo! can.
D: $an too9 >S" no& lays do&n &it" t" ra11it.?
E: Can+t *o to sl( lik yo) can.
D: $an too9
E) And then they both "ent to sleepK
R) A series of sggestions phrased in a negative "ay neatly tili<es her re!al!itrant
mood. 0o progressively !hannel her behavior ntil it be!ame tran!e behavior.
E: Can+t lay still &"n to)c"d.
D: $an too >said notica1ly so,tr?.
E: Can+t "a. /o)t" o(n and t"roat lookd at >s(okn .ry so,tly?.
D: $an too >&"is(rd?.
E) At this point she opened her moth and * looked. After the e%amination a physi!ian
"ho "as in attendan!e said# ENo" that didnAt hrt# did it little girlJE
D: Yo)+r (oo(id >st)(id?9 It did too ")rt, 1)t I didn+t /ind it.
R) 2o the importan!e of se&ential or serial behavior is to gradally bilt p a
momentm# shaping behavior in the desired dire!tion.
'n Indirct '((roac" to ')to/atic 7ritin*: %tili0ation Rat"r t"an
Pro*ra//in*
E: >Erickson ill)strats ,)rt"r &it" an 3a/(l o, s"a(in* a)to/atic &ritin* t"ro)*" a
sris o, .r1al s)**stions as ,ollo&s.? Ordinarily, &"n t"r is (a(r and (ncil
a.aila1l, so/t"in* can 1 &rittn. O,tn on dosn+t kno& &"at is *oin* to 1
&rittn. O, co)rs, t" (ncil t"at I+. (ickd )( 1,or "as &rittn. No&, a l,t6"andd
(rson &ill (ick it )( &it" t" l,t "and.
E) 6he patient is right3handed. *Ave made an observation# bt * havenAt said# E+i!k it p
in yor right hand.E 6he patient thinks# E*Am not left3handed# *Am right3handed. I pic up
the pencil (ith my right hand.) 6hatAs the patientAs thinking.
R) 6his approa!h is the ingenios aspe!t of yor approa!h) 0o get patients to think
!ertain things in a very indire!t "ay by implication. 0o donAt make dire!t sggestions
to pt something in the patientAs mind. 0o arrange !ir!mstan!es so the patients
make the sggestions to themselves.
E) 0es. *f they hesitate to pi!k p the pen!il# * say# ENo" ...E
R) 0o say# ENo" . . .E and pase as if refle!ting in order to say something nrelated to
the sb>e!t at hand. /t the n!ons!ios hears that Eno"#E and that fa!ilitates pi!king
p of the pen!il no(. 6he !ons!ios mind heard the Eno"E as belonging to another
!onte%t# bt their n!ons!ios !hanneled it into the previos series of sggestions to
fa!ilitate the pi!king p of the pen!il.
E) 0esK 6heyAve got that "ord no( hanging there# to "hi!h they have to atta!h a
meaning. *Ave done this "ith people a"ake as "ell as in tran!e. 0o donAt have to kno"
hypnosis. All yo have to kno" is ho" people think this "ay and that "ay. 0o say this#
and they are absoltely !onditioned to think in a !ertain "ay.
R) 0o tili<e those !onditionings that are bilt in s as often as possible in "aking as
"ell as hypnoti! "ork.
E) 6his is a naturalistic te!hni&e# a utili+ation te!hni&e.
R) 6his is yor ni&e !ontribtion# isnAt itJ +revios to yor "ork# hypnotherapists
thoght they "ere programming their patients. 0o have sho"n that a!tally "e are
tili<ing "hat is already there in the patient.
E) 1rogramming is a 'ery confusing (ay to tell a patient to use his o(n abilities.
SESSION <:
$" E3(rintial !arnin* o, Hy(notic P"no/na
$ranc Ind)ction .ia Body I//o1ility: Intrcont3t)al C)s and
S)**stions
>$"is sssion 1*ins t" n3t day &it" Dr. 2 5)stionin* Erickson a1o)t "is slction
o, *ood "y(notic s)14cts ,ro/ an a)dinc. Erickson 3(lains t"at " looks ,or
F,ro0n (o(l,F &"o s"o& littl 1ody /o1ility. H t"n tlls Dr. 2 " can 3(rinc it
1y r/ainin* as i//o1il as he can.-
E) 6o remain fro<en fi%ates attention. 0o !an enter hypnosis throgh this door or that#
"hi!hever yo "ish. EAs he !anE !overs all the possibilities) 8e !an do it a little# he !an
do it 9. per!entF *Ave !overed all the possibilities from . to 1.. per!ent.
R) 6he last t"o "ords# Ehe !an#E are also a strong indire!t sggestion that he !an
remain immobile.
E) 0es# it is a strong sggestion.
R) 6he n!ons!ios !an pi!k p sggestions ot of !onte%t and tili<e them in "ays
nre!ogni<ed by !ons!iosness.
E) *n my paper# E6he method employed to formlate a !omple% story for the ind!tion
of the e%perimental nerosisE $Eri!kson# 19--'# * emphasi<e and !ontrast the meaning
of this "ord "ith the follo"ing "ord. (or e%ample# the phrase ENo" as yo !ontineE)
3o( is the present) as you continue brings in the ftreF continue is a !ommand.
R) 6he same "ord !an have many meanings) only some of them are evident from the
total !onte%t per!eived by !ons!iosnessF most of them are bried "ithin the !onte%t.
;e !old !all the bried ones Intercontextual Cues and Suggestions.
F$ryF ,or -ail6Sa, S)**stions
E: Try to re)ain $ro:en. >!on* (a)s as Dr. 2 ,i3ats "is ys and r/ains i//o1il.
H soon closs "is ys, and a 5)itin* o, "is rs(iration is notd a,tr " taks a
d(r 1rat" or t&o. ',tr a1o)t ;L /in)ts o, silnc, &"rin Dr. 2 /aks only
/inor ,acial /o./nts and an occasional ,in*r /o./nt, Erickson contin)s.?
E) All sggestions are sed to reinfor!e# sbstantiate# and validate others. Right there#
for e%ample) )Try to remain fro<en.E *f he has any dobt# all he has to do is make a
good try.
R) 2o even if he fails# it is okay# sin!e he tried.
E) 0es# he made a try.
I/(lication to Rati,y $ranc
E: 'nd yo) can 1*in co)ntin* 1ack&ard ,ro/ <L to on, no&9
E) (or "hat reason do yo !ont ba!k"ard from one to 4.J (rom a tran!eK
R) 7r. M thoght he "as >st demonstrating his ability to remain fro<en# bt be!ase
!onting from one to 4. "as sed to ind!e tran!e in the previos session# !onting
ba!k"ard no" trns his !rrent e%perien!e into a ratified tran!e as yo a"aken him.
E) 0es# * say it is a tran!e "ithot making my statement disptable. *t is an impli!ation#
and yo !anAt test impli!ations.
R) 8o" abot if someone says# ECee# * donAt like the impli!ations of yor remarks.E
E) 6hen * "old say# E* donAt kno" "hat they are for yo.E
R) ;hatever impli!ations they get are their asso!iations and not ne!essarily yors. 0o
may have an idea of "hat yo are implying# bt the impli!ation is a!tally a
!onstr!tion that they bild "ithin themselves.
Rati,yin* $ranc 1y I/(lication and Rorintin* to Nor/al Body
$on)s
>',tr a on6/in)t (a)s Dr. 2 rorints to "is 1ody 1y strtc"in*, o(nin* "is ys,
clnc"in* and )nclnc"in* "is "ands, ad4)stin* "is ,t and sat (ost)r, tc.?
E: 4hat happened to yo!%
Dr. 2: 7ll, I n4oyd t" ,irst tranc so /)c" I tho!ght I(d do another one.
E: Yo) t"o)*"t yo)+d do anot"r. 7"y8
Dr. 2: I &atc"d yo) and I *ot t" si*nal ,ro/ yo) t"at it &as okay.
E: $" si*nal8
Dr. 2: 'o! told )e not to )o#e.
E: >$o Dr. R? S/s t" )nconscio)s rally )ndrstood. B)t "is conscio)s /ind didn+t
Git ,o)nd t"at o)t a,tr&ard.
E) 8o" often do yo go arond !len!hing and n!len!hing yor handsJ *t is his
behavior# and it is ratifying the tran!e.
6he impli!ation of my &estion# E;hat happened to yoJE is that something did
happenK *n his ans"er he is validating verbally that his first e%perien!e "as a tran!e.
R) 2o he is no" ptting all his previos dobts to rest.
E) E* thoght *Ad do another one.E 8e no" taking all the !redit. 6hat is "hat "e "ant him
to do.
Anything he "ants to !onsider a signal to a!hieve his "ishes is okay# espe!ially if it is
going in my dire!tion. E0o told me not to moveEDthat is his interpretation. * only told
him to try and yo !an. 8e is the one "ho !arried it ot.
E3(rintial !arnin* o, Hy(notic P"no/na
Dr. 2: I t"ink it &as t" scond ti/ yo) told / to try a*ain. I+/ t"inkin* 1ack&ard.
$"at *a. / t" ida o,Glttin* it *o.
E) 8ere he is defining the times at "hi!h he learned. 8e is validating the previos
tran!es and trying to determine at "hi!h point he learned this and that hypnoti!
phenomenon. *Am not telling him to learn this at this moment and that at that moment.
R) 6his is !hara!teristi! of yor approa!h to the experiential learning of hypnotic
phenomena. 0o do not attempt to dire!tly program hypnoti! phenomenaF yo simply
arrange !ir!mstan!es so the patients "ill learn throgh their o"n e%perien!es.
Rati,yin* $ranc &it" 2)stions
E: Ho& lon* do yo) t"ink yo) &o)ld "a. r/aind in t" tranc8 Dr. 2: -i,tn or <L
/in)ts.
E) * ask him this &estion to give him another opportnity to validate his tran!e# and he
does so "hen he ans"ers# Efifteen or 4. mintes.E
$r)is/s and Distraction to Disc"ar* Rsistanc
E: 'o! co!ld ha#e re)ained in it $or ho!rs/ so long as yo! didn(t hear )e lea#e.
E# *Am telling him it !an be hors long and then make the nne!essary stiplation# E. . .
so long as yo didnAt hear me leave.E
R) ;hy that nne!essary stiplationJ E) 6hat takes p his attentionK
R) 0oAve made a daring dire!t sggestion that he !old remain in tran!e for hors.
6hen to obviate resistan!e# yo immediately distra!t his attention "ith the nne!essary
stiplation. 0o have simltaneosly displa!ed his attention and dis!harged his
resistan!e.
E) 0es# in a very safe "ay. * donAt kno" ho" m!h resistan!e anybody has# bt * !an
talk as if he had a great deal of resistan!e. *t does not alter the meaning of "hat * say
to mention a fe" nne!essary "ords. 6hey are too fe" to bother abot.
R) *s this another te!hni&e of displa!ing and dis!harging resistan!e) simply adding on
nne!essary "ordsJ 0o ta!k an nne!essary trism onto a strong dire!t sggestion#
and that distra!ts attention and tends to dis!harge resistan!e.
E) 0es# and it makes the sb>e!t agree "ith yo. 0o oght to have yor te!hni&es so
"orded that there are es!ape rotes for all resistan!esDintelle!tal# emotional#
sitational.
' S)r(ris: %nconscio)s Co//)nication not %ndrstood
Conscio)sly
Dr. 2: I a*r &it" t"at. I don(t "no hy.
E: $"r is not"in* /ystical or /a*ical a1o)t t"at.
Dr. 2: It is s!rprising.
E: S)r(risin* to yo), ys, 1ca)s yo) didn+t rali0 t" &"ol sris o, indirct
s)**stions ladin* )( to it.
Dr. 2: I didn(t reali:e%
E) An emphati! agreement here# bt E* donAt kno" "hy.E 6hat is a beatifl
!ommni!ation at the n!ons!ios level that is !ons!iosly heard bt not nderstood.
R) 8e agrees bt does not kno" "hy. 8e is not a"are of yor approa!h of sing a
trism to gain a!!eptan!e of an asso!iated sggestion. *t is the !ons!ios mind that
finds the sitation Esrprising.E
E) ;hen he &estions# E* didnAt reali<eJE it implies that he didnAt re!ogni<e all my
indire!t sggestions. 6hat is beatiflly said.
Post"y(notic S)**stions: Conscio)s and %nconscio)s
Co//)nication
E: That o!ld send yo! in a trance. B)t I kn& it &o)ld, and I lt Dr. Rossi &atc" it.
4hat is the )eaning o$ posthypnotic s!ggestion%. Post"y(notic s)**stion isn+t,
FNo& yo) /)st at s)c" and s)c" a ti/, )ndr s)c" and s)c" circ)/stancs, do s)c"
and s)c".F
R: It is not t"at dirct.
Dr. 2. It(s not%.
E) E6hat "old send yo in a tran!e#E seems ngrammati!al# bt *Am a!tally speaking
of the series of indire!t sggestions.
E;hatAs the meaning of posthypnoti! sggestionsJKE has both a &estion mark and an
e%!lamation point be!ase it is !ommni!ation on the !ons!ios $re&iring a &estion
mark' and n!ons!ios $re&iring an e%!lamation point' levels.
R) *tAs interesting that he responds "ith the same mi%tre of &estion and e%!lamation
"hen he says# E*tAs notJKE 6hat sggests he did re!eive yor !ommni!ation on both
levels.
FNo&F: Conditiond $ranc Ind)ction and 'ro)sal $"ro)*" #oic
Dyna/ics
E: It isn+t. Yo) kno& t"at no. Yo) say so/t"in* t"at s/in*ly "as so/ si/(l
/anin*, and t"n yo) ,ind o)t &"at it /ans a,tr yo) start doin* it.
E) * have been !onditioning 7r. M to this "ord no(.
R) ;hen yo say the "ord no( very softly and a bit dra"n ot# it has a!&ired
!onditioning properties for entering tran!e be!ase yo al"ays say it that "ay "hen
giving people instr!tions to enter tran!e. * had to !lose my eyes for a moment >st
then as yo said it# so strong "as the hypnoti! !onditioning * have a!&ired simply by
being an observer. ;hen yo say Eno"KE sharply and abrptly# as in E0o !an a"aken
from tran!e by !onting ba!k"ards from 4. to one# no(,) it be!omes a !onditioned !e
for a"akening. ;hen yo se emphasis and parti!lar intonation "ith !ertain "ords#
yo are a!tally !onditioning patients throgh voi!e dynami!s.
E) 6hat isnAt verbal !ommni!ation# even thogh it is verbal. 8o" !an yo really
des!ribe that to or readersJ
$" Ill)sion o, -r C"oic: ' !ac)na o, Conscio)snss
Dr. 2: I ha#e a $eeling o$ choice in that. $"at I rali0d &"at &as "a((nin* and I c"os
to "a. it "a((n.
E: $"at /aks yo) ,l .ry co/,orta1l, dosn+t it8 E)1i s(aks a1o)t Fill)sory
c"oic.F
Dr. 2: Ill)sory c"oic8
E: The <od$ather choice3 yo)r si*nat)r or yo)r 1rains on t"is contract. 7"ic" is no
c"oic at all.
Dr. 2: It is not a c"oic i, yo) &ant to do so/t"in*8
E: B)t I st it )( t"at &ay. Only yo) didn+t "ar or s or kno& t"at I st it )( t"at &ay.
Dr. 2: I had a need to cooperate. So I can+t say "o& /)c" I &as sttin* )( &it" yo)
and "o& /)c" yo) &r sttin* )(. I "ad t" ,lin* o, c"oic.
E) No" he is stepping over to my side.
R) 8e believes he had free !hoi!e in "hat he did# bt a!tally yo "ere !onditioning
him.
E) * gave him no !hoi!e. ;hile he is p<<ling abot the ECodfather !hoi!e#E his
n!ons!ios is nderstanding that * did tell him to do !ertain things. * merely reinfor!ed
previos sggestions.
8e then makes an effort to defend his !ons!ios mind "ith# E*t is not a !hoi!e if yo
"ant to do somethingJE And again "ith E* had a need to !ooperate.E 8is !ons!iosness
is defending its rights.
R) 6hat is a signifi!ant la!na of !ons!iosness) 8e has a !ons!ios feeling of !hoi!e
even thogh his behavior is determined by yor relation to his n!ons!ios pro!esses.
E) * give him a feeling of !hoi!e even thogh *Am determining it.
$" -)nda/ntal Pro1l/ o, Modrn Conscio)snss: $"
E3(rintial Rlas o, In.ol)ntary B"a.ior
E: >Erickson rac"s o.r and &it" .ry li*"t to)c"s indicats dirction, so t"at Dr. 2
/o.s "is ar/ to a (osition a1o)t a ,oot a1o. "is t"i*". $" ar/ r/ains catal(tic,
and " *rad)ally closs "is ys and r/ains 5)it and i//o1il ,or a1o)t ,i.
/in)ts. H t"n &i**ls "is ,in*rs, .ry sli*"tly at ,irst, t"n /or so. His "and
/o.s a1o)t in s(ac and ,inally to)c"s "is kn, s/in*ly 1y accidnt. H /aks
an al/ost i/(rc(ti1l startl, (ro1a1ly not"in* /or t"an a tnsin* a1o)t t"
ylids, and t"n o(ns "is ys and rorints to "is 1ody &it" t" ty(ical /o./nts
o, a&aknin*.?
Dr. 2: I anted to test it. I anted to test the s!ggestion. I anted to see ho )!ch
choice I had. I as a$raid to test it too )!ch. $"n at a (oint I 4)st dcidd, &ll, lt it
*o. 't on (oint I &antd it >"is ar/? to *o t"is &ay, 1)t it &antd to *o t"at &ay, and I
co)ld ,l t"at.
R) 8e no" illstrates and des!ribes his o"n efforts to test his free !hoi!e in tran!e by
altering his arm position. 8e makes the fas!inating phenomenologi!al dis!overy that
althogh he did have volntary !ontrol $E* "as afraid to test it too m!hE'# there "as
also an involntary !omponent that "anted the arm to go another "ay. 8e is ths involved
in the e%periential learning of the involntary or atonomos pro!esses that are released
dring tran!e. 8e is learning that he !an Elet it goEDhe !an give p !ons!ios !ontrol and
let other response systems take over "ithin him. 6his is the most basi! and fndamental
e%perien!e# that the modern# rationalisti! mind needs to break ot of the illsion that
!ons!iosness !reates and !ontrols everything. *tAs an e%periential prolegomenon to
deeper tran!e.
-ascination &it" ')tono/o)s B"a.ior: ' N)/ino)s Stat o, Bin*
R: Yo)r ,r c"oic &as to 3tnd it, and ytG
Dr. 2: I $elt it resting. It asn(t li"e it too" o#er/ it(s li"e I $elt it as there. I "ind o$ $elt
li"e I still had the $eeling o$ choice. 2!t it see)ed to ha#e its=it(s a hand9
E: 'nd yo) kno& &"at it is. It+s an )nd,ina1l t"in*. It+s nit"r ,at"r nor /ot"r nor
c"ild nor (arnt. It is it3 a state o$ *eing.
Dr. 2: On t"at is .ry "ard to acc(t as 3istin* .n in s(it o, sin* it. E: Yo) "ad
it.
R) Referring to his o"n hand as EitE sggests he is disso!iating it. 7oes that mean his
hand is otside the sal range of ego !ontrolJ
E) *t is !ompletely ot of it.
R) (rom a (redian frame"ork one "old say that some of the sal ego !athe%is has
been "ithdra"n so the hand is !loser to atonomos n!ons!ios fn!tioningJ
E) 0es.
R) 0o a!tally se more of an e%istential frame"ork "hen yo say# E*t is it) a state of
being.E /t 7r. M is so fas!inated "ith it that *Am more reminded of BngAs !on!eption of
the nminos as an e%perien!e of Ethe otherE or otherness "ithin orselves. 6his
e%perien!e of the atonomos &ality of his hand is ne!essary to help him break ot of
the limiting !on!eptions of his rational mind. As is !hara!teristi! of so many
professionals# it is obvios that he very m!h "ants this e%perien!e. *t is very !lear that
"e are here to!hing pon the fndamental problem of modern !ons!iosness) 8o"
!an !ons!iosness observe and maintain some !ontrol "hile yet giving more room for
atonomos pro!esses of !reativityDthe n!ons!iosDto take over "hen
!ons!iosness re!ogni<es that it has rea!hed its limitationsJ 8o" !an !ons!iosness
parti!ipate in and to some degree dire!t those !reative pro!esses that are sally
atonomos and n!ons!iosJ After !entries of strggle to develop the rational
fn!tions of the left hemisphere and re>e!ting the nonrational pro!esses of the right
hemisphere# man finds himself impoverished. *n or !rrent &est for release from the
rational $via psy!hedeli! drgs# Eastern religions# yoga# the mysti!al# et!.'# "e are
desperately sear!hing for means of rea!hing the inner potentials that are sometimes
released throgh rital# !lt# and the pra!ti!es of faith and mira!le healing. 6he
holographi! approa!h of +ribram $19,1# 19,8' and /ohm $19,,# in ;eber# 19,8' is a
!rrently interesting effort to nderstand and integrate the rational and nonrational
fn!tions. $2ee also Bng# Collected &ors$ ?ols. 5 and 8 Gespe!ially E6he
6rans!endent (n!tionEH.' (rom this ne" point of vie" modern hypnosis !an provide an
e%periential a!!ess to the n!ons!ios and the nonrational# and the possibility of
integrating it "ith !ons!iosness.
-akin* It8 Rsistanc to Dissociatin* Conscio)s and %nconscio)s
Dr. 2: I $eel resistance to that *eing legiti)ate and ha#ing=I can(t tell ho )!ch I()
$a"ing it and ho )!ch it is happening.
E: 'H ri*"t, &"at &as t" dcidin* ,actor in yo)r a&aknin*8 Dr. 2: In /y a&aknin*8
I don+t kno&, I 4)st ,lt lik I &antd to.
R) 6his statement abot not kno"ing ho" m!h is fake and ho" m!h is happening by
itself is highly !hara!teristi! of most people "hen they first learn to e%perien!e
involntary movements.
E) 0es# and he is trying to !onvin!e himself there isnAt that disso!iation by asking if he is
faking it.
R) 6he modern s!ientifi! mind really does not believe in the n!ons!ios and the
possibility of disso!iation# be!ase it is so !aght p in its belief in its o"n nity and the
dominan!e of its ego and !ons!iosness. 6he modern mind has a dangeros hbrisF it
does not believe it !an be split# disso!iated. 0et that is "hat happens in modern
!ons!iosness "hen individals are !aght p in mass movements and belief systems
that alienate them from their o"n basi! natre and personal ba!kgrond. Bng
7Collected &ors$ ?ols. 8# 9#18' felt this "as the basis of psy!hopathology in the
individal as "ell as in mass movements and in all the isms that eventally lead to
!onfli!t and "ar.
'&aknin* &it" t" 'lin Intr)sions Endin* Dissociation: $i/
Distortion: Di,,rnt Na/s in $ranc
E: I kno& &"at t" dcidin* ,actor &as. 7"n yo) to)c"d yo)r "and to yo)r kn,
t"at &as t" cr)cial /o/nt, t"at ti((d t" 1alanc in ,a.or o, a&aknin*. So)ething
alien as introd!ced. The alienness as a reali:ation that *elonged to yo!r conscio!s
)ind.
Dr. 2: Ya".
E: $ll /, &"at ti/ do yo) t"ink it is8
Dr. 2: It is a1o)tG;<:<L.
E: 7ant to look8 Ho& lon* &r yo) str)**lin* &it" yo)r "and8
Dr. 2: $"r or ,o)r /in)ts.
R: I did not ti/ it, 1)t /y i/(rssion is t"at it &as a littl 1it lon*r.
E: O.r ;L /in)ts.
Dr. 2: $"at a/a0s /. I did not t"ink I did t"at /any t"in*s t"at took ;L /in)ts to
do.
R) Can yo say more abot ho" the alien reali<ation from the !ons!ios mind intrding
on the n!ons!ios led to a"akeningJ
E) 8is hand is disso!iated from his body# and therefore his body is disso!iated from his
hand. ;hen his hand to!hes his knee# they are broght together again.
R) Conta!t of the disso!iated parts natrally nites them and ends their disso!iation.
6hat is probably "hy yo donAt like people to have their hands in !onta!t "hen yo
ind!e a tran!e in a formal "ayF it fa!ilitates disso!iation to keep hands apart. 6hat is
"hy in ind!ing tran!e yo often try to separate things) 0o "ant to separate me from
7r. MF the !ons!ios from the n!ons!iosF the person from his srrondings# his time
sense# his memories $as in amnesia'# his sensations# anesthesia# et!. 0o se division
to divide !ons!iosnessF it breaks p the nity of !ons!iosness.
E) 0es# it breaks p the nity.
R) 6hat is "hy yo "ill sometimes give the person in tran!e a different name# a
different personality. 2o division is very importantF divide and !on&er. G2ee Chapter 1.
on !reating identity in Eri!kson @ Rossi# 19,9.H
E) Note his !omplete readiness to a!!ept my statement abot 1. mintes here.
Prsti* and Ma*ic: $"ir -)nction and Basis
E: $"at is &"y I k( t"at clock t"r >on a 1ookcas in 1ack o, t" (atint?, no1ody
kno&s &"n I look at it. Is t"r anyt"in* (rsti*io)s a1o)t &"at I+/ doin*8 Yo)
/ntiond t"at ystrday.
Dr. 2: 7ll, I don+t kno& o, anyt"in*. I j!st ha#e a $eeling o$ )agic a*o!t so)eone
ho !nderstands ho a )ind or"s.
E: Do yo) t"ink it is /a*ic to 1 a1l to s(ak C"ins8
Dr. 2: I t"ink it is /a*ical to 1 a1l to )ndrstand, lt+s say, "o& ato/s co/1in to
,or/ &atr and o3y*n.
E: Do yo) rally )ndrstand t"at8 Dos any1ody8 Dr. 2: I don+t kno&.
E: 'ny C"ins 1a1y kno&s "o& to s(ak C"ins. It &o)ld 1 /a*ic i, yo) startd
talkin* C"ins, .n 1a1y C"ins.
Dr. 2: Ys, t"at &o)ld 1 /a*ic.
R) 7o yo really believe therapist prestige is not important in doing hypnotherapyJ
E) +restige is important# bt yo donAt brag abot it. A patient !omes to yo be!ase he
!anAt do the things he thinks he shold be able to do. 6herefore he !omes giving yo the
prestige.
R) 6he patient gives the therapist prestige# a form of poten!y# to do the things the patient
!annot do for himself. 6he giving of prestige is a desperate hope that something !an be
done.
E) 0es. 0o a!!ept that prestige and enhan!e it indire!tly be!ase he needs it. 0o keep it
by being very modest abot it.
R) 6hatAs an interesting idea) *t is the patient "ho needs to give the therapist prestige. 6he
therapist a!!epts the prestige be!ase the patient needs it. *t is not the therapist "ho
needs prestige. 6he phenomenology of prestige# from this point of vie"# be!omes very
interesting. ;e natrally !onfer prestige on those "ho help s trans!end or o"n
limitations. 8opeflly# the hypnotherapist is helping the patients trans!end their learned
limitations in order to reali<e their o"n potentials. 6hat is the only legitimate basis of
prestige. 2omething similar !an be said for the sense of the magi!al) =agi! is essentially
nderstanding ho" the mind "orks# and fa!ilitating its potentials is E"hite magi!EF sing that
nderstanding for harmfl intent# of !orse# is Ebla!k magi!.E
'((ro(riat Mo/nt ,or Ind)ction: indirct S)**stion ,or a Eiss
and t" Basic Paradi*/ o, Hy(nosis
E: I did not do anyt"in* yo) >R? co)ld not do. Only di,,rnc &as I kn& &"n to
rac" /y "and o)t.
R: 'nd "o& did yo) >E? kno& &"n to rac" yo)r "and o)t8
E: 7"n I t"o)*"t Dr. 2 co)ld do it, I kn& i, I rac"d /y "and o)t, &"at " &o)ld do.
'nd I lt "i/ ,ind o)t and I lt yo) >R? ,ind o)t. 'nd yo) ,o)nd o)t "o& Dr. 2 str)**ls.
Dr. 2: Ho& I co)ld str)**l a*ainst control8
E: 7"n yo) trid to 3tnd yo)r ar/, it ()lld 1ack.
R) 6here is an appropriate moment to initiate ah ind!tion or hypnoti! phenomenonJ
E) 0es.
R) 8o" do yo kno" "henJ 7o yo noti!e spontaneos shifts to"ard a tran!e
!ondition that yo then merely fa!ilitateJ 7o yo see the eyes gla<ing# the fa!e
free<ing# body motion being retardedJ 7o yo noti!e partial aspe!ts of tran!e and then
reali<e that is the appropriate moment for ind!tionJ
E) 6ake an e%ample from ordinary life. ;hen do yo kiss a pretty girlJ
R) ;hen she seems to be ready for it.
E) 6hatAs itK ;hen she is ready# not "hen yo are ready. 0o "ait for that ndefinable
behavior that she manifests. 0o donAt ask a girl for a kiss# bt in her presen!e yo >st
ga<e thoghtflly at the mistletoe. 0o are >st being thoghtfl. 2he gets the idea# and
she starts thinking abot the kiss.
R) 0oAve indire!tly planted an idea in her head. E) 0es# she doesnAt kno" yo did.
R) 6herefore it is all the more potent be!ase she is going to soon "onder# ECee# *
"ant a kiss#E not# E8e "ants a kiss.E
E) 6hatAs right# and there is the e%!se# mistletoe. R) 6hat is a paradigm of all hypnoti!
"ork# isnAt itJ
E) 0es# yo kno" "hat the frames of referen!e !an be and yo tili<e them.
R) 6hat is the basi! kno"ledge of the hypnotherapist) kno"ing "hat the frames of
referen!e !an be and ho" to fa!ilitate them.
$" E3(rintial !arnin* o, $ranc: Rati,yin* t" P"no/nolo*y
o, Dissociation
Dr. 2: I "ad t" ,lin*, t"o)*", o, initiatin* t" str)**l. I ,l t"at is (art o, /y
c)riosity. I &as a1l to 5)stion it and ,lt a nd to tst it. I ndd not to 1
co/(ltly (assi. in t" sit)ation. I needed to )a"e the sit!ation #alid *y testing it.
0ot !nderstanding/ not *elie#ing hat as happening !ntil it did. Up !ntil that ti)e I
co!ld not *e s!re hether I as $a"ing it or hat as happening.
E: Ho& did yo) kno& &"at to ,ak8
Dr. 2: Yo) told / to rac" /y ar/ o)t. Yo) &r sayin* 1y t"at, FYo)+r s)((osd to
no& act "y(noti0d.F
E: 7"at &as yo)r ar/ s)((osd to do a,tr I to)c"d it8
Dr. 2: It asn(t s!pposed to stay there.
E) 8e really verbali<es beatiflly# doesnAt heJ
R) 0es. ;hat is the strggle he is engaged in hereJ
E) 8e kno"s "hat his sal behavior is# bt "hat is this behaviorJ No" he begins
!on!eptali<ing t"o separate types of behavior.
R) Normal ego !ontrol verss disso!iated behavior. 8ere is a modern rationalisti! mind
learning that its o"n !ons!ios ego does not al"ays !ontrol everything. 6hat is the
basi! e%perien!e for the modern mind to have if it is going to learn tran!e. 8is
e%periential learning takes pla!e throgh the typi!al pro!esses of hypothesis testing)
Can * initiate !ontrol over my o"n hand movements in tran!eJ 8e does not believe in
the sitation ntil he !an make it valid by testing it.
E) 0es# this is also indi!ated "hen he says# E*t "asnAt spposed to stay there#E yet it didK
2o it "asnAt fakingK *t "asnAt spposed to stay thereK
$" $y(ical Procss o, $stin* t" Rality o, $ranc and
Dissociation
E: No&, I &antd Dr. Rossi to s "o& yo)r ys didn+t clos co/(ltly and "o& yo)
str)**ld &it" yo)r ar/.
Dr. 2: I can+t i/a*in "o& yo) &antd / to str)**l &it" /y ar/.
E: I kn& t"at yo) &o)ld 1ca)s .ry1ody ls dos it9
Dr. 2: I t"o)*"t I &as 1in* a 1ad kid9
E: So dos .ry1ody ls9
R: >$o Dr. 2? Yo) t"o)*"t yo) &r 1in* a (ro(rly sk(tical (syc"iatristGscinti,ic.
Dr. 2: I didn+t &ant to acc(t so/t"in* &"n yo) &r s)**stin*.
E: B)t I "ad to o,,r so/ s)**stion, so I 4)st to)c"d yo)r "and.
Dr. 2: I kno& &"at t"at /ant.
E: 7"at did it /an8
Dr. 2: It /ant I "ad to "old /y ar/ o)t.
E: Did it8
R) 7r. M believed he "as ni&e in his s!ientifi! dobts abot the reality of his tran!e
e%perien!e. 0et his e%perien!e is so typi!al that it makes an e%!ellent !ase for
illstrating yor approa!h to !oping "ith this !riti!al and debnking attitde of the
!rrent !limate of s!ientifi! opinion. 8is need to reality test the inner phenomenology of
his e%perien!e is entirely appropriate be!ase there is in fa!t so m!h bnk that goes
on abot psy!hology and espe!ially hypnosis these days. 6hatAs "hy the older
athoritarian approa!hes are no longer appropriate today. *n an open and demo!rati!
so!iety a high vale is pla!ed on everyone being free to &estion and test the reality of
their life e%perien!e. /e!ase of this# yor E%periential Approa!h to learning tran!e is
most appropriate.
Dlicat $actil G)idanc ,or Dissociation and Catal(sy:
By(assin* Ha1it)al -ra/&orksB Initiatin* %nconscio)s Rs(onss
Dr. 2: Yo) *ra11d it and yo) "ld it.
E: Did I8
Dr. 2: It s/d t"at &ay.
E: I didn+t *ra1 it and I didn+t "old it. Yo) "ad yo)r "and )( in t" air, and I to)c"d it.
>Erickson a*ain rac"s o)t and to)c"s Dr. 2+s ri*"t "and, &"ic" &as (oisd in a
nat)ral *st)r a1o)t "al,&ay 1t&n "is la( and c"st as " s(ok. His ys clos
a,tr a ,& /in)ts o, car,)lly &atc"in* "is "and r/ain ,i3d in on (osition. His
1rat"in* c"an*s, and " is o1.io)sly *oin* into tranc. His ri*"t ar/ r/ains
catal(tic in t" (osition it &as in &"n Erickson to)c"d it. ',tr a &"il Dr. 2 1*ins
to /ak s/all, tntati. /o./nts o, "is "and, o1.io)sly tstin* it. H /o.s a
,in*r or t&o sli*"tly, and t"n "is l1o&. $" ,in*rs and ar/ al&ays rt)rn to t"
catal(tic (osition. H t"n tris to ()s" "is ri*"t ar/ &it" "is l,t and o1.io)sly
nco)ntrs rsistanc.?
R) GEri!kson no" demonstrates on RAs arm.H 0o didnAt grab it. 0or hand is so soft in
to!hing my arm# bt it does indi!ate dire!tion# and * a!tally move it "ithot seeming
to.
E) 0o are moving itK 0o maintain the same !onta!t "ith my hand. *Am moving my
hand# bt yoAre keeping that !onta!t.
R) =y hand is follo"ing yors# bt yo are not plling my hand. 6here is a sbtle
differen!e. ;ith the slightest of pressres yo are indi!ating "here my hand shold go.
E) 0es.
R) 6his is training the patient to follo" yo and be very sensitive to yo. 6he patient has
to rea!h ot and ask) ;hat is he doingJ ;hat does he "antJ ;here does he "ant it to
goJ ;hereJ ;hereJ ;hereJ 8is "hole !ons!iosness is dire!ted to follo"ing yo.
E) And * havenAt grabbed a thingK
R) *Ad resent it if yo grabbed my hand or plled it. /t sin!e yor to!h is so light# *
have to !ooperate "ith yo and follo" yo.
E) 6he patient doesnAt kno" "hat he did.
R) 8e doesnAt kno" the degree to "hi!h he !ooperated.
E) 6hatAs itK 6he deli!a!y of yor to!h is important.
R) 6hat is a ta!tile "ay of doing "hat yo al"ays do verbally) 0o gide the sb>e!t# bt
so lightly he has to listen very !areflly and then natrally seems to do something in the
range of possibilities yo have initiated. /t he !anAt resent it be!ase he is spplying
so m!h of the momentm and !hoi!e himself. 6hat is a fndamental aspe!t of yor
"ork in "hatever modality of !ommni!ation yo se) 0o provide only the lightest and
most indire!t sggestion to initiate a pro!ess# so the patient has the e%perien!e of
behavior taking pla!e atonomosly.
GEri!kson demonstrates again on RAs arm.H 0oAre to!hing my hand so lightly "ith !es
for do"n"ard movement that * have to sense very !areflly and then let it go. And as *
follo" yor to!h# * start to get a strange disso!iated feeling.
E) 0es.
R) *t is disso!iated be!ase *Am not sed to sensing anotherAs to!h so !areflly. *Am
thro"n ot of my sal frames of referen!e.
E) 6he slight to!h# the silen!e# and the look of e%pe!tan!y.
R) 6hat is yor form of mmbo3>mbo that bypasses the habital frames of referen!e.
E) 9m3hm.
R) *t bypasses the sal frames of referen!e# and the sb>e!t is thro"n ba!k on the
&estions) ;hat is e%pe!ted of meJ ;hat am * to doJ 8e is desperately trying to do
something.
E) And he has to follo" his o"n patterns of behaviorK
R) No" that is itK 6he sb>e!t has to follo" his o"n patterns of behavior. 8e is really not
follo"ing yo e%!ept for the most general !onte%t. 0o are initiating something# bt yo
do it so deli!ately that his o"n patterns of behavior !ome forth from his n!ons!ios#
his behavioral matri%# to fill the gap.
E) 6hatAs right. 6hen * !an sele!t any one of those patternsD R) Dfor a therapeti!
goal.
E) 9m3hm.
R) And it is not the sb>e!tAs !ons!ios mind that is dire!ting# be!ase his !ons!ios
mind does not kno" "hat to do in this nsal frame of referen!e# so he is thro"n ba!k
on habital patterns from the n!ons!ios.
E) *t is all his o"n e%ploration. R) 0oAve initiated this in him.
E) *Ave set p a sitation in "hi!h his patterns !an !ome forth. 8e doesnAt kno" they
"ere !alled forth# bt there they are# so he starts e%amining them. ;e all !an
disso!iate natrally.
R) 7isso!iation is a natral ability "e all have. Every time "e daydream# "e are
disso!iating.
E) /t "e donAt kno" ho" "ell "e !an do it.
R) 6he modern mind has forgotten all abot disso!iation and no longer believes it !an
do it. 6he modern mind likes to believe in its fndamental oneness# its fndamental
nity.
' Sl,6Ind)cd 'nal*sia
>Dr. 2 t"n (inc"s "is ri*"t "and, .idntly tstin* it ,or anal*sia.?
Dr. 2: It lost a lot o, its snsiti.ity.
E: 7"y8
Dr. 2: I don+t kno&.
E: I didn+t s)**st, did I8
Dr. 2: No. I 4)st t"o)*"t o, tstin* i, it &as anal*sic.
R) 0o never did anything to initiate an analgesiaDnot even dire!tly# e%!ept insofar as
analgesia and many other sensory3per!eptal distortions take pla!e spontaneosly
dring !atalepsy. 6he analgesia 7r. M is e%perien!ing !old be either the spontaneos
sort or the reslt of an inner sggestion he is giving himself "ithot reali<ing it nder
the gise of reality3testing his disso!iation. 8is o"n n!ons!ios e%pe!tations and
pro!esses are be!oming a!tivated in "ays he does not himself nderstand.
Indirct Rin,orc/nt o, Hy(notic !arnin*
E: 'esterday I trid to i/(rss )(on yo) "o& i*norant yo) &r. I kn& yo)+d 1 a
*ood s)14ct.
Dr. 2: Ho& did yo) kno&8
>7 all nod in ackno&ld*/nt t"at s)c" rco*nition o, *ood s)14cts "as 1co/
rat"r a)to/atic to Erickson.?
E) * !an make this atta!k on him here be!ase * say# Eyesterday.E
R) 0o are implying he "as ignorant yesterday bt smart today. 6hat indire!tly
reinfor!es all the ne" learning he is going throgh today and bypasses his skepti!ism
of yesterday even more.
E) 6hatAs right. A very !arefl se of Eyesterday.E 6hen his &estioning abot ho" *
kne" heAd be a good sb>e!t implies a !omplete a!!eptan!eK
$ranc as a Stat o, Innr E3(loration
Dr. 2: $"at ti/ I &as /)c" /or intrstd in ()s"in* t" li/its o, t" tst a lot
,)rt"r t"an 1,or.
E: I+ll tll yo) so/t"in* yo) didn+t kno&, t"o)*". Yo) also d.lo(d so/ anal*sia
in yo)r l,t ar/ and "and.
Dr. 2: In )y ar)/ too%
E: In yo)r "and, I+/ crtain.
Dr. 2: Ho%
E: Yo) didn+t kno& it8
Dr. 2: 0o.
E: Dr. Rossi co)ld s t"r &as so/t"in* &ron* &it" yo)r "and /o./nts.
Dr. 2: O$ )y le$t hand%
E: Ys, t"ro)*" anal*sia yo) lost t" (ro(r /o1ility.
R) 6his testing is the essen!e of the modern e%periential approa!h to tran!e
e%perien!e. 6he testing is a!tally a form of internal self3e%ploration. *t fi%ates and
fo!ses attention in"ard# and this# of !orse# is a basi! aspe!t of tran!e. *t has that
pe!liarly deta!hed# impersonal# and ob>e!tive &ality of ego observation in tran!e.
E) Noti!e the ease "ith "hi!h he no" a!!epts my observations abot his left arm and
hand anesthesia. 8is &estions all imply an a!!eptan!e.
Dissociation as a Crati. 'ct: N& Stats o, '&arnss in Modrn
Hy(nosis
Dr. 2: O, /y l,t "and8 I noticd so/t"in* ls &"n I &as ()s"in* /y ar/. 4hen I
let it go/ I see)ed to *e losing/ I see) to *e threatening this state *y letting go rapidly.
No&, I didn+t &ant to t"ratn t"is stat, so I startd lttin* *o *ntly. Another threat to
this state hen I $elt )y )!scles tensing.
E: !t+s *o 1ack to t"at &ord threat. 7"at &as t" t"rat8
R) ;hat does he mean by Ethreatening this stateEJ
E) Any break is a threat. 0o break a state of a"arenessF the break !arries "ith it a
destr!tive signifi!an!e. * !an break a pen!il# * !an break a state of disso!iation.
R) /reaking a state of disso!iation brings yo ba!k to ordinary !ons!iosness. *t is like
"hen people say# E* "as flying high# and then they broght me do"n.E 6hey mean their
inflated mood "as broken. 2o to maintain the disso!iated state is a !reative a!t.
E) 6hatAs right.
R) *tAs not >st a passive splitting of !ons!iosness.
E) 0o !all it E!reative#E * !all it Edis!overing.E 8e doesnAt "ant to do anything that "ill
threaten that dis!overy.
Nor/ali0in* -orcs Intr,rin* &it" Crati. Dissociation: Sl,6
Disco.ry as t" '((ro(riat -ra/ o, R,rnc ,or t"
E3(rintial '((roac" to $ranc
Dr. 2: I &as a&ar t"at t"r &r ,orcs at &ork t"at &o)ld &ak / )(, t"at &o)ld
ca)s / to 1 &"at I+/ )sd to 1in*,
E: B)t &"y is t"at a t"rat8
Dr. 2: 7ll, it &as a*ainst &"at I &antd. It &as a t"rat, too.
E: $"at+s t" &ord yo) ar )sin*. 7"y do yo) say t"rat8 $"r &as an a&arnss.
Dr. 2: I s.
E: B)t t" &ord yo) )sd &as t"rat. It+s 4)st an a&arnss, not a t"rat.
E) 8e is verbali<ing the for!es that interfere "ith his dis!overing more abot tran!e.
R) 8e kno"s he is otside his sal frame of referen!e $E. . . "hat *Am sed to beingE'.
No"# "hat "ere those Efor!es at "ork that "old make me "ake pJE
E) 6here are so many for!es) fo!i of attention.
R) 6he tenden!y to go into the mltipli!ity of fo!i of attention !hara!teristi! of normal
!ons!iosness is al"ays tending to intrde on the !reative disso!iation "here there are
relatively fe"er fo!i. 6hen# "ith the distin!tion yo make bet"een threat and
a(areness$ yo are >st trying to ed!ate him abot that a"arenessJ
E) 0es.
R) ;old yo say that modern hypnosis is the dis!overy of other states of a"areness
that are there bt not al"ays e%plained in a !ons!ios "ayJ 6he old3time hypnotherapy
"as a pro!ess of being dire!tly programmed by someone "ho did mmbo3>mbo on
the patient# shook p his frames of referen!e# and then tried to sti!k in ne" stff. /t in
modern "ork "e donAt dare se mmb3>mbo be!ase that is against the modern
s!ientifi! "orld vie". /t dis!overy and self3dis!overy are a!!eptable "ith 7r. MAs
frames of referen!eF therefore# "e !an se them to give him ne" states of a"areness.
E) * agree.
Rco*ni0in* t" D.lo(in* Prsnc o, t" %nconscio)s and
$ranc
Dr. 2: $"r &as on ot"r (ic o, in,or/ation yo) *a. / t"at &as .ry "l(,)l
&"n I rcall it. 7"n yo) said t"at Fyo)r conscio)s /ind &as an intr)sionF t"at
c"an*d t" stat, I co!ld see )y !nconscio!s )ind intr!ding again.
E: Did I say a sin*l &ord to yo) t" scond ti/8
Dr. 2: No, it &as a &ay o, t"inkin* a1o)t t" sit)ation &"ic" I &as a1l to )s.
E: I didn+t ask yo) to c"an* yo)r &ay o, t"inkin*, did I8 Dr. 2: No.
E) 8e !old see his n!ons!ios mind intrding on his !ons!ios mindDtaking over# in
other "ords.
R) 8e is developing a sensitivity to that. A similar sensation develops in me "hile lying
in my hammo!k on a 2nday afternoonDgetting dro"sy and sensing the n!ons!ios
!ome in as daydreamy thoghts# images# and that !omfortable# easy feeling of
deepening rela%ation. 0o reali<e yo mst be going to sleep sin!e yor body feels so
light.
E) 0es. GEri!kson no" gives an e%ample from his yoth of lying in the hay on a snny
day and thinking ho" ni!e it "old be to go to sleep. 8e heard a !hi!ken !a!kling and
"ondered ho" soon the !a!kling "old fade a"ay# indi!ating that he "as asleep. 6he
!a!kling seemed to get frther and frther a"ay as he "ent into sleep.H
$" S)14cti. E3(loration o, Catal(sy: Distortions o,
S)**stions as Indicators o, $ranc
E: I s)((os yo) >Dr. R? o)*"t to dictat into t" rcord &"at yo) "a. o1sr.d. Go
a"ad.
R: >Dictatin* a s)//ary o, o1sr.ations? $" (rocd)r &as initiatd &"n Dr.
Erickson to)c"d Dr. 2+s "and. Dr. 2 &atc"d "is "and &"il Dr. Erickson car,)lly
&atc"d Dr. 2+s ys and ,ac. Dr. 2 s/d to 1co/ rally in.ol.d in &atc"in*
"is "and. Dr. Erickson sat 1ack, rla3d, and a,tr a /o/nt or t&o Dr. 2 closd "is
ys. $"n t"r &as a ,i.6/in)t (riod &"r Dr. 2 s/d to 1 4)st si/(ly
dri,tin* into tranc, lttin* "is ri*"t "and "o.r in a catal(tic /annr. On &o)ld
ass)/ 1y Dr. 2+s 1o11in* "ad /o./nts and altrd 1rat"in* t"at " &as
a((arntly do0in*.
E: Had /o./nts, 1)t " &antd to /o. "is "and. H "ad t" conc(t o, li,tin*
and lo&rin*. B)t " li,td "is "ad and lo&rd "is "ad 1ca)s " co)ldn+t *t t"
conc(t o, li,tin* ,ro/ "is "ad to "is "and. H &as tryin* to /o. "is "and9 It is lik a
c"ild larnin* to &rit. H tris to /o. "is "and &it" "is "ad. Hr is Dr. 2, an ad)lt,
tryin* to /o. "is "and &it" "is "ad9
E) 8e had the !on!ept of lo"ering his hand# bt moved his head instead.
R) Re!ently * had a patient "hose hand did not lift very m!h "ith sggestions for hand
levitation# bt her "hole body began to tilt to"ard the hand. * then tili<ed that body3
tilting to !ontine the ind!tion. *tAs in >st s!h distortions of yor sggestions that the
patientAs altered state be!ome more obviosly manifest. 6hat pe!liarly lethargi! and
seemingly obstinate !ontrariness of some people in the early stages of learning to
e%perien!e tran!e is# in fa!t# a marvelos indi!ator of atonomos pro!esses beginning
to take over.
Idiosyncratic Ido/otor Si*nalin*
Dr. 2: I "ad t" (nd)l)/ *oin* &it" a ,rind o, /in, and I &antd it to ans&r Ys or
No, 1)t I ,o)nd /ysl, /o.in* /y "ad. I &as a&ar t"at I &as /o.in* /y "ad >in
today+s tranc?, 1)t I did not kno& &"y.
E) 8e is dis!overing "hy he did not move his head.
R) *tAs fas!inating to note ho" a modern s!ientifi! !ons!iosness dis!overs the
idiosyn!rati! and atonomos "ithin itself. ;e simply do not kno" at this point "hy his
psy!hologi!al system is more prone to e%pressing itself in ideomotor signals "ith his
head than his fingers "ith the !hevrel pendlm.
Catal(sy as an Early !.l o, Psyc"o/otor -)nctionin*:
%n,a/iliar -ra/s o, R,rnc as 'ltrd Stats o, Conscio)snss
R: >Contin)in* t" dictation? ',tr a1o)t ,i. /in)ts Dr. 2+s l,t "and rac"d o.r
to&ard "is catal(tic ri*"t "and, and I &ondrd i, " &as co/in* o)t o, tranc. B)t all
" did &as to to)c" t" lo&r d* o, "is ri*"t "and, as i, to *in*rly tst it. 's "
(rocdd in tstin*, "is to)c"s *ot ,ir/r and ,ir/r, as i, " &as tryin* to knock
"is ri*"t "and o)t o, its (oisd ali*n/nt. I &as rally a/a0d, 1ca)s I no& rali0d
"is catal(tic ri*"t ar/ &as rally ,i3d.
E: H disco.rd " co)ld not /o. "is ri*"t "and. $o /o. "is ri*"t catal(tic "and,
" "ad to )s "is l,t "and. H ,o)nd o)t " "ad to )s "is l,t "and to li,t t"at ri*"t
ar/ at t" l1o&. H trid to 1nd it and /o. it )( and do&n. H /o.d "is ri*"t
,in*rs 1ack and ,ort" &it" "is l,t "and. B)t " co)ld not /o. t"/ &it" "is ri*"t.
E) :rdinarily "hen yo "ant to move yor right hand# yo se yor right hand to do it#
bt here he "as sing his left hand to move his right.
R) ;as he thereby prote!ting the disso!iation in his right handJ
E) 8e did not kno" ho" to move his right hand. 8is right hand "as an ob>e!t he had to
move "ith his left. Bst as yo !an see a baby rea!h for its right hand $seen as an
ob>e!t' "ith its left hand. *t takes &ite some time for the baby to see the hand as part
of itself.
R) 2o disso!iation is a retrn to those early levels of fn!tioningJ E) 6hatAs right.
R) 7oes the disso!iation phenomenon spport the atavisti! theory of hypnosisJ
E) ;old yo !all a babyAs !ooing atavisti!J
R) No. *t is a matter of terms. 0o donAt like the term ata'istic even thogh "e are going
ba!k to modes of fn!tioning that "ere more prominent earlier in or livesJ
E) 0es# "e are going ba!k to an early learning period# bt not atavisti!. ;hen yor
hand be!omes an ob>e!t# ho" are yo going to handle an ob>e!tJ 0o se the natral
"ay yo se as an adlt to handle an alien thing. 6he disso!iation of yor right hand
makes it alien# and yo natrally pi!k p that alien thing "ith yor other hand# "hi!h is
not alien. 6hat isnAt really primitive be!ase that is "hat yo do all the time. 0o pi!k p
a pen!il be!ase it is alien to yo.
This is the Experiential !ode of Hypnotic Induction. 0o let the sb>e!t e%perien!e his
o"n behavior and toy "ith it. *t is an e%periential phenomenon by "hi!h the self
tea!hes the self by stdying disso!iated frames of referen!e# frames of referen!e that
are nfamiliar.
R) 6hese nfamiliar frames of referen!e are "hat many people no" !all altered states
of !ons!iosness.
'nal*sia: $stin* Snsations and Mo./nts as an E3(rintial
Rati,ication o, $ranc
Dr. 2: I )sd a1o)t <D (o)nds o, ,orc to /o. /y ri*"t ar/.
R: ',tr a1o)t s.n or i*"t /in)ts o, t"at yo) 1*an (inc"in* yo)r ri*"t "and,
tstin* ,or anal*sia.
Dr. 2: I ,lt &"at it &as doin*, 1)t it &as not (ain,)l. It &as a di/inis"d snsiti.ity.
R: Yo) &r a&ar o, to)c" 1)t not (ain.
Dr. 2: I still "a. a littl o, it >anal*sia? l,t.
R: I &as .ry intrstd in yo)r 5)stion a1o)t ,r c"oic. Yo) ,lt yo) "ad ,r
c"oic in t" tranc.
E: H &as dis()tin* &it" / a1o)t t"at.
R: Ys, yo) ,l it is an ill)sory ,r c"oic.
Dr. 2: I ,l I "a.n+t tstd d,initly. It &as a tst &it"in crtain li/its.
E: 'll ri*"t, no&, "o& /any ti/s did I "a. to tst to s i, /y *lasss ar t"r8
Dr. 2: 7ll, yo) "a. "ad a li,ti/ o, la.in* an o14ct t"r and kno&in* it &ill stay
t"r.
E: 'nd yo) "a. "ad a li,ti/ o, ,lin* at on to)c". B)t yo) k(t on r(atin* yo)r
tst.
E) *t is ridi!los "hen he talks of sing 4I ponds of for!e be!ase yo donAt bend
one arm "ith the other. 8e didnAt reali<e the absrdity of it. And yo donAt have to EtestE
yor sensations in the normal state of !ons!iosness.
R) *f yo have to test yor sensations# yo are already in an altered state.
E) 0es.
R) 2o all these tests and e%plorations are a!tally e%periential ratifi!ations of tran!e.
E) 8e likes this altered state# he doesnAt "ant to do anything to destroy it. 6herefore he
is going to pt limits on his tests. 0o see a beatifl# fragile thing# and yo "ant to feel
it# yo lift it# yo to!h it# yo "ant to be very !arefl be!ase yo donAt "ant to break it.
R) 6his is the e%perien!e of someone "ho is beginning to learn ho" to e%perien!e
tran!e. *t is a fragile state initially# and he is going to be very !arefl he doesnAt break it.
:ther "ell3e%perien!ed sb>e!ts donAt have this !on!ern.
E) 7r. M has his need to spport his skepti!ism.
R) 8e is still spporting his skepti!ism "ith all this testing even thogh it is also a "ay
of very gingerly learning ho" to e%perien!e tran!e in a safe "ay. /t "hy does the
hand tend to be!ome analgesi! "hen disso!iatedJ
E) ;hen the hand be!omes alienD
R) DAll the sensations of the hand be!ome alien be!ase they are in a ne" frame of
referen!e# and "e donAt kno" ho" to e%perien!e that frame of referen!e yet. *s that
rightJ
E) 6hatAs right. ;ith a good sb>e!t any frame of referen!e is okay be!ase he or she
trsts s.
R) 2o "hen "e bypass or shift frames of referen!e# "e mst spport the patient in a
safe "ay# and that is sally the transferen!e.
E) :r trst.
S"i,t in -ra/ o, R,rnc ,or t" E3(rintial Ind)ction o, $ranc
Dr. 2: It is a ne sit!ation to )e. I did not 1!ite ha#e the sa)e aareness.
E: OE, lt+s tak )( t" n3t t"in*. Ha. yo) .r "ard so/on say, FI+/ 4)st ,ro0n
"r. I &as so astonis"d I didn+t kno& &"at to say and I co)ldn+t s(akF8
Dr. 2: Ya", I "a.n+t 3(rincd t"at /ysl, a lot. I can+t t"ink o, any. E: B)t t"at is a
larnin* yo)+. "ad sinc c"ild"ood. Dr. 2: Ya".
E: $"at+s &"at yo)+r in5)irin* into ri*"t no&: (ast /oods, (ast larnin*s.
R) 8is initial statement abot not having &ite the same a"areness in a ne" sitation
implies that a shift in frame of reference is part of hypnotic induction$ doesnAt itJ A ne"
sitation# a ne" frame of referen!e# reslts in an altered state of a"areness.
E) 0es.
R) 6heoreti!ally yo !old ind!e a tran!e simply by asking a patient to sensitively
e%plore one hand "ith the other. 6hat "old introd!e a fairly nsal frame of
referen!eF it "old fo!s and fi%ate attention# and then yo are on yor "ay.
E) * have ind!ed tran!e in that "ay. *t "orks. *t is slo"# bt it is
very impressive later to the sb>e!t.
Rsistanc to 'cc(tin* t" 'ltrd Stat o, $ranc
Dr. 2: Still I $eel a $oreignness a*o!t the hole thing. It still has an !nnat!ralness. I
"ind o$ $eel a part o$ )e is !nilling to accept hat I(#e e6perienced/ so)eho.
E: $"os ar yo)r &ords. $" corrct stat/nt is, FPart o, yo) dos not kno& "o& to
acc(t t" ot"r (art.F $" n& larnin* dosn+t ,it &it" yo)r (r.io)s larnin*s. Ho&
do yo) acc(t it8
Dr. 2: I+/ &illin* to acc(t t"at 3(rinc as a .alid on t"at dos notG so )n,a/iliar.
E: It "as to 1 .alid 1ca)s yo) ar "a.in* tro)1l &it" it. Yo) &o)ldn+t 1 "a.in*
tro)1l &it" it i, it &asn+t .alid. >Erickson la1orats s.ral (rsonal 3(rincs o,
1in* d)/,o)ndd.?
R: So it is /is)ndrstandin*s t"at *i. ris to t" 3(rinc o, 1in* d)/1,o)ndd.
E: 'n ina1ility to )ndrstand.
R: 7"y ar yo) /("asi0in* t"is ina1ility to )ndrstand no&8
E: H >Dr. 2? cannot )ndrstand "o& anal*sia d.lo(s o)t o, catal(sy. H co)ldn+t
)ndrstand t" (assa* o, ti/. 'nd " k(t on tstin* and tstin*. H al&ays ,o)nd
t" sa/ rs(ons. 'll t" rs)lts &r contradictory to (ast 3(rincs and
larnin*s.
E) 8eAs still feeling Ennatralness.E
R) 6hat means he is still e%perien!ing an altered state.
E) 0es.
R) * sed the "ord Emisnderstanding#E "hile yo spoke of Ean inability to nderstand.E
*s there any sbstantial differen!e in meaning hereJ
E) 0es. *t is not a EmisnderstandingE bt an absence of understanding that leaves yo
dmbfonded and open.
R) 0or sal frames of referen!e are bypassed# leaving yo open and ready for
str!tring sggestions.
E) 0es.
R) *t is very important for the hypnotherapist to tne into the hypnoti! pro!ess along a
dimension of str!tre or la!k of str!tre in a patientAs !omprehension. 7r. MAs very
absence of understanding indi!ates that his sal !ons!ios sets and habital frames
of referen!e have been bypassed to the point "here he e%perien!es himself in an alien
territory of !ons!iosnessF he senses a Eforeignness abot the "hole thing.E 6his
foreignness is in fa!t the altered state of tran!e that his sal everyday states of
!ons!iosness find so diffi!lt to a!!ept.
F-akF and t" Sk(tical #i& o, Hy(nosis as a Rationali0ation:
Crati. Mo/nts in E.ryday !i, as an 'ltrd Stat
Dr. 2: 'es/ and a part o$ )e anted to )a"e the concl!sion that it as a $a"e/ *eca!se
that o!ld e6plain it. I as $a"ing it.
E: B)t "o& co)ld yo) ,ak it &"n yo) did not kno& &"at &as *oin* to "a((n8
Dr. 2: I had to ha#e a ay o$ !nderstanding it.
E: $" asist &ay is to not )ndrstand and call it a ,ak. $"at+s an a.oidanc o,
)ndrstandin*.
Dr. 2: Ya", 1)t it satis,is /y nd ,or t" /anti/. I, I )ndrstand it as a ,ak, I can
dro( it.
E: Yo) can dro( it and t"n not "a. to larn. A)st as Dr. Har.y &as calld a ,akr
&"n " said t" 1lood circ)latd. No doctors &antd to )ndrstand. It &as so /)c"
/or co/,orta1l t"inkin* t" 1lood did not circ)lat.
Dr. 2: Ys, t"r is an )n&illin*nss to c"an* a syst/ o, kno&ld*.
E: 'nd a &illin*nss to acc(t /a*ic i, yo) don+t "a. to t"ink a1o)t it. Hy(nosis &as
a ,or1iddn s)14ct 1ca)s it r5)ird )ndrstandin*.
E) E+art of me "anted to make the !on!lsion that it "as fake.E
R) 0es# that is his old skepti!al frame of referen!e. Labeling the e%perien!e as EfakeE
"old be a safe "ay of rationali<ing it ba!k into his old familiar skepti!al point of vie".
E) /t he !oldnAt# and he kept testing and testing.
R) 2o this is the problem of those "ho have the skepti!al vie" abot hypnoti!
phenomenon. 6hey are trying to fit their ne" hypnoti! e%perien!e into their old
rationalisti! frame of referen!e. 6hey are denying the reality of their living e%perien!e in
order to spport their old vie"s.
E) E* had to have a "ay of nderstanding it.E 6he only vie" that "as open to him "as
Efake#E and so he had to test it ntil the fake e%planation didnAt fit.
R) ;old yo say this "as the problem of many resear!hers of the past generation in
hypnosis "ho "ere on the skepti!al end of the !ontinmJ 6hey "ere trying to fit
phenomena they did not nderstand into the typi!al rationalisti! frames of referen!e of
the 19th !entry that in essen!e believed hypnoti! phenomena "ere fake) Nothing bt
Emotivated instr!tion#E role3playing# or "hat not.
6hey failed to nderstand the very real strggle "e are all !onstantly engaged in to
stabili<e or "orld vie" "ith the familiar# "hi!h in trn mst give "ay to the ne" that is
!onstantly !reated "ithin s. ;hen the ne" !omes forth into or !ons!iosness $Rossi#
19,4'# it is fre&ently e%perien!ed as a threat. *t is in fa!t a threat to or older frames of
referen!e# "hi!h mst no" give "ay to the ne". 6his is the essen!e of the !onstant
strggle of !ons!iosness to rene" itself. 6he a!tal transformation bet"een the old
and the ne" sally takes in an altered state) a dream# a tran!e# a meditative reverie# a
moment of inspiration# the !reative moment in everyday life "hen or sal point of
vie" is momentarily sspended so that the ne" !an be!ome manifest "ithin or
!ons!iosness.
E) *t rins a magi!ianAs a!t if he e%plains to yo ho" he did it. 0oAve taken it ot of the
alien frame of referen!e and pt it into the ordinary frame of referen!e.
R) *t is the very fa!t that hypnoti! phenomena are in an alien frame of referen!e that
allo"s s to bypass the limitations of or ordinary frames of referen!e dring tran!e so
that "e !an do things "e !old not ordinarily do "ith or everyday ego !ons!iosness.
*f yo rationali<e a"ay the EalienE &ality# yo lose the poten!y of the altered state of
tran!e. *s that rightJ
E) 0es. 6he best "ay to Enot nderstandE is to !all it a Efake.E *t is an easy "ay ot and
an avoidan!e of nderstanding.
R) 2o yoAd say a lot of resear!h prporting to spport the skepti!al vie" of hypnosis
as an altered state is an avoidan!e of nderstanding.
E) 9m3hm. *t is a Efake#E so * !an drop it. * "onAt have to e%er!ise any more
intelligen!e.
R) 6his reminds me of that diffi!lt sitation in s!ien!e# parti!larly psy!hology# "here a
fndamentally ne" insight !an !rystalli<e only "hen "e are able to redefine or e%pand
or vie" of "hat something is. (red gave s profond insights into the dynami!s of
se%ality# bt he !old only do it by !hanging# broadening# or definition of "hat "as
se%al. *n a similar "ay yo !an maintain the vie" of tran!e as an altered state only by
e%panding or definition of an altered state to in!lde those familiar a!ts of
daydreaming# reverie# meditation# moments of inspiration# et!.# as being varieties of
altered states. Even the moment of radi!ally shifting oneAs point of vie" or frames of
referen!e is no" defined as an altered state. 6here is a!tally m!h >stifi!ation for
this# sin!e people are momentarily fro<en in !atalepti! poses dring s!h !reative
moments# >st as they are immobili<ed "hile dreaming and hall!inating. 6here seems
to be an inverse relationship bet"een body a!tivity and moments of intense inner "ork.
6hatAs "hy people are typi!ally &iet and immobile dring the deeper states of tran!e.
Di,,ic)ltis in !arnin* Hy(nosis
E: Yo) kno& &"at ")/an 1"a.ior is. $" )n,a/iliar is )nacc(ta1l )nlss yo) can
/ak it .ry /ystical.
Dr. 2: $"at 3(lains a lot o, t"in*s.
E: I kn& yo) co)ld do anal*sia ,ro/ (ast 3(rinc. I don+t t"ink Dr. Rossi kn& it,
1)t " co)ld s yo) doin* it.
Dr. 2: I don+t kno& &"at /ad / tst ,or anal*sia, /ay1 t"in*s I rad. E: Bca)s
yo) "ad lost snsation and yo) "ad to ,ind o)t so/t"in*.
R: Yo) &r not conscio)sly a&ar t"at yo) lost snsation, 1)t so/t"in* in yo)
kn& and (ro/(td yo) to tst.
E) A!pn!tre "as so easily a!!epted in this !ontry be!ase it is so easy to do.
Anybody !an pt a needle in a !ertain spot.
R) /t that is not the !ase "ith hypnosis. *t is diffi!lt to do.
E) 0es# it is diffi!lt. 0o have to learn to re!ogni<e different frames of referen!e.
R) *n the "orkshops of the Ameri!an 2o!iety of Clini!al 8ypnosis they are al"ays
telling the beginning stdents that hypnosis is very easy. *t is very simple to learn by
rote some me!hani!al approa!hes to hypnoti! ind!tions# bt to learn to re!ogni<e and
nderstand the ni&e manifestations of tran!e in ea!h individal re&ires m!h
patien!e and effort.
E) 6hatAs right.
R) 6here is a lot of sbtle thinking abot frames of referen!e that is re&ired.
E) * say yo have to nderstand this# and every time * demonstrate something before a
professional adien!e# * tell them# ENo" yo didnAt see# yo didnAt hear# yo didnAt think.
6hese are the steps.E *t is so m!h easier to think there is something spe!ial abot me
then learn to really observe and think. EEri!kson is mysti!al#E they say.
R) Rather than really trying to nderstand "hat Eri!kson is doing.
$" E3(rintial Rati,ication o, $ranc: 'ssssin* Snsory6
Prc(t)al Di,,rncs
Dr. 2: There ere a lot o$ di$$erences.
E: 'nd i, yo) &antd to idnti,y so/ o, t"os di,,rncs, yo) &rn+t ,akin*. I did
not s)**st catal(sy, I 4)st to)c"d yo)r "and in /idair.
E) *f he "anted to identify some of those differen!es# he "asnAt faking.
R) 6he very fa!t that he is trying to identify them means there is something there.
E) And it "as his endeavor# not my instr!tions.
Conscio)s Con.iction and t" Rati,ication &it" 'ltrd Snsations
and Mo./nt
Dr. 2: It+s /)c" asir ,or / to acc(t t" anal*sia. Ha.in* tstd it t"at &ay s/s
.ry satis,yin*. I 1li. only <L (rcnt in t" catal(sy and MD (rcnt on t"
anal*sia.
E: Yo) don+t dis()t &it" (atints &"n yo) s t"/ rs(ondin*.
R: Yo) don+t ar*) &it" t" sk(ticis/ o, t"ir conscio)s /ind r*ardin* t"
*n)innss o, t" "y(notic ("no/non t"y "a. 4)st 3(rincd.
E: $oo /any (o(l &"o )s "y(nosis try to ar*) &it" t"at sk(ticis/. I don+t 1ot"r.
$"at is (art o, /y (rsti*GI 4)st don+t ar*).
R: Conscio)s con.iction is so/t"in* t"at is *oin* to "a. to co/ o)t o, t"ir o&n
3(rinc *rad)ally.
E: $"at+s ri*"t. I can+t ()t it t"r.
Dr. 2: I+/ /)c" /or con.incd t"is scond ti/. $" ,irst ti/ I &as only =D (rcnt
s)r.
R: I noticd t"at yo) 3(rincd t"r catal(sis in all, and t" t"ird &as t" /ost
strikin* to s. $" ,irst r5)ird so/ s)((ort, &it" yo)r "and to)c"in* yo)r l*B t"
scond &as not as solid as t" t"ird, &"n yo)r ar/ r/aind ri*id in /idair .n
&"n yo) trid to /o. it &it" yo)r ot"r "and.
E: Yo) 1)ild yo)r con,idnc.
R: >$o E? $" catal(sy s/d to 1co/ /or *n)in as " 1*an to tst it. It
1ca/ /or solidly sta1lis"d as catal(sy as " trid to /o. t"at ri*"t "and &it"
"is l,t. Is t"at tr) o, ot"rs8
E: $"at &as "is 3(rinc. Ot"rs si/(ly acc(t it &it" no 5)stion.
R: $"ir conscio)s /inds "a. a *ood rc(ti.ity to t"ir innr 3(rincs.
E) :nly 4. per!ent belief in !atalepsy# yet he has ms!les. 8e has had long e%perien!e
in gro"ing and sing his ms!les# bt ho" m!h fss do "e make abot developing
or ability to test sensationsJ ;e a!!ept sensations# bt "e learn to develop or
!ontrol over or ms!les.
R) 6hat a!!onts for the 4.39I per!ent dis!repan!y. 2ensation seems to !ome by itself#
and "hen it disappears# it is more startling to sF therefore he has 9I per!ent belief in
hypnosis "ith analgesia. /t ms!le !ontrol is volntary# and ths he has only 4.
per!ent belief in !atalepsy. 2ensations are !loser to atonomos levels of fn!tioning#
so "hen "e see a !hange there# it is more !onvin!ing.
E) 6hatAs right. * donAt arge# * take their frame of referen!eDin the dire!tion * "ant it to
go. 0o let yor sb>e!ts see everything.
R) And the more they see# the more they !an be!ome !onvin!ed.
;. Dissociation and t" Modrn E3(rintial '((roac" to 'ltrd
Stats
R) Can yo say anything abot the ho" or "hy of disso!iation and ho" it "orks in yor
e%periential approa!h to altered statesJ
E) 6he n!ons!ios has many fo!i of attention# and "hen yo "ithdra" that from any part of
yor body# yo donAt destroy yor intelle!tal# !ons!ios !omprehension of that part# bt it
be!omes an ob>e!t be!ase the n!ons!ios fo!i of attention are "ithdra"n.
R) 6he psy!hoanalyst "old say that t" )s)al )nconscio)s body cat"3is is "ithdra"n
$(edern# 19I4'.
:bserving yor "ork# *Ave been str!k by the e%tremely attentive and e%pe!tant attitde
yo sho"er on patients. 2ome of them have later !ommented to me abot ho" moved they
felt "ith yor deeply sear!hing eyes and manner. * "onder if this e%pe!tant attitde
!ontribtes to the ease "ith "hi!h yo eli!it disso!iation in yor hypnoti! "ork. 0or
e%pe!tant attitde immediately !hanges the atmosphere so that it is strikingly different from
ordinary everyday life e%perien!eF it pla!es the patient in a ne" frame of referen!e !harged
"ith an e%pe!tan!y that he is familiar "ith.
8is ego be!omes n!ertain and no" has to ree%amine even the most familiar a!ts from
this ne" point of vie". 6his ne" point of vie" is# of !orse# strange and alien at first# and it is
pre!isely this strange and alien feeling !ombined "ith his n!ertainty and the apparent
atonomy of his ordinary a!ts that makes them seem different or Ehypnoti!.E 6he ego loses
its sal sense of !ontrol "hen pla!ed in the nsal frame of referen!e of Ehypnotherapy#E
and that permits the patientAs n!ons!ios or the therapist to fill in that gap.
6his !old also a!!ont for the poten!y of EstrangeE gestres and atmospheres in
religios and magi!al !eremonies as "ell as the poten!y of any !harlatan "ho s!!eeds in
mystifying an adien!e "ith a bit of mmbo3>mbo. (or e%ample# * on!e "at!hed a stage
hypnotist "ho divided his a!t into t"o parts. 7ring the first half he simply performed a
nmber of magi!al tri!ks) 8e began "ith the rabbit3ot3of3hat type tri!k# and then progressed
to Eama<ingE feats of memory and mind reading. 8e "as really good# and *Ad be at a loss
trying to figre ot ho" he performed them. 6hen the or!hestra played a fe" tnes "hile his
assistant removed the magi!al props# and finally# "ith a !res!endo of msi! and an
atmosphere of high e%pe!tation# it "as annon!ed that no" he "old do the hypnosis. :f
!orse the adien!e "as by no" ready to believe anythingF all their sal frames of
referen!e "ere temporarily sspended# and he "as highly s!!essfl in eli!iting many
hypnoti! phenomena from volnteers he first !areflly sele!ted from the adien!e "ith a fe"
sggestibility tests like the hand3lo!k and involntary hand movements.
8is mmbo3>mbo# his bag of magi!al stnts# a!tally fi%ated and in part sspended the
sal !ons!ios sets of the adien!e. 6he ama<ing and nsal sspends and bypasses the
frame of referen!e "hi!h gives s or sal reality sense. ;hen this generali<ed reality
orientation goes# normal ego !ontrol goes. ;hen normal ego !ontrol goes# the n!ons!ios
!omes in atonomosly to fill the gap. 6he therapist !an also step in at this point and evoke
pro!esses that "old not be possible for the patient in his sal frames of referen!e. A flo"
diagram adapted from or previos formlation $Eri!kson @ Rossi# 19,9' "old go some"hat
as follo"s)
1. (i%ation of Attention via 9tili<ing the patientAs beliefs and behavior for fo!sing
attention on inner realities. +resentation of the strange#
nsal and Eama<ing.E
4. 7epotentiating 8abital
(rame"orks and /elief
2ystems
via 7istra!tion# sho!k# srprise# Emagi!#E dobt# !onfsion#
disso!iation# or any other pro!ess that interrpts the
patientAs habital frame"orks. :rdinary ENormalE
a"areness is disrpted.
1. 9n!ons!ios sear!h via *mpli!ations# &estions# pns# and other indire!t forms of
hypnoti! sggestion. 7ire!t sggestions are more likely
to be a!!epted be!ase of the disrption and gap in
ordinary a"areness.
-. 9n!ons!ios pro!ess via
I. 8ypnoti! Repsonse via An e%pression of behavioral potentials that are
e%perien!ed as taking pla!e atonomosly.
9sally it is no longer appropriate for the modern hypnotherapist to se tri!ks or the
varios forms of mmbo3>mbo to fi%ate attention and sspend a patientAs sal frames of
referen!e. (or a "ell3ed!ated sb>e!t like 7r. M# therefore# yo se yor attitde of intense
interest and e%pe!tan!y abot his inner e%ploration to fi%ate his attention and sspend his
sal frames of referen!e. (rom that point on the pro!ess is as diagrammed above.
E%ploring self3e%perien!e in a ne" "ay# in an nsal !onte%t# repla!es the older forms of
mmbo3>mbo to initiate hypnoti! phenomenon. 7oes that make sense to yoJ
E) 0es. GEri!kson demonstrates a sleight3of3hand tri!k "here he apparently loses his thmb and
then finds it in a dra"er and atta!hes it again to his hand.H 6he !hild "at!hes yo do that# and
then he tries to do it by plling at his thmb. 8e has seen yo do it. 6hat is a "orld of magi! for a
!hild. ;hen yo have an intelle!tal sb>e!t# yo sti!k to the intelle!tal. 6hat is "hat he "ill
nderstand and "ill a!!ept. 0o have to fit yor te!hni&e to the patientAs frame of referen!e.
<. !arnin* Indirct Co//)nication: -ra/s o, R,rnc,
Mtal.ls, and Psyc"ot"ra(y
E) ;hen * first began the stdy of hypnosis# * "ondered greatly abot verbal te!hni&e. 0o take
a sb>e!t in the present time# and yoAre offering him ideas that are to affe!t his ftre. 0oAre also
to distra!t his mind from the present. And yoAre to take his mind a"ay from srronding reality
and dire!t it to his inner "orld of e%perien!e.
:ne of my first &estions "as# 8o" do yo move the patientAs attention a"ay from the
immediate present and the immediate reality to the ftre and to ftre a!tivities not yet
kno"n or not yet even thoght abotJ And so * began trying to "rite ot a verbal te!hni&e in
"hi!h * !old mention the present and define very e%a!tly "hat * mean by the immediate
reality sitation. 6hen * make a referen!e to the ftre as if the ftre "ere in the remote
ftre. And then * "orked ot phrases by "hi!h that remote ftre be!ame !loser and !loser
and !loser to the immediate moment. /y doing that# the sb>e!t had no opportnity to resist
the fa!t that there is a ne%t "eek and ne%t (riday# ne%t 6hrsday# ne%t ;ednesday# ne%t
6esday# ne%t =onday# the ne%t afternoon# the ne%t forenoon. And * bild p an a!!eptan!e
of all those statements of the ftre be!ase * deprive him of the privilege# of the right# of the
possibility of dispting that ftre. * bring the remote ftre !loser and !loser to the present.
$2ee E6he =ethod Employed to (ormlate a Comple% 2tory for the *nd!tion of an
E%perimental Nerosis in a 8ypnoti! 2b>e!t#E Eri!kson# 19--.'
* "orked ot a total of 1. pages single3spa!ed# type"ritten verbali<ation for the ind!tion
of hand levitation# or the ind!tion of regression# or the ind!tion of hall!inations. 6hen *
began refining that 1. pages do"n to 4I pages# 4. pages# 1I pages# 1. pages# five pages#
sele!ting the phrasing that seemed to be the a!tally effe!tive phrasing that enabled me to
bild p an atomati! response of patient behavior. * tried that on a lot of fello" stdents# all
1. pages# 4I pages# and so on. *t is a marvelos e%perien!e.
Anybody "ho does that learns a great deal abot the "ay they are thinking. As they
nderstand the "ay they are thinking# they have to entertain the idea of ho" the other fello"
thinks in relation to these "ords. *n that "ay yo learn to respe!t the frame of reference of
the other person.
;hen yo are doing psy!hotherapy# yo listen to "hat the patients say# yo se their
"ords# and yo !an nderstand those "ords. 0o !an pla!e yor o"n meaning on those
"ords# bt the real &estion is "hat is the meaning that a patient pla!es on those "ords. 0o
!annot kno" be!ase yo do not kno" the patientAs frame of referen!e.
A yong man says# E*tAs a ni!e day today.E 8is frame of referen!e is a pi!ni! "ith his
s"eetheart. A farmer says# E*t is a ni!e day today.E 8is frame of referen!e is that it is a good
day to mo" hay. 6he yong manAs frame of referen!e "as his o"n sb>e!tive pleasre# the
farmerAs "as the "ork he did in relation to hard reality.
R) 6hey sed identi!al "ords "ith entirely different meanings# entirely different frames of
referen!e.
E) 6otally different meanings# yet yo !old nderstand them "hen yo kne" their frame of
referen!e.
R) 2o the therapist is al"ays "orking "ith a frame of referen!e rather than the a!tal "ords.
*n hypnotherapy# "hen yo are talking to a patient# yo are a!tally addressing his frame of
referen!e.
E) 0o are dealing "ith his frame of referen!e.
R) 0or "ords are !hanging his frame of referen!eJ
E) 0o are sing his o"n "ords to alter the patientAs a!!ess to his varios frames of
referen!e
R) 6hatAs the therapeti! response) gaining a!!ess to a ne" frame of referen!e.
E) 0es# getting a ne" frame of referen!e.
R) A patient is a patient be!ase he does not kno" ho" to se his different frames of
referen!e in a skillfl mannerF * believe these frames of referen!e are a!tally metalevals of
!ommni!ation. /ateson $19,4' has des!ribed meta!ommni!ation as !ommni!ation $on a
higher or se!ondary level' abot !ommni!ation $on a lo"er or primary level'. 2imilarly# "e
may vie" a frame of referen!e as a metastr!tre that gives meaning to "ords on the
primary level. 6he metalevels are sally n!ons!ios. 0o are al"ays dealing "ith these
n!ons!ios metalevels of !ommni!ation# sin!e they are the determiners of meaning on the
primary level in !ons!iosness. 6hese metalevels of !ommni!ation "ere fond ne!essary
by ;hitehead and Rssell in their monmental "ork# !athematica 1rincipea $191.'# to
resolve many of the parado%es that arose in the fondations of logi! and mathemati!s "hen
"e "ere limited to only one primary level of dis!orse. Carnap developed a !al!ls of these
mltiple levels of !ommni!ation "ithin logi! in his Logical Syntax of Language $19I9'. *
have previosly illstrated in some detail ho" dreams tili<e mltiple levels of !ommni!ation
to !ope "ith psy!hologi!al problems $Rossi# 19,4# 19,1!'. +sy!hologi!al problems have
their genesis in the limitations of a !ons!iosness that is restri!ted to one primary level of
fn!tioning.
* no" sspe!t that yo are doing the same thing "ith hypnosis. Cons!iosness on a
primary level is st!k "ithin the limitations of "hatever belief system $frame of referen!e#
metalevel of !ommni!ation' is giving meaning to its !ontents. Cons!iosness at any given
moment is limited to "hatever is "ithin its fo!s of a"areness# and it !an maniplate only
these !ontents "ithin its fo!s on its o"n level. Cons!iosness !annot rea!h p and !hange
the metastr!tres# giving meaning to its !ontentsF !ontents on the primary level !annot alter
!ontents on a se!ondary level above itF it is the se!ondary or metalevel that str!tres and
gives meaning to the primary.
6hs "e may say that a patient is one "ho e%perien!es the lo!s of his problem on the
!ons!ios or primary level# sin!e he !annot make the !ontents of his !ons!ios everyday
e%perien!e "hat he "ants them to be. 8e !omes to the therapist and is really saying# E8elp#
help me "ith my metalevels# my frames of referen!e# so that * "ill e%perien!e more !omfort
$adaptation# happiness# !reativity# or "hatever' on my primary level of !ons!ios e%perien!e.
* !annot !hange my o"n !ons!ios e%perien!e be!ase it is being determined by
metastr!tres otside the range of my o"n !ons!ios !ontrol. 2o# 7o!tor# "ill yo please
"ork "ith my metastr!tres p there so * !an e%perien!e some relief do"n hereJE
;ith yor indire!t approa!hes yo are attempting to deal "ith str!tre on these
metalevels rather than the primary level of !ons!ios e%perien!e. 6he patients sally do not
kno" "hat yo are doing be!ase they are limited by the fo!al natre of !ons!iosness to
the !ontents on their primary levels of a"areness. At present yo are doing this some"hat as
an art form. 6o make left3hemispheri! s!ien!e of this in the ftre# * believe "e "old need
psy!hologists trained in symboli! logi! to analy<e the paradigms "hereby yo deal dire!tly
"ith a patientAs metastr!tres. 6hen "e "ill be able to analy<e and otline those synta!ti!al#
semanti!# and pragmati! paradigms of semioti! that are fndamental in !oping "ith
metalevels. 6hese paradigms !old then be tested empiri!ally in a !ont rolled and systemati!
fashion. $2ee E6he *ndire!t (orms of 2ggestionE in ?ol. * of The Collected 1apers of !ilton
H. Ericson on Hypnosis$ 198.# for or initial effort to tili<e symboli! logi! in the formlation
of sggestionsF see also ;hite# 19,9.'
Alternatively# "e may find that these metalevels are a!tally right3hemispheri! styles of
!oping that have a pe!liar logi! of their o"n in the form of symbols# imagery# and all the
nonrational forms of life e%perien!e that have been intitively re!ogni<ed as healing. *n this
!ase "e need to develop a right3hemispheri! s!ien!e of "hat in the past has been the
domain of mysti!ism# art# and the spirital modes of healing.

RE-ERENCES
')t"ors+ Not: /elo" referen!es for Eri!kson and Eri!kson @ Rossi !an also be fond in the
for volmes of 6he Colle!ted +apers of =ilton 8. Eri!kson on 8ypnosis $Ne" 0ork) *rvington
+blishers# 198.')
?olme 1) :n the natre of hypnosis and sggestion
?olme 4) 8ypnoti! alteration of sensory# per!eptal and psy!hophysi!al pro!esses
?olme 1) 6he hypnoti! investigation of psy!ho dynami! pro!esses
?olme -) 8ypnotherapy) *nnovative approa!hes
(or a !omplete listing of the arti!les in ea!h volme# see Contents and Appendi% 1 in ?olme 1.
/akan# +. 8ypnoti<ability# laterality of eye3movements# and fn!tional brain asymmetry. +er!eptal and
=otor 2kills# 1959# 48# 94,3914.
/andler# R.# @ Crinder# B. +atterns of the hypnoti! te!hni&es of =ilton 8. Eri!kson# =.7. $?ol. 1'.
Cpertino# Calif.) =eta +bli!ations# 19,I.
/arber# 6. 8ypnosis) A s!ientifi! approa!h. Ne" 0ork) ?an Nostrand Reinhold# 1959.
/ateson# C. 2teps to an e!ology of mind. Ne" 0ork) /allantine# 19,4.
/ateson# C. =ind and natre. Ne" 0ork) 7tton# 19,9.
/ernheim# 8. 2ggestive therapeti!s) A treatise on the natre and ses of hypnotism. ;estport#
Conn.) Asso!iated /ooksellers# 19I,. $:riginally pblished# Ne" 0ork) +tnam# 1885# C. A.
8erter# =.7.# trans.'
/ird"histell# R. *ntrod!tion to kinesi!s. Loisville# Oy.) 9niversity of Loisville +ress# 19I4.
/ird"histell# R. Oinesi!s and !onte%t. +hiladelphia) 9niversity of +ennsylvania +ress# 19,1.
/ohm# 7. *ntervie". /rainN=ind /lletin# 19,,# 4# 41.
/raid# B. 6he po"er of the mind over the body. London) Chr!hill +ress# 18-5.
/raid# B. 6he physiology of fas!ination of the !riti!s !riti!ised. =an!hester# England) Crant @ Co.#
18II.
/reer# B.# @ (red# 2. 2tdies on hysteria $B. 2tra!hey# Ed. and trans.'. Ne" 0ork) /asi! /ooks# 19I,.
$:riginally pblished# 189I.'
Carnap# R. Logi!al synta% of langage. +aterson# Ne" Bersey) Littlefield# Adams# 19I9.
Changea%# B.# @ =ikoshiba# O. Ceneti! and Eepigeneti!E fa!tors reglating synapse formation in
vertebrate !erebellm and ne3roms!lar >n!tion. +rogress in /rain Resear!h# 19,8# -8#
-1355.
Char!ot# B. Note sr les divers etats nerve% determines par
(hypnoti<ation sr les hystero3epilepti&es. C. R. de *AA!ad des
2!ien!es# +aris# 1884.
Chevrel# =. 7e la bagette divinatorie. +aris) =allet3Ri!helie# 18I-. Cheek# 7. 9n!ons!ios
per!eptions of meaningfl sonds dring srgi!al
anesthesia as revealed nder hypnosis. Ameri!an Bornal of
Clini!al 8ypnosis# 19I9# 1# 1.13111.
Cheek# 7. Removal of sb!ons!ios resistan!e to hypnosis sing ideomotor &estioning te!hni&es.
Ameri!an Bornal of Clini!al 8ypnosis# 195.# 1# 1.131.,. Cheek# 7. 6he meaning of
!ontined hearing sense nder general !hemo3
anesthesia) A progress report and a report of a !ase. Ameri!an
Bornal of Clini!al 8ypnosis# 1955# -# 4,I348.. Cheek# 7. Commni!ation "ith the !riti!ally ill.
Ameri!an Bornal of
Clini!al 8ypnosis# 1959#14# ,I38I.$a' Cheek# 7. 2ignifi!an!e of dreams in initiating prematre labor.
Ameri!an
Bornal of Clini!al 8ypnosis# 1959#14# I31I.$b' Cheek# 7. 2e&ential head and sholder movements
appearing "ith age
regression in hypnosis to birth. Ameri!an Bornal of Clini!al
8ypnosis# 19,-#15# 4513455. Cheek# 7.# @ LeCron# L. Clini!al hypnotherapy. Ne" 0ork) Crne @
2tratton# 1958. 7ar"in# C. 6he e%pression of emotions in man and animals $"ith a +refa!e
by =argaret =ead'. Ne" 0ork) +hilosophi!al Library# 19II.
$Athori<ed ed.# originally pblished# 18,4.' 7ement# ;. 2ome mst "at!h "hile some mst sleep.
Ne" 0ork) Norton#
19,8. Eri!kson# =. 6he method employed to formlate a !omple% story for the
ind!tion of an e%perimental nerosis in a hypnoti! sb>e!t.
Bornal of Ceneral +sy!hology# 19--# 11# 5,38-. Eri!kson# =. 8ypnoti! psy!hotherapy. 6he =edi!al
Clini!s of North
Ameri!a# 19-8# I,13I81.
Eri!kson# =. +sedo3orientation in time as a hypnotherapeti! pro!edre. Bornal of Clini!al and
E%perimental 8ypnosis# 19I-# 4#
4513481. Eri!kson# =. Natralisti! te!hni&es of hypnosis. Ameri!an Bornal of
Clini!al 8ypnosis# 19I8#1# 138. Eri!kson# =. 8istori!al note on the hand levitation and other ideomotor
te!hni&es. Ameri!an Bornal of Clini!al 8ypnosis# 1951# 1#
1953199. Eri!kson# =. A hypnoti! te!hni&e for resistant patients. Ameri!an
Bornal of Clini!al 8ypnosis# 195-#,# 8384.$a' Eri!kson# =. +antomime te!hni&es in hypnosis and the
impli!ations.
Ameri!an Bornal of Clini!al 8ypnosis# 195-# ,# 5I3,..$b' Eri!kson# =. 6he !olle!ted papers of =ilton
8. Eri!kson on hypnosis $- vols.'. Edited by Ernest L. Rossi. Ne" 0ork) *rvington +blishers#
198.. Eri!kson# =.# @ Eri!kson# E. Con!erning the !hara!ter of posthypnoti!
behavior. Bornal of Ceneral +sy!hology# 19-1# 4# 9-3111. Eri!kson# =.# 8aley# B.# @ ;eakland# B. A
trans!ript of a tran!e
ind!tion "ith !ommentary. Ameri!an Bornal of Clini!al 8ypnosis# 19I9# 4# -938-. Eri!kson# =.# @
Rossi# E. ?arieties of hypnoti! amnesia. Ameri!an
Bornal of Clini!al 8ypnosis# 19,-#15# 44I3419. Eri!kson# =.# @ Rossi# E. ?arieties of doble bind.
Ameri!an Bornal of
Clini!al 8ypnosis# 19,I#1,# 1-131I,.
Eri!kson# =.# @ Rossi# E. 6"o3level !ommni!ation and the mi!ro3dynami!s of tran!e. Ameri!an
Bornal of Clini!al 8ypnosis# 19,5#
18# 1I131,1. Eri!kson# =.# @ Rossi# E. Atohypnoti! e%perien!es of =ilton 8.
Eri!kson. Ameri!an Bornal of Clini!al 8ypnosis# 19,,# 4.# 153I-. Eri!kson# =.# @ Rossi# E.
8ypnotherapy) An e%ploratory !asebook. Ne"
0ork) *rvington +blishers# 19,9. Eri!kson# =.# Rossi# E.# @ Rossi# 2. 8ypnoti! realities. Ne" 0ork)
*rvington +blishers# 19,5. Esdaile# B. =esmerism in *ndia and its pra!ti!al appli!ation in srgery and
medi!ine. 8artford# Conn.) 2. Andrs @ 2on# 18I.. $Repblished
and retitled) 8ypnosis in medi!ine and srgery. An introd!tion
and spplemental reports on hypnoanesthesia by ;. Oroger. Ne"
0ork) Blian +ress# 19I,.'
(ast# B. /ody langage. Ne" 0ork) =. Evans# 19,.. (edern# +. Ego psy!hology and the psy!hoses.
Ne" 0ork) /asi! /ooks#
19I4. Coffman# E. Relations in pbli!) =i!rostdies of the pbli! order. Ne"
0ork) /asi! /ooks# 19,1. Coleman# 7.# @ 7avidson# R. Cons!iosness) /rain# states of a"areness
and mysti!ism. Ne" 0ork) 8arper @ Ro"# 19,9. Creenogh# ;.# @ Braska# B. 2ynapti! prning.
+sy!hology 6oday# Bly
19,9# p. 14.. Crinder# R.# 7elo<ier# B.# @ /andler# R. +atterns of the hypnoti!
te!hni&es of =ilton 8. Eri!kson# =.7. $?ol. 4'. Cpertino#
Calif.) =eta +bli!ations# 19,,. 8aley# B. Advan!ed te!hni&es of hypnosis and therapy) 2ele!ted
papers of
=ilton 8. Eri!kson# =.7. Ne" 0ork) Crne @ 2tratton# 195,. 8allet# B.# @ +elle# A. Animal kitab. Ne"
0ork) (a"!ett Crest# 195,. 8iatt# B.# @ Oripke# 7. 9ltradian rhythms in "aking gastri! a!tivity.
+sy!hosomati! =edi!ine# 19,I# 1,# 14.314I. 8ilgard# E. 8ypnoti! 2s!eptibility. Ne" 0ork) 8ar!ort
/r!e @ ;orld#
195I. 8bel# 7.# ;iesel# 6.# @ Le?ay# 2. +lasti!ity of o!lar dominan!e !olmns in monkey striate
!orte%. +hilosophi!al 6ransa!tions of
the Royal 2o!iety# 2er. /# 19,,# 4,8# 1,,3-.9. 8ll# C. 8ypnosis and sggestibility) An e%perimental
approa!h. Ne"
0ork) Appleton3Centry# 1911. Bng# C. Colle!ted "orks. +rin!eton) +rin!eton 9niversity
+ress#
/ollingen 2eries LL. Edited by 2ir 8erbert Read# =i!hael
(ordham# =.7.# and Cerhard Adler# +h.7. 6ranslated by R. (.
C. 8ll.
?ol. 5) +sy!hologi!al types# 19,1. ?ol. ,) 6"o essays on analyti!al psy!hology# 19I1. ?ol. 8) 6he
str!tre and dynami!s of the psy!he# 195.. ?ol. 9) Ar!hetypes of the !olle!tive n!ons!ios
$+art *'# 19I9. ?ol. 14) +sy!hology and al!hemy# 19I1. ?ol. 11) Al!hemi!al stdies# 195,. ?ol.
l-)=ysterim !onin!tionis# 1951.
?ol. 18) 6he symboli! life# 19,5. $;illiam =!Cire# E%e!tive Editor' LeCron# L. A hypnoti! te!hni&e
for n!overing n!ons!ios material.
Bornal of Clini!al and E%perimental 8ypnosis# 19I-# 4# ,53,9. LeCron# L. A stdy of age regression
nder hypnosis. *n L. LeCron
$Ed.'# E%perimental hypnosis# Ne" 0ork) Citadel# 195I. Ld"ig# A. An histori!al srvey of the early
roots of mesmerism.
*nternational Bornal of Clini!al and E%perimental 8ypnosis#
195-#14# 4.I341,. =ile!hnin# A. 6he +avlovian syndrome) A tran!e state developing in
starvation vi!tims. Ameri!an Bornal of Clini!al 8ypnosis# 1954#
-# 1543158. =iller# C.# Calanter# E.# @ +ribram# O. 6he plans and str!tre of
behavior. Ne" 0ork) 8olt# Rinehart @ ;inston# 195.. =oore# A.# @ Amstey# =. 6oni! immobility) +art **.
Effe!ts of mother3
neonate separation. Bornal of Neropsy!hiatry# 1951# -# 11831--. +ribram# O. Langages of the
brain) E%perimental parado%es and prin!iples in neropsy!hology. =onterey# Calif.)
/rooksNCole# 19,1. +ribram# O. ;hat the fss is all abot. Revision# 19,8#1# 1-318. Ravit<# L.
8istory# measrement# and appli!ability of periodi! !hanges in
the ele!tromagneti! field in health and disease. Ameri!an Ar!hives of Ne" 0ork 2!ien!e# 1954# 98#
11--314.1. Ravit<# L. Ele!tro dynami! man en!apslated. +aper presented at the 15th
annal meeting# Ameri!an 2o!iety of Clini!al 8ypnosis# 6oronto#
:ntario# 19,1. Rossi# E. 7reams and the gro"th of personality) E%panding a"areness in
psy!hotherapy. Ne" 0ork) +ergamon# 19,4. Rossi# E. 6he dream3protein hypothesis. Ameri!an
Bornal in +sy!hiatry#
19,1#11.# 1.9-31.9,.$a' Rossi# E. +sy!hologi!al sho!ks and !reative moments in psy!hotherapy.
Ameri!an Bornal of Clini!al 8ypnosis# 19,1#15# 9344.$b'
Rossi# E. +sy!hosynthesis and the ne" biology of dreams and psy!hotherapy. Ameri!an Bornal of
+sy!hotherapy# 19,1# 4,# 1-3-1.$!'
Rossi# E. 6he !erebral hemispheres in analyti!al psy!hology. Bornal of Analyti!al +sy!hology# 19,,#
44# 143I1.
2hor# R. 8ypnosis and the !on!ept of the generali<ed reality3orientation. Ameri!an Bornal of
+sy!hotherapy# 19I9#11# I8435.4.
2hlik# A. Right3 verss left3hemispheri! !ommni!ation styles in hypnoti! ind!tions and the
fa!ilitation of hypnoti! tran!e. 9npblished do!toral dissertation# California 2!hool of
+rofessional +sy!hology# (resno# 19,9.
2idis# /. 6he psy!hology of sggestion. Ne" 0ork) Appleton# 1898.
2nyder# E. 8ypnoti! poetry. +hiladelphia) 9niversity of +ennsylvania +ress# 191..
6art# C. =easring the depth of an altered state of !ons!iosness# "ith parti!lar referen!e to self3
report s!ales of hypnoti! depth. *n E. (romm @ R. 2hor $Eds.'# 8ypnosis) Resear!h
developments and perspe!tives. Chi!ago) Aldine +blishing# 19,4# --I3-,,.
6intero"# =. (ondations of hypnosis. 2pringfield# 111.) Charles C. 6homas# 19,..
?olgyesi# (. 8ypnosis in man and animals $4nd ed.'. Los Angeles) ;ilshire /ooks# 1958. $Revised in
!ollaboration "ith C. Olm3bies.'
;atson# B. +sy!hology from the standpoint of a behaviorist. +hiladelphia) Lippin!ott# 1919.
;at<la"i!k# +. 6he langage of !hange. Ne" 0ork) /asi! /ooks# 19,8.
;ta<la"i!k# +.# /eavin# A.# @ Ba!kson# 7. +ragmati!s of hman !ommni!ation. Ne" 0ork) Norton#
195,.
;at<la"i!k# +.# ;eakland# B.# @ (is!h# R. Change. Ne" 0ork) Norton# 19,-.
;eber# R. 6he enfolding3nfolding niverse) A !onversation "ith 7avid /onm. Revision# 19,8# 1# 4-3
I1.
;eit<enhoffer# A. 8ypnotism) An ob>e!tive stdy in sggestibility. Ne" 0ork) ;iley# 19I1.
;eit<enhoffer# A. Ceneral te!hni&es of hypnotism. Ne" 0ork) Crne @ 2tratton# 19I,.
;hite# 7. Eri!ksonian hypnotherapeti! approa!hes) A !ase stdy of the treatment of obesity sing
indire!t forms of sggestion. 9npblished do!toral dissertation# 9. 2. *nternational 9niversity#
2an 7iego# 19,9.
;hitehead# A.# @ Rssell# /. +rin!ipia mathemati!a. Cambridge) Cambridge 9niversity +ress# 191..