EXPERIENCING HYPNOSIS:

THERAPEUTIC APPROACHES TO ALTERED STATES

By Milton H. Erickson, M.D. and Ern st !. 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!l ding information storage or retrieval# in "hole or in part $e%!ept for brief & otations in !riti!al arti!les or revie"s'# "itho t "ritten permission from the p blisher. (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. Ern st Rossi

;e dedi!ate this vol me to Eli<abeth Eri!kson and =argaret Ryan# "hose tho ghtf l 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!t re b. 9tili<ation Approa!hes to *ndire!t Comm ni!ation 1. Lang age and the Art of 2 ggestion 4. = ltiple Levels of Comm ni!ation in 8ypnosis 1. *nternal Responses as the Essen!e of 2 ggestion -. *ndire!t Comm ni!ation in the :!ean =onar!h Le!t re II. Catalepsy in Hypnotic Induction and Therapy a. Catalepsy in 8istori!al +erspe!tive b. Re!ogni<ing 2pontaneo s Catalepsy !. (a!ilitating Catalepsy d. 9tili<ing Catalepsy e. 2 mmary f. E%er!ises "ith Catalepsy 7emonstration in the 9se of Catalepsy in 8ypnoti! *nd !tion) 8and Levitation in a /lind 2 b>e!t III. Ideomotor Signaling in Hypnotic Induction and Therapy a. *deomotor =ovements and 2ignaling in 8istori!al +erspe!tive b. Re!ogni<ing 2pontaneo s *deomotor 2ignaling !. (a!ilitating *deomotor 2ignaling d. (a!ilitating *deosensory 2ignaling e. 9tili<ing *deomotor 2ignaling f. 2 mmary g. E%er!ises in *deomotor 2ignaling An A dio3?is al 7emonstration of *deomotor =ovements and Catalepsy) 6he Reverse 2et to (a!ilitate 8ypnoti! *nd !tion I. The Experiential Learning of Trance by the Skeptical ind 2ession :ne) 6he E%periential Learning of =inimal =anifestations of 6ran!e 2ession 6"o) 6he E%periential Learning of 8ypnoti! +henomena 1. 7isso!iation and the =odern E%periential Approa!h to Altered 2tates 4. Learning *ndire!t Comm ni!ation) (rames of Referen!e# =etalevels# and +sy!hotherapy

IN$ROD%C$ION
6his book is a !ontin ation of o r earlier "ork in Hypnotic !ealities $Eri!kson# Rossi# @ Rossi# 19,5' and Hypnotherapy" An Exploratory Casebook $Eri!kson @ Rossi# 19,9'# "hereby the senior a thor# =ilton 8. Eri!kson# trains the > nior a thor# Ernest L. Rossi# in !lini!al hypnosis. 6aken together# these three vol mes 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 vol mes to !hes ltimately on the nat re of h man !ons!io sness and s ggests a variety of open3ended approa!hes to fa!ilitate its e%ploration in hypnotherapy as "ell as in more formal resear!h sit ations. *ndire!t !omm ni!ation is the overall !on!ept "e se to !over "hat "e have vario sly des!ribed as t"o3level !omm ni!ation# the nat ralisti! 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 !omm ni!ation is s ally not a"are of the e%tent to "hi!h his or her asso!iative pro!esses have been set in motion a tomati!ally in many dire!tions. 8ypnoti! s ggestion re!eived in this manner res lts in the a tomati! evo!ation and tili<ation of the patientAs o"n ni& e repertory of response potentials to a!hieve therape ti! goals that might have been other"ise beyond rea!h. *n o r previo s vol mes "e o tlined the operation of this pro!ess as the microdynamics of trance induction and suggestion. Altho gh this is the essen!e of the senior a thorAs original !ontrib tion to modern s ggestion theory# "e "ill revie" in this vol me some of the many means and meanings that other a thors have sed as they str ggled to rea!h an nderstanding of indire!t !omm ni!ation in the long history of hypnosis. 6he first se!tion of this vol me presents an histori!ally important le!t re on !lini!al hypnosis by the senior a thor "herein "e "itness his transition from the older a thoritarian approa!h to hypnosis to the ne" permissive approa!hes# "hi!h he pioneered. 7 e to the ni& e nat re of this presentation# an a dio !assette of it a!!ompanies this vol me. ;e strongly re!ommend that o r professional readers listen to this !assette and savor it a bit before dealing "ith the le!t re as presented in the te%t. 6he se!ond and third se!tions of this vol me fo! s on the phenomena of !atalepsy and ideomotor signaling# t"o of the senior a thorAs 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 therape ti! tran!e and ho" to evoke the patientAs repertory of life e%perien!es and invol ntary response systems that are tili<ed in hypnotherapy. As is !hara!teristi! of o r previo s "ork# the gro"ing edge of o r ! rrent nderstanding of the s b>e!tive e%perien!e of !lini!al tran!e and altered states is dis! ssed thro gho t. A film of Eri!kson made by Ernest 8ilgard and Bay 8aley at 2tanford 9niversity is available from *rvington + blishers for st dy by serio s st dents "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 f rther resear!h on and development of this reverse3set approa!h "ill greatly e%pand o r nderstanding of the dynami!s of tran!e and serve as the fo ndation for a ne" generation of more effe!tive approa!hes in hypnotherapy. 6he fo rth se!tion# dealing "ith the e%periential learning of hypnosis# ill strates one of the senior a thorAs 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 ill strative of the problem fa!ed by a modern# rational# s!ientifi!ally trained mind in learning to e%perien!e hypnoti! phenomena. 8erein are ill strated many of the phenomena and parado%es of modern !ons!io sness as it seeks to nderstand more abo t itself by making an effort to trans!end its ! rrent limitations.
Ernest Rossi alibu# California

SEC$ION I

$" Indir ct '((roac" to Hy(nosis

;e begin here by ill strating the indire!t approa!h to hypnoti! !omm ni!ation thro gh the trans!ription of a le!t re given by the senior a thor before a gro p of his professional !olleag es. ;e then o tline o r ! rrent nderstanding of this approa!h and its relevan!e for fa!ilitating the pro!esses of hypnoti! ind !tion and therape ti! tran!e.

'. HYPNOSIS IN PSYCHI'$RY: $HE OCE'N MON'RCH !EC$%RE

6his le!t re is an n s ally !lear and s !!in!t presentation of the senior a thorAs 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 a thoritarian methods of the past to his pioneering "ork "ith the more permissive and insightf l approa!hes !hara!teristi! of o r ! rrent era. *n the a!t al "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 n mber of times Dand even manipulate and seduce appear on!e ea!hDit is evident from the broader !onte%t that they are o tmoded in the traditional a thoritarian 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 hypnotherape ti! intera!tion is the patient# not the therapist. 6he patientAs potentials and pro!livities a!!o nt for most of the varian!e $"hat a!t ally happens' in hypnotherapy# not the p rported Epo"ersE of the hypnotist. 6he therapist does not !ommand the patientF rather# as the senior a thor says# E*t is al"ays a matter of offering them GpatientsH the opport nity of responding to an idea.E *t is no" re!ogni<ed that the hypnotherapist offers the patient many approaches to hypnoti! e%perien!e rather than imposing hypnoti! techni$ues. 6he !on!ept of techni$ue implies the me!hani!al and repetitio s appli!ation of a parti! lar pro!ed re 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 vario s hypnoti! phenomena and hypnotherape ti! responses may be e%perien!ed. 6herapists do not E!ontrolE the patientsF rather# they help the patients learn to E tili<eE their o"n potentials and repertory of n!ons!io s skills in ne" "ays to fa!ilitate the desired therape ti! o t!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 individ al. Every hypnotherape ti! intera!tion is essentially a !reative endeavorF !ertain kno"n prin!iples are being applied# b t the infinite possibilities "ithin ea!h patient re& ire an essentially e%ploratory approa!h to a!hieve the therape ti! goals. 6his le!t re is highly !hara!teristi! of the senior a thorAs style of presenting his approa!h to hypnoti! ind !tion and hypnotherapy. Listening to it on the !assette a!!ompanying this vol me in a rela%ed mood may have important val es for the reader that are not !ontained in the edited version presented in this vol me. /efore reading any f rther# then# the reader may best listen to the !assette labeled E8ypnosis in +sy!hiatry) 6he :!ean =onar!h Le!t re.E 6hose readers "ho are familiar "ith o r t"o previo s 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!t re.

'. HYPNOSIS IN PSYCHI'$RY: $" Oc an 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!t ally 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 abo t yo r patients !lini!ally. *t is desirable to se this frame"ork be!a se of the ease of !on!ept formation for the patient. * like to regard my patients as having a !ons!io s mind and an n!ons!io s# or s b!ons!io s# 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 talking 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 abo t the depth of the tran!e the patient is in be!a se * find that one !an do e%tensive and deep psy!hotherapy in the light tran!e as "ell as in the deeper medi m tran!e. :ne merely needs to kno" ho" to talk to a patient in order to se! re therape ti! res lts.

! arnin* On +s O&n M t"od o, S)** stion -ollo&in* t" Pati nt+s ! ad

No" the ne%t thing * "ant to stress is the tremendous need for each doctor to 'ork out a method of suggestion for himself. *n developing my o"n te!hni& e# * "orked o t "hat * felt "as a good hypnoti! te!hni& e. *t "as abo t 1. type"ritten pages# single3spa!ed# of the vario s types of s ggestions 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 * !o ld se the "hole 1. pages or * !o ld se > st one page or one paragraph. / t * learned thoro ghly ho" to grad ate my s ggestions# and ho" to lead from one s ggestion 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 H i*"t n R s(onsi. n ss

*n ind !ing a tran!e in yo r psy!hiatri! patient or# for that matter# any patient# it is the fashion in "hi!h yo present the s ggestion 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# * p rposely do so in a very# very gentle fashion so that there is > st a s ggestion that * am lifting the arm# and > st a s ggestion 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 !a ses diffi! lty be!a se yo "ant to stim late 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# b t 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 yo r "ishes pon the patient. 6hat is an effort to dominate the patient. *t is m !h better to s ggest 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.

Pati nt+s -r

do/ to R s(ond: Positi. and N *ati. S)** stions

* have fo nd that patients often have the notion that hypnosis is a po"erf l tool that !an !ompel them to a!t a!!ording to my "ishes. * like to approach my psy!hiatri! patientsD "hether they are ne roti!# emotionally dist rbed# 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 medi m tran!e# or for that matter into a light tran!e. * s ggest also that he never tell me anything more than he really "ants to tell me. * s ally tell my patient that he !an 'ithhold 'hate&er he 'ishes# and to be s re to "ithhold "hatever he "ishes. * am emphasi<ing this point be!a se * "ant yo to have some nderstanding of positive and negative s ggestions. 6o tell a patient# ENo"# tell me all#( is a rather threatening# even dangero s 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.al nc and Nat)ralistic Mod s o, -)nctionin*

No" and again yo "ill meet a patient "ith "hom yo have an immediate rapport# and then yo !an take the dominant attit de. / t one really o ght to be !a tio s. *n sing positive and negative s ggestions# one tries to make it possible for the patient to e%er!ise his o"n ambivalen!e for yo r benefit and for his benefit. 8e is both "illing and n"illing to se! re help from yo # so yo try to define the sit ation for him in s !h a "ay that he !an get help in one dire!tion and ref se help in another sit ation. *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!io s rapport. Let him kno" that yo are definitely interested in him and his problems# and definitely interested in sing hypnosis if in yo r > dgment yo think it "ill help. 2o often * have had patients !ome in and demand that they be hypnoti<ed# to "hi!h * s ally !o nter "ith the statement that it is better for the do!tor to pres!ribe than for the patient to pres!ribe. And s rely if they !an benefit from hypnosis# * "ill employ it. / t then * "ill ask their permission to employ it in the "ay that is most helpf l to them. And "hat have * really s ggestedJ * have s ggested that it be employed in a "ay most helpf l to them. 9s ally * go thro gh the preliminary e%planation that they are going to remain !ons!io s. / t * point o t 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 dist rbing so nds# is rather nimportant. 6he essential point is that they pay attention# not ne!essarily to me# b t to their o"n tho ghtsDespe!ially the tho ghts that flash thro gh their mind# in!l ding the manner and the se& en!e in "hi!h those tho ghts flash thro gh their mined. G8ypnoti! s ggestion al"ays tili<es s !h nat ralisti! modes of f n!tioningF it never imposes anything alien on the patient.H No"# hypnosis is something that allo"s yo to manip late )sicD"e no" prefer utili*e+, the personality in its vario s "ays of f n!tioning. :ne !an ask a patient in the tran!e state to remember something of the past# or to spe! late pon the f t re# or to shift from one gear to another gear. 6oo often there is an attempt to follo" thro gh in a !onsistent "ay on one parti! lar problem# long after the patient has be!ome too fatig ed or too dist rbed emotionally to do that. 0o m st 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 sho ld be in establishing a good personal relationship "ith the patient. :n!e yo have hypnoti<ed patients# they "ill often feel that they !an tr st yo . And# it is important to give them the opport nity of dis!overing that they !an tr st yo . 6herefore# * s ally ask patients in the hypnoti! tran!e some & estion that * kno" they sho ld not ans"er at that time. * ask a & estion# and before they !an possibly hear it# * point o t to them that it is a & estion that sho ld not yet be ans"ered# and that they o ght not to ans"er it ntil the right time !omes along. 6hen * ask them to think abo t "hat * have said. As a res lt# they reali<e that they !an ans"er & estions freely and easily# b t are nder no !omp lsions 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!a se yo are dealing "ith a person that has a !ons!io s mind and an n!ons!io s mind.

Int *ratin* Conscio)s and %nconscio)s ! arnin*

6his brings s to another important point regarding the se of hypnosis. /e!a se yo are dealing "ith a person "ho has both a !ons!io s mind and an n!ons!io s mind# a!hieving good res lts "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!io s learnings "ith !ons!io s learnings. 6his sho ld be foremost in yo r 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 abo t 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!io s habit patterns of response to that parti! lar !olor. And therefore it is essential to integrate the n!ons!io s learnings "ith the !ons!io s learnings. ;hile a patient of mine "as re!overing a tra mati! e%perien!e# she developed a fear of the !olor bl e. 2he had seen her sister nearly dro"n# and her sister had looked de!idedly bl e in appearan!e. 6he patient didnAt really re!over from her fear of bl e# altho gh she !o ld handle anything bl e and look at anything bl e in the tran!e state# ntil she had a feeling of !ons!io s !omfort "hile dealing "ith bl e !loth and bl e !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# b t she did need to have an a"areness that bl e 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" thoro ghly they "ill need to integrate "hat they learn n!ons!io sly "ith "hat they learn !ons!io sly.

Dissociatin* Int ll ct and E/otion in D alin* &it" 'n3i ty, P"o1ia, and $ra)/a
8ypnosis !an also allo" yo to divide p yo r patientAs problems. (or e%ample# a patient !omes to yo "ith some tra mati! e%perien!e in the past "hi!h has res lted in a phobi! rea!tion or an an%iety state. :ne !an p t him in a deep tran!e and s ggest 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 s b>e!ts re!over all the merriment of a >oke "itho t kno"ing "hat the >oke "as. And yet that s b>e!t la ghed and la ghed in the merriest fashion over the >oke# "ondering at the time "hat the >oke "asK Later# * let my s b>e!t remember the a!t al >oke. *n other "ords# one !an split off the intelle!t al 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 o t very thoro ghly over the emotional aspe!ts of a tra mati! e%perien!e and then later let him re!over the a!t al intelle!t al !ontent of the tra mati! e%perien!e. :r# one !an do it in a >igsa" fashionDthat is# let him re!over a little bit of the intelle!t al !ontent of the tra mati! 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. 6h s# yo let the yo ng medi!al st dent see the pit!hfork# then yo let him feel the pain he e%perien!ed in the gl teal 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 f ll horror of his stiffness and rigidity. ?ario s bits of the in!ident re!overed in this >igsa" fashion allo" yo to event ally re!over an entire# forgotten tra mati! e%perien!e of !hildhood Ga gangreno s "o nd 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 serio sly. G2ee Eri!kson @ Rossi# 19,9# for detailed e%amples of these approa!hes.H

-acilitatin* R co. ry and '/n sia o, $ra)/atic E. nts

6his brings s to the possibility of ind !ing a !omplete memory of tra mati! 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 dist rbed 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 b rden# their >ob is too diffi! lt# "hen a!t ally it may be the lingering# n!ons!io s effe!ts of the father relationship# the mother relationship# of their !hildhood. :ne !an a!t ally regress the +atient# ret rn 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 abo t yo r 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 abo t# b t yo kno" "hat he is talking abo t. And therefore# yo !an g ide the patientAs thinking and speaking !loser and !loser to the a!t al problem. 0o !an dete!t the signifi!ant "ords that refer to the tra mati! e%perien!e of "hi!h he is !ons!io sly na"are and th s nderstand the deeper impli!ations of "hat he is talking abo t. GEvent ally# the patient "ill probably be able to deal !ons!io sly "ith the tra mati! e%perien!e. / t "hile !ons!io s a"areness of it is still too painf l# yo !an help him deal indire!tly or metaphori!ally "ith the problem.H

! arnin* t" Indir ct '((roac"

*n this regard# yo need the pra!ti!e of repeatedly attempting to get a patient to talk abo t something in ordinary# everyday life. 0o need the pra!ti!e of trying to get normal hypnoti! s b>e!ts to talk abo t the lighting# for e%ample# in the !orner of the room. :f !o rse# the lighting is not important# b t ho" yo g ide them to talking abo t it is important. 8o" !an yo do thisJ 0o merely need to observe their ordinary tteran!es and !as al !onversation. 6hen# emphasi<e the fa!t that all of a s dden they said the "ord corner# and yo "onder "hy. 2oon# they "ill say something is light# and very shortly yo !an have them talking abo t 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 tra mati! past of the s b>e!t# yo !an g ide every one of yo r remarks in that dire!tion.

Psyc"olo*ical R ori ntation ,or Disc"ar*in* and Dis(lacin* R sistanc : -acilitatin* a Y s S t

;hat are some of the obsta!les that yo "ill en!o nter in sing hypnosisJ 0o r patients in the psy!hiatri! field are often e%!eedingly diffi! lt. 6hey are fearf l to begin "ith# they are distressedDthey do not kno" ho" to handle themselves or they "o ld not be yo r patient. 0o !an employ all of the vario s hypnoti! phenomena. * !an re!all one of my patients "ho !ame to me and spent the time e%plaining that he > st !o ld not talk to me. 6here "as nothing he had to say# and he felt too miserable to be able to have any tho ghts at all. =y response "as simply this) 6hat he !o ld go into a light tran!e and e%perien!e some interesting and rather helpf l phenomena. 8e agreed that he needed some help# b t he didnAt kno" ho" to get it. And so# in an apparently random fashion# * stated that * !o ld pla!e a !hair right there# that it "o ld be > st abo t so far from the book!ase# abo t so far from the door# abo t so far from my desk# and it "o ld 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 "o ld be so far from the book!ase# it "o ld be so far from my desk# it "o ld be so far from the door. At this point * had eli!ited three e%!ellent agreements from my patient "hi!h bro ght s to the statement that if he "ere sitting in the !hair in s !h3and3s !h a relationship# he might find it helpf l to him in talking abo t himself. :f !o rse he risked nothing in saying that he might find it helpf l 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 s b>e!t

really doingJ 8e is agreeing "ith me "itho t kno"ing it that he "o ld find it easier to speak more freely if he "ere sitting in a different position in the offi!e. 6hen * s ggested that it "as impossible# really# to talk in this !hairDthe one that he "as a!t ally sitting inDb t all that "o ld be ne!essary for him to do "o ld be to take the !hair# p t 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 fo nd that "hatever yo !an do to alter the orientation of yo r patients in the offi!e aids them tremendo sly in !omm ni!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 !o rse# 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 s b>e!ts. 2pending a little time "ith normal s b>e!ts "ill enable yo to dis!over all the vario s hypnoti! phenomena.

Har. y, t" Sad Sack: D ( rsonali0ation and Pro4 ction to -r Int ll ct ,or $" ra( )tic C"an*

t"

7epersonali<ation and the pro>e!tion of the self are other very helpf l hypnoti! phenomena. 0o !an tea!h a s b>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 abo t himselfDthe "ay all of s do normally in the theater "hen observing a s spense movie or anything that !ompletely absorbs o r attention. 6hen have yo r patient look at the s!reen and tell him that he is going to see a !ontin o s series of eventsDyo !an have them in the form of moving pi!t res# 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# !o ld one ever make a man o t 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 a dien!e of antagonisti! psy!hoanalysts and residents in psy!hiatryDsome of "hom "ere ndergoing psy!hoanalysis. 6he simple pro!ed re * 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 tho gh he didnAt manifest m !h intelligen!e. 8e "as fearf l# and that "as all * really needed to kno" abo t the man# be!a se kno"ing that he "as intelligent# * also kne" that he !o ld have a rather ri!h fantasy life. And so * s ggested to him that he see a series of movie s!reens or !rystal balls in "hi!h he "o ld see still3life pi!t res of tremendo s 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 aro nd the room for him to look at. 8e sa" the little boy on his "ay to s!hool as a moving pi!t reDmost of them "ere moving pi!t res. 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 p nished rather br tally 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 dep ty "ith a g n in his hand. 6he dep ty 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!t re several years later "hen that same emotion "o ld !ome forth. And he sa" that same boy at the age of 1. o t in the "oods h nting "ith his brother and feeling terrible abo t killing a rabbit. 6hen he sa" the boy abo t the age of 1I lying on the top of a r ined dam and thinking abo t all the dreadf l things

that !an happen to h man beings. And then seeing a yo ng man of abo t 44 "ho had > st been t rned do"n by a girl and felt very "ret!hed and very inferior. And then he sa" that same yo ng man in the same emotional state of depression "ho "as "alking o t of a !o rtho se. 8eAd > st been divor!ed and felt rather s i!idal and tremendo sly inferior. And then he sa" the yo ng man at the age of 48 getting dis!harged from the >ob he liked. And then he sa" the yo ng man at the age of 1. feeling horribly "ret!hed. And * asked 8arvey the intelle!t to revie" all of those pi!t res and "hat they probably meant# and 8arvey revie"ed and analy<ed them for me. And "e spoke abo t the thread of !ontin ity and the repetition of tra mati! e%perien!es that goes thro gh life. / t 8arvey didnAt kno" that he "as talking abo t himself# and 8arvey didnAt kno" that he "as seeing himself. And * !o ld ask him to spe! late on "hat "o ld happen to that yo ng man. And his statement "as that if anything more like that happened to him# he "o ld ndo btedly try to !ommit s i!ideDal"ays on the losing end# sin!e he had lost o t on everything thro gho t life# and maybe tried to !ommit s i!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 self3h miliating s!ra"l he s ally presented. (inally# 8arvey "as able to follo" a posthypnoti! s ggestion to "rite !learly "hen he "as a"ake.H E6his is a bea tif l 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 aro nd and aro nd that gro p of do!tors and demanded that everyone praise his "riting. 8e "as literally a > bilant little boy. And he "as tterly embarrassing to the a dien!e be!a se of his > bilan!e ntil they re!ogni<ed the tremendo s for!e of that. No" 8arveyAs >ob "as a fifth3rate >ob "here his boss ki!ked him aro nd. 8arvey did this "riting# and d ring the rest of the evening he bragged and bragged abo t his e%!ellent hand"riting. And * s ggested that he "o ld keep that sense of a!!omplishment# that sense of personal pride# "ith him# and that he "o ld 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 ho r longer than 8arvey. 8arvey "o ld sit and f me helplessly# Casper =il& etoast fashion# in his !ar "aiting for the other man to !ome to move his !ar. 6hat night 8arvey "ent o t and told the g y# EListen yo big l g# * possibly !o ld pi!k a fight "ith yo for parking yo r !ar in that nasty fashion. 0o Ave done it for a long time and *Ave taken it. ;e !o ld have a fight abo t it# b t *Ad rather invite yo in for a glass of beer# so letAs go talk it over.E 6hat "as the last time that g y ever parked his !ar in s !h a manner as to bo% in 8arveyAs !ar. 8arvey repainted his !ar be!a se he felt a >oy of possession in it. 8e got ne" slip!overs. 8e !hanged his resta rant for a better one. 8e !hanged his rooming ho se for a better rooming ho se. 6hat s rge of >oy over the simple matter of "riting his name legibly and then "riting a simple senten!e# E6his is a bea tif l day in =ar!h#E and giving him permission to feel that tremendo s# boyish s rge of > bilant >oy "as eno gh to !arry him along. * think it "o ld have been an error for me to tell him to go do"n and demand better pay or to tell off that g y "ho parked that !ar in the "rong fashionDbe!a se he didnAt need a dire!tion abo t "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 o ght to do# b t the things that they as personalities have the feeling that they really o ght to do. And one s ally starts "ith rather simple things. /e!a se h man beings are essentially# f ndamentally# rather simple !reat res. And therefore# yo o ght to start simply and let the patients elaborate in a!!ord "ith their o"n personality needsDnot in a!!ord "ith yo r !on!epts of "hat is sef l to them. 0o only interfere "hen they try to destroy themselves.

Indir ct 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! s ggestion. :ften * "ill s ggest to a patient# ECo home today and let yo r n!ons!io s mind think over all the things that have been said# all the things that have been tho ght.E * !an think of one patient in parti! lar "ho "as making a psy!hone roti! o t of herself by going o t into the s nlight and developing an e%tremely severe rash on her arms# ne!k# fa!e. 6hen she "o ld !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!a se every dermatologist and do!tor she had !ons lted had said that it "as > t p re ! ssedness on her part. 2he stated very definitely that she also e%pe!ted me to tell her that it "as p re ! ssedness on her part. 2o * told her it "asnAt ne!essary for me to tell her that be!a se she had already told me# and * "o ld take her "ord for itDb t * "as still entitled to believe my o"n tho ghts on the matter. 6h s# * a!!epted "hat she said to me# b t at the same time * gave tremendo s reservations. * "as still entitled to believe my o"n tho ghts# and she !o ld believe her o"n tho ghts. =y s ggestion to her "as rather simpleDnamely# that she o ght to en>oy as m !h of the s nlight as she "ished# that she really o ght to en>oy the s nlight as m !h as she "anted to. * told her to go home $the patient "as in a medi m tran!e' and lie do"n for an ho r or t"o and let her n!ons!io s mind think over "hat that meant. 2he said that she didnAt need to# that she !ons!io sly remembered "hat * had said. After she had gone home# after she had pro!eeded to sit do"n and rest for an ho r# her rea!tion "as to get p and go o t into the garden. / t she "as also motivated to p t on a very "ide3brimmed hat and long sleeves. No" she fo nd it very en>oyable o t in her yard# and she "orked in her flo"er garden. *n the past she had been told# sensibly eno gh# to avoid the s nlight# to keep o t of the s nlight# to shade herself# to prote!t herself from the s nlight. *# on the other hand# told her to en>oy it. No"# "hat does en>oyment of the s nlight meanJ *t means p tting yo rself in a sit ation "here yo do not have to fight against it# do not have to prote!t yo rself# b t !an really en>oy it. 2he did like her flo"ers very m !h# and they "ere o t in the s n# and therefore she "as able to en>oy the s nlight. 7o yo see the impli!ations of my s ggestion to herJ * did not tell her to avoid the s nlight# * did not tell her to prote!t herself# * told her to en>oy it. And her en>oyment of the s nlight "o ld in!l de en>oying herself post3s nlight# en>oying herself d ring her sleep# en>oying herself the ne%t day. All * needed to do "as to give her the motivation to en>oy the s nlight. 2in!e she "as a rather hostile and antagonisti! person# my s ggestion 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# b t yo r 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 tho gh she protested my high fee. * had a!!epted her protests# and a!!epted them on the gro nds 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 *r ssion and '/n sia: Gainin* Control o. r $ra)/atic E3( ri nc s, M /ory, and R (r ssion
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!a se "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 tremendo sly important to reali<e that there are some good things in their past# and those good things form the ba!kgro nd 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 f lly and !ompletely the vario s tra mati! e%perien!es. * have them re!over the tra mati! 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 yo rself repress or !reate an amnesia for those memories# the patient is n"ittingly t rning over the !ontrol of those tra mati! 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 yo r patient b ilds p eno gh strength to fa!e any parti! lar iss e. 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 sit ation.

S)** stion and t" C nt rin* o, R sistanc

6he type of s ggestions yo give to a patient depends pon the attit de of that patient to"ard yo and the therape ti! pro!ess. * have dealt e%perimentally and !lini!ally "ith the negative# hostile patient and fo nd vario s "ays of meeting this parti! lar brand of resistan!e. 6he patient !an !ome into my offi!e# intending to be totally !ontrary# absol tely resolved to try my patien!e# absol tely 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 previo s to o r meeting# and from these !onta!ts * kne" * had an e%!eedingly antagonisti! man on my hands. ;hen he "alked into my offi!e# his sho lders "ere thro"n ba!k# his >a" > tted o t# he sat do"n perfe!tly pright in the !hair# and said# ENo"# go ahead do!tor and hypnoti<e me.E * told him * tho ght he had far too many resistan!es. And he said that he didnAt !are abo t his resistan!eDmy >ob "as to hypnoti<e him# not to make e%! ses. ;o ld * please get going. * told him * "o ld# and * pro!eeded to s ggest 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 f ll "ell that it "o ld be a total fail re. * "orked on him for abo t an ho r# sing the best domineering te!hni& e * kne"# "hile he sat there smiling at me and resisting me very effe!tively. After * had b ilt p his resistan!e in every possible "ay# * abr ptly said# EE%! se me for a moment.E $* had prepared for this# having heard him over the phone# having read his letters.' * stepped o t into the other room and !ame ba!k "ith a yo ng !ollege girlDa psy!hology st dent and hypnoti! s b>e!t of mine. * bro ght her into the room and said# EElsa# * "o ld like yo to meet 7r. L. 7r. L !ame here to be hypnoti<ed. Elsa# "o ld 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 p t 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 o t of the room. (ifteen min tes later# Elsa !ame to the door and !alled me ba!k into the offi!e. ;hat had * a!t ally doneJ 6he do!tor had his load of resistan!es# "hi!h * !entered all on me so that "hen * "alked o t of the offi!e# * !arried o t 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! s ggestionsJ :f !o rse 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 s b>e!ts to go into a tran!e. *t is one thing to resist me# b t ho" !an yo really resist someone "ho is in a tran!e# "hose one and only p rpose is to p t yo in a tran!e# not to make any other kind of allo"an!es for yo . *tAs very diffi! lt to do that.

Indir ctly Esta1lis"in* Ra((ort &it" R sistant S)14 cts

* kne" t"o do!tors in +hoeni% on "hom yo !o ld "ork all night long "itho t ind !ing tran!es in either of them. 6hey are both e%!ellent hypnotists and they "ere both very !riti!al of me be!a se * hadnAt been able to p t 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 yo rself 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 !o rse they "ent into the tran!e at my s ggestion. After they had p t ea!h other into a deep tran!e# * took !harge of the

sit ation for both of them. 6hat is one te!hni& e )sicD"e no" prefer approach, that * think all of yo sho ld try o t sometime be!a se it "ill tea!h yo a great deal abo t establishing rapport. Neither of those do!tors reali<ed that my instr !tions "o ld res lt in his being in rapport "ith me after he had p t the other do!tor in a tran!e. * & ite often have my patients p t 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. * s ally 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 p t them in a tran!e.

R sistanc 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 s rprise te!hni& e. Allo" me to ill strate. :ne do!tor had !ome 4#... miles to have me p t 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 yo r time.E * heard that "ord time. 6hat !he!k "as to !ompensate me for my time. / t he had !ome to be p t in a tran!e by me. No"# obvio sly# the !he!k "as not to !ompensate me for p tting him in a tran!e# b t > 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 bea tif l >obs of resisting me that * ever sa"# altho gh !ons!io sly he felt that he "as !ooperating. * spent t"o ho rs on the man# sing every te!hni& e that * kne" of to sed !e )sicD"e no" prefer facilitate, him into hypnosis. / t * failed absol tely# and finally * said# E7o!tor# yo Ave paid me for my time. And that is abo t all *Ave been able to give yo . *Am a"f lly sorry * failed. / t before yo leave# *Ad like to take yo o t into the other room and introd !e yo to my "ife. 2he "o ld like to meet yo .E 2o "e "ent o t 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# b t he tho ght he "o ld like to meet yo . 6hen * said# E* "o ld like to shake hands before "e leave# 7o!tor.E 8e very gra!io sly p t o t 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. 2 rely yo do not hypnoti<e a man after yo say goodbye to himK 8e had no defenses# no g ard# no "ay of prote!ting himself. ;hen * rea!hed o t to shake hands goodbye and slo"ly# gently# s ggestibly lifted his arm# ind !ing !atalepsy $see 2e!tion ** for details of !atalepsy and the handshake ind !tion' all the other s ggestions * had given him previo sly abo t going into a tran!e took effe!t. 2o * took him ba!k into the offi!e and spent a !o ple ho rs more "ith him# !orre!ting some diffi! lties that had prevented him from sing hypnosis for over 1I years. 8e had beg n his pra!ti!e sing hypnosis b t had r n into a personal tra mati! e%perien!e. 6hereafter he !o ld 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 ret rned 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" Pati nt+s B "a.ior
*n other "ords# one of the things *Ave mentioned is this matter of s rprise te!hni& e. :ne al"ays tries to se "hatever the patient brings into the offi!e. *f they bring in resistan!e# be gratef l for that resistan!e. 8eap it p in "hatever fashion they "ant yo toDreally pile it p. / t never get disg sted "ith the amo nt of resistan!e. 6hat do!tor !ertainly had plenty of resistan!e n!ons!io sly "hen for t"o ho rs * did everything * !o ld to p t him into a tran!e. And then "hen * took him o t 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 o ght to re!ogni<e that. No" this may seem as if *Am sing anthropomorphi! thinking# b t itAs an easy "ay of !on!ept ali<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 aro nd in the !hair or by doing any n mber 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 "o ld 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 abo t to shift from the right foot to the left footF "hen it "as too late for him to !hange# * "o ld give him the s ggestion 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# * "o ld note > st "hen he "as abo t to do that and then s ggest that he se his right hand no"# and then his left hand. ;hen * sa" he "as abo t to stret!h# * "o ld s ggest 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 la gh at my te!hni& e# my s ggestions# * en!o rage him to la gh# and gently s ggest Ethat no" here is another s ggestion yo "ill probably find very# very# f nny. / t then again * may be mistaken# and yo may not find it f nny at all. * really !anAt tell.E And so *Ave !overed all possibilities. 8e may find it f nny# or he may not find it f nny at all# b t then * really donAt kno"DheAll have to demonstrate to me "hether it is f nny or nf nny# b t in doing so# he doesnAt reali<e that he is obeying my s ggestion that he demonstrate it is f nny or nf nny.

%tili0in* Ordinary B "a.ior and R sistanc

0o m st observe ordinary behavior and be perfe!tly "illing to se it. * have had patients !ome and spend their time ! rsing me be!a se 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 !o ple of more "ords that yo !o ld have added to make it a m !h more emphati! statement.E 2o# * !an s ggest even stronger "ords# and they !an a!!ept my s ggestions# and the first thing they kno" they are a!!epting other "ords# other s ggestions from me. *n that "ay * !an meet them easily on their o"n level. G6hey do not resist my s ggestions be!a se the s ggestions a!!ept# amplify# and tili<e their resistan!e.H 6oo often there is a tenden!y for the operator to think that he m st !orre!t the immediate behavior of the patient. :ne m st not have that attit de. :ne takes the attit de that the patient is there to benefit e&entuallyDperhaps in a day# a "eek# a month# si% months# b t "ithin some reasonable periodDnot in the immediate moment. 6his tenden!y to !orre!t the immediate behavior m st be avoided be!a se the patient really needs to sho" yo that parti! lar behavior.

%tili0in* Sil nc : -acilitatin* %nconscio)s Proc ss #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 yo r la!k of nderstanding of this behavior. / t * tell them that no matter ho" silent they are# their n!ons!io s mind is beginning to think# beginning to nderstand# that they themselves do not need to kno" !ons!io sly "hat is going on in their n!ons!io s mind. ;hat are yo a!t ally saying to themJ .ou are saying that their unconscious mind can no' 'ork# and 'ork secretly# 'ithout the a'areness of the conscious mind. *n this "ay yo are making se of their !ons!io s silen!e and letting them nderstand that they do not have to verbali<e !ons!io sly at all. Their mere presence 'ithin hearing distance of you allo's their unconscious mind to 'ork satisfactorily. * see no reason "hy one sho ld resent the patient sitting & ietly for a "hole ho r. / t it is a "aste of time on yo r part if yo donAt se it for the patient. 0o donAt need to say very m !hDsimply tell the patient# ELet yo r n!ons!io s mind "ork "hile yo r eyes roam aro nd 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!io s mind begins to respond to yo r s ggestions# and yo dis!over that the ho r of !ons!io s silen!e has been sed to prepare the patient for e%perien!ing an hypnoti! tran!e in the f t reDperhaps even in the

very ne%t session.

2) stions and 'ns& rs: D)ration o, S ssions

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 o t of the tran!e state for dis! ssing !ons!io sly "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 ho rs. * had the patient hall !inate his meals# b t d ring that time * "ent h ngryK *Ave seen patients for 14 ho rs# for eight ho rs# preferably for fo r ho rs# and often for t"o or three ho rs# depending pon the patientAs problem and the degree of rgen!y. 9s ally * like to see a patient for only one ho rDthe first part of the ho r may be sed for hypnosis and the last half3ho r 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 f t re date and that he is to feel !omfortable abo t 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 fo r# 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# ro tine pattern for my patients# * arrange a !ompletely random s!hed le for them. * shift them from on!e a month to seven sessions per "eek# ea!h a t"o3ho r session. :r * might shift the patient from a fo r3ho r 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( ri nc s

M. 8o" "o ld yo develop a rapport "ith an individ al "ho has either been hypnoti<ed previo sly 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!io s hypnoti! state in the individ al# and "hat te!hni& es do yo se to over!ome possibly inhibitory s ggestions from previo s# amnesi! hypnoti! e%perien!esJH A. ?ery often a patient "ill go into an a tohypnoti! 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 a tohypnoti! tran!e and literally defying yo to to !h them in any "ay psy!hologi!ally. :!!asionally yo "ill en!o nter people "ho have been hypnoti<ed previo sly and told that they m st 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 bro ght in an e%!ellent s b>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! s b>e!t. / t# nkno"n to me# they had !aref lly given her s ggestions not to let me hypnoti<e her at all. As * "as attempting to hypnoti<e her# * noti!ed one thing immediatelyDaltho gh 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 don/t+( And as * listened to those statements# * reali<ed that they "ere not the simple statements of a person "ho tr ly 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 gro p she kne"# and of !o rse 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 "o ld respond to hypnoti! s ggestion 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 ta ght them. 7o yo see "hat is happening to her alreadyJ 6hen * s ggested that if /ill said that no" yo r arms are getting heavy# "o ld they get heavyJ And if

=eyer said that they "ere getting heavier and heavier# "o ld they be getting heavierJ And of !o rse they began getting heavier. And all * did "as to re!ogni<e that there m st have been a previo s hypnoti! sit ation operating "ithin her. * spe! lated as to "ho "as g ilty 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 previo s s ggestions. :n another o!!asion a s b>e!t vol ntarily stated# E*Ave been hypnoti<ed before# and itAs been tried by many do!tors sin!e# b t *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 yo J 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 yo J 7id he tell yo to !lose yo r 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 yo r arms rigidJE *n this "ay * am trying to evoke in her memory all the forgotten details s rro nding the hypnoti! e%perien!e and to identify myself "ith the stage hypnotist at the time. :!!asionally yo "ill en!o nter patients "ho have been hypnoti<ed by one of yo r !olleag es "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 sit ation. As they begin re!alling the details# they begin to develop the tran!e behavior of that sit ation. And as they develop the tran!e behavior# they "ill then go into a tran!e# and at that point yo p t in the s ggestions) 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 f t re. B st as * am telling yo no" not to go into a tran!e again in the f t re.E / t before they !an a!!ept that s ggestion of not going into a tran!e again in the f t re# they have to go into a tran!e right there in order to a!!ept the s ggestion. 6heir past training has been to a!!ept it. 6hey have been abiding by that sort of s ggestion for perhaps five years. 6hey "ill grad ally go into a tran!e to a!!ept a reinfor!ement of that s ggestion# b t after yo Ave 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 p rposes. Never again in the f t re "ill yo go into a tran!e for a seless# "orthless# ninformative p rpose.E G/y evoking memories of the previo s 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# th s making it possible for hypnosis to o!! r again.H 6his is something all of yo o ght to pra!ti!e in !ooperation "ith one another. Cet a good# intelligent# normal s b>e!t. :ne of yo p t that s b>e!t in a deep tran!e and tell that s b>e!t not to let so3and3so p t him in a tran!e. 6hen let so3and3so "ork o t in his o"n mind the verbali<ation to !orre!t that s ggestion. 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 "itho t first getting p and "ashing the silver"are and the plates at least seven times.E :ne of the first things * "ant to kno" abo t that is ho' did that person sit do"n at the table previo s 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 p tting him in a tran!e and regressing him to a period of seven years ago. *Ave had s b>e!ts tell me that they didnAt think they !o ld go into a tran!e for me. 2o * try to p t 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 abo t 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 o t to them in the tran!e state ho" * have tri!ked them# ho" * have manip lated them# and * offer to give them a posthypnoti! s ggestion

never to go into a tran!e for me again. :r# * s ggest 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 o ght to kno" more abo t it than yo r patients do. 0o o ght to kno" it so thoro ghly that no matter "hat develops in the sit ation# yo !an think of something# yo !an devise something# that "ill meet yo r patientAs needs.

%tili0in* Sl

( or S(ontan o)s $ranc

G2omeone from the a dien!e noti!es that a "oman named =ary is asleep. 8e sho ts this o t 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 !ontin e sleeping if that is yo r "ish. * "ant yo to "ake p if that is yo r "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 !o nsel he needs. And * "ant yo to remember things that he is likely to forget. And donAt let anybody annoy yo . Cive them a merry p sh3aside "henever they try to intr de on yo .

Hy(noti0in* an Entir ')di nc

M. * made mention in one of yo r previo s seminars that it might be better to hypnoti<e the entire gro p "hen these le!t res are given. *n fa!t# * am "ondering if * am hypnoti<ed no". =y arm is beginning to feel f nnyK A. 6hatAs right# do!tor# yo Ave al"ays gone into a tran!e "henever *Ave been le!t ring. No" keep yo r seat and yo r !hair and hold it !omfortably. And let yo r ba!k and yo r sho lders be !omfortable b t s ffi!iently rigid. 0o have been listening to my le!t re in a tran!e# and yo "ill ndo btedly remember it all the better. 6here are some other members of the a dien!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! s ggestion lastJ A. *t depends pon the posthypnoti! s ggestion. *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 !o ld investigate this matter of the persisten!e of posthypnoti! s ggestion. 2he tho ght it "as a good idea. 2o * e%plained that * didnAt kno" "hen "e "o ld 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! s ggestion that * "o ld like to give yo . ;hen "e meet again# if the sit ation and the setting is s itable 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 resta rant for l n!h and looked aro nd for a booth that "e !o ld sit in "hile eating and !onversing. 8e fo nd only one booth available# b t there "as a "oman sitting in it. 8e asked her if "e !o ld >oin her. * "as in the front of the resta rant and not visible to her yet. 2he agreed# so he !ame do"n to the !o nter 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 sit ation# the setting# "as s itable. 6he stranger "ith me "as obvio sly a friend of mine# he "as obvio sly a st dent# she kne" his name# kne" that he had p blished in the field of anthropology# and therefore sho ld 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 tho ght * had > st !ompleted the introd !tion to /ateson. 2he didnAt kno" that she had been in a tran!e. Clearly# the posthypnoti! s ggestion had end red for 1I yearsK And * am !ertain that if * meet her again after not seeing her for & ite some time# and the sit ation is s itable# she "ill go into a tran!e. *Ave done this "ith & ite a n mber of my patients that * havenAt seen for years. 9pon meeting them# they "ill readily go into a tran!e again# "ill readily !arry o t some posthypnoti! s ggestion. 9s ally * 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 "o ld not think of seeing that patient "itho t a very bright p rple tie at least. 6hat patient first !ame to me be!a se of morbid fear of the !olor red. : r "ork together helped to give her a very !omfortable feeling abo t !olor# so that "henever there is a !han!e * might meet that patient# *All p t on one of my brightest p rple 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! s ggestion that * hope stays "ith her for life.

7"y 'r ')di nc M /1 rs Hy(noti0 d89

M. *f yo have given no dire!t verbali<ations for ind !tion to the a dien!e# "hy is it that !ertain individ als in the a dien!e are sho"ing hypnoti! behaviorJ 8ave these individ als "orked "ith yo before and are therefore more in!lined to respond to yo J 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 beforeDaltho gh some of them may have been in the a dien!e last 2 nday "hen * last presented a le!t re. 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 abo t the n!ons!io s mind and the !ons!io s mind. 6heir n!ons!io s mind "as listening# and they "ere n!ons!io sly interested in trying to nderstand my ideas. 8avenAt yo seen the parent "ho is very eager for the baby to !he" solid food go thro gh a !he"ing motionJ Every time the parent "ants the baby to open its mo th# the parent opens his mo th# hoping the baby "ill imitate the a!tion. * have often fo nd that people# "hen attending a le!t re 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!a se she is listening "ith tter intensity. ;hen yo listen to a radio program of m si!# for instan!e# if yo "ant to single o t the instr ments# yo donAt look at a bright light or th mb thro gh a book. 0o !lose yo r eyes# yo n!ons!io sly t rn yo r dominant ear to"ard the m si!# and yo very !aref lly sh t o t visible stim li. *f yo are holding a !old glass in yo r hand# yo p t it do"n so that the !oldness does not divert yo r attention a"ay from the m si!. 0o are not ne!essarily a"are of performing these a!tions be!a se yo r n!ons!io s mind has dire!ted their performan!e. *t kno"s ho" yo !an best hear the m si!. 2imilarly# in a le!t re on hypnosis# people "ill !lose their !ons!io s mind so that they !an listen better "ith their n!ons!io s mind. M. ;ill the people present in the a dien!e "ho are no" in a tran!e state take personally yo r des!riptions of all these posthypnoti! phenomenaJ A. 6hey are very a"are of the fa!t that this is a le!t re# 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!t re.

Indir ct S)** stion -acilitatin* %nconscio)s Proc ss s

* might say something abo t indire!t s ggestion. *Am going to give indire!t s ggestion to somebody in this a dien!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 s ggestionsJ There are a lot of things that you 'ant to accomplish. .our unconscious mind can 'ork on them. And really 'ork on them. GEAs voi!e has softened and his spee!h has slo"ed !onsiderably here.H %ork on them at its con&enience and 'ork &ery hard. )0ause, And three months from no'# six months# nine months from no' a great deal

can be accomplished. .our unconscious mind can really 'ork on those matters. )0ause, !eally 'ork on them. There are a number of them# )0ause, and you can really 'ork 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 'ork 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 take a tremendous unconscious pleasure in letting your unconscious mind 'ork for you. And I think I/ll call it an afternoon# so rouse up e&erybody# 'ider and 'ider a'ake.

B. %$I!I:'$ION 'PPRO'CHES $O INDIREC$ COMM%NIC'$ION

;hile the previo s le!t re 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 gro p hypnosis) 6hose members of the a dien!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 s ggested that the reader might obtain important val es by listening to the !assette re!ording before reading the "ritten material. 6here are several frames of referen!e that !o ld be sed to !on!ept ali<e this approa!h to gro p hypnosis or the hypnoti! fa!ilitation of learning. (rom the frame of !lassi!al theory in the history of hypnosis# the senior a thor ses the format of a le!t re to evoke a series of important ideodynamic processes "ithin the a dien!e. 6hat is# the presentation of ideas on an apparently intelle!t al level a!t ally 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 !omm ni!ationF talking abo t food !an make s a!t ally h ngryF a dis! ssion of the dynami!s of hypnosis "ith interesting !ase histories !an evoke an a!t al e%perien!e of hypnosis in the listener. =any of the senior a thorAs statements in this le!t re3demonstration had ideodynami! impli!ations that !o ld evoke the follo"ing "ithin the a dien!e) $1' interest# motivation# and e%pe!tan!yF $4' learning setsF and $1' patterns of inner sear!h and a tonomo s n!ons!io s pro!esses that !o ld 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 n mber of these statements "ith s !h ideodynami! impli!ations "ere pla!ed in itali!s. *t is by no" a tr ism to say that most "ords# gest res# and statements !an have m ltiple levels of meaning. 6he senior a thorAs nat ralisti! approa!h to indire!t !omm ni!ation is one of the first that seeks to tili<e these m ltiple levels in a systemati! manner# ho"ever. 8e maintains that he is simply follo"ing nat reAs "ay in this $Eri!kson# 19I8'. 6o believe that the mind pro!esses information in a linear# one3tra!k# single3!a se3and3effe!t manner is an ill sion# perhaps perpet ated by o r "idespread relian!e on te!hni!al devi!es s !h as linear type and printing# the digital !omp ter# and the se of logi!al arg ment that pro!eeds systemati!ally from premises to !on!l sion. / t these are only tools# artifi!es. Nat re does not "ork that "ay. Nat re is e!onomi!al in adapting and tili<ing its already e%isting forms for ne" evol tionary p rposes. *n an analogo s manner# Eri!kson helps people break o t of their learned limitations so they !an then reframe their life e%perien!e from a broader perspe!tive. 8e believes that o r ! rrent3day emphasis on e%panding a"areness and heightening !ons!io sness is essentially this pro!ess of breaking o t of o r limiting pre!on!eptions to a broader nderstanding of o r h man possibilities. 6he appli!ation of modern ling isti! and !omm ni!ation theory to the pro!ess of therape ti! !omm ni!ation emphasi<es the vie" that m ltiple levels of meaning $metalevels' !an str !t re 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,,'. Ne ro3psy!hologi!al st dies s ggest that the left and right hemispheres of the brain have different styles of handling information# and th s any !omm ni!ation !an be pro!essed in more than one "ay $Rossi# 19,,F ;at<la"i!k# 19,8F Eri!kson @ Rossi# 19,9F 2h lik# 19,9'. 6he !ommon denominator of all these approa!hes is that h man relations involve vastly more than the simple e%!hange of

ob>e!tive information on one level. Every "ord# phrase# pa se# senten!e# voi!e infle!tion# and gest re "e se !an have m ltiple meanings and ne ropsy!hologi!al effe!ts. 6he st dy of indire!t !omm ni!ation involves the investigation of all these m ltiple meanings and ne ropsy!hologi!al pro!esses that take pla!e a tomati!ally# in an invol ntary manner# belo" o r s al level of a"areness. (rom his earliest !hildhood# Eri!kson developed an n s ally 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!io s aspe!ts of !omm ni!ation. *n "hat follo"s "e "ill first present a fe" re!ent !onversations "herein he indi!ates ho" he developed this sensitivity# then o tline ho" it "as sed in the foregoing :!ean =onar!h Le!t re.

;. !an*)a* and t" 'rt o, S)** stion

E) 6he art of s ggestion 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 vario s definitions that the same "ord !an have# it !hanges entirely yo r !on!eption of that "ord and ho" lang age 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 yo r 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 m ltiple 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 s ggestion is in kno"ing and !orre!tly tili<ing these m ltiple 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. * !o ld be talking to some playmates# and one playmate tho ght * "as talking abo t the dog# another tho ght * "as talking abo t a kite# and another tho ght * "as talking abo t a football. R) 0o "ere al"ays dabbling in m ltiple levels of !omm ni!ationJ E) 6hatAs rightF no" it be!omes a tomati! "hen * do hypnoti! "ork. 6herape ti! tran!e enables patients to re!eive m ltiple levels of !omm ni!ation more easily. R) Can yo provide any general prin!iples of ho" this "orksJ 8o" "o ld yo set p m ltiple levels of !omm ni!ationJ E) 0o have to kno" eno gh abo t the other person# espe!ially their interests. R) 0o se "ords that have !onnotations# asso!iations# and patterns of meaning that have m ltiple appli!ations for the personAs interests and individ ality. *s that the basi! prin!iple yo se in yo r indire!t approa!h to hypnoti! !omm ni!ationJ E) 0es.

=. Int rnal R s(ons s as t" Ess nc o, S)** stion

Eri!ksonAs meaningf l se of vo!al dynami!s is demonstrated by the follo"ing !ommentary on his se of pa ses. 6his e%ample provides !lear eviden!e of his vie" that the essence of suggestion is in the patient/s internal responses to stim li offered by the therapist. 6hese internal responses are the indire!t aspe!ts of hypnoti! !omm ni!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 p rposes. >Pa)s ? 6he pa se 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 s ggestion that does not seem like one# sin!e it is b ried 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! s ggestion. E) 6hat is the hypnoti! st ff# yesK R) 2o this is an indire!t or tili<ation approa!h to effe!ting hypnosis) 0o provide verbal stim li that "ill by asso!iation evoke the hypnoti! responses "ithin the patients. 0o fa!ilitate the patientsA saying the s ggestion to themselves. E) .es# cause them to say it to themsel&es+ R) Co ld "e develop a hypnoti! di!tionaryD"ords and phrases that yo kno" "ill evoke !ertain predi!table responses $the a!t al hypnoti! s ggestion' in the s b>e!tJ ;e need not even talk abo t hypnosis at allF "e > st give !ertain verbal stim li and gest res that "ill evoke in the patient !ertain responses that are of a hypnoti! nat re. E) 2 !h an hypnoti! di!tionary "o ld probably have only limited appli!ation be!a se yo m st att ne yo r vo!ab lary to the individ ality 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!a se this !hild did not readily nderstand her reasoning. *f Eri!kson hid the eggs# the !hild fo nd them & i!kly be!a se he nderstood the "ay his fatherAs mind "orked. 6he !hild "o ld ask at the beginning of the h nt# EAre they hidden the "ay 7addy does or the "ay =ommy doesJE 6his ane!dote reveals ho" even a !hild !an be!ome intimately att ned to the behaviors and by impli!ation the internal asso!iations of the different people abo t him. *t is > st this sensitivity that hypnotherapists need in their "ork.H

@. Indir ct Co//)nication in t" Oc an Monarc" ! ct)r

;e "ill no" o tline a fe" of the approa!hes to indire!t !omm ni!ation that the senior a thor dis! ssed in the :!ean =onar!h Le!t re "hile at the same time he evoked them "ithin some members of the a dien!e. 6hat is# "hile the a dien!e initially e%pe!ted to hear a le!t re abo t hypnosis in psy!hiatry# some members of the a dien!e a!t ally e%perien!ed hypnosis. An apparently ob>e!tive le!t re abo t the nat ralisti! and tili<ation approa!hes to !omm ni!ation a!t ally gave rise in an indire!t manner to hypnoti! e%perien!es "ithin responsive people in the a dien!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 !omm ni!ations !ontaining negatives# dis!laimers# or limiting & alifi!ations. +oliti!ians kno" this "ell) 6hey "ill introd !e

npop lar meas res or their o"n !andida!y to the p bli! by first pro!laiming that they "o ld never s pport s !h3and3s !h a meas re# or they are definitely not a !andidate at this time. 6he listenerAs !ons!io s mind may a!!ept these denials at fa!e val e. 2im ltaneo sly "ith this s rfa!e a!!eptan!e# ho"ever# most listeners "ill also e%plore and pro!ess on an n!ons!io s or metalevel the opposite of any denial and the impli!ations of even the most trivial remarks. ;hen these a tomati! inner e%plorations are at great varian!e "ith the s rfa!e message# the listener "ill be flooded "ith !onfli!t that m st be resolved via his or her o"n parti! lar patterns of psy!hodynami!s. 6he history of the investigation of psy!hopathology from (re d $/re er @ (re d# 189IN19I,' to /ateson $19,4# 19,9' is the re!ord of o r 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!t re Eri!kson introd !es a form of the do ble bind) E;hen * am talking to a person at the !ons!io s level# * e%pe!t him to be listening to me at an n!ons!io s level# as "ell as !ons!io sly.E (e" in the a dien!e "ill re!ogni<e this as a s btle form of the !ons!io s3 n!ons!io s do ble bind# "hi!h "e have dis! ssed in detail previo sly $Eri!kson @ Rossi# 19,I#19,9'. =any in the a dien!e "ho are listening to Eri!kson !aref lly Eat the !ons!io s levelE "ill no"# "itho t & ite reali<ing it# also be listening and re!eiving ideodynami! s ggestions Eat an n!ons!io s level.E Certainly not all listeners "ill be re!eptive to this indire!t !omm ni!ation. *t is primarily those members of the a dien!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 a dien!e "ill not be disposed to the le!t rer and "ill not have a positive e%pe!tan!y and motivation at the !ons!io s level. 8o"ever# even some people "ith s !h !ons!io s resistan!e "ill re!eive and tili<e some of the indire!t !omm ni!ation being offered. Evidently something "ithin them on an n!ons!io s level !an re!ogni<e and a!!ept the val e of "hatAs being offered in spite of the limitations of their !ons!io s attit des.

Catal (sy to H i*"t n R s(onsi. n ss

*n the ne%t se!tions on methods of learning s ggestion and !atalepsy to heighten responsiveness# Eri!kson provides a n mber of ideodynami! s ggestions to the a dien!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 abo t Ein!reased responsiveness#E many members of the a dien!e "ill respond "ith in!reased responsiveness in the here3and3no" sit ation of listening to Eri!kson Eoffering them the opport nity of responding to an idea.E 6he a dien!e members ne%t hear that they !an Efeel free to respond to "hatever degree they "ish#E b t they !an E"ithhold "hatever GtheyH "ishE so that Ethey also begin to develop a !ertain sense of !onfiden!e.E ;e !o ld go on for many pages# analy<ing phrases "ithin ea!h topi! of this le!t re for their possible !omm ni!ation val e for members of the a dien!e as "ell as the patients Eri!kson is ostensibly talking abo t. : r readers "ill by no" probably prefer to do this for themselves as a val able training e%er!ise# ho"ever. 2imply revie"ing the s !!essive topi! headings on Rapport# Ambivalen!e# *ntegrating Cons!io s and 9n!ons!io s Learning# 7isso!iating *ntelle!t and Emotion# and so on !an provide the reader "ith so nd nderstanding of Eri!ksonAs nat ralisti! approa!hes to !omm ni!ation and the "ealth of ideodynami! asso!iations members of the a dien!e !an pi!k p a tomati!ally to tili<e in their o"n ni& e "ay. *n the follo"ing se!tions of this vol me "e "ill e%plore f rther ill strations 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!io sness.

SEC$ION II

Catal (sy in Hy(notic Ind)ction and $" ra(y

Catalepsy# the s spension of vol ntary movement# is generally re!ogni<ed as one of the most !hara!teristi! phenomena of tran!e and hypnosis. /e!a se 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 o tline some of the spontaneo s forms of !atalepsy "e !an observe in everyday life. ;hen these spontaneo s !atalepsies are seen in the !ons lting room# they be!ome important ! es regarding the patientAs inner state and offer an important aven e for ind !ing therape ti! tran!e in the most nat ral manner. As "e !an infer from the previo s se!tion# a simple dis! ssion of these everyday o!! rren!es of !atalepsy !o ld 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 a thorAs 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 n s ally effe!tive means of bypassing the learned limitations of many of o r typi!ally modern and overintelle!t ali<ed patients# "ho "ant to e%perien!e therape ti! tran!e b t have mis nderstandings that interfere "ith its development. Catalepsy !an then be sed as a means of sensiti<ing a patientAs re!eptivity to the n an!es of inner and o ter stim li so he or she !an more readily a!!ept and !arry o t pro!esses of therape ti! !hange. ;hile it may be interesting for professionals to re!eive these ne" !on!eptions of the tili<ation of !atalepsy on an intelle!t al level# it !an be!ome tr ly effe!tive therape ti!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 !ons lting room. /e!a se of this# "e end this dis! ssion "ith a n mber of e%er!ises to g ide the pra!titionerAs a!& isition of these skills. ;e "ill then provide an e%tended demonstration of the se of !atalepsy by the senior a thor. 6his demonstration "as re!orded re!ently $19,5'# "hen the > nior a thor had the opport nity of tape3re!ording the senior a thorAs efforts to ind !e hypnosis in a blind s b>e!t by the hand3levitation approa!h. Eri!kson failed in this demonstrationF that is# the s b>e!t responded in s !h a minimal manner that Eri!kson "as !hallenged to se a vast repertory of his approa!hes. /e!a se of this the demonstration is an e%!ellent vehi!le for st dying his "ork. An a dio3vis al re!ord of Eri!ksonAs approa!hes to !atalepsy that emphasi<e pro!esses of disso!iation is available for his demonstration "ith R th# "hi!h is presented in 2e!tion *** nder the title An A dio3?is al 7emonstration of *deomotor =ovements and Catalepsy) 6he Reverse 2et to (a!ilitate 8ypnoti! *nd !tion. *n the fo rth se!tion is another re!ent demonstration of !atalepsy "ith parti! lar referen!e to ho" it is e%perien!ed s b>e!tively by a skepti!al !ons!io sness 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 s rgi!al anesthesia as follo"s)
* s ally pro!eed in the follo"ing manner# and am in!lined to think that its !omparative rarity in E rope is o"ing to the mesmeri! infl en!e not being at on!e s ffi!iently !on!entrated on the patient# by transmitting it to his brain from all the organs of the operator# and thro gh every !hannel by "hi!h it !an be !omm ni!ated. ;ith the ne!essary degree of patien!e# and s stained attention# the follo"ing pro!ess is so effe!t al in prod !ing !oma# that in a large eno gh field# and "ith properly instr !ted assistants# it may here be obtained daily# for the p rpose of pro! ring insensibilities to s rgi!al operations. No trial nder an ho r sho ld be re!koned a fair one) t"o ho rs are betterF and the most

perfe!t s !!ess "ill often follo" fre& ent fail res# b t insensibility is sometimes ind !ed in a fe" min tes. 7esire the patient to lie do"n# and !ompose himself to sleep# taking !are# if yo "ish to operate# that he does not kno" yo r 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 yo rself so as to be able to bring yo r fa!e into !onta!t "ith his# and e%tend yo r hands to the pit of the stoma!h# "hen it is "ishedF make the room dark# en>oin & iet# and then sh tting yo r patientAs eyes# begin to pass both yo r hands# in the shape of !la"s# slo"ly# "ithin an in!h of the s rfa!e# from the ba!k of the head to the pit of the stoma!hF d"elling for several min tes over the eyes# nose# and mo th# and then passing do"n ea!h side of the ne!k# go do"n"ards to the pit of the stoma!h# keeping yo r hands s spended there for some time. Repeat this pro!ess steadily for a & arter of an ho r# breathing gently on the head and eyes all the time. 6he longit dinal passes may then be advantageo sly terminated# by pla!ing both hands gently# b t 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# b t 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 o t of every ne" position# the pro!ess has been s !!essf lF 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# b t it !an o!!asionally be reprod !ed by !ontin ing the pro!ess# and then the sleeper remembers nothingF he has only been dist rbed by a night3mare# of "hi!h on "aking he retains no re!olle!tion. $19I,# pp. 1--31-I'

6here are a n mber of observations in this passage that are note"orthy for o r ! rrent nderstanding of tran!e and !atalepsy. 6he first is that time itself is a very important !onsideration. 6ran!e s ffi!ient for s rgi!al anesthesia re& ired one or t"o ho rs of ind !tion. 6hen as no"# ho"ever# there "as e%treme variation in s s!eptibility to hypnoti! e%perien!eF some patients re& ired only a fe" min tes. Another interesting observation is the importan!e of the element of s rpriseF fear and a kno"ledge of the do!torAs intention Eare destr !tive to the physi!al impression re& ired.E 6his sort of Es rprise s rgeryE is !ertainly not in keeping "ith modern tastes# tho gh "e !an nderstand ho" it may have been needed in EsdaileAs day. *t does indi!ate the importan!e of distra!tion and s rprise as an important fa!ilitator of hypnosis. ;hat is an appropriate distra!tion and s rprise !an vary from one s b>e!t to another# ho"ever. *t is a part of the art of the hypnotherapist to tili<e appropriately !onstr !ted s rprises s itable for the individ ality of ea!h s b>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 abo t the patientAs !ondition has al"ays been a basi! problem in st dying hypnosis and in its pra!ti!al tili<ation. 6he nat ral and spontaneo s 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 (ort nately# tran!e !o ld 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!t ally "as some sort of a physi!al Emesmeri! infl en!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! fl idE and that the mesmeri! infl en!e !o ld be transmitted thro gh the air for !onsiderable distan!es and even thro gh dense metals $19I,# p. 4-5'. 2 bse& ent e%perimentation by other pioneers in hypnosis s !h as /raid $18II' established that tran!e re& ired no fl ids or magnets b t "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 o rs 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 p rpose of determining the nat re and !a se of mesmeri! phenomena. 8itherto it had been alleged that the mesmeri!

!ondition arose from the transmission of some magneti! fl id# or o!! lt infl en!e# fl id# 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 infl en!e theory# by prod !ing analogo s phenomena simply by !a sing s b>e!ts to ga<e "ith fi%ed attention for a fe" min tes at inanimate ob>e!ts. *t "as th s !learly proved that it "as a s b>e!tive infl en!e# res lting from some pe! liar !hange "hi!h the mind !o ld prod !e pon the mental and physi!al f n!tions# "hen !onstrained to e%er!ise a prolonged a!t of fi%ed attention. * therefore adopted the term hypnotism# or nervo s 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 s b>e!t in hand# intensified# in a !orrespondingly greater degree# "hatever infl en!e the mind of the individ al !o ld prod !e pon his physi!al f n!tions d ring the "aking !ondition# "hen his attention "as so m !h more diff sed and distra!ted by other impressions. =oreover# inasm !h as "ords spoken# or vario s sensible impressions made on the body of an individ al by a se!ond party# a!t as s ggestions of tho ght and a!tion to the person impressed# so as to dra" and fi% his attention to one part or f n!tion of his body# and "ithdra" it from others# "hatever infl en!e s !h s ggestions and impressions are !apable of prod !ing d ring the ordinary "aking !ondition# sho ld nat rally be e%pe!ted to a!t "ith !orrespondingly greater effe!t d ring the nervo s 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 pers aded that this is the most philosophi!al mode of vie"ing this s b>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 ob1ect 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 attention Dthat is# a state of monoideismD"hether that may be by re& esting the s b>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 manoe vres of the mesmeri<er. $pp. 1,431,-'

;hile /raid had a !lear insight into the psy!hologi!al aspe!t of hypnosis# other investigators !ontin ed to sear!h for its physiologi!al basis. *n his early efforts to establish hypnosis as a somati! phenomenon Char!ot $1884' o tlined three progressive stagesDthe !atalepti! state# the lethargi! state# and the state of artifi!ial somnamb lism. 8e des!ribed the first as follo"s $!ited in ;eit<enhoffer# 19I,')
6he Catalepti! 2tateD6his may be prod !ed) $a' primarily# nder the infl en!e of an intense and ns spe!ted noise# of a bright light presented to the ga<e or# again# in some s b>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 s b>e!t th s 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 attit de 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 fig re. 6he tendon refle% disappears. Ne rom s! lar hypere%!itability is absent. 6here is !omplete insensibility to pain# b t some senses retain their a!tivity at any rate in partDthe m s! lar sense# and those of sight and hearing. 6his !ontin an!e of sensorial a!tivity often enables the e%perimenter to infl en!e the !atalepti! s b>e!t in vario s "ays# and to develop in him by means of s ggestion a tomati! imp lses# and also to prod !e hall !inations. ;hen this is the !ase# the fi%ed attit des 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 nat re of the hall !inations and of the imp lses "hi!h have been prod !ed. *f left to himself# the s b>e!t soon falls ba!k into the state in "hi!h he "as pla!ed at the moment "hen he "as infl en!ed by the s ggestion# $p. 481'

Char!otAs se of the "ord fascinated to !hara!teri<e the early stage of !atalepsy is entirely in keeping "ith o r 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 s ffi!ient re!ognition to individ al differen!es. 7ifferent s b>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 a ditory and vis al sensation and per!eptions# et!. *t is an important aspe!t of the therapistAs skill to learn to re!ogni<e > st "hat spontaneo s alterations in f n!tioning the s b>e!t is e%perien!ing. =any of Char!otAs !ontemporaries "ere nable to reprod !e his res lts# and th s believed that they "ere a!t ally the res lt of s ggestion or preed !ation. /ernheim then gave a !lassi!al des!ription of Es ggestive !atalepsyE as an early stage of hypnosis in his Suggesti&e Therapeutics" A Treatise on the 2ature and 3ses of Hypnotism $1885N19I,' that !o ld hardly be improved pon today)
6his degree is !hara!teri<ed by s ggestive !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 s ggestive !atalepsy# be!a se it is easy to re!ogni<e that it is p rely psy!hi!al# bo nd p in the passive !ondition of the patient# "ho a tomati!ally keeps the attit de 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! infl en!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# b t 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 individ al fingers do not keep positions into "hi!h they are p t# b t 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# b t if it is held p for a fe" se!onds to fi% the idea of the attit de in the brain# so to speak# then it remains p. (inally# "ith others# !atalepsy is only obtained thro gh a form lated verbal s ggestion. 6he person hypnoti<ed has to be told# E0o r arms remain p. 0o r legs are p.E 6hen only do they remain so. 2ome keep the ne" position passively# if nothing is said to them# b t if they are dared to !hange it they regain !ons!io sness# so to speak# !all pon their d ll "ill po"er# and drop the limb. 6hen they often "ake p. $19I,# pp. 53,'

A more modern vie" of !atalepsy "o ld emphasi<e that it is a f n!tion of an acti&ely accepting and recepti&e attitude rather than a Epassive !onditionE d e to a Ed ll "ill po"er.E 6he patient "ho & i!kly and easily responds to a g iding to !h is a!t ally in a !ooperative and responsive mood. +atients "ho maintain their limbs in a fi%ed position after being given a nonverbal s ggestion to do so $as "hen the therapist simply holds the limb in one position for a fe" se!onds' are a!t ally 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 attit de and a!!eptan!e set for f rther tran!e "ork. 6his may be the reason "hy Eri!kson developed so many ingenio s approa!hes to !atalepsy# not only in the sele!tion of good s b>e!ts for demonstrations of hypnosis# b t for the ind !tion and deepening of tran!e as "ell.

B. RECOGNI:ING SPON$'NEO%S C'$'!EPSY

6he senior a thorAs !on!ept of the E!ommon everyday tran!eE is a!t ally a form of !atalepsy. ;e fre& ently des!ribe these spontaneo s !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 s ally fi%ed in fo! s# immobile# and they may a!t ally !lose. 6he fa!e tends to lose its animated e%pression and be!omes lifeless# taking on a !ertain flat# Eironed3o tE 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 individ als seem momentarily oblivio s to their s rro ndings ntil they on!e again re!over their general reality orientation $2hor# 19I9'. ;e have hypothesi<ed that in everyday life !ons!io sness is in a !ontin al 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 9.3min te dream !y!le d ring sleep indi!ates that this !y!le is also present thro gho t the entire 4- ho rs of the day in "hat has been named the 9ltradian Rhythm $8iatt @ Oripke# 19,I'. (antasy intensity# alpha "aves# eye movements# and h nger

are all related in this basi! rest3and3a!tivity !y!le thro gho t the day. *t may "ell be that "hat the senior a thor !alls the E!ommon everyday tran!e#E "herein !atalepsy tends to be manifest spontaneo sly# is a!t ally !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 f t re resear!h "ill establish that# in general# tran!e ind !tion and hypnoti! e%perien!e "ill be e%perien!ed more readily d ring this rest period of the 9.3min te 9ltradian Rhythm. *t is note"orthy that the senior a thor likes to spread important hypnotherape ti! sessions over a period of a fe" ho rs. *t may "ell be that at least a portion of his s !!ess in fa!ilitating deep tran!e "ork is that he int itively sele!ts that rest period of the !ir!adian !y!le# "hen the patient is spontaneo sly 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 manifestDd ring this high3alpha and fantasy portion of the !ir!adian !y!le. 6here is a!t ally a vast array of diverse phenomena des!ribed as !atalepsy in the literat re of hypnosis $;eit<enhoffer# 19I1'. 6hese phenomena in!l de pra!ti!ally every form of h man and animal immobility# "hether bro ght on by fascination $an e%perien!e of the n s al or a"esome'# startle or fright $a s dden bright light or intense noise'# or fatigue or illness. =any a thors also des!ribe vario s forms of Eanimal hypnosisE $more properly !alled Etoni! immobilityE'# "hi!h appears to have s rvival val e in nat re. 6he oposs m# 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 thro gh sho!k and fear by t rning it over & i!kly and holding it immobile for a fe" moments $?olgyesi# 1958F =oore @ Amstey# 1951'. 6he similarity bet"een animal and h man toni! immobility "hen h mans 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 val e in hypnotherapy. (or the p rposes of modern hypnotherapy# Eri!ksonAs f n!tional definition of catalepsy as a form of 'ell4balanced muscle tonicity is probably broad eno gh to help s nderstand most of its appli!ations. 6he follo"ing e%amples taken from everyday life e%tend o r 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 pa ses for a moment to think. 7 ring that moment one is oblivio s to the pen in oneAs hand# "hi!h is maintained !omfortably poised in an immobile# !atalepti! position. *n fa!t# the entire body is s ally immobile in a !atalepti! pose d ring that moment "hen !ons!io sness is fo! sed and re!eptive to oneAs inner tho ghts. B. ;hen !onsidering a & estion or problem# one "ill fre& ently glan!e to the left or right and s ally 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!t re# or movie# oneAs entire body "ill remain immobile# !atalepti!# for long periods of time. :neAs arm may even be n dged to a ne" position by a seatmate "itho t o r reali<ing it. 6he arm may then remain !omfortably fi%ed in its ne" position. ;ith o r attention fo! sed on the interesting movie# "e pay no attention to the irrelevant stim li related to o r body position. *ntense interest and re!eptivity to !ertain stim li are apparently !ompensated by a !orresponding !atalepti! insensitivity to other stim li. D. At an athleti! event an entire !ro"d "ill fre& ently lean for"ard and remain momentarily s spended in a fairly a"k"ard !atalepti! position. 6his moment of !atalepti! s spension# of !o rse# 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!t ally s spended e%ternal m s!le a!tivity so

that an ans"er !o ld be re!eived thro gh an inner fo! s of attention. -. Eri!kson likes to point o t ho" an Eskimo "ill sit immobile in a !omfortable !atalepti! pose for 4- ho rs or more beside a hole in the i!e "aiting for a seal to appear. Like h nters in many so!ieties# he !an instantly respond to the appropriate stim l s even tho gh he seems !ompletely oblivio s to all the irrelevant environmental stim li. G. *n most !riti!ally important or emergen!y sit ations 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. 6h s someone m st finally sho t# E7onAt > st stand there# !all a do!torKE *n all these e%amples there tends to be a gap in the s b>e!tsA a"areness as they "ait e%pe!tantly for an appropriate response from "ithin themselves or from the o tside. At s !h moments# "hen they are !atalepti!ally posed in immobile s spension# they are open and re!eptive to appropriate stim li. 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 stim li "as !hara!teristi! of all o r e%amples. *t is also apparent in the tea!herAs perpet al in> n!tion for st dents 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 d ring dreaming. 7 ring RE= $Rapid Eye =ovement# "hi!h o!! rs d ring those stages of sleep "hen dreaming takes pla!e' sleep most physiologi!al variables $e.g.# EEC# respiration# p lse# penile ere!tion# eye movements# et!.' indi!ate a state of heightened aro sal. :nly the !orrelates of m s!le tension are depressed# indi!ating an immobility of the m s!les. 6he fre& ent analogy dra"n bet"een tran!e and dreams# "herein mental a!tivity seems to pro!eed effortlessly and a tonomo sly "hile the body remains apparently inert $!atalepti!'# th s has some empiri!al !onfirmation. B st as dreaming may indi!ate a state of heightened vigilan!e d ring 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!ed re that $1' arrests attention and $4' leads to progressive body immobility "ith $1' an inner attit de of in& iry# re!eptivity# and e%pe!tan!y of f rther dire!ting stim li 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 f rther s ggestions. Catalepsy th s be!omes a ma>or means for fa!ilitating and ga ging a patientAs state of mental re!eptivity for appropriate stim li. 6his !an be ill strated even "ith a s b>e!t "ho !annot or "ill not e%perien!e !atalepsy by the typi!al approa!h of g iding an arm p"ard. Catalepsy !an s ally be a!hieved indire!tly by handing the s b>e!t an arti!le s !h as a book and then "ithdra"ing it "ith a distra!ting remark "hen the s b>e!t rea!hes to take it. 6he s b>e!tAs arm "ill remain momentarily s spended in a !atalepti! position# as if still a"aiting the book. 7 ring that pre!ise moment# "hen arm and hand are s spended# the patientAs mind is also s spended and openF this momentary gap in a"areness !an be filled by any appropriate s ggestion offered by the therapist at that pre!ise moment. 6his openness is "ell ill strated in Eri!ksonAs des!ription of a dental !olleag eAs !as al tili<ation of !atalepsy to fa!ilitate his patientAs re!eptivity to s ggestions for rela%ation. $dire!t
& otations of the senior a thor that are not other"ise !ited are from his "orkshops# seminars# and a dio re!ordings "ith the > nior a thorF the & otations span t"o de!ades of "ork from the 19I.s thro gh 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 !aref lly lay it on the arm of the !hair. *n so doing he moves the patientAs hand p and do"n "hile addressing some simple# !as al remark to the patient.

;hat he is really doing is asking the patientAs permission to manip late the arm. 6hen he pro!eeds to manip late the arm p and do"n a bit. 6he patient !annot see any parti! lar p rpose in it. As the patient "onders and spe! lates abo t it# he is literally "ide open for the presentation of an idea. E*n hypnosis "hat yo "ant yo r patient to do is to respond to an idea. *t is yo r task# yo r 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 sit ation. ;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 s ggest to the patient# Aand > st !ontin e rela%ing more and more.A 6hat te!hni& e lasts abo t 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 vol nteerAs "rist# lift the arm# and s ggest 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 gro p be!a se * "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 do bt as to "hat they sho ld think and do in that parti! lar sit ation. 6his makes the patients amenable to any s ggestion that fits that immediate sit ation. (Hypnosis doesn/t come from mere repetition. *t !omes from fa!ilitating yo r 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 opport ne moment so that the patient !an give f ll attention to that parti! lar thing. *n dealing "ith patients# yo r entire p rpose 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!t al te!hni& e of g iding 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 irreg lar# n!ertain# !hanging pattern of ta!tile stim lation "ith my fingertips. 6he res lt "as to attra!t her f ll attention# e%pe!tant# "ondering interest in "hat * "as doing. ;ith my right th mb# * made slight ta!tile press re on the latero3volar3 lnar aspe!t of her "rist# as if to t rn it p"ardF at the same moment# at the area of the radial prominen!e# * made a slightly do"n"ard ta!tile press re at the dorso3lateral aspe!t of her "rist "ith my third fingerF also at the same time# * made vario s gentle to !hes "ith my other fingers some"hat !omparable in intensity b t nons ggestive of dire!tion. 2he made an a tomati! response to the dire!tive to !hes "itho t differentiating them !ons!io sly 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 "itho t de!reasing the n mber and variation of the other distra!ting ta!tile stim li. 6h s# * s ggested lateral and p"ard movements of her arm and hand by varying ta!tile stim li intermingled "ith a de!reasing n mber of nondire!tive to !hes. 6hese responsive a tomati! movements# the origin of "hi!h she did not re!ogni<e# startled her# and as her p pils dilated# * so to !hed her "rist "ith a s ggestion of an p"ard movement. At that her arm began rising# and * gently dis!ontin ed the to !h so that she did not noti!e the ta!tile "ithdra"al# and the p"ard movement !ontin ed. M i!kly shifting my fingertips to hers# * varied the to !hes so as to dire!t in an nre!ogni<able fashion a f ll p"ard t rning 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 !ontin ing bending of her elbo". 6his led to a slo" moving of her hand to"ard her eyes. As this began# * attra!ted her vis al attention "ith my fingers and dire!ted her attention to my eyes. * fo! sed my eyes for distant vie"ing as if looking thro gh and beyond her# moved my fingers !lose to my eyes# slo"ly !losed my eyes# took a deep

sighing breath# sagged my sho lders 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 s ggestions 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 yo r p rposeJ 0o r p rpose is to let the patient feel yo r hand to !hing his "rist. 6hat is all. 6he patient has m s!les that "ill enable him to lift his arm# so "hy sho ld 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 deeper5 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 abo t in vario s fashions. * ind !e a tran!e in that "ay. 1 have tried to tea!h a n mber 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 yo r 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 s ggest a grip on his "rist# b t yo donAt a!t ally grip itF yo > st en!ir!le the "rist "ith yo r th mb and inde% finger "ith light to !hes. 0o s ggest a movement of the "rist "ith only the slightest press re. 0o s ggest a movement of the hand p"ard. And ho" do yo s ggest it p"ardJ 0o press "ith yo r th mb > st lightly# "hile at the same time yo move yo r inde% finger this "ay to give a balan!e $(ig re 4'. 0o move yo r fingers laterally# and "hile the patient gives attention to that# yo have yo r th mb a!t ally lifting the hand. 6his is essentially a distra!tion te!hni& e) "hile the th mb very lightly and !onsistently dire!ts the hand p"ard# yo r other fingers make to !hes and distra!ting movements in a variety of other dire!tions that tend to !an!el o t ea!h other. EAnother approa!h to g iding the hand p"ard is to attra!t the patientAs !ons!io s attention "ith a firm press re by yo r fingers on top of his hand and only a gentle g iding press re by yo r th mb 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 yo r fingers. At the same time the lo"er to !h of yo r th mb 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!a se they are one of the & i!kest and easiest "ays of distra!ting the !ons!io s mind and se! ring the fi%ation of the n!ons!io s mind. E0o lift the hand in that fashion# letting yo r fingers linger here and there so that the patient n!ons!io sly gets a sense of the lingering of yo r hand. 0o "ant the patient to have that ni!e !omfortable feeling of the lingering of yo r hand be!a se yo "ant his attention there in his hand and yo "ant the development of that state of balan!ed m s!le toni!ity "hi!h is !atalepsy. :n!e that state of balan!ed m s!le toni!ity is established to a!hieve !atalepsy# yo have enlisted the aid of the n!ons!io s mind thro gho t the patientAs body. /e!a se 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 thro gho t the body# fa!e# and ne!k. As soon as yo get that balan!ed toni!ity of the m s!les# then yo have a physi!al state that allo"s the patient to be!ome na"are of fatig e# na"are of any dist rbing sensations. *t is normally hard to maintain that balan!ed m s!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 s b>e!ts "ho have e%perien!ed the ind !tion of !atalepsy

in this manner tend to s pport Eri!ksonAs vie" of the dynami!s of distra!tion in the pro!ess. =ost s b>e!ts report that their hand seemed to have a pe! liar tenden!y to move p"ard and abo t by itself be!a se they !o ld not disting ish the !onsistent press re p"ard by the therapistAs th mb 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 stim li and responses are mediated a tomati!ally by the proprio!eptive3!erebellar system so that the patientAs ego a"areness on !orti!al levels is bypassed.

(ig re 1) An orientation to the anatomy of hand and arm !atalepsy

(ig re 4) 6h mb and finger pla!ement d ring a !atalepti! ind !tion

-acilitatin* Catal (sy &it" t" R sistant S)14 ct

;hen "e speak of resistan!e# "e are not s ally !on!erned "ith the !lassi!al (re dian psy!hoanalyti! problem of a pre!ons!io s or n!ons!io s for!e a!tively blo!king the entry of

!ertain material into !ons!io sness. Rather# resistan!e to hypnoti! "ork is s ally a f n!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!kgro nd nderstanding before they "ill permit a !atalepsy to o!! r. Eri!kson provides this ba!kgro nd 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 l arn to li,t yo)r "and as an in,ant. Yo) "ad to l arn "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(ris d to &atc" t"at int r stin* t"in* >t" in,ant+s o&n ar/? /o. . $" r &as a ti/ &" n yo) tri d to r ac" &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 thro gh to some of these highly intelle!t al# skepti!al s b>e!ts# then they !an re!ogni<e the tr th 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 o tlined a n mber of other approa!hes to fa!ilitating !atalepsy and tili<ing it to ind !e sleep or tran!e# to eval ate hypnoti! s s!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!ed re for hypnoti! s s!eptibility 4. an ind !tion pro!ed re 1. a reind !tion pro!ed re -. a pro!ed re for deepening tran!e Absol tely re& isite for the s !!essf l fa!ilitation and tili<ation of !atalepsy are) 1. a "illingness on the part of the s b>e!t to be approa!hed 4. an appropriate sit ation 1. the s itableness of the sit ation for a !ontin ation of the e%perien!e

C'$'!EPSY $O IND%CE S!EEP 7I$H 'RM !I-$ 'ND !O7ERING

Eri!ksonAs letter to ;eit<enhoffer !ontin es)
* have tested absol te strangers "hile "aiting in line or seated in resta rants# train stations# and airports. * have se! red e%!ellent !atalepti! responses follo"ed by startle and & estioning rea!tions. * then rely pon some !as al !omment both to > stify o r intera!tion and !lose the in!ident. *n airports and only in the presen!e of both parents "ith !hildren nder si% $ s ally "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 abo t ready to fall asleep# that if the !hild only for a moment "o ld stop "iggling or sho ting# it "o ld immediately fall asleep. 6his !an be said in the presen!e or the absen!e of the !hild. * f rther 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 gest re as if to lift the other arm. * !aref lly 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" thro gh "ith the other hand.' As * let the hand !ome to rest gently on the !hildAs lap# there "ill be a !los re of the eyes# a deep breath# and the !hild obvio sly falls asleep. * hastily b t !as ally 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 abo t themselves.

* avoid !hildren over si% and mothers nder 4IDso!iety rea!hes false !on!l sions too easilyDand * avoid the mother not a!!ompanied by her h sband. 8o"ever# on!e in a large airport abo t midnight * sa" a harried mother "hom * diagnosed $!orre!tly' as having the fl "ith fo r !hildren# ages fo r 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 b t then !losed her mo th. 2he seemed attentive and interested# so * e%plained that the kids "ere tired# overa!tive# had to have their attention attra!ted# and "o ld fall asleep the se!ond they "ere still. 6here pon * ostentatio sly and laborio sly tore a !o ple 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 "o ld lo"er as the hand lo"ered. All fo r "ent to sleep immediately# and * & i!kly t rned to the "oman to ease myself !onversationally o t of the sit ation# b t she said# E8ere !omes my h sband. 8e "as getting a ! p of !offee.E 6hen to her h sband she said# E8oney# 7r. Eri!kson has > st been demonstrating !hild hypnosis to me.E /oth h sband and "ife "ere =.7.s. 2he had re!ogni<ed me# b t * had not re!ogni<ed her. 6hey both had taken a seminar nder me a !o ple of years before. 6hatAs the only time * ever got !a ght.

Catal (sy 1y '((ar ntly Maintainin* an 'r/

Another approa!h for fa!ilitating !atalepsy "ith ad lt 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 !as ally lift his hand to see it more !losely. * then gently release my !onta!t "ith his arm in s !h a s btle 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 min te or t"o "hile * !ontin e to verbali<e abo t the ring.

$" Hands"ak Ind)ction

$6his se!tion of Eri!ksonAs 1951 letter to Andre ;eit<enhoffer "as p blished in Hypnotic !ealities $Eri!kson# Rossi# @ Rossi# 19,5' and is reprinted here "ith permission of the p blishers.'
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 th mb# a lingering dra"ing a"ay of the little finger# a faint br shing of the s b>e!tAs hand "ith the middle fingerD> st eno gh vag e sensation to attra!t the attention. As the s b>e!t gives attention to the to !h of yo r th mb# yo shift to a to !h "ith yo r little finger. As yo r s b>e!tAs attention follo"s that# yo shift to a to !h "ith yo r middle finger and then again to the th mb. 6his aro sal of attention is merely an aro sal "itho t !onstit ting a stim l s for a response. 6he s b>e!tAs "ithdra"al from the handshake is arrested by this attention aro sal# "hi!h establishes a "aiting set# an e%pe!tan!y. 6hen almost# b t not & ite sim ltaneo sly $to ens re separate ne ral re!ognition'# yo to !h the nders rfa!e of the hand $"rist' so gently that it barely s ggests an p"ard p sh. 6his is follo"ed by a similar tterly slight do"n"ard to !h# and then * sever !onta!t so gently that the s b>e!t does not kno" e%a!tly "henDand the s b>e!tAs hand is left going neither p nor do"n# b t !atalepti!. 2ometimes * give a lateral and medial to !h so that the hand is even more rigidly !atalepti!. Termination" *f yo donAt "ant yo r s b>e!ts to kno" "hat yo are doing# yo simply distra!t their attention# s ally by some appropriate remark# and !as ally 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 s b>e!ts and indi!ative of the fa!t that their attention "as so fo! sed and fi%ated on the pe! liar hand stim li that they "ere momentarily entran!ed so they did not hear "hat "as said. 3tili*ation" Any tili<ation leads to in!reasing tran!e depth. All tili<ation sho ld pro!eed as a !ontin ation or e%tension of the initial pro!ed re. = !h !an be done nonverbally. (or e%ample# if any s b>e!ts are > st looking blankly at me# * may slo"ly shift my ga<e do"n"ard# !a sing 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 s b>e!ts are looking at yo or at their hand or > st staring blankly# yo !an se yo r left hand to to !h their elevated right hand from above or the sideD so long as yo merely give the s ggestion of do"n"ard movement. :!!asionally a do"n"ard n dge or p sh is re& ired. *f a strong p sh or n dge is re& ired# !he!k for anesthesia. 6here are several !olleag es "ho "onAt shake hands "ith me# nless * reass re them first# be!a se they developed a profo nd glove anaesthesia "hen * sed this pro!ed re 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 o t of their dire!t line of vision. * have had it des!ribed vario sly# b t the follo"ing is one of the most graphi!. E* had heard abo t yo and * "anted to meet yo and yo looked so interested and yo shook hands so "armly. All of a s dden my arm "as gone and yo r fa!e !hanged and got so far a"ay. 6hen the left side of yo r head began to disappear# and * !o ld see only the right side of yo r fa!e ntil that slo"ly vanished also.E At that moment the s b>e!tAs eyes "ere fi%ed straight ahead# so that "hen * moved to the left o t of his line of vision# the left side of my fa!e EdisappearedE first and then the right side also. E0o r fa!e slo"ly !ame ba!k# yo !ame !lose and smiled and said yo "o ld like to se me 2at rday afternoon. 6hen * noti!ed my hand and asked yo abo t it be!a se * !o ldnAt 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 s ggestion of a do"n"ard movement "ith a light to !h. At the same time# "ith yo r other hand# yo give a gentle to !h indi!ating an p"ard movement for the s b>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 !o rse of the left hand may stop or it may !ontin e. * 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 !los re and is very effe!tive in ind !ing a deep tran!e "itho t a single "ord having been spoken. 6here are other nonverbal s ggestions. (or e%ample# "hat if my s b>e!t makes no response to my efforts "ith his right hand and the sit ation looks hopelessJ *f he is not looking at my fa!e# my slo"# gentle o t3of3keeping3"ith3the3sit ation movements $remember) o t3of3keeping' !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 p rposelessly 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 eno gh# presses do"n on his right hand for a moment ntil it moves. 6h s# * !onfirm and reaffirm the do"n"ard movement of his right hand# a s ggestion he a!!epts along "ith the ta!tile s ggestion of left hand levitation. 6his p"ard movement is a gmented 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 f rther 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 sit ation as a means of f rther fo! sing the s b>e!tAs attention and inner involvement so that tran!e developsJ :bvio sly a !ertain amo nt 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 sit ation for the possible development of tran!e. As he shakes hands# Eri!kson is himself f lly fo! sed on "here the s b>e!tAs attention is. *nitially the s b>e!tsA attention is on a !onventional so!ial en!o nter. 6hen# "ith the ne%pe!ted to !hes as their hand is released# there is a momentary !onf sion and their attention is rapidly fo! sed on his hand. At this point EresistantE s b>e!ts might rapidly "ithdra" their hand and end the sit ation. 2 b>e!ts "ho are ready to e%perien!e tran!e "ill be ! rio s abo t "hat is happening. 6heir attention is fi%ed and they remain open and ready for f rther dire!ting stim li. 6he dire!ting to !hes are so gentle and n s al that s b>e!tsA !ognition has no "ay of eval ating themF the s b>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'# b t they are not a"are of it. 6heir hand responds to the dire!ting to !hes for immobility# b t they do not kno" "hy. *t is simply a !ase of an a tomati! response on a kinestheti! level that initially defies !ons!io s analysis be!a se the s b>e!ts have had no previo s 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 s b>e!ts find themselves responding in an n s al "ay "itho t 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! nat re of Etran!e.E 2 b>e!ts may be!ome so preo!! pied in their inner sear!h that the s al sensory3per!ept al pro!esses of o r normal reality orientation are momentarily s spended. 6he s b>e!ts may then e%perien!e an anesthesia# a la! na in vision or a dition# a time distortion# a de>a v # a sense of disorientation or vertigo# and so on. At this moment the s b>e!ts are open for f rther verbal or nonverbal s ggestions that !an intensify the inner sear!h $tran!e' in one dire!tion or another.

6he follo"ing demonstration in front of an a dien!e ill strates 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)+r 8 A: Aan t. E: Yo) c rtainly /ad an i/(r ssion on t"at ta( r cord r. It *a. t" 1 st &"istl it co)ld. Ho& do yo) , l a1o)t 1 in* in ,ront o, an i/(r ssi. a)di nc lik t"is8 A: I+/ scared to death. E: 'ct)ally, yo) kno&, I t"ink t"at t" y+r t" on s t"at ar lik ly to 1 ()t in a tranc . Can yo) t ll / "o& yo) , l8 AB B tt r. E: 'r yo) 5)it as ,ri*"t n d as yo) & r 8 A: No. R) 6he first movement is to establish rapportDa h moro s remark abo t the "histle in the tape re!order and a & estion abo t her feelings in front of the a dien!e to eval ate her here3and3no" emotional stat s. 2he responds that she is Es!ared to death.E 2in!e it is said in a semih moro s vein $in response to Eri!ksonAs initially h moro s remark abo t the tape re!orderAs inadvertent "histle'# she is already follo"ing Eri!ksonAs lead. 8e responds by making an effort to reass re her. *t is important that this reass ran!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 r la3. I a/ *oin* to li,t yo)r "and )(. 'nd I &o)ld lik to "a. yo) &atc" it. R) As yo sim ltaneo sly 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 s ggestion) :n one level it means simply to see the hand. :n another level it is a s ggestion for a possible vis al hall !ination to !ontin e seeing the hand EthereE even "hen it is no longer there.E

-i3in* 'r/ Catal (si s

E: 'nd I+/ not *oin* to ()t it do&n. I a/ *oin* to l a. 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 l a. yo)r l ,t "and ri*"t t" r . 'nd no&, slo&ly . . . R) =any s b>e!ts initially do not maintain their arm in a fi%ed position b t let it fall ba!k heavily to their lap "hen the therapist lets go of it. Eri!kson then gives these indire!t s ggestions for maintaining the arm in !atalepsy. 8aving learned a right3arm !atalepsy# a left3arm !atalepsy is rapidly established to !ompo nd 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 !aref lly is a fairly n s al task that tends to promote a disso!iated attit de and a tomati! response.

2) stions ,or Inn r -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 o r hands so !aref lly# so the pe! liar disso!iated attit de !ontin es to develop# sp rred on by a $uestion as a hypnoti! form that no" fo! ses attention "ithin the s b>e!tAs o"n asso!iative pro!esses.

Indir ct Ey Clos)r
E: 'nd yo) can contin) &atc"in* yo)r "and, i, yo) &is", &it" yo)r y s clos d. 'nd yo)r "ands ar o( nin* /or and /or . R) 6his indire!t s ggestion for eye !los re is made !ontingent on $1' her !ontin ing to "at!h the hand $that is# a vis al 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 vis al 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 sit ation# then by impli!ation it means she is follo"ing her o"n 'ish. Eri!ksonAs s ggestion for eye !los re has be!ome the s b>e!tAs o"n "ishF the s ggestion is !ompletely internali<ed as an ego3syntoni! response.

Pa)s to P r/it t" ! arnin* o, ')to/atic R s(ons s

>' @C6s cond (a)s ? E: I, t" r is anyt"in* t"at yo) &o)ld lik to "a. / )nd rstand, 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 vol ntary self3dire!ted !ontrol to that a tomati! & ality "here the hands open slo"ly# seemingly by themselves# at the therapistAs s ggestion.

H ad 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 s ggestion "ith many impli!ations) $1' 2he is to begin learning ideomotor signaling "ith her head. $4' 2he is to !omm ni!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 !omm ni!ation bet"een them. Rehearsing the Eslo"E head movement allo"s that a tomati! 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 l arn or t"at yo) &o)ld lik to "a. / do8 >S" s"ak s " r " ad No.? R) 2 !h & estions allo" s b>e!ts a respe!tf l degree of !ontrol in the sit ation. ;hy sho ldnAt 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 >H ad nods Y s.? 'r yo) enjoying , lin* /or co/,orta1l 8 >H ad nods Y s.? R) M estions abo t being Epleased#E Een>oying#E and feeling !omfortable are a!t ally po"erf l s ggestions that enable the s b>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 '&ak nin*

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 lo er to yo)r la( a$ter yo) "a. o( n d yo)r y s, and &" n t" y r ac" yo)r la(, yo) can a&ak n. R) 6here is a!t ally a series of s ggestions in this single senten!e. E;hat * "o ld like to have yo doE s ggests that she is follo"ing Eri!kson. As she !arries o t the follo"ing !hain of three !ontingent s ggestions# she is reinfor!ing her tenden!y to follo" Eri!kson. E7is!over yo !an let yo r hands lo"erE implies that the s b>e!t is learning ho" to e%perien!e the a tomati! behavior of hand lo"ering. Letting the hands lo"er after opening the eyes s ally gives the s b>e!t a disso!iated feeling be!a se she is "at!hing her hands move a tomati!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 m st Ea"aken#E this implies she m st have been in a tran!e.

Str)ct)r d '/n sia

E: Ho do yo! $eel% Ho& do yo) , l8 A: -in . R) Ret rning again to the same & estionDE8o" do yo feelJED that "as asked > st before the !atalepti! ind !tion "as beg n tends to str !t re an amnesia for all tran!e events that !ame bet"een the t"o identi!al & estions.

E. S%MM'RY
Altho gh !atalepsy "as histori!ally one of the earliest defining !hara!teristi!s of tran!e# o r 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 Ed ll "illE !hara!teristi! of !ertain stages of tran!e# "e no" regard the ease "ith "hi!h individ als !an learn to maintain a limb !omfortably in a state of "ell3balan!ed m s!le toni!ity as a meas re of their sensitivity and re!eptivity to s ggestion. Eri!ksonAs approa!hes to !atalepsy are designed to se! re a patientAs attention# to fo! s that attention in"ard# and to aro se an attit de of "ondering or e%pe!tan!y for f rther s ggestion. Catalepsy is th s an ideal approa!h for ind !ing tran!e and assessing a patientAs re!eptivity. *t !an be tili<ed as a basi! fo ndation on "hi!h other hypnoti! phenomena may be str !t red. Catalepsy has a spe!ial relation to amnesia and analgesia3anesthesia. ;e hypothesi<e that the spe!ial fo! s of attention to minimal stim li re& ired d ring the ind !tion and maintenan!e of !atalepsy distra!ts and o!! pies an individ alAs attention so he or she tends to ignore other stim li. :n o!!asion this gives rise to an amnesia for other events o!! rring sim ltaneo sly "ith the !atalepsy. ;hen the patientAs f ll attention is !entered on the minimal proprio!eptive stim li of a "ell3balan!ed m s!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 individ al 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 a tomati! movement and disso!iation# "herein the limb does not seem to be part of the bodyF vis al and a ditory per!ept al alterationsF spontaneo s age regression# et!.Dall tend to a!!ompany !atalepsy to different degrees in different individ als. =any of these asso!iated phenomena o!! r spontaneo sly# seemingly as a res lt of the partial loss of the generali<ed reality orientation that o!! rs as the s b>e!t e%perien!es the novel# ne%pe!ted# and s rprising stim li of a !atalepti! ind !tion. 6he "ell3trained hypnotherapist learns to re!ogni<e the spontaneo s# in!ipient development of these asso!iated phenomena# "hi!h !an be f rther enhan!ed and tili<ed to a!hieve therape ti! 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 skillf l ind !tions of !atalepsy. *t is "ell to be a"are of the fa!t that these skills "ere developed only grad ally over the de!ades of Eri!ksonAs life after m !h painf l trial and error $see Eri!kson @ Rossi# 19,-# 19,I# for e%amples'. 6he st dent !an therefore e%pe!t that the a!& isition of these skills "ill re& ire m !h patient observation and a!t al pra!ti!e. 6hese skills !ontin e to develop over a lifetime of !lini!al pra!ti!e and !onstit te 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 vol nteers 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 therape ti! en!o nter.

;. 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 g iding a s b>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 s b>e!t is re& ested to "at!h his hand !aref lly "itho t 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 s ggest that the s b>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 s b>e!tAs responses d ring the entire pro!ess. a. :bserve the readiness and !ooperation that the s b>e!ts demonstrate in permitting the therapist to g ide their arms p"ard. As the arm is g ided 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 s b>e!ts able to follo" the s ggestion of fo! sing their eyes on their handsJ 6his is another indi!ation of their sensitivity and re!eptivity to s ggestion. 6he therapist !aref lly "at!hes the s b>e!tsA eyes in order to reinfor!e the s ggestion# sho ld the s b>e!tsA attention "aver. 6his fa!ilitates rapport bet"een therapist and s b>e!ts and gives the s b>e!ts training in follo"ing the therapistAs s ggestions. !. 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 s b>e!tAs arm stop and maintain itself in a stationary !atalepsyJ 7oes it !ontin e to lo"er at the same rate as the therapist "as movingJ /oth are satisfa!tory indi!ations that the s b>e!t is follo"ing# b t a stationary !atalepsy might be the more sensitive indi!ator of tran!e potential.

d. As the s b>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 p pils# tearing# a softer or more fla!!id fa!ial e%pression# and so on. e. 6he therapist learns to ga ge the s b>e!tAs level of e%pe!tan!y and need for f rther s ggestions. 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 ta tness of the mo th# a thr st of tong e# a fi%ed e%pression in the eyes# a slight holding of the breath# et!. 6he therapist then s pplies s !h dire!tives in the form of s ggestions that "ill enhan!e tran!e or "hatever hypnoti! phenomenon or therape ti! 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 s b>e!ts# therapists are better able to assess more observations and dire!t ea!h s b>e!t in an individ al and optimal manner. 8o" do therapists form late their verbal s ggestions to fa!ilitate this tran!e ind !tion by g iding the arm p and do"nJ :bvio sly# a therapist "ill spend some time learning ho" to tili<e the vario s hypnoti! forms o tlined earlier. 6herapists !an begin by tili<ing ea!h of those forms $tr isms# !ompo nd and !ontingent statements# & estions# et!.' to give s ggestions for !omfort# rela%ation# or "hatever d ring the arm lift and lo"ering. A fe" are as follo"s) 'nd "o& co/,orta1l can t"at ar/ 1 A $uestion abo t !omfort tends to fa!ilitate !omfort r stin* ri*"t t" r 8 "hile implying the arm "ill remain stationary in a !atalepti! position. Yo) ar lookin* at t"at "and A tr ism fa!ilitating a yes set. and A !ompo nd introd !ing the follo"ing s ggestion yo) don+t n d to s anyt"in* ls . of a negative vis al hall !ination for everything b t the hand is phrased as a form of not doing. *f tran!e and a literalness of per!eption e%ist# the s b>e!t "ill see nothing b t the hand. :ther"ise# nothing is lost# sin!e most s b>e!ts "ill not even re!ogni<e that a s ggestion for a negative vis al hall !ination has been given. 's yo)r ar/ contin) s lo& rin* to a r stin* (osition, yo) can , co/,orta1l . l /or and /or

A contingent s ggestion "hereby !omfort is made !ontingent on the ongoing and inevitable behavior of arm lo"ering. 6his is also a truism" ;e s ally 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 g ided 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 s b>e!tAs arm and hand "ith directi&e and distracting to !hes. 6here "ill be as "ide individ al 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 o tlined in this !hapter# b t 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 th mb a!t ally lifting the hand# it !an simply br sh p"ard on the lateral radial prominen!e $side of the th mb'. 6his very light p"ard br sh may not be re!ogni<ed by the s b>e!t# b t it !an serve as a ! e for lifting the hand and arm. ;ith s b>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" r 8 'nd I+/ not t llin* yo) to ()t it do&n. It stays t" r all 1y its l,. Do s t" ar/ 1 co/ ,i3 d ri*"t t" r 8 'nd yo) don+t "a. to /o. it. *n "orking "ith vol nteers "hen learning to ind !e !atalepsy# it is important for therapists to get feedba!k from their s b>e!ts. 6o "hat degree "as a therapist able to make distra!ting to !hes so that the s b>e!t did not reali<e that the therapist "as a!t ally g iding arm movement "ith his or her th mbJ 6o "hat degree did the s b>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 s b>e!tAs bodyJ ;hat other hypnoti! phenomena tended to a!!ompany the !atalepsy spontaneo slyJ 8o" !an the therapist learn to re!ogni<e themJ 8o" !an the therapist fa!ilitate and heighten the f rther e%perien!e of these asso!iated hypnoti! phenomena in ea!h s b>e!tJ An interesting test of the therapistAs s !!ess in the se of distra!ting to !hes in g iding the hand to a stationary !atalepsy is to "ork "ith the s b>e!tAs eyes !losed. ;hen s b>e!ts eviden!e a spontaneo s sense of s rprise at the pe! liar position their arms are in "hen they open their eyes# the therapist has been s !!essf l in !onf sing their sense of kinestheti! lo!ali<ation. As one !onf ses more and more s !h senses# the s b>e!ts grad ally 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 s b>e!tAs arm is given a dire!tion of movement that !ontin es 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 aro nd the "rist# elbo"# or sho lder and tili<es that ease of response to impart a motion to the arm. 6he therapist then releases !onta!t so gently that the s b>e!t does not re!ogni<e > st "hen it happened. =ost s b>e!ts readily e%perien!e a sense of E nrealityE or disso!iation "hen they "at!h the arm pleasantly float by. *t is important that the s b>e!t re!eive s ffi!ient "arm and empatheti! s pport from the therapist at this point. 'nd t"at can 1 so co/,orta1l /o.in* all 1y its l,. Yo) can n4oy 4)st &ond rin* a1o)t t"at. Isn+t it int r stin* to 4)st contin) &atc"in* yo)r "and8 'nd yo) ar at li1 rty to s"ar as /)c" as yo) &o)ld lik a1o)t t"at int r stin* /o. / nt. As the movement !ontin es# 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 aro nd ea!h other in one of the traditional movements of tran!e ind !tion and deepening. :n!e the s b>e!t has the e%perien!e of a limb moving by itself# or has "itnessed a demonstration of it# sensitivity !an be f rther heightened by not a!t ally lifting a limb b t simply br shing 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 br shing the palm of his hand or fingertips from the s b>e!tAs elbo"# nder the forearm# and p aro nd to the ba!k of the hand. 6his indi!ates a gently p"ard motion to the s b>e!t# "hose arm "ill lift as if st !k to the therapistAs hand. 8aving had this e%perien!e# most s b>e!ts "ill !ontin e to respond to lighter and lighter Epasses#E ntil the therapist does not have to to !h at all b t 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 s b>e!t# the therapistAs motions !an be abbreviated even f rther# so that finally only a Esignifi!ant lookE or slight gest re "ith a hand or finger "ill be eno gh to set the s b>e!tAs arm afloat. *t is interesting to obtain the s b>e!tive reports of naive s b>e!ts abo t "hy their hand and arm is follo"ing the therapistAs. 2ome s b>e!ts "ill say they feel a E!onne!tion#E Ea magneti! for!e#E Ea "armth#E or Ea mysterio s po"erE that seems to be dra"ing their hand. *ndeed# some s b>e!ts !an !lose their eyes and be effe!tively blindfolded $so effecti&ely that they !annot peek thro gh or nder the blindfold' and their limbs "ill still follo" the therapistAs# even tho gh there is no a!t al ta!tile !onta!t bet"een them. *t really does seem as if there is some sort of mysterio s magneti! for!eK ;e !an easily nderstand ho" early investigators "ere led to this belief. 8o" are "e to a!!o nt for s !h sensitive follo"ing behaviorJ 6he & estion is still an open one. *s the s b>e!t responding to the "armth or so nd of the therapistAs handJ Can the s b>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 f rther by adding asso!iated phenomena to the moving limbs. 6o "hat degree !an tingling# "armth# !oolness# press re# n mbness# and other sensations be e%perien!edJ ?is al and a ditory alterationsJ

@. $" Hands"ak Ind)ction

8aving !ompleted the above e%er!ises on a fe" h ndred s b>e!ts# therapists may no" be ready for the handshake ind !tion. 6herapists "ill find their o"n individ al variations and means of !oordinating ea!h step of the pro!ess after first e%perimenting "ith Eri!ksonAs approa!h o tlined earlier. Eri!kson has added other dimensions of confusion to the handshake ind !tion in "hat he !alls the Eabsentminded professor ro tine.E As Eri!kson begins to release the hand in that gentle# n!ertain manner# the s b>e!t nat rally looks at Eri!ksonAs fa!e and eyes for !larifi!ation of his developing & estion abo t "hat is happening. Eri!kson then adds to this !onf sion by fo! sing his eyes at a point beyond the s b>e!t. 2ear!hing in vain for eye !onta!t# the s b>e!t gets a pe! liar feeling of being nseen or Ebeing looked thro gh#E and & estions no" m ltiply as !onf sion abo t the sit ation in!reases. Eri!kson then f rther !ompo nds this !onf sion by m mbling something in!oherently# so the s b>e!t is no" desperately trying to nderstand "hat this absentminded professor is trying to say. At that pre!ise moment "hen the s b>e!t is !atalepti!ally poised in total# fo! sed# in& iring attention# Eri!kson "ill make a !lear# !on!ise# !larifying s ggestion that "ill then be sei<ed pon by the s b>e!t as a means of terminating this n!omfortable n!ertainty.

D. El ctronic Monitorin* o, Catal (sy: ' $&o6-actor $" ory o, Hy(notic E3( ri nc
;hile the pend l m of ! rrent s!ientifi! tho ght has s" ng to the opinion that no ob>e!tive meas re of hypnoti! tran!e e%ists# there is a long s!ientifi! tradition of meas ring !atalepsy. As early as 1898 2idis p blished remarkably !lear and !onvin!ing sphygmographi! re!ords disting ishing normal a"akeness from !atalepsy e%perien!ed d ring hypnosis. =ore re!ently Ravit< $1954# 19,1' p blished tra!ings of the bodyAs 7.C. ele!tri!al a!tivity $meas red on high3impedan!e re!orders' that nder"ent !hara!teristi! !hanges d ring the ind !tion of !atalepsy. 6he > nior a thor has tili<ed a high3impedan!e

re!order $inp t 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 n mber 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 d ring tran!e. 6he re!ord of a highly intelligent# normal# 4-3year3old female s b>e!t d ring her first hypnoti! ind !tion is presented in (ig re 1. 6he errati!# fast a!tivity at the beginning of the re!ord $A' is !hara!teristi! of normal "aking a"areness. Every imp lse to a!tivity seems related to an ps"ing# "hi!h then drops as soon as the imp lse is !arried thro gh. 7 ring simple rela%ation# meditation# and hypnosis the re!ord smoothes o t and s ally drops dramati!ally as the s b>e!t gives p any a!tive effort to dire!t mind or body $/'. *n (ig re 1 a fe" slo" ps"ings are noted d ring the beginning of the hypnoti! ind !tion# as the s b>e!t makes an effort to attend to the therapistAs remarks $C'. 6hese drop o t as tran!e deepens# and the re!ord sho"s a !hara!teristi!ally flat# lo" platea "ith only lo"3amplit de slo" "aves $7'. ;ith more tran!e e%perien!e even this lo"3amplit de a!tivity drops o t# and a smooth line re!ord is obtained. As long as the s b>e!t remains mentally & ies!ent "ith an immobile $!atalepti!' body# there are no peaks or valleys in the re!ord. ;hen the s b>e!t initiates mental a!tivity or moves# peaks and valleys are s ally re!orded. 6he a"akening period is also follo"ed by a typi!al pattern $E'. 6he "aking3fast a!tivity s ally appears at a higher level than the initial basal "aking level. 6his higher level is maintained for a fe" min tes ntil the re!ord !omes ba!k to normal. 6he diffi! lty "ith a!!epting s !h re!ords as valid meas res of tran!e is that they appear "henever the s b>e!t & iets do"n d ring rela%ation# meditation# or sleep# "hether or not hypnosis has been formally ind !ed. ;e "o ld therefore offer a t"o3fa!tor theory of hypnoti! e%perien!e. (irst# there m st be a state of openness and re!eptivity "herein s b>e!ts are not making any self3dire!ted efforts to interfere "ith their o"n a tonomo s mental a!tivity or the s ggestions of the therapist. Ravit<As meas rements# like those in (ig re 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 s b>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 Es ggestion.E 8ypnoti! s ggestion is not a pro!ess of insin ating or pla!ing something into the s b>e!tAs mind. 8ypnoti! s ggestion is a pro!ess of helping s b>e!ts tili<e their o"n mental asso!iations and !apa!ities in "ays that "ere formerly o tside the s b>e!tsA o"n ego !ontrols. 2t dents and laboratory "orkers "ho have a!!ess to the proper ele!troni! e& ipment $the 8eath32!hl mberger =odel 2R34II/ 2trip Chart Re!order is s itable' !an e%plore a n mber 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 (ig re 1' related to Etran!e depthEJ *t "ill be fo nd that some s b>e!ts are able to speak d ring this lo" portion of the ! rve "itho t any raise in 7C potential. Are these people better hypnoti! s b>e!tsJ 7o any hypnoti! phenomena other than !atalepsy have a !hara!teristi! ! rveJ Are the !lassi!al hypnoti! phenomenon more readily evoked d ring 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)14 ct
7r. P "as a blind s b>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 !o ld re!all thro gh hypnosis some of her early vis al images. Co ld 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 a thor# she gave permission for him to re!ord this session. 6he session began "ith a !as al !onversation abo t some differen!es bet"een the f n!tioning of sighted and blind people# d ring "hi!h Eri!kson re!o nted a fe" ane!dotes from his e%tensive pra!ti!e "ith the handi!apped. Eri!kson then !as ally began the ind !tion almost as if it "ere a nat ral part of the !onversation.

6he reader sho ld 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 !aref l st dy by the beginner in hypnosis# sin!e $1' they provide an e%!ellent demonstration of the "ide range of verbal approa!hes a professional m st be able to marshal "hen the o!!asion demands it and $4' they !learly reveal Eri!ksonAs a!tive tho ght pro!esses d ring an ind !tion as he gropes for the appropriate !on!epts that "ill help 7r. PAs ni& e individ ality learn to e%perien!e hand levitation. Eri!ksonAs verbali<ations are not a ro tine and !li!hQ3ridden EpatterE b t the e%pression of intense observation and inferential thinking abo t the dynami!s of the EliveE s b>e!t he is "orking "ith right here and no".

(ig re 1) Ele!troni! monitoring of 7C body potential d ring !atalepsyD millivolts on verti!al a%is# 6ime s!ale of ..I in!h per min te on hori<ontal a%is) $A' normal a"akenessF $/' drop in 7C potential d ring rela%ationF $C' momentary response to therapist remarksF $7' !hara!teristi!ally lo" a!tivity d ring !atalepsyF $E' typi!al a"akening pattern at higher level than $A'.

Str)ct)rin* 'cc (tin* 'ttit)d s and E3(loratory S ts

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" sid s o, yo)r 1ody. 'nd l arnin* so/ t"in* a1o)t a tranc is ss ntially l arnin* a1o)t t" &ay yo) 3( ri nc . '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 abo t 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 o t that E0o donAt kno"E ho" !hanges take pla!e. 6he impli!ation is that her e%periential learning "ill not be the s al !ons!io s# intelle!t al learning so typi!al of professional training.

'n Indir ct '((roac" to Con,)sion, E.okin* E3( ctancy, R c (ti.ity, and a N d ,or Clos)r
E: No& t" )nconscio)s stat o, /in , t" ,act t"at t" /ind666666 Yo) kno& "o& to ti s"o strin*s, 1)t i, yo) ar ask d to s( ci,y t" /o. / nts in ord r, yo) don+t kno& t" /. >Pa)s ? R) 0o begin this se!tion "ith t"o dangling phrases $ENo" the n!ons!io s state of mind# the fa!t that the mind33333E' that seem preparatory to "hat follo"s# b t * "ondered if they "ere errors in yo r senten!e str !t reJ 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 obvio s relief "hen Eri!kson finally managed to pi!k p one kni!kkna!k and present it to him.H 6here# * kne" yo Ad be glad to a!!ept it# sin!e yo formed an a!!eptan!e attit de and a desiring attit de as yo "at!hed me str ggle to pi!k it p. R) 6he dangling phrase develops an e%pe!tan!y and an a!!eptan!e attit de in the patients be!a se they "ant to grasp something# they "ant a !los re to happen. E) 0esK 6hey "ant a !los re to happen. 6hey think# E;hy the hell donAt yo finish yo r senten!eJE 6hatAs the "hole basis of the !onf sion te!hni& e# also. R) :n the !ons!io s level the patients are only a"are of their dis!on!erting n!ertainty and !onf sion. 6hey are not a"are of the fa!t that this is yo r indire!t approa!h to evoking the !onf sion that "ill a tomati!ally give rise to attit des of e%pe!tan!y# re!eptivity# and a need for !los re. 6hey "ill then be ready to a!!ept "hatever s ggestions yo !an give them that "ill resolve this need for !los re.

!oss o, Body Ori ntation as an Initial Indicator o, $ranc : Do)1t and not Eno&in* ,or E3(loratory S ts
E: 'o! do not "no &"at t" 1ody ori ntation is in t" /att r 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 corr ct " r (osition.? I "a. to &atc" ,or di,, r nt ori ntations in yo)r 1ody r s(ons s. 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 !ontin e this emphasis thro gho t this entire session. E) 0o donAt kno" all these things# b t yo "o ld like to kno" something# "o ldnAt yo J

R) 6his again sets p an e%pe!tant and desiring attit de in the patient. E) *t also implies that there is something to be learned here# even tho gh * donAt kno" "hat it is yet. R) /y introd !ing do bt and not kno"ing# yo develop an e%ploratory set "herein the patient no" "ants to learn more abo t the things yo are all ding to.

Not Doin*: Indir ct S)** stion ,or R la3ation and Co/,ort

E: Yo) si/(ly &ait. 'o! let )e do the tal"ing. In ti/ I+ll ask yo) c rtain t"in*s. 'nd as it 1 co/ 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 yo Are implying !omfort here "itho t asking for it dire!tly. E) E0o let me do the talkingE implies yo donAt have to do anything. R) 6hat attit de of not having to do anything is "hat yo "ant in the patient# be!a se tran!e performan!e is on an a tomati! or invol ntary level. 6hat is "hat a!t ally defines tran!e behavior. E) 0es.

tin* t" Pati nt+s Indi.id)ality: 'n Indir ct '((roac" to E.okin* ')tono/o)s %nconscio)s Proc ss s

E: No& I+/ *oin* to call yo)r att ntion to yo)r "ands. $" r ar / /ori s associat d &it" yo)r "ands, &it" yo)r ar/s, &it" yo)r l1o&s. A)st &"at all t"os / /ori s 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 individ al m s! lar movement. / t "hy do yo bring this p hereJ E) /e!a se sin!e she is blind# she has to depend pon the feel of the !hair on her !alf# et!. R) 2o yo Are a!t ally ad> sting yo r ind !tion verbali<ations here to s it her parti! lar individ ality. E) 0es. 2he has to kno" if she is right in front of the !hair or to the side. /e!a se of past memories she "ill kno" abo t her elbo" in relation to the arm of the !hair# et!.# b t be!a se she has been blind sin!e the age of t"o# these memories are by no" all a tomati! on an n!ons!io s level. R) ;ith a sighted person yo "o ld not se these parti! lar phrasesJ E) No# noK *Ad take something they !an "at!h but not see# like tying a shoestring# b ttoning a !oat. 8o" does a "oman p t on her braDright side firstJ Left side firstJ :r sim ltaneo slyJ R) ;hy do yo "ant to point o t something the patient !an do b t !annot spe!ify !ons!io sly in verbal terms ho" it is doneJ E) 6he kno"ledge is there in the n!ons!io s. 6he n!ons!io s !an nderstand# b t the !ons!io s mind does not kno". R) 6his is yo r indire!t approa!h to a!tivating and fa!ilitating her relian!e on n!ons!io s pro!esses) 0o emphasi<e things her n!ons!io s kno"s b t her !ons!io s mind does not. 8er n!ons!io s has relevant responses to yo r & estions even if her !ons!io s mind

does not. /e!a se of this yo r & estions and !omments on her behavior evoke a set of a tomati!# n!ons!io s behavior patterns "hi!h# of !o rse# are the ra" material o t of "hi!h hypnoti! responses "ill be fa!ilitated.

Di,, r nc s 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 s t. $" )nconscio)s /o. s t" "and in a di$$erent &ay. I+ll call yo)r att ntion 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" on 8 Yo)+ll "a. to ,ind o)t. E) ;hen yo "at!h st dents in a !lassroom# yo noti!e s !h differen!es. :ne st dent !an br sh ba!k her hair "ith a deliberateness that says# E* hope the son3of3a3bit!h rea!hes the end of the le!t re soon.E 6hen thereAs that n!ons!io s br shing 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!io sly dire!ted deliberate behavior and the more3or3less a tomati! behavior that is mediated n!ons!io sly "hen the !ons!io s mind is o!! pied else"here. *n this !ase yo point o t that her hand movement in br shing ba!k her hair "as on the !ons!io s level so she "ill learn that n!ons!io s movements "ill be different. E) /y having her E"ait#E yo b ild a desire to have something happen. And itAs safe be!a se 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 !a tion. R) (or a s !!essf l tran!e e%perien!e she needs to let go of that long history of "at!hf l !ons!io sness asso!iated "ith physi!al movements.

Ill)sory C"oic : ' Do)1l Bind Co. rin* 'll Possi1iliti s o, R s(ons
E: $" r &ill 1 a c"oic . E) 6his is an ill sory !hoi!e. 6here a!t ally is no !hoi!e# be!a se 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# b t either "ay a hand "ill liftK R) *tAs an ill sory !hoi!e for her ego !ons!io sness 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 !t ring a do ble bind that leaves it to her n!ons!io s to !hoose a response.

FPin*6Pon*F: D (ot ntiatin* Conscio)sn ss to -acilitat %nconscio)s 'cti.ity

E: May1 yo)r ri*"t, /ay1 yo)r l ,t. I, yo) ar ri*"t"and d, it /ay 1 yo)r l ,t. I, yo) ar l ,t6"and d, it /ay 1 yo)r ri*"t. Or it /ay 1 t" do/inant "and. Yo) r ally don+t kno&.

E) No" here her !ons!io s mind m st > mp ba!k and forthD right# left# right# left. R) ;hat does that doJ 0o Ave got her follo"ing yo J E) 0es# she keeps > mping. 0o Are keeping her in a state of shifting tho ght# so her n!ons!io s "ill take over be!a se her !ons!io s mind is bo n!ing ba!k and forth. R) 0o play ping3pong "ith !ons!io snessF yo bo n!e !ons!io sness ba!k and forth in s !h a manner that it is depotentiated# th s allo"ing the n!ons!io s to take over and a!t ally levitate one hand. E) 6hatAs right.

7aitin* to B)ild )( E3( ctation

E: 'o! j!st ait and l t yo)r )nconscio)s /ind /ak t" c"oic . 'nd slo&ly yo) &ill 1 co/ a&ar t"at t" "and 1 *ins to li*"t n. >Pa)s as t" r is no .id nt /o. / nt or notic a1l c"an* s in t" ()lsations in t" "and or t" /icro/o. / nts o, " r ,in* rs.? It )ay , l so/ &"at di,, r nt. >Pa)s ? 'nd yo) s ns a t nd ncy in t" l1o&s, a tendency to *eha#ior. Yo) )ay or )ay not 1 co/ a&ar o, t"at. E) 8ere *Am saying# E0o > st "ait#E again to b ild p an e%pe!tation that something "ill happen. R) 6hat e%pe!tant attit de makes the patient ready to a!hieve something from the n!ons!io s. 6hat is the ideal psy!ho3therape ti! attit de for the patient to have# sin!e healing "ill !ome from inside on!e the rigidly erroneo s sets of the !ons!io s mind are bypassed. 6his is !hara!teristi! of yo r approa!h) ;hen the patient is not responding readily# simply ask her to E"ait.E 6his "aiting a tomati!ally b ilds 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 tho gh it so nds as if yo are > st being !as al. E) EA tenden!y to behaviorE is an a"f lly el sive phrase. R) *tAs a fail3safe phraseF "hatever happens# yo are still in t ne "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 (ot ntiatin* Conscio)s S ts to -acilitat ')tono/o)s R s(ons s

E: It is s!$$icient that only yo!r !nconscio!s )ind *eco)es a are. >Pa)s ? 'nd 1 &illin* to s"o& an incr asin* do/inant c"oic . >Pa)s G no .id nt /o. / nt? 7ait and n4oy aiting.+ H H Iast risks indicat (assa* s t"at "a. 1 n o/itt d ,or cono/y in ()1licationJ Certain things ha#e *een occ!rring o$ hich yo! are !na are. 'o!r *lood press!re has altered. That yo! are !na are. '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 handsE" ;ith this senten!e# E*t is s ffi!ient that only yo r n!ons!io s mind be!omes a"are#E *Am really thro"ing o t her !ons!io s mind. R) 0o are depotentiating !ons!io s sets by implying that they are nimportant relative to the n!ons!io s. E) *Am not p shing her. ;e are both "aiting. (or "hatJ (or somethingK 2he may not even be a"are that this "aiting is e%erting a press re on her for something to happen.

R) E%pe!tant "aiting tends to fa!ilitate n!ons!io s responsiveness) A tonomo s response tenden!ies tend to be!ome manifest "henever "e depotentiate some of o r habit al !ons!io s sets.

Indir ct 'ssociations -acilitatin* Id o/otor R s(ons

E: Yo)r "and is r s(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 1r at"in* rat "as alt r d, and t" (att rn o, 1r at"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 o1s r. yo)r ()ls in t" n ck. I can also &atc" it in t" ankl s. So/ ti/ s I can s it in t" t /(l . E) E2oon yo r elbo" "ill !ome into play.E 8o" do yo play "ith yo r elbo"J 6o sort o t the meaning of that# she m st begin thinking abo t the elbo"F that thinking is the beginning of ideomotor responses of bending the elbo" and moving it. R) 2imply talking abo t 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 so nd as if yo are giving an order.

M)lti(l ! . ls o, M anin*: $" Parado3 o, -acilitatin* %nconscio)s Proc ss s as t" Ess nc o, Erickson+s '((roac"
E: B)t t" i/(ortant t"in* is ,or yo) to disco. r t"at hand li$ting slo&ly )(&ard. $" r is no)*" do)inance in on "and ,or yo) to 1 co/ a&ar o, it. 'o! ill *e patient 1 ca)s t" )nconscio)s is l arnin* ,or t" ,irst ti/ "o& to tak o. r, intentionally r s(onsi. to anot" r ( rson. H H H 'o!r *ody has *een responding in )any ays on an !nconscio!s le#el itho!t yo!r "no ledge. 7" n yo) / t a ( rson ,or t" ,irst ti/ , t" r ar c rtain /)scl s t"at contract, t" r ar c rtain /)scl s t"at r la3. 'nd yo) r s(ond di,, r ntly to di,, r nt ( o(l . >Hand s"o&s so/ li,tin*, a1o)t "al, an inc".? No& yo)r "and is li,tin* a&ay ,ro/ yo)r t"i*". Li$ting !p. 'nd it &ill 1 co/ "i*" r and "i*" r. R) 0o are a!t ally speaking of t"o different things in !lose pro%imity hereDhand levitation and hand dominan!e. 6he "ord dominate in this !onte%t !o ld refer to hand dominan!e or the fa!t that one hand is gaining dominan!e in levitating. B st "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 !as ally mentioning things she kno"s to be tr eF she has to agree "ith yo . 0o are sing a tr ism that is valid for any blind person in order to set p a yes set. E) ;itho t her a"areness of it. R) All she kno"s is that she feels at one "ith yo # b t she does not kno" the ho" or "hy of yo r metapsy!hologi!al se of tr isms. E) 6ake the "ord intentionally. 6hat is a brand3ne" idea to her be!a se she previo sly tho ght that yo !o ld take over intentionally only "ith yo r !ons!io s mind. R) 6here is an interesting parado% in that) 6he n!ons!io s that f n!tions autonomously is to take over intentionally. 2 !h parado% tends momentarily to depotentiate the patientAs !ons!io s 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!io s to take over) let the n!ons!io s be dominant to permit latent and therape ti! response potentials to be!ome manifest. 6hat is the essen!e of yo r approa!h# isnAt itJ E) 0es. R) E0o r body has been responding in many "ays on an n!ons!io s level "itho t yo r kno"ledgeE is a very safe statement to make. *t so nds profo nd and pregnant "ith meaning "hen yo say it. And that# of !o rse# tends to f rther fa!ilitate n!ons!io s pro!esses.

Conscio)s Proc ss -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!t ally enlisting her !ons!io s ideation to help the n!ons!io s or invol ntary levitation. *t is as if !ons!io s motivation or energy !an spill over into the n!ons!io s to fa!ilitate its learning. E) 0es. *t is > st like "hen the hero of a !o"boy movie yells at the bad g y# ELook o t behind yo KE 8e evokes a startle response of t rning on an invol ntary level from a !ommand sho ted on the !ons!io s level.

E/("asi0in* Indi.id)ality ,or S(ontan o)s B "a.ior

E: . . . and ( r"a(s yo) can $eel it )o#ing to ard so)e o*ject 4)st a1o. yo)r " ad. >Pa)s ? ' littl 1it "i*" r. No& t" l1o& &ill * t r ady, and t" &rist &ill li,t. No& all o, yo)r l arnin* "as a c rtain car ,)ln ss. ' slo&n ss, a (r cis n ss, inc)lcat d in yo)r (att rn o, l arnin*. $"is is on 1it o, l arnin* in &"ic" yo) do not n d to l arn to 1 r s(onsi1l , and t" r is no ri*id (att rn ,or it to ,ollo&. It is ()r ly a spontaneo!s sort o, t"in*. S(ontan ity o, /)scl ,,ort on yo)r (art "as 1 n train d into on (osition and car . 'nd t"at+s on t"in* t"at is *oin* to "a. to 1 alt r d. >Dr. :+s "and 4 rks )( .isi1ly a , & ti/ s.? E) 6he p rpose of movement in a blind person is more goal3dire!ted than in a sighted person. 2ighted people are free to move spontaneo sly be!a se they !an see. =ovement in the blind person is totally different than in the sighted. /e!a se it is more goal3dire!ted# the s ggestion to Efeel it moving to"ard some ob>e!tE is parti! larly appropriate for someone blind. R) *n the ne%t senten!es abo t slo"ness and pre!ision of movement yo are again adapting yo r verbali<ations to her parti! lar individ ality. A blind person sin!e the age of t"o of ne!essity "o ld have learned a !ertain !a tio sness 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 spontaneo s for a person "ho !an se sight to a tomati!ally !orre!t and !ontrol "o ld be disso!iated and invol ntary if performed by the blind personD they do not have the a tomati! feedba!k !ontrol me!hanisms of visio3motor !oordination. 6hatAs rather profo nd) ;hatAs EnormalE in the sighted be!omes disso!iated in the blind. 6hereAs an intimate relation bet"een sensory pro!esses and the !ontin m of vol ntary3invol ntary $disso!iated' behavior.

R in,orcin* S(ontan ity and Indi.id)ality

E: 'nd no& yo) ar /akin* still )ore progress. >Pa)s ? S"o&in* yo)r o&n (artic)lar (att rn o, "and l .itation. 'nd yo) ar s"o&in* yo)r l1o& /o. / nts ar not t"os o, a si*"t d ( rson. $" y ar yo)r (att rns o, l1o& /o. / nt. $"at+s ,in 1 ca)s yo)r ar/ "as ris n. 'nd yo) 1 *in to &ond r &" n yo)r "and &ill * t all t" &ay o,, yo)r dr ss. Or yo) can &ond r &"ic" &ill 1 t" ,irst to los contact &it" yo)r dr ss. It is losin* contact " r , t" r . I don(t e#en "no i$ yo! "no hich hand it is/ 1)t t"at is not i/(ortant. >Pa)s .? R) 0o r s ggestion is apparently "orking be!a se these p"ard >erks# the strongest th s far# seem to !ome in dire!t response to "hat yo are saying. 0o & i!kly reinfor!e it# of !o rse# 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 individ ality 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)s s E.okin* Int rnal 2) stions $"at May D (ot ntiat Conscio)s S ts 1y I/(lication
E: Yo)r (att rn o, l arnin* /ay 1 to occl)d t" 3cl)sion o, yo)r o&n a&ar n ss. >Pa)s ? $" 3cl)sion o, yo)r a&ar n ss is not &ron*, it+s not n c ssary. Yo)+. 1 n train d 1y 3( ri nc to 1 #ery a are/ as i, a&ar n ss 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)+. alr ady acco/(lis" d no)*" to ac"i . a&ar n ss i, it+s a n c ssary (art o, yo)r l arnin*. >Pa)s ? $o / it is i/(ortant yo) l arn in any &ay t"at yo) can. 'nd I+/ ,)lly a&ar t"at yo)r (art is to l arn a (att rn o, r s(ons s not co//on to / . >So/ )(&ard /o. / nts ar a((ar nt.? It+s li,tin* "i*" r and higher. Yo)r )nconscio)s /ind "as /o. d t" "and. It+s alr ady /ad t" l1o& /o. , >Pa)s ? and it is alt rin* contact &it" yo)r dr ss. R) 8ere yo are dire!tly s ggesting the possible e%!l sion or o!!l sion of a"areness. E) 0es. R) 0o Are !ontin ing to depotentiate her a"areness by lo!ating the so r!e of her training to be Every a"areE and telling her this is a different sit ation. 8ypnosis is a different sit ation in "hi!h yo r !aref l training in a"areness need not apply. E) 7 ring the pa ses of this se!tion *Am giving her time to ask herself# E;hy sho ld * be a"areJE *Am telling her it isnAt ne!essary. * pa se here $the se!ond pa se' "hile she thinks it o t. 0o see movements "itho t !omplete !ons!io s 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!t ally 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 a tomati!ally "itho t !ons!io s a"areness. E) 0es# on an a tomati! level. R) *tAs that a tomati! level of f n!tioning that yo !apitali<e on in tran!e.

P)s" and P)ll in Hand ! .itation

E: 'nd no& soon r or lat r 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 incr asin* yo)r l arnin*.

In a &ay yo) "ad a do)1l ()r(os , &"ic" is . ry nic . Yo) "a. a t nd ncy o, l arnin* /or t"an yo) ar a&ar o,. Yo) can 1 a&ar o, so/ and 1 )na&ar o, so/ . R) /y in!l ding both Ep ll or p shE yo are !overing more than one possible responseF yo are permitting her to tili<e "hi!hever mode of response she has more strongly b ilt into her from previo s life e%perien!e. E) 8er do ble p rpose is) $1' to learn to be responsible at a motor level# and $4' "itho t a !ons!io s a"areness. (or a blind person it is so ne!essary to have a !ons!io s 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 sho lder# 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!io sly 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 s b>e!ts abo t hand levitation# some e%perien!e it as a for!e p shing their hand# "hile others e%perien!e it as a p ll. No" blind people kno" "hat a p ll is and "hat a p sh is. 6hey relate that to goal3oriented p rposes. 2o yo isolate that p ll or p sh kno"ledge into a nongoal3dire!ted area. R) A nongoal orientation is "hat "e "ant in tran!e.

%nc rtain $rial6and6Error ! arnin* in Hand ! .itation

>Dr. :+s "and is l .itat d a , & inc" s, and t"o)*" it 1o1s )nc rtainly in t" air, it is act)ally al&ays Facti. ly tryin*,F . n &" n it /o/ ntarily la(s s 1ack on to " r t"i*".? E: !i,tin* "i*" r and higher )ore rapidly. 'nd no& it is li,tin* )( s/oot". Yo)r " ad is 1o&in* do&n to&ard it . ry slo&ly. . ry, . ry

E) 6his n!ertain bobbing p and do"n# trial and error# is typi!al of all learning. 0o try to do something ne"# b t there are many partial and abortive effortsD R) Dbefore yo !an get a smooth lifting of the hand a tonomo sly. 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 H ad 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 ind d9 R "ad to st)dy Dr. : . ry car ,)lly to asc rtain t"at it act)ally &as takin* (lac .? E) 8o" do yo move yo r hand to yo r fa!eJ GR demonstrates a dire!t hand movement to his fa!e "itho t 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. 0o r g est at yo r 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 g est al"ays kno" "hat he is doing. 6hose head# eye# and lip movements sometimes o!! r invol ntarily. E) 0es. R) 2o these head movements in tran!e are invol ntary. 6hat is "hy yo prefer to se head movements for signaling 0es or No rather than finger signalsF head movements are m !h more b ilt into the person# and so !an f n!tion more easily on an invol ntary level. E) 6hatAs right.

$" R"yt"/ Ind)ction: Yo6yoin* Conscio)sn ss to G t 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 r ady to los contact. Mor o, t"at sli*"t 4 rk, 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!a se *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!a se it "ill enable her to follo" a s ggestion that "ill !ome event ally. E) 6hatAs right. * am getting her a"ay from her o"n habit al !ons!io s patterns. R) ;hi!h is the essen!e of yo r "hole pro!ed re. E) / t * "o ld not say# E* "ill tell yo "hen to breathe in and o t#E be!a se then yo "o ld be making her !ons!io sly a"are of her rhythmK A !hild "ith "hom * "orked had a father "ho sed medi!al hypnosis. ;hen her father asked her abo t the differen!es in o r approa!hes to hypnosis# she replied) E7addy# yo tell me to sleep# b t 7r. Eri!kson breathes me to sleep.E 0o adopt the !hildAs rhythm of breathing# and then yo start altering yo r rhythm and let the !hild no" follo" yo . ;e all have a lot of rhythms# and rhythm is a very po"erf l for!e. G2ee ?ol. * of The Collected 0apers of ilton H. Erickson on Hypnosis for a detailed a!!o nt of the Rhythm /reathing *nd !tion.H R) ;e !an th s tili<e rhythm as a method of ind !ing tran!e or of deepening tran!e. *t is parti! larly potent be!a se $1' it is indire!t# in that the s b>e!t does not kno" it is being tili<ed# and $4' rhythms all have a nat ral biologi!al gro nding "ithin s. ;hen "e get in syn!hrony "ith a s b>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 f n!tion and may be thereby !apable of effe!ting deep therape ti! !hange.

I/(li d Dir cti. to R in,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 s btly !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# b t someDand ho"ever little it is# it "ill be strongly reinfor!ed by yo r re"arding

her "ith the statement# Eyo "ill have learned a great deal.E 6h s emphasi<ed and re"arded# the little bit she has learned "ill serve as a fo ndation for later learning

Dis*)isin* ')t"oritati. S)** stions

E: Only yo! on(t "no &"at it is yo) "a. l arn d. 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 ne trali<ing and destr !tive infl en!e of the do bting sets of !ons!io sness. E) 0es# and that is a dire!t a thoritative statement# only it isnAt heard as s !h. 6he "ord only takes off the a thoritative so nd. Even "hen yo make a dire!t s ggestion# yo typi!ally disg ise it "ith !as al dimin tives $only'# probabilities $it may# perhaps'# and s btle se of negatives $it "ill# "ill it not' to disarm the s al do bts so !hara!teristi! of the patientAs learned limitations.

I// diat R in,orc / nt o, In.ol)ntary A rks

E: Yo)r " ad is *oin* a 1it lo& r. Hand li,tin* >Dr. :+s "and *i. s a notic a1ly stron* r )(&ard 4 rk.? That(s right. Another jer". >Pa)s ? 7ond r &"y t" r &o)ld 1 4 rky /o. / nts8 $" r ar al&ays 4 rky /o. / nts as (art o, ("ysical l arnin*. >Pa)s ? R) A very ni!e immediate reinfor!ement of an obvio sly invol ntary p"ard >erk takes pre!eden!e over anything else yo may be saying# so yo break right into yo r o"n stream of verbali<ation here. E) 0es# * may be saying something to her# b t * immediately !hange the s b>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 yo r "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 b rst of p re 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!t ally tell them that.

Slo&n ss o, Nor/al ! arnin* and Clinical R trainin*

E: ! arnin* s/oot" /o. / nts and slo&n ss is not anyt"in* to 1 distr ss d 1y. >Pa)s ? $"at+s ri*"t. Li$ting. 'll o, its o&n, )( it co/ s. 'nd no& it 3t nds to yo)r ,or ar/ and l1o&. >Pa)s ? E) G7es!ribes the importan!e of allo"ing learning to take pla!e slo"ly# as it does nat rally. Children "ith st ttering and spee!h problems# for e%ample# !an learn to speak normally by going thro gh a period of retraining d ring "hi!h they are ta ght to speak very slo"ly.H 6he problem in learning to speak "ell is in yo r "illingness to learn slo"ly. All little kids !an learn to speak be!a se they are s ally "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!t ally re& ires the !oordination of an indes!ribable n mber of ne rones# m s!les# and sensory organs. Reorgani<ation is !onstantly taking pla!e in the synapti! !onne!tions of the brain thro gho t o r entire lifetime $8 bel# 6orsten# @ Le?ay# 19,,F Changea %

@ =ikoshiba# 19,8F Creeno gh @ B raska# 19,9'. 6hat is "hy s !h skills s ally re& ire years to develop. *n !lini!al retraining "e m st therefore emphasi<e that a normally slo" and patient period of learning "ill enable a gen ine 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!t ally took an ho r before my arm got all the "ay p. / t a lot of gen ine learning abo t tran!e e%perien!e took pla!e in that ho r that served as a fo ndation for o r f rther "ork.

$ nsion ,or Hand ! .itation

E: 'nd t" t nsion &ill incr as in t" l1o&. >Pa)s ? R) 6his reminds me of the fa!t that some tension in the arm is re& ired for s !!essf l hand levitation. 7r. Robert +earson a!t ally b ilds 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 nat rally more tension in the forearm# "hi!h m st hold p the hand# so only the fingertips to !h the thigh. E) * kno"# * ta ght him that.

D (ot ntiatin* Conscio)s S ts &it" S)** stions Only t" %nconscio)s Can Carry O)t: Occ)(yin* t" Conscio)s and %nconscio)s on $" ir R s( cti. $asks
E: No& it isn+t n c ssary ,or / to s( ak to yo). Yo)+. " ard &"at I "ad to say. >Pa)s ? Yo)r 3( ri nc o, l arnin* to r tain t" s(ok n &ord, and yo) can r ( at t"is on and on t"ro)*" yo)r /ind. >Pa)s ? 'nd /ak yo)r r s(ons ,it yo)r )e)ories as /y &ords ,lo& t"ro)*" yo)r / /ory. >Pa)s ? R) *n this se!tion yo Are instr !ting her to internali<e yo r s ggestions and asso!iate yo r "ords "ith her o"n EmemoriesE of ho" responses are made. A!t ally# of !o rse# she probably does not kno" !ons!io sly ho" to fit her responses to her memories. 0o are giving her a s ggestion that only her n!ons!io s !an !arry o t. *n this "ay yo again indire!tly depotentiate her habit al !ons!io s mental sets in favor of n!ons!io s or a tonomo s pro!esses. 6his is to take pla!e "hile her !ons!io s mind !ontin es to reverberate yo r "ords in her memory. 6h s# yo have given a task to both her !ons!io s and n!ons!io s mind.

Co(in* &it" Conscio)sn ss and D (ot ntiatin* Ha1it)al Conscio)s S ts: $" Ins rt d 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 4 rk is notic a1l .? $"at+s ri*"t. >Pa)s as anot" r . ry littl "and 4 rk is notic d.? $"at+s ri*"t. >Pa)s ? E) 6his is an e%ample of an inserted command. *Ave made a general statement there abo t learning# b t *Ave sed the "ord enhance# "hi!h makes it into a !ommand. R) *t is a!t ally yo r vo!al emphasis on the "ord enhance together "ith a slight pa se before it makes the !ommand Eenhan!e yo r 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!io sness s ally !annot follo" themF it s ally !annot grasp their impli!ations and then debate or negate them. 6his is the essen!e of yo r art of !oping "ith !ons!io sness) 2 ggestions are presented in s !h a "ay that

they & i!kly slip thro gh !ons!io s defenses "itho t ever being pi!ked p. 6he s ggestions finally !ome to rest "ithin the s b>e!tAs pre!ons!io s# n!ons!io s# or memory banks# "here they !an no" intera!t "ith other asso!iations to effe!t their therape ti! "ork. 6he !ons!io s mind is then presented "ith a fait a!!ompli from "ithin D"itho t ever kno"ing & ite ho" it happened.

Co. rin* and R in,orcin* 'll Possi1iliti s o, an Hy(notic R s(ons : %nconscio)s 'ssociation and $" ra( )tic S)** stion
E: 0o soon yo) &ill ti t" /o. / nt o, yo)r "and to t" r co*ni0a1l /o. / nt o, yo)r " ad. >!on* (a)s ? $"at+s ri*"t. Yo) ar tryin* to ori nt yo)r ntir ,or ar/, 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 !o ld take pla!e no' or soon# depending on the readiness of the s b>e!t. *n t"o "ords yo Ave again managed to !over all possibilities and reinfor!e behavior "henever it happens. E) ENo" soon or later# or sooner than yo think#E "o ld be another one. ;ith that yo Ave really !overed all possibilities. 0o Ave also given them f ll permission to Ethink#E tho gh they donAt noti!e that yo Ave 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 s btle inserting of EthinkE "o ld be another e%ample of yo r te!hni& e of asso!iating yo r s ggestions "ith "hat they are nat rally doing in s !h a "ay that their !ons!io sness does not re!ogni<e it. 6his nnoti!ed asso!iation# ho"ever# b ilds a strong !onne!tion bet"een yo r "ords and their n!ons!io s# so event ally yo r "ords "ill trip off pro!esses "ithin them on an n!ons!io s level. At a later time yo might be able to se this asso!iation to have them EthinkE abo t something for therape ti! p rposes that they might not ordinarily think abo t.

Catal (sy in Blind and Si*"t d: $" -ail)r o, Hand6! .itation C) s

E: B !nconcerned and !ninterested in &"at I do. >Erickson no& /o. s clos r to Dr. : and 1 *ins to to)c" t" lo& r d* o, " r sli*"tly l .itat d "and &it" "is. H is *i.in* a tactil si*nal ,or li,tin* &it"o)t act)ally li,tin*.? I do not n d any assistanc . >Pa)s ? 7"at I do is /y r s(onsi1ility, and yo) do not n d to corr ct it or alt r it in any &ay. >Pa)s ? It &ill not 1 an int r, r nc &it" yo). >Pa)s ? It &ill 1 an ,,ort 1y / to l t yo) 1 co/ a&ar o, c rtain t"in*s t"at "a. "a(( n d in yo)r ("ysical ori ntation. >Pa)s ? E ( on &it" t"at ,,ort to li,t yo)r "and at t" )nconscio)s l . l &it"o)t conc rn ,or &"at I do. >Pa)s . Dr. :+s "and a((ar ntly do s not acc (t "is tactil c) s to r /ain )( and li,t ,)rt" rB (arado3ically, it dro(s do&n a,t r " *i. s "and6 l .itatin* c) s.? I+/ ()ttin* yo)r "and " r . >Mor ,ir/ly, Erickson (lac s " r "and in a catal (tic (os a1o)t /id&ay 1 t& 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)14 cts, &" t" r in tranc or not, )s)ally tak t"is as a c) ,or t" "and to r /ain s)s( nd d in t"at (osition. Dr. : do s 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 d sc nds &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 corr ct it or alt r it. Yo) ar slo&ly 1 *innin* to )nd rstand >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,t r 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 corr ction, an alt ration. >Pa)s ? 'nd no& I+/ l a.in* t" ,in* rs t" r . >Erickson no& cont nts "i/s l, &it" l a.in* t&o or t"r o, " r ,in* rs li,t d, . n t"o)*" t" r /aind r o, " r "and r sts 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 E n!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!a se he !onsiders that an ins lt. *n !ertain parts of 2o th Ameri!a people stand so !lose to yo that yo Are belly to belly# b t yo donAt move a"ay or they take it as an ins lt. /lind people also have their o"n ! lt reF 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 yo r handJ 0o r hand has been to !hed for a p rpose. / t "hat is that p rpose hereJ 2he !anAt find any p rpose. *Ave learned from "orking "ith a lot of blind s b>e!ts that !atalepsy is an a"f lly 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!a se in the blind person# hand positions and movements al"ays have an ob>e!t orientationDa p rpose orientation. And yet yo are trying it G!atalepsyH here even tho gh yo kno" it probably "onAt "ork. E) 0es# this session is for dida!ti! p rposes. Anybody doing therapy o ght to get to kno" the range of h man behavior. R) ;hen yo say firmly# E*Am not p tting it in any other pla!e# > st here#E it seems to be as dire!t a s ggestion as yo !o ld make "itho t saying# E+lease hold yo r hand in this position.E / t tr e to form# yo make yo r s ggestions as indire!t as possible so that the !ons!io s 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, Dir ct ')t"oritati. S)** stions as a Parado3ical Indication o, $ranc

E: $" r , ri*"t t" r 9 Right there. >Erickson /ak s r ( at d ,,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 l arnin*9 >S . ral o, Erickson+s do*s ar 1arkin* lo)dly o)tsid t" o,,ic , 1)t at l ast Dr. : do sn+t s / to 1 (ayin* any att ntion to t" /. Only Dr. Rossi sil ntly /o)rns t" ir disr)(tion o, t" ta( r cordin*.? R) In extremis even Eri!kson is !apable of fairly sho ting a dire!t# a thoritative !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 vol ntary maintenan!e of her hand in the air indi!ates that she is in an altered state of !ons!io sness. 0o have made a shift from an indire!t and permissive mode to very dire!t# a thoritative !ommands# b t she !annot follo" yo no" "ith a vol ntary response. 6his pe! liar rigidity of not being able to respond even on a vol ntary level may be an indi!ation of the psy!homotor retardation that is !hara!teristi! of tran!e. A!t ally# a kind of pandemoni m is taking pla!e "ith the lo d barking of the dogs# yo r n s ally assertive intr sions# and the air !onditioner !li!king on and off > st above her ear# b t 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 yo r lo d voi!e and are trying to !ome to yo r defenseJ

%tili0in* Nat)ral M ntal M c"anis/s and !i/itations

E: Yo) /ay not kno& yo) "a. y t l arn d anyt"in* a1o)t "y(nosis. Yo) /ay not , yo) "a. l arn d anyt"in*. Yo)r )nconscio)s /ind /ay kno& t"at it "as l arn d. >Pa)s ? l

R) 6his is highly !hara!teristi! of yo r approa!h for bypassing the do bting attit des of !ons!io sness. Cons!io sly# the patient may not reali<e that something has been learned. Cons!io sness is typi!ally na"are of latent learning# the formation of n!ons!io s asso!iations# et!. 0o se this basi! fa!t abo t h man learning# this basi! tr ism# as the fo ndation to fa!ilitate an a!!eptan!e attit de to"ard her training for invol ntary signaling that o!! rs in the ne%t se!tion. 0o take advantage of nat ral limitations of !ons!io sness to introd !e a set for invol ntary or hypnoti! responses. * believe this is the f ndamental basis of the effe!tiveness of yo r "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: Crit ria ,or #alid Id o/otor H ad 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. l arn d so/ t"in*, yo)r " ad &ill slo&ly nod Y s. 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 l arn d so/ t"in* a1o)t "y(notic r s(ons 8 >!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. attain d "as 1 n a sli*"t noddin* and a sli*"t s"akin*, / anin*: I don+t kno&. No& t" )nconscio)s /ind do s "a. a lot o, r (r ss d 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 dr ss. 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) n d not (ay att ntion to &"at I say to Dr. Rossi. It &ill 1 &it"o)t / anin* to yo). R) 0o se a do ble bind to introd !e invol ntary head signaling "ith yo r s ggestion# E*f yo r n!ons!io s mind ... it "ill shake No.E 6his is that neat sit ation that a!t ally ind !es a hypnoti! state or deepens it. 0o r do ble bind tends to evoke an a tonomo s or disso!iated $invol ntary' response from the n!ons!io s. ;hen the ans"er !omes# it really doesnAt matter "hether it is 0es or No. 6he mere fa!t that an invol ntary response o!! rs means that the s b>e!t has entered tran!eDeven if only momentarily to make the invol ntary 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!io s mind. 6he 0es of tran!e is a repetitive movement that may last for a min te. 6here is no need to terminate it be!a se 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 vis al val e 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# b t does it "itho t any !ons!io s nderstanding of "hat is taking pla!e be!a se of never having a!& ired the vis al asso!iations. *n this patient a nod of the head !ame slo"ly and imper!eptibly be!a se it "as not

ne!essary to be!ome !ons!io sly a"are of it. :nly the vie"er needed to see the slight# slo" movement be!a se only the vie"er !o ld pla!e a meaning on it. 6he fa!t that it took pla!e meant that the n!ons!io s did nderstand b t did not kno" ho" to nod the head to meet vis al re& irements. A sighted person !an lo"er her !hin to to !h her dress. 6hat !an be seen as a meaningf l thing. A polite bo" !an be seen and nderstood# b t it !anAt be nderstood at all by a blind person. *t is totally "itho t meaning. Asking her to to !h her dress "ith her !hin is asking for a performan!e that has no vis al meaning of any sort. 6he only !ons!io s meaning is to feel the dress "ith the !hin. R) 6hat is the only ! e she has# to !h# b t no vis al 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 (ot ntiatin* Conscio)s S ts: $asks &it" No Conscio)s R , r nts

E: >$o Dr. R? !ocation is )nd ,in d, lost. $" n d ,or 3(loratory acti.ity is >$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"n ss o, t" /o. / nt t" r is not (ossi1l 1y t" conscio)s /ind. $"is indicat s t" r is a lack o, t" *)idanc o, t" conscio)s /ind. >$o Dr. :? Do&n ,)rt" r. >$o Dr. R? $" r is an alt r d ti/ s ns . >Pa)s ? >$o Dr. :? Do&n still ,)rt" r. >$o Dr. R? I &o)ld 4)d* it+s contract d ti/ . R: Y s. E: >$o Dr. R? $"o)*" so/ ti/ s it is 3(and d ti/ . Yo) "a. to l arn t"at ,ro/ t" s)14 cts lat r. >$o Dr. :? Do&n still ,)rt" r, and k ( on *oin* till yo)r c"in to)c" s yo)r dr ss. >Pa)s ? It s /s so lon* and ,ar a&ay, t" dr ss do s, 1)t yo) can * t yo)r c"in on it . nt)ally. E) 6he movement is ndefined# and the p rpose is lost. *Am getting something done by her for me that * !an nderstand# b t it has lost all signifi!an!e for her !ons!io s nderstanding. 8er !ons!io s mind has no referents for it# and she does not reali<e. R) 6his is another "ay of depotentiating !ons!io s sets. +atients may have a"areness in tran!e# b t by having them do tasks they !annot nderstand# by having them engage in behavior for "hi!h they have no !ons!io s referents or orientation# yo are temporarily rendering their left3hemispheri! !ons!io sness in!apable of its habit al 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 left4 hemispheric consciousness or the ego is minimal. *n keeping "ith re!ent resear!h# "e "o ld hypothesi<e that it is typi!ally the organi<ing f n!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 f n!tion and sometimes its observer f n!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 erroneo sly limiting !ons!io s sets and attit des are in abeyan!e. *n this state the mind is open to re!eiving the seeds of therape ti! s ggestion# "hi!h m st then spro t in the medi m of its o"n n!ons!io s asso!iative pro!esses.

Gainin* Control 1y Gi.in* P r/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 asi r and co/,orta1l , /)c" asi r, /)c"

/or co/,orta1l . H H H R) 6he head movement spontaneo sly !hanges dire!tion in a manner yo had not anti!ipated. 0et yo immediately approve of it "ith yo r mentioning that it moves E"itho t 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!ed re of giving the patient permission for them $;at<la"i!k# /eavin# @ Ba!kson# 195,'.

Indir ct G n rali0ation o, Hy(notic E,, cts 1y I/(lication: S"i,tin* ,ro/ t" Eno&n to t" %nkno&n: -acilitatin* Cr ati.ity
E: By s nsin* yo)r "and or yo)r ,or ar/s or yo)r n ck or yo)r t"i*"s or yo)r cal. s, 1y (ayin* att ntion 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" s ns o, 1 in* r st d. 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&l d* , and "a.in* it r ady to )tili0 &" n t" (ro( r sti/)l)s coni s. E) * previo sly emphasi<ed hand levitation and head nodding# and no" *Am mentioning all the other parts of her bodyD apparently to generali<e# b t spe!ifi!ally *Am relating them to my hypnoti! s ggestions abo t hands# arms# elbo"s# head. And yet *Am not telling the s b>e!t# E6here "ill be an asso!iation.E ;hen * say# E* see yo Ave lost t"o fingers of yo r right hand#E *Am also saying $implying'# Eb t yo havenAt lost yo r fingers of yo r left hand.E R) 2o here yo are a!t ally generali<ing yo r hypnoti! "ork "ith her head and hands to other parts of her body "itho t giving her any !ons!io s ! es to that effe!t. 6he generali<ation of the hypnoti! effe!ts takes pla!e on an n!ons!io s level be!a se !ons!io sness does not grasp the impli!ations of yo r asso!iations. Ne%t yo r tr ism# ENo" in learning hypnosis it is not important to kno" "hat yo have learned#E tends to depotentiate her habit al !ons!io s sets by implying that itAs more important to be able to respond appropriately to a proper stim l s than simply to kno". 6his tends to shift f n!tioning from the kno"ing !ons!io s system to the nkno"n pro!esses by "hi!h the n!ons!io s mediates responses. 6his !ontin ed shifting of emphasis from "hat is kno"n to the nkno"n is highly !hara!teristi! of yo r approa!h. 0o do not pres me to kno" yo rself. /y !ontin ally evoking the nkno"n# ho"ever# yo are !onstantly breaking thro gh the limitations of a patientAs !ons!io s sets and setting the stage for n!ons!io s !reativity.

$" Pati nt+s C) s Si*nalin* t" 7is" ,or $ranc $ r/ination

E: No& I kno& t"at yo) &o)ld lik to a&ak n, so . ry slo&ly co/ a&ak . Not all o. r. I &ant yo) to l arn to n4oy, >Pa)s ? s nsin* &"at tranc , lin*s ar in .ario)s (arts o, yo)r 1ody. R) 8o" do yo kno" "hen a s b>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 yo ngsters begin to look p and all aro nd in a !ertain "ay# itAs time to p t 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 aro nd "ondering "here that

pelvi! press re 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 f n!tions tends to !ome later.EH 8ypnoti! s b>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 so nd of voi!e# altered tension of the body# altered breathing rate# they let yo kno" in some "ay they "ant o t. 0o see t"o people talking# s ddenly yo noti!e one losing interest# yo !an see their interest evaporating.

Rati,yin* $ranc : ! arnin* to Maintain t" Body S nsations o, $ranc

E: Yo) &on+t * t all t" , lin*s in all t" (arts all at onc . It is a l arnin* (roc ss. >Pa)s ? I &o)ld lik to "a. yo) as soon as yo) ar r ady 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(ok n in a lo& &"is( r as s" r ori nts to " r 1ody?. E: Ho& do yo) kno& t"at8 :: 7 ll, 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 rais d )(. 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 l a.in* t" dr ss, so a((ar ntly 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 yo r body) 6hat is# a !ertain part of yo r 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 m st make s re that patients kno" that "hatever alterations they feel are aspe!ts of tran!e. E) 0es# that is the p rpose in having them des!ribe the sensations. *t ratifies the tran!e. R) ;hen she says that she EdidnAt dare move my fingers . . . be!a se * didnAt "ant to spoil the ill sion#E she is ndergoing a very !hara!teristi! e%perien!e of highly intelle!t ali<ed s b>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" vol ntarily blo!king her o"n left3hemispheri! mode of orientation to give the more ! rio sly interesting right3hemispheri! e%perien!e an opport nity to assert itself. 6he s b>e!t of 2e!tion *?# 7r. M# ill strates this phenomenon of learning to e%perien!e tran!e in more detail.

$" S(ontan o)s Disco. ry o, 'lt r d S nsations in $ranc

:: !at r, a,t r yo) tri d to /ak it stay, it &o)ldn+t stay )(, 1)t it did stay lik t"at, >t" " l o, " r "and r stin* li*"tly on " r la( &it" " r ,in* rs )(li,t d? ( r, ctly co/,orta1l . %ntil yo) told / to , l ( r, ctly co/,orta1l , and all o$ a s!dden it as tired and ent do n. E: F'll o, a s)dd n it &as tir d ...F $"at is an i/(ortant l arnin*. 'nyt"in* ls t"at yo) can r call8 :: Y s. $" *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* its l, &it" /y 1r at"in*. I / an, I &asn+t tryin* to say anyt"in* &it" it,

r ally. I start d it do&n .ol)ntarily, I s)((os , 1 ca)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" id a t"at yo) ti/ d yo)r " ad /o. / nt to yo)r 1r at"in*. :: 'nd t" 1r at"in* I did notic Gat t" 1 *innin* yo) said it "ad c"an* d, 1)t I did not notice it "ad. B)t I did notic lat r, &" 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 r la3 d kind o, 1r at"in*. E) 6his se!tion !ontains many bea tif l 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 yo r re& est for !omfort "o ld have the effe!t of fla!!id rela%ation# b t that "as her o"n ni& e and individ al response. +erhaps that is "hy her hand "o ldnAt levitate or maintain a !atalepsyDshe "as too rela%ed. / t "as that an important learningJ E) EAll of a s ddenE means that she s ddenly 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 t rning of yo r head "ith yo r breathing# b t blind people do. 0o look aro nd 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# b t here is a brand3ne" movement. R) 8er not nderstanding an altered movement# movement that is alien to her habit al pattern# is des!ribed by yo as a tran!e !ondition. 6his s pports o r analysis of tran!e as a !ondition "herein the patientAs habit al and familiar mental setsDthe str !t ring f n!tion of their left3hemispheri! !ons!io snessDis 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 Mod rn Conscio)sn ss: 'lt r d E3( ri nc and $i/ Distortion
E: $"at+s ri*"t. 'nd yo)+r s)r yo) ar &id a&ak no&8 :: Y s. E: No do)1ts9 :: Do yo)8 Yo) did not kno& &" t" r ti/ &as contract d or 3t nd d, 1)t I don(t "no i, it &as it" r on , 1)t o, co)rs I don+t r ally 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: Y s. :: 7 ll, I &o)ld say it+s 1 n "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 1 n so/ t"in* lik an int r stin* disc)ssion or (layin* &it"

t" kids and t" r ar n+t any ti/ )nitsGt" n I can 1 &ay o,,. R) *n this se!tion and the previo s 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!t ali<ed patients. 8er left hemisphere# "ith its !hara!teristi! limitations# tried to point o t ho" it "as a"ake in its normal state at all times. 0o try to !ast do bt on that appraisal by sear!hing for eviden!e of time distortion. * believe yo both may be right# ea!h in yo r 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 f n!tion. 8er left hemisphere does not reali<e# ho"ever# that in s spending some of its ordinary dire!ting and !ontrolling f n!tions d ring Etran!e#E other modes of f n!tioning $all the !lassi!al phenomena of hypnosis' may have be!ome manifest in "ays that its observer f n!tion !o ld not re!ogni<e. 0o r task as the hypnotherapist is to someho" ratify that altered e%perien!es have taken pla!e "itho t 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 vis ally. 6hey do it by the amo nt of movement# e%ertion# the amo nt of tiredness or the la!k of it. 6his !an also be e& ated "ith interest and pleas re. 0o !an e%pand time by being bored and !ontra!t time by being interested. A blind person !an never se vis al ! es for time e%perien!e# so it is a totally different thing. 6ime is meas red by breathing# > st as yo meas re a drink on a hot s mmer day a tomati!ally by the n mber of s"allo"s. :nly yo donAt kno" it.

'lt r d S nsations in $ranc : $o)c"

E: No&, &it"o)t c"an*in* anyt"in*, I &ant yo) to notic t" di,, r nc in s nsations, t" s nsations &ill 1 di,, r nt in yo)r "ands. >Pa)s ? Can yo) d scri1 t"at di,, r nc 8 :: 7 o1.io)sly kno& t" r is a di,, r nc &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,6s nsation , E: $"at+s ri*"t. :: E3c (t it also $eels as i$ there is so)ething d scri1 it.
di,, r nc 1 t&

lin*. rapped aro!nd the). It is "ard to

n (r s nt8

n yo)r l ,t and ri*"t "and. Ho& lon* "as t"at )n)s)al s nsation 1

:: I don(t "no . I didn+t (ay att ntion. 7" n on "and &as s)((os d to 1 *oin* )(, it &as not t" r . B)t t" r is no 5) stion t"at t" "and d cid d to ris )(, 3c (t it r ally 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 vis al 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 yo r hand feel if yo are blindJ 6he hand is a feeling# sensory organ re!eiving things. 8o" "o ld yo feel if yo r hand "as E"rappedE pJ R) 6hat then is another tran!e effe!t. *f it feels Eas if there is something "rapped

aro ndE yo r hand# yo are not feeling or re!eiving normally. 2o her very important organ of to !h "as sealed off as a res lt of tran!e. E) :nly ro ghly sealed off be!a se she !an feel the "rapping# b t there "as an altered sensation d e 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!a se yo have learned thro gh e%perien!e that these altered sensations are all indi!ations of tran!e.

!an*)a* as a Cl) to t" S nsory6P rc (t)al Di,, r nc s B t& t" Blind and Si*"t d: H alin* and !o.
:: $" t nsion &as t" r and t" l1o&, and t" cooln ss &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((ar ntly 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/ 1 ca)s I "a. (lay d aro)nd to s i, I co)ld "y(noti0 /ys l,. 'nd i, I ()t t"at "and o)t t" r and conc ntrat 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. l arn d to r ly on yo)r ars to d t ct t" dir ction o,, l t+s say, a /o.in* car, t" (r s nc o, a ( rson, t" dir ction in &"ic" a .oic co/ s. $"at * o*ra("ical ori ntation is *oin* to control yo) to a lar* d *r i, yo) don+t kno& "o& to /ak s(ontan o)s /o. / nts s)c" as t" si*"t d ( rson /ak s. B)t yo) can /ak t" /. Yo) 4)st did. :: Yo) / an I 4)st nodd d /y " ad8 E: Y s. :: I don(t "no t"at yo) &o)ld call t"at spontaneo!s/ act)ally. E: It &as not call d ,or. :: No, it &asn+t call d ,or. E: $"at+s s(ontan o)s. 'nd yo) ar 3tr / ly a&ar o, 1odily /o. / nts. E) 6his is the lang age 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 o t "here my hand "as for s reEK 6hatAs a !lear e%ample of movement in the blind to determine position. 6hatAs "hy * tell yo lang age 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 m st be!ome to deal "ith these different meanings for people "ith handi!aps# spe!ial talents# so!ial and ! lt ral differen!esK ;e all seem to have o r o"n spe!ial lang age) 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 !ontin ally bo n!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 !omm nion that permit s rprisingly effe!tive responses to take

pla!eD healing as "ell as love.

D . lo(in* N & Ind)ction $ c"ni5) s: Hy(nosis D ,in d as a $ c"ni5) o, Co//)nication %tili0in* ')to/atic R s(ons s
E: B)t t"at r ally isn+t i/(ortant 1 ca)s it is a ne "ind o$ learning going into a trance. 'nd yo) don+t "a. to kno& any o, t" l arnin*s t"at yo) n d. Yo) can * t kno&l d* &it"o)t d ( ndin* on a conscio)s )nd rstandin* o, &"at it is. H H H ' c"ild+s 1ody t lls "i/ "o& /any s&allo&s ,or a *ood drink 1 ,or " "as a c"anc to a1sor1 /)c" o, t"at &at r. Do yo) )nd rstand8 So yo) don+t n d to 1 any /or a&ar o, yo)r l arnin* t"an a c"ild is o, t" n)/1 r o, s&allo&s o, &at r. 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 s b>e!ts. 6his thro"s an added light on the development of ne" ind !tion te!hni& es. *nd !tion te!hni& es s ally !enter aro nd the operator making !onta!t "ith a response system "ithin the s b>e!t that s ally takes pla!e in a more or less invol ntary or spontaneo s manner. 6he s b>e!t does not have too many asso!iative !onne!tions bet"een his !ons!io s mind and the n!ons!io s that s ally !ontrols the more or less invol ntary system. 0et there are some !onne!tions that the operator !an pi!k p and tili<e m !h to the s b>e!tAs s rprise. E) 0es# * think thatAs right. 6he blind person is oriented to movement and to !h and no vis al ! es. 6he sighted person relies on vis al ! es and disregards movement and to !h. R) 2o movement and to !h are more a tonomo s 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 individ als. E) 0o sear!h o t for those things that are pe! liar to the person. (or e%ample# "ith a st tterer "ho is not interested in spee!h therapy $he has a!!epted his st tter'# yo "ill have a m !h more diffi! lt time sing free spee!h to p t him in a tran!e than if yo st tter yo rself. R) *f the therapist st tters# he gains better entry into the st ttererAs o"n asso!iative patterns. E) 6hatAs rightK 6ho gh yo have to be s re yo make the st tter not too apparent. 0o make it look as if yo are not & ite s re of "hat yo are going to say or ho" to say it. / t yo are not trying to st tter. R) Like"ise "ith the obsessive3!omp lsive personJ E) 0o phrase things obsessively and !omp lsively# and that "ill fa!ilitate ind !tion. *n other "ords# yo adopt the individ al style and ! lt re that yo re!ogni<e in the patient. (or a farmer yo thro" in a fe" !o ntry "ordsF for a la"yer a fe" legal terms. / t never obtr sively. R) 0o adapt yo rself to the patientAs mental milie . E) Hypnosis is a techni$ue of communication 'hereby you make a&ailable the &ast store of learnings that ha&e been ac$uired# the usefulness of 'hich lies primarily in the 'ay of automatic responses. *n hypnosis "e make a dire!t !all on these learnings that have been dropped into the area of a tomati!ally available learnings. R) Therefore you could de&elop any number of ne' techni$ues of hypnotic induction by learning ho' to recogni*e and utili*e in a sub1ect past learnings that no' function in an automatic or semiautonomous manner.

Str)ct)r d Hy(notic '/n sia .ia 2) stions

E: No& &"at ti/ do yo) t"ink it is8 R) 7id yo slip in this & estion abo t time here to distra!t her from the s b>e!t at handJ 2he seems to be in a bit of a restless mood# so yo make an important statement and then a!t ally distra!t her before she !an disp te it. *n this "ay yo r statement remains "ithin herD"itho t her !ons!io s biases having an opport nity to debate and possibly negate it. E) 0es. 6hatAs the "ay yo !hange a s b>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 meaningf l things# and then yo go ba!k to the original & estion. 0o Ave thereby dra"n a blanket over the meaningf l materialF yo Ave p t a parenthesis aro nd it. 6his is a very important prin!iple of prod !ing hypnoti! amnesia in order to prevent the patientAs !ons!io sness from negating meaningf l s ggestions. R) 2in!e it is so !aref lly str !t red by the therapist# "e !all this a structured amnesia# in !ontrast to the spontaneo s or s ggested types of hypnoti! amnesia that are s ally dis! ssed in the literat re. 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!io sness) 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* Cr ati. -l)3

E: No&, yo)r c"in didn+t to)c" yo)r dr ss, 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 yo r & estion from the last se!tion. ;hyJ E) 0o Are keeping them off balan!e by asking and not ans"ering & estions. 0o are keeping them rea!hing o t hopef lly. R) 0o are keeping their !ons!io s biases off balan!e# and yo keep an e%pe!tant and re!eptive attit de so yo !an deposit important s ggestions 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 !los re by ans"ering their & estions. E) 6hatAs rightK /e!a se 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 yo r se of !onf sion) to keep a patientAs learned limitations in fl % so there is a greater possibility of the n!ons!io s intr ding "ith a ne" and more !reative response $Rossi# 19,4a# 19,1b'.

Rati,yin* $ranc .ia '/n sias

:: $" n I &ant d to ask yo), hich chin% E: I / ntion d a/n sia t" r to Dr. Rossi. :: Y s, yo) / ntion d conscio)s a/n sia, and I (r s)/ t"at yo) / ant I &o)ld not r / /1 r, 1)t I don(t "no ,or s)r i, t"at is &"at yo) / ant.

R) Again yo donAt ans"er her abo t E"hi!h !hinJE E) 2he is self3!ons!io s 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 do ble !hins# triple !hins. / t * donAt kno".E *t is an n!ons!io s & estion# a betrayal of a la!k of physi!al kno"ledge of herself. 6hen * go ba!k to the s b>e!t of amnesia. All along * "ant her to develop as many amnesias as possible. R) ;hyJ E) /e!a se the more of my !omm ni!ations that are in her n!ons!io s# the better she "ill be as a hypnoti! s b>e!t. R) 6he more amnesia yo are able to obtain# the better the s b>e!t. 2o amnesia is not only a !riterion of tran!e# b t it fa!ilitates f t re tran!e "ork. /e!a se it is a f n!tion of a tonomo s or invol ntary 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 do bts abo t the tran!e.

$" FI Don+t Eno&F S t -acilitatin* '/n sia: #oic !oc)s to t" Conscio)s and %nconscio)s: Indir ct $ranc Ind)ction
E: No& yo) "ad lost yo)r 1ody s nsation, and yo) .acillat d ,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,t d yo)r &ay o, 1r at"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 ori ntation. Ri*"t no&, /o. yo)r c"in do&n and to)c" yo)r dr ss. 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 val eJ E) ;e develop an E* donAt kno"E set to fa!ilitate hypnoti! amnesia. *t is a re& est for the s b>e!t not to kno"# b t she does not !ons!io sly hear the re& est as s !h. *t is not desirable to say# E0o "ill forget that.E 6hey "o ld !ome ba!k "ith# E;hy sho ld * forget itJE / t yo !an say# E0o may not remember it# yo may not kno" it.E 6hat gives permission# b t it is not a !ommandDnor is it a demand. *t is a mere observation# b t 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!io sness. E) 0es# * seem to bif r!ate the individ al into the !ons!io s and n!ons!io s. ;hen * say something# * may say it to the !ons!io s or * may say it to the n!ons!io s. * !hange the lo! s of my voi!eF * tilt my head to one side to speak to the !ons!io s and another side to speak to the n!ons!io s. R) ;hen the s b>e!t is in tran!eJ E) ;hen ind !ing tran!e as "ell as "hile the s b>e!t is in tran!e. R) 0o se a different head lo!ation in speaking to the !ons!io s and n!ons!io s#

and people grad ally be!ome !onditioned to that. E) 0es# "itho t kno"ing itDbe!a se it is so s btle they donAt noti!e it. At most it might be taken to be a mannerism of the therapist. A s b>e!t !o ld "at!h yo hypnoti<e someone else and > st think yo Ave got a !ertain mannerism of t rning yo r head from side to side. 6his observing s b>e!t then does not kno" "hy he is s ddenly be!oming sleepy# b t he begins to sense hypnoti! effe!ts. *t is the things * said to the other personAs n!ons!io s that makes the observing s b>e!t sleepy# be!a se it gets right to his n!ons!io s# too. 0o see# !omm ni!ation is not > st "ords# it isnAt > st ideas. *t is vo!al stim lation# a ditory stim lation# and it is apparently leading some"here $e.g.# dangling phrases# repetition# and then a !omplete senten!e'# !a sing the patient to rea!h o t. R) 6hose dangling phrases# for e%ample# "o ld lodge in the patientAs n!ons!io s# "o ld they notJ E) 0es# be!a se 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 marvelo s 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 !los re. And maybe the !los re is EClose yo r 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 '/n sia

:: No& yo) &ant / to /o. it do&n nor/ally. >S" do s 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 "itho t getting her !ons!io s mind to openly a!kno"ledge that this proves she "as in tran!e. ;hyJ ;hy not take the advantageD tell her this is a proof of tran!eJ E) *Am getting a"ay from her !ons!io s a!kno"ledgment. I/m not going to let her conscious mind grab onto anything that she can dispute+ 0o move a"ay from disp te. R) *Ad have felt fr strated at the end of this session be!a se she did not feel she "as really in tran!e. / t yo do not feel fr strated "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!io s 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 aro ses a patientAs hostility. R) /y trying to give !ons!io sness proofs of tran!e yo only give it more amm nition 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 medi m. 6he fa!t that she made no response to the barking dogDyo did

and * did# b t she did not. R) 0o are not bothered by distra!ting stim liJ 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 so nd 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 o t in the hall# b t yo do not raise yo r voi!e or give any eviden!e of noti!ing the !ommotion. At the end of the le!t re ho r yo ask the st dents individ ally# E7o yo kno" "hat that !ommotion "as o tside the le!t re roomJE 6hey respond# E;hat !ommotionJE R) 6hey have an amnesia for it be!a se 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 abo t 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 thro gh a pro!ess of sh tting o t that !ommotion. 2o yo have prod !ed an amnesia "itho t ever having verbally s ggesting it in any "ay. 0o r 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 o tside !ommotion have any energy of attention# so it !o ld not be impressed pon memory. E) 0es# yo have many opport nities to test that o t "hen yo are a"are of it.

D (ot ntiatin* Conscio)s S ts &it" t" $")/16Do/inanc 2) stion: Di,,ic)lti s in ! arnin* t" Indir ct '((roac"
E: 'r yo) ri*"t6t")/1 d or l ,t6t")/1 d8 :: I+/ ri*"t6"and d 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 int rlac 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")/1 d. :: Okay8 E: B)t I kn & t"at 1 ca)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 E: $"at+s ri*"t. I kno& Dr. Rossi look d ,or it. R: Y s, I did. E: I+/ trainin* "i/ in o1s r.ation. R: Y s, Dr. Erickson is car ,)lly trainin* / to &atc". >So/ ,ri ndly con. rsation tak s (lac 1 t& n Dr. : and Dr. R as t" y 1 co/ ac5)aint d &it" on anot" r, and so t" s ssion 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 previo sly# 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 abo t "hether one is right3 or left3th mbed is the !losest yo get to a standard operating pro!ed re. 6he patientsA !ons!io s minds s ally do not kno" the ans"er# b t their n!ons!io s minds kno"Das eviden!ed by the interlo!king of their hands and fingers "itho t looking. 0o r silent impli!ation is that their n!ons!io s does kno" more than their !ons!io sness# and their o"n behavior proves it. 0o donAt &"at d ,in d ri*"t6 and l ,t6t")/1 d.

bother to belabor this impli!ation by a dis! ssion of it. 6he n!ons!io s impli!ation is more effe!tive as a means of dethroning the h bris of !ons!io sness. E) 0es. * hope yo are starting to get an idea of "hat hypnoti! !omm ni!ation is. R) ;ell# if *Am not getting it# it is be!a se of my o"n limitations# and not d e to any la!k of effort on yo r part. *t is a strain for me to shift gears from my psy!hoanalyti! training# "here * only learned to re!eive messages# to yo r approa!h of a!tively !omm ni!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!io sness. 0o are !onstantly operating on an indire!t level# "here yo help patients reframe the !ontents of their !ons!io sness. Conventional therapists s ally only deal "ith the !ontents of !ons!io sness rather than the pro!ed res 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 yo r s btlety. *t "o ld 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!a se * "as not nat ral "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!io sness# * only a!!omplished the reverse) 6hey be!ame alerted $and some alarmed'# "ondering "hat "as p.

Postscri(t: Indir ct $ranc ! arnin* to R ly on %nconscio)s M c"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

Id o/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 thro gho t h man history. 6hat the mind !o ld signal ans"ers or responses that "ere apparently o tside the !ontrol of !ons!io sness has al"ays been a mystery. /eing a mystery# it has s ally 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!a se the ne!essary s!holarship has not yet been done in this field. 8o"ever# "e !an o tline three salient periods of this history.
+8A2E :NE) 6he An!ient +8A2E 6;:) Chevre l

and =edieval +eriod of +rophe!y 7ivination and# magi! 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: $" 'nci nt and M di .al P riod o, Pro(" cy, Di.ination, and Ma*ic
*f "e !onsider all the histori!al forms in "hi!h apparently p rposef l movement and behavior "ere !arried o t "itho t normal a"areness# "e "o ld find o rselves "ith an inventory of most of the !lassi!al forms of hypnoti! behavior. 6hese are the so3!alled a tomatismsDapparently p rposef l behavior that is !arried o t "itho t normal a"areness. 2in!e an!ient times phenomena s !h as somnamb lism $sleep"alking'# visions $vis al and a ditory hall !inations'# prophe!y and Espeaking in tong esE $a tomati! spee!h'# spirit "riting $a tomati! "riting'# possession $m ltiple personality'# mysti!al rit als# and dan!e $a tomati! 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 spirit al plane. 2ome for!e# agen!y# or kno"ledge o tside of manAs s al range of a"areness "as fo nd to have therape ti! val e "hen all the reg lar !hannels of !ons!io s behavior "ere fo nd "anting. 6hese approa!hes to healing "ere "ell developed in an!ient times before the birth of Christ. 6he +apyr s Ebers# "ritten 1I.. /.C.# des!ribe magi!al in!antations and rit als 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!lepi s and Apollo in Cree!e abo t -.. /.C. tili<ed somnamb listi! 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 !o ld offer no help. Albert s =agn s $14.5,3148.'# +ara!els s $1-91,3 1I-1'# and Robert (l dd $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 n mero s a thors thro gho t the =iddle Ages to be the imagination $L d"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!t ally gives rise to nre!ogni<ed b t meas rable motor responses in that part of the bodyF the idea of falling !an a!tivate an%iety responses of the a tonomi! nervo s 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 t rn# the patientsA n!ons!io s 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 abo t. ;e "o ld say today that the ! res "ere mediated by n!ons!io s 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!io s ! res appear totally erroneo s to o r 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 res lt in gen ine ! res. B ngAs st dies of al!hemy and the early gnosti! and mysti!al systems seem to be the only modern# systemati! investigations that take this possibility serio sly $see B ng# Collected %orks# ?ols. 8# 9# 14# 11# 1-# 18'.

PH'SE $7O: C" .r )l and t" Id o/otor Mo. / nt $" ori s 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 Chevre l p blished his e%perimental !riti& e of the e%ploratory pend l m and divination devi!es. *n this !riti& e he provided a !orre!t interpretation of ideomotor movements as min te m s!le responses set in motion by the nre!ogni<ed tho ghts of the s b>e!t. ;e say that this first phase Eended only tentativelyE be!a se even today# of !o rse# many people still hold an essentially magi!al vie" of these movements "hether their so r!e be from a spe!ial spirit al inspiration or an all3kno"ing and infallible E n!ons!io s.E (rom the time of Chevre l on# ho"ever# ed !ated "orkers have nderstood that the me!hanisms of ideomotor and ideosensory responses reside "ithin the s b>e!t# tho gh nre!ogni<ed be!a se the responses are a tonomo s in their f n!tioning. 6his se!ond period of o r history of ideomotor movements is the !lassi!al period of mesmerism and early hypnosis in the 18..s. 6he "ork of Chevre l prepared the Peitgeist for !lini!al investigators like /raid and /ernheim# "ho re!ogni<ed that the essential nat re of tran!e and s ggestion !o ld be e%plained as ideomotor and ideosensory a!tion. /ernheimAs form lation $1885N19I,' is as follo"s $itali!s are o rs'.
6he one thing !ertain is# that a pe! liar aptitude for transforming the idea recei&ed into an act e%ists in hypnoti<ed s b>e!ts "ho are s s!eptible to s ggestion. *n the normal !ondition# every form lated 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 !onvol tionsF their pe! liar a!tivity is e%!itedF the diverse fa! lties generated by the gray s bstan!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 ne trali<ationF if there is !a se# the mind vetoes it. *n the hypnoti<ed s b>e!t# on the !ontrary# the transformation of tho ght into a!tion# sensation# movement# or vision is so & i!kly and so a!tively a!!omplished# that the intelle!t al 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 f rther. *f * say to the hypnoti<ed s b>e!t# E0o r hand remains !losed#E the brain !arries o t the idea as soon as it is form lated. A refle% is immediately transmitted from the !orti!al !entre# "here this idea ind !ed by the a ditory 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# unkno'n to the 'ill. 6he same thing o!! rs "hen * say to the hypnoti<ed s b>e!t# E0o have a ti!kling sensation in yo r nose.E 6he tho ght ind !ed thro gh hearing is refle!ted pon the !entre of olfa!tory sensibility# 'here it a'akens the sensiti&e memory4image 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.66his passage !ontains the essen!e of the senior a thorAs tili<ation theory of hypnoti! s ggestion7 6here is also# then# exaltation of the ideo4sensorial reflex excitability# 'hich effects the unconscious transformation of the thought into sensation# or into a sensory image.

*n the same "ay the vis al# a!o sti!# and g statory images s !!eed the s ggested idea. . . . 6he me!hanism of s ggestion in general# may then be s mmed p in the follo"ing form la) increase of the reflex ideo4motor# ideo4sensiti&e# and ideo4sensorial excitability. . . . 6he ideo3refle% e%!itability is in!reased in the brain# so that any idea re!eived is immediately transformed into an a!t# "itho t the !ontrolling portion of the brain# the higher !entres# being able to prevent the transformation $19I,# pp. 11,3119'.

*n his 8e la -a$uette 8i&inatorie $18I-' Chevre l do! mented many forms of ideomotor phenomena# b t it is diffi! lt to say "here they all originated. *t is said# for instan!e# that in the /la!k (orest of Cermany# d ring 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 s spended on a string over her abdomen. An apparently spontaneo s movement in one dire!tion indi!ated one se%# "hile a movement in another dire!tion indi!ated the opposite se%. 6his# of !o rse# "as a pre! rsor of "hat "e today kno" as the Chevre l pend l m. Ale%ander 7o"ie "as an itinerant prea!her in the !olonial days of Ameri!a "ho "o ld enter the ma>or saloon of a to"n and offer to dete!t thieves and m rders. 8e "o ld have all present pla!e their hands palm do"n on the bar. 8e "o ld mention a re!ent lo!al !rime and then e%hort them to the effe!t that the g ilty one "o ld not be able to keep his inde% finger flat on the bar. :r perhaps it "o ld be the th mb or the little finger that "o ld give a"ay the g ilty person. 6his pro!ed re easily & alifies as the neatest early lo"3!ost lie3dete!tion devi!e on re!ord and# of !o rse# is a pre! rsor of the finger3signaling approa!hes "e se today. 6he Etho ght3readingE 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 o r !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 g ide. 6he Epsy!hi!E gently grasps the g ideAs "rist and lets himself be led abo t the room. /y being sensitive to the invol ntary ideomotor movement of the g ideAs "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 g ideAs invol ntary mi!romovements $ nre!ogni<able to the g ide or any others present' as his dete!tor# the Epsy!hi!E is soon able to make an a!! rate g ess abo t the ob>e!t. 8e !laims to have read the tho ghts of the gro pF a!t ally# he read the ideomotor movements of his g ide. *deomotor movements# of !o rse# are responsible for s !h phenomena as the : i>a board. 6he operatorAs n!ons!io s or partially !ons!io s "ishes are transmitted by nre!ogni<able ideomotor movements from the fingertips that are gently pla!ed on the boardAs s rfa!e to the movable pointer that spells o t 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!ed res have s rvived for h ndreds and even tho sands of years pre!isely be!a se they !an# nder proper !ir! mstan!es# fa!ilitate the evo!ation of interesting and val able ideasD*deas that are n!ons!io s or only partially nderstood# b t "hi!h !an be pro>e!ted by s !h pro!ed res into f ll !ons!io s nderstanding. 6he problem "ith s !h pro!ed res is that the responses obtained are sometimes a!!epted n!riti!ally as some sort of ltimate Etr thED"hether from Cod# the o!! lt po"ers# or the modern notion of the !reative n!ons!io s. *deomotor responses are in fa!t simply another response system of the individ al. 6here is no a priori reason for regarding ideomotor responses as more valid than any other response system $s !h as logi!al thinking# int ition# feelings# dreaming# et!.'. *n many individ als# ho"ever# ideomotor responses !an provide information that is Es rprisingE to that individ alAs !ons!io sness. 6his simply means that the Es rprising informationE "as "ithin the individ alAs system b t not f lly re!ogni<ed or !onsidered by !ons!io sness. 6he s rprising ideomotor responses# therefore# provide individ als "ith a!!ess to so r!es of information "ithin themselves that they "ere na"are of or blo!king o t for one reason or another. 6he ideomotor responses are not ne!essarily more valid than other response systems# b t they represent another so r!e of information that !an lead

some individ als to make a more ed !ated !hoi!e on some important matter be!a se they no" have a more !omplete inventory of information from their systems. *deomotor signaling# then# !annot be sed as the only so r!e of information for important de!isions. *t is simply one of many so r!es of information that !an !ontrib te to a de!ision. ;hen the individ al does not kno'# ho"ever# or "hen the individ alAs consciousness is confused# ideomotor responses !an make a more important !ontrib tion. ;hen rational thinking# int ition# feelings# et!. all fail an individ al# then ideomotor signaling may be the only !lear and in!isive so r!e of information for de!ision3making. / t even nder these !ir! mstan!es information from ideomotor responses sho ld be !he!ked and balan!ed by the !ommon sense and overall nderstanding that a therapist has of the individ al being & estioned. B st as rational thinking# int ition# feeling# dreaming# et!.# may ea!h have ni& e so r!es of information for response# so ideomotor signaling may !ome from so r!es "ithin the individ al that are not tapped by any other response system. ;e do not at present kno" e%a!tly "hat these so r!es are# > st as "e obvio sly do not kno" all the so r!es !ontrib ting to other response systems $rational thinking# et!.'. /e!a se of the high probability that ideomotor responses have ni& e so r!es of information "ithin the individ al# ho"ever# it is important that "e !ontin e to e%plore them and develop ne" pro!ed res 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, Id o/otor Mo. / nts and Si*nalin* in t" ;MLLs
6he ideomotor and ideosensory form lations of tran!e and s ggestion of the 18..s !arried over into the 19..s and provided the basis for m !h modern e%perimental "ork. 6he senior a thor began his st dies of hypnoti! phenomena as an ndergrad ate in 1941# "orking in 8 llAs laboratory at the 9niversity of ;is!onsin $Eri!kson# $195-b'. 6hese st dies helped initiate a program of resear!h that event ated in the p bli!ation of 8 llAs important book# Hypnosis and Suggestibility9An 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!t ally provided m !h of the fo ndation of behaviorism "hen it "as post lated that s bvo!al or Eimpli!ate spee!hE "as a!t ally the motor basis of tho ght $;atson# 1919'. ;eit<enhoffer $19I1' has revie"ed the e%perimental "ork on ideomotor movements and hypnosis of this period. A portion of his s mmary is as follo"s)
6he psy!hophysiologi!al basis of s ggestibility is ideomotor action# itself a form of !onditioning. 6he physiologi!al bases of hypers ggestibility are 6a7 neuromotor enhancement $homoa!tion'# and 6b7 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 vario s !erebral regions leading to a disso!iation of a"areness from all stim li e%!ept the voi!e of the hypnotist# nless other"ise spe!ified by s ggestions. 6hro gh hypers ggestibility and disso!iation of a"areness# the "ords of the hypnotist a!& ire the val e of a!t al stim l s ob>e!ts. 8is voi!e be!omes an e%tension# so to speak# of the s b>e!tAs psy!hi! pro!esses. 6his opens the "ay to a large variety of per!ept al 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# b t the essential nderstanding of ideomotor movements as the basis of hypnoti! phenomena is the same. *deomotor mo&ements "ere intensively investigated be!a se 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 a thor reports that his earliest a"areness of ideomotor signaling developed

"hen he "as a boy on the farm. A !atAs tail "o ld s"ish ba!k and forth slo"ly and broadly "hen the !at "as playing b t "o ld then make a series of & i!k# short >erks "hen the animal be!ame serio s. A moment before the !at po n!ed on an nfort nate mo se# it "o ld 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 "o ld s ddenly !ease a moment before pl !king a morsel. 6he ideomotor signals of the animal "orld seem almost too !ommon and n mero s to mentionD the point of a good h nting dog# the gest re of a primate# et!. 6hese ideomotor signals range from the p rely refle%ive and n!ons!io sDas is ndo btedly the !ase "ith those of fish and !ats mentionedD to those "ith E!ons!io s intent#E s !h as the gest res of primates# "ho !an even learn the val e of tokens# gest re3 spee!h# and perhaps more "hen trained in the laboratory. 6he evol tion of the senior a thorAs development of ideomotor signaling from a tomati! "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 o r 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 a thor 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 o r possession !onsists of trans!ripts made in 19-I of Eri!ksonAs E*nformal =eetings "ith =edi!al 2t dents#E "hi!h took pla!e at the ;ayne Co nty 8ospital in Eloise# =i!higan. +ortions of these trans!ripts "ill be presented in o r later se!tion on the tili<ation of ideomotor signaling. 6he earliest "ritten re!ord of the se of ideomotor finger signaling in o r 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 tra mas $19I1 seminar'. 8e then p blished his vie"s as EA 8ypnoti! 6e!hni& e for 9n!overing 9n!ons!io s =aterialE $LeCron# 19I-'.

B. RECOGNI:ING SPON$'NEO%S IDEOMO$OR SIGN'!ING

;e have revie"ed ho" the senior a thorAs early observations of nat ralisti! ideomotor signaling provided a fo ndation 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 s b>e!ts in 8 llAs laboratory# in his st dents sitting in a !lassroom# and finally in his patients in therapy. *f "e no" o tline the general literat re on nonverbal forms of !omm ni!ation# it is only for the p rpose of fa!ilitating readersA st dy of these phenomena as a "ay of training their per!eption of the nat ral and spontaneo s forms of ideomotor movements and signaling that are taking pla!e in all h man 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 sit ations. *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 st died 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 gest res and body behavior to & alify# !omment on# or !hange oneAs verbal meanings $/ateson# 19,4# 19,9'. 6he vast literat re that has developed aro nd the !on!ept of Ebody lang ageE $(ast# 19,.F Coffman# 19,1' in re!ent years a!t ally has its roots in 7ar"inAs early st dy# The Expression of Emotions in an and Animals $18,4N19II'. 6he hypnotherapist !an st dy this literat re to learn more abo t the different response systems that signal important forms of !omm ni!ation from patients. (rom this perspe!tive it "ill be seen that the traditional form of verbal !omm ni!ation that has played s !h a ma>or role in psy!hotherapy is a!t ally only the tip of the i!eberg. All the forms

of body lang age !an be nderstood as systems of ideomotor signaling. 6hese signaling systems !ome from so r!es other than those involved in traditional verbal !omm ni!ation and th s provide ne" so r!es of information abo t the total system of the patient. *n everyday life behavior is ri!h in many forms of ideomotor signaling. 2ome of the more obvio s forms of ideomotor signaling that !an be re!ogni<ed and tili<ed in the !lini!al sit ation are as follo"s. A. *n everyday life head3nodding and 3shaking fre& ently pro!eeds in an a tomati! and entirely n!ons!io s manner. A ne"ly"ed is s rprised to dis!over that her h sband# 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 !aref lly) "hen the ! stomer n!ons!io sly nods his head 0es# ho"ever slight it may be# the salesman !ontin es "ith his lineF "hen the ! stomer shakes his head No# the salesman & i!kly !hanges his spiel. Every speaker looks to those in his a dien!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 a tomati! in their f n!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 "o ld3be speaker. =ost lovers !an re!ogni<e at a glan!e "hether the ob>e!t of their desire is abo t 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 f t re play. 7. *n everyday life "e a tomati!ally move o r bodies the "ay "e "ant things to go# even if there is no hope that o r movements !an a!t ally help. 6h s a passenger in a !ar "ill p t his foot on an imaginary brake# bo"lers "ill tilt their body the "ay the ball sho ld go# and spe!tators at a bo%ing event "ill make in!ipient p n!hes "ith their o"n !len!hed hands. E. 6he senior a thor believes that# on a n mber of o!!asions "hen "at!hing the preliminaries of sporting events# he "as able to predi!t "ho "o ld "in and lose by observing the n!ons!io s 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 d ring the preliminary "arm3 p e%er!ises.

C. -'CI!I$'$ING IDEOMO$OR SIGN'!ING

6he senior a thorAs revie" of his grad al dis!overy of ideomotor signaling provides a fine introd !tion for learning ho" to fa!ilitate it in the !lini!al sit ation $Eri!kson# 1951') E7 ring that s mmer of 1941# among other things# the "riter be!ame interested in a tomati! "riting# first se! red from s b>e!ts in a tran!e state and s bse& ently by posthypnoti! s ggestion. 6his gave rise to the possibility of sing s ggestions !ond !ive to a tomati! "riting as an indire!t te!hni& e of tran!e ind !tion for naive s b>e!ts. Altho gh s !!essf l# it proved to be too slo" and laborio s an ind !tion te!hni& e in most instan!es. *t "as modified by s ggesting to the s b>e!t that# instead of "riting# the pen!il point "o ld merely move p and do"n on the paper# or from side to side. 6he verti!al or hori<ontal lines th s se! red "ere later fo nd to be an e%!ellent approa!h to the tea!hing of a tomati! "riting to diffi! lt s b>e!ts. EAlmost from the first trial it "as re!ogni<ed that the pen!il and paper "ere s perfl o s and that the ideomotor a!tivity "as the primary !onsideration. A!!ordingly# the "riter# sing his yo nger sister /ertha as a s b>e!t for the first time# ind !ed a somnamb listi! 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 s pposedly 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!ed re# 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 sef l are $1' simple# dire!t hand3levitation# be!a se of the possibility of vis al parti!ipation# and $4' the slightly more !omple% rhythmi!al hand levitation# in "hi!h vis al and memory parti!ipation fre& ently lead to the ideosensory response of a ditory hall !inations of m si! and the development of a somnamb listi! 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# b t 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 st dies on ideomotor te!hni& es had been reported to the seminar gro p at the 9niversity of ;is!onsin# another st dy "as beg n. 6his "as initiated by the observation that# espe!ially at le!t res on !ontroversial topi!s# there are those in the a dien!e "ho "ill n!ons!io sly slo"ly nod or shake their heads in agreement or disagreement "ith the le!t rer. 6his observation "as f rther 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!t al verbali<ations. 6hese informative manifestations s ggested the possibility of tili<ing this type of ideomotor a!tivity as an hypnoti! te!hni& e# parti! larly for resistant or diffi! lt s b>e!ts# altho gh it !an also be sed readily on naive s b>e!ts. E6he a!t al te!hni& e is relatively simple. 6he e%planation is offered to the s b>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!io s and n!ons!io s mind# b t 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 s b>e!t may be thinking !ons!io sly. 2 !h a & estion is# A7oes yo r n!ons!io s mind think yo "ill learn to go into a tran!eJA After being asked this type of & estion# the s b>e!t is told to a"ait patiently and passively the ans"ering head movement "hi!h "ill !onstit te the ans"er of the A n!ons!io s mind.A A rapid or for!ef l response signifies a A!ons!io s mindA reply. A slo"# gentle head movement# sometimes not per!eived by the s b>e!t# !onstit tes a dire!t !omm ni!ation from the A n!ons!io s mind.A ;ith the response !atalepsy develops and a tran!e state ens es rapidly. E:r# as a simple variation# one !an s ggest 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 val e "ith patients "ho "ant hypnosis# "ho !o ld benefit from it# b t "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 b t simply in the initiation of motor a!tivity# either real or hall !inated# as a means of fi%ating and fo! sing the s b>e!tAs attention pon inner e%periential learnings and !apabilities.E $pp. 1953199' 6he senior a thor believes that for s !h ideomotor signaling to be tr ly a tonomo s and n!ons!io s# patients sho ld be in tran!e or distra!ted in one "ay or another so they "ill not have an opport nity to observe their o"n movements. /e!a se of this he fre& ently prefers to look for a tomati! head3nodding or 3shaking "here patients are least likely to observe themselves. *t is s rprising ho" often patients "ill nod or shake their heads to !ontradi!t their o"n verbal statements even "itho t any formal instr !tion abo t ideomotor signaling. (re& ently it is a &ery slo' and slight but persistent head4nodding or 4shaking that disting ishes the movements as !oming from an n!ons!io s level. 6hese slo"# abbreviated movements are to be disting ished from larger and more rapid head movements# "hi!h are more !ons!io sly sed as a "ay of emphasi<ing "hat is being said verbally. 6he senior a thor prefers to tili<e a patientAs o"n nat ral means of ideomotor signaling "henever possible. ;hatever nat ral and a tomati! movements a patient makes in ordinary

!onversation !an be st died for their meta!omm ni!ative val e. /esides the more obvio s 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 aro nd the mo th and >a"# !an be st died for their !ommentary on "hat is being said verbally. LeCronAs !orresponding se of finger signaling and the Chevre l pend l m 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!io s !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 sho ld preferably be reversed.' *f a & estion is asked to "hi!h the ans"er is not kno"n by the n!ons!io s mind# the right th mb is to be lifted. *f the & estion is one "hi!h the n!ons!io s does not "ish to ans"er# the left th mb is to be moved. 6his last is very important as it "ill s ally eliminate resistan!es "hi!h might prevent any response other"ise. . . . *n addition to the s ggested finger responses# !ons!io s finger movements made to falsify and !on!eal !an be made kno"n to the therapist by means of some n!ons!io s movement. 6his !an be a!!omplished by s ggesting that one hand# perhaps the right# "ill lift if at any time a false ans"er is given by the fingers $or verbally'. *t sho ld be stated that s !h a hand movement "ill o!! r "itho t the patient being a"are of its being made. An interesting variation of this & estioning te!hni& e is the se of Chevre lAs pend l m# 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 th mb and forefinger "ith the pend l m dangling# the arm either f lly e%tended or "ith the elbo" resting on the knee or arm of the !hair. Replies by movements of the pend l m !an even be obtained in the "aking state# tho gh it is better if a tran!e is employed. 6"o o t of three people# or even more# "ill respond in the "aking state. 6he variation is advantageo s be!a se hypnosis is nne!essary. 6herapists not familiar "ith hypnosis "ill find they !an employ it very s !!essf lly. 6here are fo r possible movements of the pend l m. 6hese are a !ir!le !lo!k"ise or !o nter!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!io s 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!io s to !hoose one of the fo r 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 Chevre l pend l m !an be fo nd in ;eit<enhoffer $19I,'. *t is rare to find anyone "ho !annot se the Chevre l pend l m s !!essf lly. ;hen there is diffi! lty# it is s ally be!a se the pend l mAs movements are not entirely !lear in any one response pattern. Resear!h indi!ates that it is important for the s b>e!t to see the s"ing of the pend l m to get a !learly defined response pattern. 6his s ggests that the Chevre l pend l m finds its so r!es of response !loser to !ons!io sness than head# hand# or finger signaling# "here a"areness is not important for a !lear definition of response. 6he Chevre l pend l m 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" s b>e!ts# finger signaling s ally pro!eeds easily after a fe" moments of !on!entration. 8o"ever# a !ertain degree of learning and rehearsal is s ally ne!essary. 6he movements that appear are s ally slo" and hesitant initially. (re& ently the finger trembles slightly# and sometimes it moves ! rio sly to one side# to"ard the middle finger. 6hese movements !an be taken as a !riterion of the gen ine a tonomy of the response. (ingers that move p & i!kly "ith seeming !ons!io s p rpose sho ld be & estioned by the therapist. 2 b>e!ts are en>oined to take their time and allo" the fingers to move p by themselves. :!!asionally# ho"ever# a s b>e!t "ill be fo nd "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 sho ld be pointed o t to the s b>e!t# "ho is en>oined to rela% and learn to let the finger go. 2ometimes the s b>e!t may have to EhelpE the finger lift by moving it vol ntarily the first fe" times# "hen it feels as if it "ants to move p by itself. *n their learning of finger signaling# s b>e!ts often first feel an ideosensory response in the finger that E"ants toE lift. 6hese ideosensory responses !an be en!o raged as an initial stage of learning finger movements. A ! rio s b t 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 :bvio sly 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 ambig o s and m st be rephrased in s !h a manner that do ble meanings or literalisms are avoided. 2ometimes the s b>e!t "ill have a h n!h abo t "hat this e%tra# idiosyn!rati! response means. 2 b>e!ts have reported that s !h responses sometimes !oin!ide "ith an important shift in their feelings or tho ghts. *t is therefore val able for the therapist to seek o t the meaning of s !h responses. *f the s b>e!t has no ideas# f rther ideomotor & estioning may help n!over their meaning. (re& ently s !h e%tra responses "ill have a persistent and !onsistent meaning for !ertain individ alsF they may f n!tion as a signal for deepening tran!e# the onset of a dream# an important memory# a related tho ght or insight not being n!overed by the therapist# et!. 6he spontaneo s appearan!e of s !h individ al response systemsDas s rprising to the s b>e!t as to the therapistDare another indi!ation of the gen inely a tonomo s 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 f n!tion spontaneo sly 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 th s a generali*ation of ideomotor signaling that takes pla!e > st as nat rally as any other form of learning. +atients "ill sometimes report "ith some am sement that they fo nd ideomotor signaling taking pla!e ne%pe!tedly "hen they "ere daydreaming# reading# listening to a le!t re or m si!# driving their !ar# falling asleep# et!. 6hat is# spontaneo s ideomotor signaling tends to take pla!e on those o!!asions "hen people e%perien!e thro gho t 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 !onstit te 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 n mber of different formsD"armth# !oolness# press re# tingling# pri!kliness# it!h# et!. *deosensory signaling !an be sed by the patient for self3kno"ledge# b t by its very nat re this signaling does not !omm ni!ate to the therapist. 6h s# ideomotor signaling !an be of distin!t advantage "hen patients "ant to e%plore something privately or "hen they are not yet ready to !omm ni!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!o rage them to !ontin e their inner e%ploration in a private manner. +atients "ill later be able to make their o"n !hoi!es abo t ho" to !omm ni!ate this material to the therapist. *deosensory signaling !an th s be nderstood as middle station in the !omm ni!ation pro!ess. *deosensory responses may be the first# primitive somati! signals !oming from an n!ons!io s level. :n!e re!ogni<ed# they help the individ al be!ome a"are of something that is in the pro!ess of rea!hing !ons!io sness. 6hese signals help individ als re!ogni<e that something important is happening even if they donAt kno" e%a!tly "hat. 6h s# the person sho ld pa se 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. /l shing 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 "itho t do bt the most sef l 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 o tline the range of its appli!ations.

;. Ind)cin* $ranc
2imply re& esting ideomotor signaling of any sort re& ires the s b>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 s btle indi!ations of tran!e developmentDbody immobilityF the rela%ation of fa!ial m s!les# giving an Eironed3o tE or fla!!id look to the fa!eF a fi%ed ga<eF retardation of respiration# p lse# and !ertain refle%es like blinking and s"allo"ingF literalismF !omfortF et!.Dthan by !almly st dying s b>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. 6h s# most s b>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 post re# fle% and !lin!h their fingers# stret!h# refo! s their ga<e# look abo t# ad> st their legs# and so on. 2 b>e!ts may then report having spontaneo sly e%perien!ed any one of a n mber of the !lassi!al hypnoti! phenomena $amnesia# regression# analgesia# time distortion# dream states# sensory per!ept al !hanges# et!.' in a more3or3less atten ated form.

<. $ranc D

( nin*

;ith s b>e!ts "ho are re!eptive and properly prepared for e%ploring tran!e or inner e%perien!e# it is b t a short step from ideomotor signaling to a state of deeper tran!e. 6he therapist !an simply ask if the s b>e!t "o ld 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 s b>e!t to !ontin e going more deeply ntil the n!ons!io s 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 !los re# 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!ed re for deepening. *n the past fe" years the > nior a thor has adapted a form of hand signaling for tran!e ind !tion and deepening that is "ell s ited for therapists learning to se the hypnoti! modality and indire!t s ggestion as "ell as for their patients "ho are e%perien!ing hypnosis for the first time. 6he spe!ial val e of this Emoving handsE approa!h is that it allo"s the patientAs o"n n!ons!io s 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!o nter# "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 Id o/otor Si*nalin*
6he > nior a thor originally adapted the hypnoti! e%perien!e of Emoving handsE $;eit<enhoffer# 19I,' for !reating a do ble bind approa!h to hypnoti! ind !tion be!a se 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 s ggestion as one of the items of the Stanford Hypnotic Susceptibility Scale# for e%ample# it is EpassedE by ,.R of the s b>e!ts. =oreover# the observable aspe!ts of ho" it is a!!omplished have diagnosti! val e 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 s s!eptible s b>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 o t on either side of the

body. 6he less s s!eptible s b>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 !o rse s b>e!t to st dyF even "itho t st dy 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 a thorAs approa!h to fa!ilitating the e%perien!e of many !lassi!al hypnoti! phenomena via the se of indire!t s ggestion !aref lly monitored by ideomotor signaling to enable the therapist to t ne into the patientAs e%perien!e at all times.

$r)is/s ! adin* to Hy(notic Ind)ction #ia an Id o/otor -or/ o, t" Do)1l Bind
R: Plac yo)r "ands lik so &it" t" (al/s ,acin* ac" ot" r a1o)t i*"t inc" s a(art. >$" t" ra(ist d /onstrat s &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 ,r ly /o1il .? No& & kno& t" ")/an 1ody "as a /a*n tic ,i ld. I don+t kno& i, yo) r ally &ill 1 3( ri ncin* t"at /a*n tic ,i ld 1 t& n yo)r "ands, or &" t" r yo)r , lin* &ill co/ ,ro/ yo)r i/a*inationG1)t l t yo)rs l, 1 s nsiti. to t"at /a*n tic ,orc yo) &ill 1 *in to s ns 1 t& n t" (al/s o, yo)r "andsGas i, yo) "a. /a*n tic "ands. R) Everyone has e%perien!ed the ! rio s phenomenon of magnetism. /eing a E! rio sE and invisible for!e that "orks mysterio sly by itself# the metaphor of magnetism is asso!iated "ith all sorts of ideodynami! pro!esses that may evoke a tonomo s n!ons!io s for!es "ithin the s b>e!t. 6his is a se of indirect ideodynamic focusing" an indire!t form of s ggestion that tili<es not the semanti! or !ognitive meaning of "ords# b t rather their asso!iated# !on!rete# ideodynami! val es. ;hile the s b>e!tAs !ons!io s mind $left3hemispheri! rational pro!esses' is a bit !onf sed# fi%ated# and fo! sed on the ! rio s !ognitive !on!ept of Emagneti! hands#E the s b>e!tAs n!ons!io s $right3hemispheri! ideodynami! pro!esses' is a tomati!ally evoking all sorts of !on!retisti! body experiences asso!iated "ith the "ords Emagneti!E and Ehands.E *n general# many of the s b>e!tAs life e%perien!es "ith a tonomo s n!ons!io s 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 a tomati! n!ons!io s movement of the hands are primed for e%pression. 6he s b>e!t is na"are of all the n!ons!io s# ideodynami! for!es that have been set in motion be!a se the !ons!io s mind is still p <<ling over "hat !o ld be meant by Emagneti! hands. Everything the therapist said is tr e# b t "hat does it all meanJ 6his obvio s inner & estion is itself another indire!t hypnoti! form that binds the s b>e!tAs !ons!io sness to the ind !tion pro!ess and aro ses expectation.

I/(lication and t" N *ati. B)ildin* E3( ctation

R: B)t don+t l t t"os "ands /o. yet. A)st l t yo)rs l, 3( ri nc t" ,orc s 1 t& t" /. >Pa)s ? n

R) 6he n!ons!io s re& ires time for the f ll e%perien!e of many ideomotor and ideosensory phenomena. *n asking the s b>e!t to delay any a!t al hand movement and then pa sing# the therapist is allo"ing time for these ideodynami! pro!esses to ma%imi<e themselves. / t noti!e that "e have s btly 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 a thor has emphasi<ed that impli!ation is something the listener m st !onstr !t "ithin himself. 6he therapist does not dire!tly tell

the s b>e!t to move his hands# b t the impli!ation indire!tly evokes the ne!essary ideodynami! pro!esses "ithin the s b>e!t that "ill move the hands in an a tonomo s manner. 6he hands are no" primed to move# if only the s b>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 s b>e!t has abo t follo"ing the therapistAs s ggestion. Ambivalen!e is !hara!teristi! of all hypnoti! "orkF the s b>e!t "ants help and "ants to follo" s ggestions# b t of !o rse there are do bts and fears abo t follo"ing any fool do!tor. (or many reasons the s b>e!t both "ants and does not "ant the hypnoti! phenomena to "ork. *f the therapist !ontin ally insists that the phenomena "ill take pla!e# nat rally the s b>e!t is polari<ed and b rdened into !arrying o t 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 s b>e!t# and he need no longer a!t it o t. 6he s b>e!t is th s left "ith nothing else b t his ! rio s positive expectation abo t "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 Pr li/inary Oscillations: Dis(lacin* and Disc"ar*in* R sistanc
R) *n this pregnant pa se the therapist simply "at!hes the s b>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 a tomati!ally "ithin the s b>e!t. / t the therapist !annot fake this avid interest and e%pe!tation be!a se the s b>e!tAs n!ons!io s "ill sense it and be p t off by it. 6he therapist is able to manifest gen ine e%pe!tation be!a se he kno"s that in fa!t n!ons!io s ideodynami! pro!esses have been set in motion# and he is indeed ! rio s abo t ho" they "ill be!ome manifest. 8e kno"s that a! te and !aref l observation is ne!essary for the s !!essf l art of hypnosis so he eagerly "at!hes the s b>e!tAs hands for the first manifestations of movement. ;hen the patient sees the therapistAs gen ine interest# he too s ally 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 s b>e!tAs hands to dire!t his ga<e there. *f the s b>e!t still does not fo! s his ga<e on his hands# the therapist points at the hands to dire!t the s b>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 s b>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 !aref l observation. 8o" "ill the s b>e!tAs individ ality pro!ess and manifest the a tonomo s for!es that have been set in motionJ No t"o s b>e!ts or sessions are alike. Ea!h s b>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.

R in,orcin* Id o/otor Mo. / nts: Cr atin* a $" ra( )tic Mili )

R: $"at+s ri*"t, l ttin* t"at "a(( n. So/ ,in* rs /o. a 1it 1y t" /s l. s and t"at+s OE, 1)t don+t l t t" "ands /o. . ry /)c" y t. A)st 3( ri ncin*, l ttin* it "a(( n 1y its l,. R) *n !ommenting on the min te# trem lo s movements that !an s ally be seen by this time the therapist is# of !o rse# 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 s b>e!t for e%perien!ing a tonomo s movements that in

most other !onte%ts might seem strange and frightening. *n being able to e%perien!e s !h an n s al and potentially frightening phenomenon "ith !ontentment# "itho t & ite being a"are of it the s b>e!t is being !onditioned to e%perien!e and e%press other repressed and potentially frightening material that may be of therape ti! val e later on "hen it !an be easily and safely eli!ited. 6he therapist is th s !reating a safe milie for f t re therape ti! e%perien!e. 6he senten!e# EB st e%perien!ing# letting it happen by itself#E is a s btle indirect compound suggestion. 6he first part# EB st e%perien!ing#E is# of !o rse# a tr ism. 8o" !o ld the s b>e!t deny he is e%perien!ingJ 2in!e he m st agree that he is e%perien!ing# the first phrase of the !ompo nd s ggestion 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 !onf sed in this phrase that f nnel into fa!ilitating a tonomo s ideomotor movement of the hands. :n one level# the e%perien!e is going on by itselfF all e%perien!ing has an a tonomo s & ality. :n another level# the therapist is also dire!tly# b t s btly and permissively# telling the s b>e!t to let the hands move by themselves. Even if the s b>e!t is !ons!io sly a"are of only one level of meaning# the ideodynami! prin!iple of mental f n!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 a tonomo s movement does tend to take pla!e.

Introd)cin* t" Do)1l Bind ,or Id o/otor Si*nalin*

R: 7 kno& a /a*n tic ,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 Fy sF 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 y s, yo) &ill , l t"os "ands ()ll d to* t" r. I, yo)r )nconscio)s &ants to say no, yo) &ill , l t"os "ands 1 in* ()s" d a(art. Yo) si/(ly l t yo)r )nconscio)s /o. t"os "ands it" r &ay. 'nd &"at &ill t"at 5) stion 1 8 >Pa)s ? R) 6he do ble bind is that "hi!hever ans"er is given# yes or no# an ideomotor response "ill be!ome manifest# and a tonomo s ideomotor movements are by definition a form of hypnoti! response. 6he s b>e!t is s ally so fas!inated "ith the in!ipient movements he is e%perien!ing and the possibility of his n!ons!io s ans"ering a & estion that he does not re!ogni<e the do ble bind. Even "hen the s b>e!t does re!ogni<e the nat re of the do ble bind and !omments h moro sly abo t it $ s ally fello" professionals "ho have st died the do ble bind and kno" of its appli!ations in hypnosis'# the ideomotor e%perien!e !ontin es. 2ometimes a skepti!al s b>e!t "ill be so nbelieving that he "ill !ons!io sly 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* r ady to ans& r &it" a y s 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( ri nc a co/,orta1l t" ra( )tic tranc 8F >Pa)s ? $"at+s ri*"t. 'llo&in* t" "ands to co/ to* t" r ,or y s, a(art ,or no. R) 6he hands s ally do begin moving slo"ly together at this point# sometimes "ith that slightly >erky movement so !hara!teristi! of n!ons!io s movements. 6he s b>e!t fre& ently smiles at this movementF it is a pleasant s rprise 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 &ond r &"at is "a(( nin* to yo)r y lids. 'r t" y 1linkin*8 'r t" y * ttin* r ady 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 !los re "ith the ongoing hand movement is an indire!t form of contingent suggestion" "e hit!hhike a ne" s ggestion 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" s ggestion in the form of a & estion so that the s b>e!tAs o"n internal dynami!s !an be responsible for the eye !los re. 6he phrasing of the s ggestions in & estion form is al"ays asso!iated to "hatever behavior the s b>e!t is a!t ally manifesting. *f the s b>e!t does blink the therapist !omments# E6hatAs right# it does seem to be happening# doesnAt itJ And ho" soon "ill those eyes a!t ally !loseJE *f the eyes do not !lose at this point# or if the hands a!t ally move apart or not at all# it means "e are en!o ntering resistan!e. 6his resistan!e !an be e%plored and tili<ed some"hat as follo"s.

Dis(lacin* and Disc"ar*in* R sistanc : Many Contin* nci s, Many O((ort)niti s ,or Hy(notic R s(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 y t. 'nd t"at+s 1 ca)s conscio)sly or )nconscio)sly t" r is so/ di,,ic)lty &it" it. So t"os "ands can contin) to 3(r ss t"at di,,ic)lty 1y . ry slo&ly /o.in* a(art. 'nd as t" y contin) /o.in* a(art, do s t" r ason ,or t"at di,,ic)lty co/ into yo)r conscio)s /ind8 Do s t" )nconscio)s r 5)ir so/ ti/ to &ork t"in*s o)t 1 ,or tranc can tak (lac 8 >Pa)s ? ! t+s 4)st &atc" t"os "ands. Can t" )nconscio)s d al ad 5)at ly &it" t"at (ro1l / ri*"t no& &it"o)t . n t llin* / a1o)t it8 'nd start /o.in* t"os "ands to* t" r &" n it "as d alt &it" t" (ro1l /8 >Pa)s ? Can t" )nconscio)s sto( t"at /o. / nt ,or a /o/ nt as it d als &it" t"at iss) 8 7ill it k ( yo)r y s o( n, or &ill it allo& yo)r y s to clos in ord r to ,oc)s /or int ns ly and ad 5)at ly on r sol.in* t"at (ro1l /8 >Pa)s ? Do s t" )nconscio)s &ant yo) to s( ak a1o)t &"at yo) ar 3( ri ncin* . n as yo) contin) to 3( ri nc it8 Ho& asily can yo) l t yo)rs l, 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' !ontin ally !ommenting on ho" it is being manifested and by $4' asso!iating the resistant behavior "ith another hypnoti! s ggestion 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 R s(ons into Catal (sy

R: 'nd &"at is "a(( nin* to t"os "ands8 'r t" y r ally 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 l t 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 r s(ons sGt" o((osit o, &"at & ask ,orGand t" 1ody can 1 co/ co/(l t ly i//o1il and still so/ ti/ s ,or 5)it so/ ti/ . Or on (art o, t" 1ody can 1 co/ 5)i t &"il anot" r (art o, t" 1ody 3( ri nc s t" /o. / nt. 7"at &ill "a(( n in yo)r cas 8 R) 6h s no movement !an be !onverted into a passive form of !atalepsy "ith the s b>e!t staring "ide3eyed at his hands and not moving at all. ;hile so transfi%ed# the therapist !an go on "ith f rther indire!t s ggestions abo t ho" the n!ons!io s !an !ontin e 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 '&ak nin*: ' 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.al nt to "o)rs, days, or . n y ars o, ordinary clock ti/ . >Pa)s ? 'nd t" int r stin* t"in* is t"at t" conscio)s /ind /ay or /ay not r ally )nd rstand 4)st &"at is "a(( nin* i, t" )nconscio)s n ds to k ( it (ri.at . Yo) can r /ain 4)st as yo) ar )ntil t" )nconscio)s co/(l t s t"at )nit o, &ork and yo)+ll kno& it+s ,inis" d &" n yo) "a. t"at )r* to /o. and str tc" 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 s b>e!t deals effe!tively "ith "hatever resistan!e there "as to oppose the ideomotor movement. *t !o ld even be that there "as no a!tive resistan!e at all. 6he s b>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 event ally !lose as permission is granted to remain immobile. At !ertain moments the observant hypnotherapist may noti!e that the p pils of the eyes dilate "ith interest and re!ognition that something is happening. Another obvio s indi!ator of tran!e is that the s b>e!t "ill s ally follo" the s btle posthypnoti! s ggestion to Emove and stret!hE as he !omes a"ake. 2ometimes the therapist !an reinfor!e this posthypnoti! s ggestion by stret!hing and moving abo t himself. :n a"akening the s b>e!t may be rather blank and essentially amnesi! abo t "hat "as e%perien!ed. 6his of !o rse is yet another indi!ation of a gen ine tran!e e%perien!e and the therapist sho ld not press the s b>e!t to talk abo t it. 6he sit ation is that an interesting hypnoti! e%perien!e has > st taken pla!e "hi!h lays the fo ndation for f t re tran!es. 6he ne%t time the therapist and s b>e!t meet the e%perien!e of this first tran!e !an be bro ght p again as an ideodynami! approa!h to initiating the ne%t tran!e. *f on a"akening the s b>e!t does "ant to talk abo t the e%perien!e# the therapist !an !aref lly !olle!t the phenomenonologi!al data regarding the s b>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 ret rn no" to the more typi!al sit ation "here the s b>e!t responds positively to the original do ble bind & estion by allo"ing the hands to move together indi!ating that a !omfortable therape ti! tran!e is being e%perien!ed. 6here are inn merable dire!tions that s ggestion !an take on!e the hands are moving slo"ly together. 8ere are a fe" that are typi!ally e%plored by the > nior a thor be!a se of the val able information they provide abo t the s b>e!tAs response abilities.

D /onstratin* Con,lict B t& 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 &ond r &"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 tri d to o((os t"at ,orc 8 Is it (ossi1l ,or yo)r conscio)s /ind to o((os t"at )nconscio)s ,orc 8 >Pa)s ? R) 6he pa se gives the s b>e!t a !ons!io s opport nity to !o nter the magneti! for!e. *t is interesting and informative to note ho" the s b>e!t ses this opport nity. *f the hands !ontin e moving together "itho t interr ption even as the s b>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 individ al "ho has a spe!ial talent for hypnoti! s ggestion and may be able to e%perien!e most of the !lassi!al hypnoti! phenomena "ith ease. ;ith another s b>e!t# the hands may !ontin e moving together "itho t interr ption and "ith no fa!ial ! es of an opposing effort being made. 6his may be an individ al "ho is so !omfortable "ith the ongoing e%perien!e that he "o ld rather not bother to make any effort to oppose it. 6his s b>e!t may also be ready to e%perien!e most of the !lassi!al hypnoti! phenomena b t he may be parti! larly s !!essf l "ith those that permit him to remain passive rather than a!tive) ideomotor inhibition# ideosensory responses# and imaginative pro!essesF s !!essf l s ggestion may be best phrased in a manner that allo"s him to remain passive and simply re!eive from his o"n n!ons!io s or the therapist rather than s ggestions that re& ire an a!tive engagement of some effort. 0et another s b>e!t "ill po n!e pon the opport nity "ith relief and eagerness to test the strength of the !ons!io s "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 obvio sly !ons!io s p lling of the hands apart and then a pa se as they slo"ly begin moving together again a tonomo slyF infre& ently a s b>e!t "ill p ll his hands apart# drop them# and be!ome apparently a"ake th s ending the e%perien!e for the moment. 6his s b>e!t sho ld then be & estioned to determine if there are any serio s ob>e!tions to f rther 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 s b>e!t "hen he finds he !an# in fa!t# stop the ideomotor movement. 2 b>e!ts s ally 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!io s mind to interfere "ith the interesting potentials of the n!ons!io s. *tAs not as !omfortable "hen the !ons!io s mind imposes its "ill. *n this disappointment rea!tion the > nior a thor sees f rther eviden!e for the spe!ial state theory of hypnosis) tran!e does involve a spe!ial state of !ons!io sness or being that most s b>e!ts !an disting ish as different from ordinary everyday !ons!io sness# 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!t al shift in the relative tili<ation of different ne rotransmitters# endorphines# or other psy!hobiologi!al systems. ;hatever the nderlying biologi!al so r!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 val able bit of self3 nderstanding some"hat as follo"s.

R co*ni0in* 'lt r d Stat s: Post"y(notic S)** stion -acilitatin* $" ra( )tic Mod s o, B in*
R: $"at+s ri*"t, it is a 1it disa((ointin* to ,orc yo)rs l, o)t o, t"at co/,orta1l stat &" r t"in*s "a(( n 1y t" /s l. s. It+s rat" r disconc rtin* 1 ca)s it al&ays do s , l 1 tt r to l t t" )nconscio)s do t" t"in*s it kno&s "o& to do 1 st, 1y l ttin* it &ork &it"o)t int r, r nc ,ro/ t" conscio)s /ind. Yo)+r no& 3( ri ncin* t"at di,, r nc and l arnin* "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 r ally do sn+t /att r, t" only i/(ortant t"in* is t"at & allo& t"at cr ati. (art o, t" )nconscio)s to d t r/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 & s nsiti.ity t"ro)*"o)t t" day to occasionally t)n into yo)rs l, &" n t" )nconscio)s &ants yo) to tak a , & /in)t s o)t, to r st, and l t it do t" i/(ortant t"in*s t"at &ill " l( yo) in /or &ays t"an yo) can conscio)sly r ali0 . $)nin* into t" 1ody car ,)lly t"ro)*"o)t t" day and l ttin* t" )nconscio)s "a. t" ti/ and n r*y it n ds to d al &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 ninety3min te !y!le thro gho t the day and night $8iatt @ Oripke# 19,I'. Every ninety min tes "hile asleep "e go thro gh a dream !y!le. And every ninety min tes "hile a"ake "e go thro gh a period of parasympatheti! dominan!e "hen "e a!t ally do need to take a break from "ork and left3hemispheri! thinking. Every ninety min tes thro gho t o r "aking ho rs "e do get a bit h ngry and are prone to fantasy. 6his# of !o rse# is the ideal time to go into self3 hypnosis# giving o r n!ons!io s the permission to do everything ne!essary to fa!ilitate o r lives "hile "e give o r !ons!io s intentionality a rest for a "hile. 6he > nior a thor is ! rrently e%ploring the !lini!al hypothesis that many states of unease and psy!hosomati! disease are the res lt of the stress that arises "hen !ons!io sness does not allo" this nat ral ninety min te !y!le to operate. An%iety# mental blo!king# errors and fatig e tend to o!! r "hen the !ons!io s dire!ted thinking of the dominant hemisphere attempts to s rp the balan!ing and !ompensating f n!tions of the minor hemisphere as they nat rally take pla!e thro gho t this !y!le. 6o asso!iate a posthypnoti! s ggestion 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 s ggestion "hile tili<ing and fa!ilitating a nat ral life pro!ess.

E3(lorin* Hy(notic Pot ntials: Body I//o1ility and 'n st" 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 &ood n8 Is t" r a (air o, t"ick, so,t /a*n tic *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 clos r t"an an inc" or t&o to* t" r8 >Pa)s ? R) *f the s b>e!t responds and the hands do in fa!t stop an in!h or t"o apart $ass ming the s b>e!tAs eyes are open at this pointF or# if the eyes are !losed phrasing the s ggestion so that it be!omes !ontingent on the eyes opening to "itness this blo!king# stiffness# and n mbness of the hands'# the therapist has an e%!ellent basis for no" "ondering alo d > st ho" stiff and n mb those hands have be!ome so that the s b>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 s b>e!ts# of !o rse# it "ill be impossible to feel anything be!a se by remaining !onsistent to the glove s ggestion their hands "ill not & ite to !h their lap be!a se the thi!k magneti! gloves "ill interfere. Along "ith anesthesia# or in pla!e of it# one !o ld also e%plore ideosensory responses.

Id os nsory R s(ons s
R: 'nd as t"at contin) s yo) can t)n into t" s nsations 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 l t / kno&, or &ill yo)r " ad slo&ly 1 *in to nod y s8 >Pa)s ? Or &ill yo)r " ad s"ak no all 1y its l,8 R) 6here are inn merable "ays of evoking ideosensory responses b t !ertain prin!iples al"ays help) $1' mentioning a life history of sit ations "hen the body !o ld have e%perien!ed the sensation $the fl sh of emotion# the !oolness of the "ind' tends to initiate an inner sear!h on an n!ons!io s level that primes the sensations to be e%perien!edF $4' sing the pa se 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 f t re "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& r ady 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.i r. >Pa)s as t" ra(ist looks ,or t" sli*"t 1o11in* /otions t"at si*nal t" *r at r & i*"t t"at is 1 in* 3( ri nc d.? '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 r st on yo)r la( )ntil t" )nconscio)s is r ally r ady to r st and t" n l arn ot" r "y(notic skills t"at can 1 )s ,)l ,or yo)r ()r(os s. R) At this point the s b>e!t is s ally ready for f rther "ork. 6he > nior a thor no" typi!ally introd !es ideomotor finger signaling that !an be sed to monitor the !o rse of "hatever pro!ed res there are to follo".

@. M as)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 "o ld define depth as the state of !on!entration or absorption in relevant asso!iations and mental pro!esses that allo"s the s b>e!t to e%perien!e a parti! lar phenomenon of interest. E7epthE may th s 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 grad ated s!ale of tran!e depth !orrelated "ith the vario s 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 g ide. 6art $19,4' has revie"ed many self3report s!ales of hypnoti! depth "hi!h s ggest that s b>e!ts !an be trained to give a!! rate verbal responses abo t their ! rrent depth of tran!e. *t is fo nd that depth varies !ontin o sly# so that it is of val e to monitor it "hen doing important tran!e "ork. *ndivid al differen!es bet"een "hat is a!t ally e%perien!ed at the vario s stages of EdepthE are so great# ho"ever# that no niversal s!ale e%ists that !an be sed "ith all s b>e!ts at this time. 6he senior a thor has sed finger signaling as an individ al inde% that is grad ally developed for ea!h parti! lar s b>e!t. ;ith patientsA hands resting !omfortably by their sides# o t of their line of vision# Eri!kson "ill s ggest that the digits of the hands !an signal the depth of tran!e by moving a bit all by themselves. 6he se of the th mb is e%!l ded be!a se the senior a thor believes there is more !ons!io sness asso!iated "ith th mb movement

than "ith other finger movements. 8e ses the impersonal term digits be!a se it has less !ons!io s 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# b t there are great individ al 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 o t 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# tho ghts# daydreams# !olors# et!.# flo" a tonomo sly. An agreeable re!eptivity to the therapistAs s ggestions so that familiar tran!e phenomena !an be e%perien!ed easily# "ith the s b>e!tive e%perien!e of their taking pla!e a tomati!ally "hen the therapist s ggests them $e.g.# hand levitation# heaviness# "armth# sensory3per!ept al alterations# et!.'. Third digit $I.3,IR') A state of established re!eptivity "here the s b>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 a tonomo sly# tho gh the ego may observe them and may or may not re!all them pon a"akening. 2 b>e!ts are fre& ently enth siasti! pon a"akening be!a se they feel their tran!e "as deeper or more therape ti! than s al# and they spontaneo sly e%perien!ed other hypnoti! phenomena not even s ggested by the therapist. 6hey have a deep sense of the a tonomo s or disso!iated nat re of their e%perien!e. :ourth digit $,I31..R') 2 b>e!ts report that they lost !ons!io sness at times. 6hey "ere either asleep# dreaming# far a"ay# or Eo tE someho". 6hey !annot re!all hearing the therapistAs voi!e# even tho gh they responded appropriately# tho gh 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 s ally re& ires several ho rs for ind !tion. *t is a state akin to s spended animation# "ith greatly retarded respiration and p lse# re& iring an e%tended period of time $1. min tes or more' to re!over the generali<ed reality orientation.

D. R (lacin* C"all n* s
+erhaps the greatest val e of ideomotor signaling for modern hypnosis is that it permits the therapist to do a"ay "ith the a thoritarian E!hallengesE of yesteryear $Eyo !annot open yo r eyes# n!lasp yo r hands#E et!.'# "hi!h "ere a some"hat tra mati! method of ga ging 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 s b>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 nat re of any altered state of !ons!io sness.

N. 'n Indicator o, R s(ons R adin ss

6he shift from the older a thoritarian 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 s b>e!ts regarding their readiness to e%perien!e a parti! lar response. 6he senior a thor !ontin ally offers s b>e!ts a series of tr isms regarding their ability and motivation for e%perien!ing different phenomena. Even "hen he believes a s b>e!t is ready for a parti! lar e%perien!e# he "ill first ask a & estion abo t it to a!tivate the proper asso!iations and response potentials "ithin the s b>e!t. M estions and ideomotor responses are th s a "ay of priming

an individ al to make !ertain responses. An e%ample of the senior a thorAs re!ognition of a spontaneo s and a tomati! head3nod at the appropriate moment made by a person attending his 19-I E*nformal =eetings "ith =edi!al 2t dentsE ill strates ho" he tili<es n!ons!io s ideomotor signaling as an indi!ator of a personAs readiness to e%perien!e tran!e.$6aken from np blished stenographi! re!ords of Eri!ksonAs E*nformal =eetings "ith =edi!al 2t dents#E 19-I' E: 'ct)ally, t" r isn+t a .ol)nt r " r toni*"t. I "a. 1 n lookin* t" *ro)( o. r . ry car ,)lly and t" r isn+t a .ol)nt r. ... By t" &ay, do s anyon kno& &"o nodd d "is " ad 4)st t" n8 ! A: It s /s I did. I "ad alr ady 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)nt r in t" *ro)( s / d si*ni,icant and it s / d it /)st "a. 1 n / . ... I didn+t kno& it. It /i*"t "a. 1 n 1 ca)s I &as rockin* t" c"air. LeBAs head3nod !ame in response to the senior a thorAs verbal remarks abo t sear!hing for a vol nteer. Eri!kson might have $1' arbitrarily pi!ked o t a vol nteer or $4' asked for a vol nteer. / t he might have pi!ked a person "ho "as not ready# and even if a s b>e!t vol nteered# it may have been only a response from the !ons!io s level. /y spotting an ideomotor signal# the senior a thor "as fairly !ertain of finding a s b>e!t "ho "as ready on a deeper level. LeBAs introspe!tive remarks are instr !tive. 8e had previo sly said $o tside the immediate gro p sit ation' that he "o ld 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 abo t the need for a vol nteer as a stim l s to trip off the a tomati! head3nod# ho"ever. 8aving made the head3nod# LeB admits that he did not kno" he "as making it $he had no foretho ght of nodding his head'# and he even tries to rationali<e his "ay o t of it by s ggesting his head nodded be!a se he "as ro!king his !hair. :n a !ons!io s level LeB "as th s ambivalentF he said he "o ld like to try tran!e# yet he tries to rationali<e his "ay o t of it. 6his ambivalen!e is highly !hara!teristi! of patients# "ho have problems pre!isely be!a se 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!io sly dire!ted form. *n the 19I4 Los Angeles 2eminar on 8ypnosis# ta ght in asso!iation "ith Eri!kson# Le Cron des!ribed his beginning se of ideomotor signaling as follo"s $taken from L. LeCronAs np blished tape trans!riptions of the 19I4 Los Angeles 2eminar on 8ypnosis.' )
*n ind !ing anesthesia# yo do not kno" "hen yo r s ggestions are taking effe!t ntil yo test the anesthesia and the s b>e!t says he feels nothing. * avoid the se of the "ord Epain#E saying Edis!omfortE instead. 6he "ord EpainE is a negative s ggestionDthe "ord itself. * make a s ggestion 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 s b>e!t. ;hen he feels the finger t"it!h# his tho ght is E"ell# the hand m st be anestheti<ed.E

6his approa!h is !ertainly appli!able in eval ating 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 s ffi!iently developed to s stain the re& ired response. 6he patient !an then be & estioned abo t the so r!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 a tomati!ally# as a part of everyday life e%perien!e. 6hese asso!iations en!o rage the

patient on a !ons!io s level "hile $1' providing the n!ons!io s "ith appropriate ! es abo t ho" the response may be made and $4' a!t ally a!tivating the relevant response sets that !an fa!ilitate the appropriate behavioral response. E%amples of this pro!ed re "ill be provided thro gho t the follo"ing !hapters.

N. %nco. rin* %nconscio)s Mat rial

*deomotor signaling !an be sed as a pro!ed re for n!overing n!ons!io s material in a m !h shorter time than the traditional psy!hoanalyti! approa!hes. An early ill stration "as provided by Eri!kson in his E*nformal =eetings "ith =edi!al 2t dentsE $19-I'. 9pon re!ogni<ing the presen!e of !overt hostility in =rs. ;# Eri!kson pro!eeded to se both ideomotor signaling and a tomati! "riting to help her re!ogni<e it. 6his e%ample is parti! larly instr !tive be!a se he begins by "orking "ith t"o s b>e!ts# both of "hom make an identi!al response on a !ons!io s verbal level indi!ating that they do not "ant to say anything npleasant. *deomotor signaling s pports =iss 8As verbal statement b t does not s pport =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 gen ine ideomotor signal a fe" moments later# th s helping =rs. ;. Re!ogni<e her ambivalen!e. E: ! t+s ()t it to a t st. S)((os yo) ()t yo)r "and in t"is (osition. I, )nconscio)sly yo) &o)ld lik to say so/ t"in* )n(l asant a1o)t "i/, yo)r ri*"t "and &ill li,t )(. I, yo) "a. not"in* )n(l asant to sayGi, t" r is no n d to say so/ t"in* )n(l asant Gt" l ,t "and &ill li,t )(. 7"ic" "and &ill yo) 1 t 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(l asant. Is t" r anyt"in* )n(l asant yo) &o)ld lik to say a1o)t any1ody " r 8 Mrs. 7: No. E: Do s yo)r ri*"t "and , l di,, r nt8 Mrs. 7: My ri*"t "and , ls a littl li*"t, 1)t do s t"at / an I &ant to say so/ t"in* )n(l asant to so/ 1ody8 E: Do s it8 Mrs. 7: I can+t t"ink o, anyt"in*. E: I, yo) &o)ld lik to, l t+s s E: Do yo) kno& &"at it is8 Mrs. 7: No. E: $" r +s no a&ar n ss or conscio)s stat . $" r is a /o. / nt o, t" "and. So/ t"in* occ)rr d &it"in " r to /ak " r r ali0 t"at t" r /)st 1 so/ t"in* )n(l asant. I "a. n+t ( rs)ad d " r or dir ct d " r, on &ay or t" ot" r. I "a. 4)st cr at d t" sit)ation and rais d t" 5) stion, and s" ,o)nd " r ri*"t risin*, and s" is a&ar o, t" ,ac , FY s, I, I a/ to 1 li . /y "and, I &ant to say so/ t"in* )n(l asant, 1)t I can+t t"ink o, anyt"in*.F Mrs. 7: It+s all Gr k to / . My "and li,t d, 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 t ll yo) . ry asily and 5)ickly "o& to ,ind o)t. 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 .

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 a tomati! "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!io s material. 6here is an interplay bet"een entirely autonomous ideomotor responses# "hi!h !ome from so r!es o tside the patientAs a"areness# and conscious recognitions $tho ghts# feelings# et!.'# "hi!h be!ome available s ddenly. *t is as if the therapistAs persistent & estions a!tivate many patterns of asso!iation and so r!es of response "ithin the patient. 6he patientAs responses may then !ome by "ay of ideomotor signaling alone# thro gh a !ombination of ideomotor signaling "ith !ons!io s re!ognition $"hi!h may !ome > st before# during# or after the ideomotor response is made'# or by !ons!io s re!ognition and verbal report alone. A & estion nat rally 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 res lts. No systemati! st dies 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 res lts are only as valid as is the !lini!ianAs !apa!ity to nderstand the total sit ation. 8e dis! sses this as follo"s $edited from a dio re!ordings made "ith the > nior a thor d ring the 19,.s') E;hat is the validity of ideomotor signalingJ A great deal has been said abo t asking the n!ons!io s 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 f rther information from the patientAs n!ons!io s as an entity that !an give reliable information. 6he & estion is asked# ho" valid is thatJ *t is only as valid as is yo r !apa!ity to nderstand the sit ation that yo are dealing "ith. EA patient !ame into my offi!e and said that she had a tremendo s !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 sit ations of ea!h of those seven affairs. 6he patient "as so !omm ni!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 "o ld tell me in the tran!e state. E*n the tran!e state she gave me literally the same a!!o nt of the same seven affairs "ith minor !orre!tions. * mentioned the possibility of her n!ons!io s 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 "o ld nod the head 0es or shake the head No. * gave this as a simple in!idental e%planation# not telling her to do that b t > st to mention that it "as one of the things that !o ld be done pres mably 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 b t her left hand said No. * made a mental note of that. 6hen * think it "as the fo rth 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 !o ld be. Later * fo nd o t that her first affair didnAt o!! r at age 1,# as she said. *t o!! rred at the time of p berty# "hen she be!ame very aggressive and ndertook to sed !e an older man# b t had tremendo s g ilt 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 thro gh ideomotor signaling. And yet * !o ld ask her# A7id yo give me an a!!o nt of all yo r affairsJA and she "o ld ans"er verbally# A0es.A ;ell# she had given me an a!!o nt of all her affairs# b t only those that she "as a"are of !ons!io sly. 2he did not at all mind kno"ing that it "as an in!omplete a!!o nt "hen * later s ggested that to her. 2he "as "illing to learn abo t the affairs first dis!losed via ideomotor signaling that "ere repressed from !ons!io sness.

E2o "hen yo deal "ith patients# yo o ght to bear that in mind. 0o !annot for!e them# b t yo !an get them to dis!lose more !ompletely "hen yo provide an ideomotor o tlet for responses that are not available to !ons!io sness. * !ertainly didnAt try to for!e that "oman to tell me abo t the missing a!!o nts ntil she got ready to. 2he "as tremendo sly s rprised "hen she fo nd o t abo t 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 o tlines his approa!h to & estions in his early 19I- paper as follo"s)
M estioning sho ld s ally be !arried o t on a permissive rather than a !ommanding basis. Cooperation at n!ons!io s levels "ill probably ens e 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 ingen ity in asking & estions a great amo nt of val able material may & i!kly be obtained. (or instan!e# if a tra ma 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 !o ld 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 f rther & estioning !an even lo!ate the e%a!t day# tho gh 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 s b>e!t merely relating the e%perien!e as tho gh reliving it b t re!ogni<ing also that he is in the present. 2 !h a regression !an be "ith all five senses f n!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 ne rosis. *t is# of !o rse# infinitely more rapid than the s al method of free asso!iation. M estions !an even be diagnosti!DEAre there psy!hologi!al or emotional !a ses for this symptomJE And sometimes it "ill be fo nd val able 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!io s mind. Not infre& ently a patient "ill remark that a EnoE ans"er "as e%pe!ted "hen the fingers a!t ally 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 s b>e!t may try e%perimentally to prevent the fingers from moving. +erhaps he !an do so# b t fre& ently they "ill move in spite of s !h an effort. :f !o rse 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# tho gh of !o rse it is possible. Even "ith deeply repressed material the ans"ers s ally are a!! rate and perhaps easily obtained. 6his is not al"ays tr e if the repression is great or if the material is too emotionally !harged# b t the method seems to break do"n repressions. Avoidan!e of ans"ering a & estion by the signal "ith the left th mb G* donAt "ant to ans"erH is an indi!ation of danger. Caref lly handled# ob>e!tions may be over!ome "ith reass ran!e and dis! ssion# or a s ggestion may be given that the s b>e!t "ill be able to s mmon ego strength eno gh to bring o t the material at a later session. M estions may here bring o t 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 sho ld be taken in the "ording of & estions so that they do not s ggest 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!io sly kno" them# b t that his n!ons!io s 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 so r!es of psy!hologi!al tra ma and psy!hosomati! illness. Cheek# in parti! lar# has developed a n mber of ingenio s ideomotor pro!ed res for n!overing n!ons!io s material. 6hese in!l de the removal of s b!ons!io s resistan!e to hypnosis $Cheek# 195.'# the n!ons!io s per!eption of meaningf l so nds d ring s rgi!al anesthesia $Cheek# 19I9# 1955'# the signifi!an!e of dreams initiating premat re labor $Cheek# 1959b'# and !omm ni!ation "ith the !riti!ally ill $Cheek# 1959a'. *n an important paper# E2e& ential 8ead and 2ho lder =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!io s levels. 8is papers represent tr ly 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 sef l !lini!al art of ideomotor signaling has evolved o t of an e%tensive and an!ient history of a tomatism. ;hile a tomatisms "ere regarded as mysterio s# Cod3inspired# or magi!al in an!ient and medieval times# "e nderstand them today as an interesting manifestation of response systems o tside the s al range of a"areness. 6hese ideomotor and ideosensory responses are no" nderstood to be the f ndamental b ilding blo!ks of the a tomatisms that gave rise to the !lassi!al tran!e phenomena and the establishment of hypnosis in the 19th !ent ry. Ne" forms of ideomotor signaling have been e%plored d ring the past fe" de!ades# primarily by !lini!ians interested in n!overing n!ons!io s 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 therape ti! 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

;. Id o/otor Si*nalin* and t" Indir ct -or/s o, S)** stion
6he se of ideomotor in !on> n!tion "ith the indire!t forms of hypnoti! s ggestion $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!io s material. *n his 195. paper on the removal of resistan!e to hypnosis# for e%ample# Cheek provided an e%!ellent ill stration of the se of the Chevre l pend l m "ith & estions and the implied dire!tive to help a s b>e!t re!over a tra mati! memory. 6he s b>e!t# 7r. R. $not the same 7r. R. of this vol me'# had an n s al rea!tion to his first e%perien!e "ith the Chevre l pend l m and apparently fro<e "ith fear. (ollo"ing is an e%!erpt from CheekAs a!!o ntF the itali!s are o rs# 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 pend l m more tightly. /eads of perspiration appeared on his forehead. 8is fa!e and hands t rned an ashy3gray !olor. * asked him to open his eyes and let the pend l m 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 yo r s b!ons!io s mind no" kno" "hat that "asJ A) 0es. M) Let yo r eyes !lose no"# and if your inner mind 'ill let you kno' '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 talk about it. * remained silent for abo t 4. se!onds. As his fingers released the !hain# he appeared dist rbed. A split se!ond later# as the plasti! ball of the pend l m 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 gymnasi m e%er!ises and * "as the top man in one of those pyramids. 6he man belo" st mbled# and * landed on the side of my head on the !ement floor.E 6here seemed to be no f rther !omment. * asked him to pi!k p the pend l m 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 therape ti! responses.

<. ' Basic Paradi*/ ,or Id o/otor Si*nalin*

*n re!ent years the !yberneti! hypothesis that !on!ept ali<es information flo"ing along a feedback loop as the basi! nit of learning and behavior has provided interesting models of psy!hologi!al f n!tioning. :f these# the Test4;perate4Test4Exit $6:6E' =odel $=iller# Calanter# @ +ribram# 195.F +ribram# 19,1' provides a sef l paradigm for e%perimental and !lini!al "ork "ith ideomotor signaling. 6his paradigm o tlines the se of a series of test & estions and psy!hologi!al operations that !an event ate in the sol tion 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 !o ld be sed to investigate and resolve most psy!hologi!al problem r ns as follo"s) 6he tests are s ally a series of & estions or instr !tions that the therapist addresses to the s b>e!t# "hile the operations are the inner psy!hologi!al pro!esses the s b>e!t m st ndergo to give an ideomotor response. 6his paradigm is a!t ally a generali<ation of the lines of investigation developed by Cheek and LeCron $1958'. *n the follo"ing o tline the Eno#E E* donAt kno"#E or Enot "illing to ans"erE responses all indi!ate a need for f rther 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 yo r problemJ :+ERA6E) *nner revie" on an ideomotor level $"ith or "itho t !ons!io s 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!io sness to kno" itJ :+ERA6E) *deomotor response) E0esE ENoE 6E26) ( rther in& iries -. 6E26) 7is! ss the so r!e of yo r 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 s mmari<ed in an ideomotor response. E0esE ENoE 6E26) M estions abo t other so r!es of problem or "hen problem !an be given p. EL*6) +osthypnoti! s ggestions s pporting resol tion 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!io sness is fi%ated and fo! sed "ithin# "hile an a tonomo s or semia tonomo s 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 f rther 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 !o ld also indi!ate transferen!e problems. 6he therapist may need to & estion patients abo t 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 nat re 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 m st !losely st dy ea!h personAs style and personal system of meanings. *n any !ase this first & estion initiates a pro!ess of inner revie" regarding the nat re of the problem. 6his a!tivates many asso!iative pro!esses that may be tili<ed to identify so r!es and potential sol tions to the problem. 6he se!ond test & estion is a!t ally a series of bra!keting & eries to lo!ali<e the so r!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 s ally deepened "henever "e have a serial task $Eri!kson# 195-b'. (re& ently the so r!es of the problem "ill pop into the patientAs mind as soon as the bra!keting & eries are initiated. *t is "ell to !ontin e an entire series of & estions# ho"ever# to provide the patientAs asso!iative pro!ess "ith an opport nity for a more thoro gh revie" than the patient probably has ever done before. :ther so r!es of the problem may be n!overed and val able !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!io sness to kno" it. *n tr th the therapist does not al"ays kno" "here the patientAs !ons!io sness 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!io sness 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!io sness. /e!a se of this "e ask "hether these asso!iations !an be shared "ith the patientAs !ons!io sness. A 0es response s ally means that the in& iry !an pro!eed# b t there is still no ass ran!e that all the relevant asso!iations "ill be shared "ith !ons!io sness 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!io sness. An E* donAt kno"E or E n"illing to ans"erE response at this level re& ires f rther in& iries regarding "hy a disso!iation $or n!ons!io sness' needs to be maintained. 6he !onventional vie" of most forms of therapy re& ires that the n!ons!io s be made !ons!io s. Eri!kson# ho"ever# has pioneered the vie" that many if not most ne roti! problems !an be handled more ade& ately at an n!ons!io s rather than a !ons!io s level. A No response at this level !o ld mean that !ons!io sness is not ne!essary to resolve a problem. A line of in& iry !an be sed to test this possibility $!an the n!ons!io s solve this problem "itho t yo r !ons!io s mind kno"ing anything more abo t itJ'. 6his possibility gives rise to the fas!inating prospe!t of problems being resolved at an ideomotor or n!ons!io s level "itho t 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 "itho t the intervention of !ons!io sness. *n the typi!al !o rse of in& iry test & estion S- invites the patient to talk abo t the material stirred p by the & estions th s 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!t al ability to give p the problem. 6here is a "ide range of possible responses "hen patients are invited to talk abo t their problems at this level. 6here is the s al n!ertainty abo t the degree of disso!iation that may be present. +atients may talk

"ith seeming normality# yet be in a somnamb listi! state so that an amnesia "o ld be present for everything said "hen they a"aken later. 9s ally# ho"ever# the disso!iation is only light or partialF the patients speak and may ndergo a !atharsis more freely than "hen a"ake# b t they retain a fairly !omplete memory of the dis! ssion "hen a"akened later. 6his memory has a!t ally been fa!ilitated by any efforts to se! re a 0es response to test & estion S1# regarding the appropriateness of !ons!io sness 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 !ontin e to develop over time. 2ometimes a patient "ill gain a !lear insight abo t a problem and definite prospe!ts for its immediate# !onfident resol tion. =any EemotionalE and EidentityE iss es !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 val able to have the patients EseeE a date "hen the problem "ill be finally resolved. *t is then val able to have the patients pse do3orient themselves in time f t re 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 resol tion. *n this manner# a patientAs individ ality has an opport nity to !reate its o"n patterns of problem solving. +atients are s ally impressed "hen they reali<e that modern hypnotherapy th s fa!ilitates their o"n !reative abilities rather than attempting to impose some arbitrary sol tion from the o tside. 6he final stage is to EL*6 from the therape ti! en!o nter "ith a fe" indire!t posthypnoti! s ggestions to fa!ilitate the sol tions > st fo nd $and !reatedK'. 6he patient s ally a"akens spontaneo sly "hen the ideomotor sit ation 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 spontaneo s a"akening by the patientAs reorientation to his body# et!. *f the a"akening is not obvio s and spontaneo s# 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 Mod l and Psyc"olo*ical C"an*

6he 6:6E =odel "as developed to a!!o nt 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 !ontin o sly modifying sensory inp t from the environment. 6his !entral !ontrol is ne!essary for the organismAs !ontin o s ad> stment bet"een internal states and the o ter 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 inp t from a so!ial s!ene is !ontin o sly modified by the personAs !entral !ontrol over that inp tDthat is# the personAs interpretation of that so!ial s!ene. ;hat "e have termed EinterpretationE or EbiasE in !lini!al psy!hology is a!t ally the personAs E!entral !ontrolE over inp t. ;hen the personAs !entral !ontrol of EbiasE is rigidDthat is# not s ffi!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 f n!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!t al intera!tion "ith e%ternal reality. A kitten needs to a!t ally "alk in order to organi<e its vis al per!eptionsF being !arried abo t in a spe!ial !art does not allo" it to develop the re& isite per!ept al3motor !oordination to move "ith gra!e and a!! ra!y. 6h s "e !an e%pe!t that modifying inappropriate !entral !ontrol of so!ial sit ations $bias' "ill also re& ire a!t al intera!tion "ith those so!ial sit ationsD simple interpretation or nderstanding of oneAs bias is not eno gh. :ne needs to intera!t or a!tively !hange oneAs responses to a so!ial sit ation in order to !hange the bias or malad> stment.

@. ! . ls o, R s(ons in Id o/otor Si*nalin*

*t is evident from the pre!eding dis! ssions that the so r!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 tra mati! 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 res lts of their !lini!al investigations th s indi!ate that there may be at least three so r!es or levels of response. A!t al !lini!al e%perien!e s ggests there may be even more. 2ome patients respond on an emotional level# feeling something b t not kno"ing "hat it is. 6he emotional level is th s different $disso!iated from' the !ognitive level. :thers have an int itive level of response abo t kno"ing something# b t again they !annot p t it into "ords. *deomotor signaling appears to be in rapport "ith these emotional and int itive 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 so r!es or levels of response that passes thro gh the vario s stagesDphysiologi!al# ideomotor# emotional# !ognitive# verbal# et!.Dor is this simply a matter of individ al 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 a thor 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 p blisher $*rvington +ress# II1 (ifth Ave.# Ne" 0ork# Ne" 0ork# 1..1,'. Altho gh both the vis al and a ditory & alities of this old re!ord are poor# it is nonetheless the best vis al re!ord "e have of the senior a thorAs ses of a variety of nonverbal approa!hes to !atalepsy and an n s ally !omple% form of ideomotor signaling in tran!e ind !tion d ring an e%!iting period of his "ork as a tea!her. 6he analysis of this vis al re!ord in this se!tion !ontains his !ommentaries on the p <<ling se of a re&erse set to !onfo nd the learned limitations of everyday thinking to fa!ilitate the e%perien!e of mental fl %# !reativity# and therape ti! tran!e. After being introd !ed to the s b>e!t# R th# Eri!kson made a fe" !onversational remarks to initiate the idea of Ea tomati! 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 ingenio s pro!ed re Eri!kson arranges matters so that her doing $an initially vol ntary head signaling that grad ally be!omes more and more invol ntary' !an be tr e or false. Cir! mstan!es are arranged# ho"ever# so that her thinking "ill al"ays be tr e. 8er thinking "ill be tr e even if she needs to go thro gh a private mental mane ver of believing the reverse of "hat she does "ith her head signaling. 6he o ter movement of head3nodding or 3shaking and the inner pro!ess of thinking are s ally 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 obvio sly kno"s to be tr e# 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 R th shake her head No to indi!ate she is not in tran!eF b t the reverse set that has been a!tivated "ithin her reverses this so she m st think# E* am in tran!e.E Eri!kson th s arranges "hat she a!t ally thinks by tili<ing a mental me!hanism $the reverse set' "ithin her o"n mind. 6his e%ample is the !learest# verbatim ill stration of the evo!ation and pre!ise tili<ation of a mental me!hanism for tran!e ind !tion that the > nior a thor is a"are of. *t has been

analy<ed in this se!tion in almost painf l detail be!a se it is so s btle a pro!ess that it !an easily be lost or mis nderstood. 7iffi! lt tho gh 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 form lations of this approa!h of tili<ingDrather than simply analy<ingDmental me!hanisms.

Introd)ction and Initial ! arnin* Ori ntation to Hy(nosis

Hil*ard: R)t", I &ant yo) to / 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: Pl as sit do&n. R)t": Y s, it do s. E: I )nd rstand yo)+. n . r R)t": No, I "a. n+t. E: B)t t"at yo) ar int r st d8 R)t": Y s. E: 'nd I t"ink t"at ( r"a(s t" 1 st t"in* to do is to * t ri*"t do&n to &ork. Ho )!ch are yo! illing to learn% R)t": 7 ll, I+/ . ry &illin*. >Sli*"t (a)s ? I+/ a littl n r.o)s, t"o)*". E: Yo)+r a littl n r.o)s8 R)t": Y s.
E:

t Dr. Erickson.

Do s t"at li*"t , 1

l all

ri*"t8

n "y(noti0 d8

7 ll, r ally, I o)*"t to 1 t" on &"o+s n r.o)s, 1 ca)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 R th 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!ito s remark abo t the light $for the movie that is being made' !ontin es this initial effort to enlist her approval and a!tive parti!ipation. 8e then asks a & estion to ens re her interest in hypnosis# and then another# E8o" m !h are yo "illing to learnJE 6h s the hypnoti! sit ation is immediately defined as a learning pro!ess. 6his is espe!ially appropriate in a niversity setting. *n the ne%t remarks abo t being nervo s Eri!kson does a n mber of things) $1' a!kno"ledges and refle!ts her feelingsF $4' identifies "ith her nervo sness 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 rit als of early forms of healing "as that the patientAs dist rban!e or disease "as transferred to the healer $shaman# "it!h do!tor# or g r '# "ho internali<ed the problem and dealt "ith it in his o"n system'F $1' tili<es it to define hypnosis f rther as a sit ation

"here Eall yo have to do is let things happen# and they "ill happen.E 6he ease and !as alness "ith "hi!h all this is done !ontrib tes to its effe!tiveness. Cas alness in a !onte%t of tr isms and good rapport may be regarded as a most effe!tive vehi!le for the a!!eptan!e of s ggestion.

Initial 'ss ss/ nt o, Possi1l $ranc

E: %", ar yo) ,or* ttin* a1o)t t" li*"t8

R)t": No, I+/ notGa/ I s)((os d 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 abo t the light# Eri!kson is boldly b t 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 "o ld have had rapid eviden!e of her tenden!y to"ard somnamb lism. 2he indi!ates to the !ontrary# ho"ever# that she is in fa!t a"are of the light. 2he is a s b>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 t rns o t to be tr e# as "e shall see laterF even after e%perien!ing a n mber of !lassi!al hypnoti! phenomena d ring this session# she tends to & estion them at the end. Nonetheless# Eri!kson ends the inter!hange at this point "ith the dire!t s ggestion that she !an forget the light. 6he !as alness "ith "hi!h this s ggestion is made# ho"ever# tends to make it indire!t and a!!eptable "itho t !hallenge. 8e then rapidly goes on to initiate a formal hypnoti! ind !tion by hand levitation.

Mod lin* 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 r stin* 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 inst ad o, t" 1a1y8 'nd did yo) . r ()t on t" 1rak s &" n yo) & r in t" 1ack s at o, a car8 R)t": Y s. E: 7 ll, 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 1 in* 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 /od ls t"is slo& li,tin* and lo& rin* &it" "is o&n "ands.? No& &"at I+d lik to "a. yo) )nd rstand 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 l anin* ,or&ard in "is c"air to&ard " r, n*a*in* int ns 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 ans er to that 1!estion conscio!sly/ and yo!(ll ha#e to ait and see hat the ans er 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 "no s. R) Eri!kson begins a hand3levitation approa!h by giving an everyday analogy of a tomati! movement that is espe!ially appropriate for a yo ng "oman $feeding a baby'. 6his analogy tends to initiate an n!ons!io s sear!h for those n!ons!io s pro!esses that !an fa!ilitate the a tomati! movement of her hands. Eri!kson models this a tomati! movement "ith his o"n hands and then ses the !ons!io s3 n!ons!io s do ble bind to f rther fa!ilitate the n!ons!io s sear!h for a tomati! 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 coni s, 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 y s 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 1 ndin* and t" "and &ill co/ )(, t"at+s ri*"t. !i,tin*, li,tin*, and no& clos yo)r y s 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 yo r body ba!k"ard and yo r head p"ard. 0o r voi!e lo! s is moving p"ard in the same dire!tion yo "ant the hand to levitate. E) 0es# thatAs an a ditory ! e that may fa!ilitate hand levitation on an n!ons!io s 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 yo r head and deepening yo r 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: '/n sia ,or $actil C) s: $" -irst '((ar nt '&ak nin*
E: And I() going to ta"e hold o$ this hand. ,E si*nals t" l .itation o, " r l ,t "and 1y li*"tly slidin* "is t")/1 on its )nd rsid .? '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 *)id s " 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 / ntion d 1 ,or t"at t" "and co)ld li,t, and it co)ld *o do&n. 'nd no& I &ond r 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 coni s. >H r ri*"t "and 1 *ins to co/ do&n slo&ly.? $"at+s ri*"t, t"at+s ri*"t, do&n it coni s, 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 coni s 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 r ac" s yo)r la(, yo)+ll tak a d ( 1r at" and *o . n d ( r into t" tranc , 1 ca)s yo)+r 1 *innin* to l arn "o& no&. $"at+s ri*"t, co/in* to r st t" r . $"at+s ri*"t. No&, tak a d ( 1r at" and *o &ay d ( asl (. >E lo& rs "is " ad and d ( ns "is .oic .? 'nd no& l t it s / to yo) as i, /any /in)t s "ad (ass d. 'nd I+d lik yo) slo&ly to aro)s and look at / and talk to / . >E li*"tly to)c" s t" )nd rsid o, " r still l .itat d l ,t ar/.? 'nd slo&ly ro!se !p no&, slo&ly ro)s )(, ro)s )( no&. 'nd o( n yo)r y s. >S" o( ns " r y s and looks at E.? $"at+s ri*"t. 'nd yo)+r 1 *innin* to l arn to *o into a tranc . Do yo) r ali0 t"at8 R)t": I t"ink so. E) ;hen * tell her# E*Am going to take hold of this hand#E * a!t ally > st lightly to !h her right "rist "ith my hand# giving slightly more press re "ith my th mb on the nderside of it. =y to !h indi!ates that *Am going to lift her arm# b t * donAt lift itK * > st gently slide my th mb a bit p the nderside of her "rist to indi!ate lifting# b t she does most# if not all# the lifting. * try to give !ontin o s ! es for lifting ntil she takes over and does all the lifting. R) 6his is a "ay of initiating a kind of semia tomati! hand movement that seems to take pla!e "itho t the patient reali<ing it is a step to"ard f lly a tonomo s hand movements. As yo ask her to Ero se 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!a se it "as given bet"een the tran!e and the a"ake state and a!t ally belongs to neither.

'ss ssin* $ranc E3( ri nc : S nsory and P rc (t)al Distortions

E: Yo) t"ink so. 'nd "o& do s yo)r "and , R: %/Ga littl G" a.y. E: ' littl " a.yB and can yo) s R)t": $" on in /y la(, y s. E: 'nd t"is on 8 R)t": Y s. R) 0o apparently a"aken her# b t her left arm remains levitated# and she reports that her hand is heavy. 6his s ggests that she is still e%perien!ing tran!e effe!ts. 0o r & estions are to assess > st "hat sensory and per!ept al distortions may be spontaneo sly present at this point. 0o r n s al & estions !an evoke n s al responses in the n s al sit ation of a tran!e ind !tion. yo)r "and (lainly8 l8

I/(li d Dir cti. s ,or ')to/atic Mo. / nts and $ranc D ( nin*: S nsiti0in* ,or Mini/al C) s
E: No& &atc" t"at "and as it * ts clos r and clos r to yo)r ,ac . $"at+s ri*"t. $"at+s ri*"t. 'nd I &o)ld lik to "a. yo) (ay ,)ll att ntion to t" s nsations o, t" /o. / nt o, yo)r ar/, t" 1 ndin* o, yo)r l1o&, and t" &ay t"at "and is * ttin* clos r and clos r 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 r ady, al/ost r ady. $"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* r ady to tak t"at d ( 1r at". G ttin* r ady 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 y t 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* clos r and clos r and clos r. $"at+s it, l1o& 1 ndin* /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 1 ndin* ,or&ard. $"at+s ri*"t, and yo)+ll tak a d ( 1r at" 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 r st 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 1 ndin*. $"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 1 ndin*, 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" )nd rsid 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& 1 ndin*, and t"is ar/ is strai*"t nin* /or and /or . R) 0o Are 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 n s al task tends to depotentiate her s al !ons!io s sets so that she more readily a!!epts yo r 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!ed re and to in!reasingly sensiti<e her to the minimal ! es yo Are giving her as "ell as the minimal ! es from her o"n inner pro!esses that are s ally ignored in the everyday a"ake state.

Parado3ical C"all n* s to -acilitat Hy(notic R s(onsi. n ss: I/(lication and Hand G st)r s 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 y s 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,, r nc 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 /ak s a 1road s& (in* * st)r do&n&ard, as i, dir ctin* 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& /ak s a slo& )(&ard /o. / nt to dir ct " 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 coni s, )( it co/ s, )( it coni s, 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 !ontin e. R) A patient !o ld be hesitating on a do"n"ard movementF yo apparently !hallenge her to stop it. 2he doesnAt reali<e that this !hallenge a!t ally implies there is movement and fa!ilitates that movement. E) 0es# be!a se 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!t ally a "ay of fa!ilitating and strengthening it. 0o then reinfor!e the movements "ith yo r nonverbal hand gest res. 6he patientAs right hemisphere is probably pi!king p these ! es and pro!essing them a tomati!ally# so that she follo"s yo r hand gest res even tho gh her left hemisphere may be p <<led# sin!e it only hears yo r verbal !hallenge to do the opposite. 6his opposition may be reinfor!ing the more a tonomo s 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 (ot ntiat Conscio)s S ts 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 y s *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 ( 1r at", clos yo)r y s. $"at+s ri*"t. 'nd all t" ti/ yo) ar 1 *innin* to , l t"at yo) ar l arnin* /or and /or . >E to)c" s t" )nd rsid 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 ( 1r at" and *o d ( r asl (. $" clos r 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 )( *o s t" ri*"t "and. $"at+s ri*"t. %( it *o s, and t" l ,t "and is /o.in* a&ay. ' littl 1it ,ast r, and a littl 1it ,ast r, t"at+s it, and ,ast r y t, and still ,ast r, and still ,ast r, and ,ast r and ,ast r, 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 y s and look at / . 'nd no& I &ant to t ac" 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 alt rnat /o. / nt. >E d /onstrat s 1y alt rnatin* "is "ands )( and do&n.? Do yo) )nd rstand8 '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 *)id s " r ri*"t "and to&ard " r ,ac .? $"at+s it. R) 0o !ontin e yo r learning frame of referen!e# !ontin ally en>oining her Eto noti!e something that happens to yo .E 0o are hereby reinfor!ing her hypnoti! attit de of passive e%pe!tationF her !ons!io s intentionality is to do nothing e%!ept "itness n s al sensations# per!eptions# movements# or "hatever manifestations there may be of a tonomo s or n!ons!io s pro!esses. 0o reinfor!e her movements "ith nonverbal to !h signals# and yo give her m ltiple tasks that so absorb the !ons!io s attention of her left hemisphere that the "ay is open for the more a tonomo s 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 *et een yo!r thin"ing and yo!r doing. 'nd t"at is t"is: Yo) kno& "o& to nod yo)r " ad, >E /od ls " ad noddin*.? and yo) kno&
"o& to s"ak yo)r " ad. >E /od ls " 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) 0o r initial statement abo t dis!overing Ethe differen!e bet"een yo r thinking and yo r doingE so nds matter3of3fa!t and rational# b t it is a task that is o tside her habit al ideational patterns. 6h s# it is a ne" and rather odd frame of referen!e that tends to depotentiate her s al !ons!io s sets so that n!ons!io s sear!hes and pro!esses are initiated. 6his reinfor!es and deepens the hypnoti! modality. 0o then state a series of tr isms that establish both a strong yes set and the first stage of a reverse set that yo are !aref lly developing.

Parado3ical Con,)sion ,ro/ Ost nsi1l Clari,ication

E: 'nd no /att r 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 yo r nameE' in a !onvin!ing "ay so that the above yes set is maintained and reinfor!ed. / t in a!t al fa!t yo r 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 !onf sion that f rther depotentiates her left hemisphereAs ability to maintain its o"n orientation. 6his is espe!ially tr e 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 yo r abstra!tions. ( rther# even the highly abstra!t nat re of the disso!iation yo are establishing is hidden behind yo r !as al manner and the apparent obvio sness and !on!reteness of the phrases yo seDEyo are a "omanE and Eyo are sitting do"n.E Anyone !o ld hear and a!!ept the obvio sness of these !on!rete statements even if they "ere half n!ons!io s. 2o nat rally she a!!epts them "itho t 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) GLa ghing heartilyH 0o fo nd me o tK G6he senior a thor and the > nior a thor have been "orking on the reverse set for abo t 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 "o ld finally da"n on R.H R) 7id yo a!t ally plan this !onf sion "hile apparently !larifyingJ E) 0es# of !o rse# many timesK G/reaks p in rene"ed la ghterH

Hidd n I/(lication ,or t" R . rs S t

E: B)t I can say anyt"in*, inter$ere ith $acts. and yo) can t"ink anyt"in*. It doesn(t necessarily

R) 6hese statements f rther ill strate and reinfor!e the differen!e bet"een doing $"hat "e say' and thinking $Eit doesnAt ne!essarily interfere "ith fa!tsE'. 6he apparently grat ito s se of necessarily# ho"ever# does set p the hidden impli!ation that "hat "e do may after all infl en!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.

E3 rcisin* a Y s S t
E: No& I+/ *oin* to ask yo), 'r yo) a &o/an8 R)t": Y s. E: Yo) 4)st nod yo)r " ad or s"ak yo)r " ad in ans& r. nods Y s.? 'r yo) sittin* do&n8 >R)t" nods Y s.? 'r yo) a &o/an8 >R)t" is yo)r ,irst na/ R)t"8 >R)t" nods Y s.? $"at+s ri*"t.

R) 0o no" e%er!ise a yes set "herein R th 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 tr e.

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"ak s " ad No.? 'nd yo) &ill nod yo)r " ad in ans& r. >E /od ls, noddin* Y s.? Is yo)r na/ 'nn8 >R)t" nods Y s.? 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 obvio sly she kno"s her name is not Ann'. *s this also a !onf sion te!hni& eJ E) 0es. * also sometimes tell irrelevant stories and make non se& it r remarks to ind !e !onf sion. GEri!kson no" ill strates a n mber of !hildhood games that am se

by ind !ing parado% and !onf sion.H

R in,orcin* t" R . rs S t
E: $"at+s ri*"t. B ca)s yo)r t"inkin* can 1 di,, r nt t"an /o. / nt o, t" /)scl s in yo)r n ck. 'r yo) standin* )(8 >R)t" nods Y s.? R) 6his response reinfor!es the same disso!iation and reversal bet"een thinking and doing beg n in the above se!tion. 8er head nods 0es# "hile her !ons!io s thinking# if she is !ons!io sly thinking# m st obvio sly be the reverse. E: $"at+s ri*"t. 'nd ar yo) a 1oy8 >R)t" nods Y s? $"at+s ri*"t. R) Again the same disso!iation. /y this time a reverse set has been establishedF a set for a!ting o t a disso!iation bet"een doing and thinking. *t is a reverse set be!a se "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 S t: $" Ons t o, Con,)sion

E: 'nd no& I &ant yo) to s"ak yo)r " ad No. >E /od ls " ad s"akin*.? na/ isn+t R)t", is it8 >E s"ak s NoB R)t" s"ak s No.? Yo)r

R) Another disso!iation is established similar to the above b t "ith a reversal of the reverse set in doing and thinking) 8er doing $shaking her head No' is no" false# "hile her thinking is tr e $her name really is R thK'. *f the reader is no" beginning to str ggle against be!oming !onf sed# imagine the diffi! lty R th is beginning to haveK E: 'nd yo! ar n+t a &o/an, ar yo)8 >R)t" s"ak s " ad No.? R) Again the same disso!iation bet"een the falseness of her doing and the tr th of her thinking. E: 'nd yo) ar n+t sittin* do&n, ar yo)8 >R)t" s"ak s " ad No.? R) 6he same disso!iation establishes another reverse set) doing "hat is false "hile thinking the reverse# "hi!h is tr e. *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 tr e# and doing "hat is tr e "hile thinking falsely. 6he net res lts 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 S t Esta1lis" s $"at S" Is in $ranc

E: 'nd yo) ar n+t in tranc , ar yo)8 >R)t" s"ak s " 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 m st think the reverse# E0es# *Am in a tran!e.E 6h s# 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 "o ld be too diffi! lt to immediately s"it!h the reverse set that has been so long established. 2he !o ld 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 sit ation is no" as follo"s) 2in!e she is in fa!t !losely follo"ing yo in her o ter 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 "o ld deny !ons!io sly a!kno"ledging tran!e# this resistan!e tends to be

bypassed be!a se of her !onf sion and yo r !aref l engineering of the reverse setD "hi!h no" prompts the inner# !ons!io s a!kno"ledgment that she is in tran!e.

'ddin* Contradiction to t" R . rs S t: D (ot ntiatin* Conscio)s S ts

E: 'nd yo) ar n+t ans& rin* / , ar yo)8 >R)t" s"ak s " ad No.? 'nd yo)+r not *oin* to ans& r / , ar yo)8 >R)t" s"ak s " ad No.? $"at+s ri*"t. 'nd yo) can " ar . ryt"in* I say, can yo) not8 >R)t" s"ak s " ad No.? 'nd yo) &on+t " ar anyt"in* I say to yo), &ill yo)8 >R)t" s"ak s " ad No.? R) 0o no" & i!kly shift to another & estion that reinfor!es the reverse set in a very obvio s "ay# so that she !annot disagree "ith it. 2he !ontin es "ith the same form of the reverse set as the above# "hi!h implies she is thinking $if she is !ons!io sly thinking at this point' that she is in tran!e. 6his reverse set is reinfor!ed fo r times# b t noti!e that the last t"o are !ontradi!tory. 2in!e she makes the same response to these !ontradi!tory statements# she is obvio sly !onf sed to the point "here she is simply responding by a rote follo"ing of "hatever response Eri!kson sets in motion. 8er !ons!io s sets and self3dire!tion are depotentiated to the point "here left3hemispheri! rationality has been depotentiated.

( nin* $ranc : Br akin* t" R . rs S t

can clos yo)r y s.

E: 'll ri*"t, and yo)

R) 0o s ddenly s"it!h from & estions to a definite statement abo t something she !an do. E: Yo) can clos yo)r y s, can yo) not8 R) 6his is another !hange. 0o ask a positive & estion abo t something she really !an !ontrol. 2he does not shake her head. 6he previo s reverse set is broken. E: 'nd yo)+r closin* t" /, ar yo) not8 >R)t" clos s " r y s.? $"at+s ri*"t. 'nd yo) can n4oy sl (in* /or and /or d (ly all t" ti/ . 'nd yo) r ally ar , ar n+t yo)8 >E nods "is " ad contin)o)sly.? $"at+s ri*"t. 'nd yo) r ally ar Gand 4)st k ( ri*"t on sl (in*, d ( r and d ( r in t" tranc . R) 0o no" positively reinfor!e eye !los re and deepening tran!e.

I/(li d Dir cti. to D

( n $ranc

E: 'nd to l t / kno& t"at yo) ar , yo)r ri*"t "and is *oin* to co/ to r st 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 d ( r tranc . >R)t"+s ri*"t "and slo&ly /o. s do&n to " r la(.? ( r and

R) 0o emphasi<e beginning be!a se the s b>e!t !an hardly arg e "ith thatF it is e%perien!ed by the s b>e!t as tr e no matter ho" her !ons!io s attit des may be eval ating the sit ation. E: 'nd I+/ *oin* to talk, and yo) don+t . n n d to list n to / . R) A disso!iation is en!o raged bet"een the !ons!io s and n!ons!io s by not needing to listen. E: 'nd yo) r ally don+t, 1 ca)s yo) ar . ry, . ry 1)sy, *oin* d ( r and d ( r in

t" tranc as yo)r "and co/ s clos r to yo)r la(. 'nd as it co/ s to r st 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 s ggestion that as her hand !ontin es to rest in her lap# she "ill be going deeper into tran!e. 2in!e her hand is resting there# it "o ld be hard to resist the s ggestion that she is going deeper into tran!e. 2he "o ld have to move her hand to deny the s ggestion.

Id o/otor Si*nalin* o, Dissociation and Daydr a/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 r st, and t" &"ol ar/ is *oin* to , l r la3 d and co/,orta1l . 'nd I can talk to t" ot" rs. I can say anyt"in* to t" /, 1)t yo) don+t n d to list n, and yo)r " ad can s"ak No, t"at it &on+t list n. 'nd it can s"ak No. >R)t"+s " ad s"ak s No.? $"at+s so yo) can *o d ( r and d ( r and yo)r "and can r st on yo)r t"i*". 'nd ( r"a(s t" ot" r "and &o)ld lik to r st 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*"t n o)t. B)t o, co)rs it &o)ld 1 all ri*"t i, I took "old o, yo)r &rist and lo& r d yo)r "and, 1 ca)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 r st,)l and so . ry co/,orta1l . 'nd I+d lik to "a. yo) n4oy all t" l arnin*s yo) ar ac"i .in*. I+d lik to "a. yo) n4oy t"at , lin* o, r la3ation, t"at , lin* as i, yo) & r all alon and r la3in* co/,orta1ly 1y yo)rs l,. '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)rs l, all alon , sittin* in a c"air all 1y yo)rs l, and , lin* yo)rs l, at "o/ , in an asy c"air, 4)st daydr a/in*, ai/l ssly, ()r(os l ssly, 4)st daydr a/in* co/,orta1ly all alon . >E is noddin* "is " ad Y s t"ro)*"o)t t"is s ction.? No1ody ls aro)nd, and a . ry, . ry (l asant daydr a/. 'nd as yo) daydr a/, yo) &ill nod yo)r " ad, and as yo) n4oy it /or , yo)r " ad &ill nod a littl 1it /or 3t nsi. ly. $"at+s ri*"t. 'nd a littl 1it /or . 'nd noddin* /or ,r ly. $"at+s ri*"t, still /or ,r ly. Noddin*, noddin* still /or ,r ly. >R)t" *rad)ally nods " r " ad . ry sli*"tly.? R) 0o !ontin e yo r learning !onte%t# al"ays asso!iating it "ith en>oyment abo t 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 !o ld be that yo Are r shing a bit be!a se of the time limitations in making a movie of this sit ation.

'ss ssin* and D ( nin* $ranc : $" S cond '((ar nt '&ak nin*: 'ss ssin* t" Possi1ility o, N *ati. Hall)cinations
E: 'll ri*"t, no& ro)s )(. $"at+s ri*"t. >R)t" o( ns " r y s.? $"at+s ri*"t. 'nd "o& /)c" did yo) ,or* t a1o)t t" ( o(l t"at & r " r 8 R)t": 7 ll, I didn+t t"ink o, t" /. E: Yo) didn+t t"ink o, t" /. 'nd can yo) ans& r /y n 3t 5) stion8 'nd I &ond r i, yo) can ans& r it8 I &ond r i, yo) can ans& r it8 R) 0o assess the depth of tran!e by & estioning her abo t amnesia and possible negative hall !inations abo t the other members of the gro p. 8er ans"er is of a ne tral sort !onsistent "ith tran!e e%perien!e# b t 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": Y s. E: 'nd no& I &ond r 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 &ond r &"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 Y s.? 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 sid Gyo) can+t sto(. $"at+s ri*"t. >R)t" still noddin* Y s.? 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 /ak s 3a** rat d /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 r st d 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"ak s 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, do sn+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 r st d and co/,orta1l and r la3 d, and I &ant yo) to , l as i, yo) "ad 1 n r stin* ,or "o)rs, and , lin* so co/,orta1l . R) 0o !ontin e sensiti<ing her to follo"ing yo r nonverbal head3nodding and 3shaking. 2he seems !onf sed at this point and be!omes more and more dependent on follo"ing yo r behavior. Apparently yo are disso!iating her more and more so that she follo"s yo r behavior "hether "hat yo are saying is !orre!t or not.

$"ird '((ar nt '&ak nin* 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 y s ar o( nin*. $"at+s it. 7ak )( , lin* ,in . 7ak )(. >S" o( ns " r y s, 1)t " r l ,t "and r /ains catal (tically s)s( nd d.? 'o! thin" yo!(re a a"e/ don(t yo!% 'r yo) r ally8 R)t": >!a)*"s? I() not s!re. E: No& yo) kno& t" ans& r. Yo) clos d yo)r y s, didn+t yo)8 'nd yo) co)ldn+t " l( t"at, co)ld yo)8 'r yo) a&ak 8
R)t": %/6"//.

E: 7"at did yo) t"ink a1o)t t"at8 No&, I+ll ask yo) a*ain, ar yo) a&ak 8 >R)t" nods Y s, 1)t t" n clos s " r y s.? 4o!ld yo! li"e to a a"en% 4o!ld yo! li"e to a a"en% >R)t" o( ns " r y s.? R)t": 0o. R) Like the others# this third a"akening is only apparent# sin!e her hand remains !atalepti!ally s spended. 6he do ble bind & estion# E0o think yo Are a"ake# donAt yo JE provides eno gh !onf sion so that her left hemisphere ans"ers that she is not s re. ;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 tho gh she does

manage to open her eyes.

-o)rt" '((ar nt '&ak nin* &it" a Do)1l Bind 2) stion and Id o/otor 2) stionin* to 'ss ss and Rati,y $ranc E3( ri nc
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 y s and tak a d ( 1r at" 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&ak n yo) a*ain8 7 ll, I+ll t ll yo) t" &orld+s &orst 4ok i, I n d to in ord r to a&ak n yo), and i, t"at do sn+t, I+ll t ll yo) t" &orld+s s cond &orst 4ok . Is t"at s),,ici nt t"r at8 R)t": I , l all ri*"t no&. E: >!a)*"s? Yo) r st d8 R)t": %"6"//, . ry. E: Did yo! "no yo! ere a good hypnotic s!*ject% R)t": Not 3actlyG& llG)/Gy s. E: %/6"//. 7o)ld yo) lik to ask yo)r )nconscio)s t" 5) stion8 No&, i, t" ri*"t "and *o s )(, t"at / ans Y s. I, t" l ,t "and *o s )(, t"at / ans No. 'r yo) a *ood "y(notic s)14 ct8 >Pa)s as " r ri*"t "and *o s )(.? O, co)rs . I &ond r i, yo)+. notic d &"at+s "a(( n d to t"is "and. 'nd did yo) kno& yo)+r 1ack in a tranc 8 'nd did yo) s t" ( r, ctly 1 a)ti,)l ans& r t" r 8 R) 0o make a more serio s effort to a"aken her "ith the taking of a deep breath# yo r typi!al E8i#E and a & estion to evoke her !ons!io s eval ation of her feelings. 2in!e she is still tending to remain in tran!e# yo tili<e the sit ation to ratify her !ons!io s a!kno"ledgment of her tran!e e%perien!e. 0o do this in yo r typi!al fashion of asking a do ble bind & estion# E7id yo kno" yo "ere a good hypnoti! s b>e!tJE 2in!e she seems do btf l in her reply# yo ratify tran!e f rther "ith an ideomotor & estioning approa!h that tends to !onvin!e her# sin!e her right hand does go p in an apparently a tonomo s manner.

'rr st d '&ar n ss to Rati,y $ranc

E: 'nd no& yo)+. *ot t"at . ry, . ry nic ly arr st d a&ar n ss. >$o Ern st Hil*ard and Aay Hal y 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 ,l 3, t" r +s a loss o, t" s&allo&in* r ,l 3. 's I / ntion t" s t"in*s, s" /ay or /ay not r sta1lis" t" /. B)t yo) s , I a&ak n d " r, s" didn+t &ant to a&ak n. I ,orc d t" iss) . I s"ook "ands &it" " r. $"is &ay, &"ic" &as o)t o, ord rGand s" is r ally *oin* to *o into a tranc . 'nd no& &"at s" +s doin* is t" ot" r t"in*, and carryin* it o)t so . ry nic ly, and t"is is *oin* to co/ , and & ar *oin* to * t t"at . ry nic contin) d /aint nanc o, t" tranc stat . No&, I do)1t . ry /)c" i, s" isn+t /)c" a&ar o, t" ran* o, /o. / nt or t" ran* o, acti.ity, and s" is d cid dly int r st d in " r o&n 3( ri nc at t" (r s nt ti/ . >$o R)t"? 7as I talkin* to any1ody, R)t"8 7 r yo) list nin*8 R)t": So/ ti/ s. R) 0o r des!ription of the tran!e indi!ators she is e%perien!ing is a "ay of f rther 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 a thoritative for her# sin!e they are# after all# professional. 2peaking to others abo t her

is also a "ay of depersonali<ing her and th s f rther reinfor!ing tran!e e%perien!e. 8er response of EsometimesE is typi!al of the light to medi m stages of tran!e# "here the s b>e!tAs !ons!io s a"areness or attending to the o tside sit ation tends to fade in and o t.

Do)1t and Not Eno&in* to Rati,y $ranc

E: So/ ti/ s. It &asn+t r ally i/(ortant ,or yo) to list n, &as it8 Yo)+r r ally 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) r ally 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 )nd rstand "o& )ni/(ortant . ryt"in* ls is and "o& i/(ortant is yo)r o&n 3( ri nc 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 l arnin*s. R) 7o bt and not kno"ing abo t her a"areness and memory is implied "ith the s btle !ompo nd s ggestion# EAnd a!t ally yo Ave forgotten "here yo r 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 s ggestion abo t forgetting "here her hands are. 6his do bt and not kno"ing abo t her o"n e%perien!e ratifies to her no" reoriented habit al !ons!io s sets that she has# in fa!t# been e%perien!ing tran!e.

-o)rt" '&ak nin*: $i/ Distortion to Rati,y $ranc

E: 7o)ld yo) lik to a&ak n no&8 R)t": I don+t kno&. E: 7 ll, s)((os yo) look at yo)r "ands and s &"ic" on o, t" / /o. s )(. 7o)ld yo) lik to a&ak n no&8 'll ri*"t, so yo) can clos yo)r y s and tak a d ( 1r at" and l t it s / to yo) as i, yo) "ad 1 n r stin* ,or "o)rs and "o)rs, as i, yo) "ad 1 n in 1 d ,or i*"t lon*, co/,orta1l , and r st,)l "o)rs. 'nd I &o)ld lik to "a. yo) r ally r st t"at &ay and t" n ro)s )( and , l so r st d 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 $"at+s ri*"t. 'll ri*"t, no&, slo&ly yo)r "and co/ s to r st in yo)r la(, and &" n it r ac" s yo)r la(, tak a d ( 1r at" and o( n yo)r y s and 1 co/ &id a&ak . >!on* (a)s ? !o& rin* still /or , t"at+s ri*"t, still /or . 's soon as it to)c" s yo)r la(, tak a d ( 1r at" and &ak )( &id a&ak and , lin* r st d, r ,r s" d, and n r* tic. >R)t" /ak s a d ( 1r at" so)nd.? 7ak )(. Hi9 R)t": >-irst, s" /ak s an indistinct /)/1l or s/all la)*".? Hi. >Bot" R)t" and E la)*"? E: 7 ll, do yo) /ind i, I c"an* s ats8 Yo) &on+t /ind i, I sit do&n " r . No& &"at is t" r st o, t" (ro*ra/8 Hil*ard: 7 "a. a / E: Do yo) , R)t": Y s, I , R)t": Y s8 E: 'nd so/ ti/ I "o( Dr. Hil*ard "as yo), or Dr. 7 it0 n"o,, r "as yo)Gsit in and o1s r. so/ ot" r s)14 ct 1 ca)s yo) ar ca(a1l o, . ry 3t nsi. tin* in anot" r (lac at @:;D. l co/(l t ly r st d8 l lik /or . >$" *ro)( la)*"s " artily?

E: Do yo) kno& yo) ar a . ry d li*"t,)l s)14 ct to &ork &it"8

so/na/1)listic 1 "a.ior. Yo) "a. a t nd ncy toG&"at s"o)ld yo) call it8G)tili0 ti/ in t" &ay t"at I a/ (artic)larly int r st d 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. 1 n8 R)t": No, I don+t r allyG"o& lon* "a. I 1 E: 7 ll, "o& lon* do yo) t"ink8 R)t": 7 ll, it r ally s E: $"at+s ri*"t, it s lon* &as it, Aay8 A: '1o)t an "o)r. R)t": R ally8 A: '1o)t DL /in)t s, any"o&. E: '1o)t DL /in)t s. R)t": O", t"at+s a/a0in*. E: No& I 1rin* t"at o)t 1 ca)s all o, " r "and /o. / nts t ll 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)/1 r o, t"in*s, in t" t /(o o, t" ordinary &akin* stat , t" n yo) co)ld "a. " r l arn t"at, and "a. " r in addition s"o& yo) " r o&n s(ontan o)s d . lo(/ nt o, distort d ti/ . A)st * ttin* t c"nical. No& I+/ s)((os d to *o so/ &" r ls in a , & /in)t s. 'nyt"in* yo)+d lik to ask / 8 R) 0o Are feeling itAs time for the session to end# so yo make a more determined effort to a"aken her. 0o even !hange yo r !hair in order to !hange the sit ation a bit and th s 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 abo t her hand movements that "ere different in tran!e. /s 4)st a , & /in)t s. /s lik a , & /in)t s. 'ct)ally it &as /)c" lon* r t"an t"at. Ho& n8

'n Id o/otor Rati,ication o, '/n sia and Dissociation

R)t": 7 ll, &"y &asn+t I allo& d to ()t /y " ad 1ack and r allyGI / an I &ant d 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 list n to. R)t": No, yo)+r . ry nic to list n toG1)t I $elt that I asn(t. as in a trance/ and yet I $elt I

E: %"6"//. 'nd y t yo) kno& yo) & r , and y t yo) , lt yo) & r n+t, and &ant d to l an 1ack. Yo) kno& yo)r (ict)r &as 1 in* tak n. R)t": O", I ,or*ot a1o)t t"at. E: >G n ral la)*"t r? Do yo) / an to say t"at in yo)r /o.i G R)t": GI+d rat" r "a. sl (tG E: Gd 1)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" (r s nc o, t" a)di nc 8 . . . R)t": Y s. E: G/or t"an onc 8 R)t": I / an I+dGI 4)st didn+t car &" t" r t" y & r t" r or not.

E: 'nd t ll / , did it s R)t": I co)ld "a. 1

/ to yo) as i, ,or a&"il t" r yo) & r at "o/ 8 n. I / an, I &as co/,orta1l no)*" to "a. 1 n.

E: Y s, 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 1 li . so. , E: Yo) don+t 1 li . 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 Y sB l ,t "and / ans No. Did yo) at so/ ti/ d)rin* t"is a,t rnoon+s tranc or tranc s , l yo)rs l,, s ns yo)rs l,, 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&ar n ss o, 4)st &" r yo) & r in t"at , lin*. 'nd so clos yo)r y s and tak a d ( 1r at" and lo& r yo)r "and to yo)r la(. 'not" r d ( 1r at" and &ak )(, &id a&ak and , lin* r st d. 7ak )(, &ak )(. Hi. >!a)*"t r?
R) 0o get into a bit of tro ble here as yo attempt to f rther ratify tran!e by having her a!kno"ledge amnesia for the movie3making and the presen!e of the a dien!e# along "ith a possible disso!iation of pla!e from the laboratory to her home. *t "o ld not be "ise to end her first hypnoti! e%perien!e "ith the do bt she e%presses abo t these hypnoti! e%perien!es. 0o th s feel impelled to f rther ratify her e%perien!e "ith yet another ideomotor signaling. (ort nately 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 / /1 r &" r yo) & r in yo)r s nsation yo)+r , lin*8 R)t": No, I 4)st t"o)*"t o,Gt"o)*"t o, 1 in* in t" st)dy. I didn+tGI &asn+t t" r , I don+t r / /1 r 1 in* t" r . A)st t" t"o)*"t (ass d t"ro)*" /y /ind. E: %"6")///. >!a)*"t r? R)t": O", t" y+r all sci ntists. E: 7 ll, t"at+s &"y t" a,t rnoon s / d soG1ri ,6 R)t": O", IG E: G& nt "o/ , it s /s9 7 ll, I s)((os I+. *ot to t r/inat t"is, and I &ant to t"ank yo) . ry, . ry /)c" ,or yo)r " l(. I+. a((r ciat d it *r atly. $"ank yo). R) R th gives some small a!kno"ledgment of at least having a tho ght of being disso!iated to the st dy in her home. *t is in fa!t !ommon for s b>e!ts to disso!iate themselves to a !omfortable home environment "hen they are in tran!e. 6hat is "hy s ggesting s !h a disso!iation !an be a good approa!h to deepening tran!e. / t R th apparently did not disso!iate in > st this "ay on this o!!asion. *t might have been better to ask a more general & estion abo t disso!iation s !h as# E;as there a time d ring tran!e "hen yo seemed to be some"here elseJE 6o this & estion R th might have given val able information on > st "here she tends to disso!iate herself. 6his information !o ld 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 "itho t & 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 !o ld 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 grad ally develop some fa!ility in sing this approa!h. =any of Eri!ksonAs original papers in The Hypnotic In&estigation of 0sychodynamic 0rocesses $?ol. 1 of The Collected 0apers of ilton H. Erickson on Hypnosis# 198.' !ontain the basi! ba!kgro nd reading re& ired. 6his is parti! larly tr e of the se!tion# E=ental =e!hanisms#E "here# in a n mber of papers "ritten bet"een 1919 and 19--# Eri!kson ill strates 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!t ally demonstrate ho" the tili<ation of mental me!hanisms !an be employed in a radi!ally ne" kind of hypnotherapy. A patient and deep st dy of his paper "ill provide the reader "ith the essen!e of Eri!ksonAs tili<ation approa!h. 6he reader "ill find an ingenio s 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 fr strated if the te!hni& es !annot be immediately and s !!essf lly d pli!ated. / t these early papers do not spe!ify the many years of patient st dy and effort Eri!kson "ent thro gh 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 so ght 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 A tohypnoti! E%perien!es of =ilton 8. Eri!kson#E Eri!kson @ Rossi# 19,,'. *n these early !ase presentations Eri!kson s ally did not spe!ify the many ho rs of diligent effort he spent st dying and eval ating a patientAs problem before pro!eeding "ith "hat then seemed like a & i!k and brilliant ! re. :ften Eri!kson "o ld see a patient for a session or t"o and then ask himNher to ret rn after a fe" "eeks. 8e "o ld then spend the time pondering "hat he kne" abo t the person and ho" he !o ld tili<e that kno"ledge effe!tively to fa!ilitate a ! re that then seemed dramati! and s rprising# b t "as a!t ally based on many ho rs of !aref l and often tedio s planning. 6he first ma>or re& irement in learning to se Eri!ksonAs approa!hes "o ld th s appear to be fa!ilitating the personal development and !lini!al sensitivity of the hypnotherapist. =any of the e%er!ises in o r former vol mes $Eri!kson# Rossi# @ Rossi# 19,5F Eri!kson @ Rossi# 19,9' "ere designed for this p rpose. 6he se!ond basi! re& irement is taking the time to ndertake !aref l !lini!al st dies of individ al 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 !o ld then be organi<ed in a systemati! manner as follo"s) 1. 8o" !an a parti! lar patientAs o"n mental me!hanisms and habit al asso!iative pro!esses be tili<ed to !reate a method of hypnoti! ind !tion that is ni& ely s itable 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!kgro nd of hypnoti! training to help the patient find a ni& ely s itable resol tion of the presenting problem. Altho gh this three3stage paradigm is highly !hara!teristi! of the senior a thorAs 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 nat re 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 o tline of a therape ti! approa!h that !o ld enable !lini!ians to des!ribe and p blish their "ork in this area on a !omparable basis.

SEC$ION I#:

$" E3( ri ntial ! arnin* o, $ranc 1y t" Sk (tical Mind

7r. M "as a yo ng psy!hiatrist interested in having a hypnoti! e%perien!e "ith Eri!kson. 8e "as > st passing thro gh +hoeni% and de!ided to !all. 8e agreed to allo" 7r. Rossi to tape the sessions for possible p bli!ation. After an agreeable half3ho r in "hi!h a m t al feeling of tr st and rapport "as developed# 7r. M e%pressed some of his diffi! lties and do bts abo t 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 s ggestions in a "ay that "o ld meet his needs for s!ientifi! nderstanding. * had to phrase "hat * said in "ays that "o ld appeal to his n!ons!io s mind . . . "ays he "o ld 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 thro gh !atalepsy and Enot doing.E 6he e%periential approa!h so "ell demonstrated in the session has important impli!ations abo t Eri!ksonAs vie"s of the nat re of therape ti! 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 o t 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 stim li like the traffi! o tside or a s rgi!al tray dropped a fe" feet a"ay. 6he tran!e is light in the sense that important and relevant stim li like the therapistAs voi!e are easily re!eived. 6here are some s b>e!ts# ho"ever# "ho have spe!ial re& irements for the nat re 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 o ter reality. 6hey donAt like to !lose their eyes or rely on a tomati! responses like hand levitation. =any modern s b>e!ts "ant to kno" "hat is going on at all times. *n s !h !ases Eri!kson ratifies tran!e by a !aref l & estioning that heightens the s b>e!tsA a"areness of any minimal alterations of their s al everyday mode of e%perien!ing. A s b>e!t and observer might not believe a tran!e "as e%perien!ed# b t Eri!kson a!!epts any n s al pattern of s b>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 s b>e!ts of o r 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 s b>e!ts $see Chapter 9 of Eri!kson @ Rossi# 19,9'# b t the more basi! problem for the skepti!al and rational mind of o r day is for the hypnotherapist and patient first to learn to re!ogni<e the minimal manifestations of altered states "herein therape ti! 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( ri ntial ! arnin* o, Mini/al Mani, stations o, $ranc
R c (ti.ity and R in,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 n d to talk. Yo) do not n d 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 abo t tran!e. 8e had made his o"n inability to nderstand. *nstead of s ggesting 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 yo r hands on yo r 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 sit ation. * havenAt offered anything "ith "hi!h he !an take iss e. 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 !t re his behavior so he nat rally "ill be. E) 6hatAs right. EB st look at one spot# and *Am going to talk to yo .E 6here is no possible "ay of disp ting either one of those. *t is a !ompo nd 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 !ompo nd statement# EB st look at one spot# and *Am going to talk to yo E gives t"o s ggestions tied together "ith the !on> n!tion# Eand.E 6he se!ond s ggestion 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!io s state.

$" Indir ct %s o, !an*)a* : D (ot ntiatin* Conscio)s S ts and C"ann lin* R sistanc &it" a Cas)al N *ati.
E: B)t yo) don+t n d to list n. R) ;hy do yo begin here by telling him he doesnAt need to listenJ E) *t depotentiates !ons!io sness and thereby potentiates the n!ons!io s f n!tioning. *f there is any rebellion in his so l# it !an no" be !entered in doing e%a!tly "hat * told him) 8e doesn/t 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 yo r negative don/t and !hannel them into a resistive response 6not 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 yo r indire!t se of lang age. 0o do not tell him he sho ld not listenK 6hat "o ld re& ire an a!tive effort to !ooperate. 0o r !as al approa!h of merely mentioning that he doesnAt need to listen has an indire!t p rpose that is entirely different) in this !ase to depotentiate his !ons!io s sets and !hannel resistan!e into a !onstr !tive !hannel.

D (ot ntiatin* ! ,t6H /is(" ric Conscio)s S ts: Mind67and rin* and $r)is/s
E: Yo) can l t yo)r /ind &and r 1 ca)s I+/ *oin* to / ntion to yo) so/ t"in* t"at "a(( n d &" n yo) ,irst & nt to sc"ool. 7" n yo) & nt to sc"ool, yo) & r con,ront d &it" t" pro*le) o, l tt rs and n)/ rals. R) Letting the mind "ander also depotentiates the !ons!io s self3dire!tion of left3 hemispheri! f n!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 !o ld 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 t rn a"ay from this problem be!a se it is tr eF itAs a tr ism. Everyone has had a problem in the initial stages of learning. R) 0o first l ll his self3dire!tion by permitting mind3"andering# and then indire!tly n dge it into !ertain dire!tionsDin this !ase an early learning setD"ith a series of tr isms that !ontin e into the ne%t se!tion.

Intri*)in* 2) stions to Yo6yo Conscio)sn ss to Initiat Inn r S arc" and $" ra( )tic $ranc
E: $o yo) at t"at ti/ l arnin* t" l tt r F'F s ho did yo! t ll a FBF ,ro/ a FPF8 / d to 1 an i/(ossi1l task. 'nd

E) *n response to my & estion heAs probably thinking# E;hyJE ;hat is hard abo t the letter E/EJ *t has vario s shapes# si<es# even !olors. 2!ript and blo!k printing. All kinds of forms. *Ave got another tr ism 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 yo E is a & estion that gets him inside his o"n tho ghts. R) 0o r & estions are taking him a"ay from o ter reality and p tting him on an inner sear!h. E) ;itho t telling him thatK And he !anAt avoid "hat *Am saying be!a se it is an intrig ing thing. R) /y yo3yoing him ba!k and forth bet"een yo r intrig ing statements and & estions# yo lift him o t of his s al and habit al frames of referen!e and p t 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'. *ntrig ing statements and the yo3yoing pro!ess# as yo !all it# are indire!t or metapsy!hologi!al ses of lang age to se! re attention and initiate that intense fo! s of inner sear!h and a tomati! n!ons!io s pro!esses that "e define as therape ti! tran!e.

%tili0in* Int rnal R in,orc / nt to -acilitat an 'cc (tanc S t

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!a se that is easy. R) 2o yo have reinfor!ed EME by p tting an easy E:E after it. 6his is ho" yo reinfor!e "ith a s btle tr ism right "ithin the same senten!e. 0o are tili<ing his o"n already b ilt3in internal patterns of reinfor!ement to !ontin e his a!!eptan!e of "hat yo are saying. 6his is another ill stration of yo r indire!t approa!h) ;hen yo feel one s ggestion may be diffi! lt to a!!ept# yo immediately reinfor!e it "ith another related s ggestion that is easier# more a!!eptable# or more motivating. 6he se!ond# easier s ggestion also leaves him "ith an a!!eptan!e set for "hat follo"s.

7ords E3t ndin* %nconscio)s 'cti.ity in $i/ : Post"y(notic S)** stions

E: 2!t e#ent!ally yo) l arn d to ,or/ / ntal i/a* s. M ntal i/a* s t"at yo) did not kno& at t" ti/ &o)ld stay &it" yo) ,or t" r st o, yo)r li, .

E) E/ t event allyEDho" long is e&entually< R) Co ld be any length of time. *tAs fail3safe to say e&entually be!a se it is open3ended in time. :ther "ords like yet# until# 'hen# sometime# henceforth# et!.# all have a time aspe!t that !an !ontin e n!ons!io s a!tivity from the past to the present and f t re. ;e kno" that some posthypnoti! s ggestions# for e%ample# !an !ontin e over de!ades $Eri!kson @ Rossi# 19,9'. *t "o ld be a fas!inating resear!h pro>e!t to find some means of e%perimentally eval ating the e%tent to "hi!h different "ords and s ggestions are effe!tive in setting n!ons!io s 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 tr ism again) a safe statement that tili<es his o"n kno"ledge to reinfor!e "hat yo are saying.

-oc)sin* t" 'tt ntion o, t" Mod rn, Rational Mind In&ard &it" Intri*)in* ! arnin* E3( ri nc s
E: Yo) "ad to l arn t" n)/ rals, and ho do yo! tell the di$$erence *et een an !pside5do n nine and a right5side5!p si6% It s / d i/(ossi1l at ,irst, and &"ic" &ay do yo) /ak t" n)/1 r t"r 8 E) E8o" do yo tell the differen!e bet"een an pside3do"n nine and a right3side3 p si%JE ;ell# that is intrig ing. 2o he is not going to be thinking abo t 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 intrig ing 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 intrig ed "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 thro gh that. R) 2o this approa!h is a!t ally valid for most people "ho have gone thro gh the ed !ational pro!ess. 0o are fo! sing them on valid inner e%perien!es yo kno" they have had. 6hey !annot disp te 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, 'tt ntion: Maintainin* t" '1sor(tion o, $ranc : $" Rol o, Po try and R"y/
E: B)t yo) ,or/ d / ntal i/a* s, and lat r yo) ,or/ d / ntal i/a* s o, &ords, o, $aces/ o, places/ o, o14 cts, o, a *r at /any / ntal i/a* s. R) 6h s far there is no & estion of an altered state of !ons!io sness 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!io sness !ome inJ 7o "e need the !on!ept of an altered state of !ons!io sness 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 m ltipli!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# b t all the multiple fo!i of attentionF the desk# the birds# the b s have all been eliminated. R) :kay# no" "o ld yo define this loss of m ltiple fo!i of attention as an altered state of !ons!io sness# or is this > st a game of "ordsJ E) *tAs an altered state of !ons!io sness in the same sense as yo e%perien!e in everyday life "hen yo are reading a book and yo r "ife speaks to yo and yo make no immediate response. 0o are obvio sly e%perien!ing some sort of altered state involving time distortion "hen 1. min tes later yo ans"er# E7id yo speak to meJE R) 6hatAs the sense in "hi!h hypnosis is an altered state of !ons!io snessF the same as that e%perien!e of absorption in reading an interesting book. E) It is a lack of response to irrele&ant external stimuli. R) 6hatAs the altered state of !ons!io sness that !onstit tes tran!e) deep absorption on a fe" fo!i of inner e%perien!e to the e%!l sion of o ter stim li. E) And to se it for therape ti! p rposes# it m st 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# b t yo are keeping that altered state. R) 6hatAs the p rpose of many of yo r verbal s ggestions 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!io sness to permit the entry of "ords# fa!es# pla!es# and ob>e!ts. R) 6hat interesting little book# Hypnotic 0oetry $2nyder# 191.'# !ertainly s ggests 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 val es they may have for maintaining the tran!e and laying do"n an asso!iative net"ork for therape ti! "ork. E) 0es# and making it possible to enlarge that altered state. / t it is all "ithin himF nothing from his o ter environmental sit ations is important "hile he is fo! sing "ithin d ring this tran!e "ork.

Indir ct S)** stion ,or #is)al Hall)cinations: Constr)ctin* I/(lications &it" $i/
E: 'nd t" old r yo) *r &, t" /or asily yo) ,or/ d / ntal i/a* s. E) 7r. M doesnAt kno" that is a s ggestion) 6he older he gro"s# the more easily he forms mental images. R) ;hatAs the s ggestion hereJ E) 8e "ill easily be able to do "hatever * tell him "ith regard to vis al images. 6hatAs the implied s ggestion. *t is a"f lly hard to see it. R) 6his is another s btle se of time to !onstr !t an impli!ation that !o ld be preparation for hall !inatory e%perien!e later. E) 0es# later.

D (ot ntiatin* Conscio)s S ts: Str)ct)r d '/n sias

E: 'nd yo) didn+t r ali0 it at t" ti/ , 1)t yo) & r ,or/in* / ntal i/a* s t"at &o)ld stay &it" yo) ,or t" r st o, yo)r li, . No& yo) don+t r ally n d to list n to / 1 ca)s yo)r )nconscio)s /ind &ill " ar / . Yo) can l t yo)r conscio)s /ind &and r in any dir ction it &ants to. R) ;hy do yo repeat that phrase abo t forming images that "o ld stay E"ith yo for the rest of yo r lifeE hereJ 0o said it earlier in a previo s se!tion $;ords E%tending 9n!ons!io s A!tivity in 6ime'. E) *tAs tying that previo s 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 !t red amnesia. E) 0es# all that material "ill fall into a la! na. * also said that abo t not needing to listen to me and letting yo r mind "ander in an earlier se!tion. R) 6hat again tends to str !t re an amnesia "hile also depotentiating his !ons!io s sets.

Rati,yin* $ranc : Inn r -oc)s ,or t" E3( ri ntial ! arnin* o, $ranc
E: B)t yo)r )nconscio)s /ind &ill (ay att ntion, yo) &ill )nd rstand. 'nd yo! are dri$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( ri nc . R) Are yo giving him a dire!t s ggestion 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 p lse that * !an a!t ally observe. * did not say# E0o Ave drifted( $past tense') * > st observe# Eyo are drifting into a tran!eE $present tense'. R) 0o observe these !hanges that are a!t ally 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 s ggest 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) 0o Are keeping the fo! s inside of him# and yo are getting him to ratify his o"n tran!e thro gh 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 )nd rstand inst ad o, 4)st 3( ri ncin*. 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 yo Are going to do more than > st e%perien!e. R) 6his * find diffi! lt to nderstandK * tho ght yo "ere trying to t rn off the !ons!io s mind in order to fa!ilitate the n!ons!io s and the e%periential mind. ;hen yo ask him to E nderstand#E it so nds like an appeal to do left3hemispheri! !ons!io s "ork. E) 0o still donAt grasp itK *Ave already t rned off his !ons!io s mind e%!ept to a minor degree. And *Am trying to make his n!ons!io s mind nderstand) 0o Ave got a lot of "ork ahead of yo in addition to > st e%perien!ing.

R) ;e !o ld form late 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!io s sets. 6his then fa!ilitates the release of right3hemispheri! n!ons!io s pro!esses# "hi!h !ontain the e%periential learnings and repertory of response possibilities that "ill be sed as the ra" material for the hypnotherape ti! !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 hypnotherape ti! responses.

D (ot ntiatin* Conscio)s S ts 7"il En*a*in* %nconscio)s Proc ss s to do Constr)cti. 7ork: G ntl Dir ct 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 n d to talk to yo) 1 ca)s t" r is not"in* t"at n ds to 1 don . B)t yo) can r st 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!io s 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!io sness. 6hen yo !learly indi!ate that the n!ons!io s "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 s ggestion for obedien!eK E) / t it is said so gently. *t is so !omprehensive. R) And yo Are not telling the !ons!io s ego to obey yo F rather# yo Are gently n dging the n!ons!io s to respond to verbal stim li yo Are providing.

Dissociatin* -ra/ s o, R , r nc to -acilitat Hy(notic P" no/ na: $" 'rt o, R in,orcin* S)** stions
E: And I can tal" to yo!/ to Dr. Rossi all I &is". B)t yo) don+t n d to (ay any att ntion 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 yo EDthatAs one frame of referen!eF E. . . to 7r. RossiE is another frame of referen!e. *Am separating# dividing the sit ation. 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!io s "ork yo have been leading p to in the past fe" se!tions. 0o tell him# E0o are b sy "ith yo r n!ons!io s mind.E Let yo r !ons!io s mind rest "hile yo r n!ons!io s 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!ept al task and thereby engage its disso!iative me!hanisms. 0o evoke n!ons!io s pro!esses not by informing him of "hat me!hanisms to se b t rather by giving him a task that "ill a tomati!ally evoke these me!hanisms. 6his is one of yo r favorite indire!t approa!hes) 0o give a s ggestion or task# not be!a se of any inherent interest in it# b t rather to evoke those mental pro!esses that are re& ired to !arry it o t. 6he pla!ement of yo r final phrase# E0o > st rest#E reinfor!es the statement > st before it# E0o are b sy "ith yo r n!ons!io s mind.E 0o do that a lot# donAt yo J 0o se one phrase to reinfor!e another. 6hat is an important aspe!t of the art of s ggestion.

Ra((ort and Indir ct S)** stion to an ')di nc .ia #oic !oc)s

E: No&, Dr. Rossi " r is so/ 1ody &"o is train d in (syc"olo*y. H "as 1 n ori nt d to (lac indi.id)al / anin* or int r(r tations on . ryt"in* accordin* to "is (ast t ac" rs. He does not "no #ery )!ch a*o!t lookin* at or e6periencing reality. H /)st 3( ri nc r ality in t r/s o, &"at " "as 1 n ta)*"t and r ad. R: H!h%. >Pa)s ? R) 0o !a ght me by s rprise hereF altho gh yo "ere apparently talking to 7r. M# yo "ere a!t ally beaming important s ggestions to me. * "as so absorbed in "at!hing 7r. M that * "as a!t ally e%perien!ing "hat yo "o ld !all the !ommon everyday tran!e. * finally "ake p o t of it "ith my E8 hJKE 0o also shifted yo r voi!e tone and its lo!ation to provide a !l e to my n!ons!io s even before my !ons!io s 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 s ggestion to t rn over the asso!iative pro!esses of someone in the a dien!e "itho t their & ite reali<ing it. E) And that different lo! s of voi!e is important. R) Even tho gh the s b>e!t is not a"are of it !ons!io sly. E) At the same time *Am adding to the rapport by p lling him !loser to me and e%!l ding yo from the sit ation from his point of vie". R) ;hy do yo "ant to e%!l de meJ E) * thereby in!rease his areas of f n!tioning in a!!ord "ith "hat * say# "hat * indi!ate. R) *Am irrelevant for that# so yo e%!l de me to fo! s all his mental energies on himself. At the same time he also gets the impli!ation that he m st 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 sit ations thatAs so hard to analy<e) 7r. M and * both re!eived the same indire!t !omm ni!ation# b t 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.id s 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 r lati. to t" ar/. $" ar/ do s 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 (ois d and )n/o.in* in t" air. His "and is not r ally r stin* Fnor/allyF on "is t"i*", 1)t a(( ars

to r /ain catal (tically s)s( nd d &it" only t" li*"t st to)c" on "is t"i*".? E) ENo" *Am going to to !h yo r "rist.E 2o "hatAs the big dealJ 6here is no big deal there at all. *t is a safe pro!ed re. 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 s b>e!tAs arm# *Am not going to tell him *Am lifting it p rposef lly 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# b t he doesnAt even kno" it. And so he is behaving in a!!ord "ith the ta!tile stim li *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 p t 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 s b>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 !o ld have vis al proof. R) 2o that !atalepsy "as to !onvin!e me. 8o" abo t to !onvin!e the patientJ E) 2ooner or later he "ill find o t 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, M ntal Econo/y %tili0in* t" Parasy/(at" tic Mod : El ctrodyna/ic Pot ntial as a M as)r o, an 'lt r d R c (ti.ity E3(r ssion Ratio: ' Pro(os d 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 yo r 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!a se the impli!ation of yo r 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 individ al 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 thro gh the labored de!ision pro!ess of "hether or not he sho ld p t it do"n in this sit ation. E) 6hat is better than telling him# E7onAt p t it do"n.E R) :ther"ise# after yo lift his hand# he !o ld p t it do"n as part of the same a!tF the lifting and p tting do"n "o ld be one total a!t. / t "hen yo lift his hand and say# E*Am not instr !ting yo to p t it do"n#E that means one a!t $lifting' is !ompleted# and to p t

it do"n "o ld re& ire another a!t on his part demanding a separate de!ision and e%pendit re of energy. 2in!e he is in s !h a rela%ed state of tran!e# it "o ld 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 p t it do"n than leave it. 2o there is an e!onomy of effort in tran!e. ;o ld 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 nat ral "hen rela%ed in the parasympatheti! modeF doing things is more nat ral in the o tgoing# high3energy o tp t !hara!teristi! of the sympatheti! system. * believe that is "hat the / rr3Ravit< devi!e meas res# 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 "itho t the se of hypnosis "hile meas ring 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 p tting o t 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 !ontin al re!eption. 6hat re!eption !an be from "ithinDas "hen one is re!eptive to their o"n imagery# tho ghts# feelings# sensations# and fantasy Dor it !an be re!eptive to something from the o tside# 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 m ltipli!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 s ggests. 6his indi!ates that "e !o ld also define therape ti! tran!e as an alteration in the normal balan!e of re!eptivity and e%pression that is !hara!teristi! of an individ al. Anything that shifts the individ al to a higher re!eptivityNe%pression ratio "o ld be a shift to"ard therape ti! tran!e. Resear!h "o ld be needed to determine ho" o r proposed re!eptivityNe%pression ratio !o ld be meas red# and the degree to "hi!h it is similar to or different from some meas re of the relative dominan!e of the parasympatheti! system to the sympatheti!) the parasympatheti!Nsympatheti! ratio.

Catal (sy as Balanc d $onicity

>Dr. 2 3( ri/ nts . ry slo&ly ,or a1o)t t&o /in)t s, /o.in* "is ar/ a 1it at t" l1o& and s"o)ld r, 1)t not t" &rist and "and.? E: 0o / no*ody "no s
Dr. 2: %///.

hat any one person learns $irst.

R) ;hat is he doing# moving his elbo" and sho lder abo t that "ayJ E) 8e kno"s there is something different in that arm# and he is trying to find o t "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 p ll on the agonist and antagonist m s!les# is that rightJ E) 6hatAs right. All day long yo keep yo r head in a state of balan!ed toni!ity. R) 6hat is "hy "e donAt get tired holding p o r headDit is balan!ed toni!ity. *f there "as a p ll on one side or the other# "e "o ld get tired. E) 6hatAs right. *n other parts of yo r 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 B st by those s btle 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# b t *Am telling it as a tr ism that he !annot disp te) ;e really donAt kno" "hat any one person learns first.

F7ait and S F as an Early ! arnin* S t: E.okin* and -acilitatin* R s(ons Pot ntials ,ro/ Idio/atic E3(r ssions &it" M)lti(l M anin*s: $" Ess nc o, Hy(not" ra( )tic 7ork
E: 7ait and s . >Pa)s ? $" only r ally 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) ;itho t saying# EOeep on learning#E and possibly aro sing resistan!e. E) 6hatAs rightK B st E"ait and see.E 6hat is so enigmati! that it aro ses 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 pres me 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# b t these m ltiple 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 yo r "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 m ltiple asso!iations and meanings is akin to (re dAs idea of the m ltiple 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 m ltiple paths of psy!hi! determination that "e !annot !ontrol. 0o pres me to se the same prin!iple to a!t ally fa!ilitate desirable behavioral responses.

E) 6he EthisE in E6he only really important thing o t of thisE is not defined# b t it refers to the learning. R) 0o donAt al"ays kno" "hat the hypnoti! learning is# b t yo reinfor!e "hatever it may be.

Princi(l o, Parado3ical Int ntion: M /ori s ,or Inn r

-oc)sin*
E: Gis &"at I say to yo)r )nconscio)s /ind, not"in* ls . /ind can t nd to or att nd to / /ori s o, anyt"in*. >Pa)s ? Yo)r conscio)s E) *t Eis "hat * say to yo r n!ons!io s mind# nothing else.E 6hat means# 7onAt pay attention to the room# nothing else is important. *Ave e%!l ded 7r. Rossi# the room# the floor# the sky. / t * havenAt told 7r. M to disregard those things. R) Right. *f yo a!t ally mentioned those e%traneo s things# then by the prin!iple of parado%i!al intention he "o ld be fo! sed on them even tho gh 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 'lt rnati. M ta("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 list ns to it. Yo)r )nconscio)s /ind &ill " ar itG E) 8is n!ons!io s is nrea!hable by him# b t * !an say anything * please. R) 2o long as yo address yo r remarks to 7r. MAs n!ons!io s# yo are sing the !ons!io s3 n!ons!io s do ble bind $Eri!kson @ Rossi# 19,9'. 8e !an only !ontrol his !ons!io s mind# not his n!ons!io s. *s this also a "ay of disso!iating a personJ E) 6hatAs right. *t also depotentiates !ons!io s sets > st as it does to add the phrase that itAs not important "hether the !ons!io s mind listens. R) 7o yo really believe that there is an n!ons!io s mind that "ill hear yo J :r is this all > st a "ay of form lating a do ble bindJ E) * kno" his n!ons!io s is listening. *t has to. 8eAs only a fe" feet a"ay from me# my voi!e is lo d eno gh. *t "illK R) 0o a!t ally operate on the ass mption that any n!ons!io s mind really e%ists and yo !an tell it "hat to doF others "o ld vie" the n!ons!io s only as a metaphor. =y best nderstanding is that the do ble bind tends to depotentiate !ons!io s# vol ntary $intentional' !ontrol of the left hemisphere over the asso!iative pro!esses so that more invol ntary 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 b t * didnAt do it elaborately# ENo" forever more yo "ill rememberKE R) 2o !as ally p t it does not aro se 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!t ally it is a posthypnoti! s ggestionJ E) 0es.

$i/ Distortion to Rati,y $ranc

E: No& I+/ *oin* to s)** st t"at yo) a&ak n 1y co)ntin* sil ntly, / ntally, to yo)rs l, ,ro/ <L to on . 'nd yo) can 1 *in t" co)nt, no&9 >Pa)s ,or DL s conds, and t" n Dr. 2 1 *ins to a&ak n.? R) ;hy do yo like to have people go into tran!e and !ome o t at the !o nt 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 d e to the time distortion.

2) stions to Rati,y $ranc

E: Are yo! $!lly a a"e% >Dr. 2 sto/(s on t" ,loor and str tc" s a 1it /or .? No& t" ,irst (art o, t" a&ak nin* &as don 1y ,acial /o. / nts. $" n t" r s(iration alt ration and t" " ad and n ck /o. / nts. R: %/6")/. E: 'nd /or ,acial /o. / nts and still ,)rt" r alt ration o, t" r s(iration. not "o& ra(idly. Ho& lon* did it tak yo) to a&ak n8 Dr. 2: '1o)t =D s conds. E: >$o R? Ho& lon* &as it8 R: '1o)t @D, clos r to DL. >Pa)s ? R) EAre yo f lly 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!io s mind# and his !ons!io s mind !an think anything it pleases. Yo) &ill

' Do)1l Bind In5)iry to Rati,y $ranc

E: Do yo) kno& i, yo) & r in a tranc 8 Dr. 2: - lt lik I &as in a li*"t tranc . E: 7"at all occ)rr d8 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# b t 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 "o ld be an even !learer "ay. E) / t he !an disp te it if yo p t it that "ay. 6he "ay * p t 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 p tting do bt in him# and *Am

speaking the tr thDhe really didnAt kno". R) 2o yo r & estion "as a do ble bind) Any ans"er he gives a tomati!ally ratifies tran!e. 6he do ble bind is effe!tive in this sit ation be!a se itAs being sed to depotentiate the limitations of his do bting 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!io s belief system to over!ome its limiting bias and a!!ept the reality of the altered state. 6he do ble bind is effe!tive in altering oneAs belief system only "hen it is sed to !onfirm a tr th that is kno"n at some level b t denied be!a se of the biasing effe!t of the !ons!io s mindAs learned limitations. 6he do ble bind !an fa!ilitate the re!ognition of a tr th only "hen it is !onfirmed by something "ithin the s b>e!t. 0o probably !o ld not get a"ay "ith sing it to foist something on a person if this inner !onfirmation is absent.

O)tlinin* '/n sias

Dr. 2: 7 ll, 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 1 ca)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 corr ct / /ory. Dr. 2: Is t"at a corr ct / /ory8 R: I+d lik to "a. yo) d scri1 yo)r 3( ri nc in /or d tail. Did it "an* t" r at all8 E) ;hat he doesnAt kno" here is that he is o tlining 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# b t he doesnAt yet nderstand "hat.

! arnin* to R co*ni0 Mini/al Indications o, an 'lt r d Stat : M)scl S ns 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( nd d in air?. I , lt t" (r ss)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 notic d 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 7 r 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 corr ctly d /onstrat s.? 'nd I t"ink yo) >Dr. R? &rot so/ t"in*. R: Y s. 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)e hat.

E: Did it "a. any .al) ,or yo) at all8 Dr. 2: 7 ll, I &as r c i.in* so/ att ntion, so I t"ink I n4oy d t"at as( ct o, it. R) ;as it a partial response here "hen he says# E* did feel my m s!les try to !arry o t the s ggestionJE E) GEri!kson demonstrates by lo"ering RossiAs arm.H 7id yo feel yo r m s!lesJ 8o" do yo feel yo r m s!lesJ R) * did not have any parti! lar feeling in my m s!les "hen yo g ided my arm. 6he very fa!t that he is feeling his m s!les means that he is in an altered state. 8is fo!i of attention are !on!entrated on his m s!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 n s al feeling.
R) No"# someone like 6. L. /arber $1959' might say that yo have > st shifted their fo! s of attention# b t that does not mean there is a tran!e.

E) * havenAt shifted the fo! s of attentionDhe hasK 8e doesnAt do that !ons!io sly. ;hat did yo r "riting distra!tJ 8e is validating that something "as there that yo r "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 eno gh of tran!e. 6his seems to be highly !hara!teristi! of many modern s b>e!ts in o r post3psy!hedeli! revol tion "ho deeply !ovet an altered state. / t from yo r 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!io sness s ally re& ires time# parti! larly for professionals be!a se of their !riti!al and skepti!al attit des. 6hey first need to learn to re!ogni<e these very s btle ! es that imply an alteration has taken pla!e.

2) stionin* to Rati,y $ranc and In,or/ t" %nconscio)s

E: Yo) ar r c i.in* att ntion ri*"t no&. Sinc I ask d t"at 5) stion, "o& /any cars "a. (ass d8 Dr. 2: I "a. no id a. 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 (ass d 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 yo r p rpose in asking 7r. M all these & estionsJ E) *Am sing them to ratify the tran!e# and *Am dire!ting his attention to vario s things. And *Am not telling himK *Am > st asking for information. 0o ask for information abo t all the things yo "ant him to be a"are of n!ons!io sly. R) 6hey seem to be inno!ent & estions# b t a!t ally yo are informing his n!ons!io sJ E) 0es# to make kno"n anything that happened.

'n Hy(notic D /onstration ,or Indir ct $ranc $rainin*

6he senior a thor no" demonstrates an hypnoti! ind !tion and tran!e "ith another# more e%perien!ed s b>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 yo ng psy!hiatrist# is no" being trained to ind !e tran!e in others by "at!hing a demonstration. 6he p rpose of this pro!ed re# of !o rse# is that "itho t being a"are of it# his n!ons!io s is re!eiving indire!t s ggestions for learning to e%perien!e tran!e personally. After this demonstration and a dis! ssion of it# 7r. M talks abo t himself and his professional "ork. 8e des!ribes his n!ertainty and tenseness "hen "orking "ith gro ps. Eri!kson dra"s an analogy "ith going to the theater. :ne might or might not be interested in the play being presented# b t there are !ertainly many interesting observations that !an be made on the a dien!e) :ne !an disting ish those "ho !an hear and those "ho !annot# the man or "oman "ho !ame only be!a se their spo se insisted# et!. E0o !an see a lot of things# b t yo enter the theater not kno"ing "hat yo are going to dis!over there. 6here are plenty of alternatives in any sit ation. . . . ;hen yo attend a session of gro p therapy# "hat on earth are yo going to seeJ 6hat is "hat yo go there for.E 6he !onversation then !ontin ed 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* 'tt ntion ,or $ranc Ind)ction: Int rs( 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 an3i ty. Dr. 2: I t"ink /y an3i ty is 1 ca)s I , l so 1lind in t" sit)ation &" r t" r is so /)c" data co/in* at / t"at I can+t )nd rstand it. E: 'nd . ry1ody l arns to co)nt. 7irst they co!nt !p to one. Then they co!nt !p to t o/ and $i#e/ and 89 and &9. Dr. 2: H)///. >Dr. 2 1links )nc rtainly and t" n clos s "is y s. 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 1 co/ s /otionl ss a,t r it to)c" s "is nos and /ak s only a (r li/inary /o. / nt o, scratc"in*. His "and 1 co/ s catal (tically ,i3 d in /id6 scratc". His ,ac r la3 s, and " is o1.io)sly nt rin* tranc . Erickson (a)s s a /o/ nt or t&o, o1s r.in* "i/ int ntly, 1 ,or contin)in*.? E) 8e is follo"ing the posthypnoti! s ggestion given ba!k in the last session. R) Even tho gh it did not seem like a posthypnoti! s ggestion "hen yo told him he !o ld reenter tran!e on a !o nt of one to 4.. E) 6here "as no "ay for him to identify it as a posthypnoti! s ggestion. R) 0o said in the last session that he "o ld go into a tran!e "hen he !o nted from one to 4.# not "hen yo # 7r. Eri!kson# !o nted. 0et yo !o nt here# and he goes into a tran!e. ;hyJ E) All right# no"# see "hat yo do. GEri!kson no" begins to !o nt to 4. "hile staring "ith intense interest at R# "ho in t rn feels a strong hypnoti! effe!t and momentarily !loses his eyes# obvio sly responding to it.H 7o yo follo"J 0o have been !o nting "ith me. R) :h# * seeK ;hen yo !o nt# it a tomati!ally evokes a !o nting 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 !o nt 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!io s mind is startled and doesnAt kno" "hy. 6hat startle leaves a gap in a"areness and allo"s the n!ons!io s to fill in. E) 0es# be!a se "henever yo r !ons!io s mind does not nderstand# it says# E;ait a min te# that "ill !ome to me.E ;hat are yo sayingJ *n effe!t yo are saying# E=y n!ons!io s "ill help me.E R) 6he typi!al mi!rodynami!s of tran!e ind !tion !ome into play here) $1' 0o r remarks abo t !o nting do not fit the !onte%t of the !onversation# so his attention is immediately fixated5 $4' the !ons!io s 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 previo sly 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 yo rs importantJ E) * !o ldnAt let him triviali<e my !o nting as a meaningless tteran!e# so * looked at him as if * "as really saying something. R) 6hat is a problem *Ave had "ith posthypnoti! s ggestion. * mention the ! e# b t sin!e * did not have the patientAs f ll 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 yo r eyes or yo r voi!e or "ith a gest re. 0o have to have the personAs attention. *f yo have been speaking !as ally and then se a very soft voi!e# yo immediately get the personAs attention. R) 2o that is another b ilt3in habit al mode of responding that yo are tili<ing. 2imply by lo"ering yo r 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!a se that !ompels attention. R) 2o# "hen initiating a posthypnoti! ! e# yo first try to fi%ate attention so that it is not r nning 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!io s !an then respond.

'&ak nin* 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 s conds, a,t r &"ic" Dr. 2 /o. s and a((ar ntly a&ak ns.? I only &ant d to s)r(ris Dr. Rossi. R: I &as still list nin* to yo)r stori s9 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 !o nting ba!k"ard. R) 0o thereby & i!kly ratify his a!!omplishment of tran!e.

nt rin* $ranc 7it"o)t '&ar n ss

Dr. 2: Y a". It &as so o)t o, cont 3t, &"at yo) said, t"at it 4)st "ad to "a. a di,, r nt / 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&ar n ss, too. I t"ink I "ad 1ot". E: Yo) "ad so/ a&ar n ss conscio)sly a,t r yo)r y s clos d and yo)r /o1ility disa(( ar d. Dr. 2: I r / /1 rGI , l /1arrass d ar*)in* &it" yo). E: Yo) s , I &atc" d yo)r y lids, and i, Dr. Rossi &asn+t tak n 1y s)r(ris , " co)ld "a. not d t" *la0in* o, yo)r y s &" n I said F;L.F I act)ally 1 *an at ,i. . R) 0o r !o nting "as so Eo t of !onte%tE that it res lted in 7r. MAs attention being momentarily fi%atedF his !ons!io sness did not kno" "hat it "as# b t it had to have a meaning# so his n!ons!io s s pplied a meaning by having him enter tran!e. E) ;itho t his !ons!io sness kno"ingK After he goes into tran!e and !omes o t# he is saying# E0es# it "as o t of !onte%t# "hat yo said# b t it > st had to have a different meaning.E R) 6he !ons!io s a"areness of the signifi!an!e of yo r "ords as ! es for tran!e !omes after he has entered and !ome o t of tran!e. 2o the s b>e!t enters tran!e "itho t !ons!io s a"areness of "hat is happening.

'not" r S)1tl and Indir ct $ranc Ind)ction

E: No&, i, yo)+. r ad t"at r (ort on S)si Iin Erickson, Hal y, P 7 akland, ;MDMJ, I told " r s" co)ld *o into a tranc &" n I co)nt d to <L in .ario)s &ays. I s&att d a ,ly and talk d a1o)t ot" r t"in*s, "o& c"ildr n ca/ cheaper *y the do:en and so on till ;&9; &"ic" &as t" c) ,or S)si to nt r tranc . >Pa)s as Dr. 2 a((ar ntly nt rs tranc a*ain.? No&, &"y & r n+t yo) >Dr. R? &atc"in* "is y lids8 R: I *) ss I+/ t" (oor st st)d nt yo) . r "ad. R) ;hy does he enter tran!e again hereJ E) 0o missed the fa!t that * !o nted from one to 4. again "ith that E!heaper by the do<enE story abo t ho" 2 sie entered tran!e. R) :hK * missed that !ompletelyK * tho ght yo "ere > st telling one of yo r stories againK 0o sed the same ! e of !o nting from one to 4. in a different !onte%t to p t him into tran!e again "itho t either of s reali<ing ho" yo did itK 0o mentioned a Edo<en and so on till 4.E as a s btle "ay of !o nting from one to 4..

St)dyin* t" Pati nt+s -ra/ o, R , r nc

E: H >Dr. 2? o1.io)sly &ants to l arn. >Pa)s ,or a1o)t t&o to t"r /in)t s as Dr. 2 a((ar ntly *o s (ro*r ssi. ly d ( r into tranc .? 'nd yo) can tak yo)r o&n ti/ in a&ak nin*. 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 obvio s 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 !as al. 8is n!ons!io s kne" ho" to respond# b t yo !o ld read over the trans!ript and still not kno" "hat "as happening. ;hy donAt yo se yo r n!ons!io s 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!a se therapists often

distort patientsA "ords by reinterpreting them from the therapistAs o"n theoreti!al frames of referen!e $(re dian# B ngian# et!.'# rather than the patientAs.

%nconscio)s Co//)nication Rat" r t"an Pr sti*

E: 7" n yo) >Dr. R? s t"at "a(( nin*, it tak s a&ay all t" /a*ic and all t" (r sti* . H kn & )nconscio)sly "o& to r s(ond. R: $" )nconscio)s can r s(ond o)t o, t" lo*ical cont 3t o, conscio)s )nd rstandin*. E: Y s, and t"at is "o& yo) s"o)ld look )(on ")/an 1 "a.ior. >$o Dr. 2? Yo) didn+t *o into tranc 1 ca)s yo) & r 1or d &it" / . Yo) did not *o into t"at tranc to * t a&ay ,ro/ t" n.iron/ nt. Yo) & nt into t" tranc 1 ca)s yo) "ad 1 n (ro*ra// d &it" a c rtain a&ar n ss. No&, yo) can a&ak n no&. >Dr. 2 a&ak ns.? R) *n other "ords# it is not prestige and magi! that !o ntsF nderstanding and !omm ni!ating "ith the n!ons!io s is "hat !o ntsK E) 0es# the n!ons!io s !an respond o t of the logi!al !onte%t of n!ons!io s nderstanding.

Indir ct and %nr co*ni0 d Post"y(notic S)** stion in $ranc Ind)ction

R) Altho gh "e have dealt "ith the s b>e!t before $Eri!kson @ Rossi# 19,9'# *Ad like to learn more abo t yo r indire!t approa!hes to posthypnoti! s ggestion. *n yo r 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! s ggestion given in s !h fashion that its e%e! tion !an fit into the nat ral !o rse of ordinary "aking events# there is then an opport nity to eli!it the posthypnoti! performan!e "ith its !on!omitant spontaneo s tran!e. +roper interferen!e $"ith the posthypnoti! performan!e' !an then serve to arrest the s b>e!t in the tran!e state. $p. 14.'

Can yo give me f rther ill strations of Ean a!!eptable post3hypnoti! s ggestion . . . that !an fit into the nat ral !o rse of ordinary "aking eventsJE E) ;hen * sed to smoke# *Ad first p t a !igarette o t and then ind !e a tran!e. R) 2o p tting a !igarette o t 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 p t it o t# talking slo'ly. R) *s that a "ay of fi%ing their attention "hen yo do it very slo"lyJ 6he very slo" gest re arrests attention# initiates an inner sear!h for its meaning# and allo"s the n!ons!io s to e%press itself. E) / t it fits in "ith ordinary behavior and is not recogni*ed as a posthypnoti! s ggestion 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 fig re o t "hy it is moving slo"lyD E) 6hey are in a tran!eK R) 2o "hen they !ome o t 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 abo t to rea!h for one. / t * g ess * 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 yo Are really deep eno gh no". 6hat tells them# (-e deep enough+( 6hat does the rest of it.

Non. r1al $ranc Ind)ction as a Condition d R s(ons

R) 6ell me another approa!h yo Ave sed. E) GEri!kson ill strates silently by ad> sting his telephone.H *n other "ords# any little a!!eptable thing !an be!ome a s btle ! 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!io sness does not asso!iate it "ith the tran!e ind !tion that follo"s sin!e it is s !h a !as al thing# b t it nonetheless serves as a !onditioned ! e for their n!ons!io s. E) GEri!kson ill strates another pretran!e ! e by moving his !hair p half an in!h !loser.H R) * tho ght * !o ld provide s !h a ! e by lo"ering the light in the room m st before tran!e ind !tion# b t that is too obvio s a thing. E) 6hat is too obvio sK R) 2in!e it is so obvio s# the !ons!io s mind !an immediately set p barriers to tran!e "ork. 6hese barriers are not so m !h a resistan!e against hypnosis per se. * s spe!t the so3!alled resistan!e is a nat rally b ilt3in me!hanism by "hi!h the !ons!io s mind is al"ays prote!ting itself against being over"helmed by the n!ons!io s. *t is this nat ral barrier that yo r indire!t approa!hes are designed to !ope "ith. 2o far# yo Ave ill strated nonverbal ! es. *s there something parti! larly val able abo t nonverbal movement ! esJ E) 6hat "ay yo donAt have to interr pt "hat yo are saying. 0o !an say something > st before the movement ! e and d ring 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 t rning a ! be "ith pi!t res of his family.H *Am apparently thinking. R) 0o appear to be & ietly# meditatively thinking as yo t rn the ! be in the !lo!k"ise dire!tion. E) 6hen# "hen the patient is in tran!e "ith eyes open# * t rn the ! be in a !o nter!lo!k"ise dire!tion# and they a"aken. 2o yo donAt have to depend pon verbal !onstr !tions be!a se yo "ant yo r 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 "o ld have to do all the "ork rather than helping the patients tili<e their o"n !reativity. E) 6herefore yo b ild p a sit ation so they are free to respond on their o"n initiative. GEri!kson ill strates by making a fist over the ! be and then t rning it.H R) 0o attra!t the patientAs attention by p tting one fist over the ! be# and then yo t rn it to ind !e tran!e or a"aken the patient from tran!e. E) 9se a 18.3degree !lo!k"ise t rn to enter tran!e and then a 18.3degree !o nter!lo!k"ise t rn to a"aken. R) *s that an easy thing to doJ *Am "orried it "onAt "ork. E) 0o are "orried abo t it "orking# and * ass me it 'ill "orkK R) 6hat ass mption is a very potent thing.

E) *t is a &ery potent thingK R) 6hey feel it and are !a ght in the strength of yo r ass mption. E) 0o Ave had the e%perien!e inn merable 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"erf l b ilt3in me!hanism that yo tili<e in yo r ind !tion. E) *t is very po"erf l. R) As !hildren "e have a lot of daily e%perien!e in str ggling 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

S rial 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 o r previo s "ork $Eri!kson @ Rossi# 19,9' is se& ential phenomenon leading to tran!e ind !tion. Can yo elaborate on the val e and p rpose of serial posthypnoti! s ggestionsJ 0o mention the e%ample of a five3year3old girl "ho "as ind !ed to enter tran!e by s ggestions for sleep. 0o then pro!eed as follo"s $Eri!kson @ Eri!kson# 19-1')
6hen she "as told# as a posthypnoti! s ggestion# that some other day the hypnotist "o ld ask her abo t her doll# "here pon 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! s ggestion "as employed sin!e obedien!e to it "o ld lead progressively to an essentially stati! sit ation for the s b>e!t# $p. 118'

E) GEri!kson no" gives another ill stration of this se of se& ential str !t ring of behavior. *n order to !ond !t an oral e%amination on one of his da ghters 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)*"t r: $an too9 >S" lays t" ra11it do&n to (ro. it.? E: Ra11it can+t lay do&n &it" its y s s")t the D: $an too9 >S" no& lays do&n &it" t" ra11it.? E: Can+t *o to sl D: $an too9 E) And then they both "ent to sleepK R) A series of s ggestions 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 notic a1ly so,t r?. E: Can+t "a. /o)t" o( n and t"roat look d at >s(ok n . ry so,tly?. D: $an too >&"is( r d?. E) At this point she opened her mo th and * looked. After the e%amination a physi!ian "ho "as in attendan!e said# ENo" that didnAt h rt# did it little girlJE ( lik yo) can. ay yo! can.

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 grad ally b ilt p a moment m# shaping behavior in the desired dire!tion.

'n Indir ct '((roac" to ')to/atic 7ritin*: %tili0ation Rat" r t"an Pro*ra//in*

E: >Erickson ill)strat s ,)rt" r &it" an 3a/(l o, s"a(in* a)to/atic &ritin* t"ro)*" a s ri s o, . r1al s)** stions as ,ollo&s.? Ordinarily, &" n t" r is (a( r and ( ncil a.aila1l , so/ t"in* can 1 &ritt n. O,t n on do sn+t kno& &"at is *oin* to 1 &ritt n. O, co)rs , t" ( ncil t"at I+. (ick d )( 1 ,or "as &ritt n. No&, a l ,t6"and d ( rson &ill (ick it )( &it" t" l ,t "and. E) 6he patient is right3handed. *Ave made an observation# b t * havenAt said# E+i!k it p in yo r right hand.E 6he patient thinks# E*Am not left3handed# *Am right3handed. I pick up the pencil 'ith my right hand.( 6hatAs the patientAs thinking. R) 6his approa!h is the ingenio s aspe!t of yo r approa!h) 0o get patients to think !ertain things in a very indire!t "ay by implication. 0o donAt make dire!t s ggestions to p t something in the patientAs mind. 0o arrange !ir! mstan!es so the patients make the s ggestions to themselves. E) 0es. *f they hesitate to pi!k p the pen!il# * say# ENo" ...E R) 0o say# ENo" . . .E and pa se as if refle!ting in order to say something nrelated to the s b>e!t at hand. / t the n!ons!io s hears that Eno"#E and that fa!ilitates pi!king p of the pen!il no'. 6he !ons!io s mind heard the Eno"E as belonging to another !onte%t# b t their n!ons!io s !hanneled it into the previo s series of s ggestions 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 absol tely !onditioned to think in a !ertain "ay. R) 0o tili<e those !onditionings that are b ilt 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 yo r ni& e !ontrib tion# isnAt itJ +revio s to yo r "ork# hypnotherapists tho ght they "ere programming their patients. 0o have sho"n that a!t ally "e are tili<ing "hat is already there in the patient. E) 0rogramming is a &ery confusing 'ay to tell a patient to use his o'n abilities.

SESSION <: $" E3( ri ntial ! arnin* o, Hy(notic P" no/ na

$ranc Ind)ction .ia Body I//o1ility: Int rcont 3t)al C) s and S)** stions
>$"is s ssion 1 *ins t" n 3t day &it" Dr. 2 5) stionin* Erickson a1o)t "is s l ction o, *ood "y(notic s)14 cts ,ro/ an a)di nc . Erickson 3(lains t"at " looks ,or F,ro0 n ( o(l ,F &"o s"o& littl 1ody /o1ility. H t" n t lls Dr. 2 " can 3( ri nc it 1y r /ainin* as i//o1il as he can.-

E) 6o remain fro<en fi%ates attention. 0o !an enter hypnosis thro gh 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 s ggestion that he !an remain immobile. E) 0es# it is a strong s ggestion. R) 6he n!ons!io s !an pi!k p s ggestions o t of !onte%t and tili<e them in "ays nre!ogni<ed by !ons!io sness. E) *n my paper# E6he method employed to form late a !omple% story for the ind !tion of the e%perimental ne rosisE $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 !ontin eE) 2o' is the present) as you continue brings in the f t reF 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!io snessF most of them are b ried "ithin the !onte%t. ;e !o ld !all the b ried ones Intercontextual Cues and Suggestions.

F$ryF ,or -ail6Sa, S)** stions

E: Try to re)ain $ro:en. >!on* (a)s as Dr. 2 ,i3at s "is y s and r /ains i//o1il . H soon clos s "is y s, and a 5)i tin* o, "is r s(iration is not d a,t r " tak s a d ( r 1r at" or t&o. ',t r a1o)t ;L /in)t s o, sil nc , &" r in Dr. 2 /ak s only /inor ,acial /o. / nts and an occasional ,in* r /o. / nt, Erickson contin) s.? E) All s ggestions are sed to reinfor!e# s bstantiate# and validate others. Right there# for e%ample) (Try to remain fro<en.E *f he has any do bt# 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 !o nt ba!k"ard from one to 4.J (rom a tran!eK R) 7r. M tho ght he "as > st demonstrating his ability to remain fro<en# b t be!a se !o nting from one to 4. "as sed to ind !e tran!e in the previo s session# !o nting ba!k"ard no" t rns his ! rrent e%perien!e into a ratified tran!e as yo a"aken him. E) 0es# * say it is a tran!e "itho t making my statement disp table. *t is an impli!ation# and yo !anAt test impli!ations. R) 8o" abo t if someone says# ECee# * donAt like the impli!ations of yo r remarks.E E) 6hen * "o ld say# E* donAt kno" "hat they are for yo .E R) ;hatever impli!ations they get are their asso!iations and not ne!essarily yo rs. 0o may have an idea of "hat yo are implying# b t the impli!ation is a!t ally a !onstr !tion that they b ild "ithin themselves.

Rati,yin* $ranc 1y I/(lication and R ori ntin* to Nor/al Body $on)s

>',t r a on 6/in)t (a)s Dr. 2 r ori nts to "is 1ody 1y str tc"in*, o( nin* "is y s,

cl nc"in* and )ncl nc"in* "is "ands, ad4)stin* "is , E: 4hat happened to yo!%

t and s at (ost)r , tc.?

Dr. 2: 7 ll, I n4oy d 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 r ally )nd rstood. B)t "is conscio)s /ind didn+t Git ,o)nd t"at o)t a,t r&ard. E) 8o" often do yo go aro nd !len!hing and n!len!hing yo r handsJ *t is his behavior# and it is ratifying the tran!e. 6he impli!ation of my & estion# E;hat happened to yo JE 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" p tting all his previo s do bts to rest. E) E* tho ght *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 o t.

E3( ri ntial ! arnin* o, Hy(notic P" no/ na

Dr. 2: I t"ink it &as t" s cond ti/ yo) told / to try a*ain. I+/ t"inkin* 1ack&ard. $"at *a. / t" id a o,Gl ttin* it *o. E) 8ere he is defining the times at "hi!h he learned. 8e is validating the previo s 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 yo r 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 thro gh their o"n e%perien!es.

Rati,yin* $ranc &it" 2) stions

E: Ho& lon* do yo) t"ink yo) &o)ld "a. r /ain d in t" tranc 8 Dr. 2: -i,t /in)t s. n or <L

E) * ask him this & estion to give him another opport nity to validate his tran!e# and he does so "hen he ans"ers# Efifteen or 4. min tes.E

$r)is/s and Distraction to Disc"ar* R sistanc

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 ho rs long and then make the nne!essary stip lation# E. . . so long as yo didnAt hear me leave.E R) ;hy that nne!essary stip lationJ E) 6hat takes p his attentionK R) 0o Ave made a daring dire!t s ggestion that he !o ld remain in tran!e for ho rs.

6hen to obviate resistan!e# yo immediately distra!t his attention "ith the nne!essary stip lation. 0o have sim ltaneo sly 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# b t * !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 abo t. 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 tr ism onto a strong dire!t s ggestion# and that distra!ts attention and tends to dis!harge resistan!e. E) 0es# and it makes the s b>e!t agree "ith yo . 0o o ght to have yo r te!hni& es so "orded that there are es!ape ro tes for all resistan!esDintelle!t al# emotional# sit ational.

' S)r(ris : %nconscio)s Co//)nication not %nd rstood 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), y s, 1 ca)s yo) didn+t r ali0 t" &"ol s ri s o, indir ct s)** stions l adin* )( to it. Dr. 2: I didn(t reali:e% E) An emphati! agreement here# b t E* donAt kno" "hy.E 6hat is a bea tif l !omm ni!ation at the n!ons!io s level that is !ons!io sly heard b t not nderstood. R) 8e agrees b t does not kno" "hy. 8e is not a"are of yo r approa!h of sing a tr ism to gain a!!eptan!e of an asso!iated s ggestion. *t is the !ons!io s mind that finds the sit ation Es rprising.E E) ;hen he & estions# E* didnAt reali<eJE it implies that he didnAt re!ogni<e all my indire!t s ggestions. 6hat is bea tif lly 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 l t 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/ , )nd r s)c" and s)c" circ)/stanc s, do s)c" and s)c".F R: It is not t"at dir ct. Dr. 2. It(s not%. E) E6hat "o ld send yo in a tran!e#E seems ngrammati!al# b t *Am a!t ally speaking of the series of indire!t s ggestions. E;hatAs the meaning of posthypnoti! s ggestionsJKE has both a & estion mark and an e%!lamation point be!a se it is !omm ni!ation on the !ons!io s $re& iring a & estion mark' and n!ons!io s $re& iring an e%!lamation point' levels. R) *tAs interesting that he responds "ith the same mi%t re of & estion and e%!lamation "hen he says# E*tAs notJKE 6hat s ggests he did re!eive yo r !omm ni!ation on both

levels.

FNo&F: Condition d $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,t r 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 o t# it has a!& ired !onditioning properties for entering tran!e be!a se 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 abr ptly# as in E0o !an a"aken from tran!e by !o nting 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!t ally !onditioning patients thro gh voi!e dynami!s. E) 6hat isnAt verbal !omm ni!ation# even tho gh it is verbal. 8o" !an yo really des!ribe that to o r readersJ

$" Ill)sion o, -r

C"oic : ' !ac)na o, Conscio)sn ss

Dr. 2: I ha#e a $eeling o$ choice in that. $"at I r ali0 d &"at &as "a(( nin* and I c"os to "a. it "a(( n. E: $"at /ak s yo) , c"oic .F l . ry co/,orta1l , do sn+t it8 E)1i s( aks a1o)t Fill)sory

Dr. 2: Ill)sory c"oic 8 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 s t it )( t"at &ay. Only yo) didn+t " ar or s or kno& t"at I s t it )( t"at &ay. Dr. 2: I had a need to cooperate. So I can+t say "o& /)c" I &as s ttin* )( &it" yo) and "o& /)c" yo) & r s ttin* )(. 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# b t a!t ally yo "ere !onditioning him. E) * gave him no !hoi!e. ;hile he is p <<ling abo t the ECodfather !hoi!e#E his n!ons!io s is nderstanding that * did tell him to do !ertain things. * merely reinfor!ed previo s s ggestions. 8e then makes an effort to defend his !ons!io s 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!io sness is defending its rights. R) 6hat is a signifi!ant la! na of !ons!io sness) 8e has a !ons!io s feeling of !hoi!e even tho gh his behavior is determined by yo r relation to his n!ons!io s pro!esses. E) * give him a feeling of !hoi!e even tho gh *Am determining it.

$" -)nda/ ntal Pro1l / o, Mod rn Conscio)sn ss: $"

E3( ri ntial R l as o, In.ol)ntary B "a.ior

E: >Erickson r ac" s o. r and &it" . ry li*"t to)c" s indicat s dir ction, so t"at Dr. 2 /o. s "is ar/ to a (osition a1o)t a ,oot a1o. "is t"i*". $" ar/ r /ains catal (tic, and " *rad)ally clos s "is y s and r /ains 5)i t and i//o1il ,or a1o)t ,i. /in)t s. H t" n &i**l s "is ,in* rs, . ry sli*"tly at ,irst, t" n /or so. His "and /o. s a1o)t in s(ac and ,inally to)c" s "is kn , s /in*ly 1y accid nt. H /ak s an al/ost i/( rc (ti1l startl , (ro1a1ly not"in* /or t"an a t nsin* a1o)t t" y lids, and t" n o( ns "is y s and r ori nts to "is 1ody &it" t" ty(ical /o. / nts o, a&ak nin*.? Dr. 2: I anted to test it. I anted to test the s!ggestion. I anted to see ho )!ch choice I had. I as a$raid to test it too )!ch. $" n at a (oint I 4)st d cid d, & ll, l t it *o. 't on (oint I &ant d it >"is ar/? to *o t"is &ay, 1)t it &ant d to *o t"at &ay, and I co)ld , l t"at. R) 8e no" ill strates 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 altho gh he did have vol ntary !ontrol $E* "as afraid to test it too m !hE'# there "as also an invol ntary !omponent that "anted the arm to go another "ay. 8e is th s involved in the e%periential learning of the invol ntary or a tonomo s pro!esses that are released d ring tran!e. 8e is learning that he !an Elet it goEDhe !an give p !ons!io s !ontrol and let other response systems take over "ithin him. 6his is the most basi! and f ndamental e%perien!e# that the modern# rationalisti! mind needs to break o t of the ill sion that !ons!io sness !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, B in*

R: Yo)r ,r c"oic &as to 3t nd it, and y tG 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 n it" r ,at" r nor /ot" r nor c"ild nor (ar nt. 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, s it. in* it. E: Yo) "ad

R) Referring to his o"n hand as EitE s ggests he is disso!iating it. 7oes that mean his hand is o tside the s al range of ego !ontrolJ E) *t is !ompletely o t of it. R) (rom a (re dian frame"ork one "o ld say that some of the s al ego !athe%is has been "ithdra"n so the hand is !loser to a tonomo s n!ons!io s f n!tioningJ E) 0es. R) 0o a!t ally 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 B ngAs !on!eption of the n mino s as an e%perien!e of Ethe otherE or otherness "ithin o rselves. 6his e%perien!e of the a tonomo s & ality of his hand is ne!essary to help him break o t of the limiting !on!eptions of his rational mind. As is !hara!teristi! of so many professionals# it is obvio s that he very m !h "ants this e%perien!e. *t is very !lear that "e are here to !hing pon the f ndamental problem of modern !ons!io sness) 8o" !an !ons!io sness observe and maintain some !ontrol "hile yet giving more room for a tonomo s pro!esses of !reativityDthe n!ons!io sDto take over "hen !ons!io sness re!ogni<es that it has rea!hed its limitationsJ 8o" !an !ons!io sness

parti!ipate in and to some degree dire!t those !reative pro!esses that are s ally a tonomo s and n!ons!io sJ After !ent ries of str ggle to develop the rational f n!tions of the left hemisphere and re>e!ting the nonrational pro!esses of the right hemisphere# man finds himself impoverished. *n o r ! rrent & est for release from the rational $via psy!hedeli! dr gs# Eastern religions# yoga# the mysti!al# et!.'# "e are desperately sear!hing for means of rea!hing the inner potentials that are sometimes released thro gh rit al# ! 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 f n!tions. $2ee also B ng# Collected %orks# ?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!io s and the nonrational# and the possibility of integrating it "ith !ons!io sness.

-akin* It8 R sistanc 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 $a"ing it and ho )!ch it is happening. )!ch I()

E: 'H ri*"t, &"at &as t" d cidin* ,actor in yo)r a&ak nin*8 Dr. 2: In /y a&ak nin*8 I don+t kno&, I 4)st , lt lik I &ant d to. R) 6his statement abo t 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 invol ntary 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!io s and the possibility of disso!iation# be!a se it is so !a ght p in its belief in its o"n nity and the dominan!e of its ego and !ons!io sness. 6he modern mind has a dangero s h brisF it does not believe it !an be split# disso!iated. 0et that is "hat happens in modern !ons!io sness "hen individ als are !a ght p in mass movements and belief systems that alienate them from their o"n basi! nat re and personal ba!kgro nd. B ng 6Collected %orks# ?ols. 8# 9#18' felt this "as the basis of psy!hopathology in the individ al as "ell as in mass movements and in all the isms that event ally lead to !onfli!t and "ar.

'&ak nin* &it" t" 'li n Intr)sions Endin* Dissociation: $i/ Distortion: Di,, r nt Na/ s in $ranc
E: I kno& &"at t" d cidin* ,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&ak nin*. So)ething alien as introd!ced. The alienness as a reali:ation that *elonged to yo!r conscio!s )ind. Dr. 2: Y a". 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)t s. R: I did not ti/ it, 1)t /y i/(r ssion is t"at it &as a littl 1it lon* r. E: O. r ;L /in)t s.

Dr. 2: $"at a/a0 s / . I did not t"ink I did t"at /any t"in*s t"at took ;L /in)t s to do. R) Can yo say more abo t ho" the alien reali<ation from the !ons!io s mind intr ding on the n!ons!io s 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 bro ght together again. R) Conta!t of the disso!iated parts nat rally 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!io s from the n!ons!io sF the person from his s rro ndings# his time sense# his memories $as in amnesia'# his sensations# anesthesia# et!. 0o se division to divide !ons!io snessF it breaks p the nity of !ons!io sness. 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 abo t 1. min tes here.

Pr sti* 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" (ati nt?, no1ody kno&s &" n I look at it. Is t" r anyt"in* (r sti*io)s a1o)t &"at I+/ doin*8 Yo) / ntion d t"at y st rday. Dr. 2: 7 ll, 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"in s 8 Dr. 2: I t"ink it is /a*ical to 1 a1l to )nd rstand, l t+s say, "o& ato/s co/1in to ,or/ &at r and o3y* n. E: Do yo) r ally )nd rstand t"at8 Do s any1ody8 Dr. 2: I don+t kno&. E: 'ny C"in s 1a1y kno&s "o& to s( ak C"in s . It &o)ld 1 /a*ic i, yo) start d talkin* C"in s , . n 1a1y C"in s . Dr. 2: Y s, t"at &o)ld 1 /a*ic. R) 7o yo really believe therapist prestige is not important in doing hypnotherapyJ
E) +restige is important# b t yo donAt brag abo t it. A patient !omes to yo be!a se he !anAt do the things he thinks he sho ld 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!a se he needs it. 0o keep it by being very modest abo t it. R) 6hatAs an interesting idea) *t is the patient "ho needs to give the therapist prestige. 6he therapist a!!epts the prestige be!a se 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 nat rally !onfer prestige on those "ho help s trans!end o r o"n limitations. 8opef lly# 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 harmf l intent# of !o rse# is Ebla!k magi!.E

'((ro(riat Mo/ nt ,or Ind)ction: indir ct 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,, r nc &as I kn & &" n to r ac" /y "and o)t. R: 'nd "o& did yo) >E? kno& &" n to r ac" yo)r "and o)t8 E: 7" n I t"o)*"t Dr. 2 co)ld do it, I kn & i, I r ac" d /y "and o)t, &"at " &o)ld do. 'nd I l t "i/ ,ind o)t and I l t yo) >R? ,ind o)t. 'nd yo) ,o)nd o)t "o& Dr. 2 str)**l s. Dr. 2: Ho& I co)ld str)**l a*ainst control8 E: 7" n yo) tri d to 3t nd yo)r ar/, it ()ll d 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 spontaneo s 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# b t in her presen!e yo > st ga<e tho ghtf lly at the mistletoe. 0o are > st being tho ghtf l. 2he gets the idea# and she starts thinking abo t the kiss. R) 0o Ave indire!tly planted an idea in her head. E) 0es# she doesnAt kno" yo did. R) 6herefore it is all the more potent be!a se 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( ri ntial ! 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 n d to t st it. I n d d not to 1 co/(l t ly (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 ,ak 8 Dr. 2: Yo) told / to r ac" /y ar/ o)t. Yo) & r sayin* 1y t"at, FYo)+r s)((os d to

no& act "y(noti0 d.F E: 7"at &as yo)r ar/ s)((os d to do a,t r I to)c" d it8 Dr. 2: It asn(t s!pposed to stay there. E) 8e really verbali<es bea tif lly# doesnAt heJ R) 0es. ;hat is the str ggle he is engaged in hereJ E) 8e kno"s "hat his s al behavior is# b t "hat is this behaviorJ No" he begins !on!ept ali<ing t"o separate types of behavior. R) Normal ego !ontrol vers s disso!iated behavior. 8ere is a modern rationalisti! mind learning that its o"n !ons!io s 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 thro gh 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 sit ation ntil he !an make it valid by testing it. E) 0es# this is also indi!ated "hen he says# E*t "asnAt s pposed to stay there#E yet it didK 2o it "asnAt fakingK *t "asnAt s pposed to stay thereK

$" $y(ical Proc ss o, $ stin* t" R ality o, $ranc and Dissociation

E: No&, I &ant d Dr. Rossi to s str)**l d &it" yo)r ar/. E: I kn & t"at yo) &o)ld 1 ca)s E: So do s . ry1ody ls 9 R: >$o Dr. 2? Yo) t"o)*"t yo) & r 1 in* a (ro( rly sk (tical (syc"iatristGsci nti,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! do bts abo t 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 ill strating yo r approa!h to !oping "ith this !riti!al and deb nking attit de 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!a se there is in fa!t so m !h b nk that goes on abo t psy!hology and espe!ially hypnosis these days. 6hatAs "hy the older a thoritarian approa!hes are no longer appropriate today. *n an open and demo!rati! so!iety a high val e is pla!ed on everyone being free to & estion and test the reality of their life e%perien!e. /e!a se of this# yo r E%periential Approa!h to learning tran!e is most appropriate. "o& yo)r y s didn+t clos co/(l t ly and "o& yo)

Dr. 2: I can+t i/a*in "o& yo) &ant d / to str)**l &it" /y ar/. . ry1ody ls do s it9 Dr. 2: I t"o)*"t I &as 1 in* a 1ad kid9

D licat $actil G)idanc ,or Dissociation and Catal (sy:

By(assin* Ha1it)al -ra/ &orksB Initiatin* %nconscio)s R s(ons s

Dr. 2: Yo) *ra11 d 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 r ac" s o)t and to)c" s Dr. 2+s ri*"t "and, &"ic" &as (ois d in a nat)ral * st)r a1o)t "al,&ay 1 t& n "is la( and c" st as " s(ok . His y s clos a,t r a , & /in)t s o, car ,)lly &atc"in* "is "and r /ain ,i3 d in on (osition. His 1r at"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. ',t r a &"il Dr. 2 1 *ins to /ak s/all, t ntati. /o. / nts o, "is "and, o1.io)sly t stin* it. H /o. s a ,in* r or t&o sli*"tly, and t" n "is l1o&. $" ,in* rs and ar/ al&ays r t)rn to t" catal (tic (osition. H t" n tri s to ()s" "is ri*"t ar/ &it" "is l ,t and o1.io)sly nco)nt rs r sistanc .? R) GEri!kson no" demonstrates on RAs arm.H 0o didnAt grab it. 0o r hand is so soft in to !hing my arm# b t it does indi!ate dire!tion# and * a!t ally move it "itho t seeming to. E) 0o are moving itK 0o maintain the same !onta!t "ith my hand. *Am moving my hand# b t yo Are keeping that !onta!t. R) =y hand is follo"ing yo rs# b t yo are not p lling my hand. 6here is a s btle differen!e. ;ith the slightest of press res yo are indi!ating "here my hand sho ld go. E) 0es. R) 6his is training the patient to follo" yo and be very sensitive to yo . 6he patient has to rea!h o t and ask) ;hat is he doingJ ;hat does he "antJ ;here does he "ant it to goJ ;hereJ ;hereJ ;hereJ 8is "hole !ons!io sness is dire!ted to follo"ing yo . E) And * havenAt grabbed a thingK R) *Ad resent it if yo grabbed my hand or p lled it. / t sin!e yo r 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 yo r to !h is important. R) 6hat is a ta!tile "ay of doing "hat yo al"ays do verbally) 0o g ide the s b>e!t# b t so lightly he has to listen very !aref lly and then nat rally seems to do something in the range of possibilities yo have initiated. / t he !anAt resent it be!a se he is s pplying so m !h of the moment m and !hoi!e himself. 6hat is a f ndamental aspe!t of yo r "ork in "hatever modality of !omm ni!ation yo se) 0o provide only the lightest and most indire!t s ggestion to initiate a pro!ess# so the patient has the e%perien!e of behavior taking pla!e a tonomo sly. GEri!kson demonstrates again on RAs arm.H 0o Are to !hing my hand so lightly "ith ! es for do"n"ard movement that * have to sense very !aref lly and then let it go. And as * follo" yo r to !h# * start to get a strange disso!iated feeling. E) 0es. R) *t is disso!iated be!a se *Am not sed to sensing anotherAs to !h so !aref lly. *Am thro"n o t of my s al frames of referen!e. E) 6he slight to !h# the silen!e# and the look of e%pe!tan!y.

R) 6hat is yo r form of m mbo3> mbo that bypasses the habit al frames of referen!e. E) 9m3h m. R) *t bypasses the s al frames of referen!e# and the s b>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 s b>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# b t yo do it so deli!ately that his o"n patterns of behavior !ome forth from his n!ons!io s# his behavioral matri%# to fill the gap. E) 6hatAs right. 6hen * !an sele!t any one of those patternsD R) Dfor a therape ti! goal. E) 9m3h m. R) And it is not the s b>e!tAs !ons!io s mind that is dire!ting# be!a se his !ons!io s mind does not kno" "hat to do in this n s al frame of referen!e# so he is thro"n ba!k on habit al patterns from the n!ons!io s. E) *t is all his o"n e%ploration. R) 0o Ave initiated this in him. E) *Ave set p a sit ation in "hi!h his patterns !an !ome forth. 8e doesnAt kno" they "ere !alled forth# b t there they are# so he starts e%amining them. ;e all !an disso!iate nat rally. R) 7isso!iation is a nat ral 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 abo t disso!iation and no longer believes it !an do it. 6he modern mind likes to believe in its f ndamental oneness# its f ndamental nity.

' S l,6Ind)c d 'nal* sia

>Dr. 2 t" n (inc" s "is ri*"t "and, .id ntly t stin* it ,or anal* sia.? Dr. 2: It lost a lot o, its s nsiti.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, t stin* 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!ept al distortions take pla!e spontaneo sly d ring !atalepsy. 6he analgesia 7r. M is e%perien!ing !o ld be either the spontaneo s sort or the res lt of an inner s ggestion he is giving himself "itho t reali<ing it nder the g ise of reality3testing his disso!iation. 8is o"n n!ons!io s e%pe!tations and pro!esses are be!oming a!tivated in "ays he does not himself nderstand.

Indir ct R in,orc / nt o, Hy(notic ! arnin*

E: 'esterday I tri d to i/(r ss )(on yo) "o& i*norant yo) & r . I kn & yo)+d 1 a *ood s)14 ct.

Dr. 2: Ho& did yo) kno&8 >7 all nod in ackno&l d*/ nt t"at s)c" r co*nition o, *ood s)14 cts "as 1 co/ rat" r a)to/atic to Erickson.? E) * !an make this atta!k on him here be!a se * say# Eyesterday.E R) 0o are implying he "as ignorant yesterday b t smart today. 6hat indire!tly reinfor!es all the ne" learning he is going thro gh today and bypasses his skepti!ism of yesterday even more. E) 6hatAs right. A very !aref l se of Eyesterday.E 6hen his & estioning abo t ho" * kne" heAd be a good s b>e!t implies a !omplete a!!eptan!eK

$ranc as a Stat o, Inn r E3(loration

Dr. 2: $"at ti/ I &as /)c" /or int r st d in ()s"in* t" li/its o, t" t st a lot ,)rt" r t"an 1 ,or . E: I+ll t ll yo) so/ t"in* yo) didn+t kno&, t"o)*". Yo) also d . lo( d so/ anal* sia in yo)r l ,t ar/ and "and. Dr. 2: In )y ar)/ too% E: In yo)r "and, I+/ c rtain. Dr. 2: Ho % E: Yo) didn+t kno& it8 Dr. 2: 0o. E: Dr. Rossi co)ld s t" r &as so/ t"in* &ron* &it" yo)r "and /o. / nts. Dr. 2: O$ )y le$t hand% E: Y s, 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!t ally a form of internal self3e%ploration. *t fi%ates and fo! ses attention in"ard# and this# of !o rse# 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 abo t his left arm and hand anesthesia. 8is & estions all imply an a!!eptan!e.

Dissociation as a Cr ati. 'ct: N & Stat s o, '&ar n ss in Mod rn Hy(nosis

Dr. 2: O, /y l ,t "and8 I notic d 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"r at n t"is stat , so I start d l ttin* *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"r at8 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!io sness. *t is like "hen people say# E* "as flying high# and then they bro ght 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!io sness. 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* -orc s Int r, rin* &it" Cr ati. Dissociation: S l,6 Disco. ry as t" '((ro(riat -ra/ o, R , r nc ,or t" E3( ri ntial '((roac" to $ranc
Dr. 2: I &as a&ar t"at t" r & r ,orc s at &ork t"at &o)ld &ak / )(, t"at &o)ld ca)s / to 1 &"at I+/ )s d to 1 in*, E: B)t &"y is t"at a t"r at8 Dr. 2: 7 ll, it &as a*ainst &"at I &ant d. It &as a t"r at, too. E: $"at+s t" &ord yo) ar )sin*. 7"y do yo) say t"r at8 $" r &as an a&ar n ss. Dr. 2: I s . E: B)t t" &ord yo) )s d &as t"r at. It+s 4)st an a&ar n ss, not a t"r at. E) 8e is verbali<ing the for!es that interfere "ith his dis!overing more abo t tran!e. R) 8e kno"s he is o tside his s al frame of referen!e $E. . . "hat *Am sed to beingE'. No"# "hat "ere those Efor!es at "ork that "o ld make me "ake pJE E) 6here are so many for!es) fo!i of attention. R) 6he tenden!y to go into the m ltipli!ity of fo!i of attention !hara!teristi! of normal !ons!io sness is al"ays tending to intr de 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 abo t that a"arenessJ E) 0es. R) ;o ld yo say that modern hypnosis is the dis!overy of other states of a"areness that are there b t not al"ays e%plained in a !ons!io s "ayJ 6he old3time hypnotherapy "as a pro!ess of being dire!tly programmed by someone "ho did m mbo3> mbo on the patient# shook p his frames of referen!e# and then tried to sti!k in ne" st ff. / t in modern "ork "e donAt dare se m mb 3> mbo be!a se 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.

R co*ni0in* t" D . lo(in* Pr s nc o, t" %nconscio)s and $ranc

Dr. 2: $" r &as on ot" r (i c o, in,or/ation yo) *a. / t"at &as . ry " l(,)l &" n I r call 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" s cond 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 !o ld see his n!ons!io s mind intr ding on his !ons!io s 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 2 nday afternoonDgetting dro"sy and sensing the n!ons!io s !ome in as daydreamy tho ghts# images# and that !omfortable# easy feeling of deepening rela%ation. 0o reali<e yo m st be going to sleep sin!e yo r body feels so light. E) 0es. GEri!kson no" gives an e%ample from his yo th of lying in the hay on a s nny day and thinking ho" ni!e it "o ld be to go to sleep. 8e heard a !hi!ken !a!kling and "ondered ho" soon the !a!kling "o ld fade a"ay# indi!ating that he "as asleep. 6he !a!kling seemed to get f rther and f rther a"ay as he "ent into sleep.H

$" S)14 cti. 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" r cord &"at yo) "a. o1s r. d. Go a" ad. R: >Dictatin* a s)//ary o, o1s r.ations? $" (roc d)r &as initiat d &" 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 y s and ,ac . Dr. 2 s / d to 1 co/ r ally in.ol. d in &atc"in* "is "and. Dr. Erickson sat 1ack, r la3 d, and a,t r a /o/ nt or t&o Dr. 2 clos d "is y s. $" 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 , l ttin* "is ri*"t "and "o. r in a catal (tic /ann r. On &o)ld ass)/ 1y Dr. 2+s 1o11in* " ad /o. / nts and alt r d 1r at"in* t"at " &as a((ar ntly do0in*. E: H ad /o. / nts, 1)t " &ant d to /o. "is "and. H "ad t" conc (t o, li,tin* and lo& rin*. B)t " li,t d "is " ad and lo& r d "is " ad 1 ca)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 l arnin* to &rit . H tri s to /o. "is "and &it" "is " ad. H r 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# b t moved his head instead. R) Re!ently * had a patient "hose hand did not lift very m !h "ith s ggestions for hand levitation# b t her "hole body began to tilt to"ard the hand. * then tili<ed that body3 tilting to !ontin e the ind !tion. *tAs in > st s !h distortions of yo r s ggestions that the patientAs altered state be!ome more obvio sly 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 marvelo s indi!ator of a tonomo s pro!esses beginning to take over.

Idiosyncratic Id o/otor Si*nalin*

Dr. 2: I "ad t" ( nd)l)/ *oin* &it" a ,ri nd o, /in , and I &ant d it to ans& r Y s or No, 1)t I ,o)nd /ys l, /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!io sness dis!overs the idiosyn!rati! and a tonomo s "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 !hevre l pend l m.

Catal (sy as an Early ! . l o, Psyc"o/otor -)nctionin*:

%n,a/iliar -ra/ s o, R , r nc as 'lt r d Stat s o, Conscio)sn ss

R: >Contin)in* t" dictation? ',t r a1o)t ,i. /in)t s Dr. 2+s l ,t "and r ac" d o. r to&ard "is catal (tic ri*"t "and, and I &ond r d 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 t st it. 's " (roc d d in t stin*, "is to)c" s *ot ,ir/ r and ,ir/ r, as i, " &as tryin* to knock "is ri*"t "and o)t o, its (ois d ali*n/ nt. I &as r ally a/a0 d, 1 ca)s I no& r ali0 d "is catal (tic ri*"t ar/ &as r ally ,i3 d. E: H disco. r d " 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 tri d to 1 nd 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 yo r right hand# yo b t here he "as sing his left hand to move his right. se yo r right hand to do it#

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. B st 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 ret rn to those early levels of f n!tioningJ E) 6hatAs right. R) 7oes the disso!iation phenomenon s pport the atavisti! theory of hypnosisJ E) ;o ld yo !all a babyAs !ooing atavisti!J R) No. *t is a matter of terms. 0o donAt like the term ata&istic even tho gh "e are going ba!k to modes of f n!tioning that "ere more prominent earlier in o r livesJ E) 0es# "e are going ba!k to an early learning period# b t not atavisti!. ;hen yo r hand be!omes an ob>e!t# ho" are yo going to handle an ob>e!tJ 0o se the nat ral "ay yo se as an ad lt to handle an alien thing. 6he disso!iation of yo r right hand makes it alien# and yo nat rally pi!k p that alien thing "ith yo r other hand# "hi!h is not alien. 6hat isnAt really primitive be!a se that is "hat yo do all the time. 0o pi!k p a pen!il be!a se it is alien to yo . This is the Experiential ode of Hypnotic Induction. 0o let the s b>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 st dying 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!io sness.

'nal* sia: $ stin* S nsations and Mo. / nts as an E3( ri ntial Rati,ication o, $ranc
Dr. 2: I )s d a1o)t <D (o)nds o, ,orc to /o. /y ri*"t ar/. R: ',t r a1o)t s . n or i*"t /in)t s o, t"at yo) 1 *an (inc"in* yo)r ri*"t "and, t stin* ,or anal* sia. Dr. 2: I , lt &"at it &as doin*, 1)t it &as not (ain,)l. It &as a di/inis" d s nsiti.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 int r st d 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: Y s, yo) , Dr. 2: I , l it is an ill)sory ,r c"oic . i, /y *lass s ar t" r 8 l I "a. n+t t st d d ,init ly. It &as a t st &it"in c rtain li/its.

E: 'll ri*"t, no&, "o& /any ti/ s did I "a. to t st to s

Dr. 2: 7 ll, yo) "a. "ad a li, ti/ o, l a.in* an o14 ct t" r and kno&in* it &ill stay t" r . E: 'nd yo) "a. "ad a li, ti/ o, , t st. lin* at on to)c". B)t yo) k (t on r ( atin* yo)r

E) *t is ridi! lo s "hen he talks of sing 4I po nds of for!e be!a se yo donAt bend one arm "ith the other. 8e didnAt reali<e the abs rdity of it. And yo donAt have to EtestE yo r sensations in the normal state of !ons!io sness. R) *f yo have to test yo r sensations# yo are already in an altered state. E) 0es. R) 2o all these tests and e%plorations are a!t ally 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 p t limits on his tests. 0o see a bea tif l# fragile thing# and yo "ant to feel it# yo lift it# yo to !h it# yo "ant to be very !aref l be!a se 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 !aref l he doesnAt break it. :ther "ell3e%perien!ed s b>e!ts donAt have this !on!ern. E) 7r. M has his need to s pport his skepti!ism. R) 8e is still s pporting his skepti!ism "ith all this testing even tho gh 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!a se 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 s b>e!t any frame of referen!e is okay be!a se he or she tr sts s. R) 2o "hen "e bypass o r shift frames of referen!e# "e m st s pport the patient in a safe "ay# and that is s ally the transferen!e. E) :r tr st.

S"i,t in -ra/ o, R , r nc ,or t" E3( ri ntial Ind)ction o, $ranc

Dr. 2: It is a ne sit!ation to )e. I did not 1!ite ha#e the sa)e a areness. E: OE, l t+s tak )( t" n 3t t"in*. Ha. yo) . r " ard so/ on say, FI+/ 4)st ,ro0 n " r . I &as so astonis" d I didn+t kno& &"at to say and I co)ldn+t s( akF8 Dr. 2: Y a", I "a. n+t 3( ri nc d t"at /ys l, a lot. I can+t t"ink o, any. E: B)t t"at is a l arnin* yo)+. "ad sinc c"ild"ood. Dr. 2: Y a". E: $"at+s &"at yo)+r in5)irin* into ri*"t no&: (ast /oods, (ast l arnin*s. R) 8is initial statement abo t not having & ite the same a"areness in a ne" sit ation

implies that a shift in frame of reference is part of hypnotic induction# doesnAt itJ A ne" sit ation# a ne" frame of referen!e# res lts in an altered state of a"areness. E) 0es. R) 6heoreti!ally yo !o ld ind !e a tran!e simply by asking a patient to sensitively e%plore one hand "ith the other. 6hat "o ld introd !e a fairly n s al frame of referen!eF it "o ld fo! s and fi%ate attention# and then yo are on yo r "ay. E) * have ind !ed tran!e in that "ay. *t "orks. *t is slo"# b t it is very impressive later to the s b>e!t.

R sistanc to 'cc (tin* t" 'lt r d 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 !n illing to accept hat I(#e e6perienced/ so)eho . E: $"os ar yo)r &ords. $" corr ct stat / nt is, FPart o, yo) do s not kno& "o& to acc (t t" ot" r (art.F $" n & l arnin* do sn+t ,it &it" yo)r (r .io)s l arnin*s. Ho& do yo) acc (t it8 Dr. 2: I+/ &illin* to acc (t t"at 3( ri nc as a .alid on t"at do s notG so )n,a/iliar. E: It "as to 1 .alid 1 ca)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 la1orat s s . ral ( rsonal 3( ri nc s o, 1 in* d)/,o)nd d.? R: So it is /is)nd rstandin*s t"at *i. ris to t" E: 'n ina1ility to )nd rstand. R: 7"y ar yo) /("asi0in* t"is ina1ility to )nd rstand no&8 E: H >Dr. 2? cannot )nd rstand "o& anal* sia d . lo(s o)t o, catal (sy. H co)ldn+t )nd rstand t" (assa* o, ti/ . 'nd " k (t on t stin* and t stin*. H al&ays ,o)nd t" sa/ r s(ons . 'll t" r s)lts & r contradictory to (ast 3( ri nc s and l arnin*s. E) 8eAs still feeling E nnat ralness.E R) 6hat means he is still e%perien!ing an altered state. E) 0es. R) * sed the "ord Emis nderstanding#E "hile yo spoke of Ean inability to nderstand.E *s there any s bstantial differen!e in meaning hereJ E) 0es. *t is not a Emis nderstandingE b t an absence of understanding that leaves yo d mbfo nded and open. R) 0o r s al frames of referen!e are bypassed# leaving yo open and ready for str !t ring s ggestions. E) 0es. R) *t is very important for the hypnotherapist to t ne into the hypnoti! pro!ess along a dimension of str !t re or la!k of str !t re in a patientAs !omprehension. 7r. MAs very absence of understanding indi!ates that his s al !ons!io s sets and habit al frames of referen!e have been bypassed to the point "here he e%perien!es himself in an alien territory of !ons!io snessF he senses a Eforeignness abo t the "hole thing.E 6his foreignness is in fa!t the altered state of tran!e that his s al everyday states of !ons!io sness find so diffi! lt to a!!ept. 3( ri nc o, 1 in* d)/1,o)nd d.

F-ak F and t" Sk (tical #i & o, Hy(nosis as a Rationali0ation: Cr ati. Mo/ nts in E. ryday !i, as an 'lt r d Stat
Dr. 2: 'es/ and a part o$ )e anted to )a"e the concl!sion that it that o!ld e6plain it. I as $a"ing it. Dr. 2: I had to ha#e a ay o$ !nderstanding it. as a $a"e/ *eca!se

E: B)t "o& co)ld yo) ,ak it &" n yo) did not kno& &"at &as *oin* to "a(( n8 E: $" asi st &ay is to not )nd rstand and call it a ,ak . $"at+s an a.oidanc o, )nd rstandin*. Dr. 2: Y a", 1)t it satis,i s /y n dro( it. d ,or t" / anti/ . I, I )nd rstand it as a ,ak , I can

E: Yo) can dro( it and t" n not "a. to l arn. A)st as Dr. Har. y &as call d a ,ak r &" n " said t" 1lood circ)lat d. No doctors &ant d to )nd rstand. It &as so /)c" /or co/,orta1l t"inkin* t" 1lood did not circ)lat . Dr. 2: Y s, t" r is an )n&illin*n ss to c"an* a syst / o, kno&l d* . E: 'nd a &illin*n ss to acc (t /a*ic i, yo) don+t "a. to t"ink a1o)t it. Hy(nosis &as a ,or1idd n s)14 ct 1 ca)s it r 5)ir d )nd rstandin*. E) E+art of me "anted to make the !on!l sion that it "as fake.E R) 0es# that is his old skepti!al frame of referen!e. Labeling the e%perien!e as EfakeE "o ld be a safe "ay of rationali<ing it ba!k into his old familiar skepti!al point of vie". E) / t he !o ldnAt# and he kept testing and testing. R) 2o this is the problem of those "ho have the skepti!al vie" abo t 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 s pport 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) ;o ld 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 !ontin mJ 6hey "ere trying to fit phenomena they did not nderstand into the typi!al rationalisti! frames of referen!e of the 19th !ent ry that in essen!e believed hypnoti! phenomena "ere fake) Nothing b t Emotivated instr !tion#E role3playing# or "hat not. 6hey failed to nderstand the very real str ggle "e are all !onstantly engaged in to stabili<e o r "orld vie" "ith the familiar# "hi!h in t rn m st give "ay to the ne" that is !onstantly !reated "ithin s. ;hen the ne" !omes forth into o r !ons!io sness $Rossi# 19,4'# it is fre& ently e%perien!ed as a threat. *t is in fa!t a threat to o r older frames of referen!e# "hi!h m st no" give "ay to the ne". 6his is the essen!e of the !onstant str ggle of !ons!io sness to rene" itself. 6he a!t al transformation bet"een the old and the ne" s ally takes in an altered state) a dream# a tran!e# a meditative reverie# a moment of inspiration# the !reative moment in everyday life "hen o r s al point of vie" is momentarily s spended so that the ne" !an be!ome manifest "ithin o r !ons!io sness. E) *t r ins a magi!ianAs a!t if he e%plains to yo ho" he did it. 0o Ave taken it o t of the alien frame of referen!e and p t 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 o r ordinary frames of referen!e d ring tran!e so that "e !an do things "e !o ld not ordinarily do "ith o r everyday ego !ons!io sness.

*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 o t and an avoidan!e of nderstanding. R) 2o yo Ad say a lot of resear!h p rporting to s pport the skepti!al vie" of hypnosis as an altered state is an avoidan!e of nderstanding. E) 9m3h m. *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 sit ation in s!ien!e# parti! larly psy!hology# "here a f ndamentally ne" insight !an !rystalli<e only "hen "e are able to redefine or e%pand o r vie" of "hat something is. (re d gave s profo nd insights into the dynami!s of se% ality# b t he !o ld only do it by !hanging# broadening# o r 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 o r definition of an altered state to in!l de 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!t ally m !h > stifi!ation for this# sin!e people are momentarily fro<en in !atalepti! poses d ring 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 d ring the deeper states of tran!e.

Di,,ic)lti s in ! arnin* Hy(nosis

E: Yo) kno& &"at ")/an 1 "a.ior is. $" )n,a/iliar is )nacc (ta1l )nl ss 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( ri nc . 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 / t st ,or anal* sia, /ay1 t"in*s I r ad. E: B ca)s yo) "ad lost s nsation and yo) "ad to ,ind o)t so/ t"in*. R: Yo) & r not conscio)sly a&ar t"at yo) lost s nsation, 1)t so/ t"in* in yo) kn & and (ro/(t d yo) to t st. E) A! p n!t re "as so easily a!!epted in this !o ntry be!a se it is so easy to do. Anybody !an p t 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 st dents that hypnosis is very easy. *t is very simple to learn by rote some me!hani!al approa!hes to hypnoti! ind !tions# b t to learn to re!ogni<e and nderstand the ni& e manifestations of tran!e in ea!h individ al re& ires m !h patien!e and effort. E) 6hatAs right. R) 6here is a lot of s btle thinking abo t frames of referen!e that is re& ired. E) * say yo have to nderstand this# and every time * demonstrate something before a professional a dien!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 abo t 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( ri ntial Rati,ication o, $ranc : 'ss ssin* S nsory6 P rc (t)al Di,, r nc s
Dr. 2: There ere a lot o$ di$$erences. E: 'nd i, yo) &ant d to id nti,y so/ o, t"os di,, r nc s, yo) & r n+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" 'lt r d S nsations and Mo. / nt
Dr. 2: It+s /)c" asi r ,or / to acc (t t" anal* sia. Ha.in* t st d it t"at &ay s . ry satis,yin*. I 1 li . only <L ( rc nt in t" catal (sy and MD ( rc nt on t" anal* sia. E: Yo) don+t dis()t &it" (ati nts &" n yo) s t" / r s(ondin*. R: Yo) don+t ar*) &it" t" sk (ticis/ o, t" ir conscio)s /ind r *ardin* t" * n)in n ss o, t" "y(notic (" no/ non t" y "a. 4)st 3( ri nc d. 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 (r sti* 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( ri nc *rad)ally. E: $"at+s ri*"t. I can+t ()t it t" r . Dr. 2: I+/ /)c" /or con.inc d t"is s cond ti/ . $" ,irst ti/ I &as only =D ( rc nt s)r . R: I notic d t"at yo) 3( ri nc d t"r catal (si s in all, and t" t"ird &as t" /ost strikin* to s . $" ,irst r 5)ir d so/ s)((ort, &it" yo)r "and to)c"in* yo)r l *B t" s cond &as not as solid as t" t"ird, &" n yo)r ar/ r /ain d ri*id in /idair . n &" n yo) tri d to /o. it &it" yo)r ot" r "and. E: Yo) 1)ild yo)r con,id nc . R: >$o E? $" catal (sy s / d to 1 co/ /or * n)in as " 1 *an to t st it. It 1 ca/ /or solidly sta1lis" d as catal (sy as " tri d to /o. t"at ri*"t "and &it" "is l ,t. Is t"at tr) o, ot" rs8 E: $"at &as "is 3( ri nc . Ot" rs si/(ly acc (t it &it" no 5) stion. R: $" ir conscio)s /inds "a. a *ood r c (ti.ity to t" ir inn r 3( ri nc s. E) :nly 4. per!ent belief in !atalepsy# yet he has m s!les. 8e has had long e%perien!e in gro"ing and sing his m s!les# b t ho" m !h f ss do "e make abo t developing o r ability to test sensationsJ ;e a!!ept sensations# b t "e learn to develop o r !ontrol over o r m s!les. R) 6hat a!!o nts 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 /s

belief in hypnosis "ith analgesia. / t m s!le !ontrol is vol ntary# and th s he has only 4. per!ent belief in !atalepsy. 2ensations are !loser to a tonomo s levels of f n!tioning# so "hen "e see a !hange there# it is more !onvin!ing. E) 6hatAs right. * donAt arg e# * take their frame of referen!eDin the dire!tion * "ant it to go. 0o let yo r s b>e!ts see everything. R) And the more they see# the more they !an be!ome !onvin!ed.

;. Dissociation and t" Mod rn E3( ri ntial '((roac" to 'lt r d

Stat s
R) Can yo say anything abo t the ho" or "hy of disso!iation and ho" it "orks in yo r e%periential approa!h to altered statesJ E) 6he n!ons!io s has many fo!i of attention# and "hen yo "ithdra" that from any part of yo r body# yo donAt destroy yo r intelle!t al# !ons!io s !omprehension of that part# b t it be!omes an ob>e!t be!a se the n!ons!io s fo!i of attention are "ithdra"n. R) 6he psy!hoanalyst "o ld say that t" )s)al )nconscio)s body cat" 3is is "ithdra"n $(edern# 19I4'. :bserving yo r "ork# *Ave been str !k by the e%tremely attentive and e%pe!tant attit de yo sho"er on patients. 2ome of them have later !ommented to me abo t ho" moved they felt "ith yo r deeply sear!hing eyes and manner. * "onder if this e%pe!tant attit de !ontrib tes to the ease "ith "hi!h yo eli!it disso!iation in yo r hypnoti! "ork. 0o r e%pe!tant attit de 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 !o rse# strange and alien at first# and it is pre!isely this strange and alien feeling !ombined "ith his n!ertainty and the apparent a tonomy of his ordinary a!ts that makes them seem different or Ehypnoti!.E 6he ego loses its s al sense of !ontrol "hen pla!ed in the n s al frame of referen!e of Ehypnotherapy#E and that permits the patientAs n!ons!io s or the therapist to fill in that gap. 6his !o ld also a!!o nt for the poten!y of EstrangeE gest res and atmospheres in religio s and magi!al !eremonies as "ell as the poten!y of any !harlatan "ho s !!eeds in mystifying an a dien!e "ith a bit of m mbo3> mbo. (or e%ample# * on!e "at!hed a stage hypnotist "ho divided his a!t into t"o parts. 7 ring the first half he simply performed a n mber of magi!al tri!ks) 8e began "ith the rabbit3o t3of3hat 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 fig re o t ho" he performed them. 6hen the or!hestra played a fe" t nes "hile his assistant removed the magi!al props# and finally# "ith a !res!endo of m si! and an atmosphere of high e%pe!tation# it "as anno n!ed that no" he "o ld do the hypnosis. :f !o rse the a dien!e "as by no" ready to believe anythingF all their s al frames of referen!e "ere temporarily s spended# and he "as highly s !!essf l in eli!iting many hypnoti! phenomena from vol nteers he first !aref lly sele!ted from the a dien!e "ith a fe" s ggestibility tests like the hand3lo!k and invol ntary hand movements. 8is m mbo3> mbo# his bag of magi!al st nts# a!t ally fi%ated and in part s spended the s al !ons!io s sets of the a dien!e. 6he ama<ing and n s al s spends and bypasses the frame of referen!e "hi!h gives s o r s al reality sense. ;hen this generali<ed reality orientation goes# normal ego !ontrol goes. ;hen normal ego !ontrol goes# the n!ons!io s !omes in a tonomo sly to fill the gap. 6he therapist !an also step in at this point and evoke pro!esses that "o ld not be possible for the patient in his s al frames of referen!e. A flo" diagram adapted from o r previo s form lation $Eri!kson @ Rossi# 19,9' "o ld 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# n s al and Eama<ing.E

4. 7epotentiating 8abit al (rame"orks and /elief 2ystems

via

7istra!tion# sho!k# s rprise# Emagi!#E do bt# !onf sion# disso!iation# or any other pro!ess that interr pts the patientAs habit al frame"orks. :rdinary ENormalE a"areness is disr pted.

1. 9n!ons!io s sear!h

via

*mpli!ations# & estions# p ns# and other indire!t forms of hypnoti! s ggestion. 7ire!t s ggestions are more likely to be a!!epted be!a se of the disr ption and gap in ordinary a"areness.

-. 9n!ons!io s pro!ess

via

I. 8ypnoti! Repsonse

via

An e%pression of behavioral potentials that are e%perien!ed as taking pla!e a tonomo sly.

9s ally it is no longer appropriate for the modern hypnotherapist to se tri!ks or the vario s forms of m mbo3> mbo to fi%ate attention and s spend a patientAs s al frames of referen!e. (or a "ell3ed !ated s b>e!t like 7r. M# therefore# yo se yo r attit de of intense interest and e%pe!tan!y abo t his inner e%ploration to fi%ate his attention and s spend his s al 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 n s al !onte%t# repla!es the older forms of m mbo3> mbo to initiate hypnoti! phenomenon. 7oes that make sense to yo J
E) 0es. GEri!kson demonstrates a sleight3of3hand tri!k "here he apparently loses his th mb 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 p lling at his th mb. 8e has seen yo do it. 6hat is a "orld of magi! for a !hild. ;hen yo have an intelle!t al s b>e!t# yo sti!k to the intelle!t al. 6hat is "hat he "ill nderstand and "ill a!!ept. 0o have to fit yo r te!hni& e to the patientAs frame of referen!e.

<. ! arnin* Indir ct Co//)nication: -ra/ s o, R , r nc , M tal . ls, and Psyc"ot" ra(y
E) ;hen * first began the st dy of hypnosis# * "ondered greatly abo t verbal te!hni& e. 0o take a s b>e!t in the present time# and yo Are offering him ideas that are to affe!t his f t re. 0o Are also to distra!t his mind from the present. And yo Are to take his mind a"ay from s rro nding 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 f t re and to f t re a!tivities not yet kno"n or not yet even tho ght abo tJ And so * began trying to "rite o t a verbal te!hni& e in "hi!h * !o ld mention the present and define very e%a!tly "hat * mean by the immediate reality sit ation. 6hen * make a referen!e to the f t re as if the f t re "ere in the remote f t re. And then * "orked o t phrases by "hi!h that remote f t re be!ame !loser and !loser and !loser to the immediate moment. /y doing that# the s b>e!t had no opport nity to resist the fa!t that there is a ne%t "eek and ne%t (riday# ne%t 6h rsday# ne%t ;ednesday# ne%t 6 esday# ne%t =onday# the ne%t afternoon# the ne%t forenoon. And * b ild p an a!!eptan!e

of all those statements of the f t re be!a se * deprive him of the privilege# of the right# of the possibility of disp ting that f t re. * bring the remote f t re !loser and !loser to the present. $2ee E6he =ethod Employed to (orm late a Comple% 2tory for the *nd !tion of an E%perimental Ne rosis in a 8ypnoti! 2 b>e!t#E Eri!kson# 19--.' * "orked o t 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!t ally effe!tive phrasing that enabled me to b ild p an a tomati! response of patient behavior. * tried that on a lot of fello" st dents# all 1. pages# 4I pages# and so on. *t is a marvelo s e%perien!e. Anybody "ho does that learns a great deal abo t 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 yo r o"n meaning on those "ords# b t the real & estion is "hat is the meaning that a patient pla!es on those "ords. 0o !annot kno" be!a se yo do not kno" the patientAs frame of referen!e. A yo ng 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 yo ng manAs frame of referen!e "as his o"n s b>e!tive pleas re# 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 !o ld 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!t al "ords. *n hypnotherapy# "hen yo are talking to a patient# yo are a!t ally addressing his frame of referen!e. E) 0o are dealing "ith his frame of referen!e. R) 0o r "ords are !hanging his frame of referen!eJ E) 0o are sing his o"n "ords to alter the patientAs a!!ess to his vario s frames of referen!e R) 6hatAs the therape ti! 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!a se he does not kno" ho" to se his different frames of referen!e in a skillf l mannerF * believe these frames of referen!e are a!t ally metalevals of !omm ni!ation. /ateson $19,4' has des!ribed meta!omm ni!ation as !omm ni!ation $on a higher or se!ondary level' abo t !omm ni!ation $on a lo"er or primary level'. 2imilarly# "e may vie" a frame of referen!e as a metastr !t re that gives meaning to "ords on the primary level. 6he metalevels are s ally n!ons!io s. 0o are al"ays dealing "ith these n!ons!io s metalevels of !omm ni!ation# sin!e they are the determiners of meaning on the primary level in !ons!io sness. 6hese metalevels of !omm ni!ation "ere fo nd ne!essary by ;hitehead and R ssell in their mon mental "ork# athematica 0rincipea $191.'# to resolve many of the parado%es that arose in the fo ndations of logi! and mathemati!s "hen "e "ere limited to only one primary level of dis!o rse. Carnap developed a !al! l s of these m ltiple levels of !omm ni!ation "ithin logi! in his Logical Syntax of Language $19I9'. * have previo sly ill strated in some detail ho" dreams tili<e m ltiple levels of !omm ni!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!io sness that is restri!ted to one primary level of f n!tioning.

* no" s spe!t that yo are doing the same thing "ith hypnosis. Cons!io sness on a primary level is st !k "ithin the limitations of "hatever belief system $frame of referen!e# metalevel of !omm ni!ation' is giving meaning to its !ontents. Cons!io sness at any given moment is limited to "hatever is "ithin its fo! s of a"areness# and it !an manip late only these !ontents "ithin its fo! s on its o"n level. Cons!io sness !annot rea!h p and !hange the metastr !t res# 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 !t res and gives meaning to the primary. 6h s "e may say that a patient is one "ho e%perien!es the lo! s of his problem on the !ons!io s or primary level# sin!e he !annot make the !ontents of his !ons!io s 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!io s e%perien!e. * !annot !hange my o"n !ons!io s e%perien!e be!a se it is being determined by metastr !t res o tside the range of my o"n !ons!io s !ontrol. 2o# 7o!tor# "ill yo please "ork "ith my metastr !t res p there so * !an e%perien!e some relief do"n hereJE ;ith yo r indire!t approa!hes yo are attempting to deal "ith str !t re on these metalevels rather than the primary level of !ons!io s e%perien!e. 6he patients s ally do not kno" "hat yo are doing be!a se they are limited by the fo!al nat re of !ons!io sness 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 f t re# * believe "e "o ld need psy!hologists trained in symboli! logi! to analy<e the paradigms "hereby yo deal dire!tly "ith a patientAs metastr !t res. 6hen "e "ill be able to analy<e and o tline those synta!ti!al# semanti!# and pragmati! paradigms of semioti! that are f ndamental in !oping "ith metalevels. 6hese paradigms !o ld then be tested empiri!ally in a !ont rolled and systemati! fashion. $2ee E6he *ndire!t (orms of 2 ggestionE in ?ol. * of The Collected 0apers of ilton H. Erickson on Hypnosis# 198.# for o r initial effort to tili<e symboli! logi! in the form lation of s ggestionsF see also ;hite# 19,9.' Alternatively# "e may find that these metalevels are a!t ally 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 int itively 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 spirit al modes of healing.

RE-ERENCES
')t"ors+ Not : /elo" referen!es for Eri!kson and Eri!kson @ Rossi !an also be fo nd in the fo r vol mes of 6he Colle!ted +apers of =ilton 8. Eri!kson on 8ypnosis $Ne" 0ork) *rvington + blishers# 198.') ?ol me 1) :n the nat re of hypnosis and s ggestion ?ol me 4) 8ypnoti! alteration of sensory# per!ept al and psy!hophysi!al pro!esses ?ol me 1) 6he hypnoti! investigation of psy!ho dynami! pro!esses ?ol me -) 8ypnotherapy) *nnovative approa!hes (or a !omplete listing of the arti!les in ea!h vol me# see Contents and Appendi% 1 in ?ol me 1. /akan# +. 8ypnoti<ability# laterality of eye3movements# and f n!tional brain asymmetry. +er!ept al 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'. C pertino# 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 nat re. Ne" 0ork) 7 tton# 19,9. /ernheim# 8. 2 ggestive therape ti!s) A treatise on the nat re and ses of hypnotism. ;estport# Conn.) Asso!iated /ooksellers# 19I,. $:riginally p blished# Ne" 0ork) + tnam# 1885# C. A. 8erter# =.7.# trans.' /ird"histell# R. *ntrod !tion to kinesi!s. Lo isville# Oy.) 9niversity of Lo isville +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) Ch r!hill +ress# 18-5. /raid# B. 6he physiology of fas!ination of the !riti!s !riti!ised. =an!hester# England) Crant @ Co.# 18II. /re er# B.# @ (re d# 2. 2t dies on hysteria $B. 2tra!hey# Ed. and trans.'. Ne" 0ork) /asi! /ooks# 19I,. $:riginally p blished# 189I.' Carnap# R. Logi!al synta% of lang age. +aterson# Ne" Bersey) Littlefield# Adams# 19I9. Changea %# B.# @ =ikoshiba# O. Ceneti! and Eepigeneti!E fa!tors reg lating synapse formation in vertebrate !erebell m and ne 3rom s! lar > n!tion. +rogress in /rain Resear!h# 19,8# -8# -1355. Char!ot# B. Note s r les divers etats nerve % determines par (hypnoti<ation s r les hystero3epilepti& es. C. R. de *AA!ad des 2!ien!es# +aris# 1884. Chevre l# =. 7e la bag ette divinatorie. +aris) =allet3Ri!helie # 18I-. Cheek# 7. 9n!ons!io s per!eptions of meaningf l so nds d ring s rgi!al anesthesia as revealed nder hypnosis. Ameri!an Bo rnal of Clini!al 8ypnosis# 19I9# 1# 1.13111. Cheek# 7. Removal of s b!ons!io s resistan!e to hypnosis sing ideomotor & estioning te!hni& es. Ameri!an Bo rnal of Clini!al 8ypnosis# 195.# 1# 1.131.,. Cheek# 7. 6he meaning of !ontin ed hearing sense nder general !hemo3 anesthesia) A progress report and a report of a !ase. Ameri!an Bo rnal of Clini!al 8ypnosis# 1955# -# 4,I348.. Cheek# 7. Comm ni!ation "ith the !riti!ally ill. Ameri!an Bo rnal of Clini!al 8ypnosis# 1959#14# ,I38I.$a' Cheek# 7. 2ignifi!an!e of dreams in initiating premat re labor. Ameri!an Bo rnal of Clini!al 8ypnosis# 1959#14# I31I.$b' Cheek# 7. 2e& ential head and sho lder movements appearing "ith age regression in hypnosis to birth. Ameri!an Bo rnal of Clini!al 8ypnosis# 19,-#15# 4513455. Cheek# 7.# @ LeCron# L. Clini!al hypnotherapy. Ne" 0ork) Cr ne @ 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. $A thori<ed ed.# originally p blished# 18,4.' 7ement# ;. 2ome m st "at!h "hile some m st sleep. Ne" 0ork) Norton# 19,8. Eri!kson# =. 6he method employed to form late a !omple% story for the ind !tion of an e%perimental ne rosis in a hypnoti! s b>e!t. Bo rnal 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# =. +se do3orientation in time as a hypnotherape ti! pro!ed re. Bo rnal of Clini!al and E%perimental 8ypnosis# 19I-# 4# 4513481. Eri!kson# =. Nat ralisti! te!hni& es of hypnosis. Ameri!an Bo rnal of Clini!al 8ypnosis# 19I8#1# 138. Eri!kson# =. 8istori!al note on the hand levitation and other ideomotor te!hni& es. Ameri!an Bo rnal of Clini!al 8ypnosis# 1951# 1# 1953199. Eri!kson# =. A hypnoti! te!hni& e for resistant patients. Ameri!an Bo rnal of Clini!al 8ypnosis# 195-#,# 8384.$a' Eri!kson# =. +antomime te!hni& es in hypnosis and the impli!ations. Ameri!an Bo rnal of Clini!al 8ypnosis# 195-# ,# 5I3,..$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. Bo rnal 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 Bo rnal of Clini!al 8ypnosis# 19I9# 4# -938-. Eri!kson# =.# @ Rossi# E. ?arieties of hypnoti! amnesia. Ameri!an Bo rnal of Clini!al 8ypnosis# 19,-#15# 44I3419. Eri!kson# =.# @ Rossi# E. ?arieties of do ble bind. Ameri!an Bo rnal of Clini!al 8ypnosis# 19,I#1,# 1-131I,. Eri!kson# =.# @ Rossi# E. 6"o3level !omm ni!ation and the mi!ro3dynami!s of tran!e. Ameri!an Bo rnal of Clini!al 8ypnosis# 19,5# 18# 1I131,1. Eri!kson# =.# @ Rossi# E. A tohypnoti! e%perien!es of =ilton 8. Eri!kson. Ameri!an Bo rnal 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 s rgery and medi!ine. 8artford# Conn.) 2. Andr s @ 2on# 18I.. $Rep blished and retitled) 8ypnosis in medi!ine and s rgery. An introd !tion and s pplemental reports on hypnoanesthesia by ;. Oroger. Ne" 0ork) B lian +ress# 19I,.' (ast# B. /ody lang age. Ne" 0ork) =. Evans# 19,.. (edern# +. Ego psy!hology and the psy!hoses. Ne" 0ork) /asi! /ooks# 19I4. Coffman# E. Relations in p bli!) =i!rost dies of the p bli! order. Ne" 0ork) /asi! /ooks# 19,1. Coleman# 7.# @ 7avidson# R. Cons!io sness) /rain# states of a"areness and mysti!ism. Ne" 0ork) 8arper @ Ro"# 19,9. Creeno gh# ;.# @ B raska# B. 2ynapti! pr ning. +sy!hology 6oday# B ly 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'. C pertino# 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) Cr ne @ 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! 2 s!eptibility. Ne" 0ork) 8ar!o rt /r !e @ ;orld# 195I. 8 bel# 7.# ;iesel# 6.# @ Le?ay# 2. +lasti!ity of o! lar dominan!e !ol mns in monkey striate !orte%. +hilosophi!al 6ransa!tions of the Royal 2o!iety# 2er. /# 19,,# 4,8# 1,,3-.9. 8 ll# C. 8ypnosis and s ggestibility) An e%perimental approa!h. Ne" 0ork) Appleton3Cent ry# 1911. B ng# 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. 8 ll. ?ol. 5) +sy!hologi!al types# 19,1. ?ol. ,) 6"o essays on analyti!al psy!hology# 19I1. ?ol. 8) 6he str !t re and dynami!s of the psy!he# 195.. ?ol. 9) Ar!hetypes of the !olle!tive n!ons!io s $+art *'# 19I9. ?ol. 14) +sy!hology and al!hemy# 19I1. ?ol. 11) Al!hemi!al st dies# 195,. ?ol. l-)=ysteri m !oni n!tionis# 1951. ?ol. 18) 6he symboli! life# 19,5. $;illiam =!C ire# E%e! tive Editor' LeCron# L. A hypnoti! te!hni& e for n!overing n!ons!io s material. Bo rnal of Clini!al and E%perimental 8ypnosis# 19I-# 4# ,53,9. LeCron# L. A st dy of age regression

nder hypnosis. *n L. LeCron $Ed.'# E%perimental hypnosis# Ne" 0ork) Citadel# 195I. L d"ig# A. An histori!al s rvey of the early roots of mesmerism. *nternational Bo rnal of Clini!al and E%perimental 8ypnosis# 195-#14# 4.I341,. =ile!hnin# A. 6he +avlovian syndrome) A tran!e state developing in starvation vi!tims. Ameri!an Bo rnal of Clini!al 8ypnosis# 1954# -# 1543158. =iller# C.# Calanter# E.# @ +ribram# O. 6he plans and str !t re of behavior. Ne" 0ork) 8olt# Rinehart @ ;inston# 195.. =oore# A.# @ Amstey# =. 6oni! immobility) +art **. Effe!ts of mother3 neonate separation. Bo rnal of Ne ropsy!hiatry# 1951# -# 11831--. +ribram# O. Lang ages of the brain) E%perimental parado%es and prin!iples in ne ropsy!hology. =onterey# Calif.) /rooksNCole# 19,1. +ribram# O. ;hat the f ss is all abo t. Revision# 19,8#1# 1-318. Ravit<# L. 8istory# meas rement# and appli!ability of periodi! !hanges in the ele!tromagneti! field in health and disease. Ameri!an Ar!hives of Ne" 0ork 2!ien!e# 1954# 98# 11--314.1. Ravit<# L. Ele!tro dynami! man en!aps lated. +aper presented at the 15th ann al meeting# Ameri!an 2o!iety of Clini!al 8ypnosis# 6oronto# :ntario# 19,1. Rossi# E. 7reams and the gro"th of personality) E%panding a"areness in psy!hotherapy. Ne" 0ork) +ergamon# 19,4. Rossi# E. 6he dream3protein hypothesis. Ameri!an Bo rnal in +sy!hiatry# 19,1#11.# 1.9-31.9,.$a' Rossi# E. +sy!hologi!al sho!ks and !reative moments in psy!hotherapy. Ameri!an Bo rnal of Clini!al 8ypnosis# 19,1#15# 9344.$b' Rossi# E. +sy!hosynthesis and the ne" biology of dreams and psy!hotherapy. Ameri!an Bo rnal of +sy!hotherapy# 19,1# 4,# 1-3-1.$!' Rossi# E. 6he !erebral hemispheres in analyti!al psy!hology. Bo rnal of Analyti!al +sy!hology# 19,,# 44# 143I1. 2hor# R. 8ypnosis and the !on!ept of the generali<ed reality3orientation. Ameri!an Bo rnal of +sy!hotherapy# 19I9#11# I8435.4. 2h lik# A. Right3 vers s left3hemispheri! !omm ni!ation styles in hypnoti! ind !tions and the fa!ilitation of hypnoti! tran!e. 9np blished do!toral dissertation# California 2!hool of +rofessional +sy!hology# (resno# 19,9. 2idis# /. 6he psy!hology of s ggestion. Ne" 0ork) Appleton# 1898. 2nyder# E. 8ypnoti! poetry. +hiladelphia) 9niversity of +ennsylvania +ress# 191.. 6art# C. =eas ring the depth of an altered state of !ons!io sness# "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"# =. (o ndations 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. Ol m3bies.' ;atson# B. +sy!hology from the standpoint of a behaviorist. +hiladelphia) Lippin!ott# 1919. ;at<la"i!k# +. 6he lang age of !hange. Ne" 0ork) /asi! /ooks# 19,8. ;ta<la"i!k# +.# /eavin# A.# @ Ba!kson# 7. +ragmati!s of h man !omm ni!ation. Ne" 0ork) Norton# 195,. ;at<la"i!k# +.# ;eakland# B.# @ (is!h# R. Change. Ne" 0ork) Norton# 19,-. ;eber# R. 6he enfolding3 nfolding niverse) A !onversation "ith 7avid /onm. Revision# 19,8# 1# 4-3 I1. ;eit<enhoffer# A. 8ypnotism) An ob>e!tive st dy in s ggestibility. Ne" 0ork) ;iley# 19I1. ;eit<enhoffer# A. Ceneral te!hni& es of hypnotism. Ne" 0ork) Cr ne @ 2tratton# 19I,. ;hite# 7. Eri!ksonian hypnotherape ti! approa!hes) A !ase st dy of the treatment of obesity sing indire!t forms of s ggestion. 9np blished do!toral dissertation# 9. 2. *nternational 9niversity# 2an 7iego# 19,9. ;hitehead# A.# @ R ssell# /. +rin!ipia mathemati!a. Cambridge) Cambridge 9niversity +ress# 191..