I often think that hypnosis learning is like playing piano – more as art, like a craft or technique. Many children, at least in the UK, pick up the piano, only a small percentage reaches to the highest degree. They continue to play and use less than they have learned. They live less.
The hypnotherapy training I was engaged in was quite demanding and the dropout was high. This means that students often finish the stage but do not go to the next level. Only in the first phase we only completed two.
And those who have come to an end quickly leave the use of hypnosis or put it to a level of technology. for occasional use – maybe if everything else fails! This is a big shame – experience or practice that is so important is vital. I'm sure many hypnotherapists give up hypnosis because they did not really understand or did not get the practice and experience to use it effectively.
Maybe that's understandable. Books, articles, and materials often do not light much on the phenomenon of hypnosis. You can not learn more about a book about hypnosis than to learn from the Waldstein Sonata game in written instructions. Experience comes from experience. The great pianist sounds like the simplest composition or masterpiece. A truly competent hypnotist can achieve the results with almost every technique.
Yet, when it comes to the phenomenon of hypnosis, it can not be denied that there are many theoretical misunderstandings and contradictions. Most importantly, hypnosis is not natural as a natural phenomenon. The fact that Hartland's medical and dental hypnosis is still "standard", is a credible text, is a sad and frustrating source for me.
So when Professor Brian Vandenberg, a professor of psychology at the University of Missouri, St. Louis, who talks about the role of hypnosis in human development, feels surprise and relief. Here finally had a psychologist and academic article that was prepared to discuss hypnosis as a natural phenomenon as something that is part of our lives, regardless of whether we are aware of it. I've been convinced of it for a long time, and I often said I spent most of my time as a hypnotherapist trying to undo the adverse effects of hypnosis without the customer knowing whatsoever. Here I refer to the people about whom children were said to be useless or thick, bad or ugly or unattractive and absorbed these toxic suggestions and raised them into their adult lives, and the suggestions that have been taken up will cause destruction. I refer to people who repeatedly say that they can not do this or that they will never achieve this and have allowed these restrictive proposals to limit the freedom of choice and the ability to count their potential in countless ways.
The article in question hypnosis and human development: the interpersonal effect of intrapersonal processes ([ChildDevelopment(19459005)vol69no1February1988)InthefollowingparagraphsIgiveabriefsummaryofthearticlebutIofferthewarningthatanysummarydistortionIwillinevitablyleavethedetails
The purpose of Vandenberg's article is to explore the relationship between hypnosis and early child development. But this means giving a far wider picture of the phenomenon of hypnosis than usual in the ordinary literature or the formal training of hypnotherapy. As Vandenberg points out, children generally do not respond to formal hypnotic induction until childhood. The relationship between hypnosis and child development is important because hypnosis is so strong and ubiquitous. Understanding how hypnosis can influence the development of personality and character is that we learn something of vital importance to ourselves as a human being. The purpose of this article is twofold: to examine the role of hypnosis in the child's development and to examine the phenomenon of hypnosis besides formal induction, to see hypnosis outside the therapeutic room.
can be a very young child to hypnotize? In fact, this is something parents and carers always do, of course and without vocational training. Each parent has the experience of picking a crying baby or a sad baby and comforting and comforting it all the way down to sleep, rolling, caressing, singing and talking. But the words used are not of great importance – the baby / child is listening to the rhythm, tone and level of language, not the meaning of words. OK – so here is an informal, non-verbal, yet recognizable form of hypnotic induction. But what makes a great surprise to many readers of Vandenberg's article, even those with an interest in hypnosis, are that the hypnosis assumptions of the author go far beyond. For Vandenberg, hypnosis is a "communication process, allowing another to gain some degree of control over the organization, orientation and interpretation of their experiences" – permission to describe the article directly from the author. Notice that there is no mention of the word "trance" and any change in the quality of consciousness instead of being declared. In addition, determining the process of hypnosis effectively eliminates the difference with the means by which an individual leads to hypnosis and a new interpretation of experience. Still, I feel that it is still reasonable to talk about changing the quality of consciousness. Thanks to their friends, their peers, loved ones, or their authorities, the child arrives to experience the world in a way that differs from a mature, sedentary adult experience. For example, a child may enjoy the game or the fantasy situation 100% "real", while adults or viewers will take a different viewpoint. For Vandenberg, hypnosis is less of a temporary alteration of consciousness in human development, whose properties may be recalled later by traditional hypnotic induction. The four essential features of hypnosis are the evolution itself.
First, both hypnosis and growing, developing and mature common experiences allow an individual to experience what Vandenberg calls the "temporary nature of experience". Hypnosis in mature people can undermine our certainty in the sense of sensory or emotional experience. By using hypnoanalgesia, we do not feel pain in situations where pain is felt. Hypnosis can change ourselves. Likewise, as we are growing up, we are increasingly aware of a certain disruption of experience. "Real" children are different from reality when they are cohabiting with their friends and their peers than in a classroom or in a society of adults.
Second, the formulation of belief in both hypnosis and hypnosis is common in early stages of development. In hypnosis, the hypnotist can exercise the most dramatic influence on hypnotized beliefs. The stage hypnotists, with which we are all too familiar, bear this. And during child-rearing, he absorbs and accepts, at an overly rational level, the religious, ethical and political convictions of society and culture in which they find themselves. When individuals come to fully rational adults, they can come to this conviction. Most often not.
Third, hypnosis (hypnosis induction, hypnotherapy) often involves the use of indirect suggestion that subliminal (ie, not deliberately) acts on the subject. Suggestions for hypnotic induction can be embedded in a text that seems to have nothing to do with hypnosis on the surface. The questions of customer presentation can be addressed indirectly, yet efficiently, with metaphor, narrative or imaging. While growing up – and often going – people are often influenced by ways they are aware of. Children can accept the taste, values, and behaviors of role models without knowing what they are doing. This is, of course, a huge area. Advertisers, politicians, spin doctors, fashion mallurs, and opinion formers both strive to influence people indirectly so that no one is exploited or endangered in any way. ] Fourthly, the most dramatic and apparent feature of hypnosis is that what Vandenberg calls "groundless, undamaged intrapsychic processes," such as sensation, perception, and memory, can be influenced, changed or even destroyed by something like discourse. There is no magic wand, no smoky smoke, no ordinary speech. From the point of view of human development, children "rely on other important policies, orders and suggestions that serve the interpretation, organization and guidance of their thoughts and experiences". The results of this process are no less spectacular, frightening or confusing than the effects of induced hypnosis: people are Christians, Muslims, atheists, workers or conservatives, Republicans or Democrats, Communists or fascists, without doubting the freedom and rational choice they became like this.
Obviously it raises questions about the nature of hypnosis. In its conclusion, Vandenberg describes hypnosis as "reminding of childhood". Yet if it's right, hypnosis is part of childhood . Perhaps we can characterize a developmental phase. The consequences of this are far-reaching. Increased vulnerability to children can be manipulated for harmful and positive purposes. But the effects on education, self-actualization and self-reliance are enormous and exciting.
Vandenberg's article is a plan – or a map of a map to be mapped. One of the criticisms refers to the apparent reluctance of the author to say more about the nature of hypnosis. The conditional concept it offers is a bit too loose. The goal is there, but bull's eyes are missing. What is the nature of the proposal? How and why do we react to it? If we can answer the question, we will get closer to the nature of hypnosis – and perhaps to music – to understand nature. Child Development Vol 69 No 1 (February 1998)
Hypnosis and Human Development: Interpersonal Impact of Intrapersonal Processes
Vandenberg, B. (1988)
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