Hypnosis will be taught as an adjunct to the type of therapy that a counselor already practices. Brief interventions, strategically placed, can augment a traditional treatment plan. Used in this way, CLIENT-CENTERED Hypnosis can be an valuable addition to EMDR, client-centered therapy, family therapy, Jungian psychotherapy, and psychodynamic-based therapies.Ideomotor techniques, popularized by David Cheek, M.D, will be employed as a way to use hypnosis while clients are in a light trance. The participants will learn how to develop a questioning style that allows the client to access important information and skills in a brief amount of time.
Tony Madrid, Ph.D., has been teaching hypnosis
in the Bay Area for 30 years,
at USF, and in private classes. His methods have
helped psychologists and counselors develop their own brands
of hypnotherapy that fit comfortably within
their approaches to therapy. He was recently given the Frances Hilgard Award for
Scientific Excellence in Writing for his article on Pediatric Asthma, Bonding,
The course will be taught on three Saturdays: June 2, July 30, and July 28. 9-5, for a total of 24 CEUs.
Place: Russian River Counselors, which is across the street from Northwood Golf Course, three miles downstream from Guerneville. For a map,
For more information, call Tony at 865-1200, or firstname.lastname@example.org.
24 hours CEUs for psychologists, MFTs, and LCSWs
9:00 Introduction, course outline
9:30 The theory of Client-Centered Hypnosis
The values and principles of Carl
Rogers’s: following the client, the wisdom of the client’s own process,
rephrasing the client’s own feelings, awaiting the client’s solutions to
10:00 Induction I—demonstration: The Pencil Drop.
Induction I—demonstration 2
Deepening—demonstration: a guided tour through thebasic deepening methods: counting, using noises and feelings, visualizations, arm levitation. These techniques will be structured to the client’s own method of experiencing hypnosis.
Practice: each student will be in a group of three and will practice
the Pencil Drop induction and the use of two deepening techniques.
This practice, as well as all practices, will be supervised.
Each student will be the subject, the therapist, and the observer.
12:00 Working lunch—video-1 of inductions: A video of hypnotic inductions on three subjects, conducted by Dr. Madrid and Dr. David Cheek.
Induction II—demonstration: Progressive
Relaxation Induction, structuring the induction to fit the experiences of the
client. Requesting permission is a
major theme of these methods, and learning how to request permission in a
Induction II—demonstration 2
Practice: Groups of three, practicing Progressive Relaxation and
2:30 General Purpose Suggestions: A list of GeneralPurpose Suggestions will be taught, including
visualizations, calming suggestions, the use of techniques that enlist unconscious processes in
recovery from and solution of problems.
Demonstration: With one or two students.
3:00 Practice: Each student is asked to pick some problem that a patient of their has and undergo
a Client Centered approach to solving the problem.
3:30 General Purpose Suggestion—The Hurley: This Method enlists the unconscious mind to solve a problem without knowing or dealing with the causes. Developed by Milton Erickson, David Cheek, and Timothy Hurley, this technique allows solutions at a deep unconscious level, after getting the client’s permission to work on the problem without conscious knowledge.
Demonstration I: A video tape will be used to demonstrate this technique.
Demonstration II: In vivo demonstration with a student.
Practice: In groups of three, students will be asked to pick a problem
and practice doing the therapy as well as experiencing this therapy.
The problem does not need to be expressed in public.
Feedback and homework
5:00 End of first day
Day 2 -- June 30
9:00 Feedback and review of first day
9:45 Overview of 2nd day
Ideomotor Questioning—description of client-centered approach for
setting up ideomotor signals
and using them. A step by step method will be described, and the value of
this technique will be
explained. Many examples of uses
for ideomotor signals will be given from clinical cases treated by
Demonstration I; Video tape
Demonstration II: In vivo demo with a student
11:00 Practice: The primary purpose of this practice is to learn how to set up ideomotor signals. With careful supervision the student will learn how to install this type of signaling behavior in a client.
Working lunch—video-The uses of Ideomotor Signaling.
1:00 Uses of ideomotor questioning: The format for asking client-centered questions will be explained and taught. A careful paradigm will be demonstrated, using the client’s own words and questions, asking permission along the way, and enlisting the wisdom of the client’s own unconscious mind in developing a question sequence. A list of examples from clinical cases will be given.
Demonstration: Using a
student, the development of ideomotor questioning will be shown.
4:00 Discussion of day’s content
Last demonstration: To reinforce this lesson, one more
demonstration on a student will be done. Questions will be answered.
5:00 End of second day
Third Day --
9:00 Feedback and review of first two days
Overview of third day
9:45 Recovery of lost materials: A client-centered approach to finding lost items includes getting permission to find the object, resolving any unconscious resistance to finding the object, and then using an unconscious rehearsal method of finding the object.
Examples will be given.
Demonstration on a student, using client-centered approach
10:15 Causation using client-centered discovery. A client-centered approach focuses on the client’s wisdom in developing a symptom and it respects the need to use the symptom in a more constructive manner. Once that has been established, it becomes easier to discover the cause. Examples will be given from cases.
What follows discovery of causation:
a smorgasbord of client-centered solutions to the cause will be listed
and described, including revivification, emotionless awareness, finding
alternative symptoms, incompatible responses, and dealing with the client at the
age that it occurred. Cases
Practice: using a small problem, each student will be allowed to
experience “going for causation” as a client and as a therapist.
Working lunch with discussion
1:00 Treatment of depression using client-centered hypnosis: This approach uses the client’s history to find a reasonable cause for depression and a workable solution. The client’s own resources are enlisted to find a resolution. Examples are given.
2:00 Treating habit disorders using client-centered hypnosis
Smoking: Rather than strict direct suggestion, the value that smoking played in a person’s life is understood, using causation and ideomotor questioning. Then the solution becomes easy, with permissible suggestions of urge reduction.
Weight loss: As in smoking, causation is required to effectively build a program of attitude change regarding food. Once this is acquired, a systematic and consistent hypnotic protocol is instituted, with regular reinforcing sessions. Examples given.
3:00 Treatment of specific problems. The principles of General Purpose Suggestions, ideomotor questioning, the Hurley Technique, causation, and permissive suggestions are elucidated in treating the following:
· Preparing for examinations
Summary and examination
5:00 End of third day.
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