A Personalised Induction Will Always Be More Effective The WritePass Journal

A Personalised Induction Will Always Be More Effective Introduction A Personalised Induction Will Always Be More Effective , p.24). Based on this, it is clear that the authoritarian approach is not viable, and as a result, it is not logical to oppose the personalised approach based on Hulls perspective since he does not take into account preferences and expectations of the participants. In addition, Freud’s research asserts that the process of hypnosis would give better results when the subject was on deep trance. Like Hull, Freud adopted the authoritarian technique in a more assertive manner hoping that he would get better results (Sofroniou 2010, p.12). He was particularly interested in the technique because he believed that it was the perfect way of accessing forgotten events and emotions, a cathartic process, which gave relief to his clients. However, Freud became uncomfortable with hypnosis because his patients did not respond uniformly to the process. He was also afraid that the direct suggestion technique might do away with symptoms that were important for the clients to retain. In addition, Freud had worries over the sexual perceptions that surrounded the hypnotic process, which labelled a client as ‘giving herself’ emotionally to the psychiatrist. Because of these reasons, as well as lack of sufficient experience with hypnosis both throu gh research and clinically, Freud decided to quit hypnosis (Zeig Munion 1999, p.48-49). If Freud had adopted the permissive approach, he would have succeeded because the personalised approach relies on suggestions that are in line with the client’s expectations, desires and likes, and as a result, the clients could not lose any important symptom. The permissive technique would also help him to eliminate the ill-sexual perception, since it gives the client greater responsibility unlike the authoritarian technique. State and the role theory Advocates of the state theory, which asserts that hypnotic induction arouses a unique modified state of consciousness in the patient, base their argument on the notable changes that occur to the brain during hypnosis, and to the dramatic effects, which hypnosis can cause such as the disappearance of warts and insensitivity to pain. They also claim that sometimes, both hypnotised and non-hypnotised participants take instructions differently. For instance, in a certain study, both the hypnotised and non-hypnotised were told to run their hands through their hair once they heard the word ‘experiment. The pretenders carried out the suggestion only when the psychiatrist said the word, but the hypnotised participants complied regardless of who gave the suggestion (Coon, Mitterer, Talbot Vanchella, 2010, p.194). Based on this, opponents of the personalised induction claim that the authoritative approach is as effective as the permissive approach. They support their claim by asserting that participants who do not respond to the permissive technique can respond to the authoritarian technique effectively, particularly those who respect authoritarian figures in their life. Moreover, advocates of the role theory assert that hypnosis is not a special state of consciousness. They argue that some of the changes linked with hypnosis can also take place without it. They claim that hypnotised people just comply with the demands of the situation, and act in conformity with a special role. From this point of view, hypnosis provides a socially logical reason to comply with someone’s suggestions, in the same way as a physical exam, which provides a logical reason of removing clothes on request. Supporters of the role theory justify their claims by arguing that non-hypnotised participants sometimes exhibit behaviours that are usually linked with hypnosis (Bernstein Nash, 2008, p.153). Based on this, I disagree with the opponents of the personalised induction who adopt the role theory to support their stance, because the theory rejects the idea of hypnosis without providing concrete reasons. The dissociation theory The dissociation theory provides substantial reasons why the personalised inductions should be adopted during the hypnotic process. The theory suggests that hypnosis is not a single specific state, but the general condition, which temporarily reorganises our normal control over actions and thoughts. Dissociation allows body movements to occur under voluntary control and the involuntary processes to be controlled voluntarily. As Hilgard proposed this theory, he asserted that the relaxation of control occurs because of the social agreement between the hypnotist and the hypnotised person to share control (Bernstein Nash, 2008, p.153-154). In other words, the theory supports the idea that for the process to be effective, the participant should be an active participant, something advocated in the personalised induction approach. Modern hypnosis Based on contemporary hypnosis, a personalised induction seems to be the most effective approach in hypnosis. The approach takes into account the client’s values, desires, and it views the subjects as active participants. It also supports the idea that it is imperative to have the patient as relaxed as possible, get them involved in the in the process, and discuss the expectations and goals of attending the therapy with the client. Furthermore, the modern hypnotherapist starts the therapy session by establishing a rapport with their patients, which is a key aspect of the personalised induction approach (Gaschler 2009, p.21). In the course of the personalised induction, strong relationships between the clients and the therapist are necessary in order to ensure the client is fully involved in the process. Learning Modalities Overtime, personalised induction has stood out as the best because it takes into consideration learning modalities, which are key channels through which people receive, store, and give information. Modality is comprised of perception, sensation, and memory and the key senses include smell, taste, visual, auditory, and kinaesthetic. Knowledge of modalities enables therapists to personalise screeds for each client. When a patients modalities are ascertained, it becomes easy to discuss with them in a way that makes them feel comfortable and relaxed (Hogan LaBay 2007, p.226-239). As a result, it becomes easy to achieve the objective of the therapy. Conclusion The above discussion has suggested that personalised induction is more effective than the authoritarian approach. This is because we have different likes, dislikes, desires, perceptions, and we come from different cultural backgrounds. Consequently, to achieve remarkable results in the process of hypnosis, the hypnotist should take into consideration all this aspects. Although a standardized approach (authoritative approach) can be effective in some instances, it only works on subjects who respect the authoritative figures. Moreover, the authoritative technique assumes that all people react in the same manner to suggestions. However, this should not be the case since we possess different traits. Thus, the personalised induction or the permissive approach is the only method through which noteworthy results can be achieved during the hypnotic process, since it acknowledges that we have different likes, dislikes, perceptions and that we come from diverse cultural backgrounds. References Bernstein, D. A., Nash, P. W. (2008). Essentials of psychology. Boston, MA, Houghton Mifflin. Chapman, R. A. (2006). The clinical use of hypnosis in cognitive behavior therapy a practitioners casebook. New York, NY, Springer Pub. Coon, D., Mitterer, J. O., Talbot, S., Vanchella, C. M. (2010). Introduction to psychology: gateways to mind and behavior. Belmont, Calif, Wadsworth Cengage Learning. Erickson, M. H., Rossi, E. L., Ryan, M. O. (1998). Mind-body communication in hypnosis. London, Free Association. Gaschler, T. (2009). Modern hypnosis techniques Pt. 1. Pt. 1. [Bad Sachsa], Steiner. Hamill, D. (2012). An Introduction to Hypnosis Hypnotherapy. Bolton, MA, eBookIt.com. Hawkins, P. (2006). Hypnosis and stress a guide for clinicians. Chichester, England, Wiley. Hogan, K., LaBay, M. (2007). Through the Open Door: Secrets of Self-hypnosis. Gretna, Louisiana: Pelican Publishing. James, U. (2006). Clinical hypnosis textbook: a guide for practical intervention. Oxford, Radcliffe Publishing. Pintar, J., Lynn, S. J. (2009). Hypnosis a Brief History. Chichester, John Wiley Sons Sheehan, L. (2005). Basic Hypnosis Manual. Raleigh, North Carolina: Lulu. Simpkins, C. A. (2001). Self-Hypnosis: Plain and Simple. Tuttle Pub. Sofroniou, A. (2010). The misinterpretation of Sigmund Freud. [Raleigh, N.C. ], Lulu Com. Zeig, J. K., Munion, W. M. (1999). Milton H. Erickson. London, Sage Publications.

Reality vs. Illusion essays

Reality vs. Illusion essays In Tennessee Williams play A Streetcar Named Desire, a major theme that is present is the desire to escape. In the play, Williams clearly tends to favor the real world of Stanley and Stella Kowalski, than the imaginary world of the unfortunate Blanche Dubois. He demonstrates that when the two worlds intersect, reality will smash the artificial world of illusion. The first evidence that proves Williams alliance with reality, is Blanches life before New Orleans, in Laurel. Blanche had fell in love and married a boy whom she thought of as perfect in every way. Unfortunately for her he is a homosexual. This intrusion of reality breaks up her dream image of her husband, and she tells him how he disgusts her. He then commits suicide, and Blanche forever blames herself. These unpleasant realities that have invaded her life make her find refuge in promiscuous relationships with all kinds of men. She still believes that she is a refined and respectable woman, but in reality she is nothing but a tramp that is forced to leave Laurel. Another instance where the two worlds conflict is the night of the poker game. When Stanley gets drunk and beats Stella, Blanche is extremely upset and disgusted. His actions convince her that she must leave with Stella. She concocts a ridiculous plan to run away with Shep Huntleigh, an acquaintance she had seen long ago. Stella being more realistic, knows that this plan has no merit. She knows that Stanley is crude and violent at times but she knows how to cope. Besides, she is about to have a baby and cannot raise a child without a father. Stella decides to stay with Stanley, and seems to forget about the event as if it never happened. Stella has chosen Stanley over Blanche, and in the process choosing reality over illusion. The two defining incidents in the play clearly show that Tennessee Williams favors the world of reality. The moments before Stanley rapes Blanche is the first tim ...

Enabling others Essay Example | Topics and Well Written Essays - 3000 words

Enabling others - Essay Example Such an endeavour requires an ability to facilitate motivating and interesting learning opportunities for the students. A practice teacher is often required to lead by example, so far as the task of adhering to fundamental skills and values of positive social work in the face of ever present and fast altering organizational structures and resource constraints is concerned (Doel & Shardlow 2005). Practice teaching is not merely confined to a mechanistic assessment, but is a responsibility highly dependent on a continuous skill accumulation and an ability to access and analyze a range of information and data on a daily basis (Lawson 1998). Though in the contemporary context, the role of a practice teacher is increasingly subject to change, it would not be wrong to claim that the practice teachers do have a pivotal role to play in the future of social work. Teaching Adult Learners Being an effective practice teacher requires being conversant with the apt adult learning theories and an a bility to understand as to how the adult students learn and respond. Most of the adult students are endowed with many abilities and do prefer to perform by using their own innate talent (Merriam 2001). Hence, a practice teacher is required to act more as a facilitator with a thorough knowledge of the skills required to engage the adult students in the learning process. It is vital for a practice teacher to solicit the students’ views and perspectives regarding varied tasks and to allocate to them those tasks and responsibilities that are in consonance with their aptitude and interests (Merriam 2001). It really pays to allow the participants assume group leadership and responsibility while retaining a mentoring eye and approach. Merely trying to provide the adult students with dry facts, data and information proves to be counterproductive, unless it is not accompanied by a positive encouragement to use their own knowledge and research skills (Jackson 2009). Above all, a practi ce teacher is always bound by the specific responsibility to convince the students that the skills and the training being impacted by one will effectively help them achieve their goals in the long run (Woodard 2007). Not holding an appropriate sense of respect towards the adult students is the biggest mistake that a practice teacher is often prone to make. It is essential for a practice teacher to respect and acknowledge the rich experience that a participant brings to a situation and task (Brookfield 2005). Adult students should preferably be treated with a sense of equality and respect in the context of their knowledge and experience and must be allowed to freely express their opinions regarding goals, aspirations, situations and issues (Brookfield 2005). Besides, the main thing that needs to be remembered is that adult learners are always pragmatic in their approach towards skills and knowledge accumulation. Hence, they concentrate more on those knowledge and skills that is of im mediate relevance to their goals and objectives (Foley 2004). Their attitude towards knowledge is defined by practicality. Therefore, it gets very important for a practice teacher to explain to the adult learners as to how the information and inputs being impacted by one will help them in the actual job scenarios (Foley 2004). As already said