Brief Therapy: Myths, Methods and Metaphors the fourth international congress on Ericksonlan Approaches to Hypnosis and Psychotherapy SyUabUS December 7-11, 1988 San Francisco Hilton on Hilton Square Keynote Speakers: Jay Haley, Arnold Lazarus and Cloe' Madanes

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SM Featured speakers: Daniel Araoz, joseph Barber, joel Bergman, Simon Budman, Gianfranco Cecchin, Nicholas Cummings, Steve de Shazer, Albert Ellis, Richard Fisch, Stephen Gilligan, David Gordon, Mary Goulding, james Gustafson, Carol Lankton, Stephen Lankton, Herbert Lustig, Ruth McClendon, William O'Hanlon, Peggy Papp, Erving Polster, Sidney Rosen, Ernest Rossi, Peter Sifneos, Hans Strupp, Kay Thompson, Paul Watzlawick, john Weakland, Michael Yapko, Jeffrey Zeig and members of the Erickson family. Sponsored by The Milton H. Erickson Foundation, Inc., Phoenix, Arizona Co-sponsored by The Departments of Psychiatry and Psychology, The Veterans Administration Medical Center, Martinez, California and The Department of Family Practice, University of California at Davis Organizer: Jeffrey K. Zeig Executive Director: Linda Carr McThrall '' Each person is a unique Individual. Hence, psychotherapy should be for., mutated to meet the uniqueness of the ' individual's needs, rather than tailoring the person to fit the Procrustean bed of a hypothetical theory of human behavior. ''

Milton H. Erickson, M.D. Table of Contents

1988 International Congress Schedule Wednesday...... 2 Thursday...... 4 Friday...... 6 Saturday ...... ~ ...... : ...... 7 Sunday ...... 10 Congress Faculty ...... 12 The Fourth International Congress ...... 14 The Milton H. Erickson Foundation ...... 1 6 Milton H. Erickson Institutes ...... 18 Abstracts and Educational Objectives of Presentations Wednesday ...... 21 Thursday ...... 28 Friday ...... · ...... 38 Saturday ...... 41 Sunday ...... 49 Exhibitors and Advertisers ...... 57 Continuing Education Forms ...... 74 Needs Assessment Survey ...... 91 Personal Schedule ...... 9 5 Maps ...... 96 BRIEF THE~PY CONFERENCE TUESDAY, DECEMBER 6, 1988 6:00 P.M. • 9:00 P.M. REGISTRATION WEDNESDAY, DECEMBER 7, 1988 6:30 • 8:00 A.M. REGISTRATION 8:1 5 • 8:45 A.M. CONVOCATION - Grand Ballroom B Jeffrey K. Zeig, Ph.D.- Kristina K. Erickson, M.D.- Stephen lankton, A.C.S.W. -Michael D. Yapko, Ph.D.- Linda Carr McThrall -Michael S. Liebman, M.C.

9:00 • 11:30 A.M. INVITED ADDRESSES WEDNESDAY A.M.

Session 1 - Hilton Ballroom BRIEF THERAPY: MODELS AND METHODS Moderator: Sally Franek, Ph.D. William O'Hanlon, M.S. A Grand Unified Theory for Brief Therapy: Putting Problems in Context Session 4 - Continental Ballroom 5 Roxanna Erickson Klein, R.N., M.S. APPROACHES TO BRIEF THERAPY I * Pain Control Interventions of Milton H. Erickson Moderator: Dorothy Miller, Ph.D. Michael Vancura, Ph.C. Carol lankton, M.A. *Crisis Intervention of Psychotic Patients * Ecological Therapy Mary Goulding, M.S.W. Session 2 - Grand Ballroom B *Getting the Important Work Done Fast: Contract Plus Redecision SPECIAL ISSUES IN BRIEF THERAPY Moderator: Nancy Czech, M.A. Hans Strupp, Ph.D. *Time-Limited Dynamic Psychotherapy: Development and Implementa­ Ernest Rossi, Ph.D. tion of a Training Program From Mind to Molecule: More than a Metaphor Richard Fisch, M.D. Session 5 - Grand Ballroom A * "To thine own self be true ..." - Ethical Issues in Strategic Therapy UTILIZATION Helen Erickson, R.N., Ph.D. Moderator: Wolfgang Lenk, Ph.D. *Modeling and Role-Modeling with Psychophysiological Problems Stephen Gilligan, Ph.D. Session 3 - Imperial Ballroom Co-Evolution of Primary Process in Brief Therapy TECHNIQUES OF BRIEF THERAPY I David Gordon, M.A. Moderator: Brita Martiny, M.A. Reference Experiences: Guardians of Coherence and Instigators of Kay Thompson, D.D.S. Change Metaphor: A Myth with a Method Sidney Rosen, M.D. Erving Polster, Ph.D. Concretizing of Symptoms and Their Manipulation Tight Therapeutic Sequences Jeffrey K. Zelg, i'h.D. Seeding

11:30 A.M.· 1:00 P.M. WNCH

1:00 · 3:00 P.M. WORKSHOPS #1 • 13 WEDNESDAY P.M.

Workshop 1 - Imperial Ballroom B Workshop 3 - Continental Parlor 1 Workshop 5 - Continental Ballroom 4 *BRIEF AND STRATEGIC APPROACHES TO *HELPING PSYCHOTHERAPY CASUALTIES SYMPTOM DISRUPTION AND CLIENT PERSONALITY DISORDERS John H. frykman, Ph.D. MOTIVATION John Beahrs, M.D. Co-faculty: Kimberly Stoll Barrett, M.S. Stephen lankton, A.C.S.W. Cheryl Arnold, M.A. Clients need to relinquish their focus on the Strategic approaches minimize regressive Almost every psychotherapist has encountered limitation of a problem and turn attention and · dependency and promote definitive personali­ clients who have been mistreated or abused by action toward building new relational patterns. ty change by using a format that (1) reinforces other therapists. Many clients have serious prob­ This workshop will illustrate, discuss, and prac­ patients' and therapists' boundaries, (2) defines lems as a result of their experience in psycho­ tice several methods and rationales for symp­ appropriate safeguards, (3) contextually defines therapy. We will examine these issues and pro­ tom disruption. The larger framework for the the patients' issues to imply maximum health. pose strategies for helping these clients and for workshop is designing. new behavioral Self-therapy reframes problematic aspects of per­ preventing these types of injuries. assignments and in-session motivations using sonal identity and puts them under control. metaphorical interventions. Level: Advanced Workshop 4 - Imperial Ballroom A Level: Intermediate and Advanced Workshop 2 - Continental Parlor 2 *DEMONSTRATION OF SHORT - TERM REDECISION GROUP THERAPY Workshop 6 - Hilton Ballroom B WHAT CAN WE TRUST THE UNCONSCIOUS Mary Goulding, M.S.W. *THE USE OF PARADOX IN FAMILY THERAPY FOR? Camillo l.orledo, M.D. Philip Booth, M.A. (Oxon) Four members of the audience will form a one­ hour group in which contracts will be made, Some misconceptions about paradox are ex­ This workshop will explore, experientially and redecision-type work done, and follow-up amined and new perspectives about its use in theoretically, the wcrys in which the unconscious assignments illustrated. Afterward the principles family therapy are illustrated. Different types of is appealed to in hypnotherapy, with particular and format will be discussed with the audience. paradox with their indications and counterin­ reference to the use ·of a broad range of Level: Intermediate and Advanced dications are presented. The process of building ideomotor signals. Questions to be answered paradoxical interventions in different phases of include: What is legitimate to ask the un­ family therapy and with different types of conscious? When can its replies be trusted? Can families is described. The use of paradox is it really know what is best for the individual? viewed not merely as a technique but as part Level: Intermediate and Advanced of a more general philosophy of the therapist. Limited to 50 participants . Level: Intermediate and Advanced *HYPNOSIS EDUCATION CREDIT FOR CALIFORNIA MFCCs IS NOT AVAILABLE FOR ATTENDANCE AT THIS SESSION. 2 ~orkshop 7 - Continental Ballroom 5 Workshop 10 - Continental Parlor 7 Workshop 11 - Hilton Ballroom A NATURALISTIC APPROACHES TO DEEP BEFRIENDING DEMONS: HEALING ACROSS DEMONSTRAliONS I TRANCE WORK CULTURES *Erving Polster, Ph.D. Ernest Rossi, Ph.D. Terry Tafoya, Ph.D. Noelle Poncelet, Ph.D. An exploration of the use of minimal cues and This workshop explores how primary and sec­ These clinical demonstrations allow registrants heightened sensory-perceptual sensitivity in ondary world views of clients/patients enhance to actually observe the different styles of therapy utilizing our natural psychobiological rhythms or impede health care and treatment com­ conducted by faculty. This workshop consists to facilitate healing. pliance. Utilizing Ericksonian and Native of two separate one-hour demonstrations. The American explanatory models, participants will presenters and topics are as follows: Erving Norkshop 8 -Continental Parlors 8 and 9 review elements of healing common in various Polster, Ph.D., "Gestalt Therapy: Fleshing Out *TIME-LIMITED DYNAMIC PSYCHOTHERAPY cultures and how to incorporate these elements the Story Line:' and Noelle Poncelet, Ph.D., (TLDP) into their own practice. "The Alignment of Body/Mind/Spirit in Hyp­ Hans Strupp, Ph.D. · Level: Intermediate and Advanced notherapeutic Resolution." The purpose of this workshop is to acquaint the Limited to 50 participants audience with basic principles and techniques Workshop 13 -4th Floor Meeting Rooms of Time-Limited Dynamic Psychotherapy Workshop 1 1 - Continental Ballroom 6 SMALL GROUP PRACTICUM SESSION (TLDP). Videotapes of actual interviews will il­ RESISTANCE REDEFINED: BUILDING FRAMES HYPNOTIC INDUCTION METHODS lustrate an Initial Assessment Interview (IAI) and OF REFERENCE These two-hour workshops are offered for those provide vignettes from selected psychotherapy Michael Yapko, Ph.D. who desire small group experiential training. sessions. What traditional psychotherapists have con­ Each group will consist of a maximum of 12 Limited to 65 participants sidered to be resistance is often only a reflec­ participants. Practicum sessions cover either tion of the client's lack of frame of reference specific techniques of Ericksonian hyp­ Workshop 9 - Continental Parlor 3 for relating meaningfully to the therapist's direc­ notherapy or Brief Therapy. Members of the * USING HYPNOSIS AS ANESTHESIA IN tives. Helping the client establish a frame of faculty will be assigned as group leaders just ILLNESS OR SURGERY reference for participating meaningfully in the prior to the meeting. Sandra Sylvester, Ph.D. therapy is a vital part of successful treatment. This workshop will teach specific techniques Level: Intermediate which can be used effectively for hypno­ anesthesia and include demonstrations and practicum. Case studies also will be presented for discussion. Level: Advanced Limited to 50 participants

3:15 - 5:15 P.M. WORKSHOPS #10- 31 WEDNESDAY P.M.

Workshop 20 - Continental Parlors 8 and 9 Workshop 13 -Continental Parlor 2 Workshop 16 - Continental Parlor 3 ERICKSON IAN BRIEF THERAPY TECHNIQUES POSTHYPNOTIC PREDETERMINATION: UTILIZING THE PROBLEM: THE PRESENT TO WITH MULTI-PROBLEM FAMILIES- RULES PROGRAMMING POSITIVE THERAPEUTIC THE FUTURE SOLUTION -A PRACTICAL OF ENGAGEMENT OUTCOMES WORKSHOP Yvonne Dolan, M.A. Ronald Havens, Ph.D. Robert McNeilly, M.B.B.S. Charlie Johnson, M.S.W. Posthypnotic predetermination is an efficient Case examples will be used to distinguish in This workshop concentrates on determining the way to utilize the patient's unconscious a practically useful way the patterns of presen­ "path of least resistance" with multi-problem understandings of the events that need to hap­ tation of the client and problem, and how to families that have failed repeatedly in other pen to create therapeutic change. Participants tailor the therapy from this material. Exercises systems. Erickson's utilization method and brief will experience and practice the approach. A in creating and utilizing these principles and therapy techniques will be used. background in hypnosis is useful, but not interactional practice by participants will be Level: Intermediate necessary. featured. Level: Intermediate Workshop 11 - Imperial Ballroom A Workshop 14 -Hilton Ballroom B *INTEGRATING ERICKSONIAN AND *GENERIC APPROACHES TO BRIEF Workshop 17 - Continental Ballroom 6 COGNITIVE APPROACHES IN BRIEF PSYCHOTHERAPY * ERICKSONIAN BRIEF THERAPY: PSYCHOTHERAPY Lynn Johnson, Ph.D. DISSOLVING PROBLEMS IN SOLUTIONS Jeffrey Feldman, Ph.D. This workshop will teach principles of brief William O'Hanlon, M.S. Ericksonian and cognitive therapy approaches psychotherapy that can be applied by clinicians A model and techniques derived from provide effective intervention techniques which of almost any theoretical background. Par­ Erickson's work are offered in this workshop. utilize unconscious and conscious processes ticipants will learn rationale and skills needed This approach focuses on solutions rather than respectively. These approaches can be combin­ for having positive initial impact, how to design problems, pathology or explanations. ed for a synergistic therapeutic effect more and present homework, and how to prevent powerful than either single approach. This relapse after termination. Workshop 18 -Continental Parlor 1 workshop presents a problem-focused method BRIEF THERAPY IN LA TIN AMERICAN for treating anxiety disorders and depression. Workshop 15 -Imperial Ballroom B CULTURES: INTEGRATING TRADITIONAL ASSESSMENT MATTERS IN HYPNOTHERAPY AND MODERN TECHNIQUES Workshop 11 - Continental Ballroom 4 Carol Lankton, M.A. Madeleine Rlcheport, Ph.D. * THE STRUCTURE OF EMOTIONS Hypnosis is a modality for communicating and Based on Erickson's method of utilizing what David Gordon, M.A. exchanging ideas. This workshop will have a patients bring to therapy, this workshop will Emotions often seem to be something that hap­ dual focus on induction and optimal utilization demonstrate four models on videotape utilized pen to us, rather than being a matter of choice. of hypnotherapeutic trance. Induction pro­ by therapists from Latin American cultures to But every emotion has an underlying structure, cedures will be explained and demonstrated. integrate ritual and clinical trance states in the and knowing that structure provides a Assessment matters leading to treatment goals clinical setting. framework for change. This seminar introduces and relevant utilization of trance will be some of the perceptual patterns underlying emphasized. emotions, and ways of changing emotions by Level: Basic and Intermediate changing those patterns.

* HYPNOSIS EDUCATION CREDIT FOR CALIFORNIA MFCCs IS NOT AVAILABLE FOR ATTENDANCE AT THIS SESSION.

3 Workshop 29 -Continental Parlor 7 shop describes how to conduct family therapy Terry Tafoya, Ph.D., "Why Ant Has a Small MEANINGFUL MESSAGES: with an individual patient and concen­ Waist: Therapeutic Metaphor in Couples THE MANUFACTURING OF METAPHORS trates especially on the interruption of long­ Therapy." Kay f. Thompson, D.D.S. lasting interactional loops which are perceiv­ Workshop 32 -4th floor Meeting Rooms ed by the patients as hardly changeable. The All types of trance can be therapeutic if we SMALL GROUP PRACTICUM SESSION utilization of strategic homework and the enhance the listening/learning with the mean­ INDIRECT TECHNIQUES OF therapeutic use of symbols will be demon­ ing in the metaphor. This workshop includes PSYCHOTHERAPY AND HYPNOSIS exercises in integrating the language of multi­ strated as well as the preparation of these in­ These two-hour workshops are offered for those ple meaning words with the development of terventions by means of therapeutic anecdotes. who desire small group experiential training. a story to make the message a significant Level: Intermediate and Advanced Each group will consist of a maximum of 12 communication. Workshop 3 1 - Hilton Ballroom A participants. Practicum sessions cover either Level: Intermediate and Advanced DEMONSTRATIONS II specific techniques of Ericksonian hyp­ Limited to 50 participants Sidney Rosen, M.D. notherapy or Brief Therapy. Members of the Workshop 30 -Continental Ballroom 5 Terry Tafoya, Ph.D. faculty will be assigned as group leaders just *BRIEF FAMILY THERAPY WITHOUT These clinical demonstrations allow registrants prior to the meeting. THE FAMILY to actually observe the different styles of therapy Bernhard Trenkle, Dlpl. Psych. conducted by faculty. This workshop consists Milton Erickson often worked with individual of two separate one-hour demonstrations. The patients. Nevertheless, many of his case descrip­ presenters and topics are as follows: Sidney tions are implicitly system-oriented. The work- Rosen M.D., "Corrective Regression;' and

7:30 • 9:30 P.M. WELCOME RECEmON WEDNESDAY P.M. No-Host Cocktail Party Co-Sponsored by the Northern California Society of Clinical Hypnosis -Grand Ballroom THURSDAY, DECEMBER 8, 1988 8:45 • 10:45 A.M. INVITED WORKSHOPS #40 • 52 THURSDAY A.M.

Workshop 40 - Continental Ballroom 6 Workshop 45 - Imperial Ballroom A specific to enhancing client ego strength and * TREATMENT OF DISTRESSED COUPLES HYPNOTIC METHODS IN BRIEF promoting openness to change. Participants will Ellyn Bader, Ph.D. SEX THERAPY receive highly generalizable story material to Peter Pearson, Ph.D. D. Corydon Hammond, Ph.D. help the "stuck" client develop empowerment Using one developmental model for couples Bernie Zllberseld, Ph.D. strategies and tools, and to strengthen ability therapy, we will teach principles for interven­ This workshop discusses and demonstrates prac­ to observe and climb out of old nonproductive ing that maximize the therapist's influence and tical hypnotic methods that can be used for patterns. help move couples from blaming and resistance assessment and treatment of sexual dysfunc­ Workshop 50 - Continental Ballroom 4 to taking an active role in their own treatment. tions. Problems to be addressed will include SEQUENCES problems of desire, ejaculatory disorders, Workshop 41 - Continental Parlor 9 Jeffrey K. Zelg, Ph.D. orgasmic dysfunction, and impotence. GETIING THERE FASTER WITH HYPNOSIS Symptoms are not static. They are sequences Level: Intermediate AND SUGGESTION of events that become habitual "ruts:' Se­ Joseph Barber, Ph.D. Workshop 46 - Continental Parlors 7 and 8 quences can be used as well-developed chan­ Hypnosis and suggestion can significantly ac­ HOW TO DEAL WITH RESISTANCE BY nels to create hypnotic inductions, metaphors celerate the process of psychotherapy. This REFUSING TO IDENTIFY IT and indirect hypnotic reframing. Demonstration workshop illustr<;ltes principles and techniques Robert Pearson, M.D. and practice. for both assessment and symptom alteration. This will be a lecture/demonstration/hands-on Level: Intermediate and Advanced practitioners Level: Advanced workshop aimed at teaching the student to more of hypnosis. Limited to 50 participants effectively deal with patients who are having Workshop 51 - Hilton Ballroom A Workshop 42 -Continental Parlor 3 difficulty achieving trance. DEMONSTRATIONS Ill * IDENTIFYING A FOCUS IN BRIEF THERAPY Level: Advanced William O'Hanlon, M.S. Simon Bodman, Ph.D. Workshop 47 - Continental Parlor 2 Gunther Schmidt, M.D. Brief therapy is successful to the extent that the *INTERPLAY OF TECHNIQUE AND These clinical demonstrations allow registrants treatment plan can maintain a specific focus. HUMANITY to actually observe the different styles of therapy Written and videotaped materials illustrating Erving Polster, Ph.D. conducted by faculty. This workshop consists various aspects of focus selection will be review­ Techniques, played to the hilt, may negate the of two separate one-hour demonstrations. The ed so that attendees can increase their com­ human dimension. Techniques, while highly presenters and topics are as follows: William petency in selecting a focus. pointed, also may be humanizing. Some O'Hanlon, M.S., "Solution-Oriented Hyp­ Limited to 50 participants humanized techniques include: the sharpening nosis," and Gunther Schmidt, M.D., "Circular of contact, the evocation of story line, the (Relationship-Oriented) Imagination of Solutions Workshop 43 -Imperial Ballroom B in Brief Systemic-Ericksonian Therapy:' *MILAN-STYLE INTERVIEWING arousal of fascination, and unfoldment of inter­ Glanfranco Cecchln, M.D. nal dialogue. Workshop 52 - 4th floor Meeting Rooms SMALL GROUP PRACTICUM SESSION The Milan method uses techniques such as cir­ Workshop 48 - Continental Parlor 1 METAPHOR cular questioning, positive connotation and in­ HYPNOTIC APPROACHES IN SEX variant prescriptions. This workshop THERAPY These two-hour workshops are offered for those demonstrates how these and related methods Sidney Rosen, M.D. who desire small group experiential training. can be used in family therapy to increase This workshop consists of a case demonstration Each group will consist of a maximum of 12 par­ therapeutic effectiveness. followed by practice of various hypnotic tech­ ticipants. Practicum sessions cover either niques, including age regression and progression, specific techniques of Erickson ian hypnotherapy Workshop 44 - Hilton Ballroom B or Brief Therapy. Members of the faculty will * WORKSHOP IN BRIEF RATIONAL-EMOTIVE use of metaphors, symbolic embedded com­ mands and time distortion. be assigned as group leaders just prior to the THERAPY meeting. Albert Ellis, Ph.D. Level: Intermediate This workshop will present, illustrate, and Workshop 49 - Continental Ballroom 5 demonstrate some of the main RET techniques HYPNOTIC STORY TELLING: of brief psychotherapy. THE EMPOWERMENT OF THE CLIENT Level: Basic TOWARD GROWTH Deborah Ross, Ph.D. This workshop teaches hypnotic story-telling

*HYPNOSIS EDUCATION CREDIT FOR CALIFORNIA MFCCs IS NOT AVAILABLE FOR ATIENDANCE AT THts SESSION. 4 11:00 A.M.- 12:00 NOON MINI-DEBATES: DIAlOGUES &.. TRIAIOGUES THURSDAY A.M. v1D-1 TRIALOGUE -Continental Ballroom 4 * MD-3 DIALOGUE - Continental Ballroom 5 MD-5 DIALOGUE - Continental Ballroom 6 Simon Budman, Ph.D. Joseph Barber, Ph.D. David Gordon, M.A. Hans Strupp, Ph.D. Erving Polster, Ph.D. William O'Hanlon, M.S. John Weakland, M.F.C.C. MD-4 DIALOGUE - Grand Ballroom B V\D-2 TRIALOGUE- Grand Ballroom A Albert Ellis, Ph.D. Stephen lankton, A.C.S.W. Jeffrey K. Zelg, Ph.D. Bernie Zllbergeld, Ph.D. Glanfranco Cecchln, M.D. t2:00 NOON • 1:30 P.M. WNCH

1:30 - 2:30 P.M. KEYNOTE ADDRESS THURSDAY P.M. "STRATEGIES AND METAPHORS OF BRIEF THERAPY" Cloe' Madanes Grand Ballroom B

2:45 • 4:15 P.M. SHORT COURSES THURSDAY P.M. 1. Steve Andreas, M.A. - Continental Ballroom 4 9. Linda Epsteln-Graval, M.A., M.J.C.C.- Continental Ballroom 5 Briefest Therapy Methods Utilization: Joining and Utilizing the Creative Resources of the Child and Family to Break the Cycle of Trauma and Anxiety 2. )ames Auld, BDS, Dip. Soc. Sc., MSc. - Continental Parlor 1 *Brief Therapy in Dentistry- Anxiety and Phobias 10. Steve Feldman, M.A.- Continental Parlor 8 Ericksonian Underpinnings in the Treatment of Childhood Trauma 3. Russell Bourne, Jr., Ph.D.- Continental Ballroom 6 Sequelae Robert Glenn, Ph.D. Malcolm Hart, Ph.D. 11. Ben Jurman, M.D. - Continental Parlor 3 Charles McGee, Ph.D. Tapanl Ahola, M.A. Accelerating the Therapeutic Process: Integrating Ericksonian Ap­ *The Utilization of Explanations in Solution Focused Consultation proaches with Group, Couples, and Child/Family Psychotherapy Symposium 12. Aaron Canter, Ph.D. -Continental Parlor 7 * Brief Psychotherapy in the Treatment of Schizophrenia 4. Doris Brett, M.A. - Imperial Ballroom B *Annie Stories: Helping Parents to Help Their Children 13. Jean Godin, M.D., Ph.D. -Sausalito (4th Floor) Myths in Action in Hypnosis 5. Gene Combs, Jr., M.D. -Hilton Ballroom B )Ill Freedman, M.S.W. 14. Michael Liebman, M.C. - Hilton Ballroom A Questions as Suggestions: Bateson Meets Erickson (Again) Brent B. Geary, M.S. Craig LeCroy, Ph.D. 6. Gordon Cuddeby, Ph.D. - Imperial Ballroom A l.any Ettkln, Ph.D. Nell Weiner, Ph.D. Tinker Toys and Brief Psychotherapy: Building Your Own Model Frank Noble, Ed.D. Symposium An Ericksonian Approach to Phobic Behavior Symposium 15. Maggie Phillips, Ph.D.- Continental Parlor 9 Ericksonian Approaches to Redecision Therapy 7. Richard E. Dimond, Ph.D. - Tiburon (4th Floor) Holding On and Letting Go in Ericksonian and Strategic 16. Reese Price, Ph.D. - Cypress (4th Fl.oor) Psychotherapy * Ericksonian Psychotherapy and the Remediation of the Fragmented Self 8. Janet Sasson Edgette, Psy.D., M.P.H. -Continental Parlor 2 Ericksonian Approaches to the Treatment of Residentially Placed Adolescents

4:30- G:OO P.M. SHORT COURSES THURSDAY P.M.

17. Mary de Kraslnska, M.S.W. -Continental Parlor t 22. Manfred Prior, Dlpl. Psych. -Continental Ballroom 4 Hypnosis and Therapy with Victims of Torture Emanuele Del Castello, Ph.D. Marlarosarla la Manna, Ph.D. 18. Jerry Gale, M.A. - Continental Parlor 9 Kellchl Mlyata, M.A. Douglas Flemons, M.A. Ericksonian Techniques Across Cultures *The Contextual Layering of Therapeutic Discourse Symposium t9. Steven Goldsmith, M.D.- Continental Parlor 3 23. Carol Sommer, M.S.- Continental Parlor 7 The Diagnosis and Utilization of Patients' Response Styles Therapeutic Paradox: Similia Similibus Curantur 20. Rodger Kessler, Ph.D.- Continental Ballroom 6 24. Donna Spencer, Ph.D. -Imperial Ballroom A Gunther Schmidt, M.D. An Extension of Erickson's Utilization Technique to Deep Hypnosis: Bill Matthews, Ph.D. Unconscious Exploration Beyond the Personar to the Transpersonal Moderator: joseph Barber, Ph.D. * A Metalogue: Erickson, Bateson and the Pursuit of the Systemic 2 5. larry Stephens, A.C.S.W. - Continental Parlor 2 Grail Explaining the Unexplainable: Insights into Ericksonian Metaphor Symposium from Studies in Artificial Intelligence 2 t. Eve Llpchlk, M.S.W. - Hilton Ballroom B 26. Bruce Tanenbaum, M.D. - Continental Parlor 8 *Purposeful Interviewing for Brief Solution Focused Therapy Facilitating New Identity and Understandings in Hypnotherapy: "The February Man" and Other Techniques *HYPNOSIS EDUCATION CREDIT FOR CALIFORNIA MFCCs IS NOT AVAILABLE FOR ATTENDANCE AT THIS SESSION. 5 27. John Thompson, M.A.- Cypress (4th Floor) 30. Michele Weiner-Davis, M.S.W. - Hilton Ballroom A *Connecting and Healing Using Family Myths *Solution-Oriented Therapy: A Wellness Approach to Families 28. Catherine Walters, M.A. -Imperial Ballroom B 31. Robert Weisz, Ph.D. - Tiburon (4th noor) *Unconsciousness Raising: Utilizing Ericksonian Approaches to Letting Go: The Shift Into Trance Promote Feminist Perspectives 32. Hillel Zeitlin, L.C.S.W -Sausalito (4th noor) 29. Joyce Mills, Ph.D.- Continental Ballroom 5 Integrative Therapy with Consciousness Casualties rhe Feminine Art of Healing: A Blending of Ericksonian Approaches and Native American Teachings

6:15 • 7:15 PM AUTHORS' HOUR - Yosemite Ballrooms B and C THURSDAY P.M.

7:30 • 9:30 P.M. SPECIAL MEDIA PROGRAM HONORING VIRGINIA SATIR - Grand Ballroom B THURSDAY P.M.

FRIDAY, DECEMBER 9, 1988 8:30 A.M. • 12:00 NOON TOPICAL PANELS FRIDAY A.M.

8:30 • 9:30 A.M. 9:45 • 10:45 A.M. 11:00 A.M. • 12:00 NOON TP-1 -Continental Ballroom 4 TP-4 - Continental Ballroom 4 TP-7 - Continental Ballroom 4 RESISTANCE SEXUALITY USING DREAMS AND SYMBOLS Richard Fisch, M.D. Daniel Araoz, Ed.D. Stephen Gilligan, Ph.D. Camillo l.orledo, M.D. D. Corydon Hammond, Ph.D. James Gustafson, M.D. Erving Polster, Ph.D. Joyce Mills, Ph.D. Ernest L. Rossi, Ph.D. Robert Pearson, M.D. Bernie Zllbergeld, Ph.D. Peggy Papp, A.C.S.W. TP-2 - Continental Ballroom 5 * TP-5 - Continental Ballroom 5 TP-8- Continental Ballroom 5 ANECDOTES AND METAPHORS *BRIEF THERAPY TRAINING * PAIN CONTROL Carol lankton, M.A. Lynn Johnson, Ph.D. Kay Thompson, D.D.S. Deborah Ross, Ph.D. Simon Bodman, Ph.D. Les Kadls, M.D. Ronald Havens, Ph.D. William O'Hanlon, M.S. Sandra Sylvester, Ph.D. Bernhard Trenkle, Dlpl. Psych. Peter Slfneos, M.D. Jeffrey Feldman, Ph.D. TP-3 -Continental Ballroom 6 TP-6 - Continental Ballroom 6 TP-9 - Continental Ballroom 6 ANXIETY AND DEPRESSION SEVERELY DISTURBED PATIENTS *RESEARCH IN BRIEF THERAPY Albert Ellis, Ph.D. Yvonne Dolan, M.A. Steve de Shazer, M.S.W. Mary Goulding, M.S.W. Nicholas Cummings, Ph.D. John Weakland, M.F.C.C. Michael D. Yapko, Ph.D. Herbert Lustig, M.D. Peter Slfneos, M.D. R. Reid Wilson, Ph.D. Gunther Schmidt, M.D. Hans Strupp, Ph.D.

12:00 NOON· 1:30 P.M. WNCH

1:30 • 2:30 P.M. KEYNOfE ADDRESS FRIDAY P.M.

"WHY NOT LONG-TERM THERAPY?" Jay Haley, M.A. Grand Ballroom B

2:45 • 6:15 P.M. TOPICAL PANELS FRIDAY P.M.

2:45 • 3:45 P.M. 4:00 • 5:00 P.M. 5:15 • 6:15 P.M. TP-10 -Continental Ballroom 4 TP-12 -Continental Ballroom 4 TP-14 -Continental Ballroom 4 *THERAPEUTIC USES OF HUMOR * ESSENTIAL ASPECTS OF BRIEF THERAPY *FAMILY THERAPY Joyce Mills, Ph.D. William O'Hanlon, M.S. Stephen lankton, A.C.S.W. Norman Katz, Ph.D. Norma Barretta, Ph.D. Glanfranco Cecchln, M.D. Albert Ellis, Ph.D. Paul Watzlawlck, Ph.D. Ruth McClendon, M.S.W. Lars-Erlc Unestahl, Ph.D. Jeffrey K. Zelg, Ph.D. Camillo l.orledo, M.D. TP-11 -Continental Ballroom 5 TP-13 - Continental Ballroom 5 TP-15 -Continental Ballroom 5 HYPNOSIS IN PSYCHOTHERAPY * HOMEWORK ASSIGNMENTS HYPNOTIC INDUCTION Joseph Barber, Ph.D. Helen Erickson, R.N. Ph.D., Philip Barretta, M.A. Philip Booth, M.A. (Oxon) John Frykman, Ph.D. Marc lehrer, Ph.D. Noelle Poncelet, Ph.D. David Gordon, M.A. Sidney Rosen, M.D. John Beahrs, M.D. Terry Tafoya, Ph.D. Charles Stem, Ph.D.

8:30 A.M. • 6:15 P.M. DEMONSTRATIONS - Grand Ballroom B FRIDAY

8:30 • 9:30 A.M. 11:00 A.M.· 12:00 NOON 4:00 ·5:00P.M. D-1 D-3 D-5 Jeffrey K. Zelg, Ph.D. Stephen Lankton, A.c.s.w . Carol Lankton, M.A. 9:45 • 10:45 A.M. 2:45 • 3:45 P.M. 5:15 • 6:15 P.M. D-2 D-4 D-6 Joseph Barber, Ph.D. Stephen Gilligan, Ph.D. Ernest Rossi, Ph.D.

*.HYPNOSIS EDUCATION CREDIT FOR CALIFORNIA MFCCs IS Nor AVAILABLE FOR ATIENDANCE AT THIS SESSION.

6 8:30 A.M. • 6:15 PM GROUP INDUCTIONS - Grand Ballroom A FRIDAY

8:30 • 9:30 A.M. U:OO A.M. • 12 NOON 4:00 ·5:00P.M. GI-l Gl-3 GI-S D. Corydon Ham~ond, Ph.D. Norma Barretta, Ph.D. Norman Katz, Ph.D. 9:45 • 10:45 A.M. Philip Barretta, M.A. Marc Lehrer, Ph.D. Gl-2 2:45 • 3:45 P.M. 5:15 • 6:15 P.M. Sandra Sylvester, Ph.D. Gl-4 Gl-6 Kay Thompson, D.D.S. Deborah Ross, Ph.D.

8:30A.M.· 6:15P.M. CONVERSATION HOURS - Hilton Ballroom FRIDAY

8:30 ·9:30A.M. 2:45 • 3:45 P.M. * CH-1 HYPNOTHERAPY IN CZECHOSLOVAKIA AND EASTERN EUROPE * CH-4 PSYCHOLOGICAL PRINCIPLES TO PROMOTE SAFE SEX Michael Vancura, Ph.C. Bernie Zllbergeld, Ph.D. 9:45 • 10:45 A.M. * CH-2 INDIVIDUAL APPLICATIONS OF HYPNOSIS 4:00 ·5:00P.M. Betty Allee Erickson Elliott, M.S. CH-5 A CONVERSATION HOUR WITH ERNEST L. ROSSI, Ph.D. Roxanna Erickson Klein, R.N., M.S. Ernest L. Rossi, Ph.D. Robert Erickson, M.A. U:OO A.M.· 12:00 NOON 5:15 -6:15 P.M. CH-3 ABOUT MILTON ERICKSON CH-6 A CONVERSATION HOUR WITH PAUL WATZLAWICK, Ph .D. lance Erickson, Ph.D. Paul Watzlawlck, Ph.D. Kristina K. Erickson, M.D. Elizabeth M. Erickson, B.A.

8:30 A.M. • 5:00 P.M. MINI-DEBATES: DIALOGUES &. TRIALOGUES - Imperial Ballroom FRIDAY

8:30 • 9:30 A.M. U:OO A.M.· 12:00 NOON 4:00 • 5:00 P.M. * MD-6 TRIALOGUE * MD-8 TRIALOGUE * MD-10 DIALOGUE Joel Bergman, Ph.D. Paul Watzlawlck, Ph.D. Richard Fisch, M.D. Ruth McClendon, M.s.w. Mary Goulding, M.s.w. Peter Slfneos, M.D. Stephen Gilligan, Ph.D. Daniel Araoz, Ed.D.

9:45 • 10:45 A.M. 2:45 • 3:45 P.M. MD-7 DIALOGUE * MD-9 TRIALOGUE Steve de Shazer, M.S.W. Carol lankton, M.A. Michael D. Yapko, Ph.D. Nicholas Cummings, Ph.D. James Gustafson, M.D.

2:45 • 6:15 P.M. SUPERVISION PANELS - Continental Ballroom 6 FRIDAY

(None Scheduled Friday Morning) (Bring your cases for supervision by a panel of experts) 2:45 • 3:45 P.M. 4:00 • 5:00 P.M. 5:15 • 6:15 P.M. SP-1 SP-11 SP-Ill SUPERVISION PANEL I SUPERVISION PANEL II SUPERVISION PANEL Ill Ronald Havens, Ph.D. Michael Yapko, Ph.D. William O'Hanlon, M.S. Ellyn Iader, Ph.D. Herbert Lustig, M.D. David Gordon, M.A. Joel Bergman, Ph.D. Mary Goulding, M.S.W. Joyce Mills, Ph.D. Yvonne Dolan, M.A. Glanfranco Cecchln, M.D. l.es Kadls, M.D.

SATURDAY, DECEMBER l 0, 1 988 8:00 • 10:00 A.M. INVITED WORKSHOPS #60 • 72 SATURDAY A.M.

Workshop 60 - Continental Parlors 7 and 8 upon these prescriptions; and maximizing their Workshop 63 - Continental Parlor 9 THE NEW HYPNOSIS: HOW TO DO IT metaphorical, poetic, creative, and humorous THE CRYSTAL BALL TECHNIQUE Daniel Araoz, Ed.D. aspects. Steve de Shazer, M.S.W. Demonstrations with audience volunteers will Level: Advanced This workshop traces the development of the be followed by discussion and clarification of Workshop 62 - Imperial Ballroom A crystal ball technique from a trance based the essential characteristics of the New IDEOMOTOR QUESTIONING TECHNIQUES technique to a brief therapy technique. Hypnosis. FOR PSYCHOSOMATIC PROBLEMS Level: Intermediate and Advanced David B. Cheek, M.D. Factors underlying emotional and physiological Workshop 61 -Continental Ballroom 6 maladaptive behavior often have their beginning *PRESCRIPTIONS, RITUALS, AND METAPHORS during prenatal and perinatal life, long before Joel Bergman, Ph.D. the origin of conscious memory. Imprinted This workshop focuses on using rituals, prescrip­ origins can be discovered and therapeutically tions, and metaphors in family therapy. Issues restructured with subconscious review methods. to be explored include: formulating rituals; Level: Intermediate and Advanced understanding the factors by which people act *HYPNOSIS EDUCATION CREDIT FOR CALIFORNIA MFCCs IS NOT AVAILABLE FOR ATTENDANCE AT THIS SESSION. 7 Workshop 64- Continental Ballroom 5 family therapy, group therapy and encounter Workshop 71 - Hilton Ballroom A BRIEF HYPNOTHERAPY WITH INCEST therapy into an efficient high impact therapeutic DEMONSTRATION IV SURVIVORS experience. It focuses on the skills needed to * Glanfranco Cecchln, M.D. Stephen Gilligan, Ph.D. utilize this format effectively. Michael D. Yapko, Ph.D. This workshop will view incest in terms of pro­ Level: Basic These clinical demonstrations allow registrants foundly negative hypnosis, and explore solu­ Limited to 50 participants to actually observe the different styles of therapy tions based on future-oriented hypnotically Workshop 68- Continental Ballroom 4 conducted by faculty. This workshop consists based mastery approaches. Techniques, case of two separate one-hour demonstrations. The *THE USE OF STRUCTURED FANTASY WITH examples, experiential exercises, and a live presenters and topics are as follows: Gianfranco COUPLES demonstration will suggest psychophysical Cecchin, M.D., "Techniques of Milan-Style Peggy Papp, A.C.S.W. healing paths in therapy for incest survivors and Therapy," and Michael D. Yapko, Ph.D., their families. This workshop will demonstrate various uses "Facilitating Flexibility." of fantasies and metaphors in treating couples. Workshop 65 -Continental Parlor 2 Attendees will participate in simulations and for­ Workshop 72 -4th Floor Meeting Rooms HYPNOSIS AND NLP: BRINGING mulating interventions. SMALL GROUP PRACTICUM SESSION STRUCTURE AND FREEDOM TO BRIEF Level: Intermediate and Advanced BRIEF THERAPY OF ANXIETY DISORDERS HYPNOTHERAPEUTIC INTERVENTIONS These two-hour workshops are offered for those Workshop 69 - Continental Parlor 1 Marc Lehrer, Ph.D. who desire small group experiential training. INTERSPERSAL TECHNIQUES IN BRIEF This workshop is a synthesis of hypnosis and Each group will consist of a maximum of 12 ERICKSONIAN PSYCHOTHERAPY Neurolinguistic Programming that can be ap­ participants. Practicum sessions cover either Charles Stem, Ph.D. plied to consultations and brief therapeutic and specific techniques of Ericksonian hyp­ medical applications. The workshop includes This workshop will facilitate both cognitive and notherapy or Brief Therapy. Members of the discussion, demonstrations, and practice. experiential understanding of the use of in­ faculty will be assigned as group leaders just terspersal techniques in Ericksonian prior to the meeting. Workshop 66 -Hilton Ballroom B psychotherapy. A brief didactic overview arid TREATMENT OF POST-TRAUMATIC STRESS experiential practice will be offered. CAUSED BY SEXUAL ABUSE Herbert Lustig, M.D. Workshop 70 -Imperial Ballroom B Co-faculty: Zeva Singer, M.A. STRATEGIC TREATMENT OF PANIC DISORDER A methodology will be presented that efficiently R. Reid Wilson, Ph.D. and effectively deals with stress disorders caused by experiencing sexual abuse. Par­ This workshop emphasizes therapist skills in the ticipants will learn about the treatment and its assessment and brief treatment of panic effects ·on abuse victims. disorder. Included will be the benevolent pur­ pose of symptoms, the panic-prone personali­ Workshop 67- Continental Parlor 3 ty, interventions into physiology, pattern disrup­ *INTENSIVE MULTIPLE FAMILY GROUP tion, altering dysfunctional attitudes, visualiza­ THERAPY tions and brief hypnosis, stopping obsessions, Ruth McClendon, M.S.W. "splitting," and cognitive restructuring. Les Kadls, M.D. Level: Basic and Intermediate This workshop combines the best elements of

1"0:15 A.M.- 12:15 P.M. INVITED WORKSHOPS #80 - 92 SATURDAY A.M.

Workshop 80 - Continental Parlor 3 Workshop 82 -Continental Parlor 9 will be underscored. When and when not to REDUCING RESISTANCE: EMBEDDING *THE CLINICAL POSSIBILITIES FROM THE use family therapy will be discussed. MESSAGES IN METAPHORS GREAT TRADITION OF BRIEF Workshop 85 - Continental Ballroom 4 Philip Barretta, M.A. PSYCHOTHERAPY THERAPEUTIC METAPHORS: HYPNOTIC Norma Barretta, Ph.D. )ames Gustafson, M.D. AND MULTI DIMENSIONAL APPROACHES When all else seems to fail, using a metaphor The psychoanalytic, character-analytic, interper­ FOR HELPING CHILDREN AND THEIR to deliver a therapeutic message to a patient sonal and systemic perspectives can be utiliz­ FAMILIES often will overcome the most rigid resistance. ed to get different views of the patient's predica­ Joyce Mills, Ph.D. In fact, participants will discover, there's no ment. Such richness is only helpful if a relatively Participants will learn how to create and utilize such thing as resistance in patients. There may clear line of inquiry can be made from the the therapeutic metaphor within a hypnotic and be, however, inflexibility in some therapists. "loose end" offered by the patient as a multidimensional-multisensory framework. The This workshop will help to restore and main­ presented problem. focus includes: Storytelling, Artistic and Living tain flexibility with the most "resistant" cases. Metaphors as well as Cartoon Therapy. These Level: Intermediate and Advanced Workshop 83 - Imperial Ballroom A innovative approaches are designed to enter the Limited to 50 participants LIVING HYPNOTICALLY: CONTROLLING world of the child and integrate his/her own un­ PAIN AND PLEASURE Workshop 81 - Imperial Ballroom B conscious resources and learnings to facilitate Norman Katz, Ph.D. *INTENSIVE OUTPATIENT ALTERNATIVES TO positive change. Group interaction will be Marc Lehrer, Ph.D. THE HOSPITALIZATION OF THE SUICIDAL included. PATIENT Pain and pleasure are two areas of self-control Level: Basic and Intermediate Nicholas Cummings, Ph.D. that can be appreciated by many clients who Workshop 86 - Continental Ballroom 5 Co-faculty: Jeffrey Bragman, Ph.D. can learn how to maximize or decrease these experiences in brief therapy and in life. THE DREAMBODY IN BODY SYMPTOMS Defensive practice and the lack of alternatives Level: Intermediate and Advanced AND BRIEF HYPNOTHERAPY result in the over-hospitalization of suicidal pa­ Noelle Poncelet, Ph.D. tients, often escalating their suicide potential. Workshop 84- Hilton Ballroom B The innovative approach of Arnold Mindell, Targeted outpatient interventions can not only *BRIEF APPROACHES IN MULTIMODAL Ph.D., founder of Process-Oriented Psychology, differentiate the severely suicidal patient, but THERAPY will be utilized to explore how the body is a also can give better long range results than Arnold Lazarus, Ph.D. dream trying to happen. Hypnotically, we will hospitalization. The unique assessment methods involving work with our symptoms, dreams, myths and Level: Advanced modality profiles, structural profiles, tracking, fantasies to discover how they mirror each other and second-order basic I.D. charts will be ad­ and provide cues toward resolution. dressed. The rationale for technique selection

*HYPNOSIS EDUCATION CREDIT FOR CALIFORNIA MFCCs IS NOT AVAILABLE FOR ATTENDANCE AT THIS SESSION.

8 Norkshop 87- Continental Parlor 2 Workshop 89 - Continental Parlors 1 and 8 Workshop 91 -Hilton Ballroom A *THE UTILIZATION OF SYMPTOMS AS SYSTEMATIC TRAINING OF MENTAL SKILLS DEMONSTRATION V SYMBOLIC FAMILY MEMBERS (OR IN SPORTS AND LIFE Daniel Araoz, Ed.D. RELATIONSHIP-PARTNERS) IN BRIEF f.ars..Erlc Unestahl, Ph.D. David Cheek, M.D. SYSTEMIC-ERICKSONIAN THERAPY This workshop describes the principles behind These clinical demonstrations allow registrants Gunther Schmidt, M.D. mental training and the research that resulted to actually observe the different styles of therapy This workshop will demonstrate how symptoms in the development of long-term and systematic conducted by faculty. This workshop consists and the responses to them can be created and training programs (Inner Mental training) and of two separate one-hour demonstration's. The utilized as symbolic imagined family members, the application of the programs in Sports (Peak presenters and topics are as follows: Daniel both in family therapy and systemic therapy Performance training), the Swedish school Araoz, Ed.D., "The New Hypnosis with with single patients. It also will show how with system (Life Skill training), Business (Mind train­ Couples," and David Cheek, M.D., "Ideomotor systemic Circular Questioning (used as solution­ ing), Health (Wellness training), and for Per­ Techniques." oriented indirect-suggestive method) the sonal Growth (Mental Fitness training). The problem-stabilizing patterns between the "real" system is used by about two million Swedish Workshop 92 - 4th Floor Meeting Rooms members of the system and the "imagined" people. A new type of open university courses SMALL GROUP PRACTICUM SESSION members (symptoms) can be clearly worked in mental training, centered around the applica­ BRIEF MARITAL AND FAMILY THERAPY out. Symbolic and strategic tasks relating to the tion in Sports and Life also will be described. These two-hour workshops are offered for those symbolic family members can catalyze self­ who desire small group experiential training. organization in a few sessions. Workshop 90- Continental Ballroom 6 Each group will consist of a maximum of 12 Level: Intermediate and Advanced * BRIEF TREATMENT OF A COUPLE WITH A participants. Practicum sessions cover either PROBLEM OF EXCESSIVE DRINKING specific techniques of Ericksonian hyp­ Workshop 88 - Continental Parlor 1 Richard Fisch, M.D. notherapy or Brief Therapy. Members of the *SHORT-TERM ANXIETY PROVOKING John Weakland, M.F.C.C. faculty will be assigned as group leaders just PSYCHOTHERAPY (STAPP) This workshop demonstrates the application of prior to the meeting. Peter Slfneos, M.D. the M.R.I. BriefTherapy model to a case involv­ The workshop uses videotapes to demonstrate ing excessive drinking. It highlights the strategic short-term anxiety provoking psychotherapy. use of working primarily with the complainant Fundamental concepts and techniques will be ("codependent" in A.A. terms) rather than the offered. non-complainant drinker. Although centering on one case, methods can be generalized into an alternative model. Level: Intermediate

12:15- 1:45 P.M. LUNCH

1:45- 2:45P.M. KEYNOTE ADDRESS SATURDAY P.M. "BRIEF PSYCHOTHERAPY: THE TEMPORAL FACTOR" Arnold A. Lazarus, Ph.D. Grand Ballroom B

3:00- 5:30P.M. INVITED ADDRESSES SATURDAY P.M.

Session 6 - Hilton Ballroom Session 8 - Grand Ballroom A Session 10 - Imperial Ballroom ISSUES IN BRIEF THERAPY TECHNIQUES OF BRIEF THERAPY II SYSTEMIC APPROACHES Moderator: Sally Franek, Ph.D. Moderator: Nancy Czech, M.A. Moderator: Robert McNeilly, M.B.B.S. James Gustafson, M.D. Peggy Papp, A.C.S.W. Glanfranco Cecchln, M.D. *The Great Simplifying Conventions of Brief * The Therapeutic Debate * How to Utilize Therapy's Biases Individual Psychotherapy Steve de Shazer, M.S.W. Ruth McClendon, M.S.W. Joseph Barber, Ph.D. * What Is It About Brief Therapy that Works? *Integrating the Individual into Family Miracle Cures?: Therapeutic Consequences (An Answer for December 1988, ONLY) Therapy: The Contract Is the Key of Clinical Demonstrations Michael D. Yapko, Ph.D. Betty Allee Erickson Elliott, M.S. Nicholas Cummings, Ph.D. * Brief Therapy Tactics in Longer Term Family Myths and Realities: Ericksonian *Brief Intermittent Psychotherapy Throughout Psychotherapies Approaches to Family of Origin the Life Cycle Session 9 - Continental Ballroom 5 Session 11 - Grand Ballroom B Session 1 - Continental Ballroom 4 APPROACHES TO BRIEF THERAPY II PERSPECTIVES ON BRIEF THERAPY ASPECTS OF BRIEF THERAPY Moderator: Wolfgang Lenk, Ph.D. Moderator: Brita Martiny, M.A. Moderator: Dorothy Miller, Ph.D. Peter Slfneos, M.D. Paul Watzlawlck, Ph.D. Joel Bergman, Ph.D. *Short-Term Anxiety Provoking Psychotherapy Therapy Is What You Say It Is *Clinical Roadmaps for Doing Brief Systemic Albert Ellis, Ph.D. Stephen Lankton, A.C.S.W. Therapy *How Can Psychological Treatment Aim just Do Good Therapy Simon Budman, Ph.D. To Be Briefer and Better? - The Rational­ John Weakland, M.F.C.C. *The Myth of Termination in Brief Therapy: Emotive Approach to Brief Therapy * Myths About Brief Therapy, Myths of Brief Or, It Ain't Over Till It's Over Daniel Araoz, Ed.D. Therapy Herbert Lustig, M.D. The New Hypnosis: A Clinical Paradigm of How Long Should Brief Therapy Be? Ericksonian Hypnotherapy

HYPNOSIS EDUCATION CREDIT FOR CALIFORNIA MFCCs IS NOT AVAILABLE FOR ATIENDANCE AT THIS SESSION.

9 SUNDAY, DECEMBER l l, l988 9:00 • 10:30 A.M. SHORT COURSES SUNDAY A.M.

33. John H. Edgette, Psy.D.- Continental Parlor 3 42. Jesse Miller, Ph.D. - Toyon (4th Floor) Erickson's Age Progression, Future Pacing and Future Orientation in Susanne E. Smith, M.Div., C.A.C. Short Term Therapy- A Nine-Step Model *The Utilization of Ericksonian Approaches in a 28-Day Treatment 34. John Moran, Ph.D. - Continental Parlor 2 Program for Alcoholics and Drug Addicts G. Gary Mack, M.C. 43. Dan C. Ellis, Ph.D.- Continental Parlor 1 David N. Eaton, M.Ed. *Linking Brief Interventions in Long Term Therapy * Employee Assistance Program (EAP's) and Brief Family Therapy 44. Marc Franchot Weiss, Ph.D. - Cypress (4th Floor) Symposium The Integration of Hypnotic and Non-Hypnotic Procedures in Brief 35. Robert Schwarz, Psy. D. - Imperial Ballroom B Therapy Reframing: A Dynamic Process in Ericksonian and Brief 45. Howard Liddle, Ed.D. -Continental Ballroom 4 Psychotherapy Kenneth Parker, Ph.D. 36. Alan Scheflln, J.D. - Tower Room (lobby level) Guy Diamond, M.A., M.F.C.C. Jerrold lee Shapiro, Ph.D. Raquel Garda, B.A. Trance on Trial: The Legal Implications of Ericksonian Hypnotherapy *Adolescents and Their Families: A Multidimensional Clinical Model 37. Gary Reulas, M.A. -Belvedere (4th Floor) Symposium The Entrancement of Children, Developmental Assessment and 46. Patricia O'Hanlon Hudson, Ph.D. - Tiburon (4th Floor) Treatment of Children and Youth *The Nuts and Bolts of Marketing a Brief Private Practice Center 38. Helmut Rellnger, Ph.D. - Monterey (4th Floor) 47. Harriet Hollander, Ph.D. -Imperial Ballroom A Brief Hypnotic Treatment for Symptom Relief Hypnotherapeutic Interventions in Panic Disorder 39. Brian Grodner, Ph.D., ABPP -Continental Ballroom 5 48. Moshe Talmon, Ph.D. - Walnut (4th Floor) * Ericksonian Approaches in the Brief Therapy of Weight and Smoking Michael Hoyt, Ph.D. Control Robert Rosenbaum, Ph.D. 40. John Walter, A.C.S.W.- Sausalito (4th Floor) *When the First Session is the Last: A Map for Rapid Therapeutic Jane Peller, M.A., A.C.S.W. Change *With an Eye on the Future: Constructive/lnterventive Interviewing 41. Susan Mullarky, M.A. -Grand Ballroom A Ericksonian Approaches with Clients and for Therapists Who Are Dealing with AIDS

10:45 A.M.· 12:15 P.M. SHORT COURSES SUNDAY A.M. 49. Jill Freedman, M.S.W. -Continental Ballroom 5 Gene Combs, Jr., M.D. 57. Michaela M. Ozelsel, M.A.- Tiburon (4th Floor) True Stories: A Strategy for Generating Metaphors Sufi Tales: Ancient Traditions and Ericksonian Approaches 50. Susan Szczesny, R.N., M.S. -Belvedere (4th Floor) 58. Scott Miller, M.S. -Continental Parlor 1 Kate Mayton, R.N., M.S. Brief Therapy of Drug and Alcohol Addiction: Rationale and Mary Johnson, R.N., M.S. Methodology *Monsters, Elves, and Genies: Inviting Them to Therapy 59. Betty Blue, Ph.D. -Continental Parlor 3 Symposium Joan Hensley-David, M.A. 51. Robert Sellers, M.A., M.F.C.C. -Cypress (4th Floor) * "Humor Risk" "Trance-sitional" Therapy for the Disillusioned *Imaginal Therapy Client: Love and Relatedness Lost and Found 52. Eric Schindler, Ph.D. -Walnut (4th Floor) 60. Hildegard Kllppsteln, Dlpl. Psych. -Sutter (6th Floor) *The Initial Phase of Brief Family Therapy: How to Read Maps and Hypnotherapy and Lucid Dreaming Plan a Successful Trip 61. Ellen tc.tz, M.F.C.C. -Continental Ballroom 4 53. Noga Rublnsteln-Nabarro, Ph.D. -Grand Ballroom B Stan layne, M.F.C.C. Brief-Strategic Psychotherapy with Anxiety and Phobic Reactions *Brief Therapy with "Co-Dependency" and "Enabling" Issues 54. Teresa Robles de Fabre, M.D., Ph.D. - Monterey (4th Floor) 62. Steven Ramsland, M.A. - Toyon (4th Floor) Work with Metaphors in Couples Therapy Karen Castelbaum, M.H.S. * Brief Ericksonian Treatment with Long-Term Mental Health Clients 55. Donna Pace Redford, M.C. -Grand Ballroom A *Goddess as a Healing Metaphor for Women 63. William Boyd, Jr., M.S. - Continental Parlor 2 *Promoting Therapeutic Movement Through the Use of Ambiguous 56. Jane Peller, M.A., A.C.S.W. - Sausalito (4th Floor) Function Assignments John Walter, A.C.S.W. Keepin' the Good Times Rolling: Solution-Focused Couples 64. John C. Simpson, Ill, Ph.D. - Tower Room (lobby level) Counseling Dawn S. Keller, M.Ed. * The Misadventures of Br'er Fox - A Brief Therapy Model for Treating Learning Disorders

12:30 • 1:00 P.M. CLOSING REMARKS SUNDAY P.M. Kristina K. Erickson, M.D., William O'Hanlon, M.S., Ernest 1. Rossi, Ph.D., and Kay Thompson, D.D.S. Grand Ballroom B

*HYPNOSIS EDUCATION CREDIT FOR CALIFORNIA MFCCs IS NOT AVAILABLE FOR ATTENDANCE AT THIS SESSION.

10 1988 ERICKSON CONGRESS FACULTY

SM

11 BRIEF THERAPY: Myths, Methods and Metaphors

INVITED ADDRESSES Daniel Araoz, Ed.D. - The New Hypnosis: A Richard Fisch, M.D.- "To thine own self be Peggy Papp, A.C.S.W. - The Therapeutic Clinical Paradigm of Ericksonian Hypnotherapy true ..." Ethical Issues in Strategic Therapy Debate Joseph Barber, Ph.D.- Miracle Cures?: Thera­ Stephen Gilligan, Ph.D.- Co-Evolution of Erving Polster, Ph.D. - Tight Therapeutic peutic Consequences of Clinical Demonstrations Primary Process in Brief Therapy Sequences Joel Bergman, Ph.D.- Clinical Road Maps for David Gordon, M.A. - Reference Experiences: Sidney Rosen, M.D.- Concretizing of Symp­ Doing Brief Systemic Therapy Guardians of Coherence and Instigators of Change toms and Their Manipulation Simon Budman, Ph.D.- The Myth of Termina­ Mary Goulding, M.S.W.- Getting the Impor­ Ernest Rossi, Ph.D.- From Mind to Molecule: tion in Brief Therapy: Or, It Ain't Over Till It's tant Work Done Fast: Contract Plus Redecision More than a Metaphor Over James Paul Gustafson, M.D. - The Great Peter Slfneos, M.D. - Short-Term Anxiety Pro­ Glanfranco Cecchln, M.D.- How to Utilize Simplifying Conventions of Brief Individual voki ng Psychotherapy (STAPP) Therapy's Biases Psychotherapy Hans Strupp, Ph.D. -Time-Limited Dynamic Nicholas Cummings, Ph.D.- Brief Intermittent Roxanna Erickson Klein, R.N., M.S.- Pain Psychotherapy: Development and Implementa­ Psychotherapy Throughout the Life Cycle Control Interventions of Milton H. Erickson tion of a Training Program Steve de Shazer, M.S.W. - What Is It About Carol lankton, M.A. - Ecological Therapy Kay Thompson, D.D.S. - Metaphor: A Myth Brief Therapy that Works? (An Answer for Stephen lankton, A.C.S.W.- Just Do Good with a Method December 1988, ONLY) Therapy Michael Vancura, Ph.C.- Crisis Intervention Betty Allee Erickson Elliott, M.S.- Family Herbert Lustig, M.D. - How Long Should Brief of Psychotic Patients Myths and Reality: Ericksonian Approaches to Therapy Be? Paul Watzlawlck, Ph.D. - Therapy Is What Family of Origin Ruth McClendon, M.S.W. -Integrating the In­ You Say It Is Albert Ellis, Ph.D - How Can Psychological dividual into Family Therapy: The Contract Is John Weakland, M.F.C.C. - Myths About Brief Treatment Aim To Be Briefer and Better?- The The Key Therapy, Myths of Brief Therapy Rational-Emotive Approach to Brief Therapy William O'Hanlon, M.S. -A Grand Unified Michael Yapko, Ph.D. - Brief Therapy Tactics Helen L. Erickson, R.N., Ph.D.- Modeling Theory for Brief Therapy: Putting Problems in in Longer Term Psychotherapies and Role-Modeling with Psychophysiological Context Jeffrey K. Zelg, Ph.D. - Seeding Problems

INVITED WORKSHOPS

Daniel Araoz, Ed.D. - The New Hypnosis: David Gordon, M.A. - The Structure of Peggy Papp, A.C.S.W. - The Use of Structured How to Do It Emotion Fantasy with Couples Ellyn Bader, Ph.D. and Peter T. Pearson, Mary Goulding, M.S.W. - Demonstration of Robert Pearson, M.D. - How To Deal with Ph.D. - Treatment of Distressed Couples Short.:rerm Redecision Therapy Resistance by Refusing to Identify It Joseph Barber, Ph.D.- Getting There Faster James Paul Gustafson, M.D.- The Clinical Erving Polster, Ph.D.- Interplay of Technique with Hypnosis & Suggestion Possibilities from the Great Traditions of Brief and Humanity Philip Barretta, M.A. and Norma Barretta, Psychotherapy Noelle Poncelet, Ph.D. - The Dreambody in Ph.D - Reducing Resistance: Embedding D. Corydon Hammond, Ph.D. and Bernie Body Symptoms and Brief Hypnotherapy Messages in Metaphors Zllbergeld, Ph.D.- Hypnotic Methods in Brief Madeleine Rlcheport, Ph.D.- Brief Therapy John Beahrs, M.D. - Brief & Strategic Ap­ Sex Therapy in Latin American Cultures: Integrating Tradi­ proaches to Personality Disorders Ronald Havens, Ph.D. - Posthypnotic Predeter­ tional and Modern Techniques Joel Bergman, Ph.D. - Prescriptions, Rituals mination: Programming Positive Therapeutic Sidney Rosen, M.D. - Hypnotic Approaches in and Metaphors Outcomes Sex Therapy Philip Booth, M.A., (Oxon) - What Can We Lynn Johnson, Ph.D. - Generic Approaches to Deborah Ross, Ph.D.- Hypnotic Story.:relling: Trust The Unconscious For? Brief Psychotherapy The Empowerment of the Client Toward Growth Simon Budman, Ph.D. -Identifying a Focus in Norman Katz, Ph.D. and Marc Lehrer, Ph.D. - Ernest Rossi, Ph.D.- Naturalistic Approaches Brief Therapy Living Hypnotically: Controlling Pain & to Deep Trance Work Pleasure Glanfranco Cecchln, M.D.- Milan-Style Gunther Schmidt, M.D. - The Utilization of Interviewing Carol lankton, M.A.- Assessment Matters in Symptoms as Symbolic Family Members (or Hypnotherapy David Cheek, M.D. -Ideomotor Questioning Relationship- Techniques for Psychosomatic Problems Stephen lankton, A.C.S.W. - Symptom Partners) in Brief Systemic-Ericksonian Therapy Disruption and Client Motivation Nicholas Cummings, Ph.D. and Jeffrey Peter Slfneos, M.D. - Short-Term Anxiety Pro­ Bragman, Ph.D. -Intensive Outpatient Alter­ Arnold lazarus, Ph.D. - Brief Approaches to voking Psychotherapy (STAPP) natives to the Hospitalization of the Suicidal Multi-modal Therapy Charles Stem, Ph.D. -lnterspersal Techniques Patient Marc Lehrer, Ph.D.- Hypnosis and NLP: in Brief Ericksonian Psychotherapy Steve de Shazer, M.S.W. - The Crystal Ball Bringing Structure and Freedom to Brief Hyp­ Hans Strupp, Ph.D.- Time-Limited Dynamic Technique notherapeutic Interventions Psychotherapy (TLDP) Yvonne Dolan, M.A. and Charlie Johnson, Herbert Lustig, M.D. (co-presenter Zeva Sandra Sylvester, Ph.D.- Using Hypnosis as M.S.W. - Ericksonian Brief Therapy Techniques Singer, M.A.) - Treatment of Post-Traumatic Anesthesia in Illness or Surgery Stress Caused by Sexual Abuse with Multi-Problem Families- Rules of Terry Tafoya, Ph.D.- Befriending Demons: Engagement Camillo l.orledo, M.D. - The Use of Paradox Healing Across Cultures in Family Therapy Albert Ellis, Ph.D. - The Rational-Emotive Ap­ Kay Thompson, D.D.S.- Meaningful proach to Brief Psychotherapy Ruth McClendon, M.S.W., and les ICadls, Messages: The Manufacturing of Metaphors M.D. -Intensive Multiple Family Group Jeffrey feldman, Ph.D.- Integrating Erickso­ Bernhard Trenkle, Dlpl. Psych.- Brief Family Therapy nian & Cognitive Approaches in Brief Therapy Without the Family Psychotherapy Robert McNeilly, M.B.B.S.- Utilizing the Pro­ l..ars-Erlc Unestahl, Ph.D.- Systematic Training blem: The Present to the Future Solution -A Richard Fisch, M.D. and John Weakland, of Mental Skills in Sports and Life M.F.C.C. - Brief Treatment of a Couple with a Practical Workshop R. Reid Wilson, Ph.D. - Strategic Treatment of Problem of Excessive Drinking Joyce Mills, Ph.D. - Therapeutic Metaphors: Panic Disorder John Frykman, Ph.D. (co-presenters Kimberly Hypnotic & Multi-Dimensional Approaches for Michael Yapko, Ph.D.- Resistance Redefined: Stoll Barrett, M.S. and Cheryl Arnold, Helping Children and Their Families Building Frames of Reference M.A.)- Helping Psychotherapy Casualties William O'Hanlon, M.S.- Ericksonian Brief Jeffrey K. Zelg, Ph.D. - Sequences Stephen Gilligan, Ph.D. - Brief Hypnotherapy Therapy: Dissolving Problems in Solutions with Incest Survivors

12 ACCEPTED SHORr COURSES AND SYMPOSIA All entries are short courses unless noted.

Steve Andreas, M.A. - Briefest Therapy Harriet Hollander, Ph.D. -Hypnotherapeutic Teresa Robles de Fabre, M.D., Ph.D. - Work Methods Interventions in Panic Disorder with Metaphors in Couples Therapy James Auld, B.D.S., Dlpl. Soc. Sc., MSc. - Patricia O'Hanlon Hudson, Ph.D. -The Nuts Noga Rublnsteln-Nabarro, Ph.D. - Brief­ Brief Therapy in Dentistry- Anxiety and and Bolts of Marketing a Brief Private Practice Strategic Psychotherapy with Anxiety and Phobias Center Phobic Reactions Betty Blue, Ph.D. and Joan Hensley-David, Ellen Katz, M.F.C.C. and Stan Layne, M.F.C.C. Gary Ruelas, M.A. - The Entrancement of M.A. - "Humor Risk" "Trance-Sitional" Ther­ - Brief Therapy with "Co-Dependency" and Children, Developmental Assessment and Treat­ apy for the Disillusioned Client: Love and "Enabling" Issues ment of Children and Youth Relatedness Lost and Found · Rodger Kessler, Ph ..D., Gunther Schmidt, Alan Scheflln, J.D. and Jerrold lee Shapiro, Russell Bourne, Jr., Ph.D., Robert Glenn, M.D., Bill Matthews, Ph.D. and Joseph Ph.D. -Trance on Trial: The Legal Implications Ph.D., Malcolm Hart, Ph.D. and Charles Barber, Ph.D. - A Metalogue: Erickson, of Ericksonian Hypnotherapy McGee, Ph.D. -Accelerating the Therapeutic Bateson and the Pursuit of the Systemic Grail Eric Schindler, Ph.D.- The Initial Phase of Process: Integrating Ericksonian Approaches SYMPOSIUM Brief Family Therapy: How to Read Maps and with Group, Couples, and Child/Family Psycho­ Hildegard Kllppsteln, Dlpl. Psych. - Hypno­ Plan a Successful Trip therapy therapy and Lucid Dreaming Robert Schwarz, Psy.D.- Reframing: A SYMPOSIUM Howard Liddle, Ed.D., Kenneth Parker, Ph.D., Dynamic Process in Ericksonian and Brief William Boyd, Jr., M.S. - Promoting Thera­ Guy Diamond, M.A., M.F.C.C. and Raquel Psychotherapy peutic Movement Through the Use of Am­ Garcia- Adolescents and Their Families: A Robert Sellers, M.A., M.F.C.C. -Imaginal biguous Function Assignments Multi-Dimensional Clinical Model Therapy Doris Brett, M.A.- Annie Stories: Helping SYMPOSIUM John Simpson Ill, Ph.D. and Dawn Keller, Parents to Help Their Children Michael Liebman, M.C., M.A., Brent B. M.Ed. -The Misadventures of Br'er Fox - A Aaron Canter, Ph.D.- Brief Psychotherapy in Geary, M.S., Craig LeCroy, Ph.D. and Larry Brief Therapy Model for Treating Learning the Treatment of Schizophrenia Ettkln, Ph.D. -Tinker Toys and Brief Disorders Psychotherapy: Building Your Own Model Gene Combs, Jr., M.D. and Jill Freedman, Carol Sommer, M.S. - Therapeutic Paradox: SYMPOSIUM M.S.W. - Questions as Suggestions: Bateson Similia Similibus Curantur Meets Erickson (Again) Eve Llpchlk, M.S.W.- Purposeful Interviewing Donna Spencer, Ph.D. - An Extension of for Brief Solution Focused Therapy Gordon Cuddeby, Ph.D., Nell Weiner, Ph.D. Erickson's Utilization Technique to Deep Hyp­ and Frank Noble, Ed.D. -An Ericksonian Ap­ Jesse Miller, Ph.D. and Susanne E. Smith, nosis: Unconscious Exploration Beyond the Per­ proach to Phobic Behavior M.Dlv., C.A.C.- The Utilization of Ericksonian sonal to the Transpersonal SYMPOSIUM Approaches in a 28-Day Treatment Program for Larry Stephens, A.C.S.W.- Explaining the Alcoholics and Drug Addicts Mary de Kraslnska, M.S.W. - Hypnosis and Unexplainable: Insights into Ericksonian Therapy with Victims of Torture Scott Miller, M.S. - Brief Therapy of Drug and Metaphor from Studies in Artificial Intelligence Richard E. Dimond, Ph.D.- Holding On and Alcohol Addiction: Rationale and Methodology Susan Szczesny, R.N., M.S., Kate Mayton, Letting Go in Ericksonian and Strategic Psycho­ Joyce Mills, Ph.D.- The Feminine Art of Heal­ R.N., M.S. and Mary Johnson, R.N., M.S. - therapy ing: A Blending of Ericksonian Approaches and Monsters, Elves, and Genies: Inviting Them to Janet Sasson Edgette, Psy.D., M.P.H. - Native American Teachings Therapy Ericksonian Approaches to the Treatment of John Moran, Ph.D., G. Gary Mack, M.C. and SYMPOSIUM Residentially Placed Adolescents David N. Eaton, M.Ed. - Employee Assistance Moshe Talmon, Ph.D., Michael Hoyt, Ph.D. John Edgette, Psy.D. -·Erickson's Age Progres­ Program (EAP's) and Brief Family Therapy and Robert Rosenbaum, Ph.D. - When the sion, Future Pacing and Future Orientation in SYMPOSIUM First Session is the Last: A Map for Rapid Short Term Therapy- A Nine-Step Model Susan Mullarky, M.A. - Ericksonian Ap­ Therapeutic Change Dan C. Ellis, Ph.D.- Linking Brief Interven­ proaches with Clients and for Therapists Who Bruce Tanenbaum, M.D.- Facilitating New tions in Long Term Therapy Are Dealing with AIDS Identity and Understandings in Hypnotherapy: Linda Epsteln-Graval, M.A., M.F.C.C. - Michaela M. Ozelsel, M.A. - Sufi Tales: An­ "The February Man" and Other Techniques Utilization: joining and Utilizing the Creative cient Traditions and Ericksonian Approaches John Thompson, M.A.- Connecting and Resources of the Child and Family to Break the Jane E. Peller, M.A., A.S.C.W. and John Healing Using Family Myths Cycle of Trauma and Anxiety Walter, A.C.S.W.- Keepin' the Good Times John Walter, A.C.S.W. and Jane Peller, M.A., Steven Feldman, M.A.- Ericksonian Under­ Rolling: Solution Focused Couples Counseling A.C.S.W.- With an Eye on the Future: Con­ pinnings in the Treatment of Childhood Trauma Maggie Phillips, Ph.D. - Ericksonian Ap­ structive/lnterventive Interviewing Sequelae proaches to Redecision Therapy Catherine Walters, M.A. - Unconsciousness Jill Freedman, M.S.W. and Gene Combs, Jr., Reese Price, Ph.D. - Ericksonian Psychother­ Raising: Utilizing Ericksonian Approaches to M.D.- True Stories: A Strategy for Generating apy and the Remediation of the Fragmented Promote Feminist Perspectives Metaphors Self Michele Weiner-Davis, M.S.W.- Solution­ Ben Furman, M.D. and Tapanl Ahola, M.A. - Manfred Prior, Dlpl. Psych., Emanuele Del Oriented Therapy: A Wellness Approach to The Utilization of Explanations in Solution Castello, Ph.D., Marlarosarla LaManna, Ph.D. Families Focused Consultation and Kellchl Mlyata, M.A.- Ericksonian Marc Franchot Weiss, Ph.D. -The Integration Jerry Gale, M.A., and Douglas Flemons, Techniques Across Cultures of Hypnotic and Non-Hypnotic Procedures in M.A.- The Contextual Layering of Therapeutic SYMPOSIUM Brief Therapy Discourse Steven Ramsland, M.A. and Karen Castlebaum, Robert Weisz, Ph.D. - Letting Go: The Shift Jean Godin, M.D., Ph.D. - Myths in Action in .M.H.S. - Brief Ericksonian Treatment with into Trance Long-Term Mental Health Clients Hypnosis Hillel Zeitlin, L.C.S.W.- Integrative Therapy Steven Goldsmith, M.D. -The Diagnosis and Donna Pace Redford, M.C. - Goddess as a with Consciousness Casualties Utilization of Patients' Response Styles Healing Metaphor for Women Brian Grodner, Ph.D., ABPP- Erickson ian Ap­ Helmut Rellnger, Ph.D. - Brief Hypnotic Treat­ proaches in Brief Therapy of Weight and Smok­ ment for Symptom Relief ing Control

MODERATORS SPECIAL FACULTY Elizabeth M. Erickson, B.A. Betty Allee Erickson Elliott, Nancy Czech, M.A. Brita Martiny, M.A. Kristina K. Erickson, M.D. M.S. Sally Franek, Ph.D. Robert McNeilly, M.B.B.S. Roxanna Erickson Klein, Robert Erickson, M.A. Wolfgang lenk, Ph.D. Dorothy Miller, Ph.D. R.N., M.S. Lance Erickson, Ph.D.

13 The Fourth International Congress on Erlcksonian Approaches to Hypnosis and Psychotherapy ABOUT THE CONGRESS PROGRAM OBJECTIVES The Fourth International Congress on Ericksonian Approaches to Attendees will increase their overall communication skills by Hypnosis and PsychotheraPY' features preeminent practitioners of Brief learning: Therapy and will be clinically oriented. The Congress Program is 1. Methods of utilizing Brief Therapy techniques in specific situations designed to make available a wealth of knowledge and training ex­ encountered in the practice of medicine, dentistry, psychiatry, perience for all attendees- beginning, intermediate or advanced. psychology, social work and counseling. Since organizing the landmark 1985 Evolution of Psychotherapy 2. Techniques of inducing and utilizing hypnosis from an Erickson­ Conference, The Milton H. Erickson Foundation, Inc. has tried to ian perspective. create dialogue across schools of psychotherapy. The 1988 Brief 3. The ability to use techniques of Ericksonian hypnotherapy Therapy Congress reflects this orientation. naturalistically in their clinical practice. Brief therapists from all disciplines are linked by their practical em­ phasis on the change process. The Brief Therapy Congress will pro­ 4. Erickson ian and Brief Therapy principles of diagnosis and thereby mote integration among what previously have been disparate schools. improving observational skills. The faculty consists of more than 150 experts from various 5. The use of multilevel therapeutic communication. disciplines. Some faculty members have participated in the First, Sec­ ond and Third International Congresses on Ericksonian Approaches REGISTRATION INFORMATION to Hypnosis and Psychotherapy held in 1980, 1983 and 1986. A few Admission to most events is open. However, registration for the of the presenters participated in the landmark Evolution of workshops, concurrent demonstrations and small group practicum Psychotherapy Conference in 1985. sessions will be presubscribed and by ticket only. Since the 1980 International Congress on Ericksonian Approaches to Hypnosis and Psychotherapy, interest in Ericksonian approaches, Brief Therapy and related fields has grown. The 1988 Congress will ACCREDITATION offer attendees greater opportunities to experience the creative and 1. A.M.A. The Milton H. Erickson Foundation is certified by the Ac­ perceptive psychotherapy developed by Milton H. Erickson, M.D. By creditation Council on Continuing Medical Education to offer conti­ expanding the Congress to include other schools of Brief Therapy, at­ nuing education for physicians. As an organization accredited for con­ tendees will have the opportunity to incorporate the teachings of other tinuing medical education, The Milton H. Erickson Foundation cer­ leading practitioners. The time is ripe for this meeting: There is de­ tifies that this program meets the criteria for credit hours in Category mand from social agencies, third party providers, pa­ I of the Physician's Recognition Award of the American tients and therapists for concise, effective, short-term Medical Association. Credit is awarded on an hour-for­ therapy. hour basis. (31 hours maximum) 2. A.P.A. A.P.A. Category One credits are not available PROGRAM STRUCTURE because the American Psychological Association re­ The program for the International Congress is com­ quires Category One events to be a minimum three­ posed so that attendees can select from a wide variety hour duration. In our experience, State Psychology of training events. Registrants will be able to pick the Boards provide reciprocity and award psychology CE format that best suits their needs, e.g., didactic presen­ credits due to the fact the Congress offers AMA tations, workshops, small-group experiences, etc. Category One and other CEUs. We urge you to con- The program consists of keynote speeches, SM tact your individual State Psychology Board for workshops, demonstrations, small-group practicum ses­ clarification. sions, invited addresses, panels, conversation hours, group inductions, 3. N.B.C.C. The Milton H. Erickson Foundation is approved by the mini-debates (dialogues and trialogues) and short courses. National Board for Certified Counselors to offer continuing educa­ Keynote Addresses will be held midday Thursday through Satur­ tion for National Certified Counselors. N.B.C.C. approval is limited day. Cloe' Madanes will present her topic, "Strategies and Metaphors to the sponsoring organization and does not necessarily imply en­ of Brief Therapy," at 1:30 p.m. Thursday, December 8. Jay Haley's dorsement or approval of individual offerings (Provider #5056). This keynote presentation at 1:30 p.m. Friday, December 9, is entitled "Why program provides a maximum of 31 contact hours. Not Long-Term Therapy?" Arnold lazarus will present his address, 4. C.R.C.C. The Commission on Rehabilitation Counselors Certifica­ "Brief Psychotherapy: The Temporal Factor" at 1:45 p.m. Saturday, tion has approved the Congress for a maximum of 31 contact hours. December 10. 5. Az.N.A. This program has been reviewed and is acceptable for Two-hour workshops will be presented Wednesday, Thursday and 3Z2 prescribed hours by the Arizona Nurses Association. Saturday. Concurrent with the workshops, two additional events will 6. California M.F.C.C:s The International Congress has been approved be offered - demonstration workshops and small group practicum for hypnosis education hours for California Marriage, Family and Child sessions. Counselors. Provider #86-63. The Congress has been approved for Demonstration workshops consist of two one-hour clinical a maximun of 31 hours, up to 7 of which can be clinical hours; the demonstrations which allow registrants to see different styles of Brief remainder of which should be considered theory hours. Clinical hours Therapy techniques practiced by the faculty. are those in which there is direct observation of a patient by the Small group practlcum sessions, lasting two hours, are offered licensee, gaining either the education or the experience. Only those at the same times as the workshops and demonstrations. They are events taught by instructors approved to provide hypnosis education designed for those who desire size-limited training experiences. Each by the California Board of Behavioral Science Examiners can be group will be limited to 12 participants, and specific topics will be used for hypnosis education hours. Moreover, certain programs are offered. not approved for hypnosis education because they are outside the Invited addresses will be held Wednesday and Saturday. Panels scope of M.F.C.C. practice as defined by the B.B.S.E. of invited presentations are grouped according to topic areas. Time 7. California State Psychological Association. The Milton H. Erickson has been set aside for discussion by the moderators as well as for Foundation is approved by the CSPA to offer Category A continuing questions and comments from the audience. education for psychologists. The CSPA-approved sponsor maintains On Friday, one-hour events will be offered, including demonstra­ responsibility for the program. The maximum number of CSPA tions, conversation hours, panels, group lnducdons, and mini­ Category A hours is 31. debates (dialogues and trlalogues). On Thursday and Sunday, 8. The American Academy of Family Therapy credits may be 90-minute solicited short courses and symposia will be held. available. Please check at the registration desk for information. The Congress concludes at 1:00 p.m. Sunday. CONTINUING EDUCATION INFORMATION AND MESSAGE CENTER Upon receipt of completed evaluation forms, registrants will receive An Information and Message Center will be located in the Erickson Certificate of Attendance. Foundation's Congress Registration area in The West Lounge on the Validation of Continuing Education Forms will be held from 9:00 Ballroom Level of The San Francisco Hilton. In addition to the usual m. to 2:00 p.m., Sunday, December 11, 1988. services, there will be information about restaurants, entertainment and shopping. PROCEEDINGS OF THE CONGRESS SIGNS The edited proceedings of the Congress, consisting of selected in­ All signs and posters must be approved by The Milton H. Erickson ted addresses will be published by Brunner/Mazel, Inc. lnforma­ Foundation. Signs are only to be placed on bulletin boards or easels )n on purchasing the proceedings will be available at the Congress. placed for that purpose near the Congress desk in The West Lounge. SITE AND ACCOMMODATIONS Notices are not permitted on hotel walls or doors and will be routinely removed. Meetings will be held in the San Francisco Hilton on Hilton Square. The Congress hotel and meeting rooms are accessible to people IDENTIFICATION BADGES ·ith disabilities. At the Conference, each attendee will be issued a name badge. ELIGIBILITY Please wear your badge at all times. Only persons who wear ident­ The Congress is open to professionals in health related fields in­ ification badges will be admitted to any of the scheduled programs luding physicians, doctoral level psychologists, podiatrists and den­ or activities. There is a fee for replacing lost badges. A workshop ticket sts who are qualified for membership in, or are members of, their will be required for admission to each workshop, or concurrent ~spective professional organizations (e.g., AMA, APA, ADA). The Con­ demonstration, or small group practicum session . ress also is open to professionals with mental health related graduate egrees (e.g., MSW, MSN, MA or MS) from accredited institutions. EXHIBITS .pplications will be accepted from full-time graduate students in ac­ A diversified group of exhibits of interest to attendees will be open redited programs in the above fields who supply a letter from their according to the following schedule: epartment certifying their full-time student status as of December 988. Wednesday, December 7 ...... Noon to 6:00 p.m. Thursday, December 8 ...... 9:00 a.m. to 7:15 p.m. TRAVEL ARRANGEMENTS Friday, December 9 ...... 9:00 a.m. to 6:00 p.m. Lincoln Center Travel is our official travel management company. Saturday, December 10 ...... 9:00 a.m. to 6:00 p.m.

= you made your travel arrangements through L.C.T. and have ques­ Sunday, December 11 ...... 9:00 a.m. to Noon ons, call them weekdays between 8 a.m. and 5 p.m. V1Sn at 1-800-365-0281. An L.C.T. representative will 1e in San Francisco Thursday and Friday, December AUTHORS' HOUR I and 9, 1988, to assist Congress attendees with travel A special authors' hour will be held on Thursday, 1r tour needs. December 8, 1988, from 6:15 to 7:15 p.m. in the Yosemite Ballrooms Band C. Some of the faculty who TAPE RECORDING have written or ~dited books will be available to No tape recording will be permitted. Professionally autograph their works for registrants. eproduced audiotapes will be available for purchase. ;orne of the demonstrations may be professionally •ideotaped and made available for purchase. RNANCIAL DISPOSITION Profits from the meeting will be used by The Milton PARKING H. Erickson Foundation to support its educational and Parking is available for hotel guests as well as for local attendees scientific efforts. The Board of Directors of The Milton H. Erickson >f the Congress at The San Francisco Hilton. Parking charges will Foundation are Jeffrey K. Zeig, Ph.D., Kristina K. Erickson, M.D., J. >e half of the prevailing parking rate at the Hotel in December. Those Charles Theisen, M.A., M.B.A., J.D. and Elizabeth M. Erickson, B.A. Jsing valet parking will pay full rates. SMOKING POLICY SPONSORSHIP Smoking will not be permitted in any of the meeting rooms. Sponsored by: The Milton H. Erickson Foundation, Inc. Jeffrey K. Zeig, Ph.D., Director HOSPITALITY EVENT Linda Carr McThrall, Executive Director There will be a no-host "Welcome to San Francisco" reception on Nednesday, December 7, from 7:30 to 9:30 p.m. at The San Fran­ Co-sponsored by: The Departments of Psychiatry and Psychology, :isco Hilton in the Grand Ballroom. All attendees are invited. The The Veterans Administration Medical Center, Martinez, California larty is co-sponsored by The Northern California Society of Clinical and -lypnosis. The Department of Family Practice, University of California at Davis PRESS CENTER The press room will be open throughout the meeting. Media ACKNOWLEDGEMENTS epresentatives should pre-register and request press badges. Freelance We wish to give special thanks to the following people for their writers must be on a verified assignment. We will be happy to assist contributions to the 1988 Erickson Congress: the press in any way that we can, and we will try to set up a schedule for interviewing specific speakers. - Barry Shepard, SHR Communication Planning & Design, Phoenix, Arizona, who designed the logo for the Milton H. Erickson SYLLABUS Foundation; At the meeting each registrant will receive a syllabus which will -The following experts who served as reviewers for short contain educational objectives for events and evaluation forms. Extra courses/symposia that were submitted for presentation at the Con­ copies of the syllabus will be sold until the supply is exhausted. gress: Yvonne M. Dolan, M.A.; Jeffrey B. Feldman, Ph.D.; Stephen G. Gilligan, Ph.D.; Ronald A. H~vens, Ph.D.; Melvin G. Hector, M.D.; Lynn D. johnson, Ph.D.; Stephen Lankton, A.C.SW.; R. Reid Wilson, Ph.D.; and Michael D. Yapko, Ph.D. THE MILTON H. ERICKSON FOUNDATION, INC.

The Milton H. Erickson Foundation, Inc., is a federal nonprofit corp­ THE MILTON H. ERICKSON CENTER FOR oration. It was formed to promote and advance the contributions made HYPNOSIS AND PSYCHOTHERAPY to the health sciences by the late Milton H. Erickson, M.D., during The Center provides both psychotherapy to clients and train­ his long and distinguished career. The Foundation is dedicated to train­ ing/supervision for professionals. The Center is equipped with obser­ ing health and mental health professionals. Strict eligibility re­ vation rooms, audio/video recording capabilities and intercom quirements are maintained for attendance at our training events or systems. Clients are seen on a sliding-fee scale. Training and supervi­ to receive our educational materials. sion programs for professionals are available. Inquiries regarding ser­ In compliance with Titles VI and VII of the Civil Rights Act of 1964, vices should be made directly to the Center. (602) 956-6795. Michael Title IX of the Education Amendments of 1972 and Section 504 of Liebman is Director of Clinical Services. the Rehabilitation Act of 1973, the Milton H. Erickson Foundation does not discriminate on the basis of race, color, national origin, religion, sex, or handicap in any of its policies, procedures, or practices. PUBLICATIONS Of Members of the Milton H. Erickson Foundation Board of Directors THE MILTON H. ERICKSON FOUNDATION are President Jeffrey K. Zeig; Vice President Kristina K. Erickson; The following books are published by Brunner/Mazel Publishers: Secretary J. Charles Theisen; and Treasurer Elizabeth M. Erickson. A Teaching Seminar with Milton Erickson U. Zeig, Ed. & Commen­ tary) is a transcript, with commentary, of a one-week teaching seminar held for professionals by Dr. Erickson in his home in August 1979. ELIGIBILITY Ericksonian Approaches to Hypnosis and Psychotherapy U. Zeig, Training programs, the newsletter, audiotapes and videotapes are Ed.) contains the edited proceedings of the First International Erickson available to professionals in health-related fields, including physicians, Congress (out of print). doctoral level psychologists and dentists who are qualified for Ericksonian Psychotherapy, Volume 1: Structures; Volume II: Clinical membership in or are members of their respective professional Applications U. Zeig, Ed.) contain the edited proceedings of theSe­ organizations (AMA, APA, ADA). They also are available to profes­ cond International Erickson Congress. sionals with graduate degrees in areas related to mental health (M.S.W., The Evolution of Psychotherapy U. Zeig, Ed.) contains the edited M.S.N., M.A., or M.S.) from accredited institutions. Full-time graduate proceedings of the 1985 Evolution of Psychotherapy Conference. students in accredited programs in the above fields must supply a Developing Ericksonian Therapy: State of the Art U. Zeig & S. letter from their department, certifying their student status if they wish Lankton, Eds.) contains the edited proceedings of the Third to attend training events, subscribe to the newsletter International Erickson Congress. or purchase tapes. If you want to order these volumes, contact Brun­ ner/Mazel Publishers, Inc., 19 Union Square, New York, New York 10003. TRAINING OPPORTUNITIES The Erickson Foundation organized the International NEWSLETTER Congresses on Ericksonian Approaches to Hypnosis The Milton H. Erickson Foundation publishes a and Psychotherapy. These meetings were held in newsletter for professionals three times a year to inform Phoenix, Arizona in 1980, 1983, and 1986. Each was its readers of the activities of the Foundation. Articles attended by approximately 2,000 professionals. ====::::::;:::==== SM and notices that relate to Ericksonian approaches to In the intervening years, the Foundation organized hypnosis and psychotherapy are included and should national seminars. The seminars were limited to approximately 450 be sent to the editor, Michael D. Yapko, Ph.D., 2525 Camino del Rio attendees, and they emphasized skill development in hypnotherapy. S., Suite 265, San Diego, California 92108. Business and subscription The 1981, 1982, and 1984 seminars were held in San Francisco, Dallas, matters should be directed to the Foundation at 3606 North 24th and Los Angeles, respectively. Street, Phoenix, Arizona 85016. The Milton H. Erickson Foundation organized The Evolution of Psychotherapy Conference held December 11-15, 1985, in Phoenix, Arizona. This was hailed as a landmark conference in the history of THE ERICKSONIAN MONOGRAPHS psychotherapy. Faculty included Beck, Bettelheim, Bowen, Ellis, M. The Foundation has initiated the publication of The Ericksonian Goulding, R. Goulding, Haley, Laing, Lazarus, Madanes, Marmor, Monographs, which appears on an irregular basis, up to three issues Masterson, May, Minuchin, Moreno, E. Polster, M. Polster, the late per year. Edited by Stephen Lankton, A.C.SW., the Monographs publish Carl Rogers, Rossi, the late Virginia Satir, Szasz, Watzlawick, Whitaker, only the highest quality articles on Ericksonian hypnosis and the late Lewis Wolberg, Wolpe, and Zeig. Plans for a second Evolu­ psychotherapy, including technique, theory, and research. The first tion of Psychotherapy Conference in 1990 are under way. issue was published in 1985. Manuscripts should be sent to Stephen Regional workshops are held regularly in various locations. Pro­ Lankton, A.C.S.W., P.O. Box 958, Gulf Breeze, Florida 32561. For grams held at the Foundation for local therapists include beginning subscription information, contact Brunner/Mazel Publishers. and advanced ongoing training in hypnotherapy. All training programs are announced in the Foundation's newsletter. AUDIO AND VIDEO TRAINING TAPES The Milton H. Erickson Foundation has available for purchase pro­ fessionally recorded audiotapes from its meetings. Professionally pro­ ERICKSON ARCHIVES duced video cassettes of one-hour clinical demonstrations by In December 1980, the Foundation began collecting audiotapes, members of the faculty of the 1981, 1982, and 1984 Erickson Foun­ videotapes, and historical material on Dr. Erickson for the Erickson dation Seminars and the 1983 and 1986 Erickson Congresses can also Archives. Our goal is to have a central respository of historical material be purchased from the Foundation. on Erickson. More than 300 hours of videotape and audiotape already Audio and video cassettes from The Evolution of Psychotherapy Con­ have been donated to the Foundation. The Erickson Archives are ference in 1985 also are available from the Foundation. available to interested and qualified professionals who wish to come The Erickson Foundation distributes tapes of lectures by Milton to Phoenix to independently study the audiotapes and videotapes Erickson from the 1950's and 1960's when his voice was strong. that are housed at the Foundation. There is a nominal charge Releases in our audiotape series are announced in the for use of the Archives. Please write for further details. newsletter. TRAINING TAPES, cont. STAFF OF THE ERICKSON FOUNDATION The Process of Hypnotic Induction: A Training Videotape Featur­ - Office Assistant ing Inductions Conducted by Milton H. Erickson in 1964. Jeffrey K. Chris Berger -Administrative Assistant leig, Ph.D., discusses the process of hypnotic induction and describes Theresa Cords he microdynamics of technique that Erickson used in his 1964 in­ Sylvia Cowen - Bookkeeper :Juctions. Length: 2 hours. Videotape. Greg Deniger - Congress Registrar and Computer Symbolic Hypnotherapy. Jeffrey K. Zeig, Ph.D., presents informa­ Operations Manager ion on using symbols in psychotherapy and hypnosis. Segments of Mary Helen Kelly -Administrative Assistant hypnotherapy conducted by Milton Erickson with the same subject Michael S. Liebman - Director of Clinical Services on two consecutive days in 1978 are shown. Zeig discusses the Teri Mahaffey - Administrative Assistant microdynamics of Erickson's symbolic technique. Length: 2 hours, Alice McAvoy - Office Assistant 40 minutes. Videotape. Judy Sachs - Volunteer Coordinator Videotapes are available in all U.S. formats, and in the European standard at extra cost. For information on purchasing tapes, contact the Erickson Foundation. STAFF OF THE ERICKSON CENTER William A. Cabianca, Ph.D. Frank C. Noble, Ph.D. ERICKSON INSTITUTES Gordon W. Cuddeby, Ph.D. Peter J. Rennick, M.S. Rebecca Rubin, M.C. There are a number of Milton Erickson Institutes that have applied Cari Ellis, R.N., M.S. to the Foundation for permission to use Erickson's name in the title Larry Ettkin, Ph.D. Andrea Scott, Ph.D. of their organization. Institutes provide clinical services and profes­ Brent B. Geary, M.S. Mark Treegoob, Ph.D. sional training. There are institutes in major cities in the United States, Mirta Ghiorzi-Volek, Ph.D. Marti W. Waller, M.C. Neil C. Weiner, Ph.D. in Europe, and in Australia. For information contact the Foundation. Craig W. LeCroy, Ph.D. Gary D. Lovejoy, Ph.D.

The Fourth International Congress on Ericksonian Approaches to Hypnosis , and Psychotherapy

is dedicated to all those who have helped further ethical and professional education in Ericksonian philosophy, theory and practice.

17 MILTON H. ERICKSON INSTITUTES

INSTITUTO DE HIPNOTERAPIA ERICKSONIANA HILTON H. ERICKSON INSTITUTE OF COLORADO Sanchez de Bustamante 1945 P.B. 1 7260 Braun Way 1425 Buenos Aires, Argentina Tel:84-1324 Arvada, CO 8005 Charles Johnson, H.S.W. Edgar Etkin ~ Silvia Fabrian de Etkin, L.E.P. 's 303/399-3028 Phyllis Nadleigh, H.S.N. MILTON H. ERICKSON INSTITUTE OF PRAGUE INSTITUTE OF STRATEGIC ERICKSONIAN THERAPY SOUTH AUSTRALIA, Itpact Centre 19 Radistu 620 59 FullartoMn Road Prague 6 Kent Town 5067, South Australia 161 00 Czechoslovakia 08/364-0377 Grahaa P. Andrewartha, B.A.,A.U.A. 36 86 59 Michael Vancura, Ph.C. MILTON H. ERICKSON INSTITUTE OF HILTON H. ERICKSON INSTITUTE OF DELAWARE WESTERN AUSTRALIA, 7 Rheola Street 71 South Shore Drive West Perth 6005, West Australia Dover, DE 19901 Joseph B. Hicks, M.Ed. 322-4206 George W. Burns, H.A., Ps.S. 302/697-1701 Marcia H. Hicks, H.Ed. INSTITUT HILTON H. ERICKSON DE BELGIQUE LONDON SOCIETY FOR ERICKSONIAN PSYCHOTHERAPY ' HYPNOSIS Rue Edith Cavell, 254 18 Yarnells Road 1180 Brussels, Belgium Oxford OX2 OLV, England 02/374 01 31 Gerald Brassine, Social Norker Oxford 0865/721597 Philip J. Booth, H.A. INSTITUT HILTON H. ERICKSON DE LIEGE HILTON H. ERICKSON INSTITUTE OF SOUTH FLORIDA Rue de Sordeye, 17 1550 Madruga, Suite 516 4900 Angleur, Liege, Belgiut Coral Gables, FL 33146 41/67 31 85 Paul-Henri Hatbourg, H.D. 305/666-9979 David J. Hudson, L.c.s.w.

HILTON H. ERICKSON INSTITUTE OF SANTA ROSA INSTITUT HILTON H. ERICKSON DE PARIS 1180 Hontgotery Drive 28, rue des Ecoles Santa Rosa, CA 95405 Antonio Madrid, Ph.D. 75005 Paris, France 707/526-7720 Joe H. Persinger, Ph.D. 1/4329 83 49 Jean Godin, H.D., Ph.D. ORANGE COUNTY SOCIETY FOR ERICKSONIAN HILTON H. ERICKSON INSTITUTE OF ATLANTA PSYCHOTHERAPY AND HYPNOSIS 104 Ansley Villa Drive, N.E. 2101 E. 4th St., 1111A, Santa Ana, CA 92705 Atlanta, GA 30324 714/547-7277 Gary P. Ruelas, H.A. 404/892-6744 Henry T. Close, Th.H.

HILTON H. ERICKSON INSTITUTE OF SAN DIEGO HILTON ERICKSON INSTITUT BERLIN 2525 Catino del Rio S., Suite 265 Nartburgstr. 17 San Diego, CA 92108 1000 Berlin 62, Nest Ger1any 619/295-1010 Michael D. Vapko, Ph.D. 42 67 60 109 Wolfgang Lenk, Ph.D.

HILTON H. ERICKSON INSTITUTE OF HILTON H. ERICKSON INSTITUT COLOGNE PSYCHOTHERAPY OF BRITISH COLUMBIA Nassestrasse 32 3749 Shelbourne St.l201, Victoria 5000 Koln 41 den, BC V8P 4H1, Canada . West Geraany 604/477-9535 Brian Pound, H.B.,B.S.,LRCP,HRCS 02.21/46 56 00 Heinrich Breuer, Dipl. Psych. INSTITUT QUEBECOIS DE THERAPIE ET D'HYPNOSE MILTON H. ERICKSON INSTITUT HA"BURG ERICKSONIENNES, INC. Eppendorfer Landstr. 56 Siege Social: chetin Beaudette 2000 Hatburg 20 RR 11, North Hatley, Quebec JOB 2CO, Canada Nest 6er1any 819/842-4148 Michel Kerouac, H.A. 040 480 37 30 "anfred Prior, Dipl. Psych.

18 MILTON ERICKSON INSTITUT HEIDELBERG-ROTTNEIL NEW YORK MILTON H. ERICKSON SOCIETY OF PSYCHOTHERAPY Ia Neiher 12 AND HYPNOSIS, P.O. Box 1390 6900 Heidelberg, West Geraany Madison Square Station, New York, NV 10159 06221/41 09 41 Gunther Schaidt, M.D. 212/876-1358 Jeffrey B. Feldaan, Ph.D. KILTON ERICKSON INSTITUT HEIDELBERG-ROTTWEIL MILTON H. ERICKSON INSTITUTE OF WESTERN NEW YORK Bahnhofstr. 4 704 Roosevelt Avenue 7210 Rottweil N., Nest Geraany Dunkirk, NY 14048 06221/24 11 84 Bernhard Trenkle, Dipl. Psych. 716/366-0898 Richard A. leva, Ph.D. MILTON ERICKSON GESSELLSCHAFT FUR KLINISCHE MILTON H. ERICKSON SOCIETY OF DAYTON, OHIO HYPNOSE, Konradstr. 16 P.O. Box 554, Wright Bros. Branch 8000 Hunchen 40, Nest Geraany Dayton, OH 45409 089/33 62 56 Burkhard Peter, Dipl. Psych. 513/299-3264 Thoaas L. South, Ph.D. MILTON H. ERICKSON INSTITUTE OF CHICAGO MILTON H. ERICKSON INSTITUTE OF OKLAHOMA 5242 Grand Avenue 1620 East 12th Street Downers Grove, IL 60515 Carol Soaaer, M.S. Tulsa, OK 74133 312/864-4029 Michael Powers, M.A. 918/254-8022 Reese Price, Ph.D. MILTON H. ERICKSON INSTITUTE OF NORTHERN MILTON H. ERICKSON INSTITUTE OF PHILALDELPHIA IlliNOIS Roseaont Plaza, Suite 8 5962 N. lincoln Ave., Suite 11 1062 Lancaster Ave. Chicago, IL 60659 Roseaont, PA 19010 Janet Sasson Edgette, Psy.D. 312/274-0746 Marc Franchot Neiss, Ph.D. 215/525-0223 John H. Edgette, Psy.D. MILTON H. ERICKSON INSTITUTE OF ITALY MILTON H. ERICKSON INSTITUTE OF CENTRAL TEXAS-HOUSTON Via Dei Bardi 52, 50125 Firenze, Italy 5502 Wigton, Houston, TX 77096 055/26 38 33 Elio Ciaino, M.D. 713/774-2377 J. Williaa Wade, M.Div. MILTON H. ERICKSON INSTITUTE OF MARYLAND MILTON H. ERICKSON INSTITUTE OF CENTRAL TEXAS-AUSTIN 6118 Park Heights Ave. 605A Baylor Baltiaore, MD 21215 Austin, TX 78704 301/358-1381 ·Hillel Zeitlin, L.C.S.N. 512/474-9020 Seyaa Calihaan, M.S.S.N. MILTON H. ERICKSON INSTITUTE OF MICHIGAN MILTON H. ERICKSON INSTITUTE OF VERMONT AND NORTHERN P.O. Box 815, Royal Oak, MI 48068-0815 NEW ENGLAND, P.O. Box 424, Stowe, VT 05672 313/864-1035 Charles R. Stern, Ph.D. 802/253-7337 Rodger Kessler, M.A. ST. LOUIS TRAINING INSTITUTE IN ERICKSONIAN VIRGINIA ERICKSONIAN INSTITUTE-ASHLAND HYPNOTHERAPY, Nestroads Medical Center Randolph Macon College 911 S. Brentwood Bl., Clayton, "0 63105 Ashland, VA 23005 314/658-2727 or 2732 Donna M. Spencer, Ph.D. 804/752-7270 Russell A. Bourne, Jr., Ph.D. MILTON ERICKSON INSTITUTE FOR CLINICAL HYPNOSIS VIRGINIA ERICKSONIAN INSTITUTE-RICHMOND AND BEHAVIORAL SCIENCES OF NEW MEXICO 1506 Willow Lawn Drive, Suite 200 815 Gold, S.N., Albuquerque, NK 87102 Richaond, VA 23230 505/242-2998 Nor1an Katz, Ph.D. 804/282-4224 Robert N. Glenn, Ph.D.

KILTON H. ERICKSON INSTITUTE OF HYPNOSIS OF THE MILTON H. ERICKSON FOUNDATION, INC. EASTERN NEW YORK 3606 N. 24th Street 230 Hilton Avenue, Hetpstead, NY 11501 Phoenix, AZ 85016 516/485-9210 Daniel R. Lutzker, Ph.D. 602/956-6196 Jeffrey K. Zeig, Ph.D.

19 ABSTRACTS AND EDUCATIONAL OBJECTIVES OF PRESENTATIONS

SM

20 w VBDIBIDAY, DICBKIBR 7, 1988 E 8zl5-8:45 A.B. COIVOCATIOI Graad lallrooa I D Jeffrey K. Zeig, Ph.D., Kriatina K. Erickson, M.D., Stephen Lankton, A.c.s.w., N Michael D. Yapko, Ph.D., Linda Carr KcThrall, Michael Liebman, K.C. E 9: 00-11:30 A. K. IIVITBD ADDRB88B8 s 8B88101 1 Bilton lallrooa D I&Ia• TIB&APY: KODBLI AID KBTBODB A y Moderator: Bally Franek, Ph.D.

A Graad Unified TbeorJ for lrief TberapJZ Pattin& Probleaa ia Coatezt by William 0 1 Banlon, M.S.

Brief therapy baa been criticized for not having a coherent theoretical baae. Often it baa been viewed aa merely an abbreviated form of "real" therapy, to be uaed when time or money constraint& precluded a longer treatment. Thia paper offers a conceptual framework for brief therapy and auggeata that it ia a legitimate therapy in ita own right.

Educational Objectives: (1) To be able to identify the elementa of a problem context. ( 2) To be able to define the "Pygmalion Effect" in therapy.

Pain Coatrol Iater~eatioaa of Kilton a. Brickaoa by Roxanna Erickaon Klein, R.N., M.S. Erickaon used a broad spectrum of approachea in treating organic pain aymptomatology. This paper will focus on the underlying concepts that contribute to the efficacy of the varioua atrategies. Information will be presented to encourage development of personal techniques, modeling the aaae concept& utilized by Erickson.

Educational Objective&: (1) To describe four pain control intervention• utilised by Kilton H. Erickson, M.D. (2) To identify underlying components of the interventions. (3) To preaent concept& from which the practitioner may develop similar interventions. (4) To liat three exerciaea the client can use to enhance skills of reducing pain perception.

Criaia Iater~eatioa of PaJcbotic Patient• by Michael Vancura., Ph. c.

Brief remarks will be made about the relationship between the patient and therapist in a socialiat health care syatem. Specific related problema will be addressed. There will be diacuaaion of the structure of therapeutic care in a day center for the treatment of psychotic patienta. Also included will be specific theoretical topics about treatment, including biopaychological vulnerability, environmental stressora, and deficits of social skill. Addresaed will be the importance of criaia in terv ent ion as a form of secondary prevention to prevent chronic inati tutional hation. Hypnotic strategic interventions have a place in crisis intervention. There will be a deacription of how bypnoaia can be used in crisis intervention including caae examples and theoretical conaiderationa for using hypnoaia with schizophrenic patients.

Educational Objectives: (1) To describe how to use strategic techniques in cr1s1s intervention. (2) Given a patient, diagnose treatment issues, both intraperaonally and environmentally.

BBIIIOI 2 * * * * Grand lallrooa I SPECIAL IBIUII II I&Ia• TBB&APY

Moderator: Haney Czech, M.A.

rroa Kiad to Kolecale: Bore than a Ketapbor by Erneat Roaai, Ph.D.

A alide presentation to illustrate a complete path of information tranaduction from mind to the genetic molecule level that may be the ultimate baaia of brief therapy aa aomething more than metaphor.

Educational Objectives: (1) To outline the paychobiological basis of all mind-body healing. (2) Given a patient with atreaa induced diaordera, deviae an Erickaonian hypnotherapy.

•ro thiae owa aelf be trae ••• • -- Btbical I••••• ia ltrateaic Tberapy by Richard P'iach, M.D.

The increasing interest in brief, strategic therapies baa required the uae of planned and responsible influence by the tberapiat. Thia baa come under criticism by some authors as involving "dishonest" and "maaipulative" meaaurea resarded aa inimical to the beat intereata of the client. the paper diaasreea and relates ethics to model.

Educational Objectives: (1) To state the relationship between model and ethica in therapy. ( 2) To differentiate between deception of othera from deception of self.

Kodeliaa and Role-Modeling with PaJcbophJaioloaical Probl••• by Helen L. Erickson, R.N., Ph.D.

this paper presents basic concepts of Modeling and Role-Modeling including assessment and intervention techniques. Emphasis will be placed on practice with clientele experiencing psychophysiological problema. Distinctions will be drawn between psychophysiological phenomena. Case examples will be presented for illustration.

21 Educational Objectives: (1) To identify concepts and strategies basic to Modeling the clients world. w (2) To list four Role-Modeling techniques for working with psychophysiological problems. E * * * * D 818BIOB 3 Iaperial lallrooa N TICBBIQUIB OF IIIIF TBiaAPY I E s Moderator: Brita Martiny, M.A. D Ketaphor: A Kyth with a Kethod by Kay F. Thompson, D.D.s. A Talking a myth is a method to let the truth be learned by appearing to not teach. y Educa tiona 1 Objectives: ( 1} To describe how metaphors can be constructed and long, and spontaneous and abort. (2) To describe bow brief is a matter of perspective.

Ti&ht Therapeutic Beqaencea by Erving Polster. Ph.D. When the consequences of any event are immediate, the progression of experiences may be said to be tight. This tightness of sequence engenders intensity. accentuates continuity, and expedites therapeutic process. Procedures for creating tight sequences will be deacribed and their implication• discussed.

Educational Objectives: (1} To name two factors in therapy which foster tight sequencea. ( 2) In mining for stories. name two important instruments.

, Beedin& by Jeffrey K. Zeig, Ph.D.

Seeding an intervention vas a common pattern in Erickaon'a practice. However, the technique baa not been well understood and it is underutilized. This paper describe• the technique of aeecling and indicates the philosophical rationale for using this method in hypnosis and strategic therapy.

Educational Objectives: (1) To define "seeding" and give three reasons for its use. (2) Given an intervention, describe how to seed the intervention for a particular individual. * * * * BIBIIOB 4 Continental lallrooa 5 APPIOACBIB TO IBIIF TBIIAPY I

Moderator: Dorothy Miller. Ph.D.

lcological Therapy by Carol Lankton, M.A.

Ecological therapy recognizes the importance of interpersonal and developmental taska and the unconscious nature of change and growth. Since presenting problems and symptoms are always framed in an ecological context, then so too are interventions planned in accordance with relational and developmental concerns. This paper addresses ways therapists can use ecological therapy to be effective and often brief in the treatment of clients.

Educational Objectives: (1) To describe three features of ecological therapy. (2) Given a clinical case, describe bow to use ecological therapy.

Getting the Iaportant Work Done Fast: Contract Plas ledecision by Mary Goulding, M.S.W. When the client and the therapist are both in agreement on the practical goals of therapy, the important redeciaion work and follow-up can be accomplished in a brief therapy context.

Educational Objections: (1} To list what constitutes a viable therapeutic contract. (2} To describe bow redecision work differs from hypnotic therapy. (3) To list what the three important stepa are in redecision therapy. (4) To state the four principles of contract work.

Tiae-Liaited Dynaaic Psychotherapy: De~elopaent and Iapleaentatioa of a Trainin& Proaraa by Bans Strupp. Ph.D.

As part of a research program on time-limited dynamic psychotherapy, we have trained 16 reasonably experienced therapists and compared their performance with matched patients before and after training. The training. which lasted one year, consisted of didactic lectures and case aupervision. lesulta and implications of this program will be discussed.

Educational Objectives: (1) To describe time-limited dynamic psychotherapy (TLDP}. ( 2) To list the major obstacles encountered in training TLDP therapists. * * * *

22 ~raad lallrooa A w IJTILIZATIOa E Koderator: Wolfgang Lenk, Ph.D. D N Co-l•olatioa of Priaary Proceaa io Brief !berapy by Stephen Gilligan, Ph.D. E rbis paper describes a solution-oriented approach to brief therapy that emphasizes the amplification s !lDd joint participation of primary proceues in therapist and client(s). A productive relationship 1herein unconscious minds are "a part of while apart from" each other will be described via techniques, D case descriptions, and cautions. Emphasis will be on bow the relationship enables effective aolutions A to formidable problema. y l!:ducational Objectives: (1) To list two methode for the therapist's use of unconscioua processes. (2) To name three dangers in focusing erroneously on the client's primary proceaaea. lefereace lzperieacea: Gaardiaoa of Cobereace aad loatiaatora of Cbaoae by David Gordon, K.A.

The personal world is a lattice-work of beliefs held in place by a biatory of meaningful experiences. ~ccesaing these reference experiences is the implicit goal of all psychotherapies. The development of effective psychotherapies, however, is bobbled by an emphasis on technique rather than on the specification of client-appropriate reference experiences.

Educational Objectives: (1) To state the role played by reference experiences in shaping and Daintaining an individual'• world view. ( 2) Given a clinical case, formulate a treatment approach in terms of reference experiences.

Coocretiaioa of lyaptoaa aod Tbeir Kaaipalatioa by Sidney Rosen, K.D.

One of the aspects of brief therapy which is most effective is the teaching of a sense of mastery. Patients can develop this sense when they have learned to transform their syaptoma into concrete forma. These concrete forms, or symbols may then be manipulated--moved, diminished, gotten rid of, etc .--in fantasy or in reality. This is eaaily done with bypnoaia because the hypnotized patient tends to think concretely and literally.

Educational Objectives: (1) To devise three different therapies which utilize the concretizins tendency. (2) To identify the concretizing approach in several non-hypnotic techniques. • • • • 1&00-3:00 •••• VO&KIKOPI 11 - 13

Iaperial lallrooa I I&IIF ~~ I!&A!IGIC APP&OACBII TO PI&IOaALITT DIIO&DI&I

Instructor: John Beabrs, K.D.

Strategic approaches can minimize regressive dependency and promote definitive personality change by using a format that (1) reinforces pat.ients' and therapists' boundaries, (2) defines appropriate safeguards, (3) contextually defines the patients' issues to imply maximum health. Self-therapy reframes problematic aspects of personality identity and puts them under control.

Educational Objectives: (1) To describe contributions of M.R. Erickson and hypnosis research to the concept of "inter-psychic structure" in health and illness. (2) Given a case, describe the uae of strategic and Erickaonian approaches for treatment of. personality disorders and other "difficult patients."

VO&KIKOP ao. 2 Coatioeatal Parlor 2

WHAT CAa VI T&VIT TBI uacoaSCIOVB FO&f

Instructor: Philip Booth, M.A.(Oxon)

Tbi s works bop will exp 1 ore, experientially and tbeoreti cally, the way a in which the unconscious ia appealed to in hypnotherapy, with particular reference to the use of a broad range of ideomotor aisnala. Queations to be answered include: What ia it lesitimate to ask the unconacioua? When can ita replies be trusted? Can it really know what is best for the individual?

Educational Objectives: (1) Given a case, describe appropriate criteria for the use of ideomotor signals. (2) To describe one's own model of the unconscious and an alternative model.

VO&KBKOP ao. 3 Coatioeatal Parlor 1

BILPiaG PITCKOTBI&APT CAIVALTIII

Inatructora: John Frykman, Ph.D., Cheryl Arnold, K.A., & Kimberly Barrett, K.s.

Almost every psychotherapist bas encountered clients who have been mistreated or abuaed by other therapists. Many clients have serious problems as a result of their experience in paycbotberapy. We will examine these issues and propose strategies for helping tbeae clients and for preventing these types of injuries.

23 w Educational Objectives: (1) To list diagnoatic criteria for psychotherapy caaualties. (2) Given a E case, list three strategies for helping therapist-injured clients. D WORKSHOP BO. 4 Iaperial lallrooa A N DIKOBSTRATIOB OF SHORT-TBRK RBDICISIOB GROUP THBRAPY

E Instructor: Mary Goulding, M.S.W.

s Four members of the audience will form a one-hour group, in which contracts will be made, redecision­ D type work done, and follow-up assignments illustrated. Afterward, the principles and format will be A discussed with the audience. y Educational Objectives: (1) To list the basic steps in short-term redicision therapy. (2) Given a case, describe three different approaches to redecision therapy.

WORKSHOP BO. 5 Coatiaeatal lallrooa 4 SYKPTOK DISRUPTIOB ABD CLIIBT KOTIYATIOB

Instructor: Stephen Lankton, A.c.s.w.

Clients need to relinquish their focus on the limitation of a problem and turn attention and action toward building new relational patterns. This workshop will illustrate, discuss, and practice several methods and rationales for symptom disruption. The larger framework for the workshop is designing the new behavioral assignments and in-session motivations using metaphorical interventions.

Educational Objectives: (1) To describe two rationales for shifting client attention away from presenting problema. (2) To describe two methods of symptom interruption, disruption, or redefinition.

WOUSHOP BO. 6 Biltoa lallrooa I Till UBI OF PARADOX IB FAKILY TBIU.PY

Instructor: Camillo Loriedo, M.D.

Some misconceptions about paradox are examined and new perspectives about its use in family therapy are illustrated. Different types of paradox with their indications and counterindications are presented. The process of building paradoxical interventions in different phasei of family therapy and with different types of families is described. The use of paradox is viewed not merely as a technique but as part of a more general philosophy of the therapist.

Educational Objectives: (1) Given a family, propose a paradoxical intervention. (2} To indicate principles for application of paradoxical interventions in different phases of the therapeutic process and with different families.

WORKSHOP BO. 7 Coatiaeatal lallrooa 5

BATUULISTIC APPROACHES TO DBBP T~CI WORK

Instructor: Ernest Rossi, Ph.D.

An exploration of the use of minimal cue and heightened sensory-perceptual sensitivity in utilizing our natural psychobiological rhythms to facilitate healing.

Educational Objectives: (1) To describe how hypnosis involves heightened sensitivity, not suggestion. (2) Given a case, recognize and describe how to utilize the minimal cues associated in naturalistic hypnosis.

WORKSHOP BO. 8 Coatiaeatal Parlor• 8 • 9 TIKB-LIKITID DYBAKIC PSYCBOTBBU.fY (TLDP)

Instructor: Hans Strupp, Ph.D.

The purpose of this workshop is to acquaint the audience with basic principles and techniques of Time­ Limited Dynamic Psychotherapy (TLDP). Videotapes of actual interviews will illustrate an Initial Assessment Interview (IAI) and vignettes selected from selected psychotherapy sessions.

Educational Objectives: (1) To describe four basic principles of Time-Limited Dynamic Psychotherapy. (2) To list five techniques of Time-Limited Dynamic Psychotherapy.

WOI.KSHOP BO. 9 Contiaaatal Parlor 3

USIBG HYPBOSIS AS ABBS~HBSIA IB ILLBBSS 01. SUI.GBI.Y

Instructor: Sandra Sylvester, Ph.D.

This workahop will teach apecific techniques which can be used effectively for hypnoaneatbesia and include demonstrations and practicum. Ca1e studies also will be preaented for diacu1sion.

Educational Objectives: (1) To identify clinical issues which affect the patient's ability to manage pain. (2) To evaluate and utilize bypnoanalgesic and hypnoanesthetic techniques for pain management.

24 VOI.&I.OP 10. 10 Coatlaeatal Pa~lo~ 1 w IBF&IBIDIIG DBKOIB: BIALIBG ACROSS CULTURES E Instructor: Terry Tafoya, Ph.D. D This workshop explores how primary and secondary world views of clients/patients enhance or impede N health care and treatment compliance. Utilizing Ericksonian and Native American explanatory models, participants will review elements of healing common in various cultures and how to incorporate theae E elements into their own practice. s Ed u c a t i o na 1 0 b j e c t i v e s : (1 ) To i de n t i f y four c r o s s-c u 1 t u r a 1 e 1 em en t s of he a 1 in g • ( 2 ) Gi v en a ca s e , D to define the primary and secondary world views that may be held by clients/patients. A y VOI.&IBOP 10. 11 Coatiaeata1 lall~ooa 6

I.BSIBT~CB RBDEFIIBD: IUILDIBG FRAKES OF I.BFBRBICB

Instructor: Michael Yapko, Ph.D.

What traditional psychotherapists have considered to be resistance is often only a reflection of the client's lack of frame of reference for relating meaningfully to the therapist's directives. Helping the client establish a frame of reference for participating meaningfully in the therapy is a vital part of successful treatment.

Educational Objectives: (1) To redefine resistance as a lack of direct experience necessary to generate meaningful responses rather than a covert attempt to sabotage treatment. (2) To describe techniques for building frames of reference for client gro~th.

VORitBBOP 10. 12 Bi1too la11~ooa A

Instructors: Erving Polster, Ph.D. and Hoelle Poncelet, Ph.D.

These clinical demon stra tiona allow registrants to actually observe the different styles of therapy conducted by the faculty. This workshop consists of two separate one-hour· demonstrations. The presenters and topics are as follows: Erving Polster, Ph.D., "Gestalt Therapy: Fleshiog Out the Story Line," and Hoelle Poncelet, Ph.D., "The Alignment of Body/Mind/Spirit in Hypnotherapeutic Resolution."

Educational Objectives: To view the various styles of Ericksonian hypnotherapy to be able to apply techniques in given clinical situations.

WORitBBOP BO. 13 Fourth Floor KeetiD& Rooaa SHALL GROUP PI.ACTICUK BEBBIOBS -- BYPIOTIC IIDUCTIO. KETBODB

These two-hour workshops are offered for those who desire small group experiential training. Each group will consist of a maximum of twelve participants. Practicum sessions cover either specific techniques of Ericksonian hypnotherapy or brief therapy. Members of the faculty will be assigned as group leaders just prior to the meeting.

Educational Objectives: To describe three methods of hypnotic induction.

3:15-5:15 •••• IIYITBD WORKSHOP #20 - 32 WBDIEBDAY P.K.

WOI.ItBBOP BO. 20 Coatioeotal Pa~lo~• 8 6 9 BI.ICitSOIIAB IRIBF THERAPY TECBBIQUEB VITB KULTI-PROILBK FAKILIBB -- RULES OF BIGAGBKBIT

Instructors: Yvonne Dolan, M.A. & Charlie Johnson, M.S.W.

This workshop concentrates on determining the "path of least resistance" with multi-problem families that have failed repeatedly in other systems. Erickson's utili~ation and brief therapy techniques will be used.

Educational Objectives: (1) Given a case, identify four techniques for taking "the path of least resistance" with multi-problem families. (2) Given a multi-problem family, describe how to transfer Ericksonian utilization skills to brief therapy skills.

WORitiBOP BO. 21 Iaperial lallrooa A IBTBGI.ATIIG BRICitSOIIAB ABD COGBITIYE APPROACHES IB IRIBF PBYCBOTBBI.APY

Instructor: Jeffrey Feldman, Ph.D.

Ericksonian and cognitive therapy approaches provide effective intervention techniques which utilize unconscious and conscious processes respectively. These approaches can be combined for a synergistic therapeutic effect more powerful than either single approach. This workshop will present a problem­ focused method for treating anxiety disorders and depression.

25 Educational Objectives: (1) To list five common dysfunctional cognitive beliefs. (2) Having w identified a dysfunctional cognitive belief, to be able to conatruct a relevant metaphor and/or E therapeutic task. D VOKEBBOP 10. 22 Continental Ballrooa 4 N E TBI STRUCTURI OF IKOTIOIS s Instructor: David Gordon, M.A. D Emotions often seem to be something that happen to us, rather than being a matter of choice. But every emotion has an underlying structure, and knowing that structure provides a framework for change. This A seminar introduces some of the perceptual patterns underlying emotions • and ways of changing emotions y by changing those patterns. Educational Objectives: (l) To list five of the variables underlying the structure of emotions. (2) To describe bow changing tboae variables bas an effect on emotions.

VORESBOP 10. 23 Continental Parlor 2 POSTBTPIOTIC PRIDITIRKIIATIOI: PROGRAKKIIG POSITIVI TBIRAPIUTIC OUTCOKIS

Instructor: Ronald Havens, Ph.D.

Posthypnotic predetermination is an efficient way to utilize the patient's unconscious underatandings of the events that need to happen to create therapeutic change. Participant& will experience and practice the approach. A background in hypnosis is useful, but not necessary.

Educational Objectives: (1) To list the six steps in the posthypnotic predetermination procedure. (2) To specify two selection cri~eria for posthypnotic predetermination patients.

VORESBOP BO. 24 Bilton Ballrooa B GIIIRIC APPROACBIS TO BRIIF PSTCIOTBIRAPT

Instructor: Lynn Johnson, Ph.D.

This workshop will teach principles of brief psychotherapy which can be applied by clinicians of almost any theoretical background. Participants will learn rationale and skills needed for having positive initial impact, how to design and present homework, and bow to prevent relapae after termination.

Educational Objectives: (1) To list three reasons for focusing on the initial session in brief psychotherapy. (2) To describe the decision-making process in formulating homework assignments.

VORESBOP 10. 25 Iaperi~l Ballrooa B ABSIBBKIIT KATTIRS II BTPIOTBIRAPT

Instructor: Carol Lankton, M.A.

Hypnosis is a modality for communicating and exchanging ideas. This workshop will have a dual focus on induction and optimal utilization of hypnotherapeutic trance. Induction procedures will be explained and demonstrated. ~sse ssment matters 1 eading to treatment goals and relevant uti 1 ization of trance will be emphasized.

Educational Objectives: (1) To describe three aapects of trance induction. (2) To define assessment parameters and illustrate the connection to treatment goals for each unique client system.

VORESBOP 10. 26 Continental Parlor 3 UTILIZIBG TBI PROBLIK: TBI PRIBIBT TO TBI FUTURI SOLUTIOB -- A PRACTICAL VORESBOP Instructor: Robert McNeilly, M.B.B.s.

Case examples will be used to distinguish in a practically useful way the patterns of presentation of the client and problem, and how to tailor the therapy from thia material. Exercises in creating and utilizing these principles and interactional practice by participants will be featured.

Educational Objectives: (1) To identify aspects of the client's problem and style relevant to the therapeutic process. (2) To develop three ways of utilizing those aspects to create the therapeutic process.

VORESBOP 10. 27 Continental Ballrooa 6 IKICESOIIAB BRIIF TBIRAPT: DISSOLVIIG PROBLIKS IB SOLUTIOBS

Instructor: William O'Hanlon, M.S.

A model and techniques derived from Erickson's work are offered in this workshop. Thia approach focuses on solutions rather than problems, pathology or explanations.

Educational Objectives: (l) To identify exceptions, solutions, and strengths in clinical aituations. (2) To use at lea·st two pre-suppositional questions or statements that create the expectancy for change. 26 voaKBBOP ao. 28 Coatiaeatal Parlor 1 w IRIIF !BI~PY 1• LAri• AKIRICAB CULTURIS: IBTIG~ri•G r~DITIO.AL .aD KODBR• TICB.IQUII E Instructor: Madeleine Richeport, Ph. D. D Baaed on Erickson's method of utilizing what patients bring to therapy, this workshop will demonstrate N four modele on videotape utilized by therapists from Latin American cultures to integrate ritual and clinical trance states in the clinical setting. E

Educational Objectives: (1) To describe four models of integrating modern and traditional therapies. s (2) To incorporate these models in relevant cases involving cross cultural beliefs. {3) To observe and become familiar with ritual kinetic trance. D A VORKBBOP •o. 29 Coatiaeatal Parlor 1 y

Instructor: Kay F. Thompson, D.D.S.

All types of trance can be therapeutic if we enhance the listening/learning with the meaning in the metaphor. This workshop includes exercises in integrating the language of multiple meaning words with the development of a story to make the message a significant communication~

Educational Objectives: (1) To construct metaphors from a variety of ideas. {2) To describe the use of multiple-meaning words.

VORKBBOP •o. 30 Coatiaeatal lallrooa 5

IRIIF ~AKILY TBIRAPY VITBOUT TBI FAKILY

Instructor: Bernhard Trenkle, Dipl. Psych.

Milton Erickson often worked with individual patients. Nevertheless, many of his case descriptions are implicitly system-oriented. The workshop describe a how to conduct family therapy vi th an individual patient and concentrates especially on the interruption of long lasting interactional loops which are perceived by the patients as hardly changeable. The utilization of strategic homework and the therapeutic use of symbols will be demonatrated as well as the preparation of these interventions by means of therapeutic anecdotes.

Educational Objectives: {1) To describe two possibilities for family-oriented interventions via strategic home-task-assignments or symbols. {2) To prepare thoae intervention• by the use of therapeutic anecdotes.

VORKIBOP •o. 31 Biltoa lallrooa A

DBKO.STaATIO•B II

Instructors: Sidney Rosen, M.D. and Terry Tafoya, Ph.D.

These clinical demonstrations allow registrants to actually observe the different styles of therapy conducted by faculty. This workshop consists of two separate one-hour demonatrations. The presenters and topics are as follows: Sidney Rosen, M.D., "Corrective Regression," and Terry Tafoya, Ph.D., "Why Ant Baa a Small Waist: Therapeutic Metaphor in Couples Therapy."

Educational Objectives: To view varioua styles of Ericksonian hypnotherapy to be able to apply technique• in given clinical situations.

VORIIBOP •o. 32 lourtb floor Keetiaa Rooaa SKALL GROUP PRACTICUK SBSSIO•s -- IIDIRBCT TBCBBIQUBS or PSTCBOTBBRAPY ABD BYPBOBIB

These two-hour workshops are offered for those who desire small group experiential training. Each group will consist of a maximum of twelve participants. Practicum sessions cover either specific techniques of Ericksonian hypnotherapy or brief therapy. Members of the faculty will be assigned as group leaders just prior to the meeting.

Educational Objectives: To identify ways to use indirect techniques in specific clinical situations.

7:30-9:30 P.K. VBLCOKB TO SA• laAaCISCO Grand lallrooa BO-BOBT COCKTAIL PARTY

27 TBUISDAY. DBCBKBBR B. 1988

8:45-10:45 A.K. VORIIBOPS #40 - 52 'l'BURBDAY A.ll.

VOI.KSBOP BO. 40 Coatiaeatal Ballrooa 6

Instructors: Ellyn Bader, Ph.D. and Peter T. Pearson, Ph.D.

Using one developmental model for couples therapy, we will teach principles for intervening that maximize the therapist's influence and help move couples from blaming and resistance to taking an active role in their own treatment.

Educational Objectives: (1) To present an overview of the developmental model. (2) To liat four basic principles for creating change in couples. (3) Given a case, compose a future-oriented contract for change. T H VOIKSBOP BO. 41 Coatiaeata1 Parlor 9 u GBTTIBG 'l'BBRB FASTBR VITB BYPBOSIS • SUGCBS'l'IOB R Instructor: Joseph Barber, Ph.D. s Hypnosis and suggestion can significantly accelerate the process of psychotherapy. This workshop D illustrates principles and techniques for both assessment and symptom alteration. A Educational Objectives: (1) To distinguish between hypnosis and suggestion. (2) To describe two y techniques for employing suggestion for either assessment or therapeutic change. VORKSBOP BO. 42 Coatiaeatal Parlor 3 IDBBTIPYIBG A FOCUS IB BRIBF TBBIAPY

Instructor: Simon Budman, Ph.D.

Brief therapy is successful to the extent that the treatment plan can maintain a specific focus. Written and videotaped materials illustrating various aspects of focua selection will be reviewed so that attendees can increase their competency in selecting a focus.

Educational Objectives: (1) To list the major foci in brief therapy. (2) Given a case, describe how to use such foci in one 1 s practice.

VOI.KSBOP BO. 43 Iaperia1 Ballrooa B KILAB-S'l'YLB IBTBRVIBVIBG

Instructor: Gianfranco Cecchin, M.D.

The Milan method uses techniques such as circular questioning, positive connotation and invariant prescriptions. This workshop demonstrates how these a~d related methods can be used in family therapy to increase therapeutic effectiveness.

Educational Objectives: (1) To list four techniques of the Milan method. (2) Given a case, describe how you might use circular questioning.

VORKBBOP BO. 44 Biltoa lallrooa I VORKSBOP IB IRIBP RATIOBAL-BKD'l'IVB 'l'BBRAPY

Instructor: Albert Ellis, Ph.D.

This workshop will present, illustrate, and demonstrate some of the aain R.E.T. techniques of brief psychotherapy.

Educational Objectives: (1) To list four main R.E.T. tec~niques of brief psychotherapy. (2) To name three main principles of R.E.T. brief therapy.

VORKSBOP BO. 45 Iaperial lallrooa A BYPBOTIC IIBTBODS IB IRIBF SBX TBBRAPY

Instructor: D. Corydon Hammond, Ph.D. & Bernie Zilbergeld 1 Ph.D.

This workshop discusses and demonstrates practical hypnotic methods that can be used for assessment and treatment of sexual dysfunctions. Problems to be addressed will include problema of desire, ejaculatory disorders, orgasmic dysfunction, and impotence.

Educational Objectives: (1) To identify three alternative methods for brief hypnotic assessment of sexual dysfunction. (2) To identify three hypnotic techniques and metaphors that may be used in treating sexual dysfunctions.

28 VOI.ESBO• BO. 46 Continental •arlors 7 • 8 BOV TO DIAL VITB I.BBIBTABCB BY I.BPUBIBG TO IDBBTIPY IT

Instructor: Robert Pearson, M.D.

This will be a lecture/demonstration/hands-on workshop aimed at teaching the student to more effectively deal with patients who are having difficulty achieving trance.

Educational Objectives: (1) To identify problems in patients achieving trance. (2) To describe four strategies for dealing with patients not achieving trance.

VOI.ESBO• 47 Continental •arlor Z IBTBR.LAY OP TBCBBIQUB ABD BUKABITY

Instructor: Erving Polster, Ph.D.

Techniques, played to the hilt, may negate the human dimension. Techniques, while highly pointed, also may be humanizing. Some humanized techniques include: the sharpening of contact, the evocation of story line, the arousal of fascination, and unfoldment of internal dialogue. T Educational Objectives: (1) Given a case, describe how to evolve the story-line. (2) To describe H how to accentuate contact in psychotherapy. u VOI.ESBO. BO. 48 Coatinental •arlor 1 R s Instructor: Sidney Rosen, M.D. D

This workshop consists of a case demonstration followed by practice of various hypnotic techniquea, A including age regression and progression, uae of metaphors, symbolic embedded commanda, and time y distortion.

Educational Objectives: (1) Given a case, describe how to use the above-mentioned techniques in sex therapy. (2) Given a case, describe how to utilize time distortion to further therapeutic goals.

VOI.EBBo• BO. 49 Continental Ballrooa 5 BY.BOTIC STOI.Y-TBLLIBG: TBB BKPOVII.KBBT OP TBB CLIBBT TOVAI.D GI.OVTB

Instructor: Deborah Rosa, Ph.D.

This workshop teaches hypnotic story-telling specific to enhancing client ego strength and promoting openneas to change. Participants will receive highly generalizable story material to help the "stuck" client develop empowerment strategies and tools, and to strengthen ability to observe and climb out of old non-~roductive patterns.

Educational Objectives: (1) To describe the effect of hypnotic story-telling. ( 2) To tell four trance stories on the theme of personal empowerment. vou:.s•o• •o. 50 Continental Ballrooa 4 BBQUBBCBB

Instructor: Jeffrey K. Zeig, Ph.D.

Symptoms are not static. They are sequences of events that become habitual "ruts." Sequences can be used as well-developed channels to create hypnotic inductions, metaphors and indirect hypnotic reframing. Demonstration and practice.

Educational Objectives: (1) Given a case, describe a symptom sequence. (2) Given a symptom sequence, contruct a hypnotic induction uaing that sequence.

VOI.EIBO. BO. 51 Bilton lallrooa A DBKOBITI.ATIOBB III

Instructors: William O'Banlon, M.S. and Gunther Schmidt, M.D.

These clinical demonstrations allow registrants to actually observe the different styles of therapy conducted by faculty. Thi a workahop conai at a of two aeparate one- hour demonstra tiona. The presenters and topics are as follows: William O'Hanlon, M.s., "Solution-Oriented Hypnosis," and Gunther Schmidt, M.D. • "Circular (Relationship-Oriented) Imagination of Solutions in Brief Systemic-Ericksonian Therapy."

Educational Obj ectivea: To view various styles of Erickaonian hypnotherapy and to be able to apply techniques in given clinical situations.

29 1lORKSBOP BO. 52 Woartb W1oor Keetiaa · Rooaa IKlLL GROUP PRACTICDK BBIBIOBI -- KBTAPBOR

These two-hour workshops are offered for those who desire small group experiential training. Each group will consist of a maximum of twelve participants. Practicum session cover either specific techniques of Ericksonian hypnotherapy or brief therapy. Members of the faculty will be assianed as group leaders just prior to the meeting.

Educational Objective: To list ways to use metaphors in specific clinical situations.

11:00 A.K. - 12:00 BOOB KIBI-DBBATBB: DIALOGUES ' TRIALOGUBI ftURIDAY A•••

Educational Objectives: To become aware of the differing approacbea to brief therapy and to describe the strengths and weaknesses in each approach.

11:00 A.M. - 12:00 Booa KD-1 Trialoa••······· ~ ··•••••••••••••Continental Ballroom 4 Simon Budman, Ph.D. Hans Strupp, Ph.D. John Weakland, M.r.c.c. T H KD-2 Trialoa••··•••••••••••••••••••••••••••Grand Ballroom A Stephen Lankton, A.c.s.w. u Bernie Zilbergeld, Ph.D. R Gianfranco Cecchin, M.D.

s KD-3 Dialoa••••••••••••••••••••••••••Continental Ballroom 5 D Joseph Barber, Ph.D. Erving Polster, Ph.D. A y KD-4 Dialoa••••••••••••••••••••••••••••••••Grand Ballroom B Albert Ellis, Ph.D. Jeffrey K. Zeig, Ph.D.

KD-5 Dialoa••••••••••••••••••••••••••Continental Ballroom 6 David Gordon, M.A. William O'Hanlon, M.S.

THURSDAY AFTBRBOOB

1:30 - 2:30 P.M. -- KBYBOTB ADDRESS -- Graad Ballrooa I •srRATBGIIS ABD KBTAPBORI Ol BRIBF TBIRAPY•

Clo~ Kadaaea

2:45 - 6:00 •••• SHORr COURSES ' SYMPOSIA THURSDAY P.M.

2:45 - 4:15 ••••

#1 BRIBlBST TBIRAPY KBTBODB Coatiaeatal lallrooa 4 by Steve Andreas, M.A.

I will demonstrate a wide range of simple ways to change subjective experience in minutes, using large group exercises and individual demonstrations. These submodalities methods, drawn from the latest developments in Neuro-Linguistic Programming, allow you to make significant changes in your re1ponses and behaviors very quickly. You will get a sample of bow these method& can be used to help people change compulsions and beliefs, increase motivation, chanae critical voices, and change moods.

Educational Objectives: Participants will be given an experiential introduction to the uae of submodalities for very brief therapy, learning how to: (1) Given a case, gather information about aubmodalities in each of the three major modalities: a. Viaual--location, aize, distance, briahtneaa, etc. of visual image. b. Auditory--tonality, volume, location, direction, etc. of auditory aound. c. Kinesthetic--intensity, extent, duration, etc. of tactile/proprioceptive feeling. (2) Given a case, predict the impact of varying specific submodalities. (3) Given a case, utilize the above inforaation to make changes in Motivation, Understanding, Self/Other Direction, Beliefa, and Attitudes.

Level: Ba aic

#2 IRIBr TBBRAPY IB DBBTISTRY-ABXIBTY ABD PBOIIAS Coatiaeatal Parlor 1 by James K. Auld, BDS, MSc.

Dentistry provides a large amount of source material for stress and anxiety control and the treatment of fears and phobias. Successful techniques of brief therapy regularly used in, but not liaited to, dental practice will be described and demonstrated. An opportunity will be provided for practical experience in using the techniques.

Educational Objectives: (1) To describe the typical aetiology of anxiety in dentistry. (2) To list three techniques of brief therapy.

30 #3 ACCBLIRATIIG THI THBRAPIUTIC PROCIBB: Continental lallrooa 6 IITIG&ATIIG IRIC~BOIIAI APPROACHES WITH GROUPS, COUPLBI AID CHILD/FAKILY PBYCHOTBIRAPY by Russell Bourne, Jr., Ph.D., Robert Glenn, Ph.D., Malcolm Hart, Ph.D., & Charles McGee, Ph.D.

An examination of the application of the Erickaonian principles across treatment modalities and theoretical biases will be presented. Particular attention will be devoted to idea• that facilitate the disruption of therapeutic impasses, and utilize flexibility and support to enhance the therapeutic process and widen treatment options.

Educational Objectives: (1) To identify three approaches to interrupting therapeutic impasses in group psychotherapy, couples therapy and child/family therapy. (2) To identify two intervention approaches characterized by flexibility and support to enhance the therapeutic process in group psychotherapy and couples therapy. (3) To identify three approaches to broaden clinical assessment within the context of group psychotherapy, couples psychotherapy, and child/family psychotherapy.

#4 Allll BTORIIB: HBLPIBG PARBITB TO Iaperial lallrooa I HBLP TBIIR CHILDRBI by Doris Brett, M.A.

Annie Stories involve the art of therapeutic story-telling. Parents are taught to listen to their children's fears and problems and then, within the naturally entrancing medium of a bed-time story, T create parallel characters with problems similar to their child's. The story also contains a solution to the problems or a way of resolving conflicting or painful feelings. H

Educational Objectives: (1) Given a case, describe how to teach parents to help their children through u difficulties. (2) To describe the therapeutic value of story-telling. (3) To describe three ways in R which creative solutions and resolutions to problems may be presented within the context of a story. s #5 QUBBTIOBB AS SUGGISTIOIB: BATBBOI Bilton lallrooa I D KilTS BRIC~BOI (AGAIB) by Gene Combs, M.D. & Jill Freedman, M.s.w. A y A number of "non-hypnotic" therapists working in the tradition of Gregory Bateson are developing questions that function as suggestions.

Looking at their work from an Ericksonian perspective yields some useful generalization• about how to use questions to offer suggestions. We will use examples from the Milan Systemic therapy team in teaching how to identify suggestions implicit in questions, and how to develop linea of questions to suggest chosen ideas.

Educational Objectives: (1) To describe how asking a question is also offering a suggestion. (2) To identify suggestions implicit in psychotherapeutic questions. (3) Given a particular idea, to develop a line of questions that function to suggest that idea.

Level: Intermediate and Advanced

#6 AI KRIC~SOIIAI APPROACH TO PHOBIC BIBAYIOR Iaperial lallrooa A by Gordon Cuddeby, Ph.D., Frank Noble, Ed.D., & Neil Weiner, Ph.D.

Excerpts from videotapes of four therapy sessions will be presented demonstrating the use of multiple therapists in the reduction of classroom phobia in an adult woman. The treatment includes the use of a therapeutic team with no primary therapist, dual induction of trance, and a "quasi in vivo" treatment in which the four therapists simulate a classroom experience with the client in trance. The trance inc 1 ude s the use of Eric ksonian meta ph or, age regression, resource retrieval and integration. The client reported symptom relief in four sessions.

Educational Objectives: (1) To describe the use of a multiple therapist team approach where there is no primary therapist. (2) To describe the use of dual induction of trance using Ericksonian metaphor.

17 HOLDIIG 01 AID LITTIBG GO IB IRIC~BOBIAI AID Tibaron STRATEGIC PSYCHOTHERAPY by Richard Dimond, Ph.D. (Foarth lloor)

Intended for basic and intermediate students of Ericksonian and strategic psychotherapy who find that they are inadvertently "creating" resistance in their clients and frustration in themselves when they attempt to use Ericksonian methods. The course focuses upon the development of an appreciation in the "neophyte Ericksonian" of the process of "holding on and letting go" in psychotherapy. Discussion, demonstration, and exercises will be oriented toward helping participants develop the ability to derive Ericksonian strategies from their own experiential backgrounds and to "learn to learn" Ericksonian principles.

Educational Objectives: (1) To identify therapeutic situations in which the neophyte Ericksonian therapist may inadvertently "create resistance." (2) To identify therapeutic situations in which the use of previously learned non-Ericksonian techniques are useful in the conduct of Erickaonian/strategic therapy. (3) To identify two methods of deriving strategic interventions which will facilitate learning in the patient. (4) To identify two principles which will aid in the transition from non­ Ericksonian to Ericksonian practice.

Level: Basic and Intermediate

31 #8 B&ICKSOBIAB APPROACBIB TO TBI TRBATKBBT Coatia•atal larlor 2 or RIBIDIBTIALLY PLACID ADOLIBCIBTI by Janet Sasson Edgette. Pay.D •• M.P.H.

This course examines how an Erickaonian approach to psychotherapy baa been useful in facilitating the therapeutic progress of socially and emotionally disturbed adolescents placed in a reaidential treatment center. Manifesting long-standing disturbances in their abilities to relate age­ a p pro p r i a t e 1 y t o o t h e r a • a c c e p t 1 i mi t a a n d d i r e c t i on f r om a u t h or i t y-1 i k e f i g u r e a • a n d mo d u 1 a t e t h e

expressions of impulse and affect. these teens. ages 14 through 19 0 often find it difficult to establish a therapeutic alliance and engage in the therapy itself. Case examples will be used to illustrate the advantages of an Ericksonian approach in working with the types of problems presenting in this population. and within this setting.

Educational Objectives: (1) To identify three ways in which an Ericksonian approach to paychotherapy c a n be u a e f u 1 i n t r e a t i n g so c i a 11 y an d em o t i o n a 1 1 y, d i at u r be d a d o 1 e s c e n t s i n r e a i d e n t i a 1 t r e a t me n t aettings. (2) To identify two issues that may arise with the use of hypnoaia and other Ericksonian modalities of treatment with adolescents in this setting.

#9 UTILIZATIOB: JOIBIBG ABD UTILIZIBG TBI Coatiaeatal lallrooa S CRIATIYI RIBOURCIS Or TBI CBILD ABD JAKILY T TO IRUK TBI CYCLE OF TUUIIA ABD ABXIITY H by Linda Epstein-Graval. M.A •• M.F.c.c. This abort course will introduce participants to the pivotal principle of utilization in working with .U children and their families as they struggle to cope with traumatic experiences (child abuse. death and R dying. divorce. earthquake issues). Utilization will be explored as (1) an inner attitude to be s cultivated within the therapi~t. and (2) as a specific type of therapeutic intervention. Educational Objectives: (1) To describe "utili~ation" as a therapeutic perspective. (2) Given a case. D u t i 1 i z e ongoing be h a vi or a • emotion s • v a 1 u e s • a t t i tude a • and go a 1 s a s a me an s of ex p 1 orin g and retrieving solutions. (3) Given a case. create a safe "dissociative atmoephere" in which the problem A can be explored on an unconscious level via the use of indirect techniques euch as metaphor. y interspersed suggestions. and artwork. Level: Basic

#10 IRICKSOBIAB UBDIRPIBBIBGB IB TBB Coatia•atal Parlor 8 TRIATKIBT OJ CBILDBOOD TUUIIA BBQUBLAB by Steven Feldman. M.A.

The purpose of this course is to describe and discuss the use of hypnotic and nonhypnotic approaches and the Ericksonian principles that underlie their selection. in the treatment of individuals who have experienced severe and prolonged exposure to trauma in childhood. The course will emphasize the design of individualized treatment approaches baaed on the Ericksonian principle of "Utilization" and derived from the specific qualities and characteristics of each patient.

Educational Objectives: (1) Given a case. select direct versus indirect techniques of hypnotic induction, ( 2) To describe the significance and strategic management of sel £-destructive behavior. (3) To describe the therapeutic exploitation of spontaneous trance phenomenon. (4) To list the limits and liabilities of therapeutic tasks. symbolic assignments. anecdotes and metaphors. and unetructured communications with the unconscious.

#11 TBI UTILIZATIOB OF BXPLABATIOBB Contioeatal Parlor 3 IB BOLUTIOB JOCUSID COBSULTATIOB by Ben Furman. M.D. & Tapani Ahola. M.A.

The presenters will demonstrate a new model of brief therapy where contrary to many prominent schools of brief therapy the question "why?" has been revived. Building on the ideas of constructivism it is argued that even if there are no true explanations to account for problema. explanations are &till not only helpful in developing useful ideas to solve problems but also great fun to work with.

Educational Objectives: (1) Given a case. describe how to create useful explanations. (2) To describe the idea of birds eye view. (3) Given a case. describe constructivism in action. Level: Intermediate

#12 I&IBJ PBYCBOTBIUPY IB TBB TRBATKBBT Cootiaeatal Parlor 7 OJ BCBIZOPBRBBIA by Aaron Canter. Ph.D.

The results of studies over the past 15 years at the Veteran Administration Medical Center in Phoenix. Arizona. strongly suggest that briefer techniques of psychotherapy are the preferred choice for treating schizophrenics. This abort course will present brief therapy techniques specifically applicable to the severely disturbed patient. Educational Objectives: (1) To list four brief therapy techniques for the severely disturbed patient. (2) To deecribe the technique• and brief therapy approaches of psychotherapy used to treat schizophrenic patients.

32 113 BYTBI II ACTIOI II BYPIOIII laaaalito by Jean Godin, M.D., Ph.D. (Woartla Wloor) In hypnotic practice, hidden myths repre aent an active and unrecognized element. The ezi a ten ce of these myths ezplains why classical hypnosia doea not resemble the hypnoais of Erickson. Certain asaociated paychological phenomena will be related to tbeae mytba. Myths about hypnosia vary with the times, and they can be utilized. The importance of underlying myths auat be conaidered in other therapeutic approaches.

Educational Objectives: (1) Given a case, indicate bow myth shared by the protagoniats of bypnoaia will be responsible for the observed phenomena. (2) To describe why there are two kinds of hypnoaia and why they are not compatible. (3) To ezplain bow the critica about hypnotherapy do not addreaa to bypnoaia in general. but to one form of bypnoaia.

114 TII~R TOYS AID IRIB. PBYCBOTBBRAPY--IUILDIIG •tlton lallrooa A YOUR OVI MODEL by Michael Liebman, M.C.,

Larry lttkin 1 Ph.D., Brent Geary. M.s •• 6 Craig LeCroy, Ph.D. A specific procesa for the evolution of a Brief Paycbotberapy Model ia preaented aa it was developed T over an 18-montb period at the Milton B. Erickaoo Center for Bypnoaia and Paychotherapy in Phoeniz. The aympoaium will focus on key elements of the proceaa 1 feature• of "team-baaed" paychotherapy, H utilization of aupervision dynamics in therapy and in training, aa well aa poaaible applications for team building and program development. The current atatua of the 11 Pboeniz Brief Therapy Model" will be u presented. The program will be supported with selected videos. teat data and handouta. 1 R Educational Objectives: (1) To describe the three phases utilized in developing the Brief Therapy Model. (2) To identify the specific principle• of the Phoeniz Brief Therapy Model. s D 115 B&ICKIOIIAI APPROACBBB TO RBDICIBIOI TBBRAPY Coatiaeatal Parlor 9 A by Maggie Phillipa, Ph.D. y This course ia designed to demonstrate bow the Ericksonian principle• of utilisation, indirection, and unconscious learning can be used to deepen and eztend the redecision model of paychotherapy developed by Bob and Mary Goulding. Participants will learn bow to apply theae principle• during each of the four atages of redecision: contracting. identifying and ezperiencing early decision, making the redecision, and integration. Case ezamplea and live demonstration will be used to illustrate the ayntheaia of redeciaion and Erickaonian approaches.

Educational Objectives: (1) To list one Ericksonian approach appropriate for each one of the four stages of redecision therapy. (2) To apply the Ericksonian principles of utilization, indirection, and unconscious learning to redecision work for a given individual.

116 BRICKIOIIAI PBYCBOTBIRAPY AID TBB . Cypreu RBKBDIATIOI OW TBB •IAGKIITBD BILF Uoartla Wloor) by Reese Price. Ph.D. This course will present a social conteztual baais for the underatanding of the etiology of borderline personality organization. Participants will emerge with an understanding of the intrapaycbic pattern• of functioning they need to recognize and utilize in order to form the strategies necessary to transform tbeae clients' subjective realitiea. The use of bypnoaia also will be ezaained, as will the question of bow to deal with the multiple self representations or personalitiea that are sometimes encountered.

Educational Objectives: (1) To deacribe a social contextual baais for tba underatandin& of the etiology of borderline personality organization as an alternative to the one of developmental fization found in analytic theory. (2) To describe a well formalized understanding of the patterns of intrapsychic functioning one will need to pace and in some manner utilize in order to engender transformation in these clients' subjective realities. (3) To list treatment consideration in generating strategies of use in dealing with aucb clients, including the uae of hypnotic imagery and age regreasion. Level: Intermediate

4&30 - 6:00 •••• ••oar couaaza • BYKPOBIA TBURIDAY P.M.

111 BYPI0818 AID THERAPY VITB YICTIKB OW roarua• Coatineatal Parlor 1 by Mary de Iraainaka. M.s.w. Treatment issues on psychotherapy and hypnosis of victims of torture from Central America and Chile will be discussed. Inducing and recognizing the waking trance in a very natural manner to create control for the victim is paramount. Intervention techniques and hypnotic auggeationa vill be illustrated with case ezamples to address treatment iasues apecific to victims of torture. Educational Objectives: (1) To describe bov three techniques handled in a natural manner can result in inducing a waking trance. (2) To list three problema arising in using some traditional and acceptable hypnotic techniques with victims of torture. (3) To state why trance alone is not sufficient to effect change. (4) To list four therapeutic interventions to handle material shared in waking trance.

33 118 TBE COBTEXTUAL LAYBRIBG OW Continental Parlor 9 THERAPEUTIC DISCOURSE by Jerry Gale, M.Ed. and Douglas Flemons, M.A.

Clinicians engaged in brief therapy must manage complex semantic tangles. Bradford Keeney's new work in "Recursive Frame Analysis" can be used as a method for identifying and sorting contextual layers of meaning in therapeutic discourse. Theoretical foundations will be introduced, and case demonstrations will be presented.

Educational Objectives: (1) To describe the theory of "Recursive Frame Analysis." (2) To describe how clinical cases can be analyzed with this procedure.

Level: Intermediate and Advanced

119 TBB DIAGBOBIS ABD OTILIZATIOB OF Coatineatal rarlor 3 PATIEBTS' REBPOBSE STYLES by Steven Goldsmith, M.D.

The variety of ways is discussed in which a therapist can rapidly diagnose a patient's response style to communications from other individuals. Also discussed is the process of rapidly selecting which of the three basic types of intervention--direct, indirect, or paradoxical--can best fit the patient's T response style so as to generate therapeutic change. These principles are illustrated with case H descriptions. Educational Objectives: (1) To list three specific interventions that can be used to diagnose a u patient's response style. (2) To list three diagnostic predictors of the effectiveness of paradoxical R interventions. s Level: Basic and Intermediate D 120 A KETALOGUE: BRIC~SOB, BATBSOB ABD TBB Continental Ballrooa 6 A PURSUIT OF TBE SYSTEKIC GRAIL y by Rodger Keesler, Ph.D., Bill Matthews, Ph.D., & Gunther Schmidt, M.D. Moderator: Joseph Barber, Ph.D.

Abstract: A theoretical conceptualization of change is a prerequisite for effective intervention. The work of Milton Erickson and Gregory Bateson has influenced much contemporary brief therapy. This aeries of presentations and dialogues will explore dimensions of an Erickaonian/Bateaonian systemic position. Presentations will include: 1) Weaving thread into cloth: Erickson/Bateaon and second order change. 2) A second order view of Erickaonian approaches: therapy of the invisible people. 3) A systemic understanding of the unconscious mind, and hypnotic processes.

Educational Objectives: (1) To state the importance of a theoretical position from which interventions emerge. (2) To describe the dimensions of an Ericksonian/Batesonian framework of change.

121 PURPOSEFUL IBTBRYIBVIBG WOR BRIBW Bilton •allrooa B BOLUTIOB-FOCUBBD THERAPY by Eve Lipchik, M.S.W.

This abort course will demonstrate purposeful choices that can be made during the brief, solution­ focused therapy interview to find the exceptions to the complaint frame that can be utilized for constructing a solution reality with clients. Videotaped examples will illustrate the wording, timing and sequencing of questions, as well as the therapist's stance in response to the answers.

Educational Objectives: (1) To describe the difference between a problem and a solution focus. (2) To describe how to produce existing and hypothetical exceptions. (3) Given a case, indicate four questions to ask in order to build exceptions into solutions.

Level: Intermediate

122 SYKPOBIUK: BRIC~SOBIAI TBCBBIQUBB ACROSS CULTURES Continental Ballrooa 4

VELL BEGUB IS BALF DOBB. TECBBIQUBS OF YALUATIOB ABD KODIFICATIOB OF CLIEBT 1 8 ATTITUDES, KOTIYATIOBB ABD EXPBCTATIOBS ABOUT THERAPY by Emanuele Del Castello, Ph.D. & Mariarosaria La Manna, Ph.D.

In brief therapy it is important to take the client's attitudes, motivations and expectations into account early ~nough to utilize them productively in the treatment process.

The authors, after a abort theoretical framing, are going to preeent the initial results of research on valuation and modification of client self-perceptions and indicate how they influence the therapist and the therapy itself.

Educational Objectives: (1) To describe a conceptual base that allows a therapist to make distinctions on attitudes, motivations, and expectations expressed by client at the beginning of therapy. (2) To list three techniques to modify those variables that could compromise a successful course of therapy.

34 8TaATBGIB8 FOB TBB CBILD TO ACCBPT A POilTIOI AI TBB BLDBIT BROTBBR by Keiichi Miyata, M.A.

The strategies for the child to accept a position as the eldest brother are described through the cases of a severe tic and bed wetting. The techniques of paradoxical ordeal, small modification and metaphoric fable or story were used to change their symptomatic behavior. The task took account of keeping the child's honor and the involvement of family members. The strategic approaches of focusing on their symptomatic behavior, considering family hierarchy resulted in change and family reorganization.

Educational Objectives: (1) To describe the techniques of paradoxical ordeal and small modification for symptomatic behavior. (2) To identify the tasks for reorganization of the family. (3) To describe the use of a fable and a creative story.

B&ICKSOIIAI BYPIOSIS IB TBB T&BATKBIT OF CLIBITS VITB BXAKIBATIOI PAIICS by Manfre~ Prior, Dipl. Psych.

Clients with examination panics often require immediate one-shot brief therapy. Building on reports from Milton B. Erickson further methods of utilization of hypnotic phenomena are discussed. The first case example will describe the harmful hypnotic induction of an examiner, who used a broad range of subtle confusion-techniques. Case examples of therapies will illustrate T how to get to the individually important diagnostic information and bow to utilize relaxation, automatic writing, hypermnesia, positive and negative hallucination, time distortion and H progression in time. u Educational Objectives: (1) To describe a method to gain important diagnostic information. (2) R To describe how to evoke and utilize hypnotic phenomena in the treatment of clients with examination panics. s D

#23 TBIRAPIUTIC PARADOX: SIKILIA Coatiaeatal Parlor 7 A SIKILIBUB CU&AITU& by Carol Sommer, M.S. y

This course will explore the nature of paradox, how it arises in behavior and communication, and how it can be used to facilitate therapeutic change. Drawing from the M.a.I. Brief Strategic Therapy Model, I w i 11 discuss a step-by-step approach to de signing "paradoxical" interventions. Ethical issue a also discussed.

Educational Objectives: (1) To define "Paradox" and identify its occurrence in ordinary behavior. (2) To list the premises of the M.R.I. Brief Strategic Model. (3) To explain a systematic approach to designing therapeutic "paradoxical" interventions. (4) To discuss how to frame and deliver an intervention to the client.

Lev e 1 : B a s i c

#24 ~ BXTBISIOI OF B&ICKSOI'S UTILIZATIOB Iaperial Ballrooa A TBCBIIQUI TO DBBP BTPIOSIS: UICOBSCIOUS IXPLO&ATIOI BBTOID TBB PBISOBAL TO TBB TIAISPB&SOIAL by Donna Spencer, Ph.D.

This course is designed to teach practitioners bow to develop deep hypnotic trance states by using Ericksonian Utilization te cbniq ue s. Once par ti ci pants experience deep trance, they will be guided to explore their unconscious representations in terms of both the personal and the collective unconscious contents. Experiencing deep hypnosis allows the participants to extend their consciousness to allow entry of transpersonal phenomena from the unconscious. The experiential learning of deep hypnosis is a means of allowing the participants to experience the linkage between Erickson's definition of hypnotic techniques with tap into the depths of the unconscious and · Jung's definition of the content and meaning of symbols which come from the depths of the unconscious.

Educational Objectives: (1) To describe the symbolic representation during deep hypnotic trance from a transpersonal as well as personal perspective. (2) To describe the linkage between Erickson and Jung.

Level: Intermediate and Advanced

#25 BXPLAIIIBG TBB UIIXPLAIBABLB: IIBIGBTB liTO Coatiaeatal Parlor 2 BIICKBOIIAI KITAPBOI FROM STUDIES II AaTIFICIAL IITBLLIGBICI by Larry Stephens, A.C.S.W., D.C.S.W.

Dr. Roger Schank of Yale University is exploring how to get computers to emulate the processes humans use to understand their world. His studies of "explanation" abed light on how Erickson designed succeaaful metaphors. We develop a new explanation when an old explanation fails to explain aapecta of our peraonal, socillll, or physical worlds. In thi1 course, the mechanisms of "explanation" are u1ecl to examine Erickson's metaphors. This enablea a clinician to design more successful metaphors.

Educational Objectives: (1) To describe Ericksonian metaphor in the light of studies of "explanation" from Artificial Intelligence. (2) To describe the unconscious processes that u1e metaphor successfully in a person's life. (3) Given a case, design a successful therapeutic metaphor.

Level: Intermediate and Advanced

35 126 w•CILIT.TIBG BBV IDIBTITY ._D VBDBIIT.. DIBCB Coatiaeatal Parlor 8 IB BYPBOTBBR.PY: TBB •pJJIUAIY .._. ••» OTBII TICBBIQVII by Bruce Lee Marine Tanenbaum, M.D.

A utilization of Erickson's "February Mao" technique with a borderline patient will be presented as a means of using hypnotic experiences to help facilitate new identity. A videotaped hypnotherapy aeaaioo will be presented to help illustrate this approach.

In addition, I will present other techniques I have developed that can be uaed in brief hypnotic psychotherapy to integrate "hypnotic realitiea" with regular life experiences to stimulate personal growth for behavioral and personality changes.

Educational Objectives: (1) To describe the principles and utilization of the "February Man" technique in hypnotic psychotherapy. (2) To list four major developmental problema in Borderline Personality Disorder. (3) To list three hypnotherapy technique•.

Level: Intermediate and Advanced

127 COBBBCTIBG ._D BIALIBG VIIBG .A.ILY KYTBB CJpreaa by John Thompson, M.A. (lo•rt• •loor)

All of us have unique backgrounds centered around our families of origin. We develop myths that are T perpetuated in our relationships with others. In this preaeotation hypnotic regression will be used to H examine myths in our families of origin. We will see bow these role• are played out in our live• and u bow to deal with them. Educational Objectives: (1) To deecribe how family myths are incorporated in our lives and how to R determine unique patterns. (2) To describe family myths in a therapeutic setting through the use of emotiooa 1 shorthand. ( 3) To identify family myths and regression technique a in expanding individual s role identification. D Level: Intermediate A y 128 VBCOBICIOVBBBBB a.IBIBC: VTILIZIBG Iaperlal lallrooa I IIICKBOBI._ APPIO.CBBI TO rao•orl li.IBIIT PBIIPBCTIYBI by Catherine Walters, M.A.

The therapeutic approachea of Milton Erickson allow the sender-sensitive therapist to bypase the pitfalls of sexist bias common to more traditional forme of psychotherapy and enables the therapiet to be truly non-sexist.

Drawing upon the writings of Dr. Erickson, the work of feminist therapists and clinical applications employed by the author, this course will demonstrate the compatibility of Erickeooian hypnotherapy with feminist frameworks and the happy outcomes available from this, seemingly unlikely, combination.

Educational Objectives: ( 1) To outline three basic compa ti bili ties between Ericksonia o therapeutic goals and feminist therapeutic goals. (2) To describe two brief therapy interventions with special female populations: victims of eexual assault, battered women, etc.

Level: Intermediate

129 TBB rz•IBIBB ART OW BBALIBC: Contiaeatal lallrooa 5 A IL.. DlBC or BIICKBOBIAB APPIO.CBII ABD BATIYI AKIRICAI TI.CBIBGB by Joyce Mills, Ph.D.

This experiential course will provide participants with a unique opportunity to explore theory, ritual and ceremony of the Native American teachings integrated with the reframing and metaphorical methode of Milton Erickson as they relate to the natural biological cycles of women; i.e., puberty, menstruation, birth, PMS, menopause. The purpose is to help refocus and shift the current limited pathological views of feminine biological cycles to an expanded healing view through respect and celebration.

Educational Objectives: (1) To describe approaches that reframe and expand the view of the natural cyclic changes women experience. (2) To develop innovative skills for helping clients expand and change limiting belief systems in a respectful manner using ritual and metaphor in innovative waye.

Level: Intermediate

130 SOLVTIOB-OIIIBTID TBIRAPY: ailtoa lallrooa A A VILL.III •rPROACB TO WAKILIII by Michele Weiner-Davis, M.s.w.

Because of recent changes in health care services, whether in private practice or agency settings, family therapists will be required to work effectively and efficiently to survive. This course will offer a comprehensive framework for helping familiae change in the shortest time poeaible utili&ing Solution-Oriented Therapy, an extremely innovative approach which helps families change by identifying and capitalizing on family strengths and problem-solving abilities. Video will be used.

Educational Objectives: (1) To describe three techniques to increase client cooperation. (2) Given a case, effect positive change within the first session.

Level: Basic

36 131 LI~~IIG GO: ~81 I8Il~ 11~0 ~~CI ~ibaroa by &obert Wei••• Ph.D. (rourth lloor) One of the key internal events in the induction of hypnotic trance and shift into a more experientially receptive state is the choice/process/experience of "letting go." This workshop will present strategies for inducing/facilitating the "letting go" response at multiple levels. The use of language. metaphor. imagery, modeling. breath, sensory awareness, nonverbal cues. relaxation. and other means of inducing "letting go" will be explored, conceptually and experientially.

Educational Objectives: (1) To describe the role of "letting go" into trance. (2) To list three atra tegiea for fa cil ita ting/ inducing the "letting go" response. ( 3) To identify internal mechani 11u for facilitating the "letting go" response.

Level: Basic

132 IITIG&ATIVI TBI&APY WITH COISCIOUBIIIS Sauaalito

CASUALTIII by Hillel Zeitlin. M.S.W 1 L.C.S.W. (rourtll lloor) Consciousness casualties are individuals who have experienced adverse psychological reactions following exposure to mind altering practices. This presentation surveys the methods and settings of popular consciousness change methods. and some debilitating symptoms that can ensue. From there I will diacuaa a brief therapy model to assist such individuals to integrate their experiences more functionally. and contra at the ethical boundaries that distinguish therapeutic unconscious influences from those which T underaine personal autonomy. H Educational Objectives: (1) To describe the concept of consciouaneu casualties. (2) To describe u coot emporary mind altering methods. ( 3) To discuss six pay chologi cal reactions to contemporary mind altering methods. (4) To describe how to take a "consciousness history." (5) To describe how to R reframe prior experiences and beliefs about personal growth. (6) To list three cognitive reintegration techniques. ( 7) To list two ways of handling diuociative behaviors. (9) To describe three ethical s distinctions between therapeutic and abusive influence. D Level: Intermediate A y

THV&SDAY IVaJIIG

6:15 - 7:15 •••• AVTBO&I 1 •ova Yoaoaito lallrooa I • C

7:30 - 9:30 •••• T&IIVTI TO Vl&GIIIA BATI& Graad lallrooa I A Special Hodia Proaraa reaturiaa Viraiaia Batir' • •ot Rocke aad llowera• aad a Preaeatatioa froa the 1985 l~olutioa of Paychotherapy Coafereace Batitled •The Role of the Therapiat/Tbe Role of the Clieat• A Topical Paael reaturiaa &ollo Kay. Carl Roaera. Viraiaia Satir. aad Thoaaa Saaaa

37 POUITB li!IIIATIOIAL COI~IIBB

fRIDAY DICIKBIR 9, 1988

1:30 - 2:30 P.K. -- IIYIOTI ADDRISB -- Gran• Ballrooa B

•vBY lOT LOIG-TIIK TBIIAPYt•

JaJ BaleJ, K.A.

8:30 A.K. - 6:15 P.K. -- TOPICAL PAIILB -- lRIDAY

Educational Objectives: To learn the use of hypnosis in specific clinical aituations.

8:30 - 9:30 A.M. TP-1: IIBIBTAICI Continental la1lrooa 4 Richard Fisch, M.D., Camillo Loriedo, M.D., Erving Polster, Ph.D., Robert Pearson, M.D.

TP-2: AIICDOTIB AID KITAPBOIB Continental lallrooa 5 Carol Lankton, M.A., Deborah Rosa, Ph.D., Ronald Havens, Ph.D., Bernhard Trenkle, Dipl. Psych.

TP-3: AIXIITY AID DIPRISBIOI Contineatal lallrooa 6 Albert Ellis, Ph.D., Mary Goulding, M.S.W., Michael D. Yapko, Ph.D., R. Reid Wilson, Ph.D. 9:45 - 10:45 A.M. TP-4: SIXUALITY Coatineatal lallrooa 4 Daniel Araoz, Ed.D., D. Corydon Hammond, Ph.D., Joyce Mills, Ph.D., Bernie Zilbergeld, Ph.D.

TP-5: BRill TBIIAPY TRAIIIIG Contiaeatal lallrooa 5 Lynn Johnson, Ph.D., Simon Budman, Ph.D., William O'Hanlon, M.S., Peter Sifneoa, M.D.

TP-6: BIVIIILY DIBTUIIID PATIIITB Contineatal lallrooa 6 Yvonne Dolan, M.A., Nicholas Cummings, Ph.D., Herbert Lustig, M.D., Gunther Schmidt, M.D.

11:00 A.M. - 12:00 Noon TP-7: USIIG DRKAKB ABD SYKIOLB Contiaeatal lallrooa 4 Stephen Gilligan, Ph.D., James Gustafson, M.D., F Ernest L. Rossi, Ph.D., Peggy Papp, A.c.s.w.

R TP-8: PAil COITIOL Coatiaeatal lallrooa 5 I Kay Thompson, D.D.S., Lee Kadis, M.D., Sandra Sylvester, Ph.D., Jeffrey Feldman, Ph.D. D TP-9: IISIAICB IB BRill TBIIAPY Contiaeatal lallrooa 6 A Steve de Shazer, M.s.w., John Weakland, M.F.c.c., y Peter Sifneos, M.D., Bans Strupp, Ph.D. 2:45 - 3:45 P.M. TP-10: TBIRAPIUTIC OBIS OP BUKOI Coatiaeatal lallrooa 4 Joyce Mills, Ph.D., Horman Katz, Ph.D., Albert Ellis, Ph.D., Lara-Eric Unestahl, Ph.D.

TP-11: BYPIOBIS IB PSYCBOTBBIAPY Continental Ballrooa 5 Joseph Barber, Ph.D., Philip Booth, M.A. (Oxon), Noelle Poncelet, Ph.D., John Beahrs, M.D.

4:00 - 5:00 P.M. TP-12: BSSIITIAL ASPECTS OP IIIIP TBBIAPY Continental lallrooa 4 William O'Banlon, M.S., Norma Barretta, Ph.D., Paul Watzlawick, Ph.D., Jeffrey K. Zeig, Ph.D.

TP-13: BOKIVOII ASBIGIKBBTB Continental lallrooa 5 Helen Erickson, R.N., Ph.D., John Frykman, Ph.D., David Gordon, M.A., Terry Tafoya, Ph.D.

5:15 - 6:15 P.M. TP-14: PAKILY TBIIAPY Coatinental Ballrooa 4 Stephen Lankton, A.c.s.w., Gianfranco Cecchin, M.D., Ruth McClendon, M.s.w., Camillo Loriedo, M.D.

TP-15: BYPIOTIC IIDUCTIOI Continental lallrooa 5 Philip Barretta, M.A., Marc Lehrer, Ph.D., Sidney Rosen, M.D., Charles Stern, Ph.D.

8:30 A.K. - 6:15 P.K. DIKOIBTIATIOIB Graa• lallrooa I

Educational Objectives: To view the various atyles of Ericksonian hypnotherapy and to be able to apply techniques in given clinical situations.

8:30 - 9:30 A.M. D-1: TBI UTILIZATIOI APPROACH TO BYPIOTBBIAPY Jeffrey K. Zeig, Ph.D.

9:45 - 10:45 A.M. D-2: USIIG BYPIOSIS II PSYCBOTBBIAPY Joseph Barber, Ph.D.

38 11:00 A.M. - 12:00 Hoon D-3: KOTIVATIBG ACTIOB WITH BY.BOTBBRA•Y Graad lallrooa I Stephen Lankton, A.c.s.w.

2:45 - 3:45 P.M. D-4: HHBOTBBU..Y WITH COU.LBS Stephen Gilligan, Ph.D. 4:00 - 5:00 P.M. D-5: SHORT A••aoACH TO HEAVY •aoJLBIIS: IRIBP THBU.•Y lOR WBIGBT RBDUCTIOB Carol Lankton, M.A. 5:15 - 6:15 P.M. D-6: DBB. BATUU.LIITIC HY.BOTBBU.•Y Ernest Rossi, Ph.D.

S:30 A.B. - 6:15 •••• Graad lallrooa A

Educational Objective: To experience the hypnotic styles of varioua practitioner&.

8:30 - 9:30 A.M. GI-l: D. Corydon Haaaond, Ph.D.

9:45 - 10:45 A.M. GI-2: Sandra Sylvester, Ph.D.

11:00 A.M. - 12:00 Hoon GI-3: Horma Barretta, Ph.D. Philip Barretta, M.A.

2:45 - 3:45 P.M. GI-4: Kay F. Thompson, D.D.S.

4:00 - 5:00 P.M. GI-5: Horman Katz, Ph.D. Marc Lehrer, Ph.D. 5:15 - 6:15 P.M. GI-6: Deborah Rosa, Ph.D.

8:30 A.B. - 6:15 •••• Biltoa lallrooa Educational Objective: To learn philosophies of various practitioners and theorists.

8:30 - 9:30 A.M. CH-1: HY.BOTBBU..Y IB CZBCBOSLOVA~IA AID BASTB .. BURO.B Michael Vancura, Ph.D. 9:45 - 10:45 A.M. CH-2: IBDIVIDUAL A••LICATIOBS Or HY.BOSIS Betty Alice Erickson Elliott, M.s. Roxanna Erickson Klein, I.H., M.s. Robert Erickson, M.A. F

11:00 A.M. - 12:00 Hoon CH-3: AIOUT KILTOB BRIC~SOB R Lance Erickson, Ph.D. Kristina K. Erickson, M.D. I Elizabeth M. Erickson, B.A. D 2:45 - 3:45 P.M. CH-4: •sYCBOLOGICAL •aiBCI.LBS TO •aoiiOTB SAPB SBX A Bernie Zi1bergeld, Ph.D. y 4:00 - 5:00 P.M. CH-5: A COBVBRIATIOB BOUB WITH BRBBIT L. BOSSI •••• D. Ernest L. Rossi, Ph. D.

5:15 - 6:15 P.M. CH-6: A COBVBRIATIOB HOUB WITH •AUL VATZLAVIC~ •••• D. Paul Watzlawick, Ph.D.

8:30 A.B. - 5:00 P.M. -- KIBI-DBIATBI: DIALOGUES 6 TRlALOGVBS -- Iaperial lallrooa

Educational Objective: To become aware of the differing approschea to brief therapy and to deacribe the strengths and weakne1ss in each approach. 8:30 - 9:30 A.M. KD-6: TRIALOGUB Joel Bergman, Ph.D. Ruth McClendon, M.s.w. Stephen Gilligan, Ph.D.

9:45 - 10:45 A.M. IID-7: DIALOGUE Steve de Shazer, M.s.w.

Michael D. Yapko 1 Ph.D. 11:00 A.M. - 12:00 Hoon IID-8: TRIALOGUB

Paul Watzlawick 1 Ph.D. Mary Goulding, M.s.w. Daniel Araoz, Ed.D.

2:45 - 3:45 P.M. IID-9: TBIALOGUB Carol Lankton, M.A. Nicholas Cummings, Ph.D. James Gustafson, M.D. 4:00 - 5:00 P.M. IID-10: DIALOGUE Richard Fisch, M.D. Peter Sifneos, M.D.

39 %:45 - 6:15 •••• Continental aellrooa 6 (Hone acheduled Friday morning) (Bring your caaea for auperviaion by a panel of e~perta)

Educational Objective: To compare and contraat clinical and philoaophical perspectives of e~perta.

2:45 - 3:45 P.M. BP-I: BUPBBYIBI08 PA8BL I Ronald Havens, Ph.D. Ellyn Bader, Ph.D. Joel Bergman, Ph.D. Yvonne Dolan, M.A.

4:00 - 5:00 P.M. BP-II: BUPBBYIBI08 PA8BL II Michael D. Yapko, Ph.D. Herbert Lustig, M.D. Mary Goulding, M.s.w. Gianfranco Cecchin, M.D.

5:15 - 6:15 P.M. BP-III: BUPBBVIBI08 PA8BL III

William O'Hanlon 1 M.S. David Gordon, M.A.

Joyce Milla 1 Ph.D. Lea Kadia, M.D.

F R I D A y

40 S~TURD~Y DBCIKBIR 10, 1988

8:00 - 10:00 ~-·· voa~saors #60 - 72 I~TURD~l' ~.K.

VOR~BBOP •o. 60 Coatiaeatal Parlora 7 • I TBI .IV BYr.OSIS: BOV TO DO IT

Instructor: Daniel Araoz, Ed.D.

Demonstrations with audience volunteers will be followed by diacussion and clarification of the essential characteristics of the New Bypnosi1.

Educational Objectives: (1) Given a case, indicate how to utilize whatever behavior the client abowa to lead him to inner work. (2) To deacribe methods of the Rev Bypnoaia used to help inner transformation.

VOR~BBOP •o. 61 Coatiaeatal lallrooa 6

PRIBCRIPTIO.B, RITUALS, .-D KIT~PBORI

Instructor: Joel Bergman, Ph.D.

This workshop focuses on using rituals, preacriptiona, and metaphora in family therapy. Iaaues to be explored include: formulating rituala; understanding the factora by which people act upon theae prescriptions; and maximizing their metaphorical, poetic, creative, and humoroua aapecta.

Educational Objectives: (1) To accurately identify the function a particular paychiatric symptom serves a family system, and explain that function within the family structure and dynamics. (2) To formulate and deliver the first therapeutic prescription or ritual; predict how the ae in t erven tiona will interface with the family system. Predict structural and dynamic conaequencea of the first ritual and predict subsequent rituals and shifta in the family syatea.

VOR~IBOP •o. 62 laperial lallrooa A

Instructor: David Cheek, M.D.

Factors underlying emotional and physiological maladaptive behavior often have their beginning during prenatal and perinatal 1 ife, long before the origin of conacioua memory. Iaprinted origins can be discovered and therapeutically restructured with subconscioua review methoda.

Educational Objectives: (1) To describe the trauma concept for maladaptive behavior. (2) Given a case, recognize sources of resistance and ahow how the client can take an active part in the therapeutic process.

VOR~8BOP •o. 63 Coatiaeatal Parlor 9 TBI Cll'ITAL IALL TICB.IQUB s Instructor: Steve de Shazer, M.s.w. A

This workshop traces the development of the crystal ball technique from a trance based technique to a T brief therapy technique. u

Educational Objectives: (1) Given a case, develop a solution focua. (2) Given a caae 1 describe bow R to help clienta aet goals. 0 A VOR~IBOP •o. 64 Coatiaeatal lallrooa 5 y 111&1 BYP.OTBIIAPY VITB I•CIBT IURYIYORI

Inatructor: Stephen Gilligan, Ph.D.

Thia workabop will view incest in terms of profoundly negative hypnoaia, and explore solutions baaed on future-oriented hypnotically baaed maatery approachaa. Techniquea, case examplea, experiential exerciaes, and a live demon1tration will auggeat paychophyaical healing paths in therapy for inceat survivors and their families.

Educational Objectives: (1) To list three ways that incest experiences are hypnotic in nature. (2) To list three methods for transforming the negative hypnosis of iaceat aurvival into poaitive hypnoaia of self-ma•tery.

41 VORKBBOP 65 Coatiaeatal Pa~lo~ 2

BYPBOSIB ~D BLP: BRIBGIBG STRUCTURE ABD FRBBDOK TO BRIBF BYPBOTBBRAPBUTIC IBTBRYBITIOBI

Instructor: Marc Lehrer. Ph.D.

This workshop is a synthesis of hypnosis and Heuro-Linguistic Programming that can be applied to

consul ta tiona and brief thera peu tic and medica 1 a ppl i ca tiona. The workshop will include dis cue aion 1 demonstrations. and practice.

Educational Objectives: To describe a synthesis of five methods of Heuro-Linguistic Programming and hypnosis. (2) To state three issues of control and free choice as contrasted in both models of intervention.

VORKBBOP BO. 66 Biltoa lallrooa I TRUTIIBBT OF POBT-TUUIIATIC BTRBIB CAUIBD BY SBXUAL ABUIB

Instructors: Herbert Lustig. M.D. & Zeva Singer. M.A.

A methodology will be presented that efficiently and effectively deals with stress disorders caused by experiencing sexual abuse. Participants will learn about the treatment and its effect& on abuae victims.

Educa tiona 1 Objectives: (1) To describe two te chniq uea that emotionally protect the patient during treatment. (2) To identify three symptom complexes that are amenable to thia form of treatment.

Coatiaeatal Pa~lor 3 IBTBBBIYB KULTIPLB FAMILY GROUP TBBaAPY

Instructors: Ruth McClendon. M.s.w. & Lea Kadia 1 M.D. This workshop combines the beat element& of family therapy. group therapy and encounter therapy into an efficient high impact therapeutic experience. It focuses on the skill& needed to utilize this format effectively.

Educa tiona 1 Objectives: (1) Given a fam·ily group • de scribe how to integrate large group a • aubgroups • and individual strategies into a coheaive therapy structure.

VORKSBOP BO. 68 Coatiaeatal Ball~ooa 4 TBB USB OF STRUCtURBD FABtASY VITB COUPLBB

Instructor: Peggy Papp. A.c.s.w.

This workshop will demonstrate various uses of fantasies and metaphors in treating couplea. Attendees will participate in simulations and formulating interventions.

Educational Objectives: (1) Given a case 1 describe bow to uae atructured fantasy. (2) To describe

the power of movement 1 enactment. and pbyaical positioning.

VORKBBOP BO. 69 Coatiaeatal Pa~lo~ 1 s IBtBRSPBRSAL TBCBBIQUBS IB BRIBF BRICKBOBIAB PBYCBOTBBUPY Instructor: Charles Stern Ph.D. A 1 T This workshop will facilitate both cognitive and experiential underatanding of the use of interapersal techniques in Ericksonian psychotherapy. A brief didactic overview and experiential practice will be u presented.

R Educational Objectives: (1) To list three aapecta of interapersal techniques. (2) To deacribe two D types of interspersal techniques. A y VOHIBOP BO. 70 Iaperial lall~ooa I BtaATBGIC TBUTIIBBT OF PABIC DIBOBDIB

Instructor: R. Reid Wilson 1 Ph.D. Tbia workshop emphasizes therapist akills in the asaessment and brief treatment of panic diaorder. Included will be the benevolent purpose of symptoms. the panic-prone personality. interventions into phy•iology. pattern disruption. altering dysfunctional attitudes. viaualhation• and brief bypnosia 1 stopping obsessions. "splitting." and cognitive restructuring. Educational Objectives: (1) To outline the faulty mental processing that leads to and maintains the experience of panic. (2) To describe at least four therapeutic interventions which encoura&e a copin& response to panic disorder.

42 voaK.s•or •o. 11 Blltoa lallrooa • DBMO.ITRATIOB IY Instructors: Gianfranco Ceccbin, M.D. and Michael D. Yapko, Ph.D. These clinical demonstrations allow registrants to actually observe the different styles of therapy conducted by faculty. This workshop consists of two separate one-hour demonstrations. The presenter& and topics are as follows: Gianfranco Cecchin, M.s., "Technique a of Milan-Style Therapy." and Michael D. Yapko, Ph.D •• "Facilitating Flexibility." Educational Objective: To view various styles of Ericksonian hypnotherapy to be able to apply techniques in given clinical situations.

VORK.I.OP BO. 72 Poartk lloor ..etla& Rooaa IKALL GROUP PRACTICUK IBIIIOBI - IRIBP TBBRAPY or .BXIBTY DIIORDBRI These two-hour workshops are offered for those who desire small group experiential training. Each group will consist of a maximum of twelve participants. Practicum aesaiona cover either apecific techniques of Ericksonian hypnotherapy or brief therapy. Members of the faculty will be assigned aa group leaders just prior to the meeting. Educational Objectives: To identify brief therapy methods for treating anxiety diaorder1.

10:1S A.K. - 12:15 P.K. VORK.IBOPI #80 - 92

VORK.IBOP BO. 80 Coatiaeatal Parlor l

Instructors: Philip Barretta, M.A. & Horma Barretta. Ph.D. When all else seems to fail. using a metaphor to deliver a therapeutic aeasage to a patient will often overcome the most rigid resistance. In fact. participant& will discover. there'• no such thing as resistance in patients. There may be. however, inflexibilify in aome therapist&. Tbia workshop will help to restore and maintain flexibility with the moat "resistant" cases.

Educational Objectives: (1) Given a case history. construct a hypnotic metaphor. (2) To describe how to use linguistic patterns to embed messages within the metaphor.

VORK.BBOP BO. 81 Iaperial lallrooa I

Instructors: Hicholas Cummings, Ph.D. & Jeffrey Bragman, Ph.D. Defensive practice and the lack of alternatives result in the over-hospitalization of auicidal patients. often escalating their suicide potential. Targeted outpatient intervention& can not onl:y differentiate the severely suicidal patient, but can also give better long range results than • hospitalization.

Educational Objectives: (1) To list the characteristics that differentiate the lethally suicidal s patient. (2) To describe four techniques that immediately reduce auicidal riak. A T VORK.IBOP BO. 82 Coatiaeatal Parlor 9 u TBB CLIBICAL POIIIIILITIBI FROK TBB GR_.T TaADITIOB OF IRIBF PIYCBOTBBRAPY R Instructor: James Gustafson. M.D. D The p•ycboanal:ytic, character-analytic, interpersonal and a:ystemic perspectives can be utilized to get different views of the patient's pre4icament. Such richness is onl:y helpful if a relativel:y clear line A of inquiry can be made from the "loose end" offered b:y the patient as a preaented problem. y

Educational Objectives: (1) Given a case, describe how to work the opposing currents which buffet the interview. (2) To shwo how the larger fields of observation (interpersonal and ayatemic) show the hazards of releasing the patient from the bind• of smaller fields of observation (ps:ychoanalytic and c~racter-analytic).

voaK.aaor •o. 13 Iaperial lallroo• • LIYIBG BYPBOTICALLY: COBTROLLIBG PAIB ABD PL&liORB Instructors: Horman Katz, Ph.D. & Marc Lehrer, Ph.D. Pain and pleasure are two areas of self-control that can be appreciated by mauy clients who can learu how to maximize or decrease these experiences in brief therap:y and in life.

43 Educational Objectives: (1) To deacribe three technique• to minimhe pain. (2) To deacribe three technique• to maximize pleasure.

vou:saor ao. 84 Biltoa Ballrooa B

I&IB• APPROACBBS IB KDL~IBODAL ~BBaAPY

Instructor: Arnold Lazarus, Ph.D.

The unique assessment methods involving modality profiles, atructural profiles, tracking, and •econd• order ba1ic I.D. charts will be addre1sed. The rationale for technique selection will be under1cored. When and when not to use family therapy will be discussed.

Educational Objectives: (1) To list multimodal assessment techniques. (2) To discusa the art and science of psychotherapeutic intervention, and to show how both aspect& interface.

VORitSBOP BO. 85 CoDtiDeatal Ballrooa 4

Instructor: Joyce Mills, Ph.D.

Participants will learn how to create and utilize the therapeutic metaphor within a hypnotic and multidimensional-multisensory framework. The focus includes: Storytelling, Artistic and Living Metaphors as well as Cartoon Therapy. These innovative approachea are designed to enter the world of the child and integrate his/her own unconscious resources and learnings to facilitate poaitive change. Group interaction will be included.

Educational Objectives: (1) To describe a multidimensional-multisensory model for creating and utilizing the Therapeutic Metaphor for short-term therapeutic goals. (2) To describe Artiatic and Living Metaphors. (3) Given a case, utilize sensory systems, interapersed suggestions, and background structure within the metaphorical framework. VORitSBOP 10. 86 CoDtiDeDtal Ballrooa 5

~BB DRBABIODY IB IODY SYBP~OBS ABD B&IBW BYPBOTBB&APY

Instructor: Noelle Poncelet, Ph.D.

The innovative approach of Arnold Kindell, Ph.D., founder of Proceas.,.Oriented Psychology, will be utilized to explore how the body is a dream trying to happen. Hypnotically, we will work with our symptoms, dreams, myths and fantasies to discover bow they mirror each other and provide cues toward resolution.

Educational Objectives: (1) To recognize and amplify semantic messagea from the unconscioua. (2) To recognize and utilize a client's spontaneous channel switch, as well as develop at least three waya of dealing with "edges."

VORitSBOP BO. 87 CoDtiDeatal Parlor 2

~BB U~ILIZA~IOB o• SYKP~OBS AS SYBBOLIC •ABILY BBBIB&S (Oa &BLA!IOBIBIP-PA&!BIRS) IB BRIIW BYI!IBIC­ • BRICitBOIIAI !BiaAPY Instructor: Gunther Schmidt, M.D. s This workshop will demonstrate bow symptoms and the responses to them can be created and utilized as symbolic imagined family members, both in family therapy and ayatemic therapy with single patients. It A also will show how with systemic Circular Questions (used as aolution-oriented indirect-suggestive method) the problem-stabilizing patterns between the "real" member& of the system and the "imagined" T members (symptoms) can be clearly worked out. Symbolic and strategic task& relating to the aymbolic u family members can catalyze self-organization in a few sessions. R Educational Objectives: (1) To describe the effect in relationships of symptoms, and indicate their importance as indirect-suggestive relationship-partner•. (2) To indicate bow Circular Questioning D combined with Ericksonian techniques ia a solution-oriented indirect-hypnotic method. (3) To deacribe A bow symbolic tasks and prescriptions are effective pattern-influencing interventions. y VO&ItSBOP BO. 81 CoDtiaeatal Parlor 1

8BO&~-~BRB ABXII!Y PROYOitiBG PSYCBO!BiaAPY (STAPP)

Instructor: Peter Sifneos, M.D.

The workshop uses videotapes to demonstrate abort-term anxiety provoking psychotherapy. Fundamental ·concepts and techniques will be offered.

Educational Objectives: (1) To list five techniques of STAPP.

44 Coatlaeatal ••rlora 7 l I

Instructor: Lara-Eric Unestahl. Ph.D.

This workshop describes the principles behind mental training and the research that resulted in the development of long-term and systematic training programs (Inner Mental training) 'and the application of the programs in Sports (Peak Performance training), the Swedish school system (Life Skill training), business (Mind training), Health (Well ness training), and for Personal Growth (Mental Fitneaa training). The system is used by about two million Swedish people. A new type of open university courses in mental training. centered around the application in Sports and Life also will be described.

Educational Objectives: (1) To describe ways of learning and automatizing new and better waya of thinking, reacting and behaving, still there six months after the workshop. ( 2) To teach relaxed effectiveness and life-satisfaction through alternative systems of control and alternative statea of consciousness.

VO&KBBOP 10. 90 Coatiaeatal lallrooa 6

Instructors: Richard Fisch. M.D. & John Weakland, M.F.c.c.

This workshop demonstrates the application of the M.R.I. Brief Therapy model to a caae involving excessive drinking. It highlights the atrategic use of working primarily with the complainant ("codependent" in A.A. terms) rather than the non-complainant drinker. Although centering on one case, methods can be generalized into an alternative model.

Educational Objectives: (1) To relate the M.R.I. Brief Therapy model to-- a clinical problem having aerioua consequences. (2) Given a case, utilize the participation of a codependent as the prime focua in the treatment of the symptom system.

VO&KBBOP 10. 91 Biltoa lallrooa A

Instructors: Daniel Araoz 1 Ed.D. and David Cheek, M.D.

These clinical demonstrations allow registrants to actually observe the different atyles of therapy conducted by faculty. This workshop consists of two separate one-hour demonstrations. The presenter•

and topics are as follows: Daniel Araoz 1 Ed.D., "The New Hypnoais with Couples," and David Cheek, M.D., "Ideomotor Techniques."

Educational Objectives: To view the various styles of Ericksonian hypnotherapy and to be able to apply techniques in given clinical situations.

VOHBBO. 10. 92 Foartk Floor KeetiD& Rooaa

BKALL Gaou• PRACTICUK SESSIOIS -- BRIEF KARITAL AID FAMILY THERAPY

These two-hour workshops are offered for those who desire small group experiential training. Each group will consist of a maximum of twelve participants. Practicum sessions cover either specific techniques of Ericksonian hypnotherapy or brief therapy. Members of the faculty will be assigned as group leaders just prior to the meeting.

Educational Objective: To identify ways to use hypnosis in specific situations encountered in the practice of marital and family therapy. 5 A SATURDAY AFTERIOOI T

1:45 - 2:45 P.ll. -- KEYIOTE ADDRESS -- Graad Ballrooa I u

•BRIEF PSYCBOTBERAPY: TBE TEMPORAL FACToa• R D Araold A. Laaaraa. Pb.D. A 3:00 - 5:30 P.ll. IIVITED ADD&ESBII SATURDAY P.M. y

IEIBIOI 6 Biltoa lallrooa

IBBUEB II B&IBF TBB&APY

Moderator: Sally Franek, Ph.D.

Tbe Great Biaplifyiaa Coayeatioaa of Brief Iadiyidaal Paycbotberapy by Jamea Paul Guatafson, M.D.

The surprisingly different landscapes aeen by the different schools of brief psychotherapy can be followed by underatanding a series of simplifying conventions which generate very different possibilities for the patient. From within the conventions for observation adopted by each of the schools. the phenomena of the other schools tend to disappear from view.

Educational Objections: (1) To describe the crucial conventions which delimit what is observed by the major schools of brief psychotherapy. (2) To describe the trade-offs for each of the limiting conventions: what can be seen most clearly, what is lost to view.

45 Kiracle Careat: Tberapeatic Co••••••acea of Clinical Deaoaatrationa by Joaeph Barber, Ph.D.

"One-time" treatment cures are unlikely in psychotherapy. In workshop settinga, however, clinical demonstrations often exemplify greater therapeutic effect than similar treatment given in a private clinical office setting. This paper examines the issuea relevant to theae "miracle curea."

Educational Objectives: (1) To describe the importance of patient expectancy in treatment. (2) Given a clinical case, describe the importance of critical evaluation of therapeutic "aucceaa," including follow-up assessment.

lrief Interaittent Paychotherapy Throaahoat the Life Cycle by Nicholas Cumminga, Ph.D.

The concept of 11 cure" in psychotherapy is elusive and unattainable. Baaed on a developmental model, psychotherapy can be a series of brief interventions at criaia pointa throughout the life cycle. Twenty-five years of empirical reaearch demonstrates this can be aa effective and more efficient than long-term therapy.

Educational Objectives: (1) To describe the characteriatica of the developmental model that facilitate interventions at crises pointe throughout the life cycle. (2) To list six or more targeted interventions that would impact on specific emotional conditiona. * * * * SBIIIO. 1 Continental lallrooa 4

AIPBCTI OP IRIBP TBBRAPY

Moderator: Dorothy Miller, Ph.D.

Clinical Road Kapa for Doina lrief lyateaic Therapy by Joel Bergman, Ph.D.

Various clinical road maps for doing brief systemic psychotherapy will be described. Tbeae include maps charting: 1) Affect; 2) why this particular symptom and why now?; 3) bow a system ia organized around and sustains a symptom; and (4) ways of interdictins a syatem and eliminating the aymptom.

Educational Objectives: (1) To identify the essential• of information gathering and hypothesis formation in brief systemic psychotherapy. (2) To list four effective techniques to use in therapy in the brief treatment of individuala, couples, and families.

The Kyth of Teraination in lrief Therapy: Or. •tt Ain 1 t O•er Till It 1 a O•er• by Simon Budman, Ph.D.

Those doing brief and time-limited psychotherapies often assume that auch treatment entaila fixed and constrained time-limits. The author questions these and related myths in brief therapy.

Educational Objectives: (1) To list three central issues of time limits and termination in brief therapy. (2) To describe three common myths regarding termination and present empirical and clinical challenges to those myths.

Bow Long lhoald lrief Therapy let by Herbert Lustig, M.D.

Parameters and methods will be explored to determine the optimal purpose and duration of Brief Therapy. Clinical illustrations will be given.

Educational Objectives: (1) To state one meaning of Brief Therapy. (2) To describe bov to employ s Brief Therapy in four common clinical situations. A * * * * IBIIIO. 8 Graad lallrooa A T u TBCK.IQUII OP IRIBP TBBRAPY II R Moderator: Nancy Czech, M.A. D The Therapeutic Debate by Peggy Papp, A.c.s.w. A My presentation will describe the Therapeutic Debate, a technique developed in the Brief Therapy Project of the Ackerman Family Institute. The debate breaka through impaaae1 by mirroring the client's y dilemmas around change, and it clarifies choicea.

Educational Objectives: (1) To describe an effective technique for dealing with resistance. (2) Given an impasse, elucidate the complex processes involved in change.

Vhat la It Aboat lrief Therapy tbat Vorka! (An Anawer for Deceaber 1988. Oaly) by Steve de ShaKer, M.s.w.

Simply, what makes all therapy "work" is magic. I will look at thi1 particular form of maaic and attempt to de-mystify the type of magic I practice.

Educational Objectives: (1) To rigorously define and describe the system brief therapi1ts are involved in. (2) To describe the central principles involved in doing brief therapy.

46 Brief !herap7 Tactics ia Loa&er Tera Pa7chotberapiea by Michael D. Yapko, Ph.D.

Many clinical problema exist that are too complex to be effectively treated in the abort time apan of a brief therapy model. Indications and contraindication& for brief therapy approacbea vill be described, as vill ways to integrate strategic approaches into longer term therapy plana.

Educational Objectives: (1) To provide ape cif ic criteria for identifying vhen strategic approaches are indicated and contraindicated. (2) To identify intervention opportunitiea in longer term therapies where the use of brief therapy strategies is indicated. * * * *

8188IOB 9 Coatiaeatal lallrooa 5

APP&OACBII TO I&IIF TBIIAPY II

Moderator: Wolfgang Lenk, Ph.D.

Bhort-Tera Aaxiet7 Pro•okia& Pa7chotberap7 (STAPP) by Peter E. Sifneoa, M.D.

Historical development of STAPP, criteria for selection, technical requirements and outcome findings of this form of therapy will be presented.

Educational Objectives: (1) To list basic principles of STAPP and criteria to aelect appropriate candidates. (2) To describe the techniques utilized in STAPP.

Bow Caa Paycholo&ical Treataeat Aia to be Briefer aad letter! -- The Batioaal-Baoti•e Approach to Brief Therapy by Albert Ellis, Ph.D.

Presents the main theories and principles that underlie the practice of Rational-Emotive brief psychotherapy and explains and describes the cognitive, emotive, and behavioral technique& moat frequently used when brief R.E.T. is practiced.

Educational Objectives: (1) To show why Ration a 1- Emotive Therapy ia intrinai cally a brief form of paychotberapy. (2) To list three ways in which it is intrinsically brief. (3) To liat four comaon R.E.T. techniques of brief psychotherapy.

The Bew B7paoaia: A Cliaical Paradiga of lrickaoaiaa B7paotherap7 by Daniel Araoz, Ed.D.

The main characteristics of the New Hypnosis are that it is client-centered and it provides a uniquely personal experience for the client. A paradigm to apply the New Hypnosia clinically makes it poasible to approximate Erickson's hypnotic work.

Educational Objectives: (1) To state the clinical value of the two characteristic• of the Nev Hypnosis. (2) Given a clinical case, indicate bow to use New Hypnosis methoda. * * * *

811810B 10 laperial lallrooa

IYBTIKIC APP&OACBII

Moderator: Robert McNeilly, M.B.B.S. Bow to Utilise Therap7'• liaaea by Gianfranco Cecchin, M.D. s Every therapy has its own inherent biases. Family therapy can be provided by a team approach A emphasizing the systemic nature of human interaction. This paper describes bow to utilize the biaaea that are inherent in the therapy. T

Educational Objectives: (1) Given a therapy, list three biases. ( 2) Given biases in therapy, u describe how to use them. R D Iate&ratia& the ladiYidaal iato Faail7 Therap7: The Coatract ia the Ee7 by Ruth McClendon, M.S.W. A In Redecision Family Therapy modal features of the current family procesa and structure are identified and used as an entrance to changing those outdated perceptions that are rooted in personal history. y Redecisions made from issues identified in the course of systemic family therapy facilitate efficient and long lasting changes in both the family and individual.

Educational Objectivea: (1) To recognize early deciaions when they appear in current family proceaa. (2) To describe how to integrate redeciaion therapy vith aystemic therapy.

Faail7 Kytba aad Realitiea: lrickaoaiaa Approacbea to Faail7 of Ori&ia by Betty Alice Erickson Elliott. M.s.

It is widely believed that unresolved family of origin issues play important roles in dysfunctional behaviors. Erickson fully recognized the impact of past family atructures and injunctions. He used them as a base for appropriate behavior and emotionality and was able to recreate perceptions ao that resolution occurred.

Educational Objectives: (1) To describe Erickson' a approaches to family of -origin iasues. (2) Given a clinical case. describe specific Ericksonian interventions for family of origin iasue resolution. * * * *

47 8B8810• 11 Graad lallrooa I

Moderator: Brita Martiny. M.A.

Tberapy Ia Vbat Yoa Say It Ia by Paul Watzlawick 1 Ph.D.

Traditionally. any form of psychotherapy is baaed on the assumption that it accurately takea into

account the "true" nature of human beings and their problema. By contraat 1 the preaentation will attempt to show that the unproven and unprovable assumptions any school of therapy makea about the human mind determine what kind of therapy appears to be th~ only possible and "correct" one.

Educational Objectivea: (1) To review the basic aaaumptiona underlying the major acboola of therapy. (2) To describe the self-fulfilling propb~ciea arising out of theae aaaumptiona.

Jaat Do Good Tberapy by Stephen Lankton. A.c.s.w.

Perhaps the greatest problem with therapy is attempting to make it conform to a theory or paradigm. Often. therapy is judged by the language it uses or ita conformity to a school (e.g. family therapy. Ericksonian therapy. cognitive therapy. brief therapy. NLP). In ao doing. tberapiata and clienta become the servants of the model instead of using the model to serve the client and tberapiat. This paper addresses what makes therapy good therapy from several standpoints. It is intended to help us keep things in perspective and keep our attention on tailoring treatment for each unique client-ayatea.

Educational Objectives: (1) To list seven aspects of good therapy. (2) To d e a c r i b e t h r e e limitations of subscribing to a theoretical model.

Kytba Aboat lrief Therapy; Kytba of Brief Tberapy by John Weakland. M.r.c.c.

Concepts about the nature and practice of brief therapy are basically mythological. but can be evaluated pragmatically. by their effects. Some views about brief therapy from outaide (non­ practicing) and inside sources will be examined from this stand point.

Educational Objectives: (1) To indicate bow viewing brief therapy concepts as myths leads toward useful pragmatic evaluations. * * * •

s A T u R D A y

48 9:00 A.B. - 12:15 •• B. -- IBORT COVRIII ' ITB.OBIA --

9:00 - 10:30 A.B.

1 133 B&ICK801 8 AGI PROGRI88101 1 FDTVRI Coatiaeatal ••~lor l •ACIIG ~D IVTVRI ORIIITATIOI II BBORT Tla• TIKRA•Y--A 1111-STI• BODIL by John ldsette, Pay.D.

This abort course will commence with a didactic review of what prior writers (Erickaonian and non­ Erickaonian) have aaid about the importance of a future orientation including Adler, Ravena, Erickaon, Lankton, and Zeig. Alternate modele will be reviewed auch as HLP. A nine-atep model developed by the author will be explained. The attendees will have the opportunity to practice the model in experiential exerciaea.

Educational Objectives: (1) To describe what a variety of writers have uid about a future orientation. (2) Given a case, apply a nine-atep model for a future orientation.

134 IBPLOYII A8818T~CI PROGRABB Coatiaeatal Parlor 2 (IA. 1 a) AID IRII• JABILY TBBIAPY by John Moran, Ph.D., David laton, M.Ed., & G. Gary Mack, H. c. Employee Aaai stance Programs (EAP' s) are tai 1 ored to the corporate vorl d' a de a ire for managed mental health coata. The symposium describes the apecial conaiderationa that attend tying brief therapy to corporate modela; profiles presenting problema for a 14-ataff BAP program; preaenta data from a treatment outcome study; and presents the training and team building program• developed for the EAP.

Educational Objectives: (1) To describe the concept of managed care. (2) To identify the profile of presenting problema for an EAP. (3) To know the outcome aucceaa ratea of three brief therapy treatment models.

135 RI.IABIIG: A DTIABIC PROCBII II IRICKIOII~ ~D IRIB• PSYCBOTBIRAPY by Robert Schwarz, Psy.D.

This course will focus on reframing aa a dynamic proceaa that is embedded in a utilization approach to therapy. This course will be didactic and experiential. The firat aection will addreaa how therapists' choice of relevant frames of reference for making interventions form an implicit or explicit reframing for clients.

The second aection will focus on therapiata' peraonal reactiona and framea of reference about their clienta. Participant• should have at least one caae in mind that they would like help in reframin&• The third part will preaent specific reframing approachea.

Educational Objectivea: (1) To describe reframing aa a dynamic process (as oppoaed to a static act) that ia embedded in a utilization approach to therapy. (2) To describe the constructed nature of their hypotheaia formation about clients and the neceaaity of being willing and open to the proceaa aelf­ reframing Cat least with respect to their relationabips with clienta). (3) Given a caae, uae one'• own peraonal reactiona to a client as a guide for the formation of reframing interventiona. 5) To liat three types of reframing interventiona.

Level: Intermediate

136 TRAICI 01 TRIAL: TBI LIGAL IBPLICATIOII Tower o• IRICKBOIIAI BYPIOTBIIAPY by Alan Scheflin, J.D. (LobbJ Le9el) & J~rrold Lee Shapiro, Ph.D.

The utilization of hypnosis may have legal conaequencea. Two major iaauea are addreaaed in thia courae. Pirat, bow may the bypnotherapiat engage in beat practice and reduce malpractice liability! Iaauea of informed consent, and duty to warn will be atreaaed. Second, bow may the bypnotberapiat be moat effective as an expert vitneas in court? Strategiea will be preaented for pre-trial preparation, direct and croas examination, and post-trial procedures.

Educational Objectives: (1) To describe the current legal trenda in hypnotherapy. (2) To deacribe two major types of legal requirements for the aafe utilization of bypnoaia. (3) To liat atrategiea for the bypnotberapiat involved in court proceeding• aa an expert vitneas.

137 IBB UTRAICIDIT 01' CBILDRII: DIYRLOPDITAL lelTedere AIIIBIDIT AID TRIATDIT o• CBILDRII ~D YOVTI (l'o11rtla Jloor) s by Gary Ruelas, M.A. u Thia courae ia intended to provide clinician• with bypnotherapeutic techniquea uaed for work with children and adolescents. The course will addreaa considerations that are related to developmental N stages of children and adolescents and will discuss both direct and indirect induction technique& D suitable for the different ages. Topics will include therapeutic approachea for children with a variety of symptomatic, behavi~ral and emotional problema. A y

49 Educational Objective•: (1) To deacribe three induction procedure• for children and adoleaceata. (2) Given a caae, create an induction procedure geared toward a developmental level. Level: Intermediate to Advanced

#38 IRIBr BYPIOTIC TRIATBBIT roa BYKPTO. RBLIIr •oatal'aJ by Helmut Relinger, Ph.D. <•oartll floor) Several techniques combining traditional and Ericksonian hypnosis vi th procedure a from the cognitive and behavioral schools of psychotherapy will be described. Clinical case material will be used to exemplify such brief interventions which are focused on symptom amelioration. Interventions are focused on alterations in all three symptom dimensions: Behavior, cognition, and affect. Bymptoma to be addresaed include cigarette smoking, poet-traumatic atreas diaorder, phobiaa, inaomnia, depreaaion, and panic disorders.

Educa tiona 1 Objectives: (1) To describe five technique a combining hypnoai a with cognitive/behavioral therapiea. (2) To describe how hypnotic/behavioral techniques may be uaed to treat ci&arette 1aokins, inaomnia, depreaaion, and anxiety diaordera. Level: Intermediate

#39 BRIC~IOIIAI .PPROACBIS II TBI Coatiaeatal lallrooa 5 IRIBr TBB~PY Or VIIGBT AID BBO~IIG COITROL by Brian Grodner, Ph.D., ABPP This course presents Ericksonian atrategies and a general orientation including many 1pecific metaphors, inductions, images, reframings, and tasks within a comprehensive framework of 1ucce1aful permanent habit control. Some of this framework includes understanding personality and lifestyle issues, increasing the quality of the client's commitment to change, creating a positive rather than deprivation orientation, gathering and sharing critical information, and moat important, helping people create new behaviors, attitudes, positive self-images, and compelling auccessful futures for themaelvea. Educational Objectives: (1) To list four components of a comprehenaive habit control program. (2) To list two important elements of hypnotic 1uggestions for creating a aelf-iaage in a slim person or a non-smoker. (3) To identify two categoriea of information to be a1ked of a habit control client. Level: Intermediate

#40 VITB AI IYI OB TBI rUTURI: laaaalito COISTRUCTIYI/IITIRYIBTIYI IBTBRYIBVIIG c•o•rtll •toor) by John Walter, A.c.s.w. & Jane Peller, M.A., A.c.s.w. One of the remarkable aspects of Erickaon'a work vas his ability to build the expectation of change and hope. This workshop demyatifies Erickson'• skill by providing a 1tructure for one to learn how to interview in a way that is constructive in both meaning• of the term as well as highly interventive. Educational Objectives: (1) To describe bow to insert one'• presuppositions of chanae into the language of one's questions. (2) To describe sequences of questions which provide a pattern of que1tioning that lead to positives or "cbanae" talk. Level: Baaic and Intermediate

#41 BRIC~BOBIAB APPROACBBS VITB CLIBITB Craa4 lallrooa A ABD roa TBI~PIST8 VBO ARB DIALIIG VITB AIDS by Susan Kullarky, M.A. This abort course will present a brief overview of AIDS: the progreaaion of the disease, the riak factors and prevention. There will be a di1cussion about the complex paycbo1ocial needa and i1auea confronting AIDS patients, their families, their friends and their health care providers. It will demonstrate bow Ericksonian principle• and approacbea can benefit both therapiats and clienta. Audience participation will be encouraged.

Educational Objectives: (1) To describe the progression of AIDS, ita tranamiuion, the riak factori and methods of prevention. (2) To list three p·sycholocial iaaues confronting AIDS patient• or their families. (3) To list three psychosocial i•suea that you would need to addreaa as a therapist working with an AIDS patient.

#42 TBB UTILIZATIOI or IRIC~BOII.I APPROACBBI TOJOD II A 28-DAY TR~TBBIT PROG~· WOR ALCOBOLICB <•o•rtla rloor) ABD DRUG ADDICTS by Jesse Killer, Ph.D. & Susanne Smith, K.Div., C.A.C. s The 2 8-day resident i a 1 treatment program for substance abusers ia an intense brief intervention in which both attitudinal and behavioral change ia ~ licited. Direct and indirect suggestions 1iailar to u techniques of hypnosis and p1ychotberapy deacribed in the work of Milton B. Erickaon, M.D. are N presented in a program for recovery which is baaed upon the 12 Steps of Alcoholics Anoaymoua. Educational Objectives: (1) To identify and describe the Erickaonian techniques of indirect D suggestions used in group conversion programs. (2) To identify bow to recognize therapeutic books A uaeful for devising chemical dependency treatment atrategiea. (3) To describe bow the 12 Step Proaraa y fita into a strategic therapeutic model. Level: Basic

50 #43 LII~IIG IRIBW II~BRYS.~IOIB II Coatiaaatal Parlor 1 LOIQ-rl&• rala&PY by Dan Ellia, Ph.D. Tbe family sy.tem of the chemically dependent adolescent can be as resiatant to change aa any other dysfunctional family. Often, brief therapy methods work to disrupt the deatructive pattern• of theae families. However, once the patterns are changed, another equally destructive pattern may riae up to take their place. This presentation will addreas the use of multiple brief therapy interventiona, linked together for use in "long term" therapy with theae familiea.

Educational Objectives: (1) To list ten potential crisis points in treating the chemically dependent adoleacent and his family. (2) To identify a procedure for linking brief therapy interventions durina long-term therapy. (3) To list five examples of brief intervention• for apecific crisia pointa.

#44 rBB II~IG&i~IOI OF BYPIO~IC AID Cypress 101-KYPIOTIC PROCBDURBB II I&IIF rBB&APY (Foartla Floor) by Marc Franchot Weiss, Ph.D. B.ather than conceptualizing brief therapy as either primarily hypnotic or non-hypnotic, thia courae details the integration of strategic directives; skill building, paradoxical, cognitive, and ambiguoua function assignments; and hypnotherapy. It will include the introduction of assignments before, during, and after hypnotherapy and how to gracefully move between hypnotic and non-hypnotic procedure• during the same seasion.

Educational Objectives: (1) To identify three atrategic intervention•. (2) To identify paradoxical, skill building, cognitive, and ambiguous function assignmenta. (3) To identify how to alternate between hypnotic and non-hypnotic procedure• and to integrate and combine their uae. (4) To describe bow hypnotic and non-hypnotic methoda clo not have to be conceptualhecl or utilhed aa diatinct and separate treatment modalities. Level: Basic

#45 ADOLIBCBI~B AID ~BBIB. FAKILIBS: Coatiaaatal lallrooa 4 A .ULTIDI.. IIIOIAL CLIIICAL KODBL by Howard Liddle, Ed.D., Guy Diamond, M.A., M.F.c.c., B.aquel Garcia, B.A., & Kenneth Parker, Ph.D. This symposium will present a systems-oriented anatomy of a community based, federally funded, long­ term clinical research project. Several presentation• will cover distinct but interrelated aspects of the project's operation, and provide a contextual analyais of the structure, procesaes, mechanisms, and products of a research project which studied treatment outcome and proceaa of therapy queationa with a target population of adolescent drug abusers. A backdrop to the entire Symposium will be the application of systemic thinking in the conception, conduct, and implementation of this research project. This represents a frontier area of inquiry and activity in the family ayatema and psychotherapy research fields. The Symposium's three content themes, (1) Implementation and Maintenance, (2) Development of a Family Systems Treatment Model, and (3) B.esearch Findings, are simultaneously distinct but interconnected domains. They are of a piece: representing the context, process, and products of a clinical outcoae study as it bas been conducted in community-based settings throughout Northern California.

Educational Objectives: (1) To list and explain three conceptual assumptions necessary for treating adolescent behavior problems from a systems perspective. (2) To identify and describe six techniques of working with adolescents and their families.

#46 Tal 10~1 AID BOL~S OF KAB.~BTIIG A B&IBF Tibaroa PB.IYATI PRAC~ICB CIITBR by Patricia O'Hanlon Hudaon, Ph.D. { Woar Ua Wloor) The Hudson Center in Omaha, Nebraska is a successful brief private practice center. When the agency first used brief therapy approaches, there vas a short period when there vas a negative effect on the income of the Center simply because the client's problema were being solved more quickly than before. After some time however, the Center's reputation for brief therapy became a marketing asset. Thia presentation will offer several practical suggestions for direct and indirect advertising, marketing employee assistance programs, and cultivating referral sources uaing an emphasis upon a brief approach.

Educational Objectivea: (1) To describe bow the brief therapy approach can be appealing in the marketplace. (2) To list four techniques for direct and indirect advertising of brief therapy. (3) To describe how to market employee assistance programs. (4) To list three techniques for cultivating and maintaining referral sources. (5) To describe how to assess the effectiveness of marketing methods. Level: Basic

#47 BYPIOrBB&APIV~IC I·~BB.YBBTIOBB Iaparial lallrooa A II PAIIC DIBOB.DB& by Harriet Hollander, Ph.D. This short course will provide an overview of Panic Disorder and techniques for interrupting self­ generated anxiety states associated with this condition. Participants will learn how to help patienta s identify their maladaptive responses to anxiety signals and how to respond in alternative ways to these signals using rhythmic breathing and brief trance. Participants will learn to distinguish between the u need for brief and long term therapy for clients who suffer with Panic Disorder. Demonatrations will be carried out with audience assistance. N D A y

51 Educational Objectives: (1) To deacribe Panic Diaorder, and be able to diatinguiah it froa other disorders, e.g., anxiety states, agoraphobia. (2) Given a case, make a distinction between the need for brief and long-term therapy for this disorder. (3) Given a case, support the chief existing defense of dis so cia tion, while introducing new and thera peuti ca lly effective a sso cia t iv e pro ce sse s. (4) Given a case, describe bow to teach patients how to recognize pre-panic "signals" and ·recogn1ze body defenses against awareness of these minimal anxiety cues. (5) To describe how to interrupt and help clients reprogram maladaptive body defenses with rhythmic breathing, and how to value these new behavior patterns within a framework of greater self-mastery and symptom control.

Level: Intermediate and Advanced

#48 VBII Til JIRBT 8B8SIO. IS TBI L~IT: Valaat ~ KlP lOR ~riD TBI~PIVTIC C~GI

Single-aeaaioa therapy (SST) ia one of the moat common encounters between mental health professional and their clients. Our research indicates that, regardlesa of the therapist's orientation, many clients choose to end therapy after a single session. Furthermore, the outcome of that session is often poaitive and lasting.

We will present commonly held beliefs of therapists and suggest alternatives. Also, we will introduce original methods to empower clients' c~oicea, and ways to utilize the natural process of change.

Educational Objectives: (1) To describe the SST (single session therapy) phenomenon. (2) To list five alternative attitudes for therapists toward SST. ( 3) To describe three original therapeutic ae thods with specific guidelines and clinical excerpts as to bow to conduct successful SST.

Level: Intermediate

10:45 ~-·· - 12:15 ••••

#49 TRVI STORIIS: A STRATIGY lOR CI·I~TI.C KITAPBORS by Jill Freedman, K.S.W. & Geae Combs, M.D.

Kilton Erickson's stories ring true. One way to make aure that youra do too ia to base them in real experience.

We will present two sets of questions therapists can ask themselves to find experiences that are relevant to specific therapeutic goals. We also will provide guidelines to use in order to transform those experiences into meta ph or s. Videotape excerpts will be shown illustrating bow the atrateay can work in a therapy session.

Educational Objectives: (1) Given the therapeutic goal of accessing a particular emotional state or attitude, list four questions therapists can ask themselves to find material for relevant stories. (2) Given the therapeutic goal of suggesting a particular idea, list four queltions therapiats can ask themselves to find material for relevant stories. (3) To describe guidelines for transforming experiences into therapeutic metaphors.

Level: Intermediate and Advanced

#50 .o•&TIRB, ILVIS ~·D G.. III: lel~edere I.YITI.G riiK TO YBBRAPY by Susan Szczesny, R.H., M.S., (roartla lloor) Mary Johnson, R.N., M.s., & Kate Hayton, R.N., M.S.

Creating original metaphors for use in therapy often seems like an impoasible task. Though traditional Western education does not promote nonlinear thinking, the world is rich with nontraditional teaching. This course bot b review a current 1 i tera t ure regarding abstract thinking, and provides exaaples of promoting the therapists' story-telling ability.

Educational Objectives: (1) To identify two problems of creating metaphors. (2) To identify three sourcea of metaphors in everyday life. (3) To compare the commonalitiea of Erickson's ~etaphora, fairy tales and Sufi atories.

f51 IIIAGI•R !BI~PY Cypr••• by Robert Sellers, M.A., M.F.c.c. (roartla Jloor)

Imaginal Therapy is a dynamic process whereby the imagination of both the patient and the therapilt interact in order to bring about therapeutic change--illumination, integration, and resolution. The imaginal process involves the identification of an everyday problem by the patient which is then translated into symbolic form through the use of imagery and further engaged through metaphoric psychodrama and metaphoric story telling. s Educational Objectives: (1) To describe a synthesis of the imaginal therapy procesa--symbol creation, psychodrama, and metaphoric storytelling. (2) To describe procedures for translating patient problema u into symbolic form. (3) To describe the methods of psychodramatizing th-e patient's problem and N resolution through symbolic forma. (4) To describe and demonstrate the technique of patient created metaphoric stories. D A Level: Intermediate and Advanced y

52 #52 tBB III!I£L PBASI OJ BRIBJ JAKILY Valaat ftBUPYz BOV TO BIAD UPS AID PLAI A (loartb lloor) IUCCIIIJUL !BIP by Eric Schindler, Ph.D.

The purpoae of this skill building short course ia to increase competence in the initial atagea of brief family therapy. A method of conducting initial sessions will be preaented that is deaigned to assist the therapist in formulating realistic and acceptable goala for treatment. Specific intervention strategies for some common problema which families manifeat including noncompliance, depre•aion, role reversals, and somatic complaints will be preaented.

Educational Objectives: (1) Given a case, differentiate relevant from leas important background information. (2) Given a case, assist families in determining specific and realiatic goals for treatment. (3) To describe three generic intervention technique• appropriate for a first aeaaion. (4) To deacribe the power of generalization in order to diacriminate lona term therapy aoala aa oppoaed to brief therapy goala.

Level: Intermediate

#53 BBIIJ-B!aA!BGIC PIYCBO!BBRAPY Graad Ballrooa B VI~I AIXII!Y AID PBOBIC BIAC!IOII by Hoga Rubinatein-Nabarro, Ph.D.

The author preaents a sequential clinical model which abe baa developed working with people who auffer severe anziety and anziety-baaed reactiona. The model is baaed on the worka of the Kli group, Kilton Erickaon, and Jay Baley. It consists of aeven major phaaes of intervention. The concept of ayateaic insight is introduced and apecific iaauea and technique• typical of each phaae are diacuaaed and deaonatrated through caaes. ·

Educational Objectives: (1) To identify apecific issues in the development, maintenance and phenomenology of the above symptoms, which are directly pertinent to the strategic therapeutic planning. (2) Given a case, plan sequentially the therapeutic atepa and phaaes of therapy and identify the correct timing for the seven phaaes of therapy. (3) To liat five technique• that are uaeful in the therapy of tbeae problema.

Level: Intermediate and Advanced

#54 VOBX VI!B KB!APBOBS II COUPLB8 1 rBB&APY •oat ere~ by Tereaa Roblea de Pabre, K.D., Ph.D. (loartla Floor)

The theoretical basis of this work is briefly presented: (a) work with couplea from a ayateaic perspective; (b) construction and working through of metaphora in general. The technique uaed, illuatrated with a case study is then presented. A group exerciae and group diacuaaion will uaed.

Educational Objectives: (1) To list four theoretical premises taken from: (a) ayateaa theory applied to the couple and (b) metaphor construction. (2) To induce trance through metaphor. (3) To deacribe three indirect suggestion techniques. (4) To uae trance in work with couplea.

Level: Intermediate

#55 GODDBII AI A BB£LIIG KB!APBOB JOB VO ..I Graad Ballrooa A by Donna Pace Redford, K.C.

Participants will ezplore and learn how to utilize the concept of "Goddeaa" from new feminiat literature as a healing metaphor with female clients to reduce depreasion and increase aelf-eateem and empowerment. This ezperiential course will present fundamental information important to practitioner• of all level• of expertise in hypnotherapy. An extenaive bibliography will be provided.

Educational Objectives: (1) To identify three pieces of feminist literature which can be utili&ed via storytelling, bibliotherapy or metaphor. (2) To identify three benefit• to uaing the concept of "Goddeas" as a therapeutic tool.

#56 KIBPI1 1 rBB GOOD !IKBS ROLLIBG: laaaalito SOLUTIOI-JOCUIBD COUPLIS COUISBLIIG (roartla lloor) by Jaoe Peller, M.A., A.c.s.w. & John Walter, K.s.w.

The Erickaonian principle of utilization atatea that clieota have all the reaourcea they need to solve their problema. The poaitive approach of thia workahop expanda upon thia principle to highlight how aome of the good times, ezceptions to the problem or recent changea can be uaed to create aolutioua and/or aolution-focused interventions.

Educational Objectivea: (1) Given a caae, elicit poaitivea or 11 change" talk with couplea. (2) Given a caae, uae exception• to the problem or recent chana•• to create eolution-oriented ioterventiona. Level: Intermediate s u N D A y

53 #57 su•x rALBB: ABCIBBr rRADirio•s Tibaroa ABD BRICKSOBIAB APPaOACBBS by Michaela Ozelsel, M.A. (l'oar&la l'loor) Many Ericksonian innovations including therapeutic metaphor, indirection, reframing, etc. have been an essential part of the ancient tradition of Sufism. This courae discusaea the numeroua parallels between the traditional Sufi healing tradi tiona and the Ericltsonian approa cbes. "rbe utilization of these important transcultural techniques for today'a attenuated, result-oriented therapies are explored through specific case histories. As an experiential dimension, a Sufi-type tale (based on the 14th century instrumental music of the Mevlevi Sufi Order) will be told. This part of the workshop may be "utilized" as a group induction by those who like to combine a theoretical acquisition of knowledge with experiential learning.

Educational Object ivea: (1) To identify five transcultural element a of Sufi bea 1 ing and Brictaoniaa hypnotherapy. (2) "ro describe bow to utilize transcultural techniques for an attenuated, goal-oriented therapy. Level: Intermediate

lSI IRIB. TBBaAPY o• DRUG ABD ALCOBOL Coatiaaatal Parlor 1 ADDICrio•s RATIO.ALK ABD KK'fiiODOLOGY by Scott Miller, M.S. The treatment of addictive disorders is commonly thought of aa difficult, and requiring long-tera intervention. However, much of the recent research calla into question the validity of traditional clinical beliefs about the nature of addiction and the duration of treatment. This courae presenta the rationale and methodology for the brief treatment of drug and alcohol addiction baaed on the treatment principles of Milton Erickson, the Mil group, and the Wiaconain Inatitute on Family Studies. Educational Objectives: (1) To deacribe three rationale for the use of brief therapy in the treatment of addictive disorders. (2) To outline three general atagea in the brief treatment of addictive diaordera. (3) To identify four treatment intervention• used in brief treatment addictive disordera. Lev e 1 : Ba a i c

#59 •auKoa-RI&K• TRABCB-BITIO.AL rBBRAPY roa rBB Coatiaaatal Parlor 3 DIBILLUIIO.BD CLIB•r: LOYB ABD RBLATBDBB88 LOST ABD rou•D By Betty Blue, Ph.D. & Joan Benaley-David, M.A. The or ie s, techniques, and group trance will be presented to introduce humorous and playful "trance­ sendence" (transcendence) as a means of revitalizing joy, creativity, and a aenae of meaningful relatedness in individuals who have experienced the trauma of grief, losa· and/or diailluaionaent. Educational Objectives: ( 1) To de a cri be theories on the "trance-formational 11 and al iveneaa enhancing properties present in the humorous and playful post-traumatic therapeutic environment. (2) Given a case, indicate te cbniq ue s and treatment plana for applying "humor-riak" and playful "trance-action a" within the post traumatic therapeutic environment. (3) Given a case, assess and identify appropriateness, timing, interapersement, contraindication• and "serious" problema related to working with the diailluaioned individual.

#60 BYI.OrBBRAPY ABD LUCID DaBAKI•G latter by Hildegard ~lippatein, Dipl. Paych. (Sixtla floor) This abort course will deacribe bow bypnotberapeutic approaches amongst otbera can lead to Lucid Dreaming, a rarely known state of consciousness in which self-therapy effectively caD be perforaed. Educational Objectives: (1) To describe the atate and the poaaibilitiea for using Lucid Dreaming. (2) To describe by which means the state of Lucid Dreaming can be achieved and hov it may be used both personally aDd professionally. Level: Intermediate

#61 IRIBI' TBBRAPY VITB •co-D&PB.DB.CT• Coatiaaatal aallrooa 4 ABD •a•AJLI•G• IBIUIS by Ellen ~at&, M.F.C.C. & Stan Layne, K.F.c.c. Recent treatment literature refera to "co-dependency" and "enabliDg" as behavioral pattern• characteriatica of individual• who interact aa "victiaa" in abuaive relationahips.

~atz and Layne combiDe atratesic and Erickaonian methode in a concrete treataent approach for thia syDdroae. Video segments and a work sheet are included in the presentatioD. Educational Objectives: (1) To identify five characteristic• of codepeDdeDt behavior. (2) To deacribe the proceas and function of "enabling" in the relational ayatem. (3) To explain a three-atep therapeutic directive for the codependent as an initial intervention. s Level: A working knowledge of atratesic and Erickaonian methodology. u N D A y

54 #62 IRIIW IRICKIOIX.. ~~BA~KBI~ ~oyoa WITB LOIG-rla• KIITAL aiALrB CLIIITB <•oartb •loor) by Steven lamsland, M.A. & Karen Castelbaum, M.B.a. There baa been a growing nationwide recognition among community mental health provider& that traditional approaches have not been aucceaaful in engaging the "Young Adult Chronic/Resistant" client. Thi• workshop demonstrates the value of applying Ericksonian, brief approaches in working with long­ term clients, offering clients and staff an atmosphere of optimism and cooperation rather than reaiatance. Participants will learn to access and incorporate clients' behavior patterns, symptoms, and strengths as resources into the change process. Educational Objectives: (1) To describe "problem behaviors" as potential resources for change, while identifying specific components of problematic patterns in which clients have been stuck. (2) To list three elements of an Ericksonian approach/"attitude." (3) To describe foundational skills/interventions which will encourage rapport and cooperation throughout various stagea of treatment. Level: Basic

I 63 raO.OTIIG TBIRAliU~IC KOYIKII~ TBIOUGB Coatiaeatal rarlor 2 ~BI UBI OW AKIIGUOUI WUICTIOI ABSIGIKII~I by William Boyd, Jr., M.s. This course focuses on the strategic use of ambiguous function assignments in psychotherapy and bow such aaaignmenta promote personal growth and therapeutic movement. The course addresses (1) the Definitive Components and the Proper Construction of Ambiguous Function Aasignments; (2) the Rationales for their use; (3) the Reasons for their !ffectiveneaa; and (4) Indications/Contraindication& for uae. Four case examples will be presented to provide a clear clinical context for the proper uae of ambiguous function assignments. Participants will practice constructing ambiguous function aasignments as part of the course. Related ethical conaiderationa also will be presented. Educational Objectives: (1) To describe what components conatitute a therapeutically effective ambiguous function assignment. (2) To atate the rationale for using ambiguous function assignments, aa well as indications and contraindication& for their use. (3) Given a case, construct an ambiguoua function assignment in a clinically meaningful way. (4) Given a caae, describe how to effectively deliver an ambiguous function assignment in a clinical context. Level: Intermediate

164 !BI KIBADYIITURIS OF 11'11 FOX: A 1111• TBIRAtY rower KODIL •oa TIIATIIG LIARIIIG DIBOIDIRS (Lobby Leyel) by John c. Simpson, III, Ph.D. & Dawn Keller, M.Bd. Uncle Iemus' Br'er Fox got "stuck" when be mistook the Tar Baby for a real boy who could speak. Similarly in treating a child with a learning disability, establishing a new therapeutic frame may be the first step. Learning disorders are frequently associated with a pattern of fruatration, academic failure and negative expectations. Focusing on the apecific learning problem alone is often ineffective. Successful psychoeducational interventions emphasize changes in parent-child interactions, self-perceptions as well as learning skills. The treatment model ia similar to that uaed in Erickson's case of the woman "with a little psoriasis and a lot of anxiety." Educational Objectives: (1) To identify three interventions and associated metaphors in the process of refraaing a learning disorder. (2) To specify those who must be involved in developing a new frame, for treatment to be effective. (3) To identify four reasons why a child'a work methods can be an indicator of effective reframing. Level: Baaic

1Z:30 - 1:00 P.K. CLOSIIG IIIU.RKB Graad lallrooa I

Kristina K. Erickson, M.D. 1 William O'Hanlon, M.S., Ernest L. Rossi, Ph.D., Kay F. Thompson, D.D.S.

s u N D A y

55 EXHIBITORS AND ADVERTISERS

SM

56 The Milton H. Erickson Foundation, Inc. in conjunction with Avanta Network invites you to attend Virginia Satir: A Tribute featuring Virginia Satir ''Of Rocks and Flowers'' and "The Role of the Therapist/The Role of the Client" from The 1985 Evolution of Psychotherapy Conference with Carl Rogers, Virginia Satir, Rollo May and Thomas Szasz

experience the magic of Virginia Satir Thursday, December 8, 1988 7:30 - 9:30 p.m. Grand Ballroom 'B' San Francisco Hilton (following Authors' Hour)

57 Don't miss the. . . ERICKSON CONFERENCE BOOKSTORE Featuring books froin all publishers by all speakers and on all subjects. Located in the Franciscan Room of the San Francisco Hilton.

Bookstore Hours Wednesday, December 7 ...... Noon to 6:00 P.M. Thursday, December 8 ...... 9:00 A.M. to 7:15 P.M. Friday, December 9 ...... 9:00 A.M. to 6:00 P.M. Saturday, December 10 ...... 9:00 A.M. to 6:00 P.M. Sunday, December ll ...... 9:00 A.M. to Noon

* Authors Hour * A special authors hour will be held Thursday, December 8 from 6:15 to 7:15p.m. Faculty who have written or edited books will be available to autograph their works . ..,..,...... , COME SEE OUR SPECIAL BOOKSTORE!

Operated by:

dl~ ~) Brunner/Mazel, Inc. 19 Union Square, New York, NY 10003

58 Video presentations will be on sale Friday for Saturday or Sunday delivery. Special on-site videotape sale 00 (For on-site order or * if order is postmarked S49. each by December 19) ($75.0° after the meeting) Visit the lnfoMedix booth near the Erickson Foundation registration area in The West Lounge on The Ballroom Level at The San Francisco Hilton for audio- and videotapes of The Fourth International Congress on Ericksonian Approaches to Hypnosis and Psychotherapy.

(Check the videotapes you wish to order. These are from Friday's demonstrations.)

_ D-1 Jeffrey K. Zeig, Ph.D. _ D-4 Stephen Gilligan, Ph.D. _ D-2 Joseph Barber, Ph.D. _ D-5 Carol Lankton, M.A. _ D-3 Stephen Lankton, A.C.S.W. _ D-6 Ernest Rossi, Ph.D.

PRICES: (Post-Congress) One-Hour (Demonstrations) 1h " Beta or VHS

ORDERING INSTRUCTIONS: After checking the box of the tape(s) desired, checking the format required to playback on your equipment, send this order form and your remittance to The Mllton H. Erickson Foundation, 3606 N. 24th Street, Phoenix, Arizona 85016. Make checks payable to The Milton H. Erickson Foundation. (602) 956-6196. ON-SITE Please add $2.00 per tape for postage and handling. Foreign orders add $8.00 per tape for postage. POST-CONGRESS TAPE COST $ ____ These programs are only available for sale to professionals with a minimum of a Masters Degree in a mental health field, and are intended only for professional education and 1.2% Sales Thx (AZ Residents Only) $ ____ research. for mail order Shipping & Handling $ ____ 1UfAL NUMBER OF VIDEO CASSETTES ORDERED: _____ Subtotal $ ____ FORMAT REQUIRED: ___ Beta 1h" ___ VHS %" 1UfAL COST $ ____

*PAL and Secam copies of programs can be made available at additional cost. AUOW 4 W 6 WEEKS Write to The Erickson Foundation for information. FOR DEliVERY.

We honor: 0 MasterCard 0 VISA Account#:------___LJExp. Date: ___

N~e: ______Degree/Major:------­ Address: ------­ University:------­ City I State I Zip: ------Lic./Cert. Type & Number: ------59 No-Host

c.ockta\\S 0 0 0 At.,$/ l)anc/n 0 0 c,et·Acq~~, . c · · · g · "'llted\ Welcome to San Francisco AND The Fourth International Congress on Ericksonian Approaches to Hypnosis and Psychotherapy Join your friends and colleagues in The Grand Ballroom B at the San Francisco Hilton 7:30 - 9:30 p.m. Wednesday, December 7, 1988 Co-sponsored by The Northem California Society of Clinical Hypnosis

The Milton H. Erickson Institute of San Diego Presents The 5th Annual San Diego Conference on Hypnotic and Strategic Interventions ''THERAPY WITH DIRECTION" with a keynote address by David B. Cheek, M.D. and presentations by 11 other leading clinicians March 3-5, 1989 The Fifth Annual San Diego Conference on Hypnotic and Strategic Interventions is a three day conference featuring workshops addressing the subject of brief, directive psy­ chotherapies. The presenters will be Christoper J. Beletsis, Norma & Philip Barretta,· Stephen Gilligan, David L. Higgins, John J. Koriath, Brita A. Martiny, Joyce Mills, Marian J. Richetta, Ernest L. Rossi, Michael D. Yapko, and Jeffrey K. Zeig. The conference will be of great interest to those practicing mental health professionals and students of human behavior who are especially interested in designing and delivering briefer and more efficient solution-oriented therapeutic interventions. Pre-Conference training in clinical hypnosis • February 25 -March 1

"a different perspective" Eligibility: Masters or above in mental health disciplines. PAID ADVERTISEMENT

60 RECEPTION

FRIDAY - DEC. 9 SAN FRANCISCO HILTON BLDG. 3 - MONTEREY ROOM - 4TH FLOOR

Featuring the Video Supplement

VOICE THERAPY

WITH DR. ROBERT FIRESTONE By Robert W. Firestone, Ph.D.

Presented by THE GLENDON ASSOCIATION

( 2 1 3 ) 5 5 2 0 4 3 1 5!111!! HLJMAN SCIENCES PRESS, INC. ::tl:: 72 FlFTH AVEMJE 1111111 NEW YORK, N. 'i' 10011-8004 (212) 243-6000 PLEASE COME

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THE MILTON H. ERICKSON CENTER FOR HYPNOSIS ~ PSYCHOTHERAPY Offering Brief, Solution-Oriented Psychotherapy to Individuals,

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• STRESS MANAGEMENT • TREATMENT FOR ANXIETY, DEPRESSION & PHOBIAS • SEXUALITY COUNSELING • CHILD & ADOLESCENT COUNSELING • SELF-ESTEEM ENHANCEMENT • HABIT CONTROL (SMOKING, WEIGHT, CHEMICAL ABUSE) • STRESS MANAGEMENT • TREATMENT FOR PSYCHOSOMATIC PROBLEMS • PERSONAL RESOU ACE • INDIVIDUAL, COUPLE & FAMILY COUNSELING DEVELOPMENT SLIDING FEE SCALE BILINGUAL SERVICE (602) 956-6795 HEALTH INSURANCE ELIGIBLE 3618 N. 24TH ST., PHOENIX, AZ 85016

TRAINING & CONSULTATION AVAILABLE TO PROFESSIONALS

61 Videotapes Available from the Milton H. I. Training Tapes: D The Process of Hypnotic Induction: A Training Videotape Featuring Inductions Conducted by Milton H. Erickson in 1964. Jeffrey K. Zeig, Ph.D. discusses the process of hypnotic induction and describes the microdynamics of technique that Erickson used in his 1964 inductions. LENGTH: 2 hours $150.00 Beta or VHS W' (I tape);* $200.00 U-Matic %" (2 tapes)* D 2 - Symbolic Hypnotherapy. Jeffrey K. Zeig, Ph.D. presents information on using symbols in psychotherapy and hypnosis. Segments of hypnotherapy conducted by Milton Erickson with the same subject on two consecutive days in 1978 are shown. Zeig discusses the microdynamics of Erickson's symbolic technique. LENGTH: 2 hours, 40 minutes $200.00 Beta or VHS Y2 " (I tape);* $275.00 U-Matic %" (2 tapes)*

II. Professionally Produced Video Demonstration from the 1981-1984 Erickson Conferences: FROM 1981 SEMINAR: FROM 1983 CONGRFSS: D Naturalistic Aproaches to Hypnosis: Utilizing Hypnosis in Pain D Clinical Use of Trance Phenomena for Therapy and Pain Treatment in Psychotherapy, Joseph Barber, Ph.D. Control, Stephen R. Lankton, M.SW. D Induction with Children and Adolescents, Franz Baumann, M.D. D Indirect Techniques of Hypnotherapy, Jeffrey K. Zeig, Ph.D. D The Parts Model: Demonstration of Work with Phobias and D Utilizing Different Parts of a Person Simultaneously, Stephen Anchors, Paul Carter, Ph.D. Gilligan, Ph.D. D The Varieties of Ericksonian Hypnotic Suggestion, Stephen D Hypnotic Alteration of Pain Perception, Joseph Barber, Ph.D. Lankton, M.SW. D A Fail Safe Double Bind Induction Procedure, Ernest Rossi, Ph.D. D Ericksonian Induction Strategies, Robert Pearson, M.D. D Conversational Induction with Utilization of Spontaneous D Conversational Introduction to Trance, Kay Thompson, D.D.S. Trance, Kay F. Thompson, D.D.S. FROM 1982 SEMINAR: FROM 1984 SEMINAR: D Utilizing Hypnosis in Psychotherapy, Joseph Barber, Ph.D. D The First Therapeutic Treatment of Dr. B., Joseph Barber, Ph.D. D The Initial Interview in Brief Psychotherapy, Richard Fisch, M.D. D Unity, Complementarity and Multiplicity: Principles for D Accessing Unconscious Processes, Stephen Gilligan, Ph.D. Generative Personality in Ericksonian Hypnotherapy, Stephen G. Gilligan, Ph.D. D A Dual Induction Using Dissociation, Stephen Lankton, M.SW. & Carol Lankton, M.A. D Use of Multiple Embedded Metaphor for Psychological Reassociation, Stephen R. Lankton, M.S.W. & Carol H. The Constructive Use of Hypnotic Phenomena, D Lankton, M.A. Marion Moore, M.D. Brother Sun and Sister Moon: Multiple Trances and Ericksonian Induction Methods, Robert Pearson, M.D. D D Experiential Encounter Between Therapists, Ernest L. D A Conversational Induction with Fixation on Ideas, Bertha Rossi, Ph.D. Rodger, M.D. D Conversational Induction Techniques, Kay F. Thompson, D.D.S. A Quick Utilization Approach to Hypnotic Inductions, Sidney D Using Metaphor and the Interspersal Technique, Jeffrey K. Rosen, M.D. D Zeig, Ph.D. D A Fail Safe Double Bind Approach to Hypnotic Induction, Ernest Rossi, Ph.D. PRICES: D A Conversational Induction and the Utilization of Spontaneous Yz" Beta or VHS - $70.00 each* Trance, Kay Thompson, D.D.S. W' U-Matic - $80.00 each* D Accepting the Subject's Cognitions as A Basis for Therapy, Richard Van Dyck, M.D. D The Effective Utilization of Multilevel Communication, Jeffrey *PAL copies of some programs are available at additional cost. Write Zeig, Ph.D. to The Erickson Foundation for information.

ORDERING INSTRUCTIONS: After checking the box of the tape(s) desired, checking the format required to playback on your equip­ ment, send this order form and your remittance to the Milton H. Erickson Foundation, 3606 North 24th Street, Phoenix, Arizona 85016. Make checks payable to The Milton H. Erickson Foundation. Please add $5.00 per order for postage and handling. Foreign orders add an additional $5.00 per tape for postage. These programs are only available for sale to professionals. TOTAL NUMBER OF VIDEO CASSETTES ORDERED: ____ TAPE COST $ 1.20Jo Sales Tax FORMAT REQUIRED: __Beta Yz" __VHS Yz" __ U-MATIC %" (AZ residents Only) $

*PAL copies of some programs are available at additional cost. Shipping & Handling $ Write to The Erickson Foundation for information. TOTAL COST $

We honor: 0 MasterCard 0 VISA Account # ------Exp. Date _____

Name: ------Degree/Major:______

Address: ------University: ______

City /State/ Zip: ------Lic./Cert. Type & Number______

62 rickson Foundation IF ORDER IS 10% POSTl\l1\RKED BY EVOLUTION CONFERENCE TAPES DISCOUNT DECEl\IBER 15, 1988

I. LIVE DEMONSI'RATIONS (One Hour) 0CP13 Existential Psychothernpy, Ronald Laing 0 CP3 A Case of Social Anxiety, Joseph Wolpe 0CP14 The Journey, A Review of Intimate Relations Through Role 0 CP4 Redecision Group Thernpy, Robert Goulding & Mary Goulding Reversal, Zerka Moreno 0 CPS Facilitating "Creative Moments" in Hypnothernpy, Ernest Rossi 0CP15 The Blind Date Family Interview, Carl Whitaker 0 CPS The Storyline in Psychothernpy, Erving Polster 0CP19 The Use of Gestalt 'Thchniques, Miriam Polster 0 CPlO Using Anecdotes in Hypnothernpy: A Case of Public Speaking 0CP20 Workshop on Rational-Emotive Thernpy 'Thchniques, Albert Ellis Anxiety, Jeffrey Zeig OCP21 Client-Centered Therapy, Carl Rogers (This is a segment of W5 of Rogers' demonstration and subsequent questions and answers.) II. 10PICAL PANELS (One Hour) 0 Pl Schizophrenia (Bettellieim, Laing, Szasz, Whitaker) DP9 Training Psychothernpists II 0 P3 Symptom-Based Approaches vs. Growth Facilitation (Bugental, M. Goulding, Haley, M. Polster) (Bowen, Rossi, Walberg, Wolpe) DPlO Resistance (Lazarus, Masterson, E. Polster, Zeig) 0 P4 Psychothernpy Research (Beck, Bugental, Rossi, Wolpe) DPll Group, Individual or Family Thernpy II 0 P5 Dreams (Bettellieim, Moreno, M. Polster, Rossi) (Ellis, R. Goulding, Minuchin, Moreno) 0 P6 liaining Psychothernpists I 0P12 The Role of the Thernpist/The Role of the Client (R. Goulding, Lazarus, E. Polster, Walberg) (May, Rogers, Satir, Szasz) 0 P7 Psychothernpy & Social Issues 0P13 History of Psychothernpy (May, Rogers, Szasz, Whitaker) (Laing, Marmor, Wcltzlawick, Wolpe) 0P14 Therapeutic Uses of Humor (Bowen, Ellis, R. Goulding, Laing) 0 P8 Language of Human Facilitation DP15 Brief vs. Long.:ferm Thernpy (M. Goulding, Marmor, (E. Polster, M. Polster, Rogers, Rossi) Masterson, Wcltzlawick) III. CONVERSATION HOURS (One Hour) 0 CH3 Ronald Laing D CHlO Albert Ellis 0 CH4 Carl Whitaker 0 CHll Arnold Lazarus 0 CH5 Murray Bowen D CH13 James Masterson 0 CH7 Carl Rogers D CH14 Rollo May and James Ef. Bugental 0 CH8 Robert Goulding & Mary Goulding D CH16 Joseph Wolpe IV. SPECIAL PANELS (One and one-half hours) 0 SP1 Some Perspectives on the Masters D SP2 Grandchildren's Personal Perspectives on the Masters: (Bettelheim, Baumann, M. Adler) Freud, Jung, Adler (S. Freud, D. Bawnann, M. Adler) V. 1HREEHOUR WORKSHOPS 0 W1 Theoretical and Practical Aspects of Psychothernpy, Ronald Laing 0W5 The Client-Centered Approach, Carl Rogers & Ruth Sanford (includes a live-demonstration) 0 W21 The Practice of Rational-Emotive Therapy, Albert Ellis (includes a live demonstration)

NOTE: Vllfeotapes of some invited addff!SSeS, cases discussions and supervision panels from The Evolution Corifef'f!nce can be made available Contact The Foundation for Information. PRICIS: One-Hour 13pes (Demonstrutions, Panels, Conversation Hours) 112" Beta or VHS - $75.00 each 314" U-Matic - $90.00 each One and One-Half Hour 13pes (Special Panels) 112" Beta or VHS - $110.00 each 314" U-Matic - $160.00 (2 tapes) Three-Hour 13pes (Workshops) 112" Beta or VHS - $145.00 314" U-Matic - $230.00 (3 tapes) ORDERING INSfRUCTIONS: After checking the box of the tape(s) desired, checking the format required to playback on your equipment, send this order form and your remittance to the Milton R F.rickson Foundation, 3606 North 24th Street, Phoenix, Arizona 85016. Make checks payable to The Milton R F.rickson Foundation. (602) 956-6196. Please add $5.00 per order for postage and handling. Foreign orders add an additional $5.00 per tape for postage.

These programs are only available for sale to professionals with a minimum of a Masters Degree in a mental health field, and are intended only for professional education and research. TAPE cosr $ ______1. 2 OJo Sales Thx 10fAL NUMBER OF VIDEO CASSETTES ORDERED: _____ (AZ Residents Only) $ ______

11 FORMAT REQUIRED: Beta Y2 II VHS Y2 II U-MATIC % Shipping & Handling $ PAL copies of programs can be made available at additional cost. ALWW 4 10 6 WEEKS Write to The Erickson Foundation for iriformation. FOR DELIVERY. Subtotal $ Minus Early Bird Discount $ We honor: O MasterCard DVISA TOrAL cosr $ ~unt # ______Exp. Date Name: ______Degree/Major: ______

Address: ______uruvern~ ------

City I State I Zip: ______Lic.ICert. Type & Number: ______

63 ~,.. A , . ~ IRVINGTON PUBLISHERS, INC. 740 Broadway, New York, N.Y. 10003 ..._ " / _.. Our 15th Anniversary Sale " / ' ,., 20% off list price of any book or audio cassette here or "( .4~ )" Save up to 50% 50% offfor orders ofS or more cloth books

I• c:=J •I THE AUDIO SEMINARS, DAVID GROVE & B. I. PANZER, PhD I• c:::::J •I WORKSHOPS, AND LECTURES RESOLVING TRAUMATIC MEMORIES: OF MILTON H. ERICKSON METAPHORS & SYMBOLS IN PSYCHOTHERAPY 3 Tapes-List Price $40.00-Sale Price $25.00 QTY _ $39.50 QTY _ THE COLLECTED PAPERS OF THE WISDOM OF MILTON H. ERICKSON INew in paperback I MILTON H. ERICKSON ON HYPNOSIS EDITED BY RONALD A. HAVENS, PhD EDITED BY ERNEST L. ROSSI, PhD In two volumns. QTY QTY Hypnosis and Hypnotherapy $14.95 Vol. I The Nature of Hypnosis and Suggestion $24.95 _ Human Behavior and Psychotherapy 14.95 Vol. II Hypnotic Alteration of 22.95 _ Sensory, Perceptual, and " ... a heroic effort to bring clarity to a hard-to-grasp theory ... " Psychophysiological Processes . " ... a major reference for students and scholars who want to know Vol. ill The Hypnotic Investigation 22.95- what Erickson said. .. " of Psychodynamic Processe~ Contemporary Pshychology Vol. IV Innovative Hypnotherapy 24.95 _ 1------~·~ New titles-publication winter 1988-B9Ir------l HYPNOTIC METHODS IN THE ART OF HEALING NON-HYPNOTIC THERAPIES by Lewis E. Mehl, M.D., PhD . by Aaron Noah Hoorwitz PhD and Gayle H. Peterson, M.S.S.W. "The authors are evolving a new theory of human pathology and a A practical book showing the nature and value of hypnotic methods in multi-faceted method for responding therapeutically. Ericksonian day to day psychological practice. Includes numerous case studies. hypnosis has been used for some time and they are expanding it into illness and physical symptoms." Carl Whitaker ~ $39.95 QTY_ $39.95 QTY _ ~

I See Books, Audio and Video Tapes on Display at the Irvington Booth. I AVAILABLE FROM IRVINGTON List Price Qty Coping with Loss Onno Van der Hart I• C=:J •I $39.95 Experiencing Hypnosis: Therapeutic Approaches to Altered States Milton Erickson & Ernest Rossi I• c:::::J •I 39.50 Hypnotic and Strategic Interventions Michael D.Yapko, Ed. 39.50 Hypnotherapeutic Techniques John G. Watkins 39.50 (Winner of the 1988 SCEH Award for best book published in Hypnosis) Hypnotic Induction Techniques John G. Watkins (Audio tape only) I• c::::::J •I 14.00 Raising Self-Esteem John G. Watkins and Helen Watkins (Audio tape only) I•C=:J•I 14.00 Hypnotherapy: An Exploratory Casebook Milton Erickson & Ernest Rossi I• C=:J •I 39.50 Hypnotherapy for Troubled Children Robert E. Duke I• C=:J •I 29.95 Hypnotic Realities: Induction of Clinical Hypnosis and Forms Indirect Suggestion I• c::::::J •I 29.95 Milton Ericksont Ernest & Sheila Rossi Rituals in Psychotherapy Onno Van der Hart 27.50 Time Distortion in Hypnosis Linn F. Cooper & Milton Erickson 29.50 We, The Divided Self John G. Watkins & Rhonda L. Johnson I• c::::::J •I 30.95 The Wisdom of Milton H. Erickson Ronald A. Havens 39.50

I• c=1 •I includes audio cassette

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64 THE SEMINARS, WORKSHOPS, AND LECTURES OF MILTON H. ERICKSON List Price Qty Vol I Healing in Hypnosis Ernest L. Rossi, Margaret 0. Ryan & Florence A. Sharp, Eds. $39.50 Vol. II Life Reframing in Hypnosis Ernest L. Rossi, Margaret 0. Ryan, Eds. 39.50 Vol ill Mind-Body Communication in. Hypnosis Ernest L. Rossi, Margaret 0. Ryan, Eds. 39.50 Vol IV Therapeutic Choice in Hypnosis Ernest L. Rossi, Margaret 0. Ryan, Eds. (Available Fall1989)

Each volume contains rare photographs and an audio cassette of Erickson at work. SPECIAL VIDEO OFFER Purchase a video cassette and select any book free. [ ~ Healing and AIDS Samuel, the subject of this hypnosis demonstration has survived for two years $250 with AIDS. The frrst part of the tape is about healing. Dr. Mehl and Gayle Peterson use hypnosis to work with Samuel to help him facilitate healing, 60 minutes. Lewis Mehl and Gayle Peterson [ ~ Resolving Traumatic Memories of Child Abuse: The Case of Selwyn A treatment for depression 250 caused by child abuse. David Grove demonstrates new ways of resolving traumatic memories by evolving metaphors, 50 minutes. David Grove and Bl. Panzer The Artistry of Milton H. Erickson In this two-part presentation, Milton H. Erickson elegantly 400 demonstrates the clinical techniques in hypnosis that made his therapy so effective. 2 videos, 104 minutes, Milton Erickson and Herbert Lustig A Primer of Ericksonian Psychotherapy Recorded in professional television facilities, this 150 thirty-two minute long videotape provides invaluable guidance to students of Erickson's clinical genius. Milton Erickson and Herbert Lustig The Reverse Set in Hypnotic Induction A forty-five minute audio-visual presentation of a 185 youthful Erickson. This is a valuable study of his earlier methods. Milton Erickson Trancework: A Demonstration of Hypnotic Patterns A sixty minute videotape illustrating 225 basic principles and some of the different patterns inherent in the use of clinical hypnosis. Includes demonstrations of indirect induction, age regression, and glove anesthesia. Michael Yapko [ ~ Hypnotic Phenomena Demonstrates induction techniques and hypnotic phenomena including post 300 hypnotic suggestions, perceptual distortions, hypermnesia and regression, post hypnotic hallucinations and the hypnotic inculcation and resolution of an artificial neurosis. 90 minutes. John G. Watkins All tapes are in color, except The Reverse Set of Hypnotic Induction. Please specify mode:Beta, VHS, or PAL All videos are now available. ¢NEW

TRANCEWORK: ~VINGTONSPECIALSALEORDE~ORM-~--Saleend~ch~~ {Please clip or photocopy coupon. Or use entire ad or a copy as your check-list.) An Introduction to QTY TITLE PRICE TOTAL Clinical Hypnosis by Michael D. Yapko, PhD l•c=J•I $38.50 New price for 5 or 29.95 more copies for No discount on videotapes. Discount subtotal instructional use. Visa# ------Sales Tax (NY only) (Including Audio Tape) Mastercard # Shipping and Handling Exp. Date ___ Signature------Total U.S., Canada, Mexico shipping & handling, add $2 per book, $10 for each video. Overseas (sent via air) $10 (US) each book and $25 (US) each video. Individuals must include check, money order or credit card information. PRINCIPLES OF libraries and institutions may enclose purchase orders for books and will be billed at current prices less sales discounL No P.O. orders for videos. All sales fmal. Delivery approx. 4 weeks. SELF HYPNOSIS SHIPPING ADDRESS: Name ______by Alexander Simpkins PhD Ad~ess ______and Annellen M. Simpkins PhD City State Zip------Spring 19 89 $29.50 I• c=l ·I ~end fonn to: Irvington Publishers.!.._Inc. 740 Broadway, New York, N.Y. _!:_()OOU

65 The Milton .H. Erickson Foundation turns 10 next year To observe this event, we have arranged a special 4-day institute November 2-5, 1989, in Phoenix, Arizona Presenters include: Joseph Barber, Stephen Gilligan, Stephen lankton, Bill 9'Hanlon, Ernest Rossi and Jeffrey K. Zeig ------Check should be payable in U.S. CURRENCY, drawn on an AMERICAN BANK and made payable to the Milton H. Erickson Foundation. We honor: 0 VISA D MASTERCARD Account Number:------Ex pi ration Date: ------Name: ______

Street: ______~------Cicy: ______State: ______Zip: ______Count~=------Telephone: ______Profession:------Degree: ______Major: ______Universicy: ------­ REIURN TO: The Milton H. Erickson Foundation, 3606 N. 24th Street, Phoenix, Arizona 85016 U.S.A. Telephone: (602) 956-6196. Open to heath professionals with master's degrees and above from accredited institutions and eligible students. REGISTER BY MAIL - postmarked by January 1, 1989 $200.00 Regular $100 Students* Needs Assessment Survey 1) Please indicate specific needs for skill development that you would like to gain from attending this conference. _____

2) Please indicate additional potential faculcy who can help you develop these skills.

3) The proposed format will be basic, intermediate and advanced tickets in three-hour time tables with one hour of lecture, one hour of demonstration and one hour of supervised small group practice. Will this format help you to develop the skills you indicated? D YES D NO Suggestions for format------

REGISTRATION FEES after January 1, 1989

U.S. Registration Fees: Canadian ~ Other Foreign Registration Fees: $250 U.S. ($150 for full-time graduate students*) for registrations $225 U.S. ($150 for full-time graduate students*) for foreign postmarked on or before May 31, 1989. registrations postmarked on or before September 1, 1989. $300 U.S. ($200 for full-time graduate students*) for registrations $300 U.S. ($200 for full-time graduate students*) for foreign postmarked on or before September 1, 1989. registrations postmarked on or before October 1, 1989. $350 U.S. ($250 for full-time graduate students*) for registrations $400 U.S. for foreign on-site registration if space is available. (No postmarked on or before October 1, 1989. student discount.) $400 U.S. for on-site registration if space is available. (No student * Students must provide a certifying letter from their school or discount.) department on letterhead stationery Indicating proof of full-time student status as of December 1989.

66 The Oaks can succeed with your difficult-to-treat adolescents when outpatient therapy or short-term hospitalization isn't enough. We've helped troubled youths and their families for more than 40 years. Caii1-800-THE-OAKS. When the patient completes treatment and returns home, to your care, answering to the family is no problem. The Oaks Treatment Center ITaJ A Brown Schools ft1 Psychiatric Hospital

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67 Training Videotape Private (not-for-profit) mental health center and psychiatric hospital has posi­ Indirect Suggestions and Binds: tions for individuals who want to work Cornerstones of Ericksonian Psychotherapy for an organization that is client centered and uses a team approach. Produced by We are JCAHO accredited! The Milton H. Erickson Institute of Central Texas

This forty-eight minute videotape features George Glaser, MSW We are located in central Indiana illustrating the construction and delivery of eleven types of indirect suggestions ,binds, and double binds. Included are: within 90 minutes of two reservoirs, Ball • Open Ended Suggestions • Conadollll Unconscious Binda State University, Indiana University and • TndaJitl • lmplicationa Purdue University, several colleges, and • Questlonll Statements That Focus • Apposition of Opposites Awareness • Double Dissodatlve Consdoull Indiana's two largest cities - • Suggestions Covering All Possible Unconscious Double Binda Indianapolis and Fort Wayne. Positions Alternatives • Non-Sequitur Double Binds available are: outpatient doctorate level • Binds of Comparable Alternatives • Embedded Suggestions A unique feature is subtitling which indicates the type of sugges­ psychologist, or master level social tion or bind currently in use. Also included is a booklet containing in­ worker, and inpatient registered nurse. formation about indirect suggestions and binds, the session tran­ We offer excellent salary and extreme­ script, :md notes about the session which provide a running commen­ tary irom the therapist's point of view. This videotape is excellent for ly competitive benefits. We have a staff usl:! in training groups. member attending the conference, you Cornerstones of Ericksonian Psychotherapy is available in VHS, Beta, and U-Matic formats. The cost for VHS and Beta is $70 each; U­ may contact this person by checking the Matic is $85. This product is available for sale to professionals with a "notice board" in the registration area minimum of a Masters degree in health or mental health disciplines. as of Wednesday morning or send your ORDERING INSTRUCTIONS: Send ordering information (in­ clude quantity and tape format desired) and remittance to The Milton resume to Grant-Blackford Mental H. Erickson Institute of Central Texas/ Austin Center, 605-A Baylor, Health, Inc., 505 Wabash Ave. Marion, Austin, Texas 78703, (512) 479-0455. Payment can be made by check, money order, VISA, or MasterCard. Make remittance payable to the Indiana 46952. EOE Institute. Please include $5 for Postage & Handling, and 7% sales tax if a Texas resident Write or call for more information.

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A time limited grandfathering is presently in effect until December 1991. Three levels of cer­ tification are available: "Diplomate," "Fellow," and "Clinical Associate," depending upon amount and type of education and work experience in fields related to pain management. Physicians, dentists, psychologists, and other health care providers who have been granted a doctorate from an accredited university and who have two years of approved clinical experience may apply for the Diplomate Credential. Individuals trained at the Masters lev:el in related health care disciplines with two years of approved experience may apply for the Fellow Credential. Individuals with a Baccalaureate Degree or its equivalent and five years of experience may apply for the Clinical Associate Credential. All applicants must have significant work experience in pain management. During the grandfathering period, educational degrees earned from accredited training programs and relevant professional work experience will be considered. The Board will review applications on an individual case basis for appropriateness. Certification is dependent upon adherence to the ethical standards of the Academy. Certified providers must demonstrate ongoing professional development.

Please send me an application form and information packet. AMERICAN ACADEMY Name ______OF PAIN MANAGErviENT 1320 Standiford Avenue Address ------Suite 136 Phone( ~ ) ______Modesto, CA 95350

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70 Healing the Wounded Child Within Seminars for .Mental Health Professionals When clients suffer, their pain is expressed in powerful speech rich in metaphor that not only reveals their anguish but also contains the seeds of their healing. These seminars will provide you with the linguistic skills required to discover these seeds and to cultivate a precise healing environment around the invisible wounds of traumatic experience.

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PAID ADVERTISEMENT

71

CONTINUING EDUCATION EVALUATION FORMS

SM

73 FOURTH INTERNATIONAL CONGRESS ON ERICKSONIAN APPROACHES TO HYPNOSIS AND PSYCHOTHERAPY DECEMBER 7-11, 1988 INSTRUCTIONS FOR RECEIVING CONTINUING EDUCATION CREDITS

1. Contained in the Syllabus are three evaluation forms. 'lb receive a Certificate of Attendance verifying continuing education credits, these forms must be completed:

A. A General Evaluation Form to evaluate the overall program.

B. Workshop Evaluation Forms. One form to be completed for each workshop attended (five enclosed).

C. Application for Continuing Education Credits. 'lb evaluate the extent to which educational objectives for each event were met.

2. Your full name and degree must be clearly printed on each evaluation form.

NOTE: ~u will not receive credit for any evaluation form submitted without your name.

3. Complete the GENERAL EVALUATION FORM.

4. A WORKSHOP SESSION EVALUATION FORM must be completed for EACH workshop for which you request continuing education credits.

Print clearly on the Workshop Evaluation Form the title of the workshop, day and name of the leader.

Each workshop qualifies for a maximum of 2 credit hours of continuing education. If you are only present for a portion of the workshop, apply for the appropriate number of credit hours.

The maximum number of workshops you can attend is five.

5. Complete the APPLICATION FOR CONTINUING EDUCATION CREDITS. This form asks you to evaluate the extent to which educational objectives for each event were met. Educational objectives are listed in the syllabus.

Calculate and enter the number of credits requested for each day on the line provided.

Add the daily subtotals and enter the sum for the entire Congress on the blank provided at the bottom of the form.

The maximum number of continuing education credits available for the 1988 Erickson Congress is 31 except for Arizona Nurses' Association, which has approved 37.2 hours.

No credit can be approved for the Virginia Satir video program Thursday night.

Submit completed forms to the C.M.E. Validation Desk located in the West Lounge on the Ballroom Level in the San Francisco Hilton Sunday, December 11, 1988, between 9:00a.m. and 2:00p.m.

You will be issued a CERTIFICATE OF ATTENDANCE which verifies continuing education credits.

NOTE TO CALIFORNIA MFCCs: A number of programs do not qualify for h:ypnosis education hours. See the program for a listing of qualifying presentations. You can only receive BBSE hypnosis credits for applicable programs.

74 BRIEF THERAPY: MYTHS, METHODS ABD METAPHORS POURTB IBTBRBATIOBAL COBGRBSS TO BRIC~SOBIAB APPROACHES TO HYPBOSIS ARD PSYCBOTBBRAPY

December 7-11, 1988

GBBIRAL ~VALUATIOB IORM

DEGREE: ______NAME:~------(Necessary if you request CE credit) Specialty=------How did you first become aware of the Congress?

(1) Brochures/Flyers mailed to you (5) Word of Mouth

(2) Brochures posted (6) Professional Newsletter

(3) Employer/Supervisor (7) Erickson Foundation informed you Newsletter

(4) Display ad in professional _ (8) Other newspaper Use the following scale to indicate the number that reflects your overall opinion of the listed aspects of the Congress:

Not Applicable Poor Fair Satisfactory Good Excellent 0 1 2 3 4 5

Topics covered were interesting ••••••• ( 9) 0 1 2 3 4 5 Topics were of practical value •••••••• (10) 0 1 2 3 4 5 Extent to which professional expectations were fulfilled •••••••• (11) 0 1 2 3 4 5 Format of the Congress ••••••••••••••••(12) 0 1 2 3 4 5 Registration procedures and administration of the Congress ••••• (13) 0 1 2 3 4 5 Con t in u i n g e d u c a t i on pro c e d u r e s • • • • ,_ . • • ( 1 4 ) 0 1 2 3 4 5 Lincoln Center Travel Agency •••••••••• (15) 0 1 2 3 4 5 Meeting room comfort ••••••••••••••••••(16) 0 1 2 3 4 5 Meeting room acoustics •••••••••••••••• (17) 0 1 2 3 4 5 Ease of getting to meeting rooms •••••• (18) 0 1 2 3 4 5 Physical environment (room size, temperature) •••••••••••••••••••••••(19) 0 1 2 3 4 5 Exhibits •••••••••••••••••••••••••••••• (20) 0 1 2 3 4 5 Conference Bookstore •••••••••••••••••• (21) 0 1 2 3 4 5 Hotel accommodations: Hilton •••• (22) 0 1 2 3 4 5 Hotel accommodations: Other ••••• (23) 0 1 2 3 4 5

(See reverse side)

75 Hospitality Events: Wednesday Night Welcome to San Francisco Reception •••••••••••• (24) 0 1 2 3 4 5 Authors' Hour •••••••••••••••••••••••••(25) 0 1 2 3 4 5 Thursday Night Satir Video Program •••• (26) 0 1 2 3 4 5

Please list additional types of learning experience that you would like the sponsors to present:

Please describe specific needs for your skill development as a therapist:

Indicate the types of learning experiences that are most beneficial in acquiring those skills:

Indicate the faculty who would be best able to help you learn those skills:

Please feel free to offer any further comments you have about the Congress:

76 IOUJtt'B IBDIIIATIORAL OORGUSS 011 IB.ICXSORIAII APPilOACIIBS TO HYPROSIS ABD PSYCBODIBIAPY San Francisco, California

Deceaber 7 - Dece.ber 11 1 1988

VOBSJIOP EYALUATIOB IORII

BOTE: Please complete one form for each of the workshops that you attend.

To receive continuiag education credit, you auat subait a signed evaluation for.a for each workshop you attend. lfaU..U. CB value: 2 hours. VOilDJIOP TITLE:______.______

VOHSBOP BO. :.___ _ DlY:__ _ WOIDBOP LlW>Eit(S):______

'!OUR PROIUSIOB:.______BIGBBST DBGUE:______

Dill: ------(Necessary of you request C.E. credit)

Use the following scale to indicate the number that reflects your rating:

Not Applicable Poor Fair Satisfactory Good Excellent 0 1 2 3 4 5

Speaker's presentation style •••••••••••••••••••••••••• ( 1) 0 1 2 3 4 5

Speaker's preparation ••••••••••••••••••••••••••••••••• ( 2) 0 1 2 3 4 5

Speaker's lmowledge of subject •••••••••••••••••••••••• ( 3) 0 1 2 3 4 5

Speaker's attentiveness to participant s 1 questions •••• ( 4) 0 1 2 3 4 5

Speaker's attitude to participants •••••••••••••••••••• ( 5) 0 1 2 3 4 5

Opportunity for interaction at the presentation/workshop ••••••••••••••••••••••••••••••• ( 6) 0 1 2 3 4 5

Content of the workshop ••••••••••••••••••••••••••••••• ( 7) 0 1 2 3 4 5

Audio/Visual materials •••••••••••••••••••••••••••••••• ( 8) 0 1 2 3 4 5

Relevance of materials to my practice ••••••••••••••••• ( 9) 0 1 2 3 4 5

Degree of acquisition of new knowledge/therapy techniques •••••••••••••••••••••••••••••••••••••••••• (10) 0 1 2 3 4 5

Rate the overall value of the program ••••••••••••••••• (ll) 0 1 2 3 4 5 (12) What did you find most beneficial about this workshop?

(13) What would have made the workshop more effective?

77 (see reverse side) IOUil!B DDIIIATIOJW. OOBGI.BSS

(14) The speaker will review at the beginning and close of the session the educational objectives for the workshop. List briefly the three most significant items of new learning you acquired. Item 1

Item 2 ------Item 3 ------

(15) Additional Comments:

78 IOUI.DI IBTEBRATIORAL OORGUSS OR ElliCXSORIAII APP&OACBBS '1'0 HYPROSIS ABD PSYCBODIDAPY San Francisco, California Deceaber 7 - Deceaber 11, 1988

VOllDIIOP BYALUA.riOB IORII

BOTE: Please complete one form for each of the workshops that you attend. ro receive continuing education credit, you must auhlait a aiped evaluation fora for each workshop you attend. Ha~ Cl value: 2 houra. WOIKSBOP TIT.LE:______

VOilUIIOP RO. : ______DA.Y: ___ WOBSBOP LJW)Eil( S) :. ______

'!DUB. PllOI'BSSIOR:.______BIGBBST DBGUE:.______

Dill: ------(Necessary of you request C.E. credit)

Use the following scale to indicate the number that reflects your rating:

Not Applicable Poor Fair Satisfactory Good Excellent 0 1 2 3 4 5

Speaker 1 s presentation style •••••••••••••••••••••••••• ( 1) 0 1 2 3 4 5

Speaker• s preparation ••••••••••••••••••••••••••••••••• ( 2) 0 1 2 3 4 5

Speaker• s knowledge of subject •••••••••••••••••••••••• ( 3) 0 1 2 3 4 5

Speaker• s attentiveness to participants• questions •••• ( 4) 0 1 2 3 4 5

Speaker 1 s attitude to participants •••••••••••••••••••• ( 5) 0 1 2 3 4 5

Opportunity for interaction at the presentation/workshop ••••••••••••••••••••••••••••••• ( 6) 0 1 2 3 4 5

Content of the workshop ••••••••••••••••••••••••••••••• ( 7) 0 1 2 3 4 5

Audio/Visual materials •••••••••••••••••••••••••••••••• ( 8) 0 1 2 3 4 5

Relevance of materials to my practice ••••••••••••••••• ( 9) 0 1 2 3 4 5

Degree of acquisition of new knowledge/therapy techniques••••••••••••••••••••••••••••••••••••••••••(10) 0 1 2 3 4 5 Rate the overall value of the program ••••••••••••••••• (11) 0 1 2 3 4 5 (12) What did you find most beneficial about this workshop?

(13) What would have made the workshop more effective?

79 (see reverse side) IOUID DDDATIOIW. OOBGUSS

(14) The speaker will review at the beginning and close of the session the educational objectives for the workshop. List briefly the three most significant items of new learning you acquired. Item 1

Item 2 ------

Item 3 ------

(15) Additional Comments:

80 IOUJt!R IIITDRATIOHAL OOBGRBSS OB ElliCXSORIAII APPROACHES '1'0 HYPBOSIS ARD PSYCHOmERAPY San Francisco, California Deceaber 7 - Decaaber 11 , 1988

VOUSIIOP EYALUAriOB lOIII

BOTE: Please complete one form for each of the workshops that you attend.

To receive continuiug education credit, you aust aubait a signed evaluation form for each workshop you attend. Haxi.aua Cl value: 2 hours. WORISBOP Tlr.LE:______

VOIWJJIOP BO. :. ____ DlY:. ___ VOIDIIOP LEADER(S) :. ______

'!OUR ftOI'BSSIOB:.______BIGBBST DBGUE:. ______

IIAIII: ·------(Necessary of you request C.E. credit)

Use the following scale to indicate the number that reflects your rating:

Not Applicable Poor Fair Satisfactory Good Excellent 0 1 2 3 4 5

Speaker's presentation style •••••••••••••••••••••••••• ( 1) 0 1 2 3 4 5

Speaker's preparation ••••••••••••••••••••••••••••••••• ( 2) 0 1 2 3 4 5

Speaker's knowledge of subject •••••••••••••••••••••••• ( 3) 0 1 2 3 4 5

Speaker's attentiveness to participants' questions •••• ( 4) 0 1 2 3 4 5

Speaker's attitude to participants •••••••••••••••••••• ( 5) 0 1 2 3 4 5

Opportunity for interaction at the presentation/workshop ••••••••••••••••••••••••••••••• ( 6) 0 1 2 3 4 5

Content of the workshop ••••••••••••••••••••••••••••••• ( 7) 0 1 2 3 4 5

Audio/Visual materials •••••••••••••••••••••••••••••••• ( 8) 0 1 2 3 4 5

Relevance of materials to my practice ••••••••••••••••• ( 9) 0 1 2 3 4 5

Degree of acquisition of new knowledge/therapy techniques •••••••••••••••••••••••••••••••••••••••••• ( 10) 0 1 2 3 4 5

Rate the overall value of the program ••••••••••••••••• (11) 0 1 2 3 4 5

(12) What did you find most beneficial about this workshop?

(13) What would have made the workshop more effective?

81 (see reverse side) IOUI.!B DDIIIATIOBAL OOBGiliSS

( 14) The speaker will review at the beginning and close of the session the educational objectives for the workshop. List briefly the three most significant items of new learning you acquired.

Item 1 ------

Item 2 ------

Item 3 ------

(15) Additional Comments:

82 IOUJtm IBTERRATIORAL OOBGUSS OR ElliCUORUII APPKOACBBS '1'0 BYPROSIS AliD PSYCRODIDAPY San Francisco. California Deceaber 1 - December 11. 1988

VOJlUIIOP BYALUATIOB lOIII

BOTE: Please complete one form for each of the workshops that you attend.

To receive continuing education credit. you auat subait a signed evalutioa fona for each workshop you attend. lfaxi.aua CE value: 2 hours.

VOJlUIIOP TITLE:______

VOHSBOP BO. : ____ DA.Y: ___ WORKSHOP LJW)ER(S) : ______

'10Uit PllOFBSSIOB:______HIGBBST DBGREB: ______

JIAIIB: ------(Necessary of you request C.E. credit)

Use the following scale to indicate the number that reflects your rating:

Not Appl ica bl e Poor Fair Satisfactory Good Excellent 0 1 2 3 4 5 Speaker's presentation style •••••••••••••••••••••••••• ( 1) 0 1 2 3 4 5

Speaker's preparation ••••••••••••••••••••••••••••••••• ( 2) 0 1 2 3 4 5

Speaker's knowledge of subject •••••••••••••••••••••••• ( 3) 0 1 2 3 4 5

Speaker's attentiveness to participants' questions •••• ( 4) 0 1 2 3 4 5

Speaker's attitude to participants •••••••••••••••••••• ( 5) 0 1 2 3 4 5

Opportunity for interaction at the presentation/workshop ••••••••••••••••••••••••••••••• ( 6) 0 1 2 3 4 5

Content of the workshop ••••••••••••••••••••••••••••••• ( 7) 0 1 2 3 4 5

Audio/Visual materials •••••••••••••••••••••••••••••••• ( 8) 0 1 2 3 4 5

Relevance of materials to my practice ••••••••••••••••• ( 9) 0 1 2 3 4 5

Degree of acquisition of new knowledge/therapy techniques••••••••••••••••••••••••••••••••••••••••••(lO) 0 1 2 3 4 5 Rate the overall value of the program ••••••••••••••••• (ll) 0 1 2 3 4 5

(12) What did you find most beneficial about this workshop?

(13) What would have made the workshop more effective?

83 (see reverse side) IOUil!B D1"1111ATIOIW. OOIGUSS

(14) The speaker will review at the beginning and close of the session the educational objectives for the workshop. List briefly the three most significant items of new learning you acquired. Item 1

Item 2 ------

Item 3 ------

(15) Additional Comments:

84 IOUR.m IRTERRATIORAL OOBGRESS OR ERICXSOBIAB APPROACHES TO HYPBOSIS ABD PSYCROt'IIERAPY San Francisco, California Dece.ber 7 - Deceaber 11, 1988

VOIDJIOP BYALUATIOB lOIII

BOTE: Please complete one form for each of the workshops that you attend.

To receive continuing education credit, you must submit a signed evaluation fora for each workshop you attend. HaU... Cl value: 2 hours. WORISBOP TIT.LE: ______

VOR.DIIOP BO. : _____ DA.Y: _____ WOUSBOP LJW)ER(S) :. ______

'!OUR. PB.OI'BSSIOB:. ______HIGHEST DBGI.D:.______

RAilE: ------(Necessary of you request C.E. credit)

Use the following scale to indicate the number that reflects your rating:

Not Applicable Poor Fair Satisfactory Good Excellent 0 1 2 3 4 5

Speaker's presents tion style •••••••••••••••••••••••••• ( 1) 0 1 2 3 4 5

Speaker's preparation ••••••••••••••••••••••••••••••••• ( 2) 0 1 2 3 4 5

Speaker's lmowledge of subject •••••••••••••••••••••••• ( 3} 0 1 2 3 4 5

Speaker's attentiveness to participants' questions •••• ( 4} 0 1 2 3 4 5

Speaker's attitude to participants •••••••••••••••••••• ( 5} 0 1 2 3 4 5

Opportunity for interaction at the presentation/workshoP••••··~··••••••••••••••••••••••( 6} 0 1 2 3 4 5

Content of the workshop ••••••••••••••••••••••••••••••• ( 7} 0 1 2 3 4 5

Audio/Visual materials •••••••••••••••••••••••••••••••• ( 8) 0 1 2 3 4 5

Relevance of materials to my practice ••••••••••••••••• ( 9} 0 1 2 3 4 5

Degree of acquisition of new knowledge/therapy te chn iq ue s •••••••••••••••••••••••••••••••••••••••••• ( 1 0) 0 1 2 3 4 5

Rate the overall value of the program ••••••••••••••••• (ll) 0 1 2 3 4 5

(12} What did you find most beneficial about this workshop?

(13} What would have made the workshop more effective?

85 (see reverse side) IOUR!B IHDIIATIOJW. OOBGIBSS

(14) The speaker will review at the beginning and close of the session the educational objectives for the workshop. List briefly the three most significant items of new learning you acquired.

Item 1 ------

Item 2 ------

Item 3 ------

(15) Additional Comments:

86 Fourth International The Milton H. Erickson Foundation, Inc. Congress on ERICKSONIAN 3606 N. 24th St. APPROACHES TO HYPNOSIS Phoenix, AZ 85016 and PSYCHOTHERAPY APPLICATION FOR December 7-11, 1988 San Francisco, California CONTINUING EDUCATION CREDITS

NAME: (please print) ------Degree: ____

ADDRESS: ------

INSTRUCTIONS (please read carefully): To receive continuing education credit, after you attend an event, rate the individual event by indicating the extent to which educational objectives were met. Do not include the number of hours of attendance for each event. Rather, the total hours of attendance should be indicated on the line provided at the end of the day. NOTE: The sessions of invited addresses count for a maximum of 2~ hours (45 minutes per address). Workshops can be credited for a maximum of 2 hours. Short courses can be credited for a maximum of 1~ hours for each. All other presentations (clinical presentations, panels, conversation hours, etc.) count for a maximum of 1 hour.

Use the following scale to answer the evaluation question: DID THIS PROGRAM MEET THE STATED EDUCATIONAL OBJECTIVES? 1) Not at all 2) A little 3) Partially 4) Mostly 5) Fully (The educational objectives for all events are listed in the syllabus.)

WEDNESDAY, DECEMBER 7, 1988

INVITED ADDRESSES: (2Y.z credit hours total; 45 minutes for each presenter; rate each speaker) 1. BRIEF THERAPY: MODELS AND METHODS 3. TECHNIQUES OF BRIEF THERAPY I 5. UTILIZATION O'Hanlon ...... 1. __ Thompson ...... 7. __ Gilligan ...... 13. __ Klein ...... 2.__ Polster ...... 8. __ Gordon...... 14. __ Vancura ...... 3. __ Zeig ...... 9. __ Rosen ...... 15. __

2. SPECIAL ISSUES IN BRIEF THERAPY 4. APPROACHES TO BRIEF THERAPY I Rossi ...... 4. __ C. Lankton ...... 10. __ Fisch ...... 5. __ Goulding...... 11. __ Erickson...... 6. __ Strupp...... 12. __

WORKSHOPS: (2 credit hours each) Beahrs ...... 1. __ Loriedo ...... 6.__ Yapko ...... 11. __ Booth ...... 2. __ Rossi ...... 7. __ Polster- Demo I ...... 12a. __ Frykman/Barrett/Arnold ...... 3. __ Strupp...... 8. __ Poncelet- Demo 1...... 12b. __ Goulding ...... 4. __ Sylvester...... 9. __ Practicum ...... 13. __ S. Lankton ...... 5. __ Tafoya ...... 10. __ Practicum Instructor ______

WORKSHOPS: 2 credit hours each) Dolan/Johnson ...... 20. __ C. Lankton...... 25. __ Trenkle...... 30. __ Feldman...... 21. __ McNeilly...... 26. __ Rosen- Demo 11 ...... 31a. __ Gordon ...... 22. __ O'Hanlon ...... 27. __ Tafoya- Demo 11...... 31 b. __ Havens...... 23. __ Richeport ...... 28. __ Practicum ...... 32. __ Johnson ...... 24. __ Thompson...... 29. __ Practicum Instructor ------

TOTAL CREDITS for WEDNESDAY __ (maximum 61fl)

continues on back 87 NAME: ______

THURSDAY, DECEMBER 8, 1988 WORKSHOPS: (2 credit hours each) Bader/Pearson ...... 40. __ Hammond/Zilbergeld ...... 45. __ Zeig ...... 50. __ Barber ...... 41. __ Pearson ...... 46. __ O'Hanlon- Demo 111 ...... 51 a. __ Budman ...... 42. __ Polster ...... 47. __ Schmidt- Demo 111 ...... 51 b. __ Cecchin ...... 43. __ Rosen ...... 48. __ Practicum ...... 52. __ Ellis ...... 44. __ Ross ...... 49. __ Practicum Instructor ______

MINI-DEBATES: DIALOGUES AND TRIALOGUES: (1 credit hour each) MD-1: TRIALOGUE MD-3 DIALOGUE MD-5: DIALOGUE Budman/Strupp/Weakland ...... 1. __ Barber/Polster ...... 3. __ Gordon/O'Hanlon ...... 5. __

MD-2: TRIALOGUE MD-4: DIALOGUE Lankton/Zilbergeld/Cecchin ...... 2. __ Ellis/Zeig ...... 4. __

KEYNOTE ADDRESS (1 credit hour) - Cloe' Madanes ...... __

SHORT COURSES I SYMPOSIA: (1 ~ credit hours each) 2:45 ·4:15P.M. Andreas ...... 1. __ Dimond ...... 7. __ Godin ...... 13. __ Auld ...... 2. __ j.S. Edgette ...... 8. __ Liebman/Geary/LeCroy/Ettkin ...... 14. __ Bourne/Glenn/Hart/McGee...... 3. __ Epstein-Graval ...... 9. __ Phillips ...... 15. __ Brett ...... 4. __ Feldman ...... 10. __ Price ...... ~ ...... 16. __ Combs/Freedman ...... 5. __ Furman/Ahola...... 11. __ Cuddeby/Weiner/Noble ...... 6. __ Canter...... 12. __

SHORT COURSES I SYMPOSIA: (1 ~ credit hours each) 4:30 • 6:00 P.M. de Krasinska ...... 17. __ Sommer...... 23. __ Mills ...... 29. __ Gale/Fiemons ...... 18. __ Spencer...... 24. __ Weiner-Davis ...... 30. __ Goldsmith...... 19. __ Stephens...... 25. __ Weisz ...... 31. __ Kessler/Schmidt/Matthews ...... 20. __ Tanebaum...... 26. __ Zeitlin ...... 32. __ Lipchik ...... 21. __ Thompson ...... 27. __ Prior/Del Castello/LaManna/Miyata... 22. __ Walters...... 28. __

TOTAL CREDITS for THURSDAY __ (maximum of 7)

FRIDAY, DECEMBER 9, 1988

TOPICAL PANELS: (1 credit hour each) 8:30 ·9:30A.M. 11:00 • 12:00 NOON 4:00 ·5:00P.M. Resistance ...... 1. __ Using Dreams and Symbols ...... 7. __ Essential Aspects of Brief Therapy .... 12. __ Anecdotes and Metaphors ...... 2. __ Pain Control ...... 8. __ Homework Assignments ...... 13. __ Anxiety and Depression ...... 3. __ Research in Brief Therapy ...... 9. __

9:45- 10:45 A.M. 2:45 ·3:45P.M. 5:15 ·6:15P.M. Sexuality ...... 4. __ Therapeutic Uses of Humor ...... 10. __ Family Therapy ...... 14. __ Brief Therapy Training ...... 5. __ Hypnosis in Psychotherapy ...... 11. __ Hypnotic Induction ...... 15. __ Severely Disturbed Patients...... 6. __ continues on next page 88 Friday continued Name ______KEYNOTE ADDRESS: (1 credit hour) -jay Haley, M.A...... __

DEMONSTRATIONS: (1 credit hour each) Zeig...... 1. __ S. lankton ...... 3. __ C. lankton...... 5. __ Barber ...... 2. __ Gilligan ...... 4. __ Rossi ...... 6. __

GROUP INDUCTIONS: (1 credit hour each) Hammond ...... 1. __ Barretta/Barretta...... 3. __ Katz/Lehrer ...... 5. __ Sylvester...... 2. __ Thompson ...... 4. __ Ross ...... 6. __

CONVERSATION HOURS: (1 credit hour each) Vancura. :...... 1. __ Lance Erickson/ Rossi ...... 5. __ Betty Alice Erickson Elliott/ Kristina Erickson/ Watzlawick ...... 6. __ Elizabeth Erickson...... 3. __ Roxanna Erickson Klein/ Robert Erickson...... 2. __ Zilbergeld ...... 4. __

MINI-DEBATES: DIALOGUES AND T~ALOGUES: (1 credit hour each) MD-6 TRIALOGUE MD-8 TRIALOGUE MD-1 0 DIALOGUE Bergman/McCiendon/Gilligan ...... 1. __ Watzlawick/Goulding/Araoz ...... 3. __ Fisch/Sifneos ...... 5. __

MD-7 DIALOGUE MD-9 TRIALOGUE de Shazer!Yapko ...... 2. __ C. Lankton/Cummings!Gustafson ... 4. __

SUPERVISION PANELS: (1 credit hour each) SP-1: Supervision I SP-11: Supervision II SP-Ill: CLC Ill Havens, Bader, Bergman, Dolan .. 1. __ Yapko, Lustig, Goulding, Cecchin 2. __ O'Hanlon, Gordon, Mills, Kadis ... 3. __

TOTAL CREDIT HOURS for FRIDAY __ (maximum of 7)

SATURDAY, DECEMBER 10, 1988

WORKSHOPS: (2 credit hours each) 8:00 • t 0:00 A.M. Araoz ...... 60. __ Lehrer ...... 65. __ Wilson ...... 70. __ Bergman...... 61. __ Lustig/Singer ...... 66. __ Cecchin - Demo IV ...... 71 a. __ Cheek ...... 62. __ McCiendon/Kadis ...... 67. __ Yapko- Demo IV ...... 71 b. __ de Shazer ...... 63. __ Papp ...... 68. __ Practicum ...... 72. __ Gilligan ...... 64. __ Stern...... 69. __ Practicum Instructor ______

tO:t5 A.M. · tl:t5 P.M. (2 credit hours each) Barretta/Barretta ...... 80. __ Mills ...... 85. __ Fisch/Weakland...... 90. __ Cummings!Bragman ...... 81. __ Poncelet ...... 86. __ Araoz- Demo V ...... 91 a. __ Gustafson...... 82. __ Schmidt ...... 87. __ Cheek- Demo V ...... 91 b. __ Katz/Lehrer ...... 83. __ Sifneos ...... 88. __ Practicum ...... 92. __ Lazarus ...... 84. __ Unestahl ...... 89. __ Practicum Instructor ______

KEYNOTE ADDRESS: (1 credit hour)- Arnold Lazarus, Ph.D...... __ continues on back 89 Saturday continued Name ______

INVITED ADDRESSES: (2~ credit hours total; 45 minutes for each presenter; rate each speaker 6. ISSUES IN BRIEF THERAPY 8. TECHNIQUES OF BRIEF THERAPY II 10. SYSTEMIC APPROACHES Gustafson ...... 1. __ Papp ...... 7. __ Cecchin ...... 13. __ Barber ...... 2. __ de Shazer...... 8. __ McClendon...... 14. __ Cummings ...... 3. __ Yapko ...... 9. __ Elliott ...... 15. __

7. ASPEOS OF BRIEF THERAPY 9. APPROACHES TO BRIEF THERAPY II 11. PERSPECTIVES ON BRIEF THERAPY Bergman ...... 4. __ Sifneos ...... 10. __ Watzlawick ...... 16. __ Budman ...... 5. __ Ellis ...... 11. __ S. Lankton ...... 17. __ Lustig ...... 6. __ Araoz ...... 12. __ Weakland ...... 18. __

TOTAL CREDIT HOURS for SATURDAY ____ (maximum of 71fz)

SUNDAY, DECEMBER 11, 1988

SHORT COURSES: (1 ~ credit hours each) 9:00 • 10:30 A.M. Grodner ...... 39. __ Liddle/Parker/Diamond/Garcia ...... 45. __ j.H. Edgette...... 33. __ Walter/Peller ...... 40. __ Hudson ...... 46. __ Moran/Mack/Eaton ...... 34. __ Mullarky ...... 41. __ Hollander ...... 47. __ Schwarz...... 35. __ j. Miller/Smith ...... 42. __ Talmon/Hoyt/Rosenbaum ...... 48. __ Scheflin/Shapiro ...... 36. __ Ellis ...... 43. __ Ruelas ...... 37. __ Weiss...... 44. __ Relinger ...... 38. __

10:45 A.M.· 12:15 P.M. (1 ~ credit hours each) Freedman/Combs ...... 49. __ Redford ...... 55. __ Katz/Layne...... 61. __ Szczesny/Mayton/Johnson ...... 50. __ Peller/VValter ...... 56. __ Ramsland/Castelbaum ...... 62. __ Sellers ...... 51. __ Ozelsel ...... 57. __ Boyd ...... 63. __ Schindler...... 52. __ S. Miller ...... 58. __ Simpson/Keller...... 64. __ Rubinstein-Nabarro ...... 53. __ Blue/Hensley-David...... 59. __ Robles/de Fabre ...... 54.__ Klippstein ...... 60. __

TOTAL CREDITS FOR SUNDAY ____ (maximum of 3)

TOTAL CONTINUING EDUCATION CREDITS ____ (maximum of 31)

I certify that the above hours are correct (Signature)------

(Date)------

90 IIDal AS818SIIIft BUIYB'f

!he lvolutiOD of PaychotheraPJ': l'utare !'reada Aaahe~. Califoraia Deceaber 12 - 16, 1990

The Milton H. Erickson Foundation will organize a second Evolution Conference in 1990. Speakers who have committed to attend include Aaron Beck, Bruno Bettelheim, Murray Bowen, Albert Ellis, Robert Goulding, Mary Goulding, Jay Baley, R.D. Laing, Arnold Lazarus, Cloe Madanes, Judd Marmor, James Masterson, Rollo Hay, Salvador Minuchin, Erving Polster, Miriam Polster, Ernest Rossi, Thomas Szasz, Paul Watzlawick, Carl Whitaker, and Joseph Wolpe. The purpose of this survey is to ascertain op1n1ons about additional potential faculty and proposed format. Your judicious appraisal would be greatly valued. Please keep in mind that a primary goal of the Conference is to provide a forum through which leaders from diverse schools of psychotherapy can meet to present their views so that attendees can compare and contrast approaches.

I) Please indicate specific needs for skill development that you would like to gain from attending this conference.

II) Additional Potential Faculty: We will be able to add up to seven additional faculty. Please rank your top choices from one to seven. Keep in mind that it is important to represent a broad spectrum of contemporary psychotherapies. Indicate faculty who could help to provide the kind of skills you are interested in developing.

James Bugental (Existential) Gianfranco Cecchin (Family)

Ray Corsini (Adlerian) Bans J. Eysenck (Behavioral) -- Viktor Frankl (Existential) William Glasser (Reality Therapy) __ Arnold Goldberg (Self-psychology) James Billman (Jungian)

_____ Jean Houston (Humanistic) Belen Singer Kaplan (Sex) _____ Stanley Keleman (Body Therapy) Otto lernberg (Psychoanalytic)

__ Alexander Lowen (Body Therapy) Michael Mahoney (Cognitive)

William Masters (Sex) Donald Meichenbaum (Cognitive) __ Mara Selvini Pallazoli (Family) Peggy Papp (Family) __ Leo Rangele (Traditional Clifford Sager (Group) Psychoanalytic) Herold Searles (Psychoanalytic) Peter Sifneos (Brief Psychoanalytic)

Paul Wachtel (Eclectic) Irv Yalom (Group, Existential) __ Other 91 IDD8 ASSISBIIII'l BUDIY

III) Format of the Con£ erence: Strongly Agree Neutral Disagree Strongly Agree Disagree Three-Hour Workshops (Led by individual faculty) ( 1) 5 4 3 2 1 Topical Panels (1 Hr.) (E.g. schizophrenia, training psychotherapists, etc.) ( 2) 5 4 3 2 1 Case Discussion Panels (1 Hr.) (Experts are asked to discuss a written case) ( 3) 5 4 3 2 1 Supervision Panels (1 Hr.) (Attendees can present cases to experts) ( 4) 5 4 3 2 1 Conversation Hours (1 Hr.) (Led by individual faculty) ( 5) 5 4 3 2 1 Clinical Presentations (1 Hr.) (Live demonstration or discussion of therapy videotape) ( 6) 5 4 3 2 1 Keynote Addresses (Comments on the field by experts whose discipline is not psychotherapy) ( 7) 5 4 3 2 1 If this meeting were held, I would most likely attend. ( 8) 5 4 3 2 1

IV) In making preliminary plans for the 1990 Evolution of Psychotherapy Conference, we are considering the idea of keynote presentations which would place the psychotherapy field in a broader context. Here is a list of leading thinkers who could be invited to offer insights about the evolution of human psychology. Please rank your top five choices. Additional suggestions would be greatly valued. Anthropology: Social Psychiatry: Ray Birdwhistell Robert J. Lifton Mary Catherine Bateson __ Robert White History: Social Commentators: Christopher Lasch __ Benjamin Spock __ Barbara Tuchman Isaac Asimov Education: Literature: Jerome Bruner __ Ken Kesey Humor: Music: ___ Art Buchwald __ Leonard Bernstein

Psychology: Health: B. F. Skinner __ Norman Cousins _____ Erik Erikson Julian Jaynes Linguistics: __ H. Ellenberger Noam Chomsky __ Albert Bandura Other (Please List) Other (Please list)

92 IIDD8 AS8188111ft SlJaYBY

V) ( 9) Degree: (5) M.D. __ (4) Ph. D./Ed.D. (3) M.S. W. __ M.A./M.S. (2) M.Div. M.r.c.c. (1) Graduate Student _____

Other (Please specify) ------

VI) Category of theoretical orientation (Check the one that most accurately represents your primary school of therapy).

Dynamic/Analytic Affective/Awareness (e.g. Gestalt/Humanistic)

__ Cognitive Philosophical (e.g. Existential)

__ Faulily Therapy Hypnotherapy

__ Group Therapy Behavioral -- Eclectic Other (Please specify) Sympt~Based Therapy (e.g. Sex Therapy, Crisis Intervention)

VII) Additional Comments and Suggestions: (Feel free to use a blank sheet of paper for your comments and suggestions.)

93 Visit the ·bitsI

Franciscan Room

94 PBRSOBAL SCBBDULB

IYBB'f LOCA'IIOB

VIDBBSDAY, DICBKBB& 7 1 1988

8:15- 8:45 AM Convocation Grand Ballroom B 9:00-11:30 AM Invited Address # 1:00- 3:00 PM Workshop :fJ __ 3: 15- 5: 15 PM Workshop I ___ 7:30- 9:30 PM Welcome to San Francisco Party Grand Ballroom rBURSDAY, DICIKIB& 8, 1988

8:45-10:45 AM Workshop I 11:00-Noon Mini-Debates ------1:30- 2:30 PM Keynote Address (Madanes) ------Grand Ballroom B 2:45- 4:15 PM Short Course I 4:30- 6:00 PM Short Course I 6:15- 7:15 PM Authors' Hour y 0 s------e m i t e Ballrooms B & c 7:30- 9:30 PM Media Program Grand Ballroom B

•aiDAY, DBCBKBBR 9 1 1988

8:30- 9:30 AM 9:45-10:45 AM 11:00-Noon 1:30- 2:30 PM ------Keynote Address (Haley) Grand Ballroom B 2:45- 3:45 PM 4:00- 5:00 PM 5:15- 6:15 PM

SATURDAY, DBCBKBBR 10, 1988

8:00-10:00 AM Wo~kshop # 10:15-12:15 PM Workshop I 1:45- 2:45 PM Keynote Address (Lazarus) Grand Ballroom B 3:00- 5:30 PM Invited Address I

SUBDAY, DBCBKBBR 11 1 1988

9:00-10:30 AM Short Course I 10:45-12:15 PM Short Course I 12:30- 1:00 PM Closing Remarks Grand Ballroom B

95 Lobby Level

ELLIS STREET

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Ballroom Level ELLIS STREET

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96 ELLIS STREET

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LASSEN ROOM tu DIABLO ROOM c.:t-'l tu !ii c.:t-'l z 4th Floor WHITNEY ROOM !ii 5l c.: 0 < ..J ~ SHASTA ROOM >- 1-<

TAMALPIAS ROOM

O'FARRELL STREET

MASON POWELL SUTIER TAYLOR ROOM ROOM ROOM ROOM ELLIS STREET

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