ERICKSONIA METHODS: The Esse ce of the Story

Keynote Speakers: jay Haley Cloe Madanes Ernest Rossi ·Syllabus '' Each person is a unique individual. Hence, 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. STATE OF ARIZONA EXECUTIVE OFFICE

FIFE SYMINGTON Governor

August 10, 1992

GREETINGS!

On behalf of the State of Arizona, I would like to welcome you to Phoenix for the Fifth International Congress on Ericksonian Approaches to and Psychotherapy. Featuring preeminent practitioners of Ericksonian therapy, the Fifth International Congress is designed to make available a wealth of knowledge and training experience for all attendees.

Arizona is proud to host this prestigious event. I am confident you will find Arizona, and the Phoenix area, to be one of the most scenic and beautiful spots in the nation.

I wish you great success with your meeting, and hope that after your event, you will have the opportunity to enjoy the rich culture and warm hospitality our State has to offer.

Sincerely, r .:t- ....,....~--~ Fife Symington GOVERNOR

FS/ls

1700 WEST WASHINGTON, PHOENIX, ARIZONA 85007 • (602) 542-4331 LOCATION OF ACTIVITIES

1. Registration Desk (After 10 a.m. Wednesday, December 2) - Pueblo Room, Omni-Adams

2. Volunteer Check-In- Pueblo Room, Omni-Adams

3. Exhibits- Pueblo Room, Omni-Adams

4. Bookstore - Pueblo Room, Omni-Adams

5. Tape Sales - Pueblo Room, Omni-Adams

6. Hospitality Event - Hyatt Regency Atrium - Wednesday 7:30 - 9:30 p.m.

7. Authors' Hour- Second Floor Lobby, Omni-Adams­ Thursday 6:15 - 7:15 p.m.

8. Arizona Party - Pinnacle Peak Patio - Saturday 6:15 - 11:00 p.m. gO-G ALL-AMERICA CITY City of Phoenix OFFICE• OF THE MAYOR 'IIIJ.'

Paul Johnson Mayor

251 West Washington Phoenix, Arizona 85003 602 262-7111

Greetings:

On behalf of the City Council, please accept •Y best wishes as you gather in Phoenix for the Fifth International Congress on Ericksonian Approaches to Hypnosis and Psychotherapy.

For those of you who live outside the Phoenix area, I hope you will take some tiMe to get out and see all that this City has to offer. Our downtown area is on the move -- and as always, our restaurants, shopping opportunities, cultural events and leisure activities are second to none.

Again, I am pleased to welcome you to the Valley of the Sun and offer you •Y best for a successful and enjoyable Congress.

Table of Contents

1992 International Congress Schedule ...... 2 Congress Faculty ...... 12 The Fifth International Congress ...... 15 The Milton H. Erickson Foundation, Inc...... 18 Milton H. Erickson Institutes and Societies ...... 20 Abstracts and Educational Objectives of Presentations Wednesday ...... 24 Thursday ...... 31 Friday ...... 41 Saturday ...... 45 Sunday ...... 52 Exhibitors and Advertisers ...... 59 Continuing Education Evaluation Forms ...... 7 3 General Evaluation Form ...... 7 5 Workshop Evaluation Forms ...... 77 Application for Continuing Education Credits ...... 87 Personal Schedule ...... 93 Maps ...... 94

1 ERICKSONIAN METHODS: THE ESSENCE OF THE STORY TUESDAY, DECEMBER t, t 992 6:00 • 9:00 P.M. REGISTRATION - Atrlum-Hyatt Regency WEDNESDAY, DECEMBER 2, t 992 6:30 ·8:00A.M. REGISTRATION 8: 1 5 • 8:45 A.M. CONVOCATION - Regency Ballroom (Hyatt) jeffrey 1<. Zeig, Ph.D. - Kristina 1<. Erickson, M.S., M.D. - Linda Carr McThrall

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

Session 1 - Regency Ballroom (Hyatt) Session 4 - Phoenix Ballroom (Hyatt) Moderator: Hillel Zeitlin, L.C.S.W. Moderator: joseph Hicks, M.Ed. Jeffrey K. Zelg, Ph.D. Andre Weltzenhoffer, Ph.D. Special Techniques of Utilization: Sequences, Symptom Words, Ericl

Session 3 - Oinnl South Ballroom Moderator: Brent Geary, Ph.D. Michael Yapko, Ph.D. Memories of the Future Yvonne Dolan, M.A. Treatment of Sexual Abuse and Other Traumas: An Ericksonian Perspective Bernhard Trenkle, Dlpl. Psych. Ericksonian Approaches in the Rehabilitation of Paralyzed Patients

11:30 A.M. • 1:00 P.M. WNCH

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

Workshop 1 - Regency AB (Hyatt) Workshop 3 - Boreln (Hyatt) Workshop 5 - Remington (Hyatt) EYE MOVEMENT DESENSITIZATION AND HYPNOSIS AS METAPHOR: AN BECOMING A HEALER USING SELF­ REPROCESSING INTROINDUCTION HYPNOTIC TECHNIQUES Francine Shapiro, Ph.D. Charles Stern, Ph.D. Sandra Sylvester, Ph.D. The Ericksonian principle of "following the The introinduction: Introducing hypnosis by This experiential workshop will enable par­ patient's lead" is an important aspect of eye hypnotizing the subject with metaphorical ticipants to identify internal states of heal­ movement desensitization and reprocessing stories about hypnosis. ing and design practical personal rituals, (EMDR). This workshop provides an introduc­ through self-hypnosis, which will allow them tion, discussion and demonstration of EMDR Workshop 4 - NavaJo CD (Omnl) to act from this internal state of therapeutic as a treatment for anxiety and post-trauma­ FRITZ PERLS MEETS CARL ROGERS: A healing. tic stress disorder. While not a training, the­ "GENTLE" PATH TOWARD INTEGRATING Limited to 50 participants oretical assumptions, the model and its dis­ PARTS crete elements, and clinical applications will Robert Schwarz, Psy.D. Workshop 6 - Hopi (Omnl) be explored through discussion and treat­ Erickson stated that the objective of therapy STAYING OUT OF "BAD" TRANCES ment tapes. is the reorganization of the client's inner Philip Booth, Cert. r.s.w. psychological life. A Gestalt, two-chair tech­ Symptoms and uncomfortable psychological Workshop 2 - Omnl South Ballroom nique to reorganize conflicting parts can be states are assumed to occur in or be equiv­ RECLAIMING THE FEMININE SELF IN ''rough'' and create resistance. This work­ alent to dysfunctional or "bad" trances. The shop presents an approach that utilizes pre­ essence of psychotherapy is to help clients Noelle Poncelet, Ph.D. supposition, spatial sorting, reframing and stay out of such trances. This model and its Seeking to foster balance and collaboration negotiation to respectfully facilitate a gen­ implications will be discussed and demon­ between one's Masculine and Feminine sides, tle process that moves clients toward an in­ strated. There also will be an experiential this wor)

2 forkshop 7 - Russell (Hyatt) Workshop tO- Regency CD (Hyatt) Workshop t 3 - Curtis (Hyatt) ADDICTION AND HYPNOSIS ANXIETY DISORDERS AND MILTON DEMONSTRATIONS I Michael Elkin, M.A. ERICKSON Camillo Lorledo, M.D. This workshop presents a model for un­ Lynn Johnson, Ph.D. Betty Allee Erickson-Elliott, M.S., L.P.C. derstanding addiction designed to resolve Anxiety disorders treatment has advanced These clinical demonstrations allow regis­ the "disease theory" versus the "medical significantly in the last ten years. This work­ trants to actually observe the different styles model'' controversy. Hypnosis can contrib­ shop compares and contrasts current cog­ of therapy conducted by faculty. This work­ ute to solving or exacerbating the problem nitive-behavioral treatment with Erickson's shop consists of two separate one-hour of addiction. approaches and those of his students. demonstrations. The presenters and topics are as follows: Camillo Lorledo, M.D., •'Fam­ lforkshop 8 - Navajo AB (Omnl) Workshop t t - Phoenix Ballroom (Hyatt) ily and Therapy,'' and TIME LINE THERAPY HYPNOSIS, METAPHORS AND SOWTIONS: Betty Alice Erickson-Elliott, M.S., L.P.C., Tad James, M.S. CREATING THE EXPECTANCY FOR CHANGE ·'Anatomy of Varied Formal Trance Induc­ This workshop introduces a model of ther­ William Matthews, Jr., Ph.D. tions.'' apy pioneered by Tad james, M.S. Time Line This workshop elaborates a solution-orient­ therapy is a safe, gentle, and exceptionally ed approach to therapeutic change. The pro­ Workshop 14 effective method for the release of negative cess of change will be considered as a shift SMALL GROUP PRACTICUM SESSIONS emotions, limiting beliefs, and phobias. in client/therapist expectancies which can be HYPNOTIC INDUCTION METHODS created through the use of hypnosis, meta­ These two-hour workshops are offered for Vorkshop 9- Apache (Omnl) phors, and behavioral assignments. Creating those who desire small group experiential THERAPY WITH THE "INNER FAMILY" WITH expectancy shift will be discussed in terms training. Each group will consist of a max­ SYMPTOMS AS COALITION PARTNERS of assessment, induction, and the creation imum of t 2 participants. Practicum sessions AND "EGO" AS PRESIDENT- HYPNOTIC of stories. cover specific techniques of Ericksonian hyp­ SYSTEMIC CONCEPTS FOR CONTEXT­ Limited to 50 participants notherapy. Members of the faculty will be RELATED WORK WITH INTERNAL AND assigned as group leaders just prior to the INTERACTIONAL SYSTEMS Workshop t 2 - Omnl North Ballroom meeting. · Gunther Schmidt, M.D. FRAMEWORKS: FUNDAMENTALS OF Symptoms can be seen as triangulation ERICKSONIAN HYPNOSIS Section 1: Hyatt Suite 318 phenomena in escalations of contradictory Jeffrey K. Zelg, Ph.D. Section 2: Hyatt Suite 326 parts. The ·'ego'' can serve as president of How is trance induced from an Ericksonian Section 3: Hyatt Suite 327 the family conference. Also discussed will be perspective? What is the role of the clinician Section 4: Boardroom - Hyatt one-sided inner coalitions and the therapist in establishing a hypnotic relationship? How Section 5: Boardroom- Omnl as triangulated partner of the ruling subsys­ is the induction tailored to the unique style Section 6: Mohave A - Omnl tem; hypnotic representation of inner parts and response of the patient? Includes lec­ as members of a conference; constructive ture, demonstration and small group prac­ (solution) conferences and problem-confer­ tice. ences; and playful dance with symptoms. h15 ·5:15P.M. WORKSHOPS #15 • 28 WEDNESDAY P.M.

Norkshop t 5 - Omnl South Ballroom Workshop 18- NavaJo CD (Omnl) Workshop 21 - Boreln (Hyatt) INVENTING THE FUTURE PEOPLE OF THE SECOND WIND: METHODS HYPNOTIC PHENOMENA: THE ESSENCE OF Michael Yapko, Ph.D. OF UTILIZING CONSCIOUS/UNCONSCIOUS INTERVENTION Hindsight may be 20/20, but foresight is WISDOM PROPELLING CLIENTS OVER THE John Edgette, Psy.D. &. Janet Edgette, Psy.D. even better. This workshop examines the HILL AND BEYOND This workshop will teach participants how relationship between expectations and out­ Donna Spencer, Ph.D. to elicit, develop, and most importantly, comes, actions and consequences, and the "People of the Second Wind" are drawn to utilize (both in and post-trance) a wide va­ present and the future. The goal is a simple a deeper development of the individual Self. riety of hypnotic phenomena. Such phenom­ one: Learning to think beyond the moment, Their issues go beyond adjustment to fami­ ena include hypnotic dreaming, positive and because the future hasn't happened yet. ly, work, and society. The unconscious is ex­ negative hallucinations, hypnotic deafness, tremely active and wise. Therapists should tunnel vision, and age progression. Demon­ Workshop 16- Navajo AB (Omnl) recognize the inner wisdom, sometimes un­ strations and experiential exercises are in­ ''COMPETENCY BASED BRIEF THERAPY'' consciously manifested, which calls people cluded. -USING ERICKSON'S PATTERNS to examine the precise meaning of their life Level: Intermediate and Advanced Norma Barretta, Ph.D. &. and their coming to terms with their physical Philip Barretta, M.A. death. Methods for tapping this "wisdom of Workshop 22 - Apache (Omnl) Competency Based Brief Therapy is a strong­ the Second Wind,'' include the use of trance, HYPNOTIC ABREACTION AND REFRAMING ly interventive approach which taps into the dreams, creative exercises, and ritual. FOR WORKING THROUGH TRAUMA patient's own resources to generate new D. Corydon Hammond, Ph.D., ABPH choices. This model provides skill learning Workshop 19- Russell (Hyatt) This workshop overviews contraindications consciously and new information uncon­ THE WAYS AND WHYS OF WISE WORDS and guidelines for facilitating therapeutic sciously, allowing the patient to re-create a Kay Thompson, D.D.S. abreaction. Also presented are methods for new improved design in living. This workshop will practice methods to managing resistance to age regression and develop everyday words Into meaning-full methods for reframing and working through Workshop 17- Hopi (Omnl) themes. abuse. Unconscious commitments can be SELF-ESTEEM AND THE FAMILY TRANCE Limited to 40 participants obtained and post-hypnotic can Jane Parsons-Feln, C.S.W. facilitate resolution. Milton Erickson defined hypnosis as an Workshop 20 - Omnl North Ballroo~ Level: Advanced everyday experience, and trance state as ac­ FROM PERSONA TO PERSON: THE BIRTH Restricted to Master's Degree or Doctoral tive unconscious learning. Children spend OF A GENERATIVE SELF Level Psychotherapists many hours in trance. Therefore, the family Stephen Gilligan, Ph.D. is a hypnotic unit. Parents are hypnotists who Individuals often confuse personal identity Workshop 23- Remington (Hyatt) induct each other and their children into ("Who are you?") with a fixed persona (e.g., HYPNOTHERAPY WITH HIV PATIENTS their own learned unconscious patterns and a depressive mask or life script). This work­ Burkhard Peter, Dlpl. Psych. thereby have a profound effect on the child's shop explores methods for both •'defram­ The diagnosis of being HIV-positive is a self-esteem. ing" such rigid misidentifications and inven­ sentence to death. Consequent reactions are Level: Intermediate and Advanced ting a generative "multiple personality" set. shock, resignation and despair. Multiple Restricted to Master's level and above physical and social problems during the course of the disease lead to different men­ tal and emotional reactions. The therapist's duty is to help patients cope with their in­ dividual complaints.

3 Workshop 24 - Phoenix Ballroom (Hyatt) Workshop 26 - Regency AB (Hyatt) Workshop 28 INVITATIONS TO NEW LIFE STORIES: USING SYSTEMATIC TRAINING OF MENTAL SMALL GROUP PRACTICUM SESSIONS QUESTIONS TO ELICIT EXPERIENCE OF SKILLS IN SPORTS AND LIFE INDIRECT TECHNIQUES OF PSYCHOTHERAPY ALTERNATIVE POSSIBILITIES l.ars-Erlc Unestahl, Ph.D. AND HYPNOSIS Gene Combs, M.D. &.. Jill Freedman, M.S.W. Based on investigated similarities among These two-hour workshops are offered for People make sense of their lives by situating Peak Performance, Wellness, and Alternative those who desire small group experiential them in stories. Therapy can be conceptu­ States of Consciousness, hypnotic principles training. Each group will consist of a max­ alized as a process of facilitating new life and techniques play a crucial role in mental Imum of 12 participants. Practlcum sessions stories. We will practice creating questions training programs for sport, school, and cover specific techniques of Ericksonlan hyp­ to Invite people into vivid internal experi­ everyday life. notherapy. Members of the faculty will be ences that can open space for new life nar­ assigned as group leaders just prior to the ratives, and practice developing additional Workshop 2 7 - Curtis (Hyatt) meeting. questions to invite people to more fully ex­ DEMONSTRATIONS II perience those narratives. Yvonne Dolan, M.A. Section 1: Hyatt Suite 3 t 8 Level: Intermediate and Advanced Lynn Johnson, Ph.D. Section 2: Hyatt Suite 326 These clinical demonstrations allow regis­ Section 3: Hyatt Suite 327 Workshop 25- Regency CD (Hyatt) trants to actually observe the different styles Section 4: Boardroom - Hyatt WORKING WITH THE PROBLEM DRINKER: of therapy conducted by faculty. This work­ Section 5: Boardroom- Omnl A SOWTJON-FOCUSED APPROACH shop consists of two separate one-hour Section 6: Mohave A - Omnl Scott Miller, Ph.D. demonstrations. The presenters and topics This workshop presents the solution-focused are as follows: Yvonne Dolan, M .A., "Asso­ approach to problem drinking. Current re­ clatlonal Scaling Technique to Overcome search and thinking in the field of alcohol Symptoms of Dissociative Disorder,'' and treatment will be translated Into innovative Lynn johnson, Ph.D., "Brief Therapy: An In­ therapeutic skills that can be used for the tegrative Approach." practical, efficient, and individualized treat­ ment of problem drinkers in one's clinical practice. Level: Basic

9:00 • 11 :00 A.M. and CONCURRENT PROGRAM WEDNESDAY 1:00 • 5:00 P.M. THERAPIST DEVELOPMENT TRACK A.M. AND P.M. Track 1: ''THERAPIST PERCEPTIVITY'' - Stephen Lankton, M.S.W. and faculty - Hyatt Track II: "SELF-CREATION OF THE THERAPIST" -Ernest Rossi, Ph.D. and faculty -Hyatt

7:30 • 9:30 P.M. WELCOME RECEPTION- ATRIUM (HYATT) WEDNESDAY P.M. THURSDAY, DECEMBER 3, 1992

8:45 • 1 0:45 A.M. WORKSHOPS #29 • 42 THURSDAY A.M.

Workshop 29- Remington (Hyatt) Workshop 32 - Omnl North Ballroom Workshop 35- NavaJo AB (Omnl) USING ERICKSONIAN CONCEPTS TO MIND-BODY APPROACHES TO STORYTELLING WITH ADULTS ABUSED AS STREAMLINE THE PROCESS OF HYPNOTHERAPY CHILDREN PSYCHOTHERAPY Ernest Rossi, Ph.D. Deborah Ross, Ph.D. Herbert Iustig, M.D. A brief introduction to the theory and prac­ This workshop teaches hypnotic storytelling Erickson spent most of his career champion­ tice of mind-body therapy through a series specific to adult survivors' developing ego ing hypnosis and its appropriateness for of demonstrations and experiential exer­ strength, internal safety, the right to plea­ psychotherapy. He devised innovative thera­ cises. sure, and openness to change. Participants peutic strategies, using problem-solving ap­ will receive highly generalizable story ma­ proaches, and stressed the Importance of Workshop 33- Russell (Hyatt) terial to help patients develop empower­ continual learning. This worl

4 forkshop 38- Apache (Omnl) Workshop 41 -Curtis (Hyatt) Workshop 42 STRATEGIZING PSYCHOPHYSIOLOGICAL DEMONSTRATIONS Ill SMALL GROUP PRACTICUM SESSIONS HYPNOTHERAPY Gene Combs, M.D. &. Jill freedman, M.S.W. METAPHOR &.. ANECDOTES Helen Erickson, R.N., Ph.D. Gunther Schmidt, M.D. These two-hour workshops are offered for This worl

Vorkshop 40- Hopi (Omnl) METAPHOR AND IMAGERY IN PSYCHOSOMATIC Marlene Hunter, M.D. Alternative approaches, to be used as an ad­ junct to (never a substitute for) good con­ ventional medical care, are presented in order to empower the patient who may be feeling powerless and victimized by ''the system." Case histories are presented for discussion and example. Participation by registrants is expected. Limited to 50 participants Restriction: Medical, paramedical, and psychological professionals. l 1:00 A.M.· 12:00 NOON DEMONSTRATIONS THURSDAY A.M.

0-1 - Regency AB (Hyatt) D-4 - Omnl South Ballroom D-7 - Phoenix Ballroom (Hyatt) INTERACTIVE TRANCE AND OBTAINING ALLOWING THE DANCE OF "BEING" AND MAKE EACH AND EVERY SESSION COUNT UNCONSCIOUS COMMITMENTS IN "DOING" IN HYPNOTHERAPY Moshe Talmon, Ph.D. HYPNOTHERAPY Noelle Poncelet, Ph.D. D-8- Curtis (Hyatt) D. Corydon Hammond, Ph.D., ABPH D-5- Omnl North Ballroom BUILDING EXPECTANCY D-2 - Regency CD (Hyatt) CREATING INTERNAL SAFETY WITH Michael Yapko, Ph.D. TREATING DEPRESSION USING TIME LINE ADULTS ABUSED AS CHILDREN D-9 - Apache (Omnl) THERAPY Deborah Ross, Ph.D. ASSESSMENT AND PLANNING OF FAMILY Tad )ames, M.S. D-6 - NavaJo AB (Omnl) THERAPY D-3 - Hopi (Omnl) USE OF THE GENOGRAM IN INDIVIDUAL Alfred lange, Ph.D. RESTRUCTURING PROBLEMATIC PATTERNS THERAPY WITH ALTERED STATES OF CONSCIOUSNESS Olga Silverstein, M.S.W. Herbert Lustig, M.D.

12:00 NOON • 1:30 P.M. WNCH

1:30 ·2:30P.M. KEYNOTE ADDRESS- Symphony Hall (Civic Plaza) THURSDAY P.M.

"MONEY AND THE FAMILY" Cloe Madanes, Lie. Psychol.

2:45 • 4:15 P.M. SHORT COURSES THURSDAY P.M.

1. Charles E. Johnson, M.S.W.- Regency AB (Hyatt) 6. Rubin Battlno, M.S. - Boreln (Hyatt) Ericksonian Utilization of Problem and Solution States Poetry as Embedded Metaphor in a Group Induction

2. Julien Mercure, M.A.- Hopi (Omnl) 7. Suzanne Lerner, Ph.D. - Omnl South Ballroom A Successful Treatment of a Fear of Flying (in French) Automatic Drawing: The Therapeutic Use of Art Within a Trance State 3. Rodger Kessler, Ph.D. - Apache (Omnl) Hypnotizability and Hypnotic Responsiveness: Modifying 8. H.L. (lee) Gillis, Ph.D., Christian ltln, M.S.W. &. Michael A. Gass, Responsiveness in Ericl

4:30 ·6:00P.M. SHORT COURSES THURSDAY P.M.

19. lee Shilts, Ph.D.&. James Rudes, M.S.W.- Regency CD (Hyatt) 28. Leeann Jorgensen, Ph.D.&. Anita Klassen- Pima (Omnl) Good Hands/Bad Hands: A Multiple Embedded Metaphor When Stories: Uses for Resolution and Wonder in Therapy and Working with an Adolescent Sex Offender Literature

20. Harriet E. Hollander, Ph.D. &. David E. Mandelbaum, M.D., Ph.D. 29. Brian Grodner, Ph.D., ABPP - Curtis (Hyatt) - Hopi (Omnl) Ericksonian Approaches to Permanent Weight Control and Hypnotic Interventions for Children with Tourette's Syndrome Nonsmoking

21. Carolyn K. Kinney, Ph.D. - Phoenix Ballroom (Hyatt) 30. Douglas G. Flemons, Ph.D. - Maricopa (Omnl) Facilitating New Attachments and Resolving Loss and Grief: Connecting Separations and Separating Connections: A Rela­ Modeling and Role-Modeling the Essence of One Client's Story tional Approach to Hypnosis

22. Gall Isenberg, M.S.- Apache (Omnl) 31. Russell Bourne, Jr., Ph.D.- Havasupal (Omnl) Hypnosis with Deaf People via Sign Language Beyond Trance: From Hypnosis to Hypnotherapy

23. Sky Chaney, M.A., M.F.C.C., Marcia Anton, M.A., M.F.C.C., 32. George Glaser, M.S.W.- Omnl South Ballroom Nicholas Anton, M.D. &. Bobbl Chaney, M.A. Stories Behind the Illness: Practical Applications of Naturalistic - Regency AB (Hyatt) Hypnosis with Psychophysiological Disorders Team Therapy: A Lively Frontier 33. Theresa Eytalls, M.S.W.- Mohave B (Omnl) 24. William A. Miller, Jr., Ph.D. - Boreln (Hyatt) Basic Home Repair: An Ericksonian Approach to Therapy in the Ericksonian Methods with Chronic Illness, Mind-Body Healing Client's Home and Hypnosis 34. Patricia Francesca Newton, M.D. &. 25. Brian Lippincott, Ph.D., Peter Brown, M.D., Carol Sommer, M.S., lusiJah Marx, R.N., M.N., Psy.D. - NavaJo CD (Omnl) Shirley Sanders, Ph.D., Barton Mann, Ph.D.&. Ernest Rossi, The Use of Ericksonian Hypnosis in HIV Disease Ph.D., chair - NavaJo AB (Omnl) A Clinical Exploration of Erickson's Naturalistic Approach: The 35. John L. Walter, M.S.W. &. Jane Peller, M.S.W. l,ll_tx~.Qian Theory and Trance Phenomena - Omnl North Ballroom Empowering Couples: A Solution-Focused Approach 26. Iris A. Ramos, A.C.S.W. - Russell (Hyatt) Little Chief Blow-Hard: Healing the Heart with Native American 36. Jeffrey Feldman, Ph.D.- Gila (Omnl) Techniques in Hypnotic Play with Children Rehabilitation of Chronic Pain Patients: Expanding the Essence of Ericksonian Methods to an Interdisciplinary Team Approach 27. Doris B. Murphy, M.A.- Remington (Hyatt) Ericksonian Interventions for Flashbacks

9:00 • 12:00 NOON AND CONCURRENT PROGRAM THURSDAY 2:45 • 5:45 P.M. THERAPIST DEVELOPMENT TRACK A.M. AND P.M.

Track Ill: "THE THERAPIST'S USE OF SELF" -Stephen Gilligan, Ph.D. and faculty- (Hyatt) Track IV: "DEVELOPING THE HEART OF THE THERAPIST" - Kay Thompson, D.D.S., Betty Allee Erickson-Elliott, M.S., L.P.C. and faculty - (Hyatt)

6:15 • 7:15 P.M. AUTHORS' HOUR - Second Floor Lobby, Omni-Adams THURSDAY P.M. FRIDAY, DECEMBER 4, 1992

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

8:30 ·9:30A.M. 11:00 A.M.· 12:00 NOON 4:00 • 5:00 P.M. D-t 0 INTEGRATIVE HYPNOTHERAPY D-t 2 THE ROLE OF ASSOCIATION AND D-14 A SENSITIVE FAIL-SAFE APPROACH Jeffrey Zelg, Ph.D. DISSOCIATION IN CO-CREATING EX­ TO HYPNOSIS PERIENCE IN THERAPY Ernest Rossi, Ph.D. 9:45 • 10:45 A.M. Stephen lankton, M.S.W. D-t t ACCESSING THE IMAGINAL WORLD 5:15 • 6:15 P.M. Joseph Barber, Ph.D. 2:45 • 3:45 P.M. D-t 5 HYPNOTHERAPY TO EMPOWER D-t 3 HYPNOSIS AS POSSIBILITY AND ADULTS ABUSED AS CHILDREN EMPOWERMENT Carol lankton, M.A. Stephen Gilligan, Ph.D.

6 30 A.M.· 6:t 5 P.M. GROUP INDUCTIONS - NavaJo AB (Omnl) fRIDAY

30- 9:30A.M. tt:OO A.M.· 12:00 NOON 4:00 • 5:00 P.M. GI-l Gl-3 GI-S Brian Alman, Ph.D. Norman Katz, Ph.D. Sidney Rosen, M.D. &. Marc Lehrer, Ph.D. 45 - 10:45 A.M. 5:15 • 6:15 P.M. Gl-2 2:45 • 3:45 P.M. Gl-6 Kay Thompson, D.D.S. Gl-4 Sandra Sylvester, Ph.D. Norma Barretta, Ph.D. &. Philip Barretta, M.A.

:30 A.M.· 6:t 5 P.M. CONVERSATION HOURS - Phoenix Ballroom (Hyatt) fRIDAY

·30 ·9:30A.M. 2:45 • 3:45 P.M. CH-1 Michael Yapko, Ph.D. CH-4 Stephen Lankton, M.S.W. :45 • 10:45 A.M. 4:00 • 5:00 P.M. CH-2 Andre Weltzenhoffer, Ph.D. CH-5 Olga Silverstein, M.S.W. 1:00 A.M.· 12:00 NOON 5:15 • 6:15 P.M. CH-3 Paul Watzlawlck, Ph.D. CH-6 Steve de Shazer, M.S.W.

:30 A.M. • 6: t 5 P.M. TRIALOGUES AND DIALOGUES- Apache (Omnl) FRIDAY

:30 • 9:30 A.M. tt:OO A.M.· 12:00 NOON 4:00 ·5:00P.M. T- 1 ROLE OF THE THERAPIST/ T-3 SPORTS HYPNOSIS T-5 HEALING MYTHS AND RITUALS ROLE OF THE CLIENT Janet Edgette, Psy.D. (DIALOGUE) Michael Elkin, M.A. John Edgette, Psy.D. Carl Hammerschlag, M.D. Robert Pearson, M.D. Lars-Erlc Unestahl, Ph.D. Joyce Mills, Ph.D. John Weakland, M.F.C.C. 2:45 - 3:45 P.M. 5:15 • 6:15 P.M. :45 • 10:45 A.M. T-4 ERICKSONIAN THERAPY WITH COUPLES T-6 ENCOMPASSING THE WHOLE PERSON T-2 THERAPY AND SOCIAL ISSUES Richard Fisch, M.D. IN THERAPY Michele Kitterman, Ph.D. Carol Lankton, M.A. Joseph Barber, Ph.D. Olga Silverstein, M.S.W. Herbert Lustig, M.D. Philip Booth, Cert. P.S.W. Terry Tafoya, Ph.D. Camillo Lorledo, M.D.

1:30 A.M. • t 2:00 NOON TOPICAL PANELS FRIDAY A.M.

1:30 - 9:30 A.M. 9:45 • 10:45 A.M. tt:OO A.M.· 12:00 NOON TP-1 - Regency AB (Hyatt) TP-4 - Regency AB (Hyatt) TP-7- NavaJo CD (Omnl) PAIN CONTROL STRATEGIC PSYCHOTHERAPY ETHICAL ISSUES IN ERICI

''TYPICALLY ERICKSON'' Jay Haley, M.A.

7 2:45 ·6:15P.M. TOPICAL PANELS FRIDAY P.M.

2:45 - 3:45 P.M. 4:00- 5:00P.M. 5:15 - 6:15 P.M. TP-1 0 - Regency AB (Hyatt) TP-12 - Regency AB (Hyatt) TP-14- Regency AB (Hyatt) ABOUT MILTON ERICI

2:45 • 6:15 P.M. SUPERVISION PANELS - NavaJo CD (Omnl) FRIDAY P.M. (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-2 SP-3 SUPERVISION PANEL I SUPERVISION PANEL II SUPERVISION PANEL Ill Philip Barker, M.B., B.S. Yvonne Dolan, M.A. Scott Miller, Ph.D. Lynn Johnson, Ph.D. Herbert Lustig, M.D. Nancy Napier, M.A., M.F.C.C. Carol Kershaw, Ed.D. Noelle Poncelet, Ph.D. Gunther Schmidt, M.D. Michele Rltterman, Ph.D. Michael Yapko, Ph.D. Kay Thompson, D.D.S. SATURDAY, DECEMBER 5, 1 991 8:00 • 10:30 A.M. INVITED ADDRESSES SATURDAY A.M.

Session 6 - Phoenix Ballroom (Hyatt) Session 9 - Regency CD (Hyatt) Moderator: Marian Richetta, M.A. Moderator: Sandra Zoe Brown, Ph.D. John Weakland, M.F.C.C. Kay Thompson, D.D.S. Erickson's Essence: A Personal View Whose Story Is This Anyway? Richard Fisch, M.D. Sidney Rosen, M.D. The Essence of Ericksonian Methods: Up for Grabs One Thousand Inductions and Their Utilization in Therapy and Gene Combs, M.D. &. Jill Freedman, M.S.W. Thinking Milton Erickson: Early Post-Modernist Brent Geary, Ph.D. Seeding Responsiveness to Hypnotic Processes Session 7 - Omnl South Ballroom Moderator: Seyma Calihman, M.S.S.W. Session 10- Omnl North Ballroom Joseph Barber, Ph.D. Moderator: Sally Franek, Ph.D. Using Hypnosis to Access the Self in Psychotherapy Steve de Shazer, M.S.W. Carol Lankton, M.A. Essential, Non-Essential: Vive Ia Difference Have You Done Anything Ericksonian Today?: Co-Creating Positive Sandra Sylvester, Ph.D. Self-Fulfilling Prophecy Milton H. Erickson, M.D.: The Wounded Physician as Healer Philip Barker, M.B., B.S. John Lovern, Ph.D. Reframing: The Essence of Psychotherapy Multiple Addictions, Multiple Personalities: An Erickson-Inspired View Session 8 - Regency AB (Hyatt) Moderator: Susan Mirow, Ph.D., M.D. Stephen Lankton, M.S.W. The Essence of the Story Is that Everything Is Problem-Solving Carol Kershaw, Ed.D. Restorying the Mind Jean Godin, M.D., Ph.D.&. Jean-Michel Oughourllan, M.D., Ph.D. The Transitional Gap in Metaphor and Therapy

10:45 • 11 :45 A.M. KEYNOTE ADDRESS- Yuma Room (Civic Plaza) SATURDAY A.M.

"ERICKSONIAN PSYCHOTHERAPY- THEN AND NOW: FUNDAMENTALS OF THE NATURALISTIC APPROACH" Ernest Rossi, Ph.D.

11 :45 A.M. • 1: 1 5 P.M. LUNCH

8 : 1 5 - 3: 1 5 P.M. WORKSHOPS #43 - 56 SATURDAY P.M.

~orkshop 43 - Russell (Hyatt) Workshop 48 - Remington (Hyatt) Workshop 52- Regency AB (Hyatt) ERICI

3:30 - 5:30 P.M. WORKSHOPS #57 • 70 SATURDAY P.M.

Workshop 57 - Russell (Hyatt) Workshop 58- Omnl South Ballroom Workshop 59- Boreln (Hyatt) USING THE LOCKSMITH MODEL IN ERICKSON AS SHAMAN, OR: THE THE USE OF HYPNOSIS IN FAMILY THERAPY PSYCHOTHERAPY ESSENCE OF THE STORY IS ITS MYSTERY Camillo lorledo, M.D. Joseph Barber, Ph.D. Carl Hammerschlag, M.D. Hypnosis Is not an individual/linear event, We will explore ways of engaging a person Like Shaman from every culture, Erickson but rather, a systemic circular and evolving in the process of psychotherapy using a mastered the ability to travel into unexplored process. Family hypnotic patterns can be variety of methods. realms. Uninhibited by preconceptions, his used to evoke change. Indirect as well as Level: Advanced leaps of Intuitive faith remind us to spend direct forms of hypnosis are used In the fami­ Limited to 50 participants at least as much time finding ways to open ly interview and can be combined In various Restrictions: M.D., Ph.D., L.C.S.W., and M.S.W. ourselves to the spontaneous as we do to phases of the therapeutic process. codifying our theories. Level: Intermediate and Advanced 9 Workshop 60 - Omnl North Ballroom Workshop 64 - Apache (Omnl) Workshop 68 - Regency CD (Hyatt) PRACTICAL ERICKSONIAN TECHNIQUES TO MAKE A LONG STORY SHORT: CREATING SOMEWHERE OVER THE PARADIGM: THE FOR TREATMENT OF SEXUAL ABUSE AND A THERAPEUTIC STORY FROM THE USE OF STORY IN DEALING WITH OTHER TRAUMA CHILD'S IMAGINATIVE PERSPECTIVE ADDICTIONS Yvonne Dolan, M.A. Linda Epsteln-Graval, M.A., M.F.C.C. Terry Tafoya, Ph.D. &.. Douglas Wirth Participants will learn a variety of practical This workshop explores the utilization of the Using slides, music, traditional Native Amer­ techniques to resolve symptoms of post­ child's vivid imagination so as to hear and ican and other forms of stories, this work­ traumatic stress disorder (PTSD), including expand the child's rich inner stories in order shop focuses on essential Ericksonian ap­ sleep disorder, flashbacks and nightmares, to encourage therapeutic healing and the proaches of storytelling as a way of modi­ inability to self-soothe, and inability to im­ development of new solution-oriented skills. fying worldview in working with addictive agine and carry out healthy behavior in the Storytelling is a collaborative process in behaviors. An emphasis will be placed on future. Demonstrations and practice exer­ which the issues of divorce, child abuse, preventative issues concerning Substance cises will be offered. death and dying, self-esteem, and anxiety Abuse, and High-Risl< Sex. Level: Intermediate and Advanced can be incorporated. Participants will devel­ Level: Intermediate and Advanced op story memorabilia and souvenirs that fur­ Workshop 61 -NavaJo CD (Omnl) ther shift and concretize experiential learn­ Workshop 69 - Curtis (Hyatt) THE USE OF RITUALS IN PSYCHOTHERAPY ings. When weaving a story that matters to DEMONSTRATIONS V Philip Barker, M.B., B.S. the child, the results can seem magical. Carol Kershaw, Ed.D. The workshop consists of a discussion of the Brent Geary, Ph.D. use of rituals in therapy. Participants will Workshop 65 - Hopi (Omnl) These clinical demonstrations allow regis­ devise rituals for various clinical situations THE ILLEGAL, IMMORAL AND UNETHICAL trants to actually observe the different styles and practice their use in simulated therapy. PRACTICE OF HYPNOSIS: AVOIDING of therapy conducted by faculty. This work­ Level: Intermediate ETHICAL QUAGMIRES AND LEGAL PITFALLS shop consists of two separate one-hour Limited to 50 participants Alan Scheflln, J.D. demonstrations. The presenters and topics This workshop examil')es the laws relating to are as follows: Caroll

8:00 • 10:30 A.M. AND CONCURRENT PROGRAM SATURDAY 1:1 5 • 5:1 5 P.M. THERAPIST DEVELOPMENT TRACK A.M. AND P.M.

Track V: ''THE SET OF THE THERAPIST'' - Jeffrey Zelg, Ph.D. and faculty - ' (Hyatt) Track VI: "DEVELOPING THE CREATIVE SELF"- Michael Yapko, Ph.D., Norma Barretta, Ph.D. and faculty- (Hyatt)

6:15 • 11:00 P.M. ARIZONA PARTY - Pinnacle Peak Patio SATURDAY P.M. SUNDAY, DECEMBER 6, l99Z 8:45 • 10:30 A.M. ACCEPTED PAPERS SUNDAY A.M.

Panel A - Medical Issues - Panel B - Clinical Issues - Panel C - Aspects of the Erlcksonlan Phoenix Ballroom (Hyatt) Regency AB (Hyatt) Approach - Regency CD (Hyatt) Moderator: Brent Geary, Ph.D. Moderator: Marian Richetta, M.A. Moderator: Sally Franek, Ph.D. Keith L. Buescher, Ph.D. Paula J. Haymond, Ed.D. Richard E. Dimond, Ph.D. Use of Ericksonian Approaches in Behav­ Ericksonian Approaches to Curiosity in Active Engagement in Accessing Personal ioral Medicine and Health Psychology the Treatment of Incest and Sexual Abuse Resources as the Essence of Ericl

10 Panel D - f.rlcksonlan Techniques - Panel f. - f.rlcksonlan Perspectives - Panel F - f.rlcksonlan Therapy - Omnl South Ballroom NavaJo AB (Omnl) Omnl North Ballroom Moderator: Hillel Zeitlin, L.C.S.W. Moderator: Seyma Calihman, M.S.S.W. Moderator: Joseph Hicks, M.Ed. Dawn M. White, Ph.D. Eric Greenleaf, Ph.D. Mary J. Sant'f.ufemla, M.S.W. The "February Man" Technique: Successful On the Social Nature of the Unconscious Rescrlpting the Father-Daughter Dyad: Replications Mind: Pearson's Brick, Wood's Break and Women and Relationships, An Ericksonian Marc Weiss, Ph.D. Greenleaf's Blow Approach How Ambiguous are Ambiguous Tasks? Don Malon, Ph.D. &. Wendy Hurley, M.A. Harry Vlncenzl, f.d.D. Kellchl Mlyata, M.A. Personality Restructuring from an Erlcksonlan The Effects of Therapeutic Stories on Symbolic Therapy Perspective Adolescent Behavior Patterns Susan Lee Bady, M.S.W. Jan Henley, Ph.D. The Best of Both Worlds: Combining Tradi­ A Complete Therapy in One Afternoon: An tional and Ericksonian Hypnosis Unpublished Masterpiece

10:45 A.M.- 12:15 P.M. SHORT COURSES SUNDAY A.M.

37. Wolfgang l.enk, Ph.D.- Maricopa (Omnl) 46. Rick Pipkin, M.S. - NavaJo AB (Omnl) Working with "Problem Trances" Marriage, Happiness and Other Myths: An Ericksonian Framework for Marriage Counseling 38. Jorge Abla, M.D. &. Teresa Robles, Ph.D. - Regency AB (Hyatt) Ericksonian Therapy for Rigid Families, A Five Session Program 47. Michael Samko, Ph.D.&. Rod Windle, M.A.- Hopi (Omnl) Hypnosis, Ericksonian Psychotherapy and Aikido 39. Joyce Mills, Ph.D. - Omnl North Ballroom Empowering the Feminine: Transforming Limiting Belief Systems 48. Douglas Sue, Ph.D. - Pima (Omnl) Through Trance, Ritual and Metaphor The Essence of the Transcendent Story

40. Richard Gellerman, Ph.D. - NavaJo CD (Omnl) 49. Maggie Phillips, Ph.D. &. Claire frederick, M.D. Conversational Unconscious Communication -Remington (Hyatt) Back to the Future: Stories that Tell Themselves In Hypnotic 41. Bruce Gregory, Ph.D.- Phoenix Ballroom (Hyatt) Age Progressions Ericksonian Approaches in Corporate Settings 50. Betty Blue, Ph.D. - Apache (Omnl) 42. James Auld, D.D.S. - Gila (Omnl) "Trance-Sending" Trauma Through Humor, Play and "Funtasy" Beyond the Limits of Language: Filling in the Whole Story 51. Steven Feldman, M.A.- Regency CD (Hyatt) 43. Barbara Sinclair, Ph.D.- Omnl South Ballroom Ericl

45. Nell Weiner, Ph.D. - Boreln (Hyatt) 53. Christian Ziegler, M.D.- Mohave B (Omnl) Ericksonian Treatment for Resolving Sexual Abuse The "Ericksonian Diamond" in Children's Hands: Child Therapy and Age Regression

54. Steven Hassan, M.f.d.- Havasupal (Omnl) An Ericl

12:30- 1:00 P.M. CLOSING REMARKS - Omnl North Ballroom SUNDAY P.M. Jeffrey K. Zelg, Ph.D., Kristina K. Erickson, M.S., M.D. and faculty

11 1992 ERICKSON CONGRESS FACULTY

SM

12 ERICKSONIAN METHODS: _The Essence of the Story INVITED ADDRESSES Joseph Barber, Ph.D. - Using Hypnosis to Access Jean Godin, M.D., Ph.D. and Jean-Michel Oughour­ Robert Pearson, M.D. - How to Deal with Resistance the Self in Psychotherapy llan, M.D., Ph.D. - The Transitional Gap in Meta­ to Induction by Refusing to Identify It Philip Barker, M.B., B.S. - Reframlng: The Essence phor and Therapy Madeleine Rlcheport, Ph.D. - Erickson's Approach of Psychotherapy Ronald Havens, Ph.D. and Catherine Walters, M.S.W. to Multiple Personality: A Cross-Cultural Perspective Shirley Bliss, Ph.D. - Ericksonian Applications in - Good News for a Change: Optimism, Altruism, Michele Kitterman, Ph.D. - Poetry, Hypnotist the Use of Art in Therapy and Efficacy as the Basis for Erickson's Approach Values and Breaking Social Inductions of Hate and Gene Combs, M.D. and Jill Freedman, M.S.W. - Carol Kershaw, Ed.D. - Restorying the Mind Violence Milton Erickson: Early Post-Modernist Alfred lange, Ph.D.- Ritualized Writing Assignments Sidney Rosen, M.D. - One Thousand Inductions Steve de Shazer, M.S.W. - Essential, Non-Essential: in the Treatment of Psychological Trauma: Theory and Their Utilization in Therapy and Thinking Vive Ia Difference and Practice Sandra Sylvester, Ph.D.- Milton Erickson, M.D.: Yvonne Dolan, M.A. - Treatment of Sexual Abuse The Wounded Physician as Healer Carol l.ankton, M.A. - Have You Done Anything and Other Traumas: An Ericksonian Perspective Whose Story Is This Ericksonlan Today?: Co-Creating Positive Self­ Kay Thompson, D.D.S.- Betty Allee Erickson-Elliott, M.S., L.P.C.- Erickson­ Anyway? Fulfilling Prophecy ian Therapy Demystifled - A Straightforward Bernhard Trenkle, Dlpl. Psych. - Erlcksonian Ap­ Approach Stephen l.ankton, M.S.W.- The Essence of the proaches In the Rehabilitation of Paralyzed Patients Story Is that Everything Is Problem-Solving Richard Fisch, M.D. - The Essence of Ericksonian John Weakland, M.F.C.C.- Erickson's Essence: A Methods: Up for Grabs Camillo lorledo, M.D. - Using Paradox in Hyp­ Personal View Brent Geary, Ph.D. - Seeding Responsiveness to nosis and Family Therapy Andre Weltzenhoffer, Ph.D. - Erlcksonian Myths Hypnotic Processes John Lovern, Ph.D. - Multiple Addictions, Multiple Michael Yapko, Ph.D. - Memories of the Future Stephen Gilligan, Ph.D. - Back to the Futures: In­ Personalities: An Erickson-Inspired View Jeffrey Zelg, Ph.D. - Special Techniques of venting New Realities in Ericksonlan Psychotherapy Herbert Lustig, M.D. - Discovering One's Essence Utilization: Sequences, Symptom Words and Idioms

INVITED WORKSHOPS Brian Alman, Ph.D. - Self-Hypnosis: An Erickson­ Lynn Johnson, Ph.D. - Anxiety Disorders and Gary Ruelas, Ph.D., Richard landis, Ph.D., and Terry ian Method Milton Erickson Argast, Ph.D. - Learning to be Apart of the Story: Joseph Barber, Ph.D. - Using the Locksmith Model Norman Katz, Ph.D. and Marc Iehrer, Ph.D. -Your The Utilization of Dissociative States, A Shift from in Psychotherapy Trance and Mine: Living Hypnotically in a Hypnotic Pathology to Health Philip Barker, M.B., B.S. - The Use of Rituals In World Alan Scheflln, J.D.- The Illegal, Immoral and Psychotherapy Carol Kershaw, Ed.D. -The Couple's Hypnotic Dance Unethical Practice of Hypnosis: Avoiding Ethical Norma Barretta, Ph.D. and Philip Barretta, M.A. - Carol l.ankton, M.A. - What Do You Say After They Quagmires and Legal Pitfalls "Competency Based Brief Therapy" - Using Erick­ Close Their Eyes?: Telling Stories · that Stimulate Gunther Schmidt, M.D. - Therapy with the "Inner son's Patterns Thinking and Retrieve Res"urces Family" with Symptoms as Coalition Partners and John Beahrs, M.D. - Strategic Approaches to Per­ Stephen l.ankton, M.S.W. - The Dynamics of Prob­ the "Ego" as President - Hypnotic Systemic Con­ sonality Disorder lem Solving (Not Pathology) cepts for Context-Related Work with Internal and Philip Booth, Cert. P.S.W.- Staying Out of "Bad" Interactional Systems Camillo lorledo, M.D. - The Use of Hypnosis in Trances Fritz Perls Meets Carl Family Therapy Robert Schwarz, Psy.D. - Gene Combs, M.D. and Jill Freedman, M.S.W. - Rogers: A "Gentle" Path Toward Integrating Parts Herbert Lustig, M.D. - Using Ericksonian Concepts Invitations to New Life Stories: Using Questions to Francine Shapiro, Ph.D. - Eye Movement Desen­ to Streamline the Process of Psychotherapy Elicit Experience of Alternative Possibilities sitization and Reprocessing Steve de Shazer, M.S.W. - Solution Talk William Matthews, Jr., Ph.D. - Hypnosis, Metaphors Olga Silverstein, M.S.W. - The Untold Story (or, Yvonne Dolan, M.A. - Practical Ericksonian and Solutions: Creating the Expectancy for Change See No Evil) Techniques for Treatment of Sexual Abuse and Robert McNeilly, M.B.B.S. - Languaging Learning Donna Spencer, Ph.D. - People of the Second Other Trauma Scott Miller, Ph.D. - Working with the Problem Wind: Methods of Utilizing Consclous/Unconclous John Edgette, Psy.D. and Janet Edgette, Psy.D.­ Drinker: A Solution-Focused Approach Wisdom Propelling Clients Over the Hill and Hypnotic Phenomena: The Essence of Intervention Joyce Mills, Ph.D. - Transformational Metaphors: Beyond Michael Elkin, M.A. - Addiction and Hypnosis Creating An Expanded Healing View for Children Charles Stem, Ph.D. - Hypnosis as Metaphor: An Linda Epsteln-Graval, M.A., M.F.C.C. - To Make a and Adolescents lntroinductlon Long Story Short: Creating a Therapeutic Story Nancy Napier, M.A., M.F.C.C. - Body Memories: Sandra Sylvester, Ph.D. - Becoming a Healer Using from the Child's Imaginative Perspective Drawing on Future Stories to Heal Past Trauma Self-Hypnotic Techniques Helen Erickson, R.N., Ph.D. - Strategizing Psycho­ Jane Parsons-Feln, C.S.W. - Self-Esteem and the Terry Tafoya, Ph.D. and Douglas Wirth, B.S.W. - Some­ physiological Hypnotherapy Family Trance where Over the Paradigm: The Use of Story In Betty Allee Erickson-Elliott, M.S., L.P.C.- Erick­ Robert Pearson, M.D.- Clinical Demonstrations and Dealing with Addictions sonlan Therapeutic Tactics: Using a Naturalistic Experiential Exercises in Dealing with Resistance Moshe Talmon, Ph.D. - Single-Session Therapy Trance In Therapy Burkhard Peter, Dlpl. Psych. - Hypnotherapy with Kay Thompson, D.D.S. - The Ways and Whys of Richard Fisch, M.D. - Gender Determinants in HIV Patients Wise Words Family Problems: Implications for Brief Therapy l.ars-Erlc Unestahl, Ph.D. - Systematic Training of Noelle Poncelet, Ph.D. - Reclaiming the Feminine Stephen Gilligan, Ph.D. - From Persona to Person: Mental Skills in Sports and Life Self in Hypnotherapy The Birth of a Generative Self Paul Watzlawlck, Ph.D. - The Creation of "Reality" Carl Hammerschlag, M.D. - Erickson as Shaman, Michele Kitterman, Ph.D. - Therapeutic Storytelling Through Language or: The Essence of the Story is its Mystery and Poetry in Breaking the Spell of the Dysfunctional John Weakland, M.F.C.C. - What's the Problem? D. Corydon Hammond, Ph.D., A.B.P.H. - Hypnotic Rapport Andre Weltzenhoffer, Ph.D. - Introduction to Abreaction and Reframing for Working Through Sidney Rosen, M.D. - One Thousand Induction Semi-Traditional Hypnotism Trauma Techniques and Their Application to Thinking and R. Reid Wilson, Ph.D. - Strategic Treatment of Ronald Havens, Ph.D. and Catherine Walters, M.S.W. Therapy Panic Disorder - Happy Endings: Promoting Ericksonian Outcomes Deborah Ross, Ph.D. - Storytelling with Adults Michael Yapko, Ph.D. - Inventing the Future Marlene Hunter, M.D. - Metaphor and Imagery in Abused as Children Jeffrey Zelg, Ph.D. - Frameworks: Fundamentals of Psychosomatic Medicine Ernest Rossi, Ph.D. - Mind-Body Approaches to Ericksonlan Hypnosis Tad James, M.S. - Time Line Therapy Hypnotherapy

13 ERICKSONIAN METHODS: The Essence of the Story ACCEPTED PAPERS Susan Lee Bady, M.S.W. - The Best of Both Worlds: Paula J. Haymond, Ed.D. - Erlcksonlan Approaches Mary J. Sant'Eufemla, M.S.W. - Rescrlptlng the Combining Traditional and Erlcksonlan Hypnosis to Curiosity In the Treatment of Incest and Sexual Father-Daughter Dyad: Women and Relationships. Keith L. Buescher, Ph.D. - Use of Erlcksonlan Ap­ Abuse Survivors An Ericksonlan Approach proaches in Behavioral Medicine and Health Jan Henley, Ph.D. - A Complete Therapy In One Harry Vlncenzl, Ed.D. - The Effects of Therapeutic Psychology Afternoon: An Unpublished Masterpiece Stories on Adolescent Behavior Patterns Richard E. Dimond, Ph.D. - Active Engagement In Michael Hoyt, Ph.D. - Managed Care, HMOs and Marc Weiss, Ph.D. - How Ambiguous Are Ambig­ Accessing Personal Resources as the Essence of The Erlcksonlan Perspective uous Tasks? Erlcksonlan Psychotherapy Tommaso Longobardi, M.D. - The Mind-Body Dawn M. White, Ph.D. - The "February Man" HansJorg Ebell, M.D. - Hypnosis and Cancer Pain: Relationship: Multiple Sclerosis and Trance Technique: Successful Replications Ericksonlan Approach vs. Standardized Suggestibil­ Don Malon, Ph.D. and Wendy Hurley, M.A. - Hugh R. Wlllboum, M.A. - Erickson, Rhetoric and ity Testing Personality Restructuring from an Ericksonlan the Goal of Therapy J. Ricardo Figueroa Q.ulroga, M.S. - Uncovering Perspective Resources In Patients In Medical Settings Kellchl Mlyata, M.A. - Symbolic Therapy Eric Greenleaf, Ph.D. - On the Social Nature of Sandra Roscoe, M.S. - The Aesthetics of Hyp­ the Unconcious Mind: Pearson's Brick, Wood's nosis: Linguistic Patterns of Poetic Analysis, Break and Greenleaf's Blow Storytelling and Hypnotic Communication

ACCEPTED SHORT COURSES AND SYMPOSIA Jorge Abla, M.D. and Teresa Robles, Ph.D. - Erick­ George Glaser, M.S.W. - Stories Behind the Illness: Susan Mullarky, M.A.- The " Lavender Duster" sonlan Therapy for Rigid Families, A Five Session Practical Applications of Naturalistic Hypnosis with Consults the "Purple Sage" About the Case In Program Psychophysiological Disorders Which the Clients Believe They Are Ostriches: Jeffrey E. Auerbach, Ph.D. - Applied Psychoneuro­ Bruce Gregory, Ph.D.- Ericksonlan Approaches In Erlcl

MODERATORS Sandra Zoe Brown, Ph.D. Sally Franek, Ph.D. Joseph Hicks, M.Ed. Marian Rlchetta, M.A. Seyma Callhman, M.S.S.W. Brent B. Geary, Ph.D. Susan Mlrow, Ph.D., M.D. Hillel Zeitlin, L.C.S.W.

14 The fifth International Congress on Ericksonian Approaches to Hypnosis and Psychotherapy ABOUT THE CONGRESS PROGRAM OBJECTIVES The Fifth International Congress on Ericksonian Approaches Attendees will increase their overall communication skills by ::> Hypnosis and Psychotherapy features preeminent practitioners learning: 1) Techniques of inducing and utilizing hypnosis from ,f Ericksonian therapy and will be clinically oriented. The Con­ an Ericksonian perspective; 2) The ability to use techniques of .ress program is designed to make available a wealth of know­ Ericksonian hypnotherapy naturalistically in their clinical prac­ ~dge and training experience for all attendees - beginning, in­ tice; 3) Erickson ian principles of diagnosis and thereby improv­ ~rmediate and advanced. ing observational skills; 4) The use of multilevel therapeutic com­ The Congress theme, ''Ericksonian Methods: The Essence of munication; 5) Methods of utilizing hypnosis in specific situa­ he Story,'' gives faculty the opportunity to address the essen­ tions encountered in the practice of medicine, dentistry, psychi­ ials of Ericksonian principles and practice as applied to the atry, psychology, social work and counseling. ealth sciences. Since the first Congress in 1980, Ericksonian ap­ roaches have proliferated. Now it is time to take stock of basic THERAPIST DEVELOPMENT TRACK ~nets and present standards of modern Ericksonian practice. This extra option for training, entitled ''Therapist Develop­ The faculty consist of more than 100 experts. Some faculty ment," provides a coherent training experience centered on the 1embers have participated in the first four International Con­ personal development of the therapist rather than didactic in­ resses on Erickson ian Approaches to Hypnosis and Psychother­ formation on clinical techniques. Cultivation and empowerment py in 1980, 1983, 1986 and 1988. A few presenters also par­ of the therapist's personal process will be emphasized. cipated in both Evolution Conferences. The training features small group experiential activities and Since the 1980 Congress, interest in Ericksonian approaches personal growth exercises. Congress faculty will assist the leaders nd related fields has grown. The 1992 Congress will offer in providing immediate personal feedback to attendees. ttendees greater opportunities to experience the creative and PLEASE NOTE: The Therapist Development Track is scheduled erceptive psychotherapy developed by the late Milton H. concurrently with other Congress sessions and is SEPARATE from rickson, M.D. those activities. Registrants in this track will receive the same number of Continuing Education Credits they would earn if at­ PROGRAM STRUCTURE tending the regular Congress. Participants in the Therapist The program for the International Congress is composed so Development Track will be able to attend keynote addresses. ttendees can select from a wide variety of training events. When registering for the Therapist Development Track, please egistrants can pick the format that best suits their remember that you must stay with your segment eeds, e.g., didactic presentations, workshops, throughout the day. THERE WILL BE NO ACCOM­ mall-group experiences, etc. MODATIONS TO SWITCH OR CANCEL. The program consists of keynote speeches, work­ TRACK I (Wednesday, Dec. 2, 1992) - "Thera­ nops, demonstrations, small group practicum ses­ pist Perceptivity" - Leader: Stephen Lankton, ons, invited addresses, panels, conversation hours, M.S.W., and faculty. roup inductions, dialogues, trialogues, short TRACK II (Wednesday, Dec. 2, 1992) - "Self­ ourses, symposia, and accepted papers. Creation of the Therapist"- Leader: Ernest Rossi, Keynote Presentations will be held Thursday 1rough Saturday. Jay Haley will present an address ~~~~~~~~~ Ph.D.,TRACK and Ill faculty.(Thursday, Dec. 3, 1992)- "The Ther- ntitled, "Typically Erickson." Cloe Madanes' topic ~ SM apist's Use of Self" - Leader: Stephen Gilligan, , "Money and the Family." Ernest Rossi's presen­ Ph.D., and faculty. \tion is entitled, "Erickson ian Psychotherapy- Then and Now: TRACK IV (Thursday, Dec. 3, 1992)- "Developing the Heart Jndamentals of the Naturalistic Approach." of the Therapist"- Leaders: Kay Thompson, D.D.S., Betty Alice Two·Hour Workshops will be presented Wednesday, Thursday Erickson-Elliott, M.S., L.P.C., and faculty. nd Saturday. Concurrent with the workshops will be demonstra­ TRACK V (Saturday, Dec. 5, 1992)- "The Set of the Thera­ ons and small group practicum sessions. pist" - Leader: Jeffrey Zeig, Ph.D., and faculty. Demonstration Workshops consist of two one-hour clinical TRACK VI (Saturday, Dec. 5, 1992)- "Developing the Creative emonstrations which allow registrants to see different styles Self" - Leaders: Michael Yapko, Ph.D., Norma Barretta,Ph.D., nd techniques practiced by the faculty. and faculty. Small Group Practlcum Sessions, lasting two hours, are offered Eligibility requirements for this program are the same as for multaneously with workshops and demonstrations. They are the Congress. esigned for those who desire size-limited training experiences. There is no on-site registration for the Therapist Development :lch group will be limited to 12 participants, and specific topics Tracks. rill be offered covering specific techniques of Ericksonian ypnotherapy. REGISTRATION INFORMATION Invited Addresses will be held Wednesday and Saturday. Time Admission to most events is open. However, registration for as been set aside for discussion by the moderators as well as the workshops, concurrent demonstrations, small group prac­ )r questions and comments from the audience. ticum sessions and "Therapist Development" will be presub­ On Friday, one-hour events will be offered, including demon· scribed and by ticket only. Switching during the Congress will tratlons, conversation hours, panels, group Inductions, dla· not be allowed. ,gues, and trlalogues. Accepted Papers, Short Courses and Symposia will be pre­ ~nted Thursday and Sunday. These juried presentations are by rofessionals around the world who responded to a call for roposals.

15 ELIGIBILITY MEETING SITE The Congress is open to professionals in health-related fields Meetings are scheduled in The Hyatt Regency-Phoenix, The including physicians, doctoral level psychologists and dentists Omni-Adams Hotel and Phoenix Civic Plaza, located in downtown who are qualified for membership in, or are members of, their Phoenix. respective professional organizations (e.g., A.M.A., A.P.A., A.D.A.). The Congress also is open to professionals with mental TAPE RECORDING health-related graduate degrees (e.g., M.S.W., M.A., M.S., M.S.N.) No tape recording will be permitted. Professionally reproduced from accredited institutions. Applications will be accepted from audiotapes will be available for purchase. Some of the demon­ full-time graduate students in accredited programs in the above strations may be professionally videotaped and made available fields who supply a letter from their department certifying their for purchase. full-time student status as of December 1992. VOWNTEERS ACCREDITATION A number of volunteers are assisting with the Fifth International 1. A.M.A. The Milton H. Erickson Foundation is certified by the Congress. They can be identified by their red ribbons. If you are Accreditation Council on Continuing Medical Education to offer asked to change seats to accommodate someone who is phy­ continuing medical education for physicians. sically challenged, please do so. We appreciate the work done As an organization accredited for continuing medical educa­ by the volunteers, and appreciate your cooperation if they make tion, The Milton H. Erickson Foundation certifies that this pro­ special requests. gram meets the criteria for credit hours in Category I of the Physi­ cian's Recognition Award of the American Medical Association. Credit is awarded on an hour-for-hour basis. (31.25 hours SYLLABUS maximum) At the meeting each registrant will receive a syllabus which 2. A.P.A. The Milton H. Erickson Foundation, Inc., is approved will contain educational objectives and evaluation forms for by the American Psychological Association to offer continuing events. Additional copies are available for $5. They will be avail­ education for psychologists. The Milton H. Erickson Foundation, able while supplies last. Inc., maintains responsibility for the program. Credit will be pro­ vided on an hour-per-hour basis. (31.25 hours maximum) CONTINUING EDUCATION 3. N.B.C.C. The Milton H. Erickson Foundation is approved by Upon receipt of completed evaluation forms, registrants will The National Board for Certified Counselors to offer continuing receive a Certificate of Attendance. education for National Certified Counselors. N.B.C.C. approval Validation of Continuing Education Forms will be is limited to the sponsoring organization and does held from 9:00a.m. to 2:00p.m., Sunday, Decem­ not necessarily imply endorsement or approval of ber 6, 1992 in the Second Floor Lobby of the individual offerings. (Provider #5056). This program Omni-Adams. provides a maximum of 31.25 contact hours. 4. C.R.C.C. The Commission on Rehabilitation PARKING Counselor Certification has approved the Congress for a maximum of 32.0 contact hours, awarded on Parking is available at Civic Plaza and in the a daily basis. garage, adjacent to the Hyatt-Regency Hotel, for a nominal charge. 5. A.O.A. The Congress is within the American Osteopathic Association guidelines for Continuing SMOKING POLICY Medical Education and is eligible for 31.5 credit hours in Category 2-A. Smoking will be permitted only in designated 6. C.P.A. The Milton H. Erickson Foundation is approved by the areas and not in any of the meeting rooms. California Psychological Association to offer Category A conti­ nuing education for psychologists. The CPA-approved sponsor FIRE CODES maintains responsibility for the program. The maximum number Please be aware that meeting rooms are size-limited. Please of CPA Category A hours is 31.25. do not sit on the floor in aisles or near exits. 7. A.A.F.P. This program has been reviewed and is acceptable for 30.25 Prescribed Hours by the American Academy of Family HOSPITALITY EVENT Physicians. 8. B. R.N. The Milton H. Erickson Foundation is approved by the There will be a no-host "Welcome to Phoenix" reception Board of Registered Nursing in California to offer continuing Wednesday, Dec. 2, 1992, from 7:30 to 9:30p.m. at the Hyatt education for nurses (Provider No. CEP 9376) for 31.25 contact Regency-Phoenix in the Hyatt Atrium. All attendees are invited. hours. 9. Continuing education credit is provided by the Milton H. PRESS CENTER Erickson Foundation for Clinical Social Workers, Marriage and A press room will be open during meeting hours. Media rep­ Family Therapists, and Mental Health Counselors through the resentatives should preregister and obtain press badges. Free­ State of Florida Department of Professional Regulation, Board lance writers must be on a verified assignment. Interviews with of Clinical Social Work, Marriage and Family Therapy and Men­ specific speakers may be arranged. tal Health Counseling (Provider No. CM-275-93). IDENTIFICATION BADGES PROCEEDINGS OF THE CONGRESS At the Congress, each attendee will be issued a name badge. The edited proceedings of the Congress, consisting of selected Please wear your name badge at all times. Only persons wear­ invited addresses, will be published by Brunner/Mazel, Inc. Infor­ ing identification badges will be admitted to any of the scheduled mation on purchasing the proceedings will be available at the activities. There is a fee of $5 to replace lost badges. Congress.

16 LITERATURE TABLE SIGNS There are literature tables in the Hyatt and Omni-Adams. Please All signs and posters must be approved by the The Milton H. visit the Foundation office in the Omni-Adams for information Erickson Foundation. Signs are only to be placed on bulletin about displaying your literature on our Take-One tables. Un­ boards or easels placed for that purpose near the Congress desk authorized materials in unauthorized locations will routinely be in the Pueblo Room of the Omni-Adams. Notices are not permit­ removed. ted on hotel walls or doors and will be routinely removed. EXHIBITS SPONSORSHIP A diversified group of exhibits of interest to attendees will be Sponsored by The Milton H. Erickson Foundation, Inc. open according to the following schedule: Cosponsored by The Maricopa Medical Center, Department of Wednesday, Dec. 2 ...... 12:00 noon to 6 p.m. Psychiatry; and Arizona State University - Departments of Thursday, Dec. 3 ...... 9 a.m. to 7:15 p.m. Psychology and Social Work. Friday, Dec. 4 ...... 9 a.m. to 6 p.m. Saturday, Dec. 5 ...... 9 a.m. to 6 p.m. ACKNOWLEDGEMENTS Sunday, Dec. 6 ...... 9 a.m. to 12:00 noon The Erickson Foundation appreciates the efforts of the follow­ Exhibits and the Congress Bookstore will be set up in the ing experts who served as reviewers for papers, short courses Pueblo Room of the Omni-Adams Hotel, 111 N. Central Ave. and symposia that were submitted for inclusion in the Congress program: Yvonne Dolan, janet Sasson Edgette, Kristina I<. Erick­ AUTHORS' HOUR son, Betty Alice Erickson-Elliott, Brent Geary, Stephen Gilligan, A special Authors' Hour will be held Thursday, Dec. 3, from Ronald Havens, Lynn johnson, Roxanna Erickson Klein, Richard 5:15p.m. to 7:15p.m. in the Second Floor Lobby at the Omni- Landis, Carol Lankton, Stephen Lankton, Herbert Lustig, Michele 1\dams. Some of the faculty who have written or edited books Ritterman, Gary Ruelas, Sandra Sylvester, Kay Thompson and Nill be available to autograph their works for registrants. Catherine Walters. INFORMATION AND MESSAGE CENTER FINANCIAL DISPOSITION An Information and Message Center will be located in the Profits from the meeting will be used by The Milton H. Erickson ::rickson Foundation's Congress Registration area in the Pueblo Foundation to support its educational and scientific efforts. The ~oom of the Omni-Adams. In addition to the usual services, there Board of Directors of The Milton H. Erickson Foundation are Nill be information about restaurants, entertain­ jeffrey I<. Zeig, Ph.D., Kristina I<. Erickson, M.S., nent and shopping. There will also be a "jobs M.D., j. Charles Theisen, M.A., M.B.A., J.D., and 3oard.'' Elizabeth M. Erickson, B.A.

17 THE MILTON H. ERICKSON FOUNDATION, INC. The Milton H. Erickson Foundation, Inc., is a federal nonprofit PUBLICATIONS OF THE ERICKSON FOUNDATION corporation, formed to promote and advance the contributions The following books are published by and can be ordered to the health sciences made by the late Milton H. Erickson, M.D. through Brunner/Mazel Publishers, Inc., 19 Union Square West, In addition to organizing Congresses and workshops, the Erickson New York, NY 10003: Foundation also organized the two landmark Evolution of Psy­ A Teaching Seminar with Milton Erickson a. Zeig, Ed.&. Commen­ chotherapy Conferences in 1985 and 1990, attracting 7,200 and tary) is a transcript, with commentary, of a one-week teaching 6,800 professionals, respectively, from around the world. Other seminar held for professionals by Dr. Erickson in his home in Foundation activities include publishing a newsletter, bool

19 The Milton H. Erickson foundation, Inc. 3606 N. 24th Street Phoenix, Arizona 85016 U.S.A.

MILTON H. ERICKSON INSTITUTES AND SOCIETIES

INSTITUTO MILTON H. ERICKSON DE BUENOS AIRES L'INSTITUT QUEBECOIS DE THERAPIE ET Sanchez de Bustamante 1945, P.B. 1 D'HYPNOSE ERICKSONIENNES, INC. 1425 Buenos Aires Siege Social: chemin Beaudette ARGENTINA Edgar Etkin, L.E.P. RR #1, North Hatley, Quebec 1/84-1324 Silvia Fabian de Etkin, L.E.P. CANADA JOB 2CO 819/842-4549 Michel Kerouac, M.A. MILTON H. ERICKSON INSTITUTE OF WESTERN AUSTRALIA L'INSTITUT MILTON H. ERICKSON DE L'OUTAOUAIS 62 Churchill Ave. St. Paul University Subiaco 6008, West Australia 223 Main Street AUSTRALIA Ottawa, Ontario 9/388-2733 George w. Burns, M.A.,Ps.s. CANADA K1S 1C4 Julien Mercure, M.A. INSTITUT MILTON H. ERICKSON DE BELGIQUE THE MILTON H. ERICKSON INSTITUTE OF 7 Rue de la Grotte SANTIAGO, CHILE 1310 La Hulpe Av. Providencia 2653 BELGIUM Gerald Brassine, Social Worker Of. 411 Raul Miserda Peruzovic, M.D. Tel. & Fax: 32/ 2/ 652-0909 Santiago Mario Andres Pacheco, Ph.D. CHILE Dorothy Bowie Valenzuela, M.A. INSTITUT HILTON H. ERICKSON DE LIEGE Rue de Sordeye, 17 HILTON H. ERICKSON INSTITUTE OF COLORADO 4900 Angleur 7260 Braun Way Liege Arvada BELGIUM COLORADO 80005 Charles Johnson, M.s.w. 41/67 31 85 Paul-Henri Mambourg, M.D. 303/423-4432 Blyllis Wadleigh, H. s. w.

ORANGE COUNTY SOCIETY FOR ERICKSONIAN PRAGUE INSTITUTE OF STRATEGIC PSYCHOTHERAPY AND HYPNOSIS ERICKSONIAN THERAPY 2101 E. 4th Street, #111A Radistu 620 Santa Ana Prague 6 CALIFORNIA 92705 161 00 CZECHOSLOVAKIA 714/547-7277 Gary P. Ruelas, Ph.D. 2/36 86 59 Michael Vancura, Ph.C.

HILTON H. ERICKSON INSTITUTE OF SAN DIEGO MILTON H. ERICKSON INSTITUTE OF DELAWARE 380 Stevens Avenue 71 South Shore Drive Suite 208 Dover Solana Beach DELAWARE 19901 Joseph B. Hicks, H.Ed. CALIFORNIA 92075 302/697-1701 Marcia H. Hicks, M.Ed. 619/259-7300 Michael D. Yapko, Ph.D. LONDON SOCIETY FOR ERICKSONIAN PSYCHOTHERAPY MILTON H. ERICKSON INSTITUTE OF SANTA ROSA & HYPNOSIS 1180 Montgomery Drive 18 Yarnells Road Santa Rosa Oxford CALIFORNIA 95405 Antonio Madrid, Ph.D. OX2 OLY ENGLAND 707/526-7720 Joe M. Persinger, Ph.D. 865/721597 Philip J. Booth, Cert.P.s.w.

MILTON H. ERICKSON INSTITUTE OF HILTON H. ERICKSON INSTITUTE OF SOUTH FLORIDA PSYCHOTHERAPY OF BRITISH COLUMBIA 5900 s.w. 73rd Street, Suite 207 3749 Shelbourne Street, #201 South Miami Victoria, British Columbia FLORIDA 33143 CANADA V8P 4Hl 305/662-1329 David J. Hudson, L. c. s. w. 604/477-9535 Brian Pound, MB,BS,LRCP,HRCS L'INSTITUT HILTON H. ERICKSON D'AVIGNON L'INSTITUT MILTON H. ERICKSON DE MONTREAL B.P. 82 71 Brookside 84110 Vaison la Romaine Beaconsfield, Montreal FRANCE CANADA H9W 5C5 90/36 19 31 Patrick Bellet, M.D. 514/761 6131 x22038 Liliana Cane, Ph.D. L 'INSTITUT MILTON H. ERICKSON DE PARIS L'INSTITUT MILTON H. ERICKSON DE 28 Rue des Ecoles LA VILLE DE QUEBEC 75005 Paris 646 St. Cyrille ouest, Quebec City FRANCE CANADA G1S 1S8 43/29 83 49 Jean Godin, M.D., Ph.D. 418/882-2706 Gaetan Nadeau, M.D.

Revised 11/20/92 20 HILTON H. ERICKSON INSTITUTES AND SOCIETIES

THE MILTON H. ERICKSON INSTITUTE OF MILTON H, ERICKSON INSTITUTE OF NORMANDY AT CHERBOURG SPRINGFIELD, ILLINOIS 11 1 Rue Victor Hugo 1500 s. 7th Street 50100 Cherbourg Springfield FRANCE ILLINOIS 62703

33/93 92 62 Dominique Meggle 1 M.D. 217/522-8006 Ronald A. Havens, Ph.D,

HILTON H. ERICKSON INSTITUTE OF ~RYLAND INSTITUTE FOR ERICKSONIAN ATLANTA HYPNOSIS AND PSYCHOTHERAPY

104 Ansley Villa Drive1 N.E. 6118 Park Heights Avenue Atlanta Baltimore GEORGIA 30324 MARYLAND 21215 404/892-6744 Henry T. Close, Th.M. 301/358-1381 Hillel Zeitlin, L.c.s.w.

HILTON H. ERICKSON INSTITUT BERLIN INSTITUTO MILTON H. ERICKSON DE LA Hartburgstr. 17 CIUDAD DE MEXICO

1000 Berlin 62 Nicolas San Juan 834 1 2o. piso GERHANY Col. del Valle, Mexico, D.F. 03100

30/781 77 95 Wolfgang Lenk1 Ph.D. MEXICO Jorge Abia, M,D, 52/536-36-96 Teresa Robles, Ph.D. HILTON H, ERICKSON INSTITUT KOLN (COLOGNE) Nassestrasse 32 MILTON ERICKSON INSTITUTE OF GUADALAJARA 5000 Koln 41 Investigacion Psicologica y Asesoria Personal GERMANY Progreso Sur No. 271, Planta Baja 221/46 56 00 Heinrich Breuer, Dipl, Psych, Guadalajara, Jalisco, C.P. 44100 MEXICO HILTON H. ERICKSON INSTITUT HAHBURG 36/257722 Ricardo Figueroa Quiroga, M.S. Eppendorfer Landstr. 56 2000 Hamburg 20 MILTON H. ERICKSON INSTITUTE OF MICHIGAN

GERHANY P.O. Box 8151 Royal Oak 40/480 37 30 Manfred Prior, Dipl. Psych. MICHIGAN 48068-0815 313/642-0855 Charles R. Stern, Ph.D. HILTON ERICKSON INSTITUT HEIDELBERG-ROTTWEIL Im Weiher 12 Bahnhofstrasse 4 ST. LOUIS TRAINING INSTITUTE IN 6900 Heidelberg 7210 Rottweil N. ERICKSONIAN HYPNOTHERAPY GERMANY GERMANY 8100 Colmar Drive 6221/41 09 41 741/41 47 7 St. Louis Gunther Schmidt, M.D. Bernhard Trenkle, MISSOURI 63105

Dipl, Psych, 314/863-3073or8905 Donna M, Spencer 1 Ph.D,

MILTON ERICKSON GESELLSCHAFT FUR THE MILTON H. ERICKSON INSTITUTE OF NEW JERSEY KLINISCHE HYPNOSE (M,E.G.) 20 Nassau Street Konradstr. 16 Princeton 8000 Hunchen 40 NEW JERSEY 08540

GERMANY 609/924-2508 HarrietE. Hollander 1 Ph.D, 89/33 62 56 Burkhard Peter, Dipl, Psych. MILTON H, ERICKSON INSTITUTE FOR CLINICAL HILTON H. ERICKSON INSTITUTE OF HONOLULU HYPNOSIS & BEHAVIORAL SCIENCES OF NEW MEXICO 1314 S. King Street Suite 722 2741 Indian School Rd., N.E. (at Girard) Honolulu Albuquerque

HAWAII 96814 NEW MEXICO 87106 Brian Grodner, Ph.D, 1 ABPP 808/521-4541 Irvin Cohen, M.S. w. 505/255-8682 Norman w. Katz, Ph.D.

MILTON H. ERICKSON INSTITUTE OF CHICAGO MILTON H, ERICKSON INSTITUTE OF 5242 Grand Avenue HYPNOSIS OF NEW YORK Downers Grove 230 Hilton Ave, 55 East End Ave. ILLINOIS 60515 Hempstead New York 708/852-1799 Carol Sommer, M, S. NEW YORK 11501 NEW YORK 10028 708/736-8899 Michael Powers, M.A. 516/485-9210 212/772-6364

Daniel Lutzker1 Ph.D. Daniel Araoz, Ed.D. MILTON H. ERICKSON INSTITUTE OF NORTHERN ILLINOIS ·. 2421 w. Pratt Blvd. Suite 214 Chicago ILLINOIS 60645 312/274-0746 Marc Franchot Weiss, Ph.D.

21 MILTON H. ERICKSON INSTITUTES AND SOCIETIES

NEW YORK HILTON H, ERICKSON SOCIETY OF PSYCHOTHERAPY AND HYPNOSIS HILTON H. ERICKSON INSTITUTES OF TEXAS P.O. Box 1390 605-A Baylor 2012 Bissonnet

Madison Square Station 1 New York Austin Houston NEW YORK 10010 TEXAS 78703 TEXAS 77003

212/876-1358 Jane Parsons-Fein 1 c.s.w. 515/479-0455 713/529-4588or4589 George Glaser, /1SSW J, WilliBIIJ Wade, M.Div. MILTON H. ERICKSON INSTITUTE OF Seyma Calihman, MSSW Carol Kershaw, Ed.D. WESTERN NEW YORJ( 704 Roosevelt Ave. Thompson 2047 HILTON H. ERICKSON INSTITUTE OF VERnONT Dunkirk State University of AND NORTHERN NEW ENGLAND NEW YORK New York at Fredonia P.O. Box 424

14048 Fredonia 1 NEW YORK 14063 Stowe

716/366-0898 Richard A. Leva 1 Ph.D. VEMONT 05672 802/253-7337 Rodger Kessler, Ph.D. MILTON H. ERICKSON SOCIETY OF DAYTON, OHIO P.O. Box 554 VIRGINIA ERICKSONIAN INSTITUTE

Wright Bros. Branch Rubin Battino 1 M.S. Randolph-Macon Clg. 4807 Radford Ave. #103 Dayton President Ashland Richmond OHIO 45409 Asa Browning Jr., M.S. Virginia 23005 Virginia 23230

513/873-24 77 Thomas South 1 Ph.D. 804/752-7270 804/353-6700 Russell A. Bourne, Robert N, Glenn, Ph.D. HILTON H. ERICKSON INSTITUTE OF OKLAHOMA Jr., Ph.D. Mental Healthcare Services, Inc. Tulsa Psychiatric Center EASTERN VIRGINIA ERICKSON INSTITUTE

1620 E. 12th Street 1 Tulsa 112 Yorkville Road OKLAHOMA 74120 Yorktown

918/582-2131 Reese Price1 Ph.D, VIRGINIA 23692

804/890-0021 Martha D, Cantu 1 /1, Ed. HILTON H. ERICKSON INSTITUTE OF PHILADELPHIA Rosemont Plaza Suite 8 1062 Lancaster Avenue Rosemont

PENNSYLVANIA 19010 John H. Edgette1 Psy.D. 215/525-0223 Janet Sasson Edgette, Psy.D.

THE HILTON H. ERICKSON INSTITUTE OF SOUTHWESTERN PENNSYLVANIA

24 Swallow Hill Rd. /Kay F. Thompson 1 S.D.S.

Carnegie1 PA 15106 /Charles H. Srodes 1 M.D. PENNSYLVANIA /Arnold Freedman, Ph.D. 412/279-7265 /Stacie 11urrer, D.H.D. /Lee Reichbaum, Ph.D, /Helen R. Westman, M.D.

THE HILTON H, ERICKSON CLINIC THE HILTON H. ERICKSON FOUNDATION, INC.

OF MORA 1 SWEDEN 3606 N. 24th Street Box 95 Phoenix 79222 Mora ARIZONA 85016 SWEDEN Gorin Carlsson, (602)956-6196 Linda Carr HcThrall, Exec, Dir.

46 250 13060 Psychotherapist (602)944-6529 Jeffrey K. Zeig, Ph.D. 1 Director

L'INSTITUT HILTON ERICKSON LEMANIQUE

(GENEVA 1 SWITZERLAND) Rue Sautter 21 1205 Geneva SWITZERLAND Charles Schaefer, 22/46 25 13 Psychotherapist

22 ABSTRACTS AND EDUCATIONAL OBJECTIVES OF PRESENTATIONS

SM

23 FIFTH IHTBRHATIOHAL CORGRBSS

WBDRBSDAY, DECEIIBER 2 1 1992 w 8:15-8:45 All - CORVOCATIOIII Regency Ballroom (Hyatt) E Jeffrey K. Zeig, Ph.D., Kristina K. Erickson, M.s., M.D., Linda Carr McThrall, D Stephen Lankton, M.s.w., Michael Yapko, Ph.D. N 9:00-11:30 AM IIIIVITED ADDRESSES WEDNESDAY All SESSIOIII 1 Regency Ballrooa (Hyatt) E Moderator: Hillel Zeitlin, L.C.s.w. s D Special Techniques of Utilization: Sequences, Sy.ptoa Words, and Idioms by Jeffrey K. Zeig, Ph.D. Therapeutic methods are derived from the interaction between the stance of the therapist and the A posture of the patient. Therapists who take a stance of •utilization" will naturally develop methods of using sequences, symptom words, and idioms. These methods can be used both to create hypnotic y inductions and to offer therapy.

Educational Objectives: (1) To describe •sequences, • •symptom words, • and "therapeutic idioms. • (2) Given a case, use sequences, symptom words, and idioms to enhance a hypnotic induction.

Bow to Deal with Resistance to Induction by Refusing to Identify It by Robert Pearson, M.D. This paper will relate the author's early experience and learning from Milton Erickson, particularly with Erickson's ideas on how to identify and deal with so-called resistance to hypnotic induction. The author's experiences have resulted in extensions and elaborations of Erickson's ideas.

Educational Objectives: (1) To identify various problems encountered in a practice in relation to failure of trance to •happen.• (2) To describe three ways of dealing with those problems.

Poetry, Hypnotist Values and Breaking Social Inductions of Bate and Violence by Michele !Htterman, Ph.D. Life is not just a story we tell ourselves. Members of persecuted religious, racial, or sexual minorities will attest to that. Our stories exist in relation to material forces in the world. Our stories must match broader social realities to be useful. We live in an era in which social and governmental forces can exert tremendous suggestive powers over us, and hate movements are on the rise. What is our role in creating the hypnotic poetics which can induce compassion and a laying down of arms?

Educational Objectives: ( 1) To describe the importance of social suggestions and their trance effects on the mob-member in each of us. (2) To describe talents for inducing the peaceful human solutions to problems broader than those of the consultation room. * * * * SESSION 2 Omni North Ballrooa Moderator: susan Mirow, Ph.D., M.D.

Back to the Futures: Inventing Hew Realities in Erictsunian Psychotherapy by Stephen Gilligan, Ph.D. This paper suggests that the primary objective in Ericksonian psychotherapy is to realize futures that work. The major principles and modalities used in this regard will be identified. Educational Objectives: (1) To identify four basic principles of intervention in Er icksonian psychotherapy. (2) To describe five basic modalities or "windows• across which these principles are utilized.

Good Hews for a Change: Optiaism, Altruism and Efficacy as the Basis for Erickson's Approach by Ronald Havens, Ph.D., and Catherine Walters, M.s.w. Erickson understood the value of optimism, social connectedness, a sense of mastery, and an ability to have fun. He incorporated these elements of "psychological hardiness" into his life and promoted them as outcomes in therapy. A review of the research regarding the physiological and psychological ben~fits of these positive beliefs and actions explains the effectiveness of his interventions and clarifies the rationale underlying them. Educational Objectives: ( 1) To list three outcomes of therapy associated with the Er icksonian approach. (2) To describe the positive consequences (psychological and physiological) of these outcomes.

Erickson's Approach to Multiple Personality: A Cross-cultural Perspective by Madeleine Richeport, Ph.D. Erickson's approach to multiple personalities emphasizes his view that they are not necessarily pathological and can be utilized as potential resources. His approach shares commonalities with natural trance therapies found cross-culturally and illustrates the importance of cross-cultural research in understanding "other selves." Educational Objectives: (1) To describe Erickson's approach to multiple personality. (2) To identify commonalities between Erickson's approach and cross-cultural approaches to multiplicity. * * * •

24 SBSSIOH 3 Omni South Ballrooa Moderator: Brent Geary, Ph.D. w E Meaories of the Future by Michael Yapko, Ph.D. D The use of hypnosis to "access resources• and otherwise reach into a client's past represents both an opportunity and a hazard. The responsiveness of memory to hypnotic suggestion has some especially N profound implications when the accuracy of a particular memory is necessary to consider. E Educational Objectives: (1) To identify the role of hypnotic methods in strategies of memory enhancement. (2) To discuss the possibility of hypnotically suggesting memories that, in fact, never occurred and consider the associated legal and ethical considerations. s D Treataent of Sexual Abuse and Other Traumasa An Bricksonian Perspective by Yvonne Dolan, M.A. A In the context of current research and contrasted with traditional approaches to Post-Traumatic y Stress Disorder (PTSD), this address will provide an overview of techniques stemming from Ericksonian principles of utilization of naturalistic trance states, elicitation and development of unconscious resources, and emphasis on positive future orientation. Case examples, metaphors, and anecdotes will illustrate. Educa tiona! Objectives: ( 1) Given a client with symptoms of PTSD, list three methods for stabilizing the client during the acute stages of treatment. (2) Given a client with history of sexual, physical, or emotional abuse, identify two methods for resolving intrusive flashbacks and traumatic memories.

Bricksonian Approaches in the Rehabilitation of Paralyzed Patients by Bernhard Trenkle, Dipl. Psych. Referring to the autohypnotic techniques of Milton Erickson, which helped him to recover from polio, the address will discuss possibilities of activating body functioning after polio, strokes, brain surgery, etc., with hypnosis and imagery. Educational Objectives: (1) To describe the use of hypnosis in rehabilitation work. (2) Given a case, learn to utilize the individual frame of reference and the individual resources of the client. * * * *

SBSSIOB 4 Phoenix Ballrooa (Hyatt) Moderator: Joseph Hicks, M.Ed.

Bricksonian Myths by Andre Weitzenhoffer, Ph.D. A myth is a belief not supported by facts. This paper examines some of the myths that are circulated in Ericksonian circles. These myths not only do not add anything to Erickson's teachings, but are doubtfully representative of what his thoughts on the subject matters were or might have been. Educational Objectives: (1) To identify certain misconceptions held by Ericksonians. (2) To state a better understanding of the true nature of Ericksonian hypnosis.

Discovering One•s Essence by Herbert Lustig, M.D. Among Erickson's personal messages, the most constant was his injunction to develop into unique beings who are capable of self-understanding and self-acceptance, appreciative of others, firmly bonded into social and affectional relationships, and active in community life. Dr. Lustig discusses how these messages effected him during the last twenty years. Educa tiona! Objectives: ( 1) To describe how powerful results -- self-discovery and self­ transformation -- can evolve from the use of Erickson's communicational methodology. (2) To describe how Erickson's communicational methodology might have significant value in one's personal and professional activities.

Bricksonian Applications in the Use of Art in Therapy by Shirley Bliss, Ph.D. This presentation will explore the potential benefits to be obtained in applying selected Ericksonian strategies to the use of art in therapy. The transfer of learnings within the client from the art process to personal problem solving will be discussed and case examples will be cited. Educational Objectives: (1) To identify selected Ericksonian interventions which are applicable to the use of art as a tool in therapy. (2) To discuss ways in which these interventions have been effective therapeutically in case histories. * * * *

25 SBSSIOR 5 Navajo AB (Omni) Moderator: Sandra Zoe Brown, Ph.D. w Bricksonian Therapy ne.ystified-- A Straightforward Approach by Betty Alice Erickson-Elliott, M.s., E L.P.C. The Ericksonian framework is used to conceptualize problems. Therapists can then construct effective D simple and/or multilevel interventions. Creativity and communication are enhanced7 development and utilizations of metaphors are facilitated. A multiplicity of presenting problems will illustrate the N ease of learning this approach.

E Educational Objectives: (1) To identify two conceptualiza·tions of problem areas. (2) To identify s two types of metaphorical interventions. D Ritualized Writing Assignments in the Treataent of Psychological Trauma: Theory and Practice by A Alfred Lange, Ph.D. y A short review is given of studies on the effect of disclosure on psychological trauma. Attention is focused on the use of ritualized writing and farewell rituals. Clinical examples are used to illustrate these techniques and to discuss the circumstances in which these methods are most fruitful.

Educational Objectives: (1) To describe the mechanisms and processes of grief and post-traumatic stress. (2) To discriminate in which cases writing assignments may be used and how.

Using Paradox in Hypnosis and Faaily Therapy by Camillo Loriedo, M.D. Therapeutic paradox is probably one of the most widely used tools in family therapy. Nevertheless, too many clinicians think of paradox as an effective trick and behave accordingly: They do not believe in what they prescribe, they just believe in its effects. A new understanding of paradox inspired by the Ericksonian view of hypnotic rapport is presented.

Educational Objectives: (1) To describe paradox in the frame of reference of the family systems theory. (2) To know indications and counterindications of therapeutic paradox. (3) To learn four new paradoxical techniques and their use in clinical practice. * * * * 1:00-3&00 PM WORKSHOPS 11 - 14 WEDNESDAY PM

Workshop 11 Regency Ballrooa AB (Hyatt) Bye Moveaent Desensitization and Reprocessing by Francine Shapiro, Ph.D. The Ericksonian principle of "following the patient's lead• is an important aspect of eye movement desensitization and reprocessing (EMDR). This workshop provides an introduction, discussion and demonstration of EMDR as a treatment for anxiety and post-traumatic stress disorder. While not a training, theoretical assumptions, the model and its discrete elements, and clinical applications will be explored through discussion and treatment tapes. Educational Objectives: (1) To define "information processing systems.n (2) To describe an overview of the history, development, and clinical applications of EMDR. (3} To describe essential aspects of post-traumatic stress disorder.

workshop 12 Qani South Ballrooa Reclaiaing the Feainine Self in Hypnotherapy by Noelle Poncelet, Ph.D. Seeking to foster balance and collaboration between one's Masculine and Feminine sides, this workshop addresses the contribution of the Feminine in both client and therapist, male and female. Body wisdom, connectedness, intuition, images, receptiveness, gestation and process are developed through demonstrations and exercises. Educational Objectives: (1) To describe the nature and value of masculine and feminine qualities. (2) To list three ways hypnotherapy can foster better balance and collaboration between these qualities.

Workshop 13 Borein (Hyatt) Hypnosis as Metaphor: An Introinduction by Charles Stern, Ph.D. The introinduction: Introducing hypnosis by hypnotizing the subject with metaphorical stories about hypnosis.

Educational Objectives: (1) To state the definition of hypnotic metaphor. (2) To list three principles of an introinduction. (3) To conduct an introinduction.

Workshop 14 Navajo CD (OIIni) Fritz Perla Meets carl Rogersz A •Gentle• Path Towards Integrating Parts by Robert Schwarz, Psy.D. Erickson stated that the objective of therapy is the reorganization of the client's inner psychological life. A Gestalt two chair technique to reorganize conflicting parts can be nrough" and create resistance. This workshop presents an approach that utilizes presupposition, spatial sorting, reframing and negotiation to respectfully facilitate a gentle process that moves clients toward an integrated reorganization of their inner life. This process works on a level of second and third order change. The workshop includes a demonstration and practice exercises.

26 Educational Objectives: (1) Given a patient, find a goal/motivation common to both conflicting parts. (2) Given a patient, separate client•s conflicting parts in a respectful manner. (3) Given a patient, facilitate the client•s integrating conflicting parts. Level: Intermediate and Advanced w E Workshop IS Reaington (Hyatt) Becoming a Bealer Using Self-Hypnotic Techniques by Sandra Sylvester, Ph.D. D This experiential workshop will enable participants to identify internal states of healing and design N practical personal rituals, through self-hypnosis, which will allow them to act from this internal state of therapeutic healing. E Educational Objectives: (1) To identify and list three internal emotional states of positive s therapeutic action. (2) To design at least one self-hypnotic ritual to enter this state. D Limited to 50 participants. A Workshop 16 Hopi (Omni) y Staying Out of •sad• Trances by Philip Booth, Cert. P.s.w. Symptoms and uncomfortable psychological states are assumed to occur in or be equivalent to dysfunctional or •bad• trances. The essence of psychotherapy is to help clients stay out of such trances. This model and its implications will be discussed and demonstrated. There also will be an experiential exercise. Educational Objectives: (1) To distinguish •good• and •bad• trances and what contributes to their occurring. (2) To list three techniques and an overall approach to help clients stay out of •bad• trances. Limited to 50 participants.

Workshop 17 Russell (Hyatt) Addiction and Hypnosis by Michael Elkin, M.A. This workshop presents a model for understanding addiction designed to resolve the •disease theory• versus the •medical model" controversy. Hypnosis can contribute to solving or exacerbating the problem of addiction. Educational Objectives: (1) To describe the model for understanding addiction. (2) To describe three ways hypnotic communication can help either exacerbate or solve the problem of addiction.

Workshop 18 Navajo AB (Omni) Tiae Line Therapy by Tad James, M.s. This workshop introduces a model of therapy pioneered by Tad James, M.S. Time Line therapy is a safe, gentle, and exceptionally effective method for the release of negative emotions, limiting beliefs, and phobias. Educational Objectives: (1) Given a patient, identify his/her Time Line. (2) To describe the concept of •room cause." (3) Given a patient, release a negative emotion using Time Line therapy.

Workshop 19 Apache (Omni) Therapy with the •Inner Faaily• -- Syaptoms as Coalition-Partners and the •Bgo• as President: Hypnotic and Systeaic Concepts for Contezt-Related Work with Internal and Interactional Systeas by Gunther Schmidt, M.D. Symptoms can be seen as triangulation phenomena in escalations of contradictory parts. The "ego" can serve as president of the family conference. Also discussed will be one-sided inner coalitions and the therapist as triangulated partner of the ruling subsystem; hypnotic representation of inner parts as members of a conference; constructive (solution) conferences and problem-conferences; and playful dance with symptoms. Educational Objectives: (1) Given a patient, use circular questions as indirect hypnotic induction methods. (2) Given a patient, use resource-oriented pseudo-orientation in time. (3) Given a patient, use metaphoric descriptions and symbolic interventions to transform symptoms into resources.

Workshop flO Regency Ballroom CD (Hyatt) Anziety Disorders and Milton Erickson by Lynn Johnson, Ph.D. Anxiety disorder treatment has advanced significantly in the last ten years. This workshop compares and contrasts current cognitive-behavioral treatment with Erickson 1 s approaches and those of his students. Educational Objectives: (1) To contrast Ericksonian and cognitive-behavioral styles of treatment of panic and phobias. (2) Given a patient, design interventions based on each style of treatment.

27 Workshop Ill Phoenix Ballrooa (Hyatt) Hypnosis, Retaphors and Solutions: Creating the Expectancy for Change w by William Matthews, Jr., Ph.D. This workshop will elaborate on a solution-oriented approach to therapeutic change. The process of E change will be considered as a shift in client/therapist expectancies which can be created through the use of hypnosis, metaphors, and behavioral assignments. Creating expectancy shift will be D discussed in terms of assessment, induction, and the creation of stories. N Educational Objectives: (1) To identify at least three ways of creating positive expectancies for change. (2) To utilize method of assessment that will lend to identifiable goals and workable E interventions. s Limited to 50 participants D Workshop 112 Omni North Ballrooa A Frameworks: Fundamentals of Ericksonian Hypnosis by Jeffrey K. Zeig, Ph.D. y How is trance induced from an Ericksonian perspective? What is the role of the clinician in establishing a hypnotic relationship? How is the induction tailored to the unique style and response of the patient? Includes lecture, demonstration and small group practice.

Educational Objectives: ( 1) To list four phenomenological characteristics of trance. (2) To describe the ARE format of trance induction.

Workshop 113 Curtis (Hyatt) Demonstrations I by Camillo Loriedo, M.D. & Betty Alice Erickson-Elliott, M.s., L.P.C. 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 presenters and topics are as follows: Camillo Loriedo, M.D., •Family Hypnotic Induction and Therapy,• and Betty Alice Erickson-Elliott, M.s., L.P.C., •Anatomy of Varied Formal Trance Inductions." Educational Objectives: To view the various styles of Ericksonian hypnotherapy and to be able to apply techniques in given clinical situations.

Workshop 114 Various Locations -- See Your Workshop Ticket Small Group Practicua Sessions -- Hypnotic Induction Rethods These two-hour workshops are offered for those who desire small group experiential training. Each group will consist of a maximum of 12 participants. Practicum sessions cover specific techniques of Ericksonian hypnotherapy. Members of the faculty will be assigned as group leaders just prior to the meeting. Educational Objective: To describe three methods of hypnotic induction.

3:15-5:15 PR WORKSHOPS 115 - 28 WEDNESDAY Pll

Workshop 115 Omni South Ballroom Inventing the Future by Michael Yapko, Ph.D. Hindsight may be 20/20, but foresight is even better. This workshop examines the relationship between expectations and outcomes, actions and consequences, and the present and the future. The goal is a simple one: Learning to think beyond the moment, because the future hasn•t happened. yet. Educational Objectives: (1) To identify principal mechanisms of foresight as they apply to life and treatment planning. (2) To list two methods for enhancing foresight.

Workshop 116 Havajo AB (Oilni) •competency Based Brief Therapy• -- Using Erickson's Patterns by Norma Barretta, Ph.D. & Philip Barretta, M.A. Competency Based Brief Therapy is a strongly interventive approach which taps into the patient•s own resources to generate new choices. This model provides skill learning consciously and new information unconsciously, allowing the patient to re-create a new improved design in living. Educational Objectives: (1) To describe and utilize both verbal and nonverbal unconscious cues and language patterns used by the patient. (2) To list three methods of embedding new information. (3) To identify the patient•s non-useful language/behavior patterns.

Workshop 117 Hopi (OIIDi) Self-Esteea and the Family Trance by Jane Parsons-Fein, c.s.w. Milton Erickson defined hypnosis as an everyday experience, and trance state as active unconscious learning. Children spend many hours in trance. Therefore, the family is a hypnotic unit. Parents are hypnotists who induct each other and their children into their own learned unconscious patterns and thereby have a profound effect on the child 1 s self-esteem.

28 Educational Objectives: ( 1) To identify unique family trance patterns that are imprinted from generation to generation. (2) Given a patient, pinpoint early traumatic imprinting in individual family members around which s/he has organized patterns of behavior. (3) To describe how to use Ericksonian hypnotherapy to help clients reorganize these unconscious learnings. w Level: Intermediate and Advanced E Restricted to Master's level and above D workshop 118 Navajo CD (Omni) N People of the Second Wind: Methods of Utilizing Conscious/Unconscious Wisdom -- Propelling Clients over the Bill and Beyond by Donna Spencer, Ph.D. E "People of the Second Wind" are drawn to a deeper development of the individual Self. Their issues go far beyond adjustment to family, work, and society. The unconscious is extremely active and wise. s Therapists should recognize the inner wisdom, sometimes unconsciously manifested, which calls people to examine the precise meaning of their life and their coming to terms with their physical death. D Methods for tapping this "wisdom of the Second Wind• include the use of trance, dreams, creative exercises, and ritual. A y Educational Objectives: (1) To recognize indicators of the creative process manifesting in therapy. (2) To demonstrate ways of tapping creative wisdom in therapy via trance, dream work, and creative ritual.

Workshop 119 Russell (Hyatt) ~e Ways and Whys of Wise Words by Kay Thompson, D.D.S. This workshop will practice methods to develop everyday words into meaning-full themes. Educational Objectives: (1} Given a patient, draft a method for metaphors. (2) Given a patient, recognize and utilize significant words. Limited to 40 participants

Workshop 120 Omni North Ballroom Prom Persona to Person: The Birth of a Generative Self by Stephen Gilligan, Ph.D. Individuals often confuse personal identity ("Who are you?•) with a fixed persona (e.g., a depressive mask or life script). This workshop explores methods for both "deframing• such rigid misidentifications and inventing a generative •multiple personality• set. Educational Objectives: (1) To describe how identification with a personal story results in entrenched rigidity. (2) To list three methods for shifting across multiple personas to generate new possibilities.

Workshop 121 Borein (Hyatt) Hypnotic Phenomena: The Essence of Intervention by John Edgette, Psy.D. & Janet Edgette, Psy.D. This workshop will teach participants how to elicit, develop, and most importantly, utilize (both in and post-trance) a wide variety of hypnotic phenomena. Such phenomena include hypnotic dreaming, positive and negative hallucinations, hypnotic deafness, tunnel vision, and age progression. Demonstrations and experiential exercises are included.

Educational Objectives: (1) To list five principles applicable to the eliciting of any hypnotic phenomena. (2) To list three principles for deciding which hypnotic phenomena would be clinically indicated for a particular problem/particular client. Level: Intermediate and Advanced workshop 122 Apache (Hyatt) Hypnotic Abreaction and Refraaing for Working Through Trauaa by D. Corydon Hammond, Ph.D., ABPH This workshop overviews contraindications and guidelines for facilitating therapeutic abreaction. Also presented are methods for managing resistance to age regreesion and methods for reframing and working through abuse. Unconscious commitments can be obtained and post-hypnotic suggestions can facilitate resolution.

Educational Objectives: (1) To identify three contraindications in using abreactions. (2) To identify three methods for reframing and working through trauma following abreaction. Level: Advanced Restricted to Master's Degree or Doctoral Level Psychotherapists

workshop 123 Reaington (Hyatt) Hypnotherapy with BIV Patients by Burkhard Peter, Dipl. Psych. The diagnosis of being HIV-positive is a sentence to death. Consequent reactions are shock, resignation and despair. Multiple physical and social problems during the course of the disease lead to different mental and emotional reactions. The therapist's duty is to help patients cope with their individual complaints. Educational Objectives: (1) To describe how to do hypnotherapy with someone who is "sentenced to death." (2) Given a patient, identify resources that are helpful for coping with specific reactions. (3) To describe how to use trance and hypnotic phenomena to utilize resources for better coping. 29 Workshop 124 Phoenix Ballroom (Hyatt) Invitations to Hew Life Stories: Using Questions to Elicit Experience of Alternative Possibilities by Gene Combs, M.D. & Jill Freedman, M.s.w. w People make sense of their lives by situating them in stories. Therapy can be conceptualized as a process of facilitating new life stories. We will practice creating questions to invite people into E vivid internal experiences that can open space for new life narratives, and practice developing D additional questions to invite people to more fully experience those narratives. Educational Objectives: (1) To list three types of questions that invite experience of new life N stories. (2) Given a person with a particular unsatisfying life story, compose five questions that E could invite that person to experience a possible new story. s Level: Intermediate and Advanced D Workshop 125 Regency Ballrooa CD (Hyatt) A working with the Problea Drinker: A Solution-Focused Approach by Scott Miller, Ph.D. This workshop presents the solution-focused approach to problem drinking. Cur rent research and y thinking in the field of alcohol treatment will be translated into innovative therapeutic skills that can be used for the practical, efficient, and individualized treatment of problem drinkers in one's clinical practice. Educational Objectives: (1) To list three reasons why Brief Treatment is the treatment approach for most problem drinkers. (2) To list five interviewing techniques that facilitate cooperation and initiate change in the very first interview. Level: Basic

Workshop 126 Regency Ballroom AB (Hyatt) Systeaatic Training of Mental Skills in Sports and Life by Lara-Eric Unestahl, Ph.D. Based on investigated similarities among Peak Performance, Wellness, and Alternative States of Consciousness, hypnotic principles and techniques play a crucial role in mental training programs for sport, school, and everyday life. Educational Objectives: (1) To describe how lasting personal and personnel development is obtained through a training process, based on learning in/for/from/during life. (2) To show the design, content, and effects of Inner Mental Training.

Workshop 127 Curtis (Hyatt) Demonstrations II by Yvonne Dolan, M.A. & Lynn Johnson, 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 presenters and topics are as follows: Yvonne Dolan, M.A., •Associational Scaling Technique to Overcome Symptoms of Dissociative Disorder,• and Lynn Johnson, Ph.D., •Brief Therapy: An Integrative Approach." Educational Objectives: To view the various styles of Ericksonian hypnotherapy to be able to apply techniques in given clinical situations.

Workshop 128 Various Locations -- See Your Workshop Ticket Saall Group Practicum Sessions -- Indirect Techniques of Psychotherapy and Hypnosis These two-hour workshops are offered for those who desire small group experiential training. Each group will consist of a maximum of 12 participants. Practicum sessions cover specific techniques of Ericksonian hypnotherapy. Members of the faculty will be assigned as group leaders just prior to the meeting. Educational Objective: To identify ways to use indirect techniques in specific clinical situations.

9:00-11:30 AM and THBRAPIS'!' DBVBLOPMBR'l TRACK WBDHBSDAY 1:00-5:00 PM (CORCURRKH'!' PROGRAK)

Track I: •THBRAPIS'!' PERCEPTIVITY• -- Stephen Lankton, M.s.w. & faculty Cowboy Artist's (Hyatt)

Track IIa •sELF-c~IOH OF THB THERAPIST• -- Ernest Rossi, Ph.D. & faculty Sundance (Hyatt)

Educational Objectives: (1) To describe three new methods to develop the therapist's sensitivity. (2) To describe three approaches to developing the therapist's perceptiveness. (3) To describe possibilities for developing the therapist's identity. (4) To identify three ways of improving the therapist's self-confidence.

7:30-9:30 PM WBLCOMB RBCBPTIOH Hyatt Atriua HQ-HOST COCKTAIL PARTY

30 FIFTH INTERNATIONAL COBGRBSS THURSDAY, DECEMBER 3, 1992

8&45-10&45 AM WORKSHOPS 129 - 42 THURSDAY AM

Workshop 129 Remington (Hyatt) Using Ericksonian Concepts to Streamline the Process of Psychotherapy by Herbert Lustig, M.D. Erickson spent most of his career championing hypnosis and its appropriateness for psychotherapy. He devised innovative therapeutic strategies, using problem solving approaches, and stressed the importance of continual learning. This workshop will use live interviews by Dr. Lustig to demonstrate these principles and stimulate discussion of them. Educational Objectives: (1) To describe how Ericksonian hypnotic techniques are valuable for many forms of therapeutic communication. (2) Given a patient, describe how these processes can powerfully streamline psychotherapy.

Workshop 130 Borein (Hyatt) Happy Endings: Proaoting Ericksonian Outcoaes by Ronald Havens, Ph.D. & Catherine Walters, M.s.w. T To achieve Ericksonian outcomes, you must focus on the Ericksonian values of optimism, altruism, pleasure, and mastery, and design your interventions accordingly. Through discussion and H experiential exercises, we will explore techniques you can use to promote such outcomes. Educational Objectives: (1) To identify three outcomes of therapy associated with the attainment of u well-being. (2) To list three techniques to achieve Ericksonian outcomes. R Level: Basic and Intermediate Limited to 30 participants s D Workshop 131 Navajo CD (Oilni) A The Dynaaics of Problea Solving (Not Pathology) by Stephen Lankton, M.s.w. y Participants will have an opportunity to experience examples of framing client "problems• as problem­ solving maneuvers. Participation by the audience is absolutely necessary. Educational Objectives: (1) To describe how apparent pathology is a problem solving maneuver. (2) To list essential steps in creating treatment plans which help the therapist stay sane. Restriction: Clinical Experience Recommended

Workshop 132 Oani North Bal1rooa Mind-Body Approaches to Hypnotherapy by Ernest Rossi, Ph.D. A brief introduction to the theory and practice of mind-body therapy through a series of demonstrations and experiential exercises. Educational Objectives: (1) To describe mind-body approaches utilizing Ultradian theory and practice. (2) To describe how to recognize and utilize mind-body problems in psychotherapy. workshop 133 Russell (Hyatt) Clinical Deaonstrations and Experiential Exercises in Dealing with Resistance by Robert Pearson, M.D. This workshop will further develop the presenter's invited address on identifying and dealin9 with resistance to induction. There will be a clinical demonstration, and experiential exercises will be provided. Educa tiona! Objectives: ( 1) To describe three ways of handling "less than marvelous" patient responses. (2) To strengthen the student's confidence that s/he also can do the things that more experienced practitioners do. Level: Intermediate and Advanced Limited to 30 participants Restriction: Students at this workshop should have attended Dr. Pearson's Invited Address, "How to Deal with Resistance to Induction by Refusing to Identify It. • The lecture material will ~ be repeated during the workshop.

Workshop 134 oani South Bal1rooa The Creation of •Rea1ity• Through Language by Paul Watzlawick, Ph.D. Whatever else hypnosis is considered to be, it relies heavily on specific uses of language. However, these properties and effects of language are not necessarily limited to trance states. The workshop will attempt to show that ev'en in everyday life, one's reality is the result of what one ~ •real." Educational Objectives: (1) To describe hypnotic linguistic patterns. (2) Given a patient, provide practical application of these patterns in the service of bringing about change.

31 Workshop 135 Navajo AB (Omni) Storytelling with Adults Abused as Children by Deborah Ross, Ph.D. This workshop teaches hypnotic storytelling specific to adult survivors' developing ego strength, internal safety, the right to pleasure, and openness to change. Participants will receive highly generalizable story material to help patients develop empowerment strategies and tools and to strengthen ability to observe and master old nonproductive patterns. Educational Objectives: (1) To describe the effect of hypnotic storytelling. (2) To present three trance stories for use with adult survivors.

Workshop 136 Regency Ballroom CD (Hyatt) Therapeutic Storytelling and Poetry in Breaking the Spell of the Dysfunctional Rapport by Michele Ritterman, Ph.D. This workshop will show video material: The goal is to teach attendees how to recognize the ideal moment for entry into a couple's or family member's destructive suggestive states. Educational Objectives: (1) To describe a symptom induction. (2) To describe a therapeutic counter induction.

T Workshop 137 Phoenix Ballrooa (Hyatt) Self-Hypnosis& An Bricksonian Method by Brian Alman, Ph.D. H Developing the capacity to self-hypnotize is a key that opens many doors. Utilizing Erickson's principles deepens the meaningfulness as well as the results. Special attention will be given to u trance states, post-hypnotic responses, and self-change. R Educational Objectives: (1) To describe three specific self-hypnosis inductions and applications. s (2) To apply Dr. Erickson's methods to deepen all self-hypnosis. D Level: Recommended for Advancedi All levels may attend. A y Workshop 138 Apache ( Ollni) Strategizing Psychophysiological Hypnotherapy by Helen Erickson, R.N., Ph.D. This workshop provides an opportunity for participants to develop therapeutic strategies for symptoms of physical illness secondary to psychological processes. Emphasis is placed on interpretation of symptoms and use of Ericksonian techniques for symptom relief. Educational Objectives: (1) Given a person with a physical symptom, identify the symbolic value of physical symptoms. (2) Based on the symbolic value of physical symptoms, design interventions to treat the symptoms.

Workshop 139 Regency Ballroom AB (Hyatt) Single-Session Therapy by Moshe Talmon, Ph.D. By plan (or most often, by default), single-session encounters with patients are extremely common. How to maximize the therapeutic potential of the first (and, for that matter, every) session will be illustrated in this workshop. Educational Objectives: (1) To identify potential clients of single-session therapy (SST). (2) To develop versatile and flexible approaches to new clients.

Workshop 140 Hopi (Omni) Metaphor and Imagery in Psychosoaatic Medicine by Marlene Hunter, M.D. Alternative approaches, to be used as an adjunct to (never a substitute for) good conventional medical care, are presented in order to empower the patient who may be feeling powerless and victimized by "the system." Case histories are presented for discussion and example. Participation by registrants is expected. Educational Objectives: (1) To describe "Psychosomatic Medicine• appropriate to the 1990s, updated by psychoneuroimmunology. ( 2) To describe therapeutic approaches to •psychosomatic medicine, • focusing on metaphor and imagery. Limited to SO participants Restriction: Medical, paramedical, and psychological professionals.

Workshop 141 Curtis (Hyatt) Deaonstrations III by Gene Combs, M.D., and Jill Freedman, M.s.w. & Gunther Schmidt, M.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 presenters and topics are as follows: Gene Combs, M.D., and Jill Freedman, M.s.w., •ouestions and Reflections in Narrative Therapy,• and Gunther Schmidt, M.D., •context-Related Therapy with the 'Inner' Family of Individuals (Systemic Hypnotherapy)." Educational Objectives: To view the various styles of Ericksonian hypnotherapy and to be able to apply techniques in given clinical situations.

32 workshop 142 Various Locations -- See Your Workshop Ticket small Group Practicum Sessions -- Metaphor and Anecdotes These two-hour workshops are offered for those who desire small group experiential training. Each group will consist of a maximum of 12 participants. Practicum sessions cover specific techniques of Ericksonian hypnotherapy. Members of the faculty will be assigned as group leaders just prior to the meeting. Educational Objective: To list ways to use metaphors and anecdotes in specific clinical situations.

11:00 AM-12z00 NOON CONCORRBNT DBMONSTRATIORS THURSDAY AM

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

D-1 Interactive Trance and Obtaining Unconscious Commitaents Regency Ballrooa AB (Hyatt) in Hypnotherapy by D. Corydon Hammond, Ph.D., ABPH D-2 Treating Depression Using Tiae Line Therapy by Tad James, M.S. Regency Ballroom CD (Hyatt) D-3 Restructuring Probleaatic Patterns with Altered States of Hopi (Oani) T Consciousness by Herbert Lustig, M.D. H D-4 Allowing the Dance of •Being• and •noing• in Hypnotherapy Omni South Ballroom by Noelle Poncelet, Ph.D. u D-5 Creating Internal Safety with Adults Abused as Children Oani North Ballrooa R by Deborah Ross, Ph.D. s D-6 Use of the Genogra. in Individual Therapy by Olga Silverstein, M.s.w. Navajo AB (Oani) D D-7 Make Bach and Every Session Count by Moshe Talmon, Ph.D. Phoenix Ballroom (Hyatt) A D-8 Building Expectancy by Michael Yapko, Ph.D. Curtis (Hyatt) y D-9 Assessment and Planning of Pamily Therapy by Alfred Lange, Ph.D. Apache ( Oani)

1:30-2:30 PM KBYHOTB ADDRESS Symphony Ball •Money and the Paaily• Cloe Madanes, Lie. Psycho!. Money and emotional problems often come together. The presentation will include how to develop strategies to solve both and how to use money to improve relationships. Educational Objectives: (1) To describe how money problems relate to symptom stages and strategies for solving money problems. (2) To describe how to use money to solve problem behavior.

2:45-6:00 PM SBOH COORSBS THURSDAY PM

2:45-4:15 PM

11 Ericksonian Utilization of Problea and Solution States through Regency Ballrooa AB '(Hyatt) Bxternalization Techniques by Charles E. Johnson, L.C.s.w. This course will present the "Constructionist" technique of externalization through an Ericksonian perspective, combining elements and techniques of metaphoric and symbolic representation and utilization of problem/solution states, questions as suggestions, splitting and linking, utilization of natural trance states, as well as the hypnotic phenomena, therapeutic rituals and task assignment, pseudo-orientation in time, and utilization of clients• inner resources. Educational Objectives: (1) To identify and utilize external problem and solution states in client systems. (2) To apply this technique in at least three client problem areas. (3) To distinguish between hypnotic and non-hypnotic applications of this technique.

12 A Successful Treataent of a Pear of Plying by Julien Mercure, M.A. Hopi (OIIni) This short course in the Prench language, with a video of the treatment sessions, also conducted in Prench, offers a case in which hypnosis was used to help Mrs. c. overcome her fear of flying. The work was done in two sessions: The first session lasted two and one-half hours, and the second, held a week later, was one and one-half hours. Comments and discussion of the case could be in English. The non-verbal aspects (signs of trance, response of the patient and therapist) are quite evident and have no language barriers. Educational Objectives: (1) Given a patient, use another subject to "train" the patient in trance phenomena. (2) To describe treatment of a phobia in a context larger than just the phobia itself, taking into consideration the values, needs, and belief system of the patient.

33 13 Hypnotizability and Hypnotic Responsivenessz Modifying Responsiveness in Apache AB (Omni) Bricksonian Practice by Rodger Kessler, Ph.D. This short course teaches the assessment of styles and traits necessary to tailor interventions to optimize hypnotic responsiveness. Issues of hypnotizability using "Er icksonian" techniques to generate hypnotic responsiveness will be examined. Included are a didactic presentation, videotape examples, and an exercise linking assessment of a case study to the development of intervention strategies. Educational Objectives: ( 1) To identify three factors that explain variability in hypnotic responsiveness from a traditional and "Ericksonian" position. (2) To list styles and traits necessary for the tailoring of hypnotic interventions. Level: Advanced

14 Integrating Hypnosis into Therapy: The •spontaneous Induction• Phoeniz Ballroom (Hyatt) by Richard Hatten, Ph.D. Therapists just learning hypnosis often memorize protocols of formal inductions. In practice, the natural flow of a therapy session may be interrupted by use of these protocols. This course teaches participants how to recognize trance and trance readiness. "Spontaneous inductions" introduce T hypnosis while moving therapy along without interrupting the climate or mood of the session. Educational Objectives: ( 1) To recognize trance or trance readiness. (2) To describe four H inductions which would not interrupt the flow of therapy. u Level: Basic R 15 Strengths, Stories and Solutions in Tiae-Bffective Faaily Therapy Regency Ballrooa CD s by Steven Friedman, Ph.D. (Hyatt) D As psychotherapists, we often are engaged in a process of helping clients "re-author" their lives and relationships. A possibility-oriented therapy can help clients liberate themselves from stories A which are constraining and limiting. Clients can develop revised and expanded views that offer more options. Drawing on methods of Ericksonian psychotherapy and the post-modern narrative perspective, y we will explore some ideas that can increase therapists• clinical effectiveness. Clinical case material on videotape will serve as a basis for discussion of a set of time-effective approaches for amplifying client strengths and accessing client resources. Educational Objectives: (1) To identify three possibility-oriented assumptions that foster a more time-effective therapy. (2) To identify three methods that serve to amplify client strengths. (3) To identify two approaches that empower clients to teach their goals. Level: Basic

16 Poetry as Embedded Metaphor in a Group Induction by Rubin Battino, M.S. Borein AB (Hyatt) The essence of poetic and indirect hypnotic language is metaphoric. Both Erickson's hypnotherapeutic communications and Robert Frost's poems, for example, involved the precise use of vague language in which the listener's mind fills in the details. Within the context of a group induction, several well-known poems will be interwoven as multi-embedded metaphors. Also embedded will be an invitation to participate in a parallel way in one of Erickson's classic cases. Educational Objectives: (1) To describe the use of poetry as hypnosis. (2) To experience multi­ embedded poetic metaphors.

17 Autoaatic Drawing: The Therapeutic Use of Art Within a Trance State Omni South Ballrooa by Suzanne Lerner, Ph.D. A teenager enters my office. She makes almost no eye contact; gives monosyllabic replies. I ask her to draw a self-portrait, allowing a trance to develop. She draws the portrait, then suddenly scribbles furiously. "What's that?• I ask. "The mess inside of me." A new level of communication unfolds. This course demonstrates how to effectively utilize hypnotic art techniques with clients to contact dissociated feelings, access inner resources, and develop a solutions orientation. Educational Objectives: (1) To describe three principles of hypnotic induction that can be utilized with hypnotic art techniques (conscious/unconscious dissociation, fixed attention, accessing inner resources). (2) To list four cornerstones of successfully utilizing hypnotic art techniques (creating a safe environment, orienting to process over product, letting go of perfectionism, developing self-appreciation) • Level: Intermediate

18 Bringing Adventure Therapy Indoors: Linking Bricksonian Methods to Mohave B (OIIni) Adventure Therapy by H.L. (Lee) Gillis, Ph.D., Christian Itin, M.s.w. & Michael A. Gass, Ph.D. Adventure activities, adapted from Outward Bound and Project Adventure, transform traditional psychotherapy settings into metaphorical experiences. These activities offer an atmosphere where clients isomorphically live their challenge(s) and experience metaphorical solutions. This symposium will discuss Ericksonian methods as they relate to adventure therapy. Case examples highlight a seven-step model of intervention. A demonstration activity will be offered to allow participants direct experience of the linkages between Ericksonian methods and adventure therapy. 34 Educational Objectives: ( 1) To introduce the field of adventure therapy. ( 2) To increase awareness of Ericksonian methods in adventure therapy through a seven-step model of psychotherapeutic intervention. (3) To demonstrate the use of one adventure therapy activity and allow participants to directly experience its therapeutic potential. (4) To apply, through case examples, at least three Ericksonian methods to adventure therapy.

19 On Connecting the Story Its Parts by Nancy Winston, M.S.W. Curtis (Hyatt) & Paul Lounsbury, M.A. When people communicate their story, the emotions, behaviors, and constructions they embody portray a distinctively unique and individual pattern. Operating on the premise that these patterns conserve their structure by continuously maintaining the patterns of connection that produce them, this course will provide clinicians with a number of distinctions to decipher the patterns of relations that connect the story its parts. Suggestions will be offered for using these distinctions to construct hypotheses and to structure therapeutic trances and change interventions. Clinicians will be invited to cooperate with and rely on the natural capacities of the unconscious to create, construct, and connect the parts of the story in a fresh and untold manner. The course will consist of lecture, demonstration, structured experiments, and discussion. Educational Objectives: (1) To describe a set of distinctions for identifying recursive structures that reflect second order behavioral patterns. (2) To describe a method for using these second order distinctions to structure therapeutic trance and change interventions. T Level: Intermediate and Advanced H 110 Proaoting Therapeutic Koveaent Through the Use of Ambiguous Russell (Hyatt) u Function Assignments by William Boyd, Jr., Ph.D. R This course will focus on the strategic use of ambiguous function assignments in psychotherapy and how such assignments promote personal growth and therapeutic movement. The course will address (1) the definitive components and the proper construction of ambiguous function assignments, ( 2) the s rationale for their use, (3) reasons for their effectiveness, and (4) indications/contraindications D for use. Four case examples will be presented to provide a clear clinical context for the proper use of ambiguous function assignments. Participants will practice constructing ambiguous function A assignments. Related ethical considerations also will be presented. y Educational Objectives: ( 1) To describe what components constitute a therapeutically effective ambiguous function assignment. ( 2) To describe the rationale for using ambiguous function· assignments, as well as indications and contraindications for their use.

Ill Trance-cultural Stories: The Bssence by Michaela Ozelsel, Ph.D. Ravajo AB (Omni) Storytelling, therapeutic metaphor, "distraction of the left hemisphere," and other Ericksonian innovations have been an essential part of the ancient traditions of Sufi healers. A demonstration will combine rhythm and music with Sufi storytelling. We will to review the cross-cultural elements of healing and discuss how to incorporate them into Western practice. Rare original audio- and videotapes will be used to demonstrate nonverbal Middle Eastern methods of trance induction. Educational Objectives: (1) Given a case, utilize indirect suggestions in storytelling for adults and children. ( 2) To identify four Ericksonian principles of a traditional Sufi tale. ( 3) To identify transcultural uses of Ericksonian therapy to facilitate the treatment of clients coming from a different cultural background. (4) Given a case, use audiotaped music and storytelling together to enhance Ericksonian hypnotherapy.

112 Supervisory Considerations in Bricksonian Hypnotherapy by Remington (Hyatt) Bill Forey, M.A., Dayton Vogel, M.A. & Brent Geary, Ph.D. Gordon Hart's Integration model serves as a conceptual and pragmatic framework for the instruction and supervision of Ericksonian hypnotherapy. This presentation addresses the functional relationship, hierarchial distance, and focus dimensions of this supervisory model. In addition, the symposium highlights two temporal application formats utilized within the Integration model: (1) Multiple therapy (in vivo) supervision format and (2) Interpersonal Process Recall format of supervision. The symposium concludes with a discussion of Ericksonian principles as they apply and compliment the Integration model. Educa tiona! Objectives: ( 1) To describe Hart's Integration model as it applies to supervising the Ericksonian hypnotherapist. (2) To describe two temporal application formats within the Integration model.

113 The •Lavender Duster• Consults the •Purple Sage• About the Case in Gila (Omni) Which the Clients Believe They are Ostriches: Bricksonian Approaches vitb the Duman Race to Facilitate AIDS Awareness by Susan Mullarky, M.A. This short course de-bunks AIDS mythology with a short intensive review of current known information on the transmission of AIDS, its risk and preventions. This course focuses on providing a format for participants to safely examine their own views about AIDS and how to utilize Erickson's approaches to increase each person's ability to work effectively with the clients, friends, and family to prevent the spread of AIDS. Educational Objectives: (1) To describe the progression of AIDS, its transmission, the risk factors and methods of prevention. ( 2) To list three Er icksonian approaches to facilitate learning to overcome past negative thinking and behavior. (3) To describe the Erickson therapeutic intervention of embedded messages in story form.

35 114 Applied Psychoneuroi.. unology for BIV Infection and Cancer& Navajo CD (Qani) Integrating Bricksonian Techniques by Jeffrey E. Auerbach, Ph.D. The integration of hypnotic approaches with voluntary psychophysiological alteration has been effective in assisting patients with cancer and HIV infection. Techniques presented will include the use of hypnosis, imagery and simple, inexpensive biofeedback techniques to help decrease anxiety, increase comfort, increase sensitivity to one's own needs, facilitate a hopeful attitude and other belief systems common to long-term survivors, and connect with one's own strengths. Case histories of clients with HIV infection, and experiential exercises will be included in detail. Educational Objectives: ( 1) To describe two models of immune system enhancement hypnotic approaches. (2) To describe recent research on the adjunctive treatment of life threatening illness with hypnosis, imagery, and biofeedback. (3) To describe the three most common characteristics of long-term survivors. ( 4) To describe a simple, inexpensive biofeedback approach sui table for individuals or groups. (5) To describe the three-step imagery method that can be used for any illness. (6) To describe four hypnotic approaches for life threatening illness. Level: Basic and Intermediate

115 Dealing Stories for Empoveraent: The Survivor's Journey Omni North Ballroom by Cheryl Bell-Gadsby, M.A. & Anne Siegenberg, M.s.w. T This course provides an opportunity for participants to increase their understanding of the different levels and stages of the sexual abuse survivor's healing process. With the ever-increasing number of H survivors we see in clinical practice, it becomes essential to reframe and transcend these historical events to create a positive context for healing. Ericksonian techniques have become invaluable in u helping the survivor refocus and realize their future potential with the aid of various therapeutic R rituals and metaphors. Educa tiona! Objectives: ( 1) Given a patient, provide a framework to facilitate healing using s Ericksonian techniques to identify stages of a survivor's experience and utilize metaphors and rituals to enhance the therapeutic process. (2) Given a patient, describe the importance of future D orientation for the survivor's personal empowerment. A Level: Intermediate y 116 Ericksonian Principles in Bodywork by rona Marsaa Teeguarden, M.A. Bavasupai (Oani) Seven main principles of Ericksonian Hypnotherapy can be reviewed by exploring the compatible technique of "Bodymind Accupressure.• For pain and other somatic problems, touch can be used to help focus attention on the symptom. Body tensions can be metaphors for emotional problems, and touch can facilitate the emergence of images which assist transformation. Contacting and comforting the hurt places is part of a process aimed at healing abuse issues and freeing the inner child and its resources. Educational Objectives: (1) To list seven main principles of Ericksonian hypnotherapy. (2) To identify these seven principles as applied to bodywork. (3) To correlate the touching of particular points with the use of hypnotic suggestion. (4) To describe the use of touch in focusing attention on physical symptoms like tension or pain. (5) To describe the use of touch in healing abuse issues. Level: Basic

117 Introduction to Therapeutic Metaphor by Michael Munion, M.A. Maricopa (Oilni) This short course provides a basic understanding of the nature and use of therapeutic metaphor through both instruction and demonstration. Participants will learn the fundamentals of metaphor construction. The concept of enacted metaphor -- directed client activity in the therapy session-­ is introduced as a powerful intervention. Educational Objectives: (1) To describe therapeutic metaphor (including definition and unique strengths). (2) To use metaphor in an hypnotic induction. (3) To detail the process of therapeutic metaphor construction. {4) To describe the use of enacted metaphor. Level: Basic and Intermediate

118 Hypnosis as a Strategic Intervention by Donald Miretsky, M.Ed. Pi.a (Omni) The intent of this presentation is to place hypnosis within a strategic theoretical format, and to examine its effectiveness from this perspective. A seven-step model will be demonstrated, through case presentations, to explain a method of brief intervention which facilitates the rapid amelioration of affect disorders or affect disorder-related conditions. Discussion will follow related to the use of hypnosis as a "strategic approach" within traditionally resistant environments, as a means of facilitating greater acceptance of hypnosis and its use. Educational Objectives: (1) To provide a basic definition of strategic therapy and thinking. (2) To describe the strategic components of hypnosis. ( 3) To describe the seven steps of a strategic hypnotic intervention. (4) To describe the client characteristics necessary for successful use of a brief, strategic, hypnotic intervention. (5) To describe the most common myths about hypnosis, and three potential means of challenging those myths to facilitate acceptance of hypnosis in the workplace.

36 •h30-6t 00 PM SHORT COORSBS 'l'BORSDAY PM

119 Good Bands/Bad Bands: A Multiple Eabedded Metaphor When Working with Regency Ballroom CD an Adolescent Sex Offender by Lee Shilts, Ph.D. & James Rudes, M.s.w. (Hyatt) The use of the Ecicksonian concepts of indirection and multiple embedded frameworks are demonstrated through a case presentation of an adolescent male referred for sexual molestation. The video case demonstrates how therapy progressed by utilizing the client's strengths and resources as a means of engaging the client in therapy. Further, the case vividly demonstrates how sexual molestation was effectively dealt with through indirect therapeutic techniques as well as embedded metaphors to match the client's world view. Educational Objectives: (1) To use indirection when working with adolescent sex offenders. (2) To utilize what the client brings when working with a client who may be seen as initially •resistant." (3) To use metaphors utilizing the client's world view and use these metaphors to elicit the client's cooperation as well as promote change. Level: Intermediate

120 Hypnotic Interventions for Children with Tourette•s Syndrome Hopi (Omni) by Harriet E. Hollander, Ph.D. & David E. Mandelbaum, M.D., Ph.D. T Tourette's Syndrome (TS) as it appears in childhood and adolescence will be defined and side effects associated with traditional drug treatment reviewed. The relationship of obsessi ve-compul si ve H disorder, attention deficit and hyperactivity disorder to TS will be discussed as it pertains to treatment amenability to hypnosis. Hypnotic approaches that have been successfully used to modify u symptoms of TS will be described and clinical examples presented. R Educational Objectives: (1) To describe Gilles de La Tourette Syndrome (TS). (2) To identify a subgroup of TS children whose involuntary tics are amenable to hypnotic interventions. (3) To s describe hypnotic techniques that can be used to modify tics. D 121 Facilitating New Attachments and Resolving Loss and Grief: Phoenix Ballrooa (Hyatt) A Modeling and Role-Modeling the Bssence of One Client's Story by Carolyn K. Kinney, Ph.D., R.N. y This short course presents the essence of one client's story. A videotaped client-therapist interview gives the client's retrospective of progressive points in therapy (spanning a two-year period). Modeling and Role-Modeling, a theory based on the work of Milton Erickson, provides the therapy framework. The process of facilitating the establishment of new attachments, as part of the grief resolution, is examined along with various examples of developmentally-based assessment data and intervention techniques. Examples of Ericksonian methods are provided. Educational Objectives: (1) To identify principles basic to the use of Modeling and Role-Modeling in a therapeutic relationship. (2) To identify three techniques appropriate to facilitating new attachments as part of the loss and grief resolution process.

122 Hypnosis with Deaf People Via Sign Language by Gail Isenberg, M.S. Apache (Omni) This short course presentation will include a brief historical overview of the utilization of hypnosis with deaf people, results of a recent study comparing deaf and hearing, signing subjects, a discussion of induction processes, sign language adaptations of Ericksonian techniques, unique trance indicators provided by deaf people, and suggestions for future research and clinical applications. The presentation is not designed to teach people to become hypnotherapists for deaf people. Rather, it is to educate professionals about the opportunities for deaf people to benefit from the use of hypnosis. Educa tiona! Objectives: ( 1) To describe two recent studies comparing hypnotic experiences of hearing and deaf subjects. (2) To list four similarities and/or differences between voice and signed inductions. (3) To identify at least two trance indicators that are unique to deaf subjects. (4) To discuss two examples of Ericksonian techniques that do not translate well to sign language. (5) To identify four areas of future research regarding hypnosis with deaf people.

123 Team Therapy: A Lively Frontier by Sky Chaney, M.A, M.F.c.c., Regency Ballroom AB Marcia Anton, M.A., M.F.c.c., Nicholas Anton, M.D. & Bobbi Chaney, M.A. (Hyatt) A lively approach to team therapy will be presented by a practicing team of brief strategic therapists. What therapeutic strategies can a group of therapists implement that a single therapist cannot? How can individual practitioners harness the power of a collective approach to problem­ solving? In answering these questions, a variety of team-based strategies, such as "therapist interruptus," group pronouncements and provocations, and the "team split" maneuver will be discussed and demonstrated. Educational Objectives: (1) To identify three in-session maneuvers that harness the power of a team therapy approach. (2) To list three team formula interventions that are useful for a wide range of presenting complaints. (3) To recount two methods of transforming traditional consultation/training into team-based treatment.

37 124 Bricksonian Methods with Chronic Illness, Mind-Body Healing and Borein (Hyatt) Hypnosis by William A. Miller, Ph.D. Use of Ericksonian methods with hypnosis and principles of mind-body healing in treating the emotional components of chronic illness will be presented. Placebo response, stress and psychosomatic phenomena, depression and anxiety, belief systems, differences with acute versus chronic pain in relief and control of pain will be discussed. Indirect use of humor and laughter, metaphor and stories, chronic illness as a motivator will be examined. Educational Objectives: (1) To describe seven principles of mind-body healing with chronic illness. ( 2) To identify five methods of using chronic illness as a motivator. ( 3) To describe five techniques of hypnotic pain control with chronic pain. (4) To list six indirect suggestive techniques to promote healing. (5) To identify five issues of the "Care Giver" having impact upon the Client. (6) To list five hypnotic techniques to deal with the fear of death constructively. (7) To list five indirect strategies in helping the "Care Giver" with anxiety, fear, and depression. (8) To list seven indirect techniques to help the organ transplant patient deal with fear, anxiety, and depression.

125 A Clinical Exploration of Brickson•s Naturalistic Approach: The Bavajo AB (Omni) Oltradian Theory and Trance Phenomena by Brian Lippincott, Ph.D., Peter Brown, M.D., Carol Sommer, M.S., Shirley Sanders, Ph.D. & Barton Mann, Ph.D. Chair: Ernest Rossi, Ph.D. T This symposium will present the recent research validating the Ultradian Theory of Therapeutic Suggestion which developed out of Erickson's Naturalistic Approach. Ernest Rossi will provide an H overview of the theory and its importance to the field of hypnosis. Peter Brown will describe an ongoing research project which examines the link between specific biological markers (e.g., sleep u latency, REM latency, and sleep architecture), with measures of hypnotic ability and psychological coping skills. Brian Lippincott will describe his research which found Owls (evening people) being R more hypnotizable in the morning and Larks (morning people) being more hypnotizable in the evening. This research confirms the predictions of ultradian theory regarding a correspondence between s hypnotic phenomena and oscillations of ultradian/circadian rhythms. Lippincott also will present the data regarding alternations in nasal airflow, cerebral hemispheric dominance, and ultradian rhythms D which establishes naturalistic trance as a sort of "Western Yoga." Carol Sommer will present data which studies Erickson's "common everyday trance" and confirms the prediction of ul tradian theory A that the naturalistic trance will last 15 - 20 minutes regardless of . Shirley Sanders and Barton Mann will present their investigation of the ultradian theory focusing on y the subjective experience of hypnosis. Rossi then will summarize ideas for further research. The entire group will be available for questions and dialogue with the audience. Educational Objectives: (1) To identify three signs of a •common everyday trance." ( 2) To describe the "ultradian theory of hypnosis." (3) To list three implications of the ultradian theory for clinical practice. (4) To list three implications of the ultradian theory for research in hypnosis. ( 5) To relate the ul tradian theory to changes in hypnotic responding, hypnotic susceptibility, and trance phenomena.

126 Little Chief Blow-Bard: Healing the Heart Using Native American Russell (Hyatt) Techniques in Hypnotic Play with Children by Iris A. Ramos, A.c.s.w. Using the Native American focus on heart and mind, hypnotic play techniques with children will be described in this presentation. These techniques include the use of environmental magic and story telling, drumming and pacing to the rhythm of a young heartbeat, and the building of a medicine shield for integrity. Case scenarios and examples will suggest the use of these naturalistic trance tools with children who have experienced physical and emotional traumas, phobic and anxiety states, and poor impulse control. Educa tiona! Objectives: (1) To identify three Native American techniques for play therapy with children. (2) To describe the construction of a medicine wheel with four directions to be used in therapeutic ceremony.

127 Bricksonian Interventions for Flashbacks by Doris B. Murphy; M.A. Reaington (Hyatt) Survivors of trauma often experience chronic and disabling anxiety. They may react unconsciously to anxiety provoking material and without any ability to make an objective assessment of the cause. Other anxiety provoking stimuli appear as sudden and seemingly senseless intrusions of memory fragments ("flash back") which can occur on a variety of dimensions (e.g., visual, kinesthetic, auditory). Singularly or mixed, they contribute in powerful ways to maintain high levels of anxiety, inappropriate survival behavior, and the chronic depression commonly found in Post-Traumatic Stress Disorder symptomatology. This short course will acquaint the clinician with Ericksonian methods of utilizing the imagery of the client in ways that can alter his or her symptomatic experience and eventually resolve the dysfunctional patterns. Educa tiona! Objectives: ( 1) To describe Post-Traumatic Stress Disorder, flashback experiences, trauma's effect on the dimensions of memory, and client prognosis. ( 2) To list three methods for utilizing the client's imagery for teaching individualized self-hypnotic management of anxiety symptoms.

38 128 Stories& Uses for Resolution and Wonder in Therapy and Literature PiiiUI (Omni) by Leeann Jorgensen, Ph.D. & Anita Klassen This presentation will compare the use of stories in therapy with the use of stories in literature. focusing on the benefits of stories with a resolution (everyone lived happily ever after) and those with wonderment (wonder what happened or it was surprising that that happened). Presenters will give examples of stories with resolution and stories with surprise or without resolution. Two presenters, one a poet and storywriter, and the other a psychologist, will present ideas about choosing and creating stories to use in therapy. Criteria for choosing stories and creating stories will be presented.

Educa t.ional Objectives: ( 1) To identify story purpose in literature and in therapy. ( 2) To recogn1ze differences in resolution and nonresolution stories. ( 3) To name criteria for using primarily resolution and nonresolution stories.

129 Bricksonian Approaches to Permanent Weight Control and Nonsmoking Curtis (Hyatt) by Brian Grodner, Ph.D., ABPP This course presents Ericksonian and related strategies, including many specific metaphors, inductions, images, tasks, and other innovative techniques within a comprehensive framework of successful permanent habit control. Some of the framework includes understanding personality and lifestyle issues, increasing the quality of a client's commitment to change, creating a positive rather than a depravation orientation, T gathering and sharing critical information, and most important, helping people create new behaviors, attitudes, positive self-images, and compelling successful futures for themselves. H Educational Objectives: (1} To list four components of a comprehensive habit control program. (2) u To list two important elements of hypnotic suggestions for creating a self image of a slim person or R a non-smoker. (3) To identify two categories of information to be asked of a habit control client. s 130 Connecting Separations and Separating Connections& A Relational Maricopa (Omni) Approach to Hypnosis by Douglas G. Flemons, Ph.D. D Drawing on the work of Bateson and Erickson, processes of mind can be viewed as a complex A interweaving of connections and separations. This model of mentation can serve as a simple and y sophisticated map for creating the context of trance and for utilizing hypnotic experiences in therapeutic ways. Participants will be introduced to the basic ideas of the approach and be given opportunities to practice designing and delivering inductions, and to create therapeutic suggestions. Educational Objectives: (1) To describe processes of mind and hypnotic phenomena as an interplay of connections (associations) and separations (dissociations). ( 2) Given a patient, use this understanding as a map for creating hypnotic inductions and therapeutic experiences.

131 Beyond Trance: Froa Hypnosis to Hypnotherapy by Russell Bourne, Jr., Ph.D. Havasupai (Omni) This short course will present an Ericksonian approach to psychodiagnostics and treatment planning to help the therapist determine "what to do next." That is, participants will learn what to do explicitly following the induction of a trance and how to determine what implicit message to communicate hypnotically during trance.

Educa tiona! Objectives: ( 1) To describe three approaches to psychodiagnostics and treatment planning that utilize Ericksonian hypnotherapy as the treatment intervention. (2) To gain experience with two approaches of developing hypnotherapeutic metaphors and utilizing metaphorical language, both diagnostically and therapeutically.

132 Stories Behind the Illness: Practical Applications of Naturalistic Omni South Ballroom Hypnosis with Psychophysiological Disorders by George Glaser, M.S.W. This course is geared toward practitioners treating patients with psychosomatic and medically­ documented physiological disorders (e.g., chronic pain, arthritis, migraine, TMJ). The focus is on understanding the distress as a story. The presenter describes and demonstrates naturalistic hypnotic techniques with this difficult population. Special attention is given to rapport-building, utilization of the symptoms, goal setting, and thorough diagnosis. The concepts and methods also are useful in treating panic and other anxiety disorders.

Educational Objectives: (1) Given a patient, assess behavioral/motoric responses indicative of altered states of consciousness. ( 2) To describe psychophysiological symptoms as stories which can be used as levers for change. (3) Given patients, teach them to experience their symptoms in a constructive and more hopeful manner. Level: Intermediate and Advanced

133 Basic Hoae Repair: An Ericksonian Approach to Therapy in the Mohave B (Omni) Client's Home by Theresa Eytalis, M.s.w. Family Preservation is an innovative, intensive family therapy treatment which takes place in the client/family home. This unique approach is designed for families who are labeled by the social service system as "high risk." This short course explores the use of an Ericksonian approach to therapy as the primary form of treatment in Family Preservation work. It outlines the use of specific Er icksonian principles and procedures with "high risk" families in their homes.

39 Educa tiona! Obj ecti vee: (1) To describe the theory behind Family Preservation and learn how to begin therapy in an individual or family's home using an Erickson! an approach. ( 2) To describe three methods of joining and accessing a family's positive resources which maintain respect for the individual.

134 The Use of Bricksonian Hypnosis in HIV Disease Navajo CD (Omni) by Patricia Francesca Newton, M.D. & Lusijah Marx, R.N., M.N., Psy.D. Psychological distress is common in HIV disease. Assertive coping styles, a fighting spirit, good self-esteem and emotional expression and support can buffer people from those negative affective states in the face of a life-threatening illness. These psychological factors also may be associated with long-term survival and could potentially enhance immune system function through psychoneuroimmunological mechanisms. We have been using Ericksonian hypnosis for five years to teach these experiential inner states. This short course will present our fundamental beliefs and methods to use Ericksonian hypnosis in HIV disease. We will teach our method for accessing inner resources and images to help people develop their inner experience, their warrior or assertiveness, their permission for life, their ability to connect with an inner wisdom that can promote dignity, hope, self-esteem, and an inner sense of control. In this method, enlivened images are created so people can have visual, kinesthetic and inner experiential awareness of these resources. T This short course will use experiential methods to teach a five point method of developing and enlivening inner resources in HIV positive individuals. H Educational Objectives: (1) To describe psychological characteristics associated with reduced u stress, enhanced quality of life and long-term survival in HIV disease. (2) To list three basic ways that psychological factors can influence the immune system, i.e., psychoneuroimmunology. (3) R To describe four ways Ericksonian hypnosis can be used to teach the inner states associated with increased quality of life and long-term survival. (4) To describe a five point method to create s "enlived" images that teach the experiential characteristics of long-term survival step by step.

D 135 Empowering Couples: A Solution-Focused Approach Omni North Ballrooa A by John L. Walter, M.s.w. & Jane E. Peller, M.s.w. y This approach assumes that by focusing on the positive, the future and what the couple wants (as opposed to what they do not want) , couples will construct solutions quickly in even what seems to be conflictual situations. You will learn to identify pretreatment change, use the "miracle" question, and presuppose client competence, client responsibility, and the inevitability of solutions.

Educational Objectives: ( 1) To identify issues of pretreatment change. ( 2) To describe the miracle question (exploring a problem solved future). (3) Given a patient, create questions which presuppose competence, change, and responsibility.

136 Rehabilitation of Chronic Pain Patients: Expanding the Bssenee Gila (OIIlni) of Bricksonian Methods to an Interdisciplinary Teaa Approach by Jeffrey Feldman, Ph.D. Individuals suffering from chronic pain generally experience a constellation of symptoms, stressors, and disincentives which exacerbate their condition and increase their suffering and disability. This short course will describe chronic pain syndrome and economic problems faced by these patients. The relevance of an Ericksonian approach to treatment will be reviewed, and its implementation via the application of Ericksonian principles to team management will be discussed. Educational Objectives: (1) To identify eight typical complicating reactions to chronic pain. (2) To list the necessary members of an interdisciplinary treatment team for chronic pain patients. (3) To list five Ericksonian principles relevant to treatment of chronic pain patients. (4) To list five Ericksonian principles relevant to team management.

9:00 AM-12:00 NOON and THERAPIST DBVBLOPIIBtrr TRACK THURSDAY 2:45-5:45 PM ( CONCURRBift' PROGRAM)

Track III: •THE THERAPIST'S USB OF SBLP• -- Stephen Gilligan, Ph.D. & faculty Cowboy Artist's (Hyatt) Track IV: •nBVBLOPING THE HEART OF THE THERAPIST• --Kay Thompson, D.D.S., Sundance (Hyatt) Betty Alice Erickson-Elliott, M.S., L.P.C. & faculty

Educational Objectives: (1) To describe three new methods to develop the therapist's sensitivity. ( 2) To describe three approaches to developing the therapist • s percept! veness. ( 3) To describe possibilities for developing the therapist's identity. (4) To identify three ways of improving the therapist's self-confidence.

6:15-7:15 PM AUTHORS 1 HOUR 2nd Floor Lobby-Qani

7:30-8:30 PM PRBVIBW OF ERICKSON BIOGRAPHY FILM Omni Ballrooa Film produced and edited by Jay Haley, M.A. & Madeleine Richeport, Ph.D. (No Continuing Edcation Credit Available)

40 PIPTB INTERNATIONAL COBGRBSS FRIDAY, DBCBIIBBR 4, 1992

8:30 All-6:15 Pll DBIIONSTRA'l'IOBS Omni Ballrooa Educational Objectives: To view the various styles of Ericksonian hypnotherapy and to be able to apply techniques in given clinical situations.

8:30 - 9:30 All D-10 INTEGRATIVE HYPNOTHERAPY Jeffrey Zeig, Ph.D. 9:45 - 10:45 All D-11 ACCESSING TBB IIIAGIHAL WORLD Joseph Barber, Ph.D. 11:00 All - 12:00 NOON D-12 TBB ROLB OP ASSOCIATION AND DISSOCIATION IN CQ-CRBATIBG BXPBRIBHCB IN THERAPY Stephen Lankton, M.s.w. 2:45 - 3:45 Pll D-13 HYPNOSIS AS POSSIBILI'l'Y AND BIIPOWERilBHT Stephen Gilligan, Ph.D. 4:00 - 5:00 Pll D-14 A SEBSI'l'IVB PAIL-SAPB APPROACH TO HYPNOSIS Ernest Rossi, Ph.D. 5:15 - 6:15 Pll D-15 BYPROTBBRAPY TO BIIPOWER ADULTS ABUSBD AS CBILDRBH Carol Lankton, M.A.

8:30 All-6:15 Pll GROUP IHDUC'l'IORS Navajo AB (Omni) Educational Objective: To experience the hypnotic styles of various practitioners.

8:30 - 9:30 All GI-l Brian Alman, Ph.D. 9:45 - 10:45 All GI-2 Kay Thompson, D.D.S. 11&00 All - 12:00 NOON GI-3 Norman Katz, Ph.D. & Marc Lehrer, Ph.D. F 2:45 - 3:45 Pll GI-4 Norma Barretta, Ph.D. R & Philip Barretta, M.A. I 4:00 - 5:00 Pll GI-5 Sidney Rosen, M.D. D 5:15 - 6:15 Pll GI-6 Sandra Sylvester, Ph.D. A y 8:30 All-6:15 Pll COIJVBRSA'l'IOR BOORS Phoenix Ballrooa (Hyatt) Educational Objective: To describe philosophies of various practitioners and theorists. 8:30- 9:30 All CB-l .Michael Yapko, Ph.D. 9:45 - 10:45 All CB-2 Andre Weitzenhoffer, Ph.D. llaOO All - 12:00 NOON CB-3 Paul Watzlawick, Ph.D. 2:45 - 3:45 Pll CB-4 Stephen Lankton, M.s.w. 4:00 - 5:00 Pll CB-5 Olga Silverstein, M.S.W. 5:15 - 6:15 Pll CB-6 Steve de Shazer, M.s.w.

8:30 All-6:15 Pll 'rRIALOGUBS AND DIALOGUES Apache ( Oani) Educational Objectives: To become aware of the differing approaches to Ericksonian therapy and to describe the strengths and weaknesses in each approach.

8:30 - 9:30 All T-1 Role of the Therapist/ Role of the Client Michael Elkin, M.A. Robert Pearson, M.D. John Weakland, M.F.c.c. 9:45 - 10:45 All T-2 Therapy and Social Issues Michele Ritterman, Ph.D. Olga Silverstein, M.s.w. Terry Tafoya, Ph.D.

41 8:30 AM-6:15 Pll TRIALOGOBS AHD DIALOGUES Apache ( Omni) Educational Objectives: To become aware of the differing approaches to Ericksonian therapy and to describe the strengths and weaknesses in each approach.

11:00 AM - 12:00 BOON T-3 Sports Hypnosis Janet Edgette, Psy.D. John Edgette, Psy.D. Lars-Eric Unestahl, Ph.D. 2:45 - 3:45 Pll T-4 Bricksonian Therapy with Couples Richard Fisch, M.D. Carol Lankton, M.A. Herbert Lustig, M.D. 4:00 - 5:00 Pll T-5 Dealing llytbs and Rituals (Dialogue) Carl Hammerschlag, M.D. Joyce Mills, Ph.D.

5:15 - 6:15 Pll ~-6 Encompassing the Whole Person in Therapy Joseph Barber, Ph.D. Philip Booth, Cert. P.s.w. Camillo Loriedo, M.D.

8:30 All-12:00 BOOB TOPICAL PAIIBLS PRIDAY All Educational Objective: To describe the use of hypnosis in specific clinical situations. 8:30 - 9:30 AM TP-1 PAIN CONTROL Regency Ballroom AB (Hyatt) John Edgette, Psy.D. Marlene Hunter, M.D. Stephen Lankton, M.s.w. Marc Lehrer, Ph.D. Bernhard Trenkle, Dipl. Psych.

~2 AOTOBYPBOSIS Regency Ballroom CD (Hyatt) Helen Erickson, R.N., Pn.D. Norman Katz, Ph.D. F Sidney Rosen, M.D. Charles Stern, Ph.D. R Lars-Eric Unestahl, Ph.D. I TP-3 TRAINING PSYCHOTHERAPISTS TO Navajo CD (Omni) BE BRICKSOBIAB THERAPISTS D Philip Barretta, M.A. Philip Booth, Cert. P.s.w. A Betty Alice Erickson-Elliott, M.S., L.P.C. Janes Parsons-Fein, c.s.w. y Burkhard Peter, Dipl. Psych.

9:45 - 10:45 AM TP-4 STRATEGIC PSYCHOTHERAPY Regency Ballrooa AB (Hyatt) Steve de Shazer, M.s.w. Richard Fisch, M.D. Moshe Talmon, Ph.D. Paul Watzlawick, Ph.D. John Weakland, M.F.c.c. TP-5 TRBATIIBBT OP DEPRESSION Regency Ballroom CD (Hyatt) Brent Geary, Ph.D. Tad James, M.S. Carol Lankton, M.A. Catherine Walters, M.s.w. Michael Yapko, Ph.D.

~P-6 RBSBARCB IN BRICKSOBIAB THERAPY Navajo CD (Omni) Shirley Bliss, Ph.D. Alfred Lange, Ph.D. William Matthews, Jr., Ph.D. Ernest Rossi, Ph.D. Alan Scheflin, J.D.

11:00 All - 12:00 BOOB TP-7 BTBICAL ISSUES IN BRICKSOBIAB THERAPY Navajo CD (Omni) Philip Barker, M.B., B.S. Robert McNeilly, M.B.B.S. Alan Scheflin, J.D. Kay Thompson, D.D.S. Jeffrey Zeig, Ph.D.

42 I 8:30 AM-12:00 BOOB TOPICAL PANELS FRIDAY Educational Objective: To describe the use of hypnosis in specific clinical situations. 11:00 AM - 12:00 BOOB TP-8 POST-TRAUMATIC DISORDERS ' ABUSE Regency Ballroom AB Yvonne Dolan, M.A. (Hyatt) Stephen Gilligan, Ph.D. D. Corydon Hammond, Ph.D., ABPH Tad James, M.S. Francine Shapiro, Ph.D. TP-9 ADDICTIVE BEHAVIOR Regency Ballroom CD (Hyatt) Brian Alman, Ph.D. Steve de Shazer, M.s.w. Michael Elkin, M.A. John Lovern, Ph.D. Scott Miller, Ph.D.

1:30-2:30 Pll KEYNOTE ADDRESS Symphony Ball •Typically Erickson• Jay Haley, M.A. Those aspects of Erickson's therapy which make a case recognizable as one conducted by him. The variables will be outlined and illustrated with a series of cases.

Educational Objectives: (1) To describe various Erickson techniques of therapy. (2) To describe what causes therapeutic change.

2:45-6:15 Pll TOPICAL PANELS FRIDAY Pll Educational Objective: (1) To describe the use of hypnosis in specific clinical situations. 2:45 - 3:45 PM TP-10 ABOU'l' IIILTOB BRICKSOH Regency Ballroom AB Betty Alice Erickson-Elliott, M.S., L.P.C. (Hyatt) Robert Pearson, M.D. F Ernest Rossi, Ph.D. Donna Spencer, Ph.D. R Sandra Sylvester, Ph.D. I TP-11 CHILDREN AND ADOLESCBBTS Regency Ballroom CD (Hyatt) Janet Edgette, Psy.D. Linda Epstein-Graval, M.A., M.F.c.c. D Richard Landis, Ph.D. A Joyce Mills, Ph.D. Gary Ruelas, Ph.D. y

4:00 - 5:00 Pll TP-12 HYPNOSIS IH PSYCHOTHERAPY Regency Ballroom AB (Hyatt) Terry Argast, Ph.D. Stephen Gilligan, Ph.D. Robert McNeilly, M.B.B.S. Nancy Napier, M.A., M.F.c.c. Deborah Ross, Ph.D. TP-13 BRICKSOHIAB APPROACHES TO PAIIILY THERAPY Regency Ballroom CD Gene Combs, M.D. (Hyatt) Carol Kershaw, Ed.D. Carol Lankton, M.A. Camillo Loriedo, M.D. Gunther Schmidt, M.D.

5zl5 - 6:15 PM TP-14 ESSBHTIAL ASPECTS OP ERICKSOBIAH THERAPY Regency Ballroom AB John Beahrs, M.D. (Hyatt) Lynn Johnson, Ph.D. Noelle Poncelet, Ph.D. Robert Schwarz, Psy.D. R. Reid Wilson, Ph.D. TP-15 USING ANECDOTES AND METAPHORS Regency Ballroom CD (Hyatt) Norma Barretta, Ph.D. Jill Freedman, M.s.w. Carl Hammerschlag, M.D. Ronald Havens, Ph.D. Terry Tafoya, Ph.D.

43 2:45-6:15 PM SUPERVISION PANELS Navajo CD (Qani) (Bring your cases for supervision by a panel of experts)

Educational Objective: To compare and contrast clinical and philsophical perspectives of experts.

2:45 - 3:45 PM SP-1 SUPERVISION PARBL I Philip Barker, M.B., B.S. Lynn Johnson, Ph.D. Carol Kershaw, Ed.D. Michele Ritterman, Ph.D.

4:00 - 5:00 PM SP-2 SUPERVISION PARBL II Yvonne Dolan, M.A. Herbert Lustig, M.D. Noelle Poncelet, Ph.D. Michael Yapko, Ph.D.

5:15 - 6:15 PR SP-3 SUPERVISION PARBL III Scott Miller, Ph.D. Nancy Napier, M.A., M.F.c.c. Gunther Schmidt, M.D. Kay Thompson, D.D.S.

F R I D A y

44 FIFTH INTERNATIONAL CONGRESS SATURDAY, DECEMBER 5, 1992

8:00-10:30 All INVITED ADDRESSES SATURDAY AM

SESSION 6 Phoeniz Ballrooa (Hyatt) Moderator: Marian Richetta, M.A.

Erickson's Essence --A Personal View by John Weakland, M.F.c.c. Why have Erickson and his work had such a wide and persisting influence, yet an influence so varied that we are still inquiring about their essence? I propose that this results from the fact that his teaching, like his therapy, combined extreme flexibility in specifics and certain very general, if often implicit, basic premises. Educational Objectives: (1) To describe the importance of a basic question: Why has Erickson been such a powerful and lasting influence on therapists of quite var led sorts? ( 2) To propose a tentative answer relating his teaching to his therapy.

The Essence of Ericksonian Method: Up for Grabs by Richard Fisch, M.D. Erickson was never explicit about his overall underlying rationale, i.e., his "model." Because of that, it allows therapists from disparate orientations to interpret his methods in a way consistent with the particular therapist's approach. This address presents a brief-strategic biased interpretation of Erickson's methods. Educational Objectives: (1) To distinguish between model and method in examining a therapist's work. (2) To describe a brief-strategic approach derived from Erickson's work.

Ki1ton Erickson: Early Postaodernist by Gene Combs, M.D., and Jill Freedman, M.s.w. Erickson was a postmodernist before the term existed. His work exemplified postmodern beliefs before they began to be codified. Understanding certain assumptions from postmodernism, social constructionism, and deconstructionism can enhance one's understanding of Ericksonian practice. We will show how postmodern thinkers shed new light on Erickson and vice-versa. Educational Objectives: (l) To list four beliefs that distinguish postmodernism from modernism. (2) To list four Ericksonian principles or techniques that exemplify a postmodern worldview. * * * *

SESSION 7 Omni South Bal1rooa Moderator: Seyma Calihman, M.s.s.w.

Using Hypnosis to Access the Self in Psychotherapy by Joseph Barber, Ph.D. Recent advances in theoretical refinement advance our understanding of the importance of developmental issues in personality. Altered states such as hypnosis can facilitate access to direct experience. s Educational Objectives: (1) To describe the importance of hypnosis in psychotherapy. (2) To state A three ways of accessing· the self using hypnosis. T Have You Done Anything Erictsonian Today?: Co-Creating Positive Self Fulfilling Prophecy by Carol Lankton, M.A. u R Despite wide differences in Ericksonian methods, at the heart of the approach is an assumption of client resources, health-seeking intentions, and the possibility of creating better solutions. From this belief naturally emerge genuine positive reframing and utilization of anything offered, even D those behaviors which were perceived as problems or evidence of "resistance." This paper describes several strategies for helping clients see purpose and options within their behavior and to A presuppose eventual success at relevant goals. y Educational Objectives: (1) To describe how therapist expectations of client intentions and resources positively alter the course of therapy. ( 2) To describe aspects of •unconscious contracting• as a method to presuppose success at relevant goals.

Refraaing: The Essence of Psychotherapy by Philip Barker, M.B., B.S. All , to be successful, involve a reframing process. Clients must discover new perspectives on, or understandings of, their symptoms, their relationships, or how their problems may be tackled and resolved. Referring to the work of Milton Erickson, the address will examine the means whereby different schools of psychotherapy achieve reframing. Educational Objectives: (1) To describe psychotherapeutic tasks as exercises in reframing. (2) To describe how different psychotherapies may achieve reframing. * * * *

45 SBSSIOH 8 Regency Ballrooa AB (Hyatt) Moderator: Susan Mirow, Ph.D., M.D.

The Essence of the Story is that Everything is Problea Solving by Stephen Lankton, M.s.w. The often overlooked aspect of clients' presentations to therapists is that they are attempting to solve problems. These are usually problems of a greater scope in life than the more narrow or mundane presenting problem. Understanding broader problem solving is essential to helping clients in a non-pathological framework. Educational Objectives: (1) To recognize the difference it makes to understand client probleas in terms of problem solving atteapts. (2) Given a case, turn problems into treatment plans.

Restorying the Mind by Carol Kershaw, Ed.D. This manuscript describes how conversational hypnotic strategies can be used to intervene in a symptom and create third-order generative learnings. The therapist can story the client's experiences as symbolic interventions to foster useful states of consciousness.

Educational Objectives: ( 1) To describe new hypnotic strategies that can be used during therapist/patient dialogue. (2) Given a case, describe the effectiveness of these new strategies.

The Transitional Gap in Metaphor and Therapy by Jean Godin, M.D., Ph.D. & Jean-Michel Oughourlian, M.D., Ph.D. The Ericksonian hypnotherapist does not want to be intrusive in the patient's mind. How is that possible? There will be a discussion of the unnoticed/hidden aspects of communication and a description of how to control suggestions. Educational Objectives: (1) To describe the Theoretical Frame. (2) To describe the Technical Frame. * * * *

SBSSIOR 9 Regency Ballr~om CD (Hyatt) Moderator: Sandra Zoe Brown, Ph.D.

Whose Story Is This, Anyway? by Kay Thompson, D.D.s. Erickson was an original. Copies fail. But what Erickson taught of himself enables others to become their own originals. Educational Objectives: (1) To identify aspects of Ericksonism in the story. (2) Given a case, apply at least one of the precepts to the case.

One Thousand Inductions and Their Utilization in Therapy and Thinking by Sidney Rosen, M.D. Anytime a person focuses attention on one thing, he or she will go into a trance. Ways of utilizing this principle in different kinds of individual and group therapies are discussed, as well as applications which can lead to more effective thinking -- the thinking, for example, which is most s appropriate in different activities -- e.g. writing, lovemaking, debating or enjoying a sunset. Educational Objectives: (1) To state why there is an almost unlimited number of approaches for A inducing a trance state in others and oneself. ( 2) Given a case, apply the basic principle to T various kinds of therapy and to demonstrate ways of entering into desired states. u Seeding Responsiveness to Hypnotic Processes by Brent Geary, Ph.D. R This address will explore a variety of ways to add potency to hypnotic communication by priming interventions. The primary focus will be indirect methods such as stories, metaphors, anecdotes, and D symbols. The concept of prehypnotic suggestion as a vital strategy in the hypnotic process will be A developed. Educational Objectives: (1) To describe three phases in the hypnotic process in which seeding may y be utilized. (2) To explain prehypnotic suggestion and its application in clinical hypnosis. * * * *

SBSSIOR 10 Omni North Ballrooa Moderator: Sally Franek, Ph.D.

Essential, Ron-Essential: Vive la Difference by Steve de Shazer, M.s.w. Talking about "the essence• of Erickson's work immediately sets up a polarity with "essence• on one side and everything else, marginalized and trivialized, on the other side -- which might accidentally lead us to miss something useful. Therefore, I will talk about neither "essentials" nor "non­ essentials" but rather some other more useful view.

Educational Objectives: (1) To describe a view of therapy that situates doing therapy squarely within language. (2) To describe how to put the difference between "essential" and •non-essential" to work in a useful way.

46 Milton B. Erickson, M.D.a The wounded Physician as Bealer by Sandra Sylvester, Ph.D. Milton H. Erickson, M.D., answered the challenge: "Physician, heal thyself." Through his wit, curiosity, dreams, ordeals, and obvious enjoyment of life, he teaches us that handicaps of the body do not mean handicaps of the mind as well. Perhaps it was the embodiment of the young Milton Erickson, accepting, then breaking free of his handicaps and achieving his own liberation, that reaches through time and teaches us how to reap the fruits of our own disabilities.

Educational Objectives: (1) To list at least three ways Milton Erickson achieved liberation from his handicap. (2) To identify how one can use one of Milton Erickson's techniques to heal oneself.

Multiple Addictions, Multiple Personalities: An Erickson-Inspired View by John Lovern, Ph.D. This paper discusses how both addictions (substance dependence, eating disorders, and codependency) and dissociative disorders (including multiple personality disorder) are outgrowths of children's use of dissociation to defend against early trauma. How these interrelated families of disorders develop and can be treated together are examined from an Erickson-inspired viewpoint.

Educational Objectives: (1) To list three diagnostic criteria for multiple personality disorder plus an addictive disorder. ( 2) To list three therapeutic dilemmas and explain how to solve them with dissociative-addicted clients/patients. * * * *

10:45-11:45 All I:BYHOTB ADDRESS Yuma Room (Civic Plaza)

•sricksonian Psychotherapy -- ~en and How: Pundaaentals of the Naturalistic Approach• Ernest Rossi, Ph.D. An historical review of the fundamentals of Erickson's approach is presented through a series of quotations from his published papers, lectures, seminars, and workshops. Current efforts to extend and update Erickson's heritage are summarized together with suggestions for further research.

Educational Objectives: (1) To describe fundamentals of Erickson's naturalistic approach to psychotherapy. ( 2) To describe current approaches to extend and update the essence of Erickson's heritage in the theory, research, and application of therapeutic hypnosis.

1:15-3:15 PM WORKSHOPS 143 - 56 SA'l'URDAY PM

Workshop 143 Russell (Hyatt) Ericksonian Therapeutic Tactics: Using a Naturalistic Trance in Therapy by Betty Alice Erickson-Elliott, M.S., L.P.C. Uses of naturalistic trance states will be taught. Inductions will be demonstrated. Contruction of metaphors within the naturalistic trance will be taught. Structured practice and exercises for both naturalistic trance induction and for metaphor construction will be given. Feedback will be provided. Educational Objectives: (1) To list three goals of inducing a naturalistic trance. (2) To list three ways of constructing metaphorical interventions. s Workshop 144 Oani North Ballroom A Body Meaories: Drawing on Future Stories to Heal Past Trauma by Nancy Napier, M.A., M.F.c.c. Stored within the body of abuse survivors are memories of pain, rage, helplessness and terror. T Through hypnotic methods, survivors can learn the stories their bodies carry and experience increased freedom from the past. By accessing the nbody memories• of the future self, survivors can learn a u new story --of comfort, security, confidence, and increased zest for living. R Educational Objectives: (1) Given a patient, use present-day body states and triggers to trace trauma to its origins in the past. (2) To describe how to use hypnotic methods to access the body's D story. (3) Given a patient, access the future self, a supportive internal presence, and teach the survivor to connect with new body and feeling states as they exist in the future self. A y Workshop 145 Omni South Ballroom Strategic Treataent of Panic Disorder by R. Reid Wilson, Ph.D. Participants will learn the various causes of panic and the most direct therapeutic strategies to eliminate its symptoms. Topics include: differential diagnosis, the panic-prone personality, the benevolent purpose of symptoms, brief focusing skills, responding to obsessions, the use of imagery, paradox, pattern disruption and integrating medications into treatment. Educational Objectives: (1) To describe four self-help strategies which can be incorporated into the treatment of panic disorder. (2) To present two visualizations which can be used to strengthen the patient's ego and build positive expectancy toward the future.

47 Workshop 146 Borein (HyAtt) Languaging Learning by Robert McNeilly, M.B.B.S. This workshop reviews Ericksonian approaches to communication to promote therapeutic change. Educational Objectives: ( 1) To describe the fundamental aspects of generating a climate for therapeutic change. ( 2) To consolidate those aspects of communication that enhance therapeutic effectiveness.

Workshop 147 Navajo AB (Omni) Your Trance and Mine Living Hypnotically in a Hypnotic World by Norman Katz, Ph.D. & Marc Lehrer, Ph.D. Hypnosis can be a way of life, a path in the great traditions of martial arts, meditation and developing the inner spirit. This workshop concentrates on the use of hypnotic strategies to deal with everyday life situations. We call this process "Living Hypnotically." We will dialogue, demonstrate, and have exercises related to sexuality, spirituality, emotional and physical pain, anxieties, self-reframing of failures and successes, developing new better bad habits and how to pretend until you forget you are pretending at all. Educa tiona! Objectives: ( 1) To list three principles of trance to use as strategies to handle typical life experiences. (2) To describe how people live in a trance and how they can create more preferable trance states for themselves.

Workshop 148 Reaington (Hyatt) Transforaational Metaphorsz Creating An Expanded Healing View for Children And Adolescents by Joyce Mills, Ph.D. Participants will be presented with hypnotic, transcultural and multisensory methods for creating and utilizing Storytelling, Artistic and Living/Ritual Metaphors within a transformational solution­ oriented framework. These approaches integrate Ericksonian principles, Native American and other transculturally-oriented healing views. Group interaction, didactic learning, case presentations and slides will be included. Educational Objectives: (1) To list the basic steps for creating and utilizing Storytelling, Artistic and Living/Ritual Metaphors to facilitate respectful unconscious change with children and adolescents who have experienced physical or emotional trauma. (2) Given a patient, describe transculturally-oriented healing views.

Workshop 149 Navajo CD (Oani) One Thousand Induction Techniques and Their Application to Thinking and Therapy by Sidney Rosen, M.D. The presenter will demonstrate several inductions to illustrate the principle that focusing attention on any one thing will induce a trance. Trances can be utilized to evoke desired emotional and cognitive states. Participants will practice the application of this approach with one another and with themselves. Educational Objectives: (1) To describe how focusing attention leads to trance. (2) To apply this principle in hetero- and self-hypnosis, as well as in different therapeutic situations.

Workshop ISO Apache (Omni) s Strategic Approaches to Personality Disorder by John Beahrs, M.D. A Strategic approaches to personality disorder are especially useful due to (1) cost effectiveness, and (2) minimizing regressive dependency, and maximally tapping patients' autonomous competencies. This T workshop emphasizes strategies to contain regressive potential and limit acting out. The . use of contextual reframing of personal identity is described as a vehicle for definitive personality u change. R Educational Objectives: ( 1) To identify the dynamics of regressive dependency in personality, dissociative, and post-traumatic stress disorders. ( 2) To describe the context-dependence and D therapeutic malleability of psychological structures. (3) To list three specific strategies useful in short- and long-term management. (4) To describe differential responsibility and interpersonal A boundaries. y Level: Intermediate and Advanced

Workshop 151 Phoenix BAllroom (HyAtt) The Couple's Hypnotic Dance by Carol Kershaw, Ed.D. This workshop provides a didactic and experiential presentation on complementary trance phenomena stimulated through couple's interactions that become patterned and problematic. Strategic uses of trance will be explored as interventions that are solution-oriented and foster a sense of hopefulness for the future of the relationship. Educational Objectives: (1) To relate an Ericksonian framework to couple's interactions and describe a model for working with couples. (2) To describe how both formal and conversational therapeutic trance can stimulate solutions for conflicted relationships.

48 Workshop 152 Regency Ballroom AB (Hyatt) •What's the Problea?• by John Weakland, M.F.C.c. Different approaches to therapy often involve different conceptions -- which may not be made clear-­ about the focus of treatment. This workshop surveys some of these "differences that make a difference.• Then the "complaint• focus characteristic of MRI brief therapy (and of much of Erickson's work) will be discussed and illustrated with taped case materials. Educational Objectives: (1) To clarify the nature and importance of certain differences in the basic focus of treatment. (2) To describe and illustrate how the MRI approach to treatment is complaint-based. workshop 153 Regency Ballroom CD (Hyatt) Solution Talk by Steve de Shazer, M.s.w. How clients judge the success of therapy is often, perhaps usually, different from how therapists judge success. Solution talk focuses on what clients want.

Educational Objectives: (1) To describe three ways to elicit solution talk and thus minimalize problem talk. (2) Given a patient, describe three ways to use solution talk to "empower• clients and to enhance success. workshop 154 Hopi (Omni) Learning to be Apart of the Story: The Utilization of Dissociative States, A Shift from Pathology to Health by Gary Ruelas, Ph.D., Richard Landis, Ph.D. & Terry Argast, Ph.D. This workshop addresses the application of Ericksonian methods to the utilization of dissociative states. Dissociative eta tea have heal thy and pathological mechanisms. Participants will learn specific techniques to utilize the individual's own dissociative process toward more adaptive behavior. Educational Objectives: (1) To describe dissociative states. (2) Given a patient, gauge degrees of dissociation. (3) To list three methods to facilitate interaction with dissociated experiences. Level: Advanced

Workshop ISS Curtis (Hyatt) Deaonstrations IV by Scott Miller, Ph.D. & Michael Elkin, M.A. 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 presenters and topics are as follows: Scott Miller, Ph.D., •solution-Focused Therapy: Interviewing for a Change," and Michael Elkin, M.A., "Undermining Denial in Addiction.• Educational Objectives: (1) To view the various styles of Ericksonian hypnotherapy and to be able to apply techniques in given clinical situations.

Workshop 156 Various Locations -- See Your Workshop Ticket Small Group Practicua Sessions -- Brief Therapy of Anxiety Disorders These two-hour workshops are offered for those who desire small group experiential training. Each group will consist of a maximum of 12 participants. Practicum sessions cover specific techniques of Ericksonian hypnotherapy. Members of the faculty will be assigned as group leaders just prior to the meeting. s Educational Objective: (1) To identify Ericksonian brief therapy methods for treating anxiety A disorders. T

3:30-5:30 PM WORKSHOPS IS7 - 70 SATURDAY PM u R Workshop 157 Russell (Hyatt) Using the Locksmith Model in Psychotherapy by Joseph Barber, Ph.D. D We will explore ways of engaging a person in the process of psychotherapy using a variety of A techniques. y Educational Objectives: (1) To identify three characteristics of the hypnotic state. (2) To describe how to access hypnotic abilities. Level: Advanced Limited to 50 participants Restricted to M.D., Ph.D., L.c.s.w., and M.s.w.

Workshop 158 Omni South Ballrooa Erickson as Shaaan, or: The Essence of the Story is its Mystery by Carl Hammerschlag, M.D. Like shamans from every culture, Erickson mastered the ability to travel into unexplored realms. Uninhibited by preconceptions, his leaps of intuitive faith remind us to spend at least as much time finding ways to open ourselves to the spontaneous as we do to codifying our theories. Educational Objectives: (1) To explain similarities between shamanic healing and Ericksonian hypnotherapeutic interventions. ( 2) To describe three ways to confront resistance. ( 3) Given a patient, create personal rituals to liberate the therapist's intuitive self. 49 Workshop 159 Borein (Hyatt) The Use of Hypnosis In Paaily Therapy by Camillo Loriedo, M.D. Hypnosis is not an individual/linear event, but rather, a systemic circular and evolving process. Family hypnotic patterns can be used to evoke change. Indirect as well as direct forms of hypnosis are used in the family interview and can be combined in various phases of the therapeutic process. Educati.onal Objectives: (1) To describe hypnosis in terms of a systemic experience and to list family hypnotic phenomena. (2) Given a family, provide specific techniques and strategies for hypnotic induction. ( 3) To describe how to select the proper hypnotic technique to use with different types of families. Level: Intermediate and Advanced

Workshop 160 Omni North Ballrooa Practical Bricksonian Techniques for Treataent of Sexual Abuse and Other Trauma by Yvonne Dolan, M.A. Participants will learn a variety of practical techniques to resolve symptoms of post-traumatic stress disorder (PTSD), including sleep disorder, flashbacks and nightmares, inability to self­ soothe, and inability to imagine and carry out healthy behavior in the future. Demonstrations and practice exercises will be offered. Educational Objectives: ( 1) To identify a speci fie self-hypnotic procedure sui table for PTSD clients suffering from sleep disorders, intrusive memories and flashbacks. (2) Given a client with repressed memories of trauma, identify two safe applications of ideomotoric signals to assess and resolve symptoms. Level: Intermediate and Advanced

-Workshop 161 Navajo CD (Oani) The Use of Rituals in Psychotherapy by Philip Barker, M.B., B.S. The workshop consists of a discussion of the use of rituals in therapy. Participants will devise rituals for various clinical situations and practice their use in simulated therapy. Educational Objectives: (1) To describe the value of the prescription of rituals in therapy. (2) To identify possible therapeutic approaches, using ritual prescription, to three clinical challenges. Level: Intermediate Limited to 50 participants

Workshop 162 Reaington (Hyatt) Introduction to Semi-Traditional Hypnosis by Andre Weitzenhoffer, Ph.D. The semi-traditional approach to hypnotism is based on the Bernheimian thesis that: (a) suggestion is the central element behind all hypnotic phenomena, and (b) hypnosis is a useful, enhancing, by­ product of suggestion. It views clinical hypnosis as the systematic, methodic, reasoned application of suggestion to the production of therapeutic changes. Educational Objectives: (1) To describe the fundamental working principles of the semi-traditional approach to clinical work and show how it constitutes a bridge between the traditional and Ericksonian approaches. (2) To describe the principles in action in a typical induction of hypnosis and its deepening. s Restricted to licensed professionals. A Workshop 163 Navajo AB. (Omni) T Gender Deterainants in Pamily Probleas: Iaplications for Brief Therapy by Richard Fisch, M.D. u Some often encountered problems in families can be explained on the basis of gender-determined factors. The implications in brief strategic therapy of utilizing such an explanation will be R described. The problems of marital tension and parental conflict will be examined. D Educational Objectives: (1) To give an overview of the role of gender in problems of family conflict. (2) To describe a brief-strategic therapy approach with problems of marital discord and A parental conflict. y Level: Advanced

Workshop 164 Apache (Omni) To Make a Long Story Short: Creating a Therapeutic Story froa the Child's Imaginative Perspective by Linda Epstein-Graval, M.A., M.F.c.c. This workshop explores the utilization of the child's vivid imagination so as to hear and expand the child's rich inner stories to encourage therapeutic healing and the development of new solution­ oriented skills. Story telling is a collaborative process in which the issues of divorce, child abuse, death and dying, self-esteem, and anxiety can be incorporated. Participants will develop story memorabilia and souvenirs that further shift and concretize experiential learnings. When weaving a story that matters to the child, the results can seem magical. Educational Objectives: (1) Given a patient, evoke the inner resources of the child. (2) Given a patient, create a metaphor collaboratively with the child utilizing dissociation and indicted suggestion. (3) To create two symbols that concretize experiential learnings.

50 workshop 165 Hopi (Omni) The Illegal, Im.oral and Unethical Practice of Hypnosis: Avoiding Ethical Quagmires and Legal Pitfalls by Alan Scheflin, J.D. This workshop examines the laws relating to the practice of hypnotherapy and the ethical problems raised with indirect inductions. The antisocial potential of improper usage of hypnosis will be explored. Educational Objectives: (1) To describe the laws relating to the practice of hypnotherapy. (2) To describe past antisocial usages and list current ethical questions. workshop 166 Regency Ballroom AB (Hyatt) What Do You Say After They Close Their Byes?: Telling Stories Tbat Stiaulate Thinking and Retrieve Resources by Carol Lankton, M.A. This workshop explores issues of assessment to determine both conscious and unconscious contracts for therapy. Addressing specific goals with therapeutic metaphors communicates in a respectful and relevant manner with the client in trance. Educational Objectives: (1) To list five assessment parameters and translate that information into specific goals. (2) To create three types of therapeutic stories.

Workshop 167 Phoenix Ballrooa (Hyatt) The Untold Story or (See Ho Evil) by Olga Silverstein, M.s.w. This workshop covers the process of finding the story the family has hidden behind events thereby making the connections that can lead to interventions. Educational Objectives: (1) To describe the use of questions as therapeutic moves. (2) Given a family, connect what seem like random events into the basic family story.

Workshop 168 Regency Ballroom CD (Hyatt) Somewhere Over the Paradiga: The Use of Story in Dealing with Addictions by Terry Tafoya, Ph.D. & Douglas Wirth, B.s.w. Using slides, music, traditional Native American and other forms of stories, this workshop focuses on essential Ericksonian approaches of storytelling as a way of modifying worldview in working with addictive behaviors. An emphasis will be placed on preventative issues concerning Substance Abuse, and High-Risk Sex. Educational Objectives: (l) To distinguish between Primary and Secondary Worldviews of the Client/Patient. (2) To list four archetypal elements of The Hero relevant to therapeutic treatment. Level: Intermediate and Advanced

Workshop 169 Curtis (Hyatt) Demonstrations V by Carol Kershaw, Ed.D. & Brent Geary, 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 presenters and topics are as follows: Carol Kershaw, Ed.D., "Hypnotic Processes in Couples' Relationships,• and Brent Geary, Ph.D., "The Utilization of Symptom Sequences in Hypnotherapy." s Educational Objectives: (1) To view the various styles of Ericksonian hypnotherapy and to be able to apply techniques in given clinical situations. A T Workshop 170 Various Locations -- See Your Workshop Ticket Small Group Practicum Sessions -- Brief Marital and Faaily Therapy u These two-hour workshops are offered for those who desire small group experiential training. Each R group will consist of a maximum of 12 participants. Practicum sessions cover specific techniques of Ericksonian hypnotherapy. Members of the faculty will be assigned as group leaders just prior to the D meeting. A Educational Objectives: (1) To identify ways to use hypnosis in specific situations encountered in the practice of marital and family therapy. y

8:00-10:30 AM and THERAPIST DEVELOPMENT TRACK SATURDAY 1:15-5:15 PM (COHCURRBHT PROGRAM)

Track V: •THE SET OF THE THERAPIST• -- Jeffrey Zeig, Ph.D. & faculty Cowboy Artist's (Hyatt) Track VI: •DEVELOPING THE CREATIVE SELF• --Michael Yapko, Ph.D., Sundance (Hyatt) Norma Barretta, Ph.D. & faculty

Educational Objectives: (1) To describe three new methods to develop the therapist's sensitivity. ( 2) To describe three approaches to developing the therapist's perceptiveness. ( 3) To describe possibilities for developing the therapist's identity. (4) To identify three ways of improving the therapist's self-confidence.

6:15-11:00 PM ARIZONA PARTY Pinnacle Peak Patio 51 FIFTH INTERNATIONAL CONGRESS SUNDAY, DECEMBER 6, 1992

8:45-10:30 All PAPERS SUNDAY All PANEL A -- MEDICAL ISSUES Phoenix Ballrooa (Hyatt) Moderator: Brent Geary, Ph.D. Use of Ericksonian Approaches in Behavioral Medicine and Health Psychology by Keith L. Buescher, Ph.D. This paper introduces and discusses the unique advantages that Ericksonian psychotherapy provides for therapists working in the areas of behavioral medicine and health psychology. Three case histories of individuals with chronic, disabling, or terminal physical illness are presented. Discussion focuses on the advantages of using Ericksonian approaches w~th this population and how these techniques interface with ethical/legal standards in medicine as well as empower individuals in restrictive environments.

Educational Objectives: ( 1) To apply pacing, joining, and leading techniques to therapy with medical patients. (2) To identify several legal and ethical dilemmas medical patients face, and to be able to implement Ericksonian approaches to solve these dilemmas. (3) To identify three therapeutic techniques that empower and increase control for medical patients.

Uncovering Resources in Patients in Medical Settings by Ricardo Figueroa Quiroga, M.S. The author presents two different procedures to elicit responses from patients whose conscious minds are not present at the moment of intervention. The first pertains to a woman with depression in a stuporous and semi-catatonic state for six days. She was helped to come out of her state through the use of pacing. The second pertains to a procedure for ~he patient to stop bleeding points during surgery on tonsils and nose, with the patient under general anesthesia. Educational Objectives: (1) To be able to utilize pacing to elicit responsiveness in stuporous patients. (2) To be able to request and obtain bleeding control from some patients under general anesthesia.

Managed Care, HMOs, and the Bricksonian Perspective by Michael Hoyt, Ph.D. An Ericksonian perspective, which emphasizes strengths and seeks solutions rather than focusing on weaknesses and interminable problems, is consistent with the principles of "HMO therapy" and offers a highly attractive framework for working in managed-care settings. This presentation highlights aspects of Ericksonian work in psychiatric emergency room interventions, brief therapies, and longer treatments. Since more than 30 million Americans are now covered for mental health services through HMOs, PPOs, !PAs and EAPs, it is recommended that therapists working in managed care setting become more familiar with Ericksonian approaches, and that Ericksonian therapists participate more in professional opportunities within the growing managed care movement. Educational Objectives: (1) To identify eight principles of HMO therapy. (2) To identify commonalities between Ericksonian perspective and HMO therapy. (3) To apply Ericksonian-or iented techniques in several managed care situations.

PANEL B CLINICAL ISSUES Regency Ballroom AB (Hyatt) Moderator: Marian.Richetta, M.A. Bricksonian Approaches to Curiosity in the Treataent of Incest and Sexual Abuse Survivors by Paula Haymond, Ed.D. Curiosity has played an extraordinary role in the work of Milton Erickson, yet virtually no attention has been paid to this key concept in the literature. For incest and sexual abuse survivors, natural, healthy curiosity has become tainted by learned limitations. These restrictions are easily seen in the rigidity of problem solving approaches to even daily living activities. This paper examines the role of curiosity in an Ericksonian approach to the treatment of incest and sexual abuse survivors. Two vignettes provide multiple examples of practical applications of this key concept. Educational Objectives: (1) To describe the concept of Ericksonian curiosity and its importance in the treatment of incest and sexual abuse survivors. (2) To describe practical applications of Ericksonian curiosity to reframing the client's experiences to foster healthy, pleasurable growth and s development. u The Mind-Body Relationship: Multiple Sclerosis and Trance by Tommaso Longobardi, M.D. N Reporting on a clinical case, the author suggests that hypnosis can be considered as a privileged diagnostic and therapeutic method for the treatment of a patient with multiple sclerosis who D developed spontaneous mediumistic trances. A The case is valuable both for its complexity and for the hypotheses that could result in terms of mind-body relationships. The utilization approach (from the mediumistic to the therapeutic trance) y has allowed the author to enter the patient's psychic world and develop a fruitful therapeutic rapport. Educational Objectives: (1) To describe how hypnotic trance may change body image self-distorted by organic disease. (2) To describe how trance could affect the course of the organic disease both through a change in the image of self and, more directly, through a psychoneuroimmune control. 52 Hypnosis and Cancer-Related Pain& Ericksonian Approach Versus Standardized Suggestibility Testing by Hansjorg Ebell, M.D. Pharmacological treatment based on World Health Organization (WHO) guidelines is standard treatment for tbe symptomatic relief of cancer pain. Hypnosis can supplement the reduction of pain and suffering by tapping individual coping resources. A topical overview of pertinent publications is augmented by the presentation of data concerning a controlled clinical study at Munich University Clinic. The relationship between an Ericksonian approach (audiotaped standardized induction, person­ to-person instructions) and standardized suggestibility testing (Stanford Hypnotic Clinical scale/Adults) will be discussed. Educational Objectives: (1) To describe chronic cancer pain as a complex phenomenon of sensory, affective, cognitive, and behavioral components. (2) To describe (self)hypnosis as an effective tool to supplement a pharmacological treatment concept by mobilizing inherent coping abilities. (3) To describe an Ericksonian approach as a means of exploring individual resources under the condition of progressive disease. (4) To describe standardized suggestibility testing (Stanford Hypnotic Clinical Scale/Adults) as a research instrument rather than as an aid in predicting for whom (self)hypnosis might be effective.

PAHBL C - ASPECTS OP THE BRICISOHIAB APPROACH Regency Ballrooa CD (Hyatt) Moderator: Sally Franek, Ph.D. Active Engagement in Accessing Personal Resources as the Essence of Ericksonian Psychotherapy by Richard E. Dimond, Ph.D. The thesis of this paper is that the essence of Ericksonian psychotherapy is the process of active engagement in accessing patient resources. This thesis is developed by demonstrating that only Ericksonian psychotherapy involves this process of active engagement, that previously published definitions and principles of Ericksonian therapy have active engagement at their core, and that Ericksonian techniques follow from this concept. The value of this concept in enhancing therapeutic creativity also is discussed. Educational Objectives: (1) To state one way active engagement in accessing personal resources distinguishes Ericksonian psychotherapy from other therapies. (2) To state how direct and indirect Ericksonian interventions actively access personal resources. (3) To list two ways in which a given Ericksonian intervention actively elicits personal resources. ( 4) To use the notion of active engagement in accessing personal resources to derive a unique Ericksonian intervention.

Erickson, Rhetoric and the Goal of Therapy by Hugh Willbourn, M.A.

The forms of indirect suggestion identified by Erickson and Rossi (The ·Cgllected"Paperg·of· 'Mi'ltpn.. H. Er ick·son, ~' pp. 452-477) are almost isomorphic to figures of speech identified in Classical Rhetoric. The implications of this isomorphism are explored and this paper addresses the philosophical basis of Erickson's stories and use of persuasion in therapy, and the centrality of the issue of coherent meaning. It will be shown that Erickson's ostensibly atheoretical praxis can be grounded in an honorable historico-philosophical tradition. Educational Objectives: (1) To make clear the philosophical basis and assumptions of Ericksonian practice. ( 2) To describe theoretical precedents and axioms pertinent to the teaching of Er icksonian practice. ( 3) To descr !be criteria by which a practitioner may decide to use Ericksonian approaches.

The Aesthetics of Hypnosis& Linguistic Patterns of Poetic Analysis, Storytelling, and Hypnotic Communication by Sandra Roscoe, M.s. Hypnotists, poets and novelists share a common language -- they employ similar linguistic skills to experientially communicate ideas. Techniques which create elegant poems and engaging stories will be analyzed and applied to examples of transcribed hypnotic inductions. The examination of hypnotic communication through literary tools of analysis will locate client-therapist interaction in the interaction between linguistic relational patterns such as rhythm, rhyme, metaphor, paradox, ambiguity, and silences. Literary tools of analysis will provide hypnotists with new methods for understanding and creating meaningful hypnotic communication. Educational Objectives: (1) To list three specific literary techniques which create elegant poems and engaging stories. (2) To analyze specific trance inductions through the application of poetic and literary analysis. (3) To locate hypnotist-client interaction in the interaction between linguistic relational patterns such as rhythm, rhyme, metaphor, paradox, ambiguity, and silences. (4) To describe the usefulness of poetic and literary metaphors in the creation of meaningful hypnotic communication. s PANEL D BRICKSORIAH TBCHHIQOBS Omni South Ballrooa u Moderator: Hillel Zeitlin, L.C.s.w. N The •February Man• Techniquea Successful Replications by Dawn M. White, Ph.D. D The "February Man" is a revolutionary case study of the creation of a benign figure in the consciousness of a depressed, fearful young woman. This approach provides for the experiencing of A benevolent attention and nurturance that may have been deficient in the formative years. Such deficiencies may cause developmental lags, inexplicable emotional constriction and fearfulness. This y presentation highlights Erickson's case study citing the successful replication of his technique in a number of recent cases. Educational Objectives: (1) To describe Erickson's "February Man• Technique. (2) Given a case, indicate its successful use. 53 Bow Ambiguous are Ambiguous Tasks? by Marc Weiss, Ph.D. It has been conjectured that some of Dr. Erickson's tasks were vague, ambiguous, and served a projective function. Some anecdotal research on a standardized ambiguous function assignment/task that was assigned to over 20 patients. In most cases, the behavioral and cognitive responses were quite different, but there were some common responses. Finally, it is conjectured that some of Dr. Erickson's "ambiguous• tasks had a not so ambiguous intent. A structure is provided to differentiate between "ambiguous" tasks and "diagnostic" tasks. Educational Objectives: (1) To describe the use of tasks, rituals, assignments, in clinical work. ( 2) To describe the underlying construction and use of ambiguous tasks. (3) To describe the difference between ambiguous and diagnostic tasks. (4) To describe the underlying construction and use of diagnostic tasks.

Syabolic Therapy by Keiichi Miyata, M.A. Two cases were treated through the technique of displacing emotions to symbols. Using hypnosis, a 15-year-old boy's interpersonal fear and his anxiety about his hair were displaced to a weak part of his mind and located symbolically in his body along with a confident part. Through symbolic operations, he generated a supportive clue to get back his confidence. In parallel to hypnotic intervention, he was given some tasks relating to his realistic life level. Another case was treated without hypnosis. A 10-year-old girl's anxiety about school was absorbed into symbolic objects. These therapeutic processes are discussed. Educational Objectives: (1) To describe how to displace a symptom to symbol. (2) To describe the utilization of the client's behavior and belief in the therapy.

PAHBL B BRICKSONIAH PBRSPBC"riVBS Navajo AB (Omni) Moderator: Seyma Calihman, M.s.s.w. On the Social Nature of the Unconscious Mind: Pearson's Brick, Wood's Break and Greenleaf's Blow by Eric Greenleaf, Ph.D. The author's recovery from concussion and trauma after being struck by a speeding car was aided by stories he had been told 20 years earlier. Robert Pearson, M.D., and Don Wood both survived trauma to the head. Their stories unconsciously influenced the author in his survival and led to these remarks on the relational and social nature of the concept •unconscious mind." Educational Objectives: (1) To describe the connection of personal experience to hypnotic principles. (2) To identify important factors in pain control, response to trauma, and rapid recovery of function and feeling.

Personality Restructuring froa an Ericksonian Perspective by Don Malon, Ph.D. & Wendy Hurley, M.A. Milton H. Erickson was much more than a symptom-removing brief therapist. He had a masterful knowledge of human development and of phenomenal mental/emotional processes. This paper will describe and illustrate an approach to restructuring work informed by Erickson's therapeutic precision and efficiency. The following principles will be elucidated: 1) "Treating neurotic responses" as simply obstacles to development; 2) Refocusing from interpretation to the "matrix of experiencing n ~ 3) Facilitating client's inner and outer articulation process; 4) Replacing transference interpretation with transference utilization~ 5) Respecting resistance as self­ protection~ 6) Distinguishing between the two-person relationship (unconscious-to-unconscious) vs. the third-person relationship. Educational Objectives: (1) To describe principles and techniques that distinguish this approach as Er icksonian. ( 2) To identify what it means to facilitate the client's own articulation process. (3) To distinguish traditional transference work from transference utilization. ( 4) To describe insight as simply a part of the "matrix of experiencing."

The Best of Both Worlds: Coabining Traditional and Bricksonian Hypnosis by Susan Lee Bady, M.s.w. Many Ericksonians feel direct suggestions used by traditional hypnotists are inadequate and only indirect suggestions can fully cure. However, recent research shows direct suggestions can be highly effective, sometimes more effective than indirect methods. The author presents examples of direct suggestions used within an Ericksonian hypnotherapy. Combining techniques may create initial confusion, but it also may facilitate a more complete cure, plus return to Erickson's way of responding to the uniqueness of the individual with many varied methods. Educational Objectives: (1) To describe the importance of direct suggestions. (2) To describe s when to use direct suggestions. (3) To describe how to combine direct and indirect suggestions. u N PAHBL F BRICKSONIAH THERAPY Omni North Ballrooa D Moderator: Joseph Hicks, M.Ed. Rescripting the Father-Daughter Dyad: Women and Relationships, an Ericksonian Approach A by Mary J. Sant'Eufemia, M.s.w. y This paper explores a particular dynamic in the father-daughter dyad and its relationship to the daughter's selection of love-objects. It asserts that when the father is idealized, emotionally and/or physically distant and devaluing, the daughter often continues yearning for his love. Consequently, she may choose similar love-objects who symbolically reenact the dynamics inherent in the original father-daughter relationship. Case histories will demonstrate ways that Ericksonian hypnotic and psychotherapeutic techniques can be utilized to alter these repetitious patterns and assist in selecting more nurturing love-objects. 54 Educational Objectives: (1) To identify the treatment goal when working with women who are a part of the father-daughter dyad discussed in the paper. (2) To list three Ericksonian methods used in the treatment of women involved in the father-daughter dyad discussed in the paper.

The Effects of Therapeutic Stories on Adolescent Behavior Patterns by Harry Vincenzi, Ed.D.

A common concern when working with adolescents is what to do after you have discussed the presenting problem. Adolescents often cannot see how they create or maintain their problems. It is at this point that therapy can break down. The use of therapeutic stories provides adolescents with an indirect approach to discuss and learn to cope with their problems. Three types of therapeutic stories and their use with adolescents will be discussed. The results from individual case studies will be examined, as will the findings from an empirical study conducted in two middle schools with 200 adolescents. Educational Objectives: (1) To identify and examine three problem patterns of interpersonal behavior. ( 2) To describe the use of three types of stories to help alter interpersonal behavior patterns. (3) To report the findings from a study conducted in two middle schools.

A Complete Therapy in One Afternoon: An Unpublished Masterpiece by Jan Henley, Ph.D. On October 17, 1979, Dr. Erickson wove together a sequence of teaching tales not only to instruct the seminar students visiting him that day but also to answer a letter, a plea for help from a student's client. Tapes of the session became a complete therapy for the client, who fully recovered from debilitating phobia, anxiety, and suicidal longing. An overview of the case will be presented, along with a 12-year follow-up report from the client, who now teaches at the college level and is happily married. Educational Objectives: (1) To describe two techniques Dr. Erickson used to treat phobias. (2) To list three different skills Dr. Erickson taught which lead to feelings of hope.

10:45 AM-12:15 PM SHORT COURSES SUNDAY AM f37 Working with •proble• Trances• by Wolfgang Lenk, Ph.D. Maricopa (Omni} The subjective experience of problems has usually, apart from cognitive and emotional elements, accompanying features hypnotically understandable as trance phenomena. Current processes also are analyzable as sequences. The NLP Time-Line concept allows spatial representation of these sequences, so clients may consciously slow down high-speed processes and speed up time-consuming "induction steps." Breaking down problems into small components affords many entry points for the effective therapeutic interruption of automatically recurring patterns. Educational Objectives: {1) To identify the explicit sequences of the problem. (2) To recognize trance phenomena within the problem. (3) To find different entry points for therapeutic interventions.

138 Bricksonian Therapy for Rigid Faailies, A Five Session Progra. Regency Ballroom AB (Hyatt) by Jorge Abia, M.D. & Teresa Robles, Ph.D. A five session program for helping rigid families is presented. The work is based on the utilization of the psychotic "game" where hidden symmetry, indirect communication, disconfirmation, and rigid roles can be used to promote individuation in family members rather than prevent individuation. Sessions are programmed every three weeks, each one with a specific topic and special techniques have been designed for each session. Participants will learn how to utilize characteristic family pathologies in the process of therapy. Five original techniques will be discussed. Educational Objectives: ( 1) To describe how to utilize rigid family characteristics to· induce trance, suggest and conduct the therapy process, and work toward individuation. ( 2) To list five original techniques designed for working with rigid families. Level: Advanced

139 Empowering the Feainine: Transforming Limiting Belief Systems Through Omni North Ballroom Trance, Ritual and Metaphor by Joyce Mills, Ph.D. Participants will be provided with a unique and experiential opportunity to explore theory, ritual and ceremony of Native American teachings integrated with the reframing and metaphorical methods of Milton H. Erickson in relation to healing the essence of the Feminine Self. Educational Objectives: (1) To review the current limited pathological views of feminine biological s cycles (i.e., puberty, menstruation, PMS, menopause), and to describe one in which these same cycles are viewed as a source of empowerment and respect. (2) To develop innovative skills for helping u clients expand and shift their own limiting belief systems in relation to their abilities to heal in a respectful manner using trance, ritual, and metaphor. N D Navajo CD (Omni) f40 Conversational Unconscious Communication by Richard Gellerman, Ph.D. A The ability to communicate directly to the unconscious mind of the client gives the therapist a greatly increased ability to foster change. In this short course, examples of conversational y unconscious communication that have been used therapeutically will be given. Several volunteers will present problems that will be attended to unconsciously and then the intervention will be explained to the audience. Lastly, a brief model for the development of these skills will be presented.

55 Educational Objectives: (1) To describe the basics of conversational unconscious communication. (2) Given a patient, demonstrate the spontaneous use of this tool. (3) To describe a brief model by which this ability can be developed. Level: Intermediate and Advanced

141 Bricksonian Approaches in Corporate Settings by Bruce Gregory, Ph.D. Phoenix Ballroom (Hyatt) This short course will present ways an Ericksonian perspective can be utilized effectively to facilitate trust and positive change in corporate settings. Three main corporate dynamics-­ managing up, managing down, and managing across -- will be examined in terms of the Ericksonian use of ref raming, yes-sets, pacing, curiosity, and hand! ing of resistance. Case examples will be provided to cover the topics of leadership, conflict resolution, team building, limit setting, and motivation. Educational Objectives: (1) To describe three areas of support needed to feel more comfortable dealing with CEOs and other authority figures. (2) To list three ways curiosity and reframing can be used to facilitate rapport and trust in corporate settings to achieve conflict resolution, higher. levels of trust in relationships, and better teamwork.

142 Beyond the Limits of Language: Filling in the Whole Story Gila (Omni) by James Auld, D.D.s. Dentistry provides wide experience in treating anxiety, pain, and fear. Stories are often used because they do not interfere with other procedures, and they bypass patients' resistances which provide effect! ve treatment. This course shows how unconscious search, indirect suggestions, dissociative language, confusion, ambiguities and binds, and the use of "theatrical skills (emphasis, pauses, tone shifts, direction of vcice projection, etc.), all combine to create effective stories. Many practical examples will be given, and small group exercises will be offered. Educa tiona! Objectives: (1) To describe how to create a story for hypnotic induction. (2) To describe the power of "theatrical skills" in enhancing story telling. (3) Given a story, modify it to provide an hypnotic experience.

143 Unfolding the Stories of Persons with HIV/AIDS: Rediscovery and Omni South Ballrooa Empowerment of the Potential Self by Barbara Sinclair, Ph.D. Loss of self, of meaning, and of purpose often occurs post-diagnosis of HIV/AIDS. Dr. Sinclair combines four years' experience as a psychotherapist for HIV/PWAs (persons with AIDS) in Los Angeles County, and Ericksonian approaches including indirection, story, and metaphor, to provide a context for working with this population. Beginning from the darkness of the lost self, this course describes how therapist and client can move through a process of rediscovery. Educational Objectives: (1) To describe the HIV-related psychological process. (2) To list a step-by-step context from which the therapist can begin to understand the HIV-related psychological process. ( 3) To describe how metaphor and story can assist the HIV+ client in self-discovery and empowerment.

144 Metaphors for Altering the Invisible Binding Russell {Hyatt) by Heinrich Breuer, Dipl. Psych. Systemic guilt can exist in a family system, and can lead to invisible bindings which gives rise to symptoms. Categories of systemic guilt will be characterized and outcomes of these involvements will be described. The symptom is regarded as an indicator of early family history. It will be demonstrated how, by means of hypnotherapy, both unconscious search can be supported and solutions can be indirectly envisaged. Educational Objectives: (1) To describe the concept of systemic guilt and its subcategories. (2) To explain and demonstrate the transposing of the solution into a comprehensive metaphorical structure.

145 Bricksonian Treataent for Resolving Sexual Abuse by Neil Weiner, Ph.D. Borein {Hyatt) Women and men who have survived sexual trauma have been treated by the mental health profession for a variety of issues. These include sexual addictions, eating disorders, criminal behavior, and chemical dependency. This seminar will apply brief Ericksonian methods to enhance the recognition of the diagnostic signs of sexual abuse and to rapidly reprocess multiple experiences of sexual abuse and trauma. Also, skill building exercises will demonstrate how to utilize hypnotic techniques in s recovery. Educational Objectives: (1) To identify clients who have repressed the memory of sexual abuse. (2) u Given a patient, utilize ideomotor signals to rapidly reprocess multiple experiences of sexual abuse. (3) Given a patient, identify and integrate internal personalities which dissociate during trauma. N (4) To list three brief therapy techniques in the treatment of sexual abuse. D Level: Advanced A y

56 146 Marriage, Happiness and Other Myths& An Bricksonian Framework Navajo AB (Omni) for Marriage Counseling by Rick Pipkin, M.S. In the realm of marital therapy, the complaint most often suggested by patient couples is a lack of communication. This short course presents a brief, solution-oriented therapy model to address the communication issue as the core problem, plus help identify other problem areas in the relationship. once identified, these additional problem areas can be addressed and the patient couple given the skills to redirect their efforts. Such components as Expectations of therapy, Goals, Flexibility, Problem Solving Skills, Use of Metaphor, Humor, and Dual Trance Conversation will be addressed. In the past five years, this model has been used with over 500 couples in various stages of conflict with more than 90 percent still together as of this writing. Educational Objectives: (1) To describe the role communication plays in marital conflict. {2) To describe a framework for short-term marital therapy. (3) To describe how hypnosis can play an integral part in marital therapy. ·

147 Hypnosis, Bricksonian Psychotherapy • Aikido by Michael Samko, Ph.D. Hopi (Omni) & Rod Windle, M.A. This short course will introduce practitioners to the art of Aikido and its parallels with Ericksonian methods. Participants will work with the physical equivalents of pattern interruption, utilization of resistance and practical Aikido application of common hypnotic phenomena, such as arm catalepsy. Participants also will learn Aikido methods of preparing the mind to deal with confrontation. The first half of the course will involve physical and mental practice of the principles. Educational Objectives: (1) To state three important Aikido principles. (2) To relate to these three principles their corresponding Ericksonian counterparts. ( 3) To describe how to use two Aikido techniques of mental preparation for combat (stressful) situations, and explore the metaphorical significance of psychotherapy. Level: Intermediate

148 Tbe Essence of the Transcendent Story by Douglas Sue, Ph.D. Pima (Oani) Transcendent stories are teaching stories that attempt to take the listener beyond his/her usual egocentric view. Such stories are often found in religious literature -- Christian parables, Sufi and Zen tales, and often involve a quest -- for healing, mind-body integration, development of compassion, or the search for a universal truth. In this workshop, the elements of the transcendent story are explored, including the power of using Ericksonian methods to develop such stories for therapeutic purposes. Educational Objectives: (1) To list three elements necessary to develop and communicate the transcendent story. (2) To describe the interaction between the listener, the story teller, and the transcendent story. (3) To identify three structural aspects of the teaching story. Level: Advanced

149 Back to the Future: Stories that tell Themselves in Hypnotic Age Remington (Hyatt) Progressions by Maggie Phillips, Ph.D. & Claire Frederick, M.D. This short course has its roots in Milton Erickson's use of pseudo-orientation in time, or future projection, an approach that allowed subjects to imagine accomplishments that has already taken place after the termination of therapy. We have found that the stories of the future which emerge in these kinds of hypnotic age progressions can be utilized effectively in numerous ways. Participants will learn how to elicit and apply age progressions particularly in the resolution of traumatic experiences. Educational Objectives: (1) Given a patient, elicit stories of the future using three types of age progression suggestions. (2) Given a patient, utilize stories of the future in ego-strengthening, in facilitating the integration and resolution of traumatic experiences, and as prognostic indicators of the success and direction of .the treatment process.

150 •Trance-Sending• Trauma Tbrough Huaor, Play and •Funtasy• Apache (Omni) by Betty Blue, Ph.D. Group trance, stories, treatment techniques, and theories will be used to emphasize how the enactment of humorous and playful trance work can serve as a living metaphorical model that can be functional in recreating balance, transcendence, and healing in the lives of those experiencing trauma, grief, "burn-out," and disillusionment. This course is designed for participants with beginning through advanced levels of experience in Ericksonian therapy. s Educational Objectives: ( 1) To conceptualize the trance inducing, figure-ground rever sing, u reframing, transcendent and self-actualizing properties of therapeutic humor and play. (2) To state basic techniques for implementing humorous and playful trance work in the face of trauma. (3) To N describe the psychoneuroimmunological healing processes of humor and play. D 151 Bricksonian Approaches for the Depotentiation of Parasuicidal Regency Ballroom CD (Hyatt) A and Suicidal Behavior in Adult Survivors of Childhood Abuse by Steven Feldman, M.A. y This course will discuss current thinking about suicidal and parasuicidal behavior in adult survivors of childhood abuse. Traditional approaches that stress external, consequential control often promote "acting out" and increase lethality. 57 The work of Milton Erickson, M.D., offers both general guidelines and particular techniques for the effective management of self-injurious behavior. Erickson's principles of cooperation and utilization will be delineated and hypnotic interventions drawn from his case material will be discussed through clinical examples. Educational Objectives: (1) To discuss current trends in thinking about suicidality and parasuicidality. (2) To describe the affects of external, consequential control systems on acting out behavior. ( 3) To describe the application of the Ericksonian principles of cooperation and utilization to the treatment of self-injurious behavior. ( 4) Given a patient, apply specific hypnotic intervention techniques to depotentiate suicidality and parasuicidality in clinical practice.

152 Peldenkrais Methods for Body Iaage Improveaent in Post-Trauaatic Curtis (Hyatt) Stress Disorders by Mark Reese, M.A. Physical trauma may cause negative body image changes that resist medical and psychological treatment. This course will describe common body image symptoms in cases of Post-Traumatic Stress Disorders, including lowered physical confidence, reduced ability to function, sensory distortions, and impairments. This course will demonstrate Feldenkrais approaches that can be effective in ameliorating these symptoms through techniques of active movement and touch that directly engage the sensory motor system, and hypnotherapeutic techniques that bypass conscious defenses.

Educational Objectives: (1) To list three types of body image symptoms that result from Post­ Traumatic Stress Disorders induced through physical trauma. ( 2) To identify three hypnotic techniques that can help induce changes in body image. Level: Basic

153 The •sricksonian Diaaond• in Children's Bandsz Child Therapy and llobave B (Omni) Age Regression by Christian Ziegler, M.D. Age regression and child therapy are looked at through Zeig's Ericksonian Diamond. The course simulates and explains a therapeutic process. Participants will listen to stories of therapeutic cases, take part in the diagnostic process, see a demonstration of age regression with a volunteer, and experience their own child within and/or forgotten memories. Educational Objectives: (1) To list the five parts of Zeig's Ericksonian Diamond. (2) To describe two ways of inducing age regression. (3) To identify several aspects of children's development. Level: Intermediate

154 An Bricksonian Approach to Cult Exit-counseling by Steven Hassan, M.Ed. Bavasupai (Omni) Millions of people are being affected by unethical uses of hypnosis, behavior modification techniques, and systematic social influence patterns used by destructive cult groups. The presenter is a former cult member who has helped hundreds of cult victims and their families with non-coercive cult exit-counseling for more than twelve years. It is imperative that mental health professionals learn to cope with this special population. Erickson's work is uniquely effective when adapted to undo cult indoctrination and enable the individual to reaccess his/her real self. Educational Objectives: (1) To define mind control and the characteristics of a destructive cult. (2) To present a model for changes that occur during cult indoctrination. (3) To present a model for strategic intervention therapy to help cult members and their families, thereby avoiding illegal deprogramming.

12&30-1:00 Pit CLOSING REMARKS Omni North Ballrooa Jeffrey K. Zeig, Ph.D., Kristina K. Erickson, M.s., M.D.

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58 EXHIBITORS AND ADVERTISERS

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59 FIFTH INTERNATIONAL CONGRESS ON ERICKSONIAN APPROACHES TO HYPNOSIS AND PSYCHOTHERAPY December 2-6, 1992, Phoenix, Arizona EXHIBITORS 1. ABS, Inc. 8. Orange County Society for Erlcksonian 1510 Willow Lawn Drive Psychotherapy&. Hypnosis Suite 214 2101 E. 4th Street, Suite A111 Richmond, VA 23230 Santa Ana, CA 92705 Tel. (804) 285-4088 Tel. (714) 547-8120

2. Better Health Products, Inc. 9. San Pablo Treatment Center/ 109 Oakland Grove St. Paul's Academy Elmhurst, IL 60126-3011 P.O. Box 32650 Tel. (708) 530-4501 Phoenix, AZ 85064-2650 Tel. (602) 956-9090 3. Brunner/Mazel Publishers, Inc. 19 Union Square West 10. SASSI Institute New York, NY 10003 11615 Angus Road Tel. (212) 924-3344 Suite 120-B Fax: (212) 242-6339 Austin, TX 78759 Tel. (512) 343-6664 4. Encyclopaedia Britannica North America 310 S. Michigan Ave. 11. Sensory Environment Engineers Chicago, IL 60604 8181 Sierra Avenue Tel. (312) 347-7342 Fontana, CA 92335 Tel. (714) 822-3525 5. InfoMedlx, Inc. 12800 Garden Grove Blvd. 12. Therapeutic Interventions Ste. F 91 Cranfield Street Garden Grove, CA 92643 P.O. Box 398 Tel. (714) 530-3454 New Castle Island, N H 03854-0398 Tel. (603) 433-2136 6. Irvington Publishers, Inc. Fax: (603) 436-3594 522 E. 82nd St., Ste. 1 New York, NY 10028 13. Ther-A.-Piay Products Tel. (212) 472-4494 25 Bonnie Way Glen Ellen, CA 95442 1. New York Society for Ericksonian Tel. (707) 938-3074 Psychotherapy &. Hypnotherapy Fax: (707) 938-3137 P.O. Box 1390 Madison Square Station New York, NY 10010 Tel. (212) 876-1358

60 The professional world is asking for - Brief Therapy ... and we are bringing it together for you - Brief Therapy: Essence ~ EvOlution featuring: Andreas, j. Barber, Budman, de Shazer, Dilts, Dolan, Ellis, Fisch, Foa, Framo, S. Freud, Gilligan, Goulding, Gurman, jacobson, M. james, Kaslow, Keeney, l

heck should be payable in U.S. CURRENCY, drawn on an AMERICAN BANK and made payable to The Milton H. Erickson )Undatlon fe honor: 0 VISA 0 MASTERCARD :count Number:------Expiration Date:------­ Complete All Information Below: ame: ______

:reet: ------­ 'ty: ------­ State:------Zip:------)Untry: ------~lephone: ------­ ofesslon: ------­ Degree:------­ ajor: ------University:------­ RETURN TO: The Milton H. Erickson Foundation, 3606 N. 24th Street, Phoenix, Arizona 85016 U.S.A. Telephone: (602) 956-6196 Fax: (602) 956-0519 Open to professionals with master's degrees and above from accredited institutions and eligible students.

SPECIAL REGISTER BY MAIL - postmarked by January 4, 1993 TO ATTENDEES: $250.00 Regular $150.00 Students*

These are special discounts available to attendees of the Congress ... available for a limited time only! Register now and SAVE!

acellatlon fee: $30 If received In writing and postmarked by • Students must provide a certifying letter from their school or ~ember 15, 1993. department on letterhead stationery Indicating proof of full· 6l time student status as of December 1993. Don't miss the . .. Featuring books by Congress faculty ERICKSON on a wide variety of subjects. CONFERENCE Located in the Pueblo Room BOOKSTORE at the Omni-Adams Hotel. Bookstore Hours Wednesday, December 2 ...... Noon to 6:00 P.M. Thursday, December 3 ...... 9:00 A.M. to 7:15 P.M. Friday, December 4 ...... 9:00 A.M. to 6:00 P.M. Saturday, December 5 ...... 9:00 A.M. to 6:00 P.M. Sunday, December 6 ...... 9:00 A.M. to Noon A special Authors' Hour will be held Thursday, December 3 from 6:15 to 7:15p.m. Faculty who have written or edited books will be available to autograph their works. COME SEE OUR operated by: SPECIAL BOOKSTORE! () Brunner/Mazel, Inc. 19 Union Square, New York, NY 10003 PAID ADVERTISEMENT

The Institute for Advanced Clinical Training, Inc. A presents Two Exceptional Training Opportunities ADVANCES IN TREATING The 3rd Eastern Conference on Erickson ian SURVIVORS OF SEXUAL ABUSE: Hypnosis and Psychotherapy: Tools for {_E,mpowering tfie J{ea{ing Cl'rocess Transforming Personal Experience

February S-7, 1993 July 9-11, 1993 Anaheim, California Philadelphia, Pa.

Workshops at Basic, Intermediate & Advanced Levels Intensive Clinical Workshops at Basic, Intermediate & Advanced Levels Feb. 4, Pre-conference Seminar. PTSD A Basic Paradigm for Treating Survivors of Sexual Abuse July 8, Pre-conference Seminar. Basics of Hypnotic Induction:

REGISTER EARLY ! Tt£ BAl. TIMORE VERSION OF THS CotHRENCE SOLO OUT 10 WEEKS N ADVANCE . This training will be part of an integrated basic track to provide a comprehensive 4-day intensive training for beginners.

Tuition Fee* prior to Dec 15 after Dec 15 (if space i1 available) Super Early Bird Tuition Fee• prior to Jan. 25 March15 Saturday- Sunday** $260 $300 Friday-Sunday $240 $290 Friday-Sunday $340 $390 Thursday-Sunday $300 $350 Thursday-Sunday $390 $440 ••luaab •at iaoluded Oraapa af 3 - 4 10" off .Sor eore 1.5" aff

*Tuitions for both conferences include one Networking Lunch, conference workbook & free lower beck support (you'll be so comfortable) Student V o I u n tee r s Needed - Continuing Education Credits Will Be Available For Group & Student Rates, Brochure, Volunteer or other Information Contact Kim Minor or Dr. Robart Schwarz at I.A.C.T., Inc. at P. 0. Box 166/ Ardmore/ Pa/19003 (215) 790-1414 PAID ADVERTISEMENT 62 TO ENHANCE YOUR PROFESSIONAL SERVICES THE ALPHA CHAMBER SYSTEM .... from Sensory Environment Engineers

WHO USES THE ALPHA CHAMBER?

Thomas H Budzynski, Ph.D. University of Colorado Medical Center, Behavioral Medicine Associates Past President-Biofeedback Society of America "We have used the SEE chair for uver a year now in our clinic. I find that it greatly facilitates biofeedback, hypnosis and relaxation training, as it provides a safe, secure environment for the patients. Most patients look forward to sessions in this pleasant, protective environment. I believe that it allows them to let go and relax quickly and efficiently.'' Gary E. Schwartz, Ph.D. Professor of Psychology and Psychiatry Yale University Past President - Biofeedback Society of America Past President - Health Psychology Division The Alpha Chamber System induces and teaches relaxation of American Psychological Association with its unique environment and programs. Achievement "This is quite simply, a remarkable product. Its potential for improving is monitored with biofeedback. theories and applications in health promotion and education deserves to be taken seriously.'' THE ALPHA CHAMBER SYSTEM Charles F. Stroebel, M.D., Ph.D. Institute for Advanced Studies in Behavioral Medicine, Hartford, Conn. Sensory Environment Engineers designed the Professor of Psychiatry at the University of Connecticut Medical School. Alpha Chamber System (System) as a practical, Elizabeth L. Stroebel, MEd., MS. attractive means for users to learn stress- manage­ Children/Adolescence Stress Center Graduate Fellow, University of London ment and behavioral change techniques. This "Sensory Environment Chamber biofeedback training module automatically induces provides an almost ultimate environment for adults and children to learn stress a deep state of relaxation in just a few minutes. control. The cham her creates a sense of Individuals, feeling relaxed, safe and secure, are well being for patients undergoing treatment for stress disorders. This is a then introduced to specialized auditory and visual healthy and revolutionary departure from presentations teaching him or her to replicate this traditional therapeutic approaches.'' Denis E. Waitley, Ph.D. deep state of relaxation on their own. Additionally, Past Chairman of Psychology of the U.S. there are hundreds qf other carefully developed Olympic Sports Medicine Council, Behavior Scientist to the Apollo Moon programs creating other behavior changes. Through­ Program Astronauts out this whole process, the individuals physiologi­ ''The Alpha Chamber offers both the sensory and audio environment necessary cal responses to the environmental module, and to for maximum relaxation and receptivity to simulation programs that can be a viable the specialized programs, are being monitored by alternative to pharmaceutical intervention biofeedback instrumentation to let them know how and other therapies involved in stress and anxiety management, guided imagery they are progressing in their efforts. training and accelerated learning.''

S-E-E~ SENSORY ENVIRONMENT ENGINEERS 1-800-52-2-RELAX P.O. Box 1540 PAID ADVERTISEMENT Fontana, CA 92335 1-800-522-7352 Phone (714) 822-3525 63 Norton Professional Books ... ______, your best source of Ericksonian and Hypnosis books!

Solution-Oriented The Family Inside Hypnosis Working With the Multiple Doris Bryant, Judy Kessler, An Ericksonian Approach and Lynda Shirar William Hudson O'Hanlon This book demystifies multiple personality and Michael Martin disorder and redefmes it as a creative and Readers are invited to share the experience sensible way of surviving a childhood of lkJI1$:.:f'vntlit~· of attending one of O'Hanlon's lively and extreme trauma and absolute powerlessness. popular two-day workshops on Ericksonian hypnosis. The Judy Kessler's story is the thread that weaves the book book's gradual approach takes readers through the hypnotic together. Without going into the details of the abuse that Judy process in a step-by-step fashion. An integral part of the endured, the authors illuminate the intensity of her suffering presentation is O'Hanlon's belief in the importance of respect and the miracle of her recovery from MPD. The authors present for client-therapist boundaries and for individual differences a therapeutic map that portrays the work with a multiple from with regard to experience with and reaction to trance. In the the beginning of therapy through integration. end, it is this respect for others that makes solution-oriented 70142-5 (11192} 320 pages ($32.95} $28.01 hypnosis and therapy so effective and successful. 70149-2 (11192} 180 pages ($22.95} $19.51 Symbol, Story, Working With and Ceremo·ny the Problem Drinker Using Metaphor in Individual and Family Therapy A Solution-Focused Approach Gene Combs and Jill Freedman Insoo Kim Berg and Scott D. Miller "Besides providing invaluable information .-...u.. N "At last! Working With the Problem on the construction and therapeutic use of Drinker is a welcome addition to the 11uoo~BetQ symbols, stories, and ceremonies, this joyous book will remind addictions treatment literature. It is a cogent ScottD.Mlller the reader of all the things that make being a psychotherapist and wise handbook for applying solution-oriented brief worthwhile."-Yvonne Dolan, M.A. treatment techniques to working with substance abuse .... The authors' creative energy, respect for their clients, and belief in Readers will come away from this book with the confidence the possibilities for change are evident on every page of this and resources to use words or objects symbolically, to tell book. Working With the Problem Drinker should be on therapeutic stories, and to devise rituals and ceremonies that the desk of any of us who treat addictions. It's on mine." lead to change and healing'. -David C. Treadway, Ph.D. 70092-5 (1990} 272 pages ($27 .95} $23.'78 70134-4 (1992} 224 pages ($24.95} $21.21

Putting Difference to Work An official publication of the Steve de Shazer American Society of Clinical Hypnosis 70110-7 (1991} 208 pages ($22.96) $19.51 Handbook of Hypnotic Recreating Your Self Suggestions and Metaphors Help for Adult Children ofDysfunctional Families edited by D. Corydon Hammond Nancy Napier 70096-X (1990) 618 pages ($66.00} $55.25 30804-9 (1991) 388 pages ($10.96) $9.31 Resolving Sexual Abuse 02842-9 cloth ($19.96) $18.98 Solution-Focused Therapy and Ericksonian Hypnosis The Psychobiology of Mind-Body Healing for Adult Survivors Ernest Lawrence Rossi Yvonne M. Dolan 30664-6 (1988) 266 pages ($9.96} $8.46 70112-3 (1991) 256 pages ($29.96} $25.46 70034-8 cloth ($26.96) $22.06 Available in February 1993! Mind-Body Therapy Therapeutic Conversations Methods ofldeodynamic Healing in Hypnosis edited by Stephen Gilligan and Reese E. Price Ernest L. Rossi and David B. Cheek 70146-X (2/93) 400 pages ($36.96) $31.41 70062-6 (1988) 644 pages ($36.96) $31.41 ORDER NOW AND RECEIVE A 15% DISCOUNT! 1-800-233-4830

PAID ADVERTISEMENT 64 Spring 1993 Phoenix Intensive Training Program

• Fundamentals- Fundamentals I Feb. 22-27, 1993 and Fundamentals II March 22-21, 1993 • Weekend Format - Fundamentals Ill April 2-4 and May 14-16, 1993 • Intermediate - April 19-24, 1993 • Supervision- june 21-25, 1993

Limited to 25 partlclpantsl Featuring jeffrey K. Zelg, Ph.D., and Brent B. Gear~ Ph.D. Ericlriented. The continual focus is upon the enhancement of above from accredited institutions and eligible students. ;kills and understanding in a facilitative environment. In-

One Week Both Weeks arty Registration (Postmarked 30 days in advance of program's first day) $525.00 $975.00

~egular Registration ...... 595.00 1,125.00 tudent Registration (Letter verifying full-time status required) ...... 450.00 825.00

tEGISTRATION

J Enclosed is my registration fee of $ for the Please complete ALL information below: Intensive Program (U.S. Funds on a U.S. Bank Check). hecks should be made payable to: Name: he Erickson Foundation D Fundamental I (February) Fundamental II (March) Street: ------>o not send cash.) D D Fundamental Ill (Weekend) le honor: D Intermediate City: ______State: ___ ZIP:------I VISA D MasterCard D Supervision Telephone (Day): _____ (Evening): _____ ccount Number:------

:piration Date: Profession:------Degree: ______lncellatlon Polley: Cancellation must be received in riting. There is a $35 administrative fee for requests post­ arked 30 days in advance of each program's first day. University:------1ereafter, fees paid may be applied to future Erickson ·undation training activities.

Send payment and registration to The Erickson Foundation, 3606 N. 24th Street, Phoenix, Arizona 85016. Tel. (602) 956-6196 Fax (602) 956-0519 f you are physically challenged, please inform the Foundation so that helpful accommodations can be ensured. 65 Videotapes Available from the Milton H.

TRAINING TAPES 0 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 D 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

Professionally Produced Video Demonstrations from the 1981-1990 Erickson Conferences: FROM 1981 SEMINAR 0 Naturalistic Approaches to Hypnosis: Utilizing Hypnosis in Pain Treatment in Psychotherapy, Joseph Barber, Ph.D. D Induction with Children and Adolescents, Franz Baumann, M.D. D The Parts Model: Demonstration of Work with Phobias and Anchors, Paul Carter, Ph.D. D The Varieties of Ericksonian Hypnotic Suggestion, Stephen Lankton, M.S.W. D Ericksonian Induction Strategies, Robert Pearson, M.D. D Conversational Introduction to Trance, Kay Thompson, D.D.S. FROM 1982 SEMINAR D Utilizing Hypnosis in Psychotherapy, Joseph Barber, Ph.D. D The Initial Interview in Brief Psychotherapy, Richard Fisch, M.D. D Accessing Unconscious Processes, Stephen Gilligan, Ph.D. D A Dual Induction Using Dissociation, Stephen Lankton, M.S.W. & Carol Lankton, M.A. D The Constructive Use of Hypnotic Phenomena, Marion Moore, M.D. 0 Ericksonian Induction Methods, Robert Pearson, M.D. D A Conversational Induction with Fixation on Ideas, Bertha Rodger, M.D. D A Quick Utilization Approach to Hypnotic Inductions, Sidney Rosen, M.D. 0 A Fail Safe Double Bind Approach to Hypnotic Induction, Ernest Rossi, Ph.D. 0 A Conversational Induction and the Utilization of Spontaneous FROM 1984 SEMINAR Trance, Kay Thompson, D.D.S. 0 The First Therapeutic Treatment of Dr. B., Joseph Barber, Ph.D. D Accepting the Subject's Cognitions as A Basis for Therapy, 0 Unity, Complementarity and Multiplicity: Principles for Richard Van Dyck, M.D. Generative Personality in Ericksonian Hypnotherapy, Stephen D The Effective Utilization of Multilevel Communication, Jeffrey G. Gilligan, Ph.D. Zeig, Ph.D. 0 Use of Multiple Embedded Metaphor for Psychological Reassociation, Stephen R. Lankton, M.S.W. & Carol H. FROM 1983 CONGRESS Lankton, M.A. 0 Brother Sun and Sister Moon: Multiple Trances and D Clinical Use of Trance Phenomena for Therapy and Pain Experiential Encounter Between Therapists, Ernest L. Control, Stephen R. Lankton, M.S.W. Rossi, Ph.D. D Indirect Techniques of Hypnotherapy, Jeffrey K. Zeig, Ph.D. 0 Conversational Induction Techniques, Kay F. Thompson, D.D.S. D Utilizing Different Parts of a Person Simultaneously, Stephen 0 Using Metaphor and the Interspersal Technique, Jeffrey K. Gilligan, Ph.D. Zeig, Ph.D. D Hypnotic Alteration of Pain Perception, Joseph Barber, Ph.D. D A Fail Safe Double Bind Induction Procedure, Ernest Rossi, Ph.D. D Conversational Induction with Utilization of Spontaneous Trance, Kay F. Thompson, D.D.S.

66 ~rickson Foundation IF ORDER IS lOo/o P()STlVIARKED BY DISCOL\T DECElVIBER 15, 1992 1985 EVOLUTION CONFERENCE 0 CP3 A Case of Social Anxiety, Joseph Wolpe 0 CP4 Redecision Group Therapy, Robert Goulding & Mary Goulding 0 CP5 Facilitating "Creative Moments" in Hypnotherapy, 1990 EVOLUTION CONFERENCE Ernest Rossi 0 PC289-CPV3 The Ultradian Healing Response: Mind-Body 0 CP8 The Storyline in Psychotherapy, Erving Polster Healing in Everyday Life, Ernest Rossi, Ph. D. 0 CPlO Using Anecdotes in Hypnotherapy: A Case of 0 PC289-CPV4 Mobilizing Assertiveness, Alexander Lowen, Public Speaking Anxiety, Jeffrey Zeig M.D. 0 PC289-CPV5 Psychotherapy with an Adult or Adolescent Client, William Glasser, M.D. 0 PC289-CPV6 Live Demonstrations of Rational-Emotive 1986 CONGRESS Therapy, Albert Ellis, Ph.D. 0 D-1 Enhancing Therapeutic Responsiveness, Jeffrey 0 PC289-CPV7 Supervision of a Brief Psychotherapy Case, Zeig, Ph.D. Judd Marmor, M.D., Ph.D. 0 D-2 Rehearsing Positive Outcomes with Self-Image 0 PC289-CPV8 "Working Close" with Resistances to Client Thinking, Carol Lankton, M.A. Presence, James F.T. Bugental, Ph.D. 0 D-3 Using Dreams to Facilitate Hypnotherapy, Ernest 0 PC289-CPV12 Ericksonian Hypnotherapy, Jeffrey K. Zeig, Rossi, Ph.D. Ph.D. :J D-4 Hypnosis to Alter Affect, Joseph Barber, Ph.D. 0 PC289-CPV13 Demonstration of Supervision, Miriam Polster, :J D-6 Family Therapy and Hypnosis, Stephen Lankton, Ph.D. M.S.W. 0 PC289-CPV15 Therapeutic Three Generation Family Reunion, Carl Whitaker, M.D. 0 PC289-CPV17 Eye Movement Desensitization of Post­ Traumatic Stress Syndrome, Joseph Wolpe, '988 CONGRESS M.D. J VW332-D1 The Utilization Approach to Hypnotherapy, J. 0 PC289-CPV19 Gestalt Therapy: Humanization of Technique, Zeig Erving Polster, Ph.D. J VW332-D2 Using Hypnosis in Psychotherapy, J. Barber 0 PC289-CHV8 Conversation Hour, Viktor Frankl, M.D., Ph.D. J VW332-D3 Motivating Action with Hypnotherapy, S. Lankton J VW332-D4 Hypnotherapy with Couples, S. Gilligan J VW332-D5 Short Approaches to Heavy Problems: Brief Therapy for Weight Reduction, C. Lankton J VW332-D6 Deep Naturalistic Hypnotherapy, E. Rossi

NaiE: Videotapes of some invited addresses, case discussions and supervision panels from The Evolution Conferences can be made available. Contact the Foundation for information. PRICES: 1 Hour Tapes 1/2 11 Beta or VHS - $75.00 each 3/4 11 U-Matic - $90.00 each 2 Hour Tapes 1/2 11 Beta or VHS - $150.00 each (1 tape) 3/4 11 U-Matic - $200.00 each (2 tapes) 2 Hour, 40 Minute Tapes 1/2 11 Beta or VHS - $200.00 each (1 tape) 3/4 11 U-Matic - $275.00 each (2 tapes)

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 Milton IL Frickson Foundation, 3606 North 24th Street, Phoenix, Arizona 85016. Make checks payable to The Milton IL Frickson 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% Sales lax TOfAL NUMBER OF VIDEO CASSEITES ORDERED: ----- (AZ Residents Only) $ ------FORMAT REQUIRED: Beta Y2" VHS Y2" ___U-MATIC V.." Shipping & Handling $ -----­ PAL copies of programs can be made available at additional cost. ALWW 4 10 6 WEEKS Write to The Erickson Foundation for irifonnation. FOR DELIVERY. Subtotal $ -----­

\\e honor: OMasterCard OVISA Minus Early Bird Discount $ ------TOfAL cosr $ ______Account# ______Exp. Date ____

Name: ______Degree!Majo r: ______

Ad~: ______uru~cy : ______

Cicy I State I Zip: ______Lic.ICert. 1Ype & Number: ______

67 "The practice ofpsychotherapy should be interesting, appealing and charming" -MILTON H. ERICKSON, M.D.-

NYSEPH The New York Milton H. Erickson Society for Psychotherapy and Hypnosis

Welcomes you to Phoenix In New York, we offer an intensive 100 hour training program and stimulating presentations at our monthly meetings. For information on the training program, contact Jane Parsons-Fein at (212) 873-455 7. For information on the monthly presentations, call Constance Mithalal at (914) 576-6116, or write to NYSEPH, P.O. Box 1390, Madison Square Station, New York, NY 10159. While in Phoenix, come to the presentations of our members:

Sidney Rosen, M.D., Founding President Jane Parsons-Fein, C. S. W., Susan Lee Bady, M. S. W., Board Member One Thousand Induction Techniques and President Emeritus -Self-Esteem and the The Best of Both Worlds: Combining Their Application to Thinking and Therapy Family Trance Traditional and Ericksonian Hypnosis

PAID ADVERTISEMENT _. __ C_,lailai'llliiiC_.Ti_,IIIW ADS SPECIALIZES IN: BILUNG SERVICES FOR THE PSYCHOTHERAPY PRACTITIONER PROVIDING:

ABS. GUARAN'fE!F!S TO HAVE THE MOST a>ST EFFECTIVE SERVICES IN THE MENTAL HEAlTH FIElD. . 1-800-298-4089 COME BY OUR BOOTH AND SIGN FOR YOUR STARTER BIIJ.JNG KIT

PAID ADVERTISEMENT 68 Looking for a Chvpnos professional position? ~ Swedish Journal of Hypnosis In Psychotherapy and Psychosomatic Mad/cine ~ and the Journal of European Society of Hypnosis • H • ' In Psychotherapy and Psychosomatic Medicine International Editor: Send subscription Inquiries to: Do you have a P.O. Wikstrom, DDS The SSCEH Central Office, P.O.B. 104, Bastugatan 33 S-693 22 Degerfors, Sweden, S-118 25 Stockholm, Sweden or faxed to +46-586 420 65. position to fill? Telephone and fax: +46-8 658 54 50 Back Issues of \bl. 1-18 are also available: (Fax: +46-586 420 65) FREE SAMPLE COPY ON REQUEST. This is the SSCEH Journal - Journal of the A SELECTION OF PAPERS FROM THE European Society of Hypnosis in Psychotherapy LAST VOWME and Psychosomatic Medicine. The ESH is a so­ Schafer: The Hypnotherapy of Irresistible lm· ciety of 28 federated national hypnosis societies. pulse Disorder- A Case of Pedophilia. Peter: See the The ESH Is working together with the Interna­ So Let's Meet the Grave of Mesmer and be tional Society of Hypnosis and with the same Mindful of Erickson. Walker: Problems in Hyp­ Code of Ethics. notically Elicited Evidence. Moore: Hypnosis Published 4 times a year the journal will pro­ ''JOBS'' Board and Healing -A Pilot Study. Lundy: Hypnosis vide a forum for the critical discussion of ideas, and the Ability to Ignore. Malmo: Ego State theories, and procedures associated with the topic of hypnosis, psychotherapy and psycho­ Therapy: A Model for Overcoming Childhood Trauma. Reinders: Hypnosis in the Treatment in the Pueblo Room somatic medicine. Contributions from authors throughout the of Writer's Cramp. Van dar Hart: 's world are welcome, and the articles are review­ Treatment of Post-traumatic Stress. Engvlst: ed by a large team of specialists. The distin­ Preoperative Suggestions in General Anaes­ of the guished editorial board includes members from thesia. Graham: A Case Study in Science. several ESH societies. Wark: Reading in Alert Trance. Waster: Hyp­ "AN EXCELLENT JOURNAL which ranks the nosis for Smoking Cassation. Laurlnaltls: The Use of Hypnosis in a Cardiac Surgery Depart­ Omni-Adams Hotel top professionally." Harold B. Crasilneck, Ph.D., USA Past President ment - A Report. Bongartz: Treatment of - American Society of Clinical Hypnosis. Phantom Limb Pain by "." "The Society has one of the first-rate Jour­ Mlgaly: Hypnotic Pain Control and Patient nals, and It continues to Improve." Management in Dentistry. Miller: The Recover­ Campbell Perry, Ph.D., Concordia University, ing Addicted Patient and the Use of Hypnosis. Courtesy of Montreal, Canada, Past Editor - ISH News Gunnison: Merging the Fantasy Door Approach Letter. with Hypnocounsellng. Simonton: Psycholm· munology: The Mind, Counseling and Cancer. The Milton H. Erickson Subscription rate per vol. (4 Issues): Shorr: The Existential Question and the Im­ Europe SEK 400 (about GBP L38, DM 110), 0113r· agery Situation as Therapy. Lodato: The Ap· seas SEK 450 (about US $83). Institutional: plication of Hypnosis in the Performance of a Foundation Europe SEK 450, overseas SEK 500. First-class Young Swim Team. Kroi/Mikhallova: Sub­ mailed. modalities in Trance-like States.

PAID ADVERTISEMENT

Learning to be apart of the story: The utilization of dissociative states. A shift from pathology to health

During the audio-visual part of Workshop #54, Saturday, December 5, 1992 at 1:15PM, Drs. Gary Ruelas, Richard Landis and Terry Argast will present video excerpts of a Multiple Personality Disorder. In addition, a special audio tape portion and transcript from one of their meetings with Dr. Erickson, will be utilized as part of this workshop. In this excerpt, Dr. Erickson describes his treatment approach to Multiple Personality Disorder.

Please join us for this special event. For more information, please stop by OCSEPH's booth in the exhibit hall.

JD ADVERTISEMENT 69 Hypnotherapy: An Ericksonian Approach Toward Problem Solving STEPHEN LANKTON & CAROL LANKTON

in Pensacola Beach, Florida Participation in both of these workshops (8 days) provides 50 hours of content which applies to the requirements for "Qualified Practitioner of Hypnosis" as defined by Florida licensing code chapters #490, 21U20.003 ǫ, 21CC-7.002 for PSY, MFT, SW, and MHC.

Five-Day Intensive Training Three-Day More-Advanced Training April21-25, 1993 April26-28, 1993 Sept. 15-19, 1993 Sept. 20-22, 1993 Tuition $425 Tuition $285 CE credits (3.2) - MFf, SW, MHC, & Psych. CE credits (1.8) - MFf, SW, MHC, & Psych. Eligibility: Masters or Doctorate in Mental Health Disciplines. Eli 'bilit :five da s revious Lankton trainin since 1988.

For information & registration, contact: Carol H. Lankton, P.O. 958, Gulf Breeze, FL 32562, USA. (904) 932-6819. CEUs offered by Ericksonian Training Seminar #CM-018-93 & P-51-94. .

PAID ADVERTISEMENT

Treatment· Tools for Your Practice Books, cards, dolls, games, miniatures, office accessories, posters, puzzles, stress reducers, stained glass, calligraphy, stuffed animals, tiles, ·wind chimes, and more. An exciting collection!

Visit us at Booth #5 Receive a 10°/o discount on all purchases!

-. ~ .. ' .• * fit~answe. .. · For a catalogue and credit card orders: Therapeutic Interventions® 91 Cranfield Street New Castle, NH 03854-0398 800.869.8598 603.433.2136 FAX: 603.436.3594

PAID ADVERTISEMENT 70 Audiotapes of most sessions, as well as videotapes of some sessions will be sold at the InfoMedix Booth Located in the Pueblo Room of the Omni-Adams Hotel Get your tapes BEFORE you go home! Brochures and order forms available at the booth.

The Milton H. Erickson Foundation announces A PHOENIX WORKSHOP SERIES SM January • Peggy Papp, Theme-Centered Therapy with Couples and Families February • Richard Fisch, Let's just Call It ''Doing Therapy Briefly'': Clinical Application March • Ruth McClendon, Redecision Therapy: A Brief Therapy Model ~prll • Michael Yapko, Applying Hypnosis and Directives in Psychology May • Ellyn Bader, In Quest of the Mythical Mate June • Steve de Shazer, Therapy in Language: Language in Therapy

See the Ericl

Sponsored by The Milton H. Erickson Foundation, 3606 N. 24th St., Phoenix, AZ 85016 Telephone (602) 956-6196, Fax (602) 956-0519

71 Special Preview ...

A Film Documentary by Jay Haley and Madeleine Richeport

Milton H. Erickson, M.D. Explorer in Hypnosis and Therapy

Thursday, December 3, 1992 Ballroom Omni-Adams Hotel 7:30 - 8:30 P.M.

Please join your. colleagues for the debut of this special biography on Milton H. Erickson, M.D.

72 CONTINUING EDUCATION EVALUATION FORMS

SM

73 FIFTH INTERNATIONAL CONGRESS ON ERICKSONIAN APPROACHES TO HYPNOSIS AND PSYCHOTHERAPY DECEMBER 2-6, 1992

INSTRUCTIONS FOR RECEIVING CONTINUING EDUCATION CREDITS

1. Contained in the Syllabus are three types of evaluation forms. To 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 included).

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

2. Complete the GENERAL EVALUATION FORM.

3. A WORKSHOP 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.

- The maximum number of workshops you can attend is five.

4. 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. You must include your name if you are applying for credits.

- Calculate and enter the numbers 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 1992 Erickson Congress is 31.25 except for AAFP, which has approved 30.5 hours.

No credit can be approved for the Jay Haley/Madeleine Richeport film program Thursday night.

Submit completed forms to the C. E. Validation Desk located in the Second Floor Lobby of the Omni-Adams Sunday, December 6, 1992, between 9:00 a.m. and 2:00 p.m.

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

•

74 ERICKSONIAN METHODS: THE ESSENCE OF THE STORY FIFTH INTERNATIONAL CONGRESS ON ERICKSONIAN APPROACHES TO HYPNOSIS AND PSYCHOTHERAPY

Phoenix, Arizona December 2-6, 1992

GENERAL EVALUATION FORM

Specialty: ______Degree: ______

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 Fdtn. 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 Continuing education procedures ..... (14) 0 1 2 3 4 5 Classic World 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 ...... ( 2 0 ) 0 1 2 3 4 5 Conference Bookstore ...... (21) 0 1 2 3 4 5 Hotel Accommodations: Hyatt ....• (22) 0 1 2 3 4 5 Hotel Accommodations: __ Omni ...... (23) 0 1 2 3 4 5 Hotel Accommodations: __ San Carlos.(24) 0 1 2 3 4 5

(see reverse side)

75 Hospitality Events: Wednesday Night Welcome to Phoenix Reception •••••••••••••••• ( 2 5 ) 0 1 2 3 4 5 Authors' Hour ••••••••••••••••••••••• ( 2 6 ) 0 1 2 3 4 5 Thursday Night Haley/Richeport Video Program •••••••••••••••••••• ( 2 7 ) 0 1 2 3 4 5

Saturday Night Party I I I I I I I I I I I I I I I I ( 2 8 ) 0 1 2 3 4 5

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 FIFTH INTERNATIONAL CONGRESS ON ERICKSONIAN APPROACHES TO HYPNOSIS AND PSYCHOTHERAPY

Phoenix, Arizona December 2 - December 6, 1992 WORKSHOP EVALUATION FORM

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

To receive continuing education credit, you must submit an evaluation form for each workshop you attend. Maximum CE value: 2 hours per workshop. WORKSHOP TITLE: ______

WORKSHOP NO • : DAY: ____ WORKSHOP LEADER(S): ______YOUR PROFESSION: ______HIGHEST DEGREE: ______

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 participant's 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?

77 FIFTH INTERNATIONAL CONGRESS

(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 i terns of new learning you acquired.

Item 1

Item 2

Item 3

(15) Additional Comments:

78 FIFTH INTERNATIONAL CONGRESS ON ERICKSONIAN APPROACHES TO HYPNOSIS AND PSYCHOTHERAPY

Phoenix, Arizona December 2 - December 6, 1992 WORKSHOP EVALUATION FORM

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

To receive continuing education credit, you must submit an evaluation form for each workshop you attend. Maximum CE value: 2 hours per workshop. WORKSHOP TITLE: ______

WORKSHOP NO.: DAY: ______WORKSHOP LEADER(S): ______YOUR PROFESSION: ______HiGHEST DEGREE: ______

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 participant's 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?

79 FIFTH INTERNATIONAL CONGRESS

(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 i terns of new learning you acquired.

Item 1

Item 2

Item 3

(15) Additional Comments:

80 FIFTH INTERNATIONAL CONGRESS ON ERICKSONIAN APPROACHES TO HYPNOSIS AND PSYCHOTHERAPY

Phoenix, Arizona December 2 - December 6, 1992 WORKSHOP EVALUATION FORM

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

To receive continuing education credit, you must submit an evaluation form for each workshop you attend. Maximum CE value: 2 hours per workshop. WORKSHOP TITLE: ______

WORKSHOP NO.: DAY: ______WORKSHOP LEADER(S): ______YOUR PROFESSION: ______HIGHEST DEGREE: ______

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 participant's 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 FIFTH INTERNATIONAL CONGRESS

(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 FIFTH INTERNATIONAL CONGRESS ON ERICKSONIAN APPROACHES TO HYPNOSIS AND PSYCHOTHERAPY

Phoenix, Arizona December 2 - December 6, 1992 WORKSHOP EVALUATION FORM

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

To receive continuing education credit, you must submit an evaluation form for each workshop you attend. Maximum CE value: 2 hours per workshop. WORKSHOP TITLE: ______

WORKSHOP NO. : DAY: ____ WORKSHOP LEADER(S): ______YOUR PROFESSION: ______HIGHEST DEGREE: ______

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 participant's 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?

83 FIFTH INTERNATIONAL CONGRESS

(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 i terns of new learning you acquired.

Item 1

Item 2

Item 3

(15) Additional Comments:

84 FIFTH INTERNATIONAL CONGRESS ON ERICKSONIAN APPROACHES TO HYPNOSIS AND PSYCHOTHERAPY

Phoenix, Arizona December 2 - December 6, 1992 WORKSHOP EVALUATION FORM

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

To receive continuing education credit, you must submit an evaluation form for each workshop you attend. Maximum CE value: 2 hours per workshop. WORKSHOP TITLE: ______

WORKSHOP NO.: DAY: ______WORKSHOP LEADER(S): ______YOUR PROFESSION: ______HIGHEST DEGREE: ______

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

Not Applicable Poor Fair Sa~isfactory 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 participant's 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?

85 FIFTH INTERNATIONAL CONGRESS

(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 i terns of new learning you acquired.

Item 1

Item 2

Item 3

(15) Additional Comments:

86 Fifth 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 2-6, 1992 CONTINUING EDUCATION CREDITS Phoenix, Arizona

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 I ine provided at the end of the day. NOTE: The sessions of invited addresses count for a maximum of 2!12 hours (45 minutes per address). Workshops can be credited for a maximum of 2 hours. Short courses and paper panels can be credited for a maximum of 1!12 hours and 1% hours, respectively. 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 1, 1991

INVITED ADDRESSES: (2.5 credit hours total; 45 minutes for each presenter; rate each speaker 1-5) 1. SESSION 1 3. SESSION 3 5. SESSION 5 Zeig ...... 1. __ Yapko ...... 7. __ Erickson-Elliott ...... 13. __ Pearson ...... 2. __ Dolan ...... 8. __ Lange ...... 14. __ Ritterman ...... 3. __ Trenkle...... 9. __ Loriedo ...... 15. __

2. SESSION 2 4. SESSION 4 Gilligan ...... 4. __ Weitzen hoffer 10. __ Havens/Walters ...... 5. __ Lustig ...... 11. __ Richeport ...... 6. __ Bliss ...... 12. __

WORKSHOPS: (2 credit hours each; rate each speaker 1-5) 1:00 • 3:00 P.M. Shapiro ...... 1. __ Booth ...... 6. __ Matthews ...... 11. __ Poncelet...... 2. __ Elkin ...... 7. __ Zeig ...... 12. __ Stern ...... : 3. __ James ...... 8. __ Loriedo - Demo I...... 13a __ Schwarz ...... 4. __ Schmidt ...... 9. __ Erickson-Elliott- Demo I ... 13b __ Sylvester ...... 5. __ Johnson ...... 10. __ Practicum ...... 14. __ Practicum Instructor ______WORKSHOPS: (2 credit hours each; rate each speaker 1-5) 3:15 • 5:15 P.M. Yapko...... 15. __ Gilligan ...... 20. __ Miller ...... 25. __ Barretta/Barretta ...... 16. __ Edgette/Edgette ...... 21. __ Unestahl ...... 26. __ Parsons-Fein ...... 17. __ Hammond ...... 22. __ Dolan - Demo II ...... 27a __ Spencer ...... 18. __ Peter ...... 23. __ Johnson - Demo II ...... 27b __ Thompson ...... 19. __ Combs/Freedman ...... 24. __ Practicum ...... 28. __ Practicum Instructor ______

fHERAPIST DEVELOPMENT TRACK: (6.5 credit hours each; rate each speaker 1-5) S. Lankton ...... I.__ Rossi ...... II. __ TOTAL CREDITS_for WEDNESDAY (maximum 6.5) 87 THURSDAY, DECEMBER 3, 1992

WORKSHOPS: (2 credit hours each; rate each speaker 1-5) 8:45 • 10:45 A.M. Lustig ...... 29. __ Watzlawick ...... 34. __ Talman ...... 39. __ Havens/Walters ...... 30. __ Ross ...... 35. __ Hunter ...... 40. __ S. Lankton ...... 31. __ Ritterman ...... 36. __ Combs/Freedman - Demo Ill . . . 41a __ Rossi ...... 32. __ Alman ...... 37. __ Schmidt - Demo Ill ...... 41b __ Pearson ...... 33. __ Erickson ...... 38. __ Practicum ...... 42. __ Practicum Instructor ______DEMONSTRATIONS: (1 credit hour each; rate each speaker 1-5) D-1 Hammond ...... 1. __ D-4 Poncelet ...... 4. __ D-7 Talman ...... 7. __ D-2 james 2. __ D-5 Ross ...... 5. __ D-8 Yapko ...... 8. __ D-3 Lustig ...... 3. __ D-6 Silverstein ...... 6. __ D-9 Lange ...... 9. __

KEYNOTE ADDRESS: (1 credit hour; rate the speaker 1-5)- Cloe Madanes ...... __

SHORT COURSES/SYMPOSIA: (1.5 credit hours each; rate each speaker 1-5) 2:45 • 4:15 P.M. C. johnson ...... 1. __ Lerner ...... 7. __ Mullarky ...... 13. __ Mercure...... 2. __ Gillis/ltin/Gass ...... 8. __ Auerbach ...... 14. __

Kessler ...... 3. __ Winston/Lounsbury ...... 9. __ Beii-Gadsby/Siegenberg .... 15. __ I Hatten ...... 4. __ Boyd ...... 10. __ Teeguarden ...... 16. __ Friedman ...... 5. __ Ozelsel ...... 11. __ Munion ...... 17. __ Battino ...... 6. __ ForeyNogei/Geary ...... 12. __ Miretsky ...... 18. __

SHORT COURSES/SYMPOSIA: (1.5 credit houcs each; rate each speaker 1-5) 4:30 • 6:00 P.M. Shilts/Rudes ...... 19. __ Lippincott/Brown/Sommer/ Bourne ...... 31. __ Hollander/Mandelbaum . . . . 20. __ Sanders/Mann/Rossi ...... 25. __ Glaser ...... 32. __ Kinney...... 21. __ Ramos ...... 26. __ Eytalis ...... 33. __ Isenberg ...... 22. __ Murphy ...... 27. __ Newton/Marx ...... 34. __ Chaney/Anton/ jorgensen/Kiassen ...... 28. __ Walter/Peller ...... 35. __ Anton/Chaney ...... 22. __ Grodner ...... 29. __ j. Feldman ...... 36. __ W. Miller ...... 23. __ Flemons ...... 30. __

THERAPIST DEVELOPMENT TRACK: (6 credit hours each; rate each speaker 1-5) Gilligan ...... Ill.__ Thompson/Erickson-Elliott .. IV. __

TOTAL CREDITS for THURSDAY __ (maximum 7)

88 NAME: ______

FRIDAY, DECEMBER 4, 1992

TOPICAL PANELS: (1 credit hour each; rate each speaker 1-5) 8:30 • 9:30 A.M. 11:00 - 12:00 NOON 4:00- 5:00 P.M. Pain Control ...... 1. __ Ethical Issues ...... 7. __ Hypnosis in Autohypnosis ...... 2. __ Post.:rraumatic Disorders/ Psychotherapy ...... 12. __ Abuse ...... B. __ Family Therapy ...... 13. __ Erickson ian Psychotherapists ...... 3. __ Addictive Behavior...... 9. __

9:45 • 10:45 A.M. 2:45 • 3:45 P.M. 5:15 - 6:15 P.M. Strategic Psychotherapy . . . . 4. __ About Milton Erickson . . . . . 10. __ Essential Aspects ...... 14. __ Treatment of Depression . . . 5. __ Children and Anecdotes and Adolescents ...... 11. __ Metaphors ...... 15. __ Research in Ericksonian Therapy ...... 6. __

KEYNOTE ADDRESS: (1 credit hour; rate the speaker 1-5) -Jay Haley, M.A...... __

DEMONSTRATIONS: (1 credit hour each; rate each speaker 1-5) D-10 Zeig ...... 10. __ D-12 S. Lankton ...... 12. __ D-14 Rossi ...... 14. __ D-11 Barber ...... 11. __ D-13 Gilligan ...... 13. __ D-15 C. Lankton ...... 15. __

GROUP INDUCTIONS: (1 credit hour each; rate each speaker 1-5) Alman ...... 1. __ Katz/Lehrer...... 3. __ Rosen ...... 5. __ Thompson ...... 2. __ Barretta/Barretta ...... 4. __ Sylvester ...... 6. __

CONVERSATION HOURS: (1 credit hour each; rate each speaker 1-5) Yapko...... 1. __ Watzlawick ...... 3. __ Silverstein 5. __ Weitzenhoffer ...... 2. __ S. Lankton ...... 4. __ de Shazer 6. __

DIALOGUES AND TRIALOGUES: (1 credit hour each; rate each speaker 1-5)

T-1 TRIALOGUE T-3 TRIALOGUE T-5 DIALOGUE Elkin/Pearson/ Edgette/Edgette/ Hammerschlag/Mills .... 5. __ Weakland ...... 1. __ Unestahl ...... 3. __

T-2 TRIALOGUE T-4 TRIALOGUE T-6 TRIALOGUE Ritterman/Si lverstei n/ Fisch/C. Lankton/ Barber/Booth/ Tafoya ...... 2. __ Lustig ...... 4. __ Loriedo ...... 6. __

SUPERVISION PANELS: (1 credit hour each; rate each speaker 1-5) SP-1 Supervision I SP-2 Supervision II SP-3 Supervision Ill Barker, L. Johnson, Dolan, Lustig, S. Miller, Napier, Kershaw, Ritterman 1. __ Poncelet, Yapko ...... 2. __ Schmidt, Thompson . . . 3. __

TOTAL CREDITS for FRIDAY __ (maximum 7)

89 SATURDAY, DECEMBER 5, 1992

INVITED ADDRESSES: (2.5 credit hours total; 45 minutes for each presenter; rate each speaker 1-5) 6. SESSION 6 8. SESSION 8 10. SESSION 10 Weakland ...... 1. __ S. Lankton ...... 7. __ de Shazer ...... 13. __ Fisch ...... 2. __ Kershaw ...... 8. __ Sylvester ...... 14. __ Combs/Freedman...... 3. __ Godin/Oughourlian . . . . . 9. __ Lovern ...... 15. __

Z SESSION 7 9. SESSION 9 Barber ...... 4. __ Thompson ...... 10. __ C. Lankton ...... 5. __ Rosen ...... 11. __ Barker ...... 6. __ Geary ...... 12. __

WORKSHOPS: (2 credit hours each; rate each speaker 1-5) 1:15 · 3:15 P.M. Erickson-Elliott ...... 43. __ Mills ...... 48. __ de Shazer ...... 53. __ Napier ...... 44. __ Rosen ...... 49. __ Ruelas/Landis/Argast ...... 54. __ Wilson ...... 45. __ Beahrs ...... 50. __ S. Miller - Demo IV ...... 55a __ McNeilly ...... 46. __ Kershaw ...... 51. __ Elkin - Demo IV ...... 55b __ Katz/Lehrer ...... 47. __ Weakland ...... 52. __ Practicum ...... 56. __ Practicum Instructor ______

WORKSHOPS: (2 credit hours each; rate each speaker 1-5) 3:30 · 5:30 P.M.

Barber ...... 57. __ Weitzenhoffer ...... 62. __ Silverstein ...... 67. __ Hammerschlag ...... 58. __ Fisch ...... 63. __ Tafoya ...... 68. __ Loriedo ...... 59. __ Epstein-Graval ...... 64. __ Kershaw - Demo V ...... 69a __ Dolan ...... 60. __ Scheflin ...... 65. __ Geary - Demo V ...... 69b __ Barker ...... 61. __ Lankton ...... 66. __ Practicum ...... 70. __ Practicum Instructor ______

KEYNOTE ADDRESS: (1 credit hour)- Ernest L. Rossi, Ph.D...... __

THERAPIST DEVELOPMENT TRACK: (6.5 credit hours each; rate each speaker 1-5) Zeig ...... V. __ Yapko/Barretta ...... VI. __

TOTAL CREDITS for SATURDAY __ (maximum 7.5)

90 NAME: ______

SUNDAY, DECEMBER 6, 1992

ACCEPTED PAPERS: (1.75 credit hours each; rate each speaker 1-5) 8:45 • 10:30 A.M. Aspects of the Medical Issues ...... A. __ Ericksonian Approach ..... C. __ Ericksonian Perspectives . . . E. __ Clinical Issues ...... B.__ Ericksonian Techniques . . . . D. __ Ericksonian Therapy ...... F. __

SHORT COURSES: (1.5 credit hours each; rate each speaker 1-5) 10:45 A.M. - 12:15 P.M. lenk ...... 37. __ Sinclair ...... 43. __ Phillips/Frederick ...... 49. __ Abia/Robles ...... 38. __ Breuer ...... 44. __ Blue ...... 50. __ Mills ...... 39. __ Weiner ...... 45. __ S. Feldman ...... 51. __ Gellerman ...... 40. __ Pipkin ...... 46. __ Reese ...... 52. __ Gregory ...... 41. __ Samko/Windle ...... 47. __ Ziegler...... 53. __ Auld ...... 42. __ Sue ...... 48. __ Hassan ...... 54. __

TOTAL CREDITS for SUNDAY (maximum 3.25)

TOTAL CONTINUING EDUCATION CREDITS (maximum 31.25)

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

(Date) ______

91

PERSONAL SCHEDULE

EVENT LOCATION

WEDNESDAY, DECEMBER 2, 1992

8:15 - 8:45 AM Convocation Hyatt 9:00 - 11:30 AM Invited Address # _____ 1:00 - 3:00 PM Workshop # _____ 3:15 - 5:15 PM Workshop #____ _ 9:00 AM - 5:00 PM Therapist Development Track 7:30 - 9:30 PM Welcome to Phoenix Party Hyatt Atrium

THURSDAY, DECEMBER 3, 1992

8:45 - 10:45 AM Workshop # 11:00 - Noon Demonstration # 1:30 - 2:30 PM Keynote Address (Madanes) Symphony Hall 2:45 - 4:15 PM Short Course # 4:30 - 6:00 PM Short Course # 9:00 AM - 5:45 PM Therapist Development Track 6:15 - 7:15 PM Author's Hour 2nd Floor Lobby

FRIDAY, DECEMBER 4, 1992

7 : 3 0 - 8 : 3 0 PM Haley/Richeport Film Omni Ballroom 8:30 - 9:30 AM 9:45 - 10:45 AM 11:00 - Noon 1:30 - 2:30 PM Keynote Address (Haley) Symphony Hall 2:45 - 3:45 PM 4:00 - 5:00 PM 5:15 - 6:15 PM

SATURDAY, DECEMBER 5, 1992

8:00 - 10:30 AM Invited Address #____ _ 10:45 - 11:45 AM Keynote Address (Rossi) Yuma Room (Civic Plaza) 1:15 - 3:15 PM Workshop #____ _ 3:30 - 5:30 PM Workshop # _____ 8:00AM - 5:15 PM Therapist Development Track

SUNDAY, DECEMBER 6, 1992

8:45 - 10:30 AM Accepted Paper # _____ 10:45 - 12:15 PM Short Course # _____ 12:30 - 1:00 PM Closing Remarks Hyatt Ballroom

93 1. Parking lot 2. Parking lot 3. Parking garage 4. Parking garage A 5. First Interstate parking garage N 6. Parking lot 101 7. Parking lot, $5 fee, DB1 8. Parking lot, $3 fee, rl I 9. Renaissance Square parking garage, $3 fee, ~~ I A 10. Patriots Square parking garage (underground), $3 fee, riD~ 11. Luhrs parking garage, $3 fee, riD 12. Parking lot, $2 fee, ~ 13. Omni Adams Hotel parking garage 14. Parking lot 15. Parking lot 16. Parking lot, $5 fee 17. Valley Bank parking garage, $3 fee, r1 I ft 18. Hyatt parking garage, $1 .. $5 fee,~~ 1ft handicapped accessible 19. America West Arena parking rl * parking attendant garage, $3.. $5 fee, r1 1 * I evening lighting liiliiil bus parking 20. Parking lot, $3 fee, rl I 21. Symphony Hall parking ll-J To / From garage, $3 fee, r1 I ~ i[:::lNorthi West :.:: * ~ nPhoemx. ;:::: Glendale To /From • ~ 22. Civic Plaza parking lot, $2 fee, North/East "--.!:. [ Phoen1x...... ? Scottsdale 1 ~ > ~JI rlliiliiilA ~ ~~ MCDOWELL AD 'd/all~~ !:::;;:::::;~ 23. Arizona Center parking lot, ~ ' ~ 7 PNlAGO E.

$1 .. $3 fee, r1 1 , V' ~ p ~0 FWY (1-10) ~J 1 e 24. Arizona Center parking z ~ ~nr 1 To / From ~ ~~~~~~~m VAN BUREN AD ~~St garage, $1 .. $3 fee, ~~ 1 F==< Glendale. F==-- tJt..--.., lC:....oenlx, ~ West PhoeniX F=== rn:::rA:;;;S;;;HIN;;;;G;;:;:TO;:;N;;;:ST~:~ ==;jlllrl!t""=·O~It~sd=a=le~ 25. Civic Plaza parking garage, $3 JEFFERSON Sl rJ fee,~~~ A -o-- 26. Jefferson Street garage (opens [][]D~ BUCKEYE AD ~ Oct. 1992), $3 fee,~~ 1 A 27. Phoenix Union Municipal (1 · 17) .... Center, $3 fee, r1 1 Aliiliiil ~L~ To /From South Phoen1x. 28. Phoenix Union Municipal .... Tempe. Mesa. Center, $3 fee, r1 I A~ N Chandler 29. Mercado parking lot, $2 .. $3 fee, Ill~~ 30. Civic Plaza parking lot, $2 fee, rlliiliiil~ 31. Heritage Square parking lot, free 32. Parking lot, $2 fee, ~ 94 Hyatt Meeting Space

FIRST FLOOR SECOND FLOOR-ATRIUM LEVEL q£MING TON ~----~-~----~. • I I l I'H0£11/X 8 : c BALLROOM

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CIJIITIS

Omni-Adams Meeting Space

NORTH

KITCHEN --1------BALLROOM ------1 I I I I I I I SOUTH

3RD FLOOR-BALLROOM LEVEL 2ND FLOOR LOWER LOBBY

95

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SuBSTANcEAsusE SuBTLE ScREENING INVENTORY

• Twelve Minutes To Administer And Score • Over 90% Validity • Adult and Adolescent Versions • Economical

FREE Demonstration and Training at the Ericksonian Conference- Omni Adams Hotel, 111 North Central, Phoenix, Arizona, Pima Roorfl Friday, December 4, 1992 (6:30p.m.- 8:30p.m.) Saturday, December 5, 1992 (5:45p.m.- 7:45p.m.)

Stop By Exhibit Booth Or Call 1-800-726-0526 For Times And Other Information INSTITUTE Dr. Glenn A. Miller, Ph.D 4403 Trailridge Road Bloomington, Indiana 47408 Call 1-800-726-0526

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