Associative learning, priming, and the fostering of adaptive flexibility.

Therapies, including those incorporating clinical hypnosis, occur in the context of consciously mediated interpersonal interactions. While the presence of the non-conscious and its content is often acknowledged, how non-conscious content is accessed and utilized in the training curricula to which clinical hypnosis students are exposed is under-emphasized. This article explores two phenomena - priming and the innate tendency of the human brain to engage in associative learning - that, when incorporated into the interpersonal process that constitutes clinical hypnosis, could expand and enrich outcomes for clients. The processes by which non-conscious processing shapes conscious experience, the role of the social environment in prioritizing and predisposing certain content that later makes its way into consciousness, and examples of how that content can be used to enhance clients' adaptive flexibility are discussed.

Things that go bump in the night.

Sleep disturbances take many forms. Negative health consequences are associated with nearly all of them. Insomnia, the most common sleep disturbance, can present as an inability to initiate sleep or to maintain sleep such that the restorative benefits of sleep are limited. This case report describes a client in her 60s who sought treatment for early morning awakening that persisted for four years despite the use of sleep-inducing medications. Her successful course of treatment utilized hypnotic suggestions and interactions that targeted distinctive features of the sleep cycle as well as her daily transition from wakefulness to sleep to early morning reawakening. The article highlights the coordination of neurophysiological features of sleep, psychological dynamics at play while awake and in her dream sleep, and how attention to their interplay utilizing hypnosis enabled the client to reestablish restorative sleep patterns in a treatment process spanning less than a dozen treatment sessions.

In the Intersubjective Space: Hypnosis Through a Neuropsychological Lens.

This article explores five interwoven principles about relationship that impact on attentional focus as it relates to the practice of clinical hypnosis. It first reviews how relationship is an irreducible feature of life that greatly predates the arrival of human beings. Second, it describes brain structures that, from an evolutionary perspective, appeared relatively recently, and the neuropsychological abilities those structures confer on human relationships. Third, it links those social brain structures to trance, an inborn response to novelty that is an important feature of our adaptive learning capacity. It further suggests that narrative is a multilevel concept that is deeply embodied and constitutes the sorbate from which hypnotic interactions can draw their rich impact. Finally, the article posits that hypnosis represents a skill set through which attuned clinicians engage in co-creative dances with clients, where the choreography of their interaction attends and responds to spontaneously arising and/or deliberately seeded opportunities for adaptive change. Reconstructed descriptions of interactions with clients are provided to illustrate the application of the principles presented.

Learning Clinical Hypnosis Wide Awake: Can We Teach Hypnosis Hypnotically?

Conversational hypnosis has been promoted as both more congruent with mechanisms of psychobiological change and more feasibly integrated into clinical care than the more dominant, ritualistic, hierarchical, induction-based Standards of Training in Clinical Hypnosis. Further, it has been argued that, in teaching the legacy standard, clinical hypnosis training lacks pedagogical integrity. This article builds on these premises by piloting a mixed-methods approach to studying the pedagogy and participant evaluations of two professional education events that focused on conversational hypnosis. Results indicate that this is an effective methodology for studying the impact of teaching hypnosis hypnotically and fostering wider integration of hypnosis into health and care.

Reorienting Hypnosis Education.

The legacy model of professional clinical hypnosis training presents a restrictive frame increasingly incompatible with our evolving understanding of psychobiology, health, and care. Emerging science recognizes human experience not as disease and diagnosis, but as manifestations of individual, uniquely-endowed, adaptively self-regulating systems. Hypnosis is a particularly well-suited discipline for effecting beneficial change in this paradigm. Training in clinical hypnosis must progress from the current linearly-structured, diagnosis-based, reductionist model toward a more responsive, naturalistic, and client-centered curriculum in order to remain relevant and accessible to clinicians beginning to integrate it into their practices. To that end, this article extends Hope and Sugarman's (2015) thesis of hypnosis as a skill set for systemic perturbation and reorientation to consider what those skills may be, the principles on which they are based, and how they may be taught. Parsing a clinical vignette reveals how incorporation of novelty and uncertainty results in less restrictive and more naturalistic hypnotic encounters that, in response to client-generated cues, elicit psychophysiological plasticity. This disruptive hypnosis education and training framework extends the utility and benefit of applied clinical hypnosis.