Leaving hypnosis behind?

Our consciousness and our practice of hypnosis co-evolve. From earliest civilizations to the present, we can think of the source of our abilities and knowledge, along with our self-awareness, as progressing from external and imperative to internal and autonomous. This perspective aligns with Jaynes' thesis on the origin of consciousness and its trajectory from a bicameral mind, to increasing self-efficacy, and on toward higher consciousness. With the ongoing emergence of our subjective and narrative consciousness comes shifting and multiplying resources for rational, shared, compassionate, and creative self-determination. However, the formal practice of therapeutic hypnosis - especially within reductive and diagnosis-based biomedical and psychological models - has lagged behind the evolution of consciousness. Most of the history of hypnosis has adhered to the bicameral paradigm. We have reserved a place for the authority of an externalized, revered entity whom we credit nonconsciously with our innate and extraordinary abilities. The creative applications of hypnosis by Erickson and the expansion of that work by Rossi signaled a fundamental emergence from that paradigm that encourages self-authorization and moves hypnosis practice toward a more evocative, systematic, and numinous horizon.

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.