Видео - Эриксон Milton H. Erickson демонстрация с Монди. (2)

 

M: I’m about two years old.
E: Oh, two years old. Now was two-year-old Monde having a very good time? And memorize all those good feelings, because there’s a lot of them.It’s a learning. Just as learning an alphabet and learning to recognize letters and numbers is the basis for an entire future of reading, writing, enumerating, tea) so are the good feel­ings of splashing with total abandonment in water­ something that you learn and will stay with you in later life to be used in a direct­ed fashion. And now I’d like to have you see yourself over there, (E briefly points to M’s left; she looks toward her left) doing something else, very charm­ing .. . It’ll clear up; you’ll see it plainly. Tell me what it is.
M: Chasing ducks.
E: Chasing a duck?
M: A group of ducks.
E: A group of ducks. Now how do you like the looks of little Monde?
M: Very carefree.
E: What’s that?
M: Very carefree.
E: Very carefree. And that is something that little Monde can use in the years to come, isn’t it? And she needs to learn that enjoyment. ‘Cause along life’s highway are various things and you need to learn the things, and discover later how you can use those learnings. You ‘re not cold, are you?
M: No.
E: Comfortable? M: Yes.
E: It’s nice to be comfortable, isn’t it? Now, think of some­thing bad, before the age of six; and watch yourself doing it cause before the age of six you can’t do anything that’s really very bad.
M: Kicked in a win­dow.
E: You what?
M: Kicked in a win­dow.
E: Did you enjoy kicking in that window?
M: I was shocked that it broke.
E: You were shocked that it broke. It’s nice to learn what a shock is, isn’t it (M laughs) And adult understand­ings are based on understandings that we get. How do you feel, being here and being there? (M looks to the left and then returns her gaze to­ward E)
M: It feels natural.
E: Quite natural. And how tall are you over there? (E briefly turns his toward M’s left; M looks toward her left)…. Where is the window?
M: It’s a school win­dow.
E: And Where’s the broken glass?
M: In the cafeteria.
E: Anybody around?
M: I was too young to eat lunch there, but the lunch­room’s full of people. And I have on a red raincoat. And my mother’s picking me up at 12 o’clock.
M: How hungry are you?
M: And I’m gonna be in trouble. E: How hungry are you?
M: I’m not, I’m scar­ed.
E: Real scared. Scar­ed little Monde.
M: Yep.
E: And doesn’t a small child’s ter­ror look different­ly than it really feels to the child? The child sees some­thing very big, and you can smile about it. Now let’s go to some happy thing when you were about 10 years old—something you forgot a long time ago . . . Going to tell me about it? M: I caught my first fish.
E: How big was the fish?
M: It’s a little sun-fish.
E: A little sunfish. Why didn’t you show me how big the sun-fish was? There’s something strange, isn’t there, about you right now? I can do this (E briefly holds his hands apart)
M: I feel very unat­tached to the rest of my body.
E: You’re unattached to your body. (M looks toward E) In other words, would you like to see your adult body sitting (E briefly points to M’s left; M looks toward her left) in that chair over there? And your unconscious mind over here, (E briefly turns his body to the left, points to M’s left, and continues to point) but your body’s over there? Tell me the posi­tion in which you’re sitting. (E briefly turns his head toward M’s left)
M: My feet are on the floor.
E: What’s that?
M: My feet are on the floor.
E: Your feet are on floor, yes.
M: My toes are turn­ed in.
E: (E returns his hands to the rest­ing clasped tion) Now I’d like to
M: I’m leaning to the left.
E: What’s that? M: I’m leaning to the left.
E: I’ll tell you some­thing else that’s interesting—yes?
M: My hand is still up.
E: Your hand’s still up; and now you know you can’t put it down. (M laughs) The only way you can put it down is if the right hand moves up at the same speed that the left hand moves down . . .Oh, you can try harder. (M looks toward E and then gazes to the left) than that (M laughs) —much harder. I want some action.
M: I think I’m too lazy?
E: What’s that? M: I think I’m too lazy.
E: You think you’re too lazy?
M: I’m comfortable.
E: You’re comfort­able, very com­fortable.
M: Yes . . .
E: That’s way it’s nice to be, now, in the future. At the present time, even though you can’t move your hands except in a certain way, you can feel comfort­able, can you not?
M: Yes.
E: And you could feel comfortable in a crowd? . . . I’d like to tell you something. Every­body is like his finger­prints. They’re one of a kind. And never will be another like you. And you need to enjoy always, being you. And you can’t change it—just as finger­prints can’t be chang­ed. And I want you have that same secure feel­ing that you had when you were splashing in the water, when you caught yoursunfish. That same secure feeling that you have even now when you can’t move your hand, except in the way I defined. And you can feel com­fortable anytime you wish. (M gazes to­ward E) You think I ought to prove it to you? Al­right. As soon as you shut your eyes you’ll begin to feel uncomfortable. (M’s eyes shut) And you’ll feel com­fortable as soon as you get them open, but you can’t get ’em open right away. And you’re really going to feel uncomfortable-very. (M winces) (M’s eyes blink) Now (M’s eyes open and gaze to left) you know what to do to feel comfortable; (M looks toward E) then you’ll have more cour­age, won’t you? (M smiles and looks to­ward left) You felt uncomfort­able, did you not? (M nods head vertically) What (M looks to­wards E) did it feel like?
M: Like I just had (M shakes head hori­zontally, briefly closes her eyes, then gazes toward E) to move my hands.
E: As if you had to move your hand. Now how about se­lecting something else that’s even more uncomfortable? One of the worst things that you can think of. Close your eyes and feel that discomfort, knowing you can con­trol it by opening your eyes. Now first you feel it thoroughly, the most uncomfortable feeling you’ve ever had. Close your eyes and feel it … (M closes eyes) And you can afford to suffer and feel miser­able because you know that when you have really felt it thor­oughly, you can open your eyes and banish it. . . But really examine that uncomfortable feeling . . That’s not as threat­ening, really, as you thought . . . You’re getting through it… Have you had enough of it? (M smiles and nods head vertically) You (M opens eyes and looks to left) know what to do. Now I’d like to have you look at two-year-old Monde . . . What is she doing now? M: Running.
E: Running? Now let’s look at her with the ducks . . What’s she doing?
M: Giving them bread­crumbs.
E: Giving them bread­crumbs. . .How plainly do you see the ducks?
M: They’re very clear.
E: How many?
M: About twelve.
E: You say about twelve. Can you count to twelve?
M: (M laughs).. .Can count to ten.
E: You count to ten. That’s right. . . You can pretend anything and master it. . . Now that broken win­dow—did your mother spank you?
M: Yes.
E: Close your
M: She made me pay for it.
E: Close your eyes.
M: Out of my allow­ance.
E: Close your eyes, (M closes eyes) feel that spanking right now. (M winces) . . . .Feel it very intensely… That’s quite some spanking, wasn’t it? (M opens eyes, looks toward left, then to­ward E) . . . How did it feel to be spanked? (M looks toward left)
M: It’s worse before than it is during, (M looks toward E) or after. (M briefly closes eyes, smiles, and looks toward E)
E: And while it’s go­ing on, you don’t think you’ll live through it, do you? (M laughs, and looks toward left) . . . isn’t it that way with all troubles?
M: Urn huh
E: But you did live through that spanking… And you can live through (M looks toward E) other troubles. . .
How would you like another spanking? (M looks toward left, smiles, and shakes head horizontally).
Well, you’re going to get another . . . (M looks toward E) And a very hard one. And you’ll get it as soon as you close your eyes.
And you want to think they won’t close.
M: (M looks toward left) No, I’d want to know who’s go­ing to spank me.
E: You want to know? You’ll know when your eyes are closed .. .It’s going to be a hard spanking. (M looks toward E and then toward the left) And trying to avoid that spanking, your eyes are going to close and stay closed. Down go the lids. Now. (M’s eyes close and she winces) And there’s gonna be some hate in you, for that spanking—hate and anger and pain… And feel it all…(a tear begins to form in each eye) And you’re going to feel some “never a-again” . . . And now you’re going to feel “I can live through this, and nev­er again will I have that spanking and that hate and that anger.” And let your bottom be stinging —still stinging after you open your eyes . . . (M’s eyes open) And tell me about (M’s eyes look toward right) the stinging feelings. (M’s eyes look toward left) . . . You don’t need to remember the incid­ent, but you can re­member the feelings. (M looks toward E, nods head vertically, and looks toward left) How does your bot­tom feel? (M looks toward E and then toward left) M: Hurt from a hair­brush.
E: Like the hairbrush had been used. Is it alright (M looks toward E) to tell me and strangers about the incident? (M looks toward left) . . . Your unconscious knows all (M looks toward E) about it— probably more than your conscious mind does. And your uncon­scious mind can keep from you, from your conscious mind, any­thing it doesn’t want you to know con­sciously And that way you can lessen the pain. Is that agreeable? (M nods head vertically) And you can do that in the future. Or many things . . . And now, two-year-old Monde, and the window-breaking Monde, and the duck-chasing Monde, duck-feeing Monde, grows up, into an adult Monde.
M: Not yet. (M looks to left)
And she’s going to meet me. Only the window-breaking, (M looks toward E) duck-chasing, water-splashing Monde doesn’t know me . . . But the adult Monde does— the one with secure feelings and comfort. Knowing that when discomfort strikes you, you can close your eyes and then open them. and show me how. you’ll behave when something makes you feel insecure or uncer­tain (M’s eyes look toward left, slowly close, slowly open, and then quickly close)… And you need all that time, do you? (M’s eyes open and look toward left) . . . Show me how quickly you can close (M looks toward E) your eyes and banish the discomfort. and open them with the discomfort gone. (M looks toward left, and blinks slowly) You don’t even have to remember what that discomfort was. (M looks toward e) By the way, you’re comfortable?
M: Yes.
E: I’m going to a­waken you very shortly. And I’m going to ask of you something that will cause you dis­comfort. Briefly. Will that be alright?
M: Yes.
E: I’ll ask two things of you; will that be alright? (M nods head verti­cally) . . After you’re awaken­ed, I want you to find out how horribly hot it is here— and how it’s impos­sible for you to move your left hand . . . And if you’d like to be irritable with me a­bout it being so hot, will you do so?
M: Yes.
E: I’d enjoy having you be irritable. Now close your eyes. (M’s eyes close) Your unconscious mind has learned a lot—it knows it can function by itself. Your conscious mind can learn from it, can use the learning that the unconscious mind has, as well as the learning your unconscious mind can reach back into the past and sin­gle out: any one thing, two things, three things—even tweive ducks. I’ve given you a task, two tasks. Discom­fort, and an immobile hand. And which do you think you want to banish first? The dis­comfort or the arm? And you don’t know; but your unconscious mind will let you find it out. Now take it easily and comfortably, and a­waken. (M opens eyes, smiles, turns head to right and looks at E) Hello, Monde.
M: Hi … (M looks at her right arm, moves i
E: Have anything Interesting there?
M: My hand? t and her trunk, and looks around) It’s hot.
E: Any Interest there? (M looks at E)
M: Hum?
E: Um huh.
M: It’s sweating.
E: Sweaty. (M looks at her right hand)
M: Yeah, it’s hot in here.
E: It’s hot. (M looks at and moves her right hand) . . . Which hand has the longer life­line? (M turns her head to the left and right, looks at her right palm and laughs)
M: I don’t know; I can’t look at the other one. (M moves her head downward)
E: What do you mean, you can’t took at the other one? Look me in eye and tell (M moves head up­ward and looks at E) me you can’t look at the other one. Do you expect me to believe that?
M: Yes, I expect you to . . . It’s a very strange feeling. It’s as if my other arm doesn’t even belong to me, it’s so light. It’s just hanging there suspended from a wire, it’s not at­tached.
E: It’s unattached. It is yours, isn’t it?
M: I think so. (M looks at left hand and then looks downward)
E: When do you think you’ll be able to move it?
M:(M looks at E) When it becomes uncomfortable.
E: When it becomes uncomfortable . . (E turns head to his right, looks toward M’s left, and then looks at M) Will you wheel my chair over there, please?
E: I don’t know of any other way.
M: (M stands up and her left hand falls downward) I just hand.
E: You can move your hands. (M sits down, clasps hands together and looks at E) Is that the only way you can find out if you can move your hand?
M: Well, it didn’t seem to respond too much. I—(M gestures with both hands) it was as if it wasn’t part of me. It was very comfortable; it was fine left a­lone.
E: How very fine if left alone. How does your arm feel right now?
M: Normal.
E: Normal—no fatigue?
M: No.
E: Is it still hot here?
M: Yes, it’s very hot. (M wipes her fore­head with her left hand)
E: Well, don’t worry, a cool breeze will come. All right.

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