Trancework An Introduction to the Practice of Clinical Hypnosis

ISBN-10: 041593589X
ISBN-13: 9780415935890
Edition: 3rd 2003 (Revised)
List price: $52.95
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Description: Trancework, the most comprehensive guide to learning the fundamental skills of clinical hypnosis, is now available in an updated and improved third edition. Yapko clearly and dynamically introduces readers to a broad range of hypnotic methods and  More...

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Book details

List price: $52.95
Edition: 3rd
Copyright year: 2003
Publisher: Routledge
Publication date: 7/18/2003
Binding: Hardcover
Pages: 620
Size: 6.50" wide x 9.25" long x 1.50" tall
Weight: 2.2
Language: English

Trancework, the most comprehensive guide to learning the fundamental skills of clinical hypnosis, is now available in an updated and improved third edition. Yapko clearly and dynamically introduces readers to a broad range of hypnotic methods and techniques that will greatly enhance the effectiveness of preferred modes of therapy. Chapters are filled with new and practical information, including extensive academic references, sample transcripts, thorough summary tables of key points, and interviews with leading figures in the field--Jay Haley, Theodore X. Barber, Ernest R. Hilgard, David Spiegel, Jeffrey Zeig, and Karen Olness, among others. This new edition specifically addresses the growing emphasis within psychotherapy on proving efficacy through empirical data, the controversy of repressed memory that has divided the profession, and the advances in cognitive neuroscience that are stimulating new research. For newcomers,Tranceworkis an authoritative primer, demystifying hypnosis andoffering step-by-step instruction for integrating it into clinical practice. Those familiar with hypnotic procedure will welcome Yapko's presentation of influential theories, controversies, treatment approaches, and rich case material. All readers alike are guided through personal and professional enrichment as they discover the art and science of clinical hypnosis as presented in this essential guide.

SCOTT O. LILIENFELDreceived his B.A. in Psychology from Cornell University in 1982 and his Ph.D. in Clinical Psychology from the University of Minnesota in 1990. He completed his clinical internship at Western Psychiatric Institute and Clinic in Pittsburgh, Pennsylvania, from 1986 to 1987. He was Assistant Professor in the Department of Psychology at SUNY Albany from 1990 to 1994 and now is Professor of Psychology at Emory University. He is a Fellow of the Association of Psychological Science and was the recipient of the 1998 David Shakow Award from Division 12 (Clinical Psychology) of the American Psychological Association for Early Career Contributions to Clinical Psychology. Dr. Lilienfeld is a past president of the Society for a Science of Clinical Psychology within Division 12. He is the founder and editor of theScientific Review of Mental Health Practice,Associate Editor ofApplied and Preventive Psychology,and a regular columnist forScientific American Mindmagazine. He has authored or coauthored seven books and over 200 journal articles and chapters. Dr. Lilienfeld has also been a participant in Emory Universityrsquo;s ldquo;Great Teachersrdquo; lecturer series, as well as the Distinguished Speaker for the Psi Chi Honor Society at the American Psychological Association and numerous other national conventions. nbsp; STEVEN JAY LYNNreceived his B.A. in Psychology from the University of Michigan and his Ph.D. in Clinical Psychology from Indiana University. He completed an NIMH Postdoctoral Fellowship at Lafayette Clinic, Detroit, Michigan, in 1976 and is now Professor of Psychology at Binghamton University (SUNY), where he is the director of the Psychological Clinic. Dr. Lynn is a fellow of numerous professional organizations, including the American Psychological Association and the American Psychological Society, and he was the recipient of the Chancellorrsquo;s Award of the State University of New York for Scholarship and Creative Activities. Dr. Lynn has authored or edited 19 books and more than 260 other publications, and wasnbsp; recently named on a list of ldquo;Top Producers of Scholarly Publications in Clinical Psychology Ph.D. Programsrdquo; (2000-2004/Stewart, Wu, & Roberts, 2007,Journal of Clinical Psychology). Dr. Lynn has served as the editor of a book series for the American Psychological Association, and he has served on 11 editorial boards, including theJournal of Abnormal Psychology. Dr. Lynnrsquo;s research has been supported by the National Institute of Mental Health and the Ohio Department of Mental Health. nbsp; LAURA L. NAMYreceived her B.A. in Philosophy and Psychology from Indiana University in 1993 and her doctorate in Cognitive Psychology at Northwestern University in 1998. She is now Associate Professor of Psychology and Core Faculty in Linguistics at Emory University. Dr. Namy is the editor of theJournal of Cognition and Development. At Emory, she is Director of the Emory Child Study Center and Associate Director of the Center for Mind, Brain, and Culture. Her research focuses on the origins and development of verbal and nonverbal symbol use in young children, sound symbolism in natural language, and the role of comparison in conceptual development. nbsp; NANCY J. WOOLFreceived her B.S. in Psychobiology at UCLA in 1978 and her Ph.D. in Neuroscience at UCLA School of Medicine in 1983. She is Adjunct Professor in the Department of Psychology at UCLA. Her specialization is behavioral neuroscience, and her research spans the organization of acetylcholine systems, neural plasticity, memory, neural degeneration, Alzheimerrsquo;s disease, and consciousness. In 1990 she won the Colby Prize from the Sigma Kappa Foundation, awarded for her achievements in scientific research in Alzheimer disease. In 2002 she received the Academic Advancement Program Faculty Recognition Award. She also received a Distinguished Teaching Award from the Psychology Department at UCLA in 2008. Dr. Woolf is currently on t

List of Tables
Acknowledgments
Foreword to the 3rd edition
Introduction to the 3rd edition
Foreword to the 2nd edition
Introduction to the 2nd edition
Foreword to the 1st edition
Introduction to the 1st edition
Conceptual Framework
What Is Hypnosis and Can It Help?
How Hypnosis Informs Clinical Practice
The Clinician-Client Relationship Is the Foundation
The Challenge of Negative Bias
Is There Empirical Evidence That Hypnosis Really Works?
Buyer Beware
Broadening Perspectives
Labeling Experiences
Descriptions of Hypnosis
Communication and Your Conceptual Framework
Influence Is Inevitable
Hypnosis and Positive Psychology
The First Lesson: What You Focus On You Amplify In Your Awareness
The Myths about Hypnosis and a Dose of Reality
Setting the Stage for Hypnosis
Dealing with Misinformation
Finding Out What the Client Requesting Hypnosis Believes
The Issue of Control
The Secrets of Stage Hypnosis
Responding to Misconceptions
The Power to Choose
What about the Other Side of the Control Issue?
Fictions and Non-Fictions
Misconception: Hypnosis Is a Good Thing
Misconception: Hypnosis Is Caused by the Power of the Hypnotist
Misconception: Only Certain Kinds of People Can Be Hypnotized
What Do the Hypnotizability Statistics Mean?
Frame of Reference: Andre M. Weitzenhoffer, Ph.D., M.A., SC.M., SC.B.
Misconception: Anyone Who Can Be Hypnotized Must Be Weak-Minded
Misconception: Once One Has Been Hypnotized, One Can No Longer Resist It
Misconception: One Can Be Hypnotized to Say or Do Something Against One's Will
Misconception: Being Hypnotized Can Be Hazardous to Your Health
Misconception: Hypnosis Can't Harm Anyone
Misconception: One Inevitably Becomes Dependent on the Hypnotist
Misconception: One Can Become "Stuck" in Hypnosis
Misconception: One Is Asleep or Unconscious When in Hypnosis
Misconception: Hypnosis Always Involves a Ritual of Induction
Misconception: Hypnosis Is Simply Relaxation
Misconception: Clinical Hypnosis Is a Specific School of Therapy
What about Hypnosis Scripts?
Misconception: Hypnosis May Be Used to Accurately Recall Everything That has Happened to You
Closure on Misconceptions
Conceptualizing Hypnosis
The Neodissociation Model: Hypnosis as a Dissociated State
Hypnosis as a Passive or Permissive State
Hypnosis and Social Role-Playing
Hypnosis as a Sociocognitive Phenomenon
Hypnosis as an Altered State of Consciousness
The Reality-Testing View of Hypnosis
The Conditioning Property of Words and Experiences
Hypnosis as a Special Interactional Outcome
Hypnosis as a Psychobiological Phenomenon
Closure on Perspectives
The Brain in Hypnosis
Why Study the Brain in Hypnosis?
How Is the Brain Studied?
EEG Frequency Analysis: Alpha, Theta, Hemispheric Asymmetry and Neurofeedback
EEG and Event-Related Potentials (ERPs)
Frame of Reference: Helen J. Crawford, Ph.D.
Positron Emission Tomography (PET) Studies and Hypnosis
Other Neuropsychophysiological Research Findings
Neuropsychophysiology is a Young Field
What Does Brain Research Mean to Clinicians Using Hypnosis?
Contexts of Hypnosis
Stage Hypnosis
Medical Hypnosis
Dental Hypnosis
Forensic Hypnosis
Frame of Reference: William Kroger, M.D.
Hypnosis in Education
Hypnosis in Business
Sports Hypnosis
Hypnosis in Psychotherapy
The Social Psychology of Human Suggestibility
The Illusion of the Invisible Clinician
The Influence of Advertising
Therapy, Influence, and Advertising
The Need for Clarity and Certainty
Clinician Power
Stanley Milgram and Obedience to Authority
Power and the Clinician
The Need for Acceptance
Solomon Asch and Conformity
Expectations
Frame of Reference: Theodore X. Barber, Ph.D.
The Need for Internal Harmony
Communication Style
Conclusion
Matters of the Mind
Conscious and Unconscious Characteristics
Unconscious Processing
The Unconscious and Symptom Formation
Treatment at an Unconscious Level
Frame of Reference: Milton H. Erickson, M.D.
In Defense of the Mind
The Myth of a Benevolent, All-Powerful Unconscious
Conclusion
Responsiveness to Hypnosis
Personality Factors and Hypnotizability
Imaginative Ability, Fantasy Proneness, and Hypnotizability
Absorption and Hypnotizability
Expectancy and Hypnotizability
Gender and Hypnotizability
Frame of Reference: Kay Thompson, D.D.S.
Age and Hypnotizability
Self-Esteem and Hypnotizability
Mental Status and Hypnotizability
Single Factors, Multifactors, and Hypnotizability
Enhancing Hypnotizability
Conclusion
The Phenomenology of Hypnosis
Psychological Characteristics of Hypnosis
Expectancy
Selective Attention
Dissociation
Ernest Hilgard's "Hidden Observer"
Martin Orne's "Trance Logic"
Frame of Reference: Martin T. Orne, M.D., Ph.D.
The Tendency toward Literal Interpretation
Increased Responsiveness to Suggestion
Cognitive and Perceptual Flexibility
Physical Characteristics of Hypnosis
Assessing the Phenomenology of Hypnotic Experience
Conclusion
Conditions for Conducting Hypnosis Sessions
Environmental Variables
Physical Variables
Legal Variables, Especially Informed Consent
Informed Consent
Conclusion
Structured Approaches to Assessing Hypnotic Responsiveness
The Arguments Against Standardized Testing of Hypnotizability
The Arguments for Standardized Testing of Hypnotizability
My Bias on Assessment Issues
Frame of Reference: Ernest R. Hilgard, Ph.D.
General Functions of Suggestibility Tests
Formal Assessment of Hypnotic Responsiveness
The Stanford Hypnotic Susceptibility Scales
Harvard Group Scale of Hypnotic Susceptibility
Hypnosis Induction Profile
Informal Assessment of Hypnotic Responsiveness
Chevreul's Pendulum
The "Hot Object" Test
The Hand Clasp
Embedded Commands
Nonverbal Shifts
Some Tips on Performing Assessments of Hypnotic Responsiveness
Conclusion
Practical Framework
Structuring Suggestions
Suggestions Are Inevitable, but There's No Guarantee
Direct and Indirect Suggestions
Direct Suggestions
Indirect Suggestions
Choosing a Style: Are Direct or Indirect Suggestions Better?
Authoritarian and Permissive Suggestion Styles
Authoritarian Suggestions
Permissive Suggestions
Positive and Negative Suggestions
Positive Suggestions
Negative Suggestions
Content and Process Suggestions
Content Suggestions
Process Suggestions
Posthypnotic Suggestions
Specialized Suggestions
Accessing Questions
Ambiguous Suggestions
Apposition of Opposites
Bind of Comparable Alternatives
Confusional Suggestions
Covering All Possibilities
Implied Directives
Interspersal of Suggestions
Metaphors
Paradoxical Suggestions
Presuppositions
Puns
Truisms
Conclusion
Helpful Hints for Performing Hypnosis
Keep Your Suggestions Simple and Easy to Follow
Use the Client's Language as Much as Sensibly Possible
Frame of Reference: Jeffrey K. Zeig, Ph.D.
Have the Client Define Terms Experientially
Use the Present Tense and a Positive Structure
Encourage and Compliment Positive Responses
Determine Ownership of the Problem and Problem-Solving Resources
Use Sensory Modalities Selectively
Keep the Client as Informed as Desired and as Necessary to Succeed
Give Your Clients the Time They Need to Respond
Only Use Touch Selectively and Always with the Client's Permission
Use Anticipation Signals to Announce Your Intentions
Use a Voice and Demeanor Consistent with Your Intent
Chain Suggestions Structurally
Use Process Suggestions to Encourage Projections
Build Response Sets Gradually
If Desirable, Substitute Other Terms for Hypnosis
Conclusion
Formal Strategies of Hypnotic Induction
Formal, Structured Hypnotic Inductions
Beginning the Hypnotic Process
Progressive Muscle Relaxation Techniques
Relaxed Scene Experience
Eye-Fixation Techniques
Counting Methods
The "As If" Method
Intensifying (Deepening) Techniques
The Stairs (or Elevator) Going Down
Compounding: Verbal and Manual
The Mind's Eye Closure
Silence
Posthypnotic Suggestion and Re-Induction
Summary
Informal, Conversational Strategies of Hypnotic Induction
Conversational (Naturalistic) Inductions
Using Past Hypnotic Experiences
Building an Internal Focus
Metaphorical Inductions with Embedded Suggestions
Induction through Negative Suggestion
Induction through Confusion Techniques
Conclusion
Hypnotic Phenomena: Eliciting and Utilizing Hypnotic Resources
Age Regression
Description
Age Regression at the Heart of the Field's Biggest Controversy
Focal Point: Creating False Memories
General Strategies to Elicit Age Regression
Approaches to Eliciting Age Regression
Age Progression
Description
Strategies to Elicit Age Progression
Approaches to Eliciting Age Progression
Hypnotic Amnesia
Description
Strategies to Elicit Amnesia
Dissociation
Analgesia and Anesthesia
Description
Strategies to Elicit Analgesia and Anesthesia
Catalepsy
Description
Strategies to Elicit Catalepsy
Dissociation
Description
Strategies to Elicit Dissociation
Hallucinations and Sensory Alterations
Description
Strategies to Elicit Hallucinations and Sensory Alterations
Ideodynamic Responses
Desciption
Strategies to Elicit Ideodynamic Responses
Time Distortion
Description
Strategies to Elicit Time Distortion
Ending the Hypnosis Session (Disengagement)
Conclusion
Designing and Delivering Hypnotic Interventions in Treatment
Doing Hypnosis Versus Being Hypnotic
The Skills of a Clinician
The Preliminaries to Hypnotic Intervention
Strategically Designing Hypnosis Sessions
Hypnosis and the Targets of Treatment
Frame of Reference: David Spiegel, M.D.
Designing Interventions: Where to Focus First
Designing Interventions: Building Therapeutic Momentum and Response Sets
Designing Interventions: Risk Factors as Intervention Targets
Delivering Interventions: What about Using Hypnosis in the First Session?
Delivering Interventions: Introducing Hypnosis to the Client
Delivering Interventions: Choosing Your Hypnotic Style
Designing Interventions: A Generic Structure for a Hypnosis Session
Delivering Interventions: Following Up the Session
The Art of Designing and Delivering Hypnosis Sessions
Hypnotic Patterns Commonly Employed in Psychotherapy
Symptom Structures and Hypnotic Phenomena
Patterns of Hypnotic Intervention
Changing Personal History
Critical (Traumatic) Incident Process
Homework Assignments
Reframing
Symptom Prescription
Therapeutic Metaphors
Summary
Addressing Common Clinical Concerns Hypnotically
Anxiety, Stress
Depression
Relationship Problems
Self-Esteem Problems
Substance Abuse
Sexual Dysfunctions
Conclusion
Treatment Dynamics and Sample Hypnosis Session Transcripts for Common Problems
Themes of Therapy
Using Therapeutic Metaphors in Hypnosis
Session Transcripts
Self-Definition and Taking Care of Self
Pain Management
Goal (Future) Orientation
Adaptability
Weight Management
Stress Management
Conclusion
The Case of Vicki: Hypnosis for Coping with Terminal Cancer
Background of the Session
Context of the Session
The Case of Vicki
Verbatim Transcript & Commentary and Analysis
Follow-Up and Final Comments
When People Respond in Non-Ideal Ways
Resistance in Hypnosis
Resistance to Hypnosis
Resistance to Therapeutic Progress
Frame of Reference: Jay Haley, Ph.D. (Hon.), M.A.
Responding to Resistance
Conclusion
Hypnotic Hazards and Ethical Guidelines
Spontaneous Regression and Abreaction
Symptom Substitution
Confabulations
Failure to Remove Suggestions
Frame of Reference: Karen Olness, M.D.
Ethical Guidelines
Conclusion
Postscript
The Next Step
Closure
Hypnosis Organizations for Professionals and Journal Information
Supplemental Materials from Michael D. Yapko, Ph.D.
Author Index
Subject Index
Frames of Reference
Andre M. Weitzenhoffer, Ph.D., M.A., SC.M., SC.B.
Helen J. Crawford, Ph.D.
William Kroger, M.D.
Theodore X. Barber, Ph.D.
Milton H. Erickson, M.D.
Kay Thompson, D.D.S.
Martin T. Orne, M.D., Ph.D.
Ernest R. Hilgard, Ph.D.
Jeffrey K. Zeig, Ph.D.
David Spiegel, M.D.
Jay Haley, Ph.D. (Hon.), M.A.
Karen Olness, M.D.

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