Perspectives on Pathways to Induction: Confronting Unexpected Challenges

Abstract

In clinical practice, the process of induction may prove more complex and nuanced than its presentation in workshop training would suggest. The relatively straightforward cognitive and instrumental educational domains address defining the concept of induction and instructing workshop participants about how inductions can be performed. However, in work with patients, factors relevant to the attitudinal domain of education become increasingly salient and speak to the importance of how the person inducing hypnosis relates to the person in whom hypnosis is to be induced and how that person goes about crafting a constructive rather than formulaic approach to the induction of hypnosis for a unique individual. Considerations relevant to relational issues and the optimization of inductions in a clinical context will be addressed. These include assessing aspects of hypnotic talent and individual preference, identifying distressing dynamics, attention to the clinician's manner of speech, patience, achieving congruent expectations about how help is given and received, attention to shame dynamics, relational dimensions, contributions from self-psychology, collaboration with other caregivers, and issues related to autohypnosis and spontaneous trance in the clinical setting.

Reconsidering Hypnosis and Psychoanalysis: Toward Creating a Context for Understanding

“…Diamond's papers (1984Diamond's papers ( , 1987 were an important step toward applying newer ideas to hypnosis. Others (e.g., Baker, 2000;Kluft, 2016bKluft, , 2016c have added additional observations, but these contributions, in sum, fall short of a more general exploration and explication. Two recent contributions are of special note.…”