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The SysTelios model

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The SysTelios model

  1. 1. Milton- Erickson- Institut Heidelberg Dr.med.Dipl.rer.pol.Gunther Schmidt www.meihei.de mail: office@meihei.de sysTelios- Klinikfür psychosomatische Gesundheitsentfaltung 69483 Wald-Michelbach/Siedelsbrunn www.systelios.de The sysTelios-model: an attempt of a system organisation for dignity, competence, cooperation, creativity and goal-effectiveness
  2. 2. Some basic premises:Autopoiesis: living systems organize theirexperiences autonomously- the meaning andeffect of a communication always is definedby the receiver- never by the sender!Consequence: an „intervention , also a„leadership decision is created by thereceiver- not by the sender of the message.In that way the original meaning of suggestionis dissolving.  So we need feedback,feedback, feedback…
  3. 3. The sender can only make offers/invitations which are accepted orrejected autonomously by theinvited person. If somebody leads in thisinteraction at all it is the client with hisfeedback to these invitations.In the same way also a person in a„leading position (which is a different role ofcourse) has to respectfully pay attention to thefeedbacks of his teams.The „leader is always at least as dependentof the „guided ones as these participantsare.
  4. 4. In research many times proved assumption of Ericksonian therapy:• The competences for a helpful and more healthysolution pattern are already „stored as experiencedcompetences in the unconscious „archives of a• person and of a system. During the living of theproblem patterns they are just dissociated but stillexistent.• So the main task is to invite to and to support there- association, activation and the long- lastingbuilding in these competences into the contexts inwhich the person needs them.
  5. 5. • As brain research, priming research and allexperiences of hypnotherapy and hypnosystemicconcepts show:All experience is a result of focussing ofattention on all sensory levels, consciously andunconsciously.• The therapy so gets the meaning of a „learningfrom himself for the client-• the therapist is the expert for supporting this„learning from himself and for invitations tofocussing of attention which helps for that - not forknowing from the outside.
  6. 6. General goals of psychotherapy:• Strengthening of autonomy/ Self- responsibility• Sence of coherence (salutogenesis  Antonovsky)• Self- confidence and experience of self-competence and competence to guide the own lifeand manage impulses in a constructive, healthyway• Enlarging of possibilities of choices (H.v. Foerster)• Appreciation of the way of living up to now (also forthe „problem patterns )
  7. 7. Transparent Meta- communicationwith the invitation to respectfully appreciate theintuitive answer of the organism  „somaticmarkers which give feedback about which of theoffers are fitting serves as a very effective way to:• learn about the autonomous intuitive competence• build up respectful cooperation with involuntaryprocesses• strengthen the competence as meta- observer whocan manage experience and impulses in a healthyway  (not the content of a phenomenon but therelationship of the observer to it defines the effects)
  8. 8. •  Experience is produced second by second in a new way via processes of fokussing of attention, voluntarily and much more involuntary (and unconsciously)  construction of networks•  We create our experience ourselves- in inner autonomous self- determination!•  VAKOG
  9. 9. •  Every episode of experience (emotionally „loaded ) will be stored as network of experience in us and can be reactivated, e.g. already by activating just one or more of the elements of this „network in the present time (in the „here and now ).•  This activation can also happen totally on an unconscious level- and unconscious and involuntary processes are always quicker and stronger than voluntary processes.
  10. 10. • Hebb´s law = „cells that fire together wire together- and cells which are wired together are again firing together .•  The direction of the focus of attention determines which network will be activated and also which ego state (what we usually call our ego/ „that´s me! )- we are all „multiple personalities with multiple ego states.
  11. 11. The way in which a system is organised has intensiveeffects on the way how participants focus theirattention and on the way how and which „networks ofexperience (experiential patterns) are triggeredunconsciously and involuntarily.The „system is an tremendously importantenvironment for the participants and simultaneouslythese perticipants create and re-create the system ininterdependence- they are also always environmentfor each other and so in a circular way createthemselves, contribute to the creation of the systemwhich influences (invites) them…The system can be understood as the everyday„trance-inviting context for the participants.
  12. 12. Total potentiality of experience: „The cosmos of potentials dream-process Wanted focus of attention MultiplicityThe experiencing „observer Prinziple of literalnessMeta- Position/ associatedDissociated/ Lucid competence- hypothesis Actual focus:Goal always: to direct the „habituated realityfocus of attention asmuch as possible towardswanted patterns of Dr.G.Schmidt MEI Heidelbergexperience which areactivated in this way
  13. 13. Ego 1 Ego 1 Ego 2 Ego 2 „Director- „Director- Ego Ego Ego 3 Ego 3 Ego X Ego X Ecosystemic contextIf we are „multiple personalities we also encounter other people notalways in the same ego but depending on situations/ contexts/needs/ topics- and the others are also encountering us with multiple egos. Which of your ego´s /which of your „inner parliaments are justinteracting with which of the ego´s of other persons? In which context, related to which topics? 13
  14. 14. Construction of the antagonistic poles of experience („Problem ) Way of description Way of description Observer Labelling associated? dissociated? Labelling Validation Validation Explanation Explanation Conclusions How How it it is should Conclusions Self-relation be Self-relationComparison with others Comparison with othersExperience/validation of Experience/validation ofown sensory signals own sensory signals Emotions,Submodalities, Attempted solutions Emotions,Submodalities, Physiology, Body Physiology, Body coordination coordination Solution supporting Problem stabilizing
  15. 15. Therefore the central task is:To build up goal-serving systems (on an interactional and internal level)Instead of: „How is the system organised? to„For which/ whose goals should the system be build up/ organised in which way? 15
  16. 16. But also:„And how should we cope with the present (and past) system (e.g. utilisation/ pacing, pattern- disruption, appreciation of it/acknowledgement of loyalities etc.) would be goal-serving?(Dwarfs on the shoulders of giants) 16
  17. 17. Optimizing of internal processes of participants / submodalities/ cooperation Relevant paricipants of the „optimal-egosRules for managing differencest/ Rules of decision making/„conflict -management rules of hierarchyInteractions between executing managers Processes of goal developmentand staff goal-communicationBorders and coordination Goal- processesof interfaces to the outside world Development of goal of a system(diverse stakeholders) serving steps „What for?Informal „rituals forencounters Rules for how and about what should be communicatedRituals of appreciation, sponsoring-,motivation/ building up pf meaning Definition of roles/tasks/ building of internal borders Rules for agreements/ balancing feedbacks Coordination of interfaces 17
  18. 18. Important basic needs of human beings in relationship systems:•  Affiliation/ security in relationships•  Orientation, transparency, to be included•  Clarity of roles and tasks•  Appreciation of the specific own contributions and simultaneously experience of being related to important „others
  19. 19. •  Possibilities for own actions/ selbst- effectiveness/ meaningful experiences/ self- empowerment•  Autonomous possibilities of choice and appreciation for the own definition of reality•  Being challenged in a stimulating way, with clear, direction giving objectives,
  20. 20. è  Appreciation of ambivalences, utilized as informations about needsè  Clear meta- communication of double-binds with focus on „tit for tat and a perspective on effects/ „role- perspective;è  Focus on „patterns of success , meaning-creating values which generate cohesion;è Continuiously feedback- loops with acknowledgement for the „messengers of bad news ;
  21. 21. Situations of uncertainty, lack of orientation and of information, confusion are always rather more associated with reactions of fear and/or anger or possibly (if escalated) with „freeze -reactions (amygdala- aktivity). But anger, fear or freeze-reactions constrainthinking processes. The tendency goes more to fight or flight, „either- or, all or nothing… etc. 21
  22. 22. Anger, fear, confusion, uncertainty are mobilising involuntary processes (also hormon reactions, chnages of the immunsystem etc.) in a way that one becomes more rigid, narrowed and impuls-directed. If anger and/or fear is dominating, onebecomes for these moments just more stupid (and also often a little bit more paranoid.(although one has much more competences and intelligence!!!) 22
  23. 23. That also means:Leadership means important obligations for e.g. :A person in a leading position is experienced as an „agent , „an embodied model , a „screen for projections of helpful priming/ focussing of attention, e.g. in their teams. They are whether they want or not, „Directors of orchestras and „Context-architects . 23
  24. 24. Context-architects can contribute acticely to contexts of:v Appreciationv Focussing on patterns of successv Competence-focussingv Goal development with optimal self- effectiveness of paricipantsv Encouragement, curiosity, joy of discovering 24
  25. 25. v Fostering/supporting of openness for learnings with respectful feedback of „mistakes and rewarding of joy and courage to experimentv Activating challengingv Communication which triggers powerful imaginations, goal developments and visionsv Consequent „I-messages and need- focussing feedback- culture 25
  26. 26. Additionally e.g. the SCARF-Modell (D.Rock) suggests: Brain research shows that central context conditions for motivation, fulfillment of meaning,supporting of accomplishments are obviously e.g.: Status Certainty Autonomy Relatednessè Fairness
  27. 27. And: Healthy and long lasting and motivatingcompetence-development will only be able, if the diverse important areas oflife-topics, interests and values of people will be respected in optimal balance. 27
  28. 28. If one wants flow in relationships, it has to be taken care of a specific ritualistic creation of contexts of encounters; For that e.g. all participants (and also all ofd there „parts - as impulses!!) have to be accepted in there „being just so", in their needs and emotional reactions. But: on the level of actions only those actions are accepted whichhave constructive effects, which are goal-serving and do not harm oneself or others.
  29. 29. www.meihei.dewww.systelios.de
  30. 30. Construction and maintainance of a „problem© Dr.G.Schmidt, Milton-Erickson-Institut Heidelberg, www.meihei.de 1. Experience „it is how it is 2. „How it should „How be it is Attempted solutions
  31. 31. Further elements of patterns Categorizing Way of communication (god/bad etc.) Observer: associated? Content of communication dissociated? Place of experienceTime of experience Ideas about relationsships/ How it Expectations to them How often How should it is be Way/ Intensity of Intensity feedback Duration of phenomenons Style of dealing with „mistakesExperience of time/ Validation/ awarenessfocus of time of wanted outcomes More voluntary/ Needs/ Longings which More involunatry motivate Reactions of others Reactions towards (Validation/ giving Ritualization of the others (Validation/ of meaning/ problem/ of the solution giving of meaning/ behaviour behaviour

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