Preliminary considerations final
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This document provides an introduction to the indirect method in Hakomi therapy. It explains that the indirect method teaches clients to be their own Hakomi therapists by guiding them to work with their inner parts. An example is given comparing direct and indirect use of acknowledgment. In the indirect example, the therapist guides the client to 1) connect with a proud feeling, 2) report their experience, 3) acknowledge the feeling silently, and 4) report the result. The document concludes that playing this example back and forth illustrates how the direct and indirect modes differ while using the same Hakomi skill of acknowledgment.
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Preliminary considerations edited
This document provides an introduction to the indirect method in Hakomi therapy. It explains that the indirect method teaches clients to be their own therapists by guiding them to work with their inner parts. An example is given comparing direct and indirect use of acknowledgment. In the indirect example, the therapist guides the client to go inside, check in with a proud feeling, and say an acknowledgment to that part silently. Breaking it into steps, the client reports positive responses. The document concludes that using this method, therapists can teach clients many Hakomi skills to work with their inner parts on their own.
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Preliminary considerations edited
This document provides an introduction to the indirect method in Hakomi therapy. It explains that the indirect method teaches clients to be their own therapists by guiding them to work with their inner parts. An example is given comparing direct and indirect use of acknowledgment. In the indirect example, the therapist guides the client to go inside, check in with a proud feeling, and say an acknowledgment to that part silently. Breaking it into steps, the client reports positive responses. The document concludes that using this method, therapists can teach clients many Hakomi skills to work with their inner parts on their own.
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instances follows a logical
progression.
Paper is poorly organized,
lacks transition statements,
and in several instances
does not follow a logical
progression.
Paper is poorly organized
and difficult to follow.
Quality of Information The information clearly
relates to the topic and
adds new concepts,
information. It includes
several supporting details
and/or examples.
Information clearly relates
to the main topic. It
provides at least 1
supporting detail or
example.
Information clearly relates
to the main topic. No details
and/or examples are given.
Information has little or
nothing to do with the main
topic or simply restates the
main concept. It does not
advance the discussion.
Does not provide
documentation for sources.
Critical Thinking Rich in content, insightful
analysis. Is a quality
response that advances
thoughts forward; adds to
the discussion. Detailed
SWOT analysis and financial
analysis.
Substantial content,
evidence of analysis. Some
critical thinking and
reflection is demonstrated.
Substantial SWOT and
financial analysis.
Information is thin and
common place. Responds to
questions but does not
engage in premise
reflection. Little analysis
provided with
SWOT/financial
information.
Rudimentary and
superficial. Does not offer
responses to questions nor
provide premise reflection.
Cursory or no analysis
Professional Language and
Grammar
Professional vocabulary and
writing style are used
consistently throughout the
paper.
Professional vocabulary and
writing style are used
frequently throughout the
paper.
Professional vocabulary and
writing style are used
occasionally throughout the
paper.
Professional vocabulary and
writing style are not used.
Conclusion Conclusion clearly
reinforces the major points
and makes a broader
statement about the topic.
Conclusion sums up the
topic and reinforces it.
Conclusion does not fully
sum up or reinforce the
topic.
Conclusion sums up the
topic poorly with little
reinforcement.
HD 205, Fall 2019
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Intention: Practice applying and incorporating the ACT principle of expansion.
Mechanism: Engage in the stretch outlined and reflect on the experience.
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Making choices in alignment with identi ...
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This document discusses creating systems for wellness practices to help them become more successful and leverage the practice. It explains that systems are the foundation for leveraging a practice by making tasks more efficient and freeing up time. Creating systems involves writing down all tasks, categorizing them, determining which can be automated or delegated, then choosing a category to systematize. This allows the practice to run smoothly with less stress when the practitioner is away. It provides steps for creating systems and explains how systems can help practitioners avoid stress and work less while earning more.
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The candidate describes their strengths as being a fast learner able to take on new skills, and sees their ability to learn overcoming any lack of experience. They are excited to work in a fast-paced call center environment where they can use communication skills to solve problems and improve customer experience. For handling angry customers, the candidate advocates listening, understanding the customer's perspective without taking it personally, and making it a priority to find a solution.
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This section is the beginning of a step-by-step process for developing a training program for a small fabrications company. Here, we examine the TNA for the program, and in subsequent chapters, we will continue the process through to the evaluation.
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The consultant responded, “If you want to be sure that we deal with the problem, it would be useful to determine what issues are creating the problems and, from that, recommend a course of action.”
“Actually, I talked to a few other vendors and they indicate they have some traditional basic supervisor training packages that would fit our needs and, therefore, they could start right away. I really want this fixed fast,” the owner said.
“Well, I can understand that, but you do want to be sure that the training you get is relevant to the problems you experienced; otherwise, it is a waste of money. How about I simply contract to do a training needs analysis and give you a report of the findings? Then, based on this information, you can decide whether any of the other vendors or the training I can provide best fits your needs in terms of relevancy and cost. That way, you are assured that any training you purchase will be relevant,” said the consultant.
“How long would that take?” the owner asked.
“It requires that I talk to you in a bit more detail, as well as to those involved; some of the supervisors and subordinates. If they are readily available I would be done this week, with a report going to you early next week,” the consultant replied. The owner asked how much it would cost, and after negotiating for 15 minutes, agreed to the project. They returned to the office to write ...
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- 1. Slide Show 1: A brief introduction to the indirect method
- 2. What is the indirect method? • The indirect method is a way to use Hakomi to support clients in being Hakomi therapists to their own inner parts. • You do not have to learn the indirect method to be certified as a Hakomi therapist. • If you do want to use, it we want to help you to learn it correctly and effectively, so that it supplements your conventional Hakomi work and makes it easier to master. • We think that once you know it, you will be glad you took the time to learn it. • We also think that teaching Hakomi skills to a client is the best way to master them yourself.
- 3. Before we get too abstract let’s look at an example that compares conventional direct Hakomi to the indirect mode. An Example Acknowledgment is an important Hakomi skill that is often used when we work conventionally and directly with a client. Here is an example: Hakomi Therapist Hakomi Client Therapist says: “I see how proud you feel.” Therapist working directly
- 4. Therapist in the Same Situation Working Indirectly Hakomi Therapist Hakomi Client Therapist working indirectly Therapist says: “I wonder if you could go inside and just be with that proud part, and if you can do that, just say to it, silently: ’I see how proud you feel.’” Even though it compresses a few steps into one, the following illustration shows how the Hakomi therapist uses the indirect mode to teach his client how to use the same acknowledgment to recognize and validate his own proud part.
- 5. What does this illustrate? This example illustrates that the indirect method is about teaching clients to be their own Hakomi therapists. In this example we have used one important Hakomi skill, acknowledgment, as an illustration. Once you know how to use the indirect method it is possible to teach your client many more Hakomi skills. Here is a partial list: How to: • extend loving presence to an inner part. • track an inner part’s present moment state. • acknowledge an inner part’s experience (as in the preceding example). • get a report of “what happened?” from an inner part. • win the trust of an inner part and strengthen a connection with it. • evoke meaning or a memory from an inner part. • give comfort, nourishment and support to an inner part. • provide a missing experience to an inner part. In other words, with the exception of doing experiments and taking over, we are teaching all of the basic elements of Hakomi to our clients as they do their work.
- 6. It’s usually better to break things up into smaller steps, especially if the client isn’t already an expert in working with his inner parts. So we will break up the indirect work into four parts: 1. Invite him to go inside and just be with his experience. 2. Ask him to report what happens when he does that. 3. If all goes well, have him make the acknowledgment. 4. Let him tell us what happens (Parts 3 and 4 happen in one slide). Here goes: Now let’s look at that indirect example again.
- 7. Therapist in the Same Situation Working Indirectly Hakomi Therapist Hakomi Client Therapist working indirectly Therapist says: “I wonder if you could go inside and just be with that proud part.” In the first step we invite the client to go inside and be aware of that part that is feeling good.
- 8. Therapist in the Same Situation Working Indirectly Therapist working indirectly Therapist says: “What happens when you do that?” We want to know if they can do that so we ask the client: “What happens…?” Client reports: “It feels real good to be with these feelings.”
- 9. Therapist in the Same Situation Working Indirectly Therapist working indirectly “Now see if you can say to that part, silently: ‘I sense (or see) how good that makes you feel.’” Now we coach him on making the acknowledgment to his own inner part or feeling: Client tries it and says: “Wow, it feels even better.”
- 10. Conclusion I’m hoping that if you play this slide show back and forth a few times you will get the idea of how the direct and indirect modes differ and how we are using the same Hakomi skill (acknowledgment) in both modes. Dave Cole