ERIC Number: ED377009
Record Type: Non-Journal
Publication Date: 1994-Nov
Ericksonian Approach to Experiential Education, Part 1: Developing the Stance of the Practitioner; Part 2: Tailoring Interventions; Part 3: Applying Specific Ericksonian Techniques.
This three-part workshop presentation explores the ideas of Milton Erickson on the therapeutic relationship and the therapeutic use of metaphor, and applies these ideas to experiential education and adventure therapy. Part 1 introduces the practitioner to the core philosophy within an Ericksonian approach: "utilization" of a client's behavior and symptoms as the material for therapy. In order to utilize this material, the practitioner must develop observational skills to pick up on the minimal cues provided by the client. Zeig's diamond model of the therapeutic relationship describes the "position" of the practitioner in relation to the client and the "posture" or stance of the practitioner within the relationship. Position involves perception, power, compassion, and social role, while postures include response readiness, creativity for change, perceptual acuity, indirect communication or metaphor, and communicating for effect. Part 2 discusses tailoring interventions specific to each client. Gass's seven-step model helps practitioners make adventure activities more isomorphic (more similar to the client's experience) by assessing the values, beliefs, and motivation of the client. Part 3 describes Ericksonian techniques applicable to adventure activities. These techniques, which represent a future direction for facilitation in experiential education, are paradox, double bind, ordeals (tasks prescribed to the client that cause as much or more distress than the client's symptoms), and hypnotic language (language that encourages the natural trance associated with full absorption in a task or event). Contains 14 references. (SV)
Publication Type: Reports - Descriptive; Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A