Just covered some general questions in this particular episode so both my questions and his responses are included. Feel free to respond with any comments or reactions you might have, as I am curious how my readers are responding.
Brad,
Hope this finds you are your family well.
Did the thing with the finger. When I added the happy face, and told her that bully’s don’t like happy faces. She laughed and thanked me. There is something about giving people something to do that is powerful, and humor, at least in this case was really an added bonus.
Some questions:
It seems that you favor doing tasks for most of your cases. I would like to add more doing to my sessions, but I can’t always think of things to do. So here is my question: how do you know what task to give? Even though you discuss going beyond theories and models you seem to have some model of how you work. Here is my understanding of your approach so far. Feel free to correct errors in my understanding.
Create tasks that add humor or absurdity to the situation.
Action is better than verbalization. Don’t just say you want a visionary dream, for example. Create a ritual with metaphorical components such as a string with bait to fish for a dream.
Wait to see what pops into your mind and offer that. You seem to quickly see what you want to offer to clients. How do I develop that skill?
Incorporate what the client offers you.
Utilize feedback to alter and tailor your interventions.
Alter the client’s relationship to the, “symptom”. Accept then divert or trip up.
Final note: I am teaching an online course this Winter on, Theories of Psychotherapy”. Is it alright if I use a clip of one of the videos from, “The Creative Therapist”? I think the students might find it instructive. You might want to puts up some clips of your work on You Tube yourself. Good way to spread the word.
Best wishes
Kenney’s response:
Robert,
Yes, I always assign homework though I don’t always call it that. A colleague once pointed out that not everyone likes the metaphor of homework. It’s good to have a supply of others names when you prescribe action. For example, a “prescription for action medicine,” “crazy wisdom task,” Zen action koan,” “funny medicine” (for children), an “unusual test to see what happens,” an absurd depth probe,” some “therapeutic lightning,” “creative intervention,” “existential curve ball,” “a zany,” a “therapeutic weather balloon,” “action mojo,” “ritual,” “creative protocol,”out of the box theatrical performance,” “creative therapy,” “creative action” . . .
How do I know what task to give? I start with any beginning and let it invent itself as it is presented. One exercise is to write down the key metaphors that a client presents in a session. Make a list on no more than 3-5 key words that they have actually uttered in a session. Then tie them together in any way so as to make an action prescription or construct a meaning that establishes a rationale for creative action. The metaphors make what you prescribe meaningful. Your unconscious wisdom ties it together in a way that stirs the creative crucible. If you suggest action that you don’t like once you hear it voiced outloud, then pause and say, I think there is something else that is even better for you. Then either modify it or start with a new one. Day dream some sessions and invent action tasks as a practice for developing this improvisational skill.
Some comments on the key ideas underlying my orientation that you outlined:
*Create tasks that add humor and absurdity to the situation. Yes, absurdity is vital in my therapy. The trick is to make it absurd enough to be able to help initiate a difference (different order of experience), but not too absurd so that it is rejected. It is usually better to make it too absurd than not absurd enough because you can come back and edit it. Or more importantly, evolve the frame that holds it. I regard the first two “acts” of therapy to a way of moving the “meaning” and “context” to a place where an absurd task now makes sense. The latter mobilies action in the service of creating a new reality.
*Acting is better than verbalization. Verbalization is action, but it isn’t always embodied. Action is primary. To know, first act. To change, first act. You can even record a session and have them do weird stuff to the tape that they carry out of the office with them. Have them listen to it while watching a particular movie or cartoon with the soundtrack turned off. They would see other action on the television screen accompanied by the session talk. Or they could bury the tape in the local dump or put it in a shoebox, set it on an altar, mail it to the CIA (just kidding, but maybe not) , or whatever.
*Yes, always pay attention to what “pops” especially what pops into your mind. If it doesn’t pop it is less likely to be an agent of transformation.
*Incorporate or UTILIZE what the client offers. Always. Arguably the most basic principle.
*Utilize feedback to alter and tailor interventions. Always. Arguably the other most basic principle. Utilize and improvise = creative therapy and creative living. Improvisation requires utilization – playing off of what was presented. And utilization requires improvisation – inventing a way to accept what has been created in order to keep things moving.
*Alter client’s relationship to the “symptom.” Broaden that to alter client’s relationship to their experience. Why fight your experience when you can utilize it to perform differently? It’s creative judo.
Yes, it is OK to use those video clips in you course.
I’m happy to hear about the happy finger.
Along those lines, maybe you could ask your students to watch the video with a third eye. Hand out a sticky paper of an eye and place it on their forehead. That way you are changing how they relate to experiencing a different way of being in therapy. Create the fantasy that the third eye is the creative eye. Have them bring that third eye into their sessions. They might frame it and put in on the wall or carry it with them so that it can be held during sessions or rubbed like a talsiman. Invent stories for how the third creative therapy eye could make a difference in a session.
Maybe an eyeball could be drawn on the tip of your finger. Or an ear. For either client or therapist. Explore this as a group task in class.
All the best,
Brad
Most helpful interaction you’ve posted yet, Bob. I like your summary of Keeney’s method and his feedback. Printing and save this stuff….