#2 | The facilitator starts with a blank or empty model of the client’s model (map) of their world. |
#3 | That means starting with no idea of the client’s desired outcome or any predetermined ‘ideal’ state (note: this includes the goal of many types of facilitation such as “integrated”, “congruent”, “mature”, “in their body”, “aligned”, etc.). |
#4 | The facilitator chooses a desired process outcome, i.e. decides on a ‘vector’ (see below). Rather than a specific end point, the aim is for the client’s attention to 'go somehere' or 'head in a direction'. An example of a common starting vector is to aim: ‘for the client to identify a desired outcome (if they have one)'. |
#5 | The facilitator asks a question which has a high likelihood of meeting the aim in #4, e.g. they ask “And what would you like to have happen?”. |
#6a | The client responds internally (based on their model of the world). |
#6b | The client responds externally (verbally and nonverbally). |
#1 | The facilitator notices some of the client’s verbal and nonverbal responses (#6b). Penny for example is "paying attention to what the client is paying attention to" from their perspective. |
#2 |
The facilitator updates their model of the client’s model (map) of the world based on those responses. |
#3 | The facilitator notes the client’s desired outcome statement — or the lack of one — and makes it a reference point for all future decisions. |
#4 |
The facilitator chooses a desired direction, a vector, for the next part of the process. If
the facilitator is using the PRO Problem-Remedy-Outcome model as a guide
then:
|
#5 | The facilitator asks a question (or does some other behaviour) which has a high likelihood of meeting the chosen vector. |
#6a |
The client responds internally (based on their model of the world). |
#6b | The client responds externally (verbally and nonverbally). |
#5 | Know the function of each question they ask and be able to deliver it with the appropriate syntax, vocal qualities and nonverbals. |
#6 | Know what a client is likely to do internally to make sense of the question. In other words, when/where in the client’s perceptual landscape does the question likely direct their attention? |
#1 | Be able to distinguish a client desired-outcome statement from every other kind of information presented e.g. using our REPROCess model this might be: Resources, Explanations (including meta-comments and ‘facts’), Problems, Remedies, Changes. |
#2 | Separate their model of the client’s information from their personal model of the world (including their model of therapy). |
#3 |
Hold the client’s current desired outcome(s) in mind throughout the session. And, be able to track the history and directionality of the client’s desired outcome statements throughout and across sessions. |
#4 |
Have knowledge of, and the skill to apply a range of common vectors, and be able to devise a vector in-the-moment based on the logic in the client's information. (See below for a list of common vectors used in Symbolic Modelling.) |
#6 |
The client's desired content outcome. [Note 1] |
#3 | The facilitator’s model of the client’s desired outcome — the facilitator’s dynamic reference point. |
#4 |
The facilitator’s desired process outcome — which is in service of #6. |
“All forms of tampering with human beings, getting at them, shaping them against their will to your own pattern, all thought control and conditioning is, therefore, a denial of that in men which makes them men and their values ultimate.” Isaiah Berlin, Two Concepts of Liberty (1958) quoted in The Guardian Weekend Magazine, August 2, 2008, p. 65. |
Stage* | Vector | Definition |
1 | Identify | Make known, put a name to, establish, make out, discern, distinguish |
1 |
Elicit |
Draw out, extract, bring out, bring into the foreground |
2 | Develop | Elaborate, give form to, bring forth |
2 |
Select | Pick out from a number of, single out, opt for, decide on, settle on |
3 |
Explore | Investigate, find out what’s there, look into, search |
3 |
Test |
Trial, assess, (re)examine, check out |
4 |
Source |
Find: origin, instigator or ‘from whence it came’, root, beginning, genesis |
4 |
Encourage | Prompt, foster, cultivate |
5 |
Mature | Evolve, develop, extend, follow effects, ripen, bring to fruition, grow up |
5 | Evaluate | Assess, compare/contrast, weigh up, rate, appraise |
From: | A Problem/Remedy statement |
To: | A desired Outcome statement |
By: |
Using the PRO model: And what would you like to have happen?
And when [Problem] what would you like to have happen?
And when [Remedy] then what happens? |
From: | A (general) desired Outcome statement |
To: |
Sensory (VAK) description that will let the client know that desired Outcome is happening or has happened. |
By: |
And how will you know [desired Outcome]? + Developing questions: And what kind of ... is that ...? And is there anything else about that ...? And where/whereabout is ...? to elaborate on the sensory-based evidence.
|
From: | An explanatory statement (e.g. a reason, belief) |
To: | Sensory (VAK) description that lets the client know their own experience. |
By: |
And how do you know [Explanation]? + Developing questions: And what kind of ... is that ...? And is there anything else about that ...? And where/whereabout is ...? to elaborate on the sensory-based evidence. |
From: | A feeling |
To: | A metaphor or symbol |
By: |
Locate the feeling x 3:
|
From: | A nonverbal (e.g. gaze, gesture, sound) |
To: | A metaphor or symbol |
By: |
Bring nonverbal into awareness using one or more of:
|
From: | An abstract conceptual word |
To: | A metaphor or symbol |
By: |
Identify attributes:
If necessary, locate the symbol x 3:
|
From: | A present state/Problem/Remedy statement |
To: | An explanation of how this is problematic for the client |
By: |
[ADDED 15 Oct 2014] This is not a common or easy vector to define. So, rather than give a list of ‘standard’ questions, an example transcript will hopefully capture the essence of this vector. The challenge for the facilitator is to NOT assume that a situation is problematic even when the client’s way of talking implies a problem. Real life situations are not in and of themselves ‘problems’. It takes a human being to experience the situation as a problem. We are aiming to identify what specifically is problematic for this client (without asking that strongly leading question – although we have been known to ask it as a last resort). C: My children misbehave. F: And …? C: I don’t like it. F: And when your children misbehave, what is it about that, that you don’t like? C: Other people will think I’m a bad mother. F: And when other people think you’re a bad mother, what happens for you? C: I’m being judged. F: And when your children misbehave, and other people think you’re a bad mother, and you’re being judged, how do you know you’re being judged? C: I feel misunderstood. I feel sick. [This is what is problematic for this particular client in this particular context, so now it is time to switch to a new vector, e.g IDENTIFY a desired Outcome:] F: And when you feel misunderstand, and you feel sick, what would you like to have happen? |
From: | A Personified symbol |
To: | A Child Within |
By: |
Developing the personified symbol:
Here we are facilitaing the client to identfy a ChildWithin's body that can do something (e.g. feet that can run, hands that can hold, a voice that can speak etc.). |
From: |
A statement of a Resource or Problem or Remedy or desired Outcome |
Toward: |
A 3D perception of the form, location, function and the relationships between key symbols that comprise a Resource/Problem/Remedy/desired Outcome. |
By: |
Identifying and elaborating on the: Form and function (name):
|
From: |
A (developed) desired Outcome |
Toward: |
A new or evolved landscape |
By: |
Identifying consequences:
|
From: | An event |
Toward: |
A sequence of events |
By: |
Identifying a coherent sequence of sub-events:
|
From: | A change |
Toward: |
A new or evolved landscape |
By: |
Evolving the change:
|
From: |
A description of a Resource |
Toward: |
The source of the Resource |
By: |
Iteratively using:
|
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