SUMMARY OF THE QUADRANTS: Quadrant I: Discussion. Information. Understanding. Cognitive. Conversational. Quadrant II:
Childhood memories, for example, we go back and get the kid out of the
bedroom. The therapist has to be there. This
quadrant contains what is biographical to the client's life.
This information is contained within the body of the client.
Inner child, memories and internal metaphors. The information
is biological, somatic. Quadrant III:
The 'big picture', a 'bird's-eye-view'. Behavior is observed in order
to discover and develop information sources. Behaviors,
gestures, sounds the client makes, and glances are carefully observed
in order to begin to define the client's 'psychescape'. The
map effectively becomes the co-therapist. The map can also
become 'psychoactive' taking on a life of its own. The map
will also be useful for checking to see if a healing has taken place. Quadrant IV:
We go back generations to find the healing, to find the metaphor that
is just right for the healing of T-1 in Quadrant II. The
quality of the metaphor will be redemptive -- it redeems the
experience. In Quadrants I, II, III, every detail is worked
in order to find a resolution. In Quadrant IV the therapist
has to roll up his/her sleeves and find the redemptive metaphor by
using the questions that pull the client back. The redemptive
metaphor is like a magic arrow; it does all the healing work once
discovered. It is invited to move through the traumatic
history, to T-1 through T to T+1 and then back through each
of the generation's rendering of the original trauma.
Remember, if a trauma has extensive roots the whole thing must be
identified for a true healing to take place. The
quadrants are the four realms of the problem domain. They
have the distinct features identified on the previous pages.
The four realms are useful for the processes of: identifying the true
etiology of current symptomology; organizing the sometimes very complex
and voluminous information; defining the linkage of true cause and
effect; and, discovering a redemptive metaphor that will effectively be
sweep through the generations for a healing.
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QUADRANT III |
QUADRANT I |
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1. ENTRY
"And where are you going when you go there?"
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1. ENTRY Cognitive, Conversational, Discussion. e.g. "Tell me ..." |
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2. DEVELOPING
Ask of the space:
"Anything else?"
"What kind of?"
"That's like what?"
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2. DEVELOPING
The information is developed by the therapist questioning and the client narrating. |
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3. SEPARATING - Differentiating observations from ground and memories.
- Separating T-1 memories and naming them.
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3. SEPARATING The developed information is then separated by comparing and contrasting. |
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4. STRATEGIES
- Follow tics, eye movements, behavior, sounds, sighs, breaths.
- Map intersects of information.
- Locate safe places in space.
- Define boundaries of information.
- Identify resources in space.
- Interim T-1, a place for information to accumulate relevant to healing.
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4. STRATEGIES
- Carrying across.
- Homework.
- Making connections. |
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5. INTERVENTIONS Releasing information from space.
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5. INTERVENTIONS Interpretations, insights, training, intuitions. |
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6. HINTS - Look for linkages between places on map.
- Return fragments into body of observer.
- Don't allow memory to run-on, pull back to stop time moving forward.
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6. HINTS Keep purely conversational. |
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7. OBJECTIVES
- To map perceptual space.
- De-activate psycho-active space.
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7. OBJECTIVES
Understanding, insights. |
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8. CONCEPTS
- What happens just before speech.
- Non-verbal clean language, 'bird's-eye-view'.
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8. CONCEPTS
Different points-of-view to old problems or issues. |
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QUADRANT IV |
QUADRANT II |
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1. ENTRY "And where did ... come from?"
"And what happens just before ...?"
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1. ENTRY "What would you like to have happen?"
"When you know ... how do you know?" |
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2. DEVELOPING
Ask
questions that pull back both space and horizontally on time, then
develop information downward into moments in time to get specifics. |
2. DEVELOPING
Ascertain the metaphor that represents the symptom:
"Where...?" x3
"Shape or size?"
"Like what?"
"What kind of?"
"Anything else?"
"How old?"
"What could ... be wearing?" |
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3. SEPARATING Separate out generational information.
Must all be chained and linked together.
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3. SEPARATING Separate 3 types of information: metaphor, memory, and 'child within' |
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4. STRATEGIES
Must
pull back through generations, culture, cosmology to a 'redemptive
metaphor' outside of 'problem domain'. Persist backwards.
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4. STRATEGIES
- Move time forward toward "T".
- Expect recapitualions of the Explosion, Implosion, or Dissociation. |
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5. INTERVENTIONS
Carry 'redemptive metaphor' to T-1 to interact and then carry resultant metaphor thru the generations three times.
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5. INTERVENTIONS
Invite metaphor to go to ground to interact. |
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6. HINTS
- Don't stop too soon when pulling back.
- Pulling back is hard work.
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6. HINTS
Things always go from better to worse as approach "T" |
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7. OBJECTIVES
To resolve the legacy of ancestral traumas and heal T-1 in client's life, must heal the history of cause.
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7. OBJECTIVES
- To cross over all fragments of information to T+1.
-To change affect or soatic complaints. |
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8. CONCEPTS
- A redemptive source of healing that lies outside the problem domain.
- Tacit knowledge. - Stochastic movement. T-1 thru T-6. Retrochronic. Archaeological time.
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8. CONCEPTS
- Clean Language. 3 types of information: inner child, memories, metaphors.
- Modifiers.
- Classification of metaphors: transportation, antibody, epistemological, etc.
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