Gestion de Marca

To review and summarize, there are a number of reasons for using anecdotes. They can be illustrated in the following way:

THE WIND AND THE SUN

The North Wind and the Sun once fell into a dispute as to which was stronger of the two. They related their most famous exploits, and each ended as he began, by thinking he had the greater power.

Just then a traveler came in sight, and they agreed to test the matter by trying to see which of them could soonest make the traveler remove his cloak.

The boastful North Wind was the first to try, the Sun meanwhile watching behind a gray cloud. He blew a furious blast and nearly tore the cloak from its fastenings; but the Man only held his cloak more closely, and old Boreas spent his strength in vain.

Mortified by his failure to do so simple a thing, the Wind withdrew at last in despair. “I don’t believe you can do it, either,” he said.

Then out came the kindly Sun in all his splendor, dispelling the clouds that had gathered and sending his warmest rays down upon the traveler’s head.

The Man looked up gratefully, but growing faint with sudden heat, he quickly flung aside his cloak and hastened for comfort to the nearest shade (Stickney, 1915).

In summary, anecdotes have the following uses and characteristics: 1) Anecdotes are nonthreatening.

2) Anecdotes are engaging.

3) Anecdotes foster independence. The individual needs to make sense out of the message, and then come to a self-initiated action. In this way, anecdotes foster a sense of self-determined mastery. The patient takes credit and responsibility for change. The change comes from inside the patient rather than being due to the therapist’s direction.

4) Anecdotes can be used to bypass natural resistance to change. Anecdotes can be used to present directives and suggestions in such a way as to maximize the possibility that they will be accepted. When a patient has a symptom, his/her neurotic defenses are built up. Through use of anecdotes, his/her defenses can be breached indirectly. If a patient is going to follow suggestions, then indirection is not necessary. In general, the amount of indirection necessary is directly proportional to the anticipated resistance. In Erickson’s style of doing hypnotic inductions, he seemed to be more direct with subjects who were more classically responsive. With subjects who were more resistant, Erickson was more prone to present ideas through his anecdotal method.

the anecdote. When listening to an anecdote, the listener is kept off balance. The listener cannot use habitual ways of controlling relationships when he/she is forced to listen to an anecdote.

6) Anecdotes model flexibility. Erickson was devoted to creativity. He used anecdotes as a way of expressing his interest in subtlety and creativity. Margaret Mead (1977) wrote that one of the hallmarks of Erickson as a person was his desire to be creative.

7) Erickson used anecdotes to create confusion and promote hypnotic responsiveness. 8) Anecdotes tag the memory; they make the presented idea more memorable.

CONCLUSIONS

Anecdotes are best used when they are carefully geared and individualized to the respective patient. Anecdotes should be constructed so that they meet the patient within the patient’s frame of reference. They are best used to establish changes that are consistent with and follow from the patient’s own behavior and understandings. In this way, a cure that has previously been dormant is elicited. The best use of anecdotes is not to trick the person out of his symptom but to get him to change under his own power and to his own credit (cf., Zeig, in press, a).

Anecdotes have the further effect of modeling to the patient a creative and flexible way of being in the world. Thereby, patients learn experientially that they can confront their own rigidities and confining habits and become more flexible and effective in their living.

With these ideas in mind, pay attention to your associations and realize the effect that the teaching anecdotes that Erickson presents have on you.

REFERENCES

Handler, R. & Grinder, J. Patterns of the Hypnotic Techniques of Milton H. Erickson, M.D., Volume 1. California: Meta Publications, 1975.

Carkhuff R. R. Sc Berenson, B. G. Beyond Counseling and Therapy. New York: Holt, Rinehart and Winston, 1967. Erickson, M. H. The Confusion Technique in Hypnosis.

American journal of Clinical Hypnosis, 1964, 6, 183-207. Erickson, M. H., Rossi, E. L., &

Rossi, S. I. Hypnotic Realities. New York: Irvington, 1976.

Haley,J. Strategies of Psychotherapy. New York: Grune & Stratton, Inc., 1963.

Mead, M. The Originality of Milton Erickson. American journal of Clinical Hypnosis, 1977, 20, 4-5. Stickney,J. H. Aesop’s Fables. Boston: Ginn and Co., 1915.

Tart, Charles T. States of Consciousness. New York: E. P. Dutton, 1975.

Watzlawick, P., Weakland,J., & Fisch R. Change: Principles of Problem Formation and Problem Resolution. New York: Norton, 1974.

Zeig, J. K Symptom Prescription and Ericksonian Principles of Hypnosis and Psychotherapy. American

Journal of Clinical Hypnosis, in press, (a)

Zeig,J. K Symptom Prescription Techniques: Clinical Applications Using Elements of Communication.

Portions of this section were presented at the October 14, 1978 scientific meeting of the American Society of Clinical Hypnosis.

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