January 7, 2000 "B" Day: 83 minutes
Objectives:
To give students an understanding of a clinical mind by practicing some observational techniques where the students watch for subtle body language in individuals exhibiting overt behavior while playing the game "con-artist;" also by discussing the purpose of the A/B sharing technique used all semester.
To practice using (and recognizing) the ego as a tool for deflecting negative attitudinal signals from friends and strangers by discussing and then participating in the "Unloading Assignment."
Anticipatory Set:
Students are to prepare for A/B Sharing. Each student will have 45 seconds to tell their partner why they think the class has done the A/B Sharing method throughout the semester.
After the activity, each student will find a place in a large circle for a discussion.
Learning Activity:
Students will publicly discuss the purposes and merits of A/B Sharing. As they have been asking about this for the entire semester, it should be quite easy to have them explain why they think that we do the activity.
Let this discussion go for quite a while to allow the students to approach this subject in a very open manner. Note, there is no "one reason" for doing A/B Sharing. Make sure the students comment on how the experience has helped them, and as to their feelings and experiences of the more internal aspects of the activity. Did you notice that when you communicated on this level, that you saw the person any differently? What sort of emotional connection did you feel toward them while doing A/B sharing?
Following this sort of questioning, go into the nature of a Clinical Mind. For the explanation of this next segment, the instructor begins telling the students some stories from their own life where the "Clinical Mind" may be useful or necessary. I recommend instances of talking with strangers who are attempting to "Unload" their negative experiences on to you, perhaps while standing in line at the grocery store. I also feel that it is important to share how some of these signals and bits of negativity should not be included into a close relationship with another person (such as a girlfriend/boyfriend or spouse). During this discussion, the instructor should have a large red Stop-sign equipped with a handle (as though it were a shield) and labeled: EGO in large letters. While relating the situations to the students, put up the sign as though you are block or deflecting some sort of attack. For instance, if I were relating an instance of reading at a coffee shop and some stranger begins telling me why her husband is such a jerk, and her life is terrible, etc. I would then put up the sign. I would do this action several times without explaining why. Hence, forcing the students to determine what is meaningful, and what is not, about the interchange.
Since most students have probably heard that it is necessary to communicate almost everything in a relationship for it to be a successful one, this is a good opportunity to consider what is and is not healthy for a relationship. How might it be damaging to bring "Hate" into the relationship?
Transition:
Take a two minute break while getting into groups of 4 or 5.
Learning Activity:
Ask the students to focus at the front of the room and close their eyes. Ask the students to quietly imagine, or go to a place that is very pleasing. After a moment, ask the students to notice how close (in proximity) they feel to this special place. Next, ask the students to slowly move away from this place until they can just view it in the distance, or perhaps from a projection booth in the back of a movie theatre while watching the place on the screen. As the students "move away" notice what sorts of body language they exhibit, then ask them to slowly come back and open their eyes. Ask for comments on this experience. What was it like? What did you feel when you were close/far? Was there any difference?
Go over the Modalities sheet on the overhead.
Next, put the N.L.P. sheet on the overhead.
The purpose of this activity is to begin discussing the notion of dissociation. How close do you feel towards something or someone emotionally when you are dissociated? If indeed you are not close to them, is there any reason to be dissociated? Explain to the students that the clinician is not typically affectively associated to the patient's experience. What might happen if the doctor was busy experiencing the patient's emotional/mental state? The students should begin to understand that dissociation does not always mean that one does not care for an individual. Rather, it may be necessary to dissociate in order to more clearly see the patient's problems as they exist and effect the patient. Consider also that the patient may also need to dissociate from the doctor at times (resistance), as well as become aware of the ability to associate and dissociate from their problems fairly easy. Hence, they can work on their problems much in the way someone might repair a broken limb, or a carpenter may fix a house. Conversely, explain how the doctor will need to build some level of rapport. But this does not always attempt to remove all of the resistance between the Doctor and Patient.
Now, direct the discussion toward the subject of body language. Tell the student's about any noticeable body language that they exhibited during the above exercise. Explain to the student's that it is very important to notice body language, or neuro-linguistic programming in a patient. Part of this may require putting the patient in a tough situation, emotionally speaking, in order to observe their bodily reaction. Thus the clinician can see when the treatment is working or not working.
Direct the discussion towards the skill of a street con-artist. Tell the student's about how the people will typically allow the person to win once or twice in order to notice how their body reacts to the tension. Next, ask the students to get out a coin in each group. The student's are to practice tricking each other by performing the guess which hand game. Find who is the best at reading body language in each group and have them compete against the other groups.