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Neuro-Hypnosis, Trusting and Activating Unconscious Processes As Resources - Alexander Simpkins, Annellen Simpkins
Neuro-Hypnosis, Trusting and Activating Unconscious Processes As Resources - Alexander Simpkins, Annellen Simpkins
Neuro-Hypnosis, Trusting and Activating Unconscious Processes As Resources - Alexander Simpkins, Annellen Simpkins
annellenandalex@radiantdolphinpress.com
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Annellen
M.
Simpkins,
PhD
&
C.
Alexander
Simpkins,
PHD
The
Dao
of
Neuroscience
Neuro-Hypnosis
Meditation
for
Therapists
and
Their
Clients
Meditation
and
Yoga
in
Psychotherapy
About
the
presenters:
C.
Alexander
Simpkins,
PhD
and
Annellen
M.
Simpkins,
PhD
are
psychologists
specializing
in
meditation,
hypnotherapy,
and
neuroscience.
The
Simpkins
are
authors
of
28
books,
many
of
them
bestsellers
and
translated
into
more
than
20
foreign
languages.
Their
most
recent
books
are
Yoga
and
Mindfulness
Therapy
Workbook
(PESI,
2014),
Neuroscience
for
Clinicians
(Springer,
2012)
and
Tao
of
Bipolar
(New
Harbinger,
2013).
They
are
also
authors
of
Neuro-Hypnosis
(Norton,
2010),
Zen
Meditation
in
Psychotherapy
(Wiley,
2011),
Meditation
and
Yoga
in
Psychotherapy
(Wiley,
2010),
The
Dao
of
Neuroscience
(Norton,
2010),
Meditation
for
Therapists
and
Their
Clients
(Norton,
2009),
They
have
three
book-CD
combinations:
Self-Hypnosis
for
Women
with
Audio
CD
(Radiant
Dolphin
Press,
2004),
Effective
Self-Hypnosis
with
Audio
CD
(Radiant
Dolphin
Press,
2001),
and
Meditation
from
Thought
to
Action
with
Audio
CD
(Radiant
Dolphin
Press,
2006).
They
are
also
authors
of
the
acclaimed
Simple
Series
on
Eastern
philosophies
published
by
Tuttle
Publishing:
Simple
Zen,
Simple
Taoism
(1999),
Simple
Buddhism
(2000),
Simple
Confucianism
(2001)
&
Simple
Tibetan
Buddhism,
(2002).
Forthcoming
are
Core
Principles
of
Meditation
for
Therapy:
(Multi-
media
from
Wiley,
2016)
and
Resistance,
Rebellion,
and
Growth
(Springer,
2016).
Dr.s
Simpkins
have
been
practicing
hypnotherapy
and
meditative
therapy
for
more
than
three
decades
and
have
taught
their
hypnotic
and
meditative
methods
to
facilitate
mind-brain
change
in
people
of
all
ages.
They
have
been
involved
in
neuroscience
for
18
years
and
teach
Tae
Chun
Do,
a
martial
art
that
includes
meditation
to
address
mind,
body,
and
spirit.
They
present
workshops
on
hypnosis,
meditation,
and
neuroscience
all
around
the
world
and
have
taught
their
methods
at
state
mental
hospitals,
and
university
campuses.
The
Simpkins
have
performed
psychotherapy
and
hypnosis
research
and
studied
personally
with
hypnosis
masters
Milton
H.
Erickson,
Ernest
Rossi,
G.
Wilson
Shaffer,
and
Harold
Greenwald.
Psychotherapy
and
research
teachers
include
Jerome
D.
Frank,
Carl
Rogers,
and
Lawrence
Kubie.
Their
neuroscience
teachers
are
Vilayanur
Ramachandran,
Jaime
Pineda,
Paul
Churchland,
Stephen
Anagnostaras,
and
William
Bechtel.
And
they
learned
meditative
methods
from
Alan
Watts,
Charlotte
Selver,
the
Kwan
Um
School
of
Zen,
and
the
Integral
Yoga
Institute
with
Swami
Satchidananda.
Their
Eastern
philosophy
influence
along
with
their
commitment
to
continual
learning
and
therapeutic
effectiveness
have
helped
them
to
look
at
things
through
the
crystal
of
a
unique
vision,
which
they
bring
to
you
with
warmth
and
clarity
in
their
books
and
seminars.
The
Wise
Unconscious:
Using
What
Comes
Naturally
Exerted
from
Simpkins
&
Simpkins
book
Neuro-Hypnosis:
Using
Self-Hypnosis
to
Activate
the
Brain
for
Change
Flow
with
whatever
may
happen
and
let
your
mind
be
free:
Stay
centered
by
accepting
whatever
you
are
doing.
This
is
the
ultimate.
(The
great
Taoist
sage,
Zhuangzi
in
Hyams,
1982,
57)
Mysterious,
elusive,
seeming
to
escape
rational
explanation,
the
unconscious
holds
a
certain
fascination.
Today,
thanks
to
the
new
technology
for
studying
the
brain,
we
have
mounting
scientific
evidence
that
many
important
brain
processes
are
unconscious.
The
unconscious
serves
important
functions
of
intelligence.
Hypnosis
works
through
these
unconscious
processes
and
allows
you
to
draw
from
the
great
reservoir
of
brain-mind
potential.
Evidence
for
the
Unconscious
from
the
Two
Hemispheres
of
the
Brain
At
first,
it
was
believed
scientifically
that
unconscious
processes
could
not
be
intelligent.
But
brain
research
about
the
two
hemispheres
of
the
brain
performed
in
the
1950s,
60s
and
70s
gave
one
of
the
earliest
sources
of
evidence
that
this
might
not
be
the
case.
Neuroscientists
studied
patients
who
had
damage
to
one
side
or
the
other,
as
well
as
those
who
have
had
the
connecting
tissue,
the
corpus
callosum,
severed
during
surgery
to
help
stop
the
devastating
effects
of
epilepsy.
They
discovered
that
many
structures
seemed
to
be
repeated
on
both
sides,
offering
different
options
for
awareness.
In
the
early
years,
neurologists
evaluated
that
the
left
side,
which
seemed
to
control
language
and
complex
cognitive
abilities
that
are
involved
when
we
think
carefully
about
things,
was
the
most
important
side
for
intelligent
functioning.
Rational,
conscious,
deliberate
thinking
was
believed
to
be
all
we
really
need.
But
evidence
1
gradually
emerged
to
indicate
that
the
right
hemisphere
might
be
important
for
intelligent
functioning,
as
well.
Research
in
England
during
World
War
II
revealed
that
right
hemisphere
damaged
patients
were
deficient
in
a
number
of
ways.
They
had
trouble
finding
their
way
back
to
their
rooms
on
the
wards
and
even
had
problems
putting
on
their
clothes.
It
became
clear
that
the
two
hemispheres
had
unique
ways
of
conceptualizing
and
responding
to
stimulation.
Each
left
and
right
hemisphere
has
its
own
private
chain
of
memories
and
learning
experiences
that
are
inaccessible
to
recall
by
the
other
hemisphere.
In
many
respects,
each
disconnected
hemisphere
appears
to
have
a
separate
mind
of
its
own
(Sperry
in
Springer
&
Deutsch
1981,
52).
We
now
know
that
the
two
hemispheres
have
unique
cognitive
properties,
each
with
its
own
strengths.
The
left
is
specialized
for
language,
speech,
and
problem
solving,
and
thus
sometimes
equated
with
conscious
processing.
The
right
is
specialized
for
visual
and
spatial
processing.
It
also
constructs
a
representation
of
the
visual
world.
In
some
ways
the
right
hemisphere
is
more
visually
intelligent
than
the
left,
but
since
the
right
hemisphere
is
not
associated
with
language,
we
are
often
less
aware
of
its
processes.
For
example,
people
who
are
good
at
finding
their
way
around,
even
in
a
strange
city,
often
do
so
in
an
intuitive,
somewhat
non-rational
way.
This
kind
of
knowing
is
intelligent,
but
differs
from
consciously
knowing
details;
for
example,
that
a
place
you
are
looking
for
is
located
2.4
miles
north
on
highway
5.
So,
memories
of
pictures
and
orientation
in
space
are
processed
in
the
right
hemisphere,
while
memories
that
call
for
language,
meanings,
and
concepts
are
processed
in
the
left
hemisphere.
Both
ways
of
knowing
are
intelligent
and
helpful,
but
one
is
explicit
and
conscious.
The
other
is
implicit
and
often
unconscious.
Clearly,
human
intelligence
may
come
from
multiple
parts
and
functions
of
the
brain.
Hypnosis
enlists
both
sides
of
the
brain
to
activate
more
capacities
than
simple
conscious,
deliberate
action
might
be
able
to
achieve.
More
Evidence
for
the
Unconscious
Comes
from
Brain
Damaged
Patients
2
The
way
our
memory
works
has
served
as
another
source
for
understanding
the
unconscious.
Henry
Gustav
Molalson
(1926-2008),
best
known
by
his
initials,
H.
M.,
brought
new
understandings
about
memory,
learning,
and
the
unconscious.
Back
in
the
1950s,
H.
M.
underwent
an
elective
surgery
to
deal
with
epilepsy.
His
surgeon,
William
Beecher
Scoville,
had
found
the
epilepsy
to
be
located
in
the
left
and
right
medial
temporal
lobes.
Based
on
the
limited
understanding
of
brain
functioning
in
those
days,
he
decided
that
the
best
way
to
prevent
the
epilepsy
was
to
remove
two
thirds
of
H.
M.s
hippocampus,
parahippocampal
gyrus,
and
amygdala.
Nobody
predicted
the
serious
effects
this
surgery
would
have
on
H.
M.s
memory.
The
surgeon
immediately
recognized
the
deficits
following
the
surgery
and
began
testing
his
patient.
(Schoville
&
Milner,
1957).
H.
M.
could
not
form
any
new
lasting
memories,
suffering
from
what
is
known
as
anterograde
amnesia.
Surprisingly,
even
though
H.
M.
could
not
learn
new
facts
or
recall
what
he
did,
he
could
learn
new
skills.
The
task
he
was
given
was
called
the
mirror-tracing
task,
where
he
was
taught
to
trace
a
pattern.
He
did
the
task
every
day,
and
each
day
he
had
to
be
instructed
anew,
from
the
beginning,
as
if
it
were
the
first
day.
But
paradoxically,
his
skills
improved,
showing
that
some
learning
can
take
place
unconsciously,
He
could
learn
how
to
do
something,
even
though
he
had
no
memory
of
what
he
had
learned.
From
many
years
of
study
with
H.
M.,
we
have
gained
strong
evidence
for
the
idea
that
there
are
different
functional
areas
in
the
brain,
some
operating
with
full
consciousness
as
they
occur,
and
others
working
intelligently
and
unconsciously,
without
any
awareness
of
them
doing
so.
Learning
what
does
indeed
seem
to
be
distinct
from
learning
how.
The
modern
system
of
memory
is
generally
considered
two
separate
but
interacting
systems,
each
with
its
own
neural
counterparts.
One
system
is
conscious,
declarative
and
semantic;
the
other
is
unconscious,
non-declarative
and
implicit.
These
systems
have
their
own
unique
logic:
Conscious
recall
for
declarative,
and
unconscious
performance
for
non-declarative.
Conscious
declarative
memory
and
learning
occur
in
different
brain
areas
than
unconscious
procedural
memory
and
learning.
The
quality
of
attention
can
influence
how
well
we
learn
and
remember,
but
sometimes
learning
can
3
take
place
without
deliberately
paying
attention.
Emotions
also
affect
these
processes,
engaging
the
limbic
structures.
And
right-left
hemisphere
processes
differ
as
we
have
described.
Thus,
unconscious
functioning
is
complex
and
varied,
thereby
offering
a
wealth
of
skills
and
capacities
to
be
utilized
in
self-hypnosis
to
help
you
foster
change.
Evidence
for
the
Unconscious
from
Studies
of
Perception
and
Attention
Our
senses
take
in
a
great
deal
of
information,
but
consciousness
is
limited,
only
registering
a
few
bits
of
information
at
a
time.
Our
immediate
short-term
memory
capacity
tends
to
be
no
more
than
seven
plus
or
minus
two
bits
of
information
at
one
time.
Anything
beyond
this
goes
unnoticed
consciously,
but
research
shows
that
it
is
registered
unconsciously.
The
unconscious
continually
absorbs
much
more
information
than
consciousness
perceives
at
any
given
moment.
This
ability
is
used
when
a
witness
to
a
crime
is
hypnotized
to
recall
details
of
the
event.
The
witness
might
seem
unable
to
remember
certain
specifics,
such
as
a
license
number,
but
under
hypnosis
the
entire
scene
can
be
visualized
or
even
imaginatively
revisited.
Although
there
can
be
errors
in
recollection,
sometimes
a
memory
retrieved
in
trance
includes
more
than
what
was
conscious
recalled.
More
information
can
be
perceived
through
the
senses
and
stored
unconsciously,
outside
of
awareness.
Even
when
we
dont
pay
attention
to
an
input,
it
has
still
been
perceived.
If
we
dont
interfere
consciously,
we
will
perceive
and
remember
even
a
single
presentation
of
an
item.
These
processes
do
not
involve
any
intervention
from
our
conscious
attention.
In
certain
situations,
we
receive
unattended
information
without
registering
it,
especially
when
our
attention
is
directed
towards
something
else.
And
this
unattended
information,
even
though
it
remains
outside
of
conscious
awareness,
can
influence
our
behavior,
thoughts,
learning,
and
emotions
(Posner,
1978).
Researchers
devised
a
way
to
test
how
unattended
information
is
processed,
called
priming.
Priming
research
has
shown
us
how
stimuli
that
are
not
deliberately,
consciously
attended
to
can
enhance
learning
from
unconscious
processing.
As
noted
neuroscience
researchers
Squire
&
Kandel
(2000,
p,
160)
stated,
Primings
key
feature
is
that
it
is
unconscious.
4
Priming
refers
to
improved
speed,
accuracy,
or
efficiency
in
the
ability
to
identify
words
or
objects
after
having
a
recent
experience
with
them.
People
respond
more
rapidly
and
fully
to
stimuli
previously
experienced
than
to
completely
new
experiences.
This
ability
is
called
implicit
memory
and
it
results
from
priming.
Implicit
memories
improve
our
performance
on
a
task,
without
the
need
of
any
conscious
or
intentional
recollection
of
those
experiences.
The
brain
acts
differently
when
exercising
these
unconscious
processes.
PET
images
of
individuals
doing
a
task
following
priming
reveal
a
reduction
in
activity
in
the
visual
cortex,
specifically
in
the
posterior
occipital
lobe.
When
priming
occurs,
the
visual
system
has
already
processed
part
of
the
learning
and
so,
less
higher
processing
is
required.
These
processes
occur
more
quickly
and
efficiently
than
those
that
use
conscious
thinking
because
the
priming
effect
for
visual
stimuli
is
processed
earlier
in
the
visual
pathway.
The
effects
of
priming
can
last
for
decades.
For
example,
Mitchell
and
Brown
showed
that
normal
subjects
retained
priming
effects
for
one
week,
as
might
be
expected.
But
seventeen
years
later
they
retested
some
of
their
1988
priming
subjects
and
found
these
original
subjects
did
significantly
better
with
the
primed
material,
and
also
showed
a
significant
improvement
over
controls
(Mitchell,
2006).
Amazingly,
these
subjects
had
retained
their
priming
effects
all
those
years!
Thus,
unconscious
changes
you
make
can
be
efficient,
stable,
and
lasting.
Unconscious
Input
in
Everyday
Life
Like
priming,
all
kinds
of
inputs
are
registered
continually
without
our
being
aware
of
them
during
everyday
life.
For
example,
as
you
read
the
words
on
this
page,
you
are
probably
not
aware
of
your
foot.
But
now
that
"foot"
is
mentioned
you
might
notice
that
yours
is
cold
or
warm,
light
or
heavy
or
perhaps
feels
tingly.
As
your
attention
turns
there,
you
can
perceive
your
foot
experience.
Sensation
in
your
foot
was
always
present,
but
when
thoughts
were
directed
elsewhere
these
feelings
were
unconscious.
Attention
makes
your
perception
conscious,
but
the
experience
exists
5
whether
consciously
perceived
or
not.
Unconscious
perception
is
similar
to
the
old
philosophical
question:
If
a
tree
falls
in
a
forest
and
no
one
is
there
to
hear
it,
does
it
make
a
sound?
We
know
that
people
can
have
experiences
with
thoughts
about
the
experience,
even
though
the
experience
is
unconscious,
because
these
thoughts
can
be
recalled
later.
Memories,
concepts
and
learning
experienced
over
the
years
are
retained
unconsciously.
As
children
grow
they
learn
how
to
walk,
read,
and
write.
With
each
stage
of
development,
certain
skills
and
abilities
are
mastered;
earlier
ones
are
incorporated
or
transformed.
This
requires
applications
of
intelligence,
emotional
maturity,
and
body
coordination.
Abilities
are
stored,
not
just
as
the
specific,
actual
learned
skill,
but
also
as
a
more
generalized
potential
to
learn
how
to
learn.
For
example,
skills
used
to
form
letters
of
the
alphabet
in
early
childhood
are
taken
for
granted
as
an
adult,
yet
those
abilities
such
as
making
lines,
circles,
and
the
spaces
between
in
combinations
may
be
applied
later
as
an
architect,
an
artist,
or
a
builder.
These
implicit
processes
comprise
learning
and
understandings
you
may
have
applied
in
different
contexts
throughout
your
life.
Connections
can
be
made
without
conscious
effort
in
hypnosis.
Neuroscience
of
Automatic
Habits
Daily
routine
becomes
automatic,
regulated
by
unconscious
processes.
The
wake-up
alarm
goes
off
in
the
morning
and
you
automatically
shut
it
off.
You
walk
so
naturally
and
easily
that
you
may
never
think
about
the
complex
links
between
mind,
brain,
and
body
coordinating
unconsciously,
unless
something
goes
wrong,
and
you
have
a
problem.
Try
to
remember
yesterday's
activities.
Some
events
are
murky
and
difficult
to
recall.
But
after
concentration
you
probably
reclaim
more
and
more
details
as
you
bring
automatic
activities
into
your
awareness.
Once
a
habit
is
learned,
by
simply
thinking
about
the
goal
it
can
be
carried
out.
Then
the
whole
set
of
processes
is
triggered
as
we
carry
out
the
action
effortlessly.
This
is
how
we
are
able
to
leap
ahead,
without
needing
to
think
about
the
intervening
steps.
6
The
areas
of
the
brain
involved
in
carrying
out
habits
are
the
cerebellum
and
basal
ganglia.
Both
are
part
of
sub-cortical
motor
processing.
Habit
learning
uses
very
different
areas
from
declarative
learning.
Declarative
learning
involves
the
hippocampus
where
new
memories
are
stored.
Habits
involve
the
caudate
nucleus,
one
of
the
parts
of
the
basal
ganglia
that
is
involved
in
learning
movement.
The
Neurobiology
of
Conscious-Unconscious
Pathways
in
Vision
Vision
affords
another
way
for
distinguishing
between
conscious
and
unconscious
pathways.
Visual
information
flows
in
two
pathways:
a
ventral
and
dorsal
pathway.
These
two
pathways
tend
to
process
information
differently.
What
something
is
and
how
it
is
represented
in
form,
such
as
its
color
or
shape
is
processed
through
the
ventral
pathway,
the
whatness
of
what
is
seen
consciously
by
deliberately
pay
attention
to
and
understanding
what
is
seen.
Where
something
is
and
how
to
move
to
its
location
in
space
is
processed
through
the
dorsal
visual-motor
pathway,
the
objects
whereness
in
relation
to
us
processed
unconsciously,
without
explicit
knowledge
or
understanding
but
instead
with
a
sense
of
its
spatial
relationships
to
our
body.
When
the
dorsal
pathway
is
the
dominant
process,
we
can
make
an
accurate
response
to
an
object
without
consciously
understanding
how
or
why,
such
as
reaching
a
hand
out
effortlessly
to
catch
a
ball.
Both
conscious
and
unconscious
processing
have
their
use,
and
so
it
makes
sense
to
develop
both.
Some
tasks,
or
situations
produce
better
results
if
processed
consciously,
and
others
will
have
superior
results
with
unconscious
processing.
Often,
best
results
come
from
a
combination
of
the
two.
Thus,
in
self-hypnosis
you
will
find
your
own
unique
conscious-unconscious
balance
to
utilize
either
pathway
as
an
access
point.
The
Psychology
of
the
Unconscious
Psychology
has
described
and
worked
with
the
unconscious
processes
as
tools
for
psychotherapy.
Freud
first
made
the
unconscious
famous,
as
the
repository
of
7
repressed
memories,
and
this
is
still
an
important
component
for
the
psychology
of
the
unconscious.
But
as
neuroscience
has
shown,
we
know
that
the
unconscious
serves
more
positive
functions,
adding
to
our
intelligence
and
sensitivity.
Unconscious
as
Intuition
Intuition
expresses
the
poetry
of
the
unconscious.
We
can
think
of
intuition
as
the
psychological
function
that
transmits
perceptions
in
an
unconscious
way.
Intuitive
processing
can
be
an
intelligent
pathway
to
sophisticated
understandings,
and
so
it
can
be
a
valuable
skill
to
develop.
Aristotle
believed
intuitive
functioning
is
an
extremely
complex
process,
based
on
our
ability
to
sense
and
perceive
at
a
basic
level,
retain
sense
perception,
and
systematize
these
sense
perceptions.
Thus,
intuition
intelligently
synthesizes
data.
Since
the
synthesis
occurs
outside
of
awareness,
people
know
something
without
knowing
how
they
know
it.
Intuition
appears
to
work
backwards,
with
conclusions
reached
before
premises.
People
experience
uncanny
hunches,
spontaneous
familiarity,
or
insightful
realizations.
Intuitive
truth
is
usually
recognized,
not
learned.
Most
people
are
aware
of
having
intuitions.
Some
rely
on
them.
Intuitions
may
be
extremely
clear
for
some
people,
vague
to
others.
Intuitions
involve
sensitivity
to
nonverbal,
non-rational
phenomena.
Some
believe
this
sensitivity
is
a
more
accurate
way
of
knowing
realitys
truth.
Self-hypnosis
evokes
the
use
of
intuitive
mental
faculties,
permitting
them
to
develop.
Both
consciousness,
through
awareness
and
rationality,
and
unconsciousness,
through
intuition
and
unconscious
experiencing,
are
important.
Associative
Qualities
of
the
Unconscious
The
unconscious
synthesis
often
occurs
within
a
stream
of
associations,
a
free
flow
of
natural,
active,
creative
processing
without
intervention
of
conscious
purpose.
8
The
unconscious
makes
associations
just
outside
of
awareness
throughout
the
day.
This
process
is
extremely
useful
in
hypnosis
and
trance
processes.
William
James
carefully
defined
and
described
associative
principles.
When
two
brain
processes
have
been
active
at
the
same
time
or
in
immediate
succession,
one
tends
to
excite
the
other.
This
is
basis
for
the
law
of
association
(James
1896).
On
the
neuronal
level,
when
two
things
become
associated,
neurons
involved
in
both
fire
together,
and
as
the
association
is
repeated,
the
wiring
between
them
becomes
stronger.
Association
by
similarity
occurs
from
the
free
flow
of
thoughts.
Similar
ideas
become
linked,
forming
compounds
that
link
to
other
ideas.
Seemingly
dissimilar
ideas
can
end
up
mentally
connected.
Learning
influences
some
of
these
associative
processes.
For
example,
if
we
mention
the
word
swallow,
ornithologists
will
think
of
birds,
throat
specialists
will
think
of
throat
diseases,
and
thirsty
people
might
realize
how
much
they
want
a
drink
of
water.
Associations
are
also
influenced
by
how
recent,
vivid,
or
congruent
the
ideas
are.
All
in
all,
the
process
of
association
is
complex
and
multi-faceted.
Despite
its
complexities,
the
flow
of
unconscious
associations
is
not
random,
but
evolves
from
your
individuality.
Patterns
of
association
reflect
your
past,
including
likes
and
dislikes,
conflicts
and
agreements,
needs,
actualities
and
expectancies.
Many
other
external
and
internal
experiences
can
be
crystallized
through
associative
metaphors.
Learning
takes
place
in
therapeutic
trance.
Sometimes
learning
leads
to
an
original
discovery.
Other
times
we
assimilate,
recombine,
or
restructure
old
understandings.
New
possibilities
and
changes
follow
from
recombining
and
interspersing
of
meaning
into
the
associative
processes
of
the
unconscious
mind.
Dreams:
Free
Flow
of
Images
Unconscious
processing
has
been
described
thus
far
in
terms
of
thought.
But
sometimes
the
unconscious
is
manifested
as
images
or
pictures.
These
images
often
reflect
deep
levels
of
inner
experience,
unknown
to
consciousness.
A
single
picture
can
9
encode
many
possible
meanings
and
learning.
In
dreams,
a
few
images
can
symbolize
a
lengthy
scenario.
Dreams
occur
spontaneously
and
yet
meaningfully
in
trance.
For
example,
a
hypnotherapy
client
of
ours
had
a
vivid
image
in
trance
of
a
woman
wearing
a
dark
shawl.
Upon
awakening
she
felt
puzzled
as
she
described
her
image.
Therapeutic
exploration
brought
out
the
connection
to
her
Italian
background
and
her
feelings
about
her
mother
who
had
been
sedentary
and
withdrawn.
This
client
was
involved
in
many
community
organizations,
having
decided
early
in
her
life
to
be
different
from
her
mother.
The
symbolic
image
brought
forth
associations
that
helped
her
to
better
understand
and
moderate
her
tendency
to
over-commit
herself
Sometimes
dream
images
are
misleading.
One
client
had
a
recurring
dream
of
a
frightening
monster
chasing
her.
Night
after
night
she
was
repeatedly
terrified
by
the
dream.
She
was
a
very
quiet,
sweet
person
who
always
tried
to
be
considerate,
kind
and
warm.
She
rarely
got
angry
and
found
such
emotions
difficult
to
accept.
As
she
worked
in
therapy
she
began
to
conceive
the
monster
not
as
a
foreign
body
attacking
her,
but
rather
as
her
own
angry
feelings.
She
had
crystallized
her
conflict
into
a
symbolic
image.
After
she
accepted
this,
she
was
able
to
include
more
of
her
personality
into
her
everyday
life
and
stopped
having
nightmares.
This
symbol
from
her
unconscious,
though
feared
and
avoided,
turned
out
to
hold
the
key
to
resolving
her
difficulty.
The
unconscious
can
express
a
complex
emotional
conflict
in
one
seemingly
terrifying
image.
Dreams
have
also
inspired
great
discoveries.
Kekule's
breakthrough
of
the
benzene
ring
structure
emerged
from
a
dream.
He
was
struggling
day
after
day,
trying
to
uncover
a
configuration
to
account
for
the
unique
properties
of
benzene.
One
night
he
fell
asleep
working
on
his
calculations
and
had
a
dream
of
a
snake
twirling
around,
chasing
its
own
tail.
Eventually
the
spinning
snake
caught
its
tail
and
turned
as
a
circle.
When
Kekule
awoke,
he
knew
that
he
had
solved
the
problem.
Benzene
arranges
its
molecules
as
a
ring,
a
possibility
he
had
previously
overlooked!
He
returned
to
the
data
and
was
able
to
empirically
show
the
validity
of
his
insight,
still
accepted
today.
Kekules
unconscious
synthesized
the
intellectual
understandings
into
a
symbol
he
could
10
consciously
trace
back
to
the
data.
Dreams
can
be
a
source
of
creative
ideas
and
a
means
for
working
out
difficulties
and
envisioning
new
possibilities.
Our
approach
to
self-hypnosis
uses
this
theory
of
dreams.
Dreams
may
symbolically
represent
our
needs
and
concerns.
You
can
utilize
this
valuable
communication
youre
your
unconscious
in
trance
to
resolve
difficulties
and
expand
potential.
Research
has
shown
hypnotic
hallucinations
are
similar
in
character
to
natural
dreams,
and
so
both
are
equally
effective
windows
into
the
unconscious.
Self-hypnosis
can
help
to
tap
this
potential.
How
Assumptions,
Beliefs,
Attitudes,
and
Expectations
Lead
to
Self-Suggestions
People
predict
and
anticipate
events
using
assumptions,
beliefs,
attitudes,
and
expectations.
Some
assumptions
are
unconscious,
taken
for
granted
as
true,
without
correction
from
awareness.
Attitudes
deriving
from
these
assumptions
remain
relatively
stable,
coloring
and
influencing
our
interactions
with
the
environment.
For
example,
when
people
have
catastrophic
expectations,
they
may
give
themselves
self-suggestions
that
they
cant
handle
such
a
stressful
situation.
This
idea,
leads
to
maladaptive
behaviors
and
failures.
The
process
can
work
in
a
positive
way
as
well
where
self-
suggestions
associated
with
positive
expectancies,
helps
people
take
courageous
actions
that
meet
difficult
circumstances
hopefully
and
confidently.
Assumptions
and
beliefs
and
the
corresponding
self-suggestions
may
be
learned
from
family
and
friends,
religion,
culture,
and
school,
often
without
being
consciously
evaluated.
Others
evolve
from
the
intrapersonal,
the
interaction
of
one's
own
personality
with
the
world.
For
example,
most
people
think
carefully
and
then
choose
a
profession,
but
personal
beliefs
and
attitudes
about
work
are
often
taken
for
granted
and
unconscious.
People
who
believe
that
work
is
a
struggle,
an
uncomfortable
ordeal
will
often
leading
to
their
being
nonproductive
at
work,
a
negative
byproduct
of
their
negative
self-suggestion.
Those
who
treat
work
as
personal
commitment
and
devotion,
an
essential
meaning
for
their
life,
will
often
achieve
more
and
feel
happier
working.
Attitudes
change
somewhat
as
life
passes,
as
well.
For
example,
at
retirement
age,
work
11
has
a
different
meaning
than
at
twenty.
These
attitudes
and
values
may
have
evolved
from
personal
inner
dynamics,
from
interpretations
of
the
parent's
way
of
dealing
with
work,
or
from
response
to
outer
circumstance,
like
a
devastating
war.
Whatever
the
origins,
our
beliefs,
values,
and
assumptions
influence
the
kinds
of
real
life
actions
we
perform.
Hypnosis
allows
us
to
modify
our
assumptions
and
form
new
suggestions
to
make
alterations
for
our
benefit.
The
Unconscious
Quality
of
Emotions
Emotions
also
have
a
strong
influence
on
learning
and
memory.
Our
evaluations
of
inputs,
whether
we
like
or
dislike
something,
or
whether
an
input
is
associated
with
a
traumatic
or
uncomfortable
past
experience,
will
have
a
profound
effect
on
how
we
learn
and
remember.
Emotional
learning
is
highly
linked
to
the
amygdala,
and
the
response
is
often
unconscious
(Williams,
Morris,
McGlone,
Abbott,
&
Mattingley,
2004).
Just
having
an
emotional
response
can
increase
or
decrease
the
strength
of
learning.
Even
when
emotions
are
unconscious,
they
influence
how
well
we
learn.
In
one
experiment,
students
were
exposed
to
certain
shapes
flashed
too
fast
for
conscious
recognition.
Later
when
given
a
memory
test,
they
performed
better
with
shapes
they
had
seen
unconsciously.
They
also
felt
more
positive
about
these
shapes,
even
though
they
did
not
know
why
(Squire
&
Kandel,
2000).
Hypnosis
can
draw
upon
these
emotional
factors
to
facilitate
therapeutic
learning,
and
we
will
guide
you
to
enlist
your
emotions
as
a
way
to
help
you.
Testing
Hypnotic
Unconscious
Learning
Without
awareness,
the
mind
can
take
in
information
unconsciously,
then
process
it
and
learn
new
skills,
and
retaining
the
learning
for
many
years.
Unlike
conscious
processes,
which
employ
aware,
deliberate
thinking,
unconscious
mind
performs
cognitive
processing
without
awareness
or
deliberate
thinking,
responding
more
quickly.
This
processing
does
need
language
and
semantic
processing,
and
does
not
need
to
rely
on
explicit
sequential
logic.
12
We
decided
to
test
these
two
types
of
learning
for
therapeutic
change
by
comparing
a
conscious,
insight
form
of
cognitive
therapy
with
unconscious
hypnotherapy
(Simpkins
&
Simpkins,
2008).
Before
therapy
began,
each
subject
specified
a
psychological
problem,
the
target
complaint
to
work
on.
The
subjects
were
divided
into
two
groups:
One
receiving
hypnotherapy
where
work
was
done
unconsciously
without
any
mention
of
the
problem
directly.
The
other
group
received
a
cognitive
form
of
therapy
where
the
problem
was
discussed
and
analyzed.
All
subjects
were
tested
before
and
after
the
6
sessions
of
treatment.
We
found
that
statistically,
both
groups
improved
equally
well.
But
the
closing
interviews
asking
subjects
to
specify
what
they
had
learned
from
treatment
revealed
some
interesting
differences.
Everyone
expressed
satisfaction
that
they
had
gained
new
psychological
tools,
but
the
two
groups
reported
receiving
different
skills.
As
one
might
expect,
the
cognitive
therapy
participants
felt
that
their
awareness
acted
as
a
distinct
guide
to
sense
situations,
notice
reactions,
and
trace
feelings
and
thoughts.
Im
looking
at
feelings
as
opposed
to
surface
thoughts.
I
can
examine
them
since
I
am
aware
of
them,
remarked
one
cognitive
therapy
participant.
Another
said,
Its
the
awareness:
stopping,
stepping
back,
away
from
being
immersed
in
it
all,
to
look
at
it
from
the
outside.
Im
noticing
things
more
and
making
an
effort
to
observe
my
surroundings.
The
hypnosis
participants
also
felt
that
they
had
gained
a
way
to
know
themselves
by
trusting
and
using
their
unconscious
processes
as
a
tool.
Often
they
experienced
this
as
simply
happening
without
quite
knowing
why.
One
participant
said,
Things
are
just
kind
of
happening;
Im
not
sure
why,
but
I
am
more
relaxed,
and
I
can
trust
my
intuitive
self.
Another
said,
My
unconscious
has
opened
up
more
and
it
does
more.
This
feels
good.
The
tools
this
group
acquired
tended
to
be
an
intuitive
ability
to
sense
their
inner
needs
and
a
willingness
to
listen
to
their
inner
voice.
Despite
the
differences
in
treatment
methods,
participants
developed
some
similarities.
Many
hypnosis
participants
expressed
the
same
ability
to
be
objective
as
the
insight
participants.
One
hypnosis
subject
said,
It
feels
like
something,
a
clouded
something
in
me
that
has
helped
me
stand
back
and
look
at
things
more
objectively
and
13
be
more
relaxed
instead
of
getting
freaked
out.
I
cant
pinpoint
what
it
is.
Both
groups
felt
they
gained
objectivity,
but
they
experienced
it
coming
from
different
sources:
the
cognitive
group
from
a
clear
awareness
and
the
hypnosis
group
from
a
supportive
unconscious.
Both
groups
felt
they
gained
greater
understanding
of
themselves
and
their
problems.
Thus,
unconscious
processing
can
be
individualized,
intelligently
oriented,
and
sophisticated.
Sensitizing
to
its
subtle
facets
is
a
key
to
building
self-hypnotic
skills.
Conclusion
The
mind-brain
is
capable
of
functioning
without
just
one
set
of
fixed
assumptions
or
meaning
sense.
Freed
from
the
bonds
of
preconception,
you
have
an
opportunity
to
make
new
connections,
leading
to
new
potentials.
Hypnosis
can
allow
you
to
bypasses
limitations
to
bring
about
something
different.
In
an
altered
consciousness,
you
have
opportunities
for
open,
creative
moments.
Now
that
you
have
familiarized
yourself
with
the
positive
potential
of
the
unconscious,
you
can
begin
to
make
this
potential
truly
useful
in
your
life.
14
9/26/15
annellenandalex@radiantdolphinpress.com
simpkins.radiantdolphinpress.com
1
9/26/15
Brain in 3-D
2
9/26/15
3
9/26/15
4
9/26/15
Lemon
Ideomotor
Visualize
relaxation
5
9/26/15
How Hypnosis
Changes the Brain
w Two
processes
are
experienced
simultaneously:
Relaxation
and
Absorption
(focused
Relaxation
Related
Decreases
attention)
w We
see
two
corresponding
groups
of
brain
areas
that
are
Absorption
Related
increases
involved
Rainville
et
al.,
2002)
6
9/26/15
7
9/26/15
Dierences
High
gamma
band
coherence
in
meditation
(Hankey,
2006)
Brain
dissociation
(low
gamma
band
coherence)
in
hypnosis
(Egner,
Jamieson,
&
Gruzelier,
2005)
8
9/26/15
Stroop Test
9
9/26/15
Stroop Test 2
Principles
for Activating The
Intelligent
Unconscious
Brain Processes
Hypnotically
10
9/26/15
Principle 1
Trust Your Unconscious
11
9/26/15
12
9/26/15
13
9/26/15
Titchener
Circles
(Milner
&
Goodale,
1995)
14
9/26/15
Principle 2
Individualize
15
9/26/15
16
9/26/15
Principle 3:
Be Flexible in
Looking at the
Problem
17
9/26/15
18
9/26/15
Principle 4:
Receptivity Can Be
Fostered
19
9/26/15
Developing Receptivity
Developing
Acceptance
Together
Consider
the
shared
moment
here
together
here
at
this
wonderful
conference
Envision
the
learning
and
growth
you
are
having
20
9/26/15
Principle 5:
Accepting and
Utilizing What is
There
21
9/26/15
22
9/26/15
Principle 6:
Bypass Conscious
Limits to Discover
the True Self
23
9/26/15
Principle 7:
Allowing Change
24
9/26/15
Learning to Allow
Allowing Change
25
9/26/15
Working
Unconsciously
in
Psychotherapy
26
9/26/15
Research Continued
Results
27
9/26/15
Implications
of
Results
Not
always
necessary
to
address
a
problem
directly
in
order
to
resolve
it
Indirect
methods
activate
inner
processes
for
specic
as
well
as
nonspecic
changes
28
9/26/15
Imagine
Imagine
vividly
Imagine,
what
if
I
went
into
trance
Imagine
your
unconscious
owing
as
it
will
Allow
Invite
your
unconscious
to
express
itself
then
step
back
and
let
it
happen
Wait
for
your
response
to
unfold
29
9/26/15
THANK YOU!
Contact
us:
annellenandalex@radiantdolphinpress.com
Webpage:
simpkins.radiantdolphinpress.com
Join
us
on
Facebook!
Annellen-Alex
Simpkins
Annellen
Simpkins
PhD
&
C.
Alexander
Simpkins
PhD
30
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