Sunday, September 17, 2006

Here is the full text:

(In someone's translation)

Full text

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*Faith, reason and the university: memories and reflections*

Following is the speech given by Pope Benedict XVI at the University of

Regensburg in Germany on September 12

*Friday September 15, 2006*

*Guardian Unlimited*

Your Eminences, Your Magnificences, Your Excellencies, Distinguished

Ladies and Gentlemen

It is a moving experience for me to be back again in the university and

to be able once again to give a lecture at this podium.

I think back to those years when, after a pleasant period at the

Freisinger Hochschule, I began teaching at the University of Bonn.

That was in 1959, in the days of the old university made up of ordinary

professors. The various chairs had neither assistants nor secretaries,

but in recompense there was much direct contact with students and in

particular among the professors themselves.

We would meet before and after lessons in the rooms of the teaching

staff. There was a lively exchange with historians, philosophers,

philologists and, naturally, between the two theological faculties.

Once a semester there was a dies academicus, when professors from every

faculty appeared before the students of the entire university, making

possible a genuine experience of universitas - something that you too,

Magnificent Rector, just mentioned - the experience, in other words, of

the fact that despite our specializations which at times make it

difficult to communicate with each other, we made up a whole, working in

everything on the basis of a single rationality with its various aspects

and sharing responsibility for the right use of reason - this reality

became a lived experience.

The university was also very proud of its two theological faculties. It

was clear that, by inquiring about the reasonableness of faith, they too

carried out a work which is necessarily part of the "whole" of the

universitas scientiarum, even if not everyone could share the faith

which theologians seek to correlate with reason as a whole.

This profound sense of coherence within the universe of reason was not

troubled, even when it was once reported that a colleague had said there

was something odd about our university: it had two faculties devoted to

something that did not exist: God.

That even in the face of such radical scepticism it is still necessary

and reasonable to raise the question of God through the use of reason,

and to do so in the context of the tradition of the Christian faith:

this, within the university as a whole, was accepted without question.

I was reminded of all this recently, when I read the edition by

Professor Theodore Khoury (Münster) of part of the dialogue carried on -

perhaps in 1391 in the winter barracks near Ankara - by the erudite

Byzantine emperor Manuel II Paleologus and an educated Persian on the

subject of Christianity and Islam, and the truth of both.

It was presumably the emperor himself who set down this dialogue, during

the siege of Constantinople between 1394 and 1402; and this would

explain why his arguments are given in greater detail than those of his

Persian interlocutor.

The dialogue ranges widely over the structures of faith contained in the

Bible and in the Qur'an, and deals especially with the image of God and

of man, while necessarily returning repeatedly to the relationship

between - as they were called - three "Laws" or "rules of life": the Old

Testament, the New Testament and the Qur'an.

It is not my intention to discuss this question in the present lecture;

here I would like to discuss only one point - itself rather marginal to

the dialogue as a whole - which, in the context of the issue of "faith

and reason", I found interesting and which can serve as the

starting-point for my reflections on this issue.

In the seventh conversation [text unclear] edited by Professor Khoury,

the emperor touches on the theme of the holy war. The emperor must have

known that surah 2, 256 reads: "There is no compulsion in religion".

According to the experts, this is one of the suras of the early period,

when Mohammed was still powerless and under threat. But naturally the

emperor also knew the instructions, developed later and recorded in the

Qur'an, concerning holy war.

Without descending to details, such as the difference in treatment

accorded to those who have the "Book" and the "infidels", he addresses

his interlocutor with a startling brusqueness on the central question

about the relationship between religion and violence in general, saying:

"Show me just what Mohammed brought that was new, and there you will

find things only evil and inhuman, such as his command to spread by the

sword the faith he preached".

The emperor, after having expressed himself so forcefully, goes on to

explain in detail the reasons why spreading the faith through violence

is something unreasonable. Violence is incompatible with the nature of

God and the nature of the soul. "God", he says, "is not pleased by blood

- and not acting reasonably ... is contrary to God's nature. Faith is

born of the soul, not the body. Whoever would lead someone to faith

needs the ability to speak well and to reason properly, without violence

and threats... To convince a reasonable soul, one does not need a strong

arm, or weapons of any kind, or any other means of threatening a person

with death...".

The decisive statement in this argument against violent conversion is

this: not to act in accordance with reason is contrary to God's nature.

The editor, Theodore Khoury, observes: For the emperor, as a Byzantine

shaped by Greek philosophy, this statement is self-evident.

But for Muslim teaching, God is absolutely transcendent. His will is not

bound up with any of our categories, even that of rationality. Here

Khoury quotes a work of the noted French Islamist R Arnaldez, who points

out that Ibn Hazn went so far as to state that God is not bound even by

his own word, and that nothing would oblige him to reveal the truth to

us. Were it God's will, we would even have to practise idolatry.

At this point, as far as understanding of God and thus the concrete

practice of religion is concerned, we are faced with an unavoidable

dilemma. Is the conviction that acting unreasonably contradicts God's

nature merely a Greek idea, or is it always and intrinsically true?

I believe that here we can see the profound harmony between what is

Greek in the best sense of the word and the biblical understanding of

faith in God. Modifying the first verse of the Book of Genesis, the

first verse of the whole Bible, John began the prologue of his Gospel

with the words: "In the beginning was the Word".

This is the very word used by the emperor: God acts, [text unclear] with

logos. Logos means both reason and word - a reason which is creative and

capable of self-communication, precisely as reason. John thus spoke the

final word on the biblical concept of God, and in this word all the

often toilsome and tortuous threads of biblical faith find their

culmination and synthesis.

In the beginning was the logos, and the logos is God, says the

Evangelist. The encounter between the Biblical message and Greek thought

did not happen by chance. The vision of Saint Paul, who saw the roads to

Asia barred and in a dream saw a Macedonian man plead with him: "Come

over to Macedonia and help us!" (cf. Acts 16:6-10) - this vision can be

interpreted as a "distillation" of the intrinsic necessity of a

rapprochement between Biblical faith and Greek inquiry.

In point of fact, this rapprochement had been going on for some time.

The mysterious name of God, revealed from the burning bush, a name which

separates this God from all other divinities with their many names and

simply declares "I am", already presents a challenge to the notion of

myth, to which Socrates' attempt to vanquish and transcend myth stands

in close analogy.

Within the Old Testament, the process which started at the burning bush

came to new maturity at the time of the Exile, when the God of Israel,

an Israel now deprived of its land and worship, was proclaimed as the

God of heaven and earth and described in a simple formula which echoes

the words uttered at the burning bush: "I am".

This new understanding of God is accompanied by a kind of enlightenment,

which finds stark expression in the mockery of gods who are merely the

work of human hands (cf. Ps 115). Thus, despite the bitter conflict with

those Hellenistic rulers who sought to accommodate it forcibly to the

customs and idolatrous cult of the Greeks, biblical faith, in the

Hellenistic period, encountered the best of Greek thought at a deep

level, resulting in a mutual enrichment evident especially in the later

wisdom literature.

Today we know that the Greek translation of the Old Testament produced

at Alexandria - the Septuagint - is more than a simple (and in that

sense really less than satisfactory) translation of the Hebrew text: it

is an independent textual witness and a distinct and important step in

the history of revelation, one which brought about this encounter in a

way that was decisive for the birth and spread of Christianity.

A profound encounter of faith and reason is taking place here, an

encounter between genuine enlightenment and religion. From the very

heart of Christian faith and, at the same time, the heart of Greek

thought now joined to faith, Manuel II was able to say: Not to act "with

logos" is contrary to God's nature.

In all honesty, one must observe that in the late Middle Ages we find

trends in theology which would sunder this synthesis between the Greek

spirit and the Christian spirit. In contrast with the so-called

intellectualism of Augustine and Thomas, there arose with Duns Scotus a

voluntarism which, in its later developments, led to the claim that we

can only know God's voluntas ordinata. Beyond this is the realm of God's

freedom, in virtue of which he could have done the opposite of

everything he has actually done.

This gives rise to positions which clearly approach those of Ibn Hazn

and might even lead to the image of a capricious God, who is not even

bound to truth and goodness. God's transcendence and otherness are so

exalted that our reason, our sense of the true and good, are no longer

an authentic mirror of God, whose deepest possibilities remain eternally

unattainable and hidden behind his actual decisions.

As opposed to this, the faith of the Church has always insisted that

between God and us, between his eternal Creator Spirit and our created

reason there exists a real analogy, in which - as the Fourth Lateran

Council in 1215 stated - unlikeness remains infinitely greater than

likeness, yet not to the point of abolishing analogy and its language.

God does not become more divine when we push him away from us in a

sheer, impenetrable voluntarism; rather, the truly divine God is the God

who has revealed himself as logos and, as logos, has acted and continues

to act lovingly on our behalf. Certainly, love, as Saint Paul says,

"transcends" knowledge and is thereby capable of perceiving more than

thought alone (cf. Eph 3:19); nonetheless it continues to be love of the

God who is Logos. Consequently, Christian worship is, again to quote

Paul [text unclear] worship in harmony with the eternal Word and with

our reason (cf. Rom 12:1).

This inner rapprochement between Biblical faith and Greek philosophical

inquiry was an event of decisive importance not only from the standpoint

of the history of religions, but also from that of world history - it is

an event which concerns us even today. Given this convergence, it is not

surprising that Christianity, despite its origins and some significant

developments in the East, finally took on its historically decisive

character in Europe. We can also express this the other way around: this

convergence, with the subsequent addition of the Roman heritage, created

Europe and remains the foundation of what can rightly be called Europe.

The thesis that the critically purified Greek heritage forms an integral

part of Christian faith has been countered by the call for a

dehellenization of Christianity - a call which has more and more

dominated theological discussions since the beginning of the modern age.

Viewed more closely, three stages can be observed in the programme of

dehellenization: although interconnected, they are clearly distinct from

one another in their motivations and objectives.

Dehellenization first emerges in connection with the postulates of the

Reformation in the sixteenth century. Looking at the tradition of

scholastic theology, the Reformers thought they were confronted with a

faith system totally conditioned by philosophy, that is to say an

articulation of the faith based on an alien system of thought. As a

result, faith no longer appeared as a living historical Word but as one

element of an overarching philosophical system.

The principle of sola scriptura, on the other hand, sought faith in its

pure, primordial form, as originally found in the biblical Word.

Metaphysics appeared as a premise derived from another source, from

which faith had to be liberated in order to become once more fully

itself. When Kant stated that he needed to set thinking aside in order

to make room for faith, he carried this programme forward with a

radicalism that the Reformers could never have foreseen. He thus

anchored faith exclusively in practical reason, denying it access to

reality as a whole.

The liberal theology of the nineteenth and twentieth centuries ushered

in a second stage in the process of dehellenization, with Adolf von

Harnack as its outstanding representative. When I was a student, and in

the early years of my teaching, this programme was highly influential in

Catholic theology too. It took as its point of departure Pascal's

distinction between the God of the philosophers and the God of Abraham,

Isaac and Jacob.

In my inaugural lecture at Bonn in 1959, I tried to address the issue,

and I do not intend to repeat here what I said on that occasion, but I

would like to describe at least briefly what was new about this second

stage of dehellenization.

Harnack's central idea was to return simply to the man Jesus and to his

simple message, underneath the accretions of theology and indeed of

hellenization: this simple message was seen as the culmination of the

religious development of humanity. Jesus was said to have put an end to

worship in favour of morality. In the end he was presented as the father

of a humanitarian moral message.

Fundamentally, Harnack's goal was to bring Christianity back into

harmony with modern reason, liberating it, that is to say, from

seemingly philosophical and theological elements, such as faith in

Christ's divinity and the triune God. In this sense, historical-critical

exegesis of the New Testament, as he saw it, restored to theology its

place within the university: theology, for Harnack, is something

essentially historical and therefore strictly scientific.

What it is able to say critically about Jesus is, so to speak, an

expression of practical reason and consequently it can take its rightful

place within the university. Behind this thinking lies the modern

self-limitation of reason, classically expressed in Kant's "Critiques",

but in the meantime further radicalized by the impact of the natural

sciences.

This modern concept of reason is based, to put it briefly, on a

synthesis between Platonism (Cartesianism) and empiricism, a synthesis

confirmed by the success of technology.

On the one hand it presupposes the mathematical structure of matter, its

intrinsic rationality, which makes it possible to understand how matter

works and use it efficiently: this basic premise is, so to speak, the

Platonic element in the modern understanding of nature.

On the other hand, there is nature's capacity to be exploited for our

purposes, and here only the possibility of verification or falsification

through experimentation can yield ultimate certainty. The weight between

the two poles can, depending on the circumstances, shift from one side

to the other. As strongly positivistic a thinker as J Monod has declared

himself a convinced Platonist/Cartesian.

This gives rise to two principles which are crucial for the issue we

have raised. First, only the kind of certainty resulting from the

interplay of mathematical and empirical elements can be considered

scientific. Anything that would claim to be science must be measured

against this criterion. Hence the human sciences, such as history,

psychology, sociology and philosophy, attempt to conform themselves to

this canon of scientificity.

A second point, which is important for our reflections, is that by its

very nature this method excludes the question of God, making it appear

an unscientific or pre-scientific question. Consequently, we are faced

with a reduction of the radius of science and reason, one which needs to

be questioned.

I will return to this problem later. In the meantime, it must be

observed that from this standpoint any attempt to maintain theology's

claim to be "scientific" would end up reducing Christianity to a mere

fragment of its former self.

But we must say more: if science as a whole is this and this alone, then

it is man himself who ends up being reduced, for the specifically human

questions about our origin and destiny, the questions raised by religion

and ethics, then have no place within the purview of collective reason

as defined by "science", so understood, and must thus be relegated to

the realm of the subjective. The subject then decides, on the basis of

his experiences, what he considers tenable in matters of religion, and

the subjective "conscience" becomes the sole arbiter of what is ethical.

In this way, though, ethics and religion lose their power to create a

community and become a completely personal matter. This is a dangerous

state of affairs for humanity, as we see from the disturbing pathologies

of religion and reason which necessarily erupt when reason is so reduced

that questions of religion and ethics no longer concern it. Attempts to

construct an ethic from the rules of evolution or from psychology and

sociology, end up being simply inadequate.

Before I draw the conclusions to which all this has been leading, I must

briefly refer to the third stage of dehellenization, which is now in

progress. In the light of our experience with cultural pluralism, it is

often said nowadays that the synthesis with Hellenism achieved in the

early Church was a preliminary inculturation which ought not to be

binding on other cultures.

The latter are said to have the right to return to the simple message of

the New Testament prior to that inculturation, in order to inculturate

it anew in their own particular milieux. This thesis is not only false;

it is coarse and lacking in precision. The New Testament was written in

Greek and bears the imprint of the Greek spirit, which had already come

to maturity as the Old Testament developed. True, there are elements in

the evolution of the early Church which do not have to be integrated

into all cultures. Nonetheless, the fundamental decisions made about the

relationship between faith and the use of human reason are part of the

faith itself; they are developments consonant with the nature of faith

itself.

And so I come to my conclusion. This attempt, painted with broad

strokes, at a critique of modern reason from within has nothing to do

with putting the clock back to the time before the Enlightenment and

rejecting the insights of the modern age.

The positive aspects of modernity are to be acknowledged unreservedly:

we are all grateful for the marvellous possibilities that it has opened

up for mankind and for the progress in humanity that has been granted to us.

The scientific ethos, moreover, is - as you yourself mentioned,

Magnificent Rector - the will to be obedient to the truth, and, as such,

it embodies an attitude which belongs to the essential decisions of the

Christian spirit.

The intention here is not one of retrenchment or negative criticism, but

of broadening our concept of reason and its application. While we

rejoice in the new possibilities open to humanity, we also see the

dangers arising from these possibilities and we must ask ourselves how

we can overcome them. We will succeed in doing so only if reason and

faith come together in a new way, if we overcome the self-imposed

limitation of reason to the empirically verifiable, and if we once more

disclose its vast horizons.

In this sense theology rightly belongs in the university and within the

wide-ranging dialogue of sciences, not merely as a historical discipline

and one of the human sciences, but precisely as theology, as inquiry

into the rationality of faith.

Only thus do we become capable of that genuine dialogue of cultures and

religions so urgently needed today. In the Western world it is widely

held that only positivistic reason and the forms of philosophy based on

it are universally valid. Yet the world's profoundly religious cultures

see this exclusion of the divine from the universality of reason as an

attack on their most profound convictions.

A reason which is deaf to the divine and which relegates religion into

the realm of subcultures is incapable of entering into the dialogue of

cultures. At the same time, as I have attempted to show, modern

scientific reason with its intrinsically Platonic element bears within

itself a question which points beyond itself and beyond the

possibilities of its methodology.

Modern scientific reason quite simply has to accept the rational

structure of matter and the correspondence between our spirit and the

prevailing rational structures of nature as a given, on which its

methodology has to be based. Yet the question why this has to be so is a

real question, and one which has to be remanded by the natural sciences

to other modes and planes of thought - to philosophy and theology.

For philosophy and, albeit in a different way, for theology, listening

to the great experiences and insights of the religious traditions of

humanity, and those of the Christian faith in particular, is a source of

knowledge, and to ignore it would be an unacceptable restriction of our

listening and responding. Here I am reminded of something Socrates said

to Phaedo.

In their earlier conversations, many false philosophical opinions had

been raised, and so Socrates says: "It would be easily understandable if

someone became so annoyed at all these false notions that for the rest

of his life he despised and mocked all talk about being - but in this

way he would be deprived of the truth of existence and would suffer a

great loss".

The West has long been endangered by this aversion to the questions

which underlie its rationality, and can only suffer great harm thereby.

The courage to engage the whole breadth of reason, and not the denial of

its grandeur - this is the programme with which a theology grounded in

Biblical faith enters into the debates of our time. "Not to act

reasonably, not to act with logos, is contrary to the nature of God",

said Manuel II, according to his Christian understanding of God, in

response to his Persian interlocutor.

It is to this great logos, to this breadth of reason, that we invite our

partners in the dialogue of cultures. To rediscover it constantly is the

great task of the university.

Guardian Unlimited © Guardian Newspapers Limited 2006

It’s Fatwah Time!

Pope Benedict (hereafter Bennie) quoted Manuel II Paliologous (hereafter Adolph) as attacking Islam.

It kind of reminds me of the furor over Salmun Rushdie (hereafter Sally) and the Satanic Verses, especially since I had heard of neither Sally or Adolph before.

The Byzantine Empire has never been high on my list of interests. It certainly ranks below Bird Flu which is still being hushed up.

Not that I avoid the arcane. I had heard of and read Agricola (Arabic), Melanthon (German), Ramus and Talon (French) and who could forget the more modern Salmasius? However, these all wrote in Latin. I don’t know what language Adolph wrote in.

He attacked Islam, but to me it was another case of sour grapes. See, the Catholics had ruled just 200 years before and now the Turks (Ottomans) were running things, so you can see why Adolph was pissed.He signed a peace treaty with the Ottoman Turks in 1424, paid tribute to Murad II of the Ottomans (and took it all back, I guess), and then died in 1424.

Bennie should have made this clear.

In 1492 Columbus discovered American and things haven’t been the same since.

Czar Donic

It’s Fatwah Time!

Pope Benedict (hereafter Bennie) quoted Manuel II Paliologous (hereafter Adolph) as attacking Islam.

It kind of reminds me of the furor over Salmun Rushdie (hereafter Sally) and the Satanic Verses, especially since I had heard of neither Sally or Adolph before.

The Byzantine Empire has never been high on my list of interests. It certainly ranks below Bird Flu which is still being hushed up.

Not that I avoid the arcane. I had heard of and read Agricola (Arabic), Melanthon (German), Ramus and Talon (French) and who could forget the more modern Salmasius? However, these all wrote in Latin. I don’t know what language Adolph wrote in.

He attacked Islam, but to me it was another case of sour grapes. See, the Catholics had ruled just 200 years before and now the Turks (Ottomans) were running things, so you can see why Adolph was pissed.He signed a peace treaty with the Ottoman Turks in 1424, paid tribute to Murad II of the Ottomans (and took it all back, I guess), and then died in 1424.

Bennie should have made this clear.

In 1492 Columbus discovered American and things haven’t been the same since.

Czar Donic

Saturday, September 16, 2006

Wednesday, September 13, 2006

A BRIEF OVERVIEW OF COGNITIVE THERAPY

©2004 by Dr. Charles Stanford, CCBT

INTRODUCTION

The cognitive approach is shows that the ideas or beliefs we hold about certain issues are the key to change and/or self-improvement. It is only when the person can make these beliefs conscious that they can be examined and help up to scrutiny.

From a conceptual standpoint, the Freudian terms such as "Superego" are useful as they are widely used even by the general public. However, in approach to the Superego, a rational disputation of its contents can be successful and it is not necessary to employ the terminology in practice. In other words, the therapist could employ the Freudian terms but in dealing with a client it is best to discard the terminology. (It is worthwhile pointing out that recent graphics of the human brain have actually located activity in different centers of the brain while the “Ego, Id, and Superego” are active.) It remains, however, a helpful conceptual framework, but not an effective guide to treatment.

The approach favored by Ellis (REBT) is the most well-known, though his personality and misconceptions about him seem to confuse the issue. Beck and Meichenbaum also contribute to the cognitive approach, but a search of the site cogprints contains a wealth of others and the National Association of Cognitive Behavioral Therapists is a definitive group.

It is preferable to help the client to identify the irrational beliefs as this process is important from a cognitive standpoint and helps in disputing them. For this reason, a Socratic technique that allows the patient dispute is more effective than active disputation. Any other techniques that would forward this goal should also be used.

VIEW OF HUMANS

Good vs. Evil

Carl Rogers (the Rogerian approach) believes in the ultimate goodness of humanity and, if one is to be a counselor and subscribe to moralistic notions, this is the best view to have. One can hardly imagine the converse as an effective starting point for counselors. However, it is ultimately counter-productive to carry our own notions of good and evil into the counseling process. While it is possible within particular societies to reach some sort of consensus on these issues, it is best not to impose our abstract beliefs on our clients. Furthermore, since most psychological problems people have is a result of their accepting irrational and unverifiable beliefs, we can not help them if we are constantly judging them as well. We can retain our own moral and religious beliefs, but it is necessary also to understand and empathize with the client's beliefs. If our own biases interfere with this process, we can not help the client. In addition, such terms usually tell us more about ourselves than they do about the client. Therefore, we must suspend the notions of good and evil while counseling. "Productive" and "Counter-productive" seem to me better terms.

In this context, I remember talking to a friend of mine who was almost entirely left-brained if one subscribes to the left-brain vs. right-brain hypothesis as described nicely by Carl Sagan in Dragons of Eden. One time, while reflecting on what seemed to me very strange behavior on the part of a large number of students, I told him that it seemed to me that most people had an inferiority complex. I'll never forget his response: "Of course, exactly half have an inferiority complex and half have a superiority complex. That is what the normal curve is all about." He did not have much grasp on the implications of what he said, but certainly when we evaluate humans we must use something against which to measure them. So, to what are they to be compared? Animals? Mark Twain once said "Man, we are told, is the reasoning animal -- Now I wonder who found that out?"

Determinism

One of the logical problems with the strict Freudian approach, a deterministic, approach is that if our entire personality is determined by the ages of six of seven, it seems futile to do anything about it later. On the other hand, it is important to distinguish between Freud the theoretician and Freud the practitioner.

Perception

Each individual perceives the world differently. Adler was quite right to shift the focus to Individual Psychology. After all, we can start with the most basic concepts of perception and illustrate quite clearly that these differences exist. For example, on a test once given for color perception, I tested color-blind in two out of the three areas. In a later, more extensive test, it was five out of six. Still, I can point to an object and say it is blue or red (different ends of the spectrum) and others will agree with me that the object is indeed that color. Obviously, my perception of color is different than that of someone who was able to "pass" all three sections of that test and therefore has a different perception of reality even though we may use the same terms (such as "blue") to describe it. How much further must we be apart when we use terms such as "depression," "sadness," "fear," and "happiness?" The counselor must be a very attentive listener and use empathetic abilities to be able to understand as much as possible the inner world of the client.

Beyond That?

People are influenced greatly by early events, but are able to change and improve through an understanding of them. Furthermore, if the simple matter of color perception as a result of cones and rods in the physiology of the eye makes a difference, what an incredible difference must a completely different culture make. Gender, place in the family, income level, all these combine to make each human unique. If we remember that, we are in much better shape than someone who attempts to apply a theory blindly.

DEVELOPMENT AND STRUCTURE OF NORMAL PERSONALITY

I do not see much contradiction between any of the theories in this respect although the adherents of the various approaches undoubtedly do. For example, progression through the oral, anal, and phallic stages of the Freudian approach parallels Eriksson’s growth stages. Indeed, Eriksson built his model following Freud's but shifted the emphasis from an exclusively sexual one. In any Human Development textbook we see the stages of normal development as well.

Other theorists also have their own stages of development. For example, Adler believes that ones place in the family determines personality and that all people have the desire to become socially integrated. Glasser indicates that all people develop with the need to gain control.

Whatever the theory, however, "normal" is generally defined in relation to the standards, or norms, of the society. In some cultures, for example, suicide is a noble endeavor -- ancient Rome, Japan, and certain Alaskan tribes hold this view. In our culture, such an idea is considered an example of abnormal thinking. The important goal in therapy is that the individual function well and take satisfaction in his or her life, although some religious sects seem to believe that misery is the intended lot of humanity. I assume, however, that even in such a case they are happy if they are miserable -- an interesting paradox.

The main point is that "normal" development is defined by either the society or the individual. So long as the individual is able to define his or her own normality without arousing the ire of society, that individual is fully functioning. The personality that is "normal" in all respects is not likely to need counseling.

DEVELOPMENT OF ABNORMAL PERSONALITY

This is of far more interest. Freud invented some very interesting and useful terms to describe what is going on inside the mind. It does not matter if we think of the terms as actually representing physical reality, processes, parts of the brain, or use them to clarify some concepts. For example, in his theory, the libido manifests itself in the id of the newborn. It is the drive of the libido (for our purposes not representing sexual drive, but some sort of life-force without any metaphysical ramifications) that needs to be satisfied. But the newborn soon finds that there are restrictions on the expression of purely libidinous desires and develops the ego in order to mediate between the external world, or reality, and the drive. The external world finds the individual difficult to control at all times but manages, through the development of the superego, to implant certain "dos", "don'ts," and "musn'ts" into the individual’s mind -- so much so, that at times the superego's strength is able to overcome the combined will of the id and the ego and make it nearly impossible for the individual to function.

(Again, I would not use the Freudian terminology in dealing with a client, but it helps provide the framework for diagnosis.) Essentially, people with emotional and psychological problems generally hold at least one irrational belief and these beliefs are in the part of the mind Freud referred to as the Superego. Sometimes these beliefs can be deeply submerged into the sub- or un-conscious, a distinction that seems useless. All of these beliefs usually have at their root some sort of self-blame. This blaming or shaming can be directed inwardly ("I am no good") or projected outwardly ("you are no good"), and are entirely irrational and unverifiable.

These beliefs can be inserted into the mind at any time. Perhaps the Freudian are right when they say that fear of the father is the root of a problem. Perhaps Erikson is right when he says that the individual never resolved the trust vs. mistrust issue from early childhood. Perhaps early religious training inculcated the belief that all humans are sinners. Perhaps the individual has unrealistic expectations from herself or from life. Perhaps it is a combination of all these plus a self-indoctrination that perpetuates these beliefs. The source of them is not as important as bringing them to the surface and analyzing them.

GOALS OF COUNSELING

The first and foremost goal is to determine what the client really wants out of counseling and then attempt to facilitate the process. The goals, then, are as varied as the clients. In short, we must find out why the person is in counseling.

There are diverse reasons why someone comes to counseling. They range from a simple straightforward desire on the part of the client to achieve some goal such as loosing weight to having been forced into the situation by our legal system. In all cases, however, counseling is supposed to help the client.

Listed under this subheading are some interesting entries for some of the approaches. In the Freudian approach, we decided, the goal was to make the subconscious become conscious. In Adlerian Therapy, motivations and the overcoming of infirmities was mentioned. In Person Centered Therapy, "Client solves problems" is what is definitive. A problem is that these items could be listed under any of the next two sections ("Role of counselor" and "Diagnosis and Assessment."

ROLE OF THE COUNSELOR

A cognitive approach is generally conceded these days to be most effective. However, a Rogerian approach could be far superior, especially in the early stages where the counselor is trying to learn as much as possible about the client. The advantage of the Rogerian approach is that the stated problem may not be the real one. The counselor needs to listen and sometimes ask questions, indicating all along positive regard for the client, in order to understand the problem as deeply as possible.

Indeed, perhaps the entire first session should be devoted to this approach, depending upon the attitude the client seems to harbor.

But once we find the problem, what then? Rogers believes that continued positive regard and a warm relationship will eventually lead the client to solving the problems on his or her own. Perhaps, given enough sessions, this will work, and with some patients it may be sufficient for the relatively short period of time currently afforded counseling by economic forces. Perhaps the client can identify the irrational belief or beliefs, dispute them, and substitute a more healthy, sane outlook for themselves.

Such clients are rare. Most of them need some guidance for this task. However, while it is effective to use a didactic, confrontational style, it will not work for all patients. Nor is logic alone sufficient. A combination of logic and rhetoric in the classical sense of the term is more likely to be effective. Rhetoric seeks to persuade and uses logic as one of its tools and can be very powerful and effective if used properly. Today Rhetoric is used as a synonym for what someone you disagree with says, but it has a long and honorable tradition. It is supposed to allure the listener or, in this case, client towards accepting a more effective belief.

For this reason, I think in many cases the more Socratic method suggested by Beck would be more appropriate. Through asking questions, one can eventually elicit from the client a statement of the irrational belief. But this is a technique.

DIAGNOSIS AND ASSESSMENT

The DSMV-IV is the official or generally accepted manual for diagnosis. In this era of HMO domination of the field and the HMOs' aversion to treating mental and/or emotional disorders, it is necessary for practical purposes to use this manual in a formal diagnosis. Of more importance, however, to the client is finding out what the problem really is (and by this I mean to imply that it might be different than the formal one). Isolating the irrational belief, bringing it to the conscious level, and helping the client dispute it is the most effective focus. TECHNIQUES OF THERAPY

Once the irrational belief is out in the open, so to speak, the next step is to dispute it. How one goes about this depends a great deal on the client and also on the counselor. In other words, it is the relationship between the two that is the determining factor. In addition, one finds great difficulty in determining a counselor's theoretical approach by observing the techniques used. In other words, a strict Freudian may use a technique developed by the Behaviorists, a Rogerian may wind up in a philosophical discussion with a client or use role-playing. The distinction might well be why the counselor chooses to use that particular technique at that particular time with that specific client.

As I stated above, first the Rogerian approach should be used to formulate a diagnosis. Once the irrational belief is brought to the conscious level, it needs to be disputed. The question now is how and that depends on the patient.

One of my patients was concerned about getting married again because his first marriage failed. Through asking questions, I determined that he actually believed that "all women were the same." Now, this is a deeper problem than meets the eye. An immediate approach would be to point out that this woman was not the same as the first woman and he was not the same as before. There is no rational justification for believing that one marriage would fail simply because the other did. QED. Session over!

This client, moreover, was a rather truculent "macho" personality. Direct disputation might have been fun, but unlikely to succeed given his pride at his "intellect." However, knowing that he actually believed that "all women were the same," I asked more questions:

Q: They are all exactly the same?

A: Yes, exactly.

Q: In every way?

A: Yes, every way.

Q: Are all men the same?

A: Oh, no, of course not. Men have ideas. They think for themselves. They are all different.

Q: Why are they all different?

A: The way they are raised.

Q: I see. Are all men raised exactly the same?

A: No, of course not!

Q: Are all women raised exactly the same?

A: Ah, I see what you’re getting at!! Yes?

This is condensed, but it is accurate. The next step was to give a homework assignment. Mine was as follows: "What you have now is a hypothesis. Let's test it. Without letting anyone know what you are up to, I want you to study women, making a list of hard facts as to the ways they are different and the ways they are similar. Let's see if you can verify it."

Role playing could be important in some instances. Suppose a client thought that his boss was so intolerant that she would not let him lodge even a minor complaint. The irrational belief may be an idea that if his complaint were rejected, he would be crushed, it would be the end of the world. In this case, it might be helpful first to play him while he played her. He might eventually role play the worst possible outcome. At least that is now defined. Would that outcome really be so terrible? Would it really be a reflection on him or on her? To further reinforce the message, reversing the roles, based on his interpretation of her, helped. This actually led to a different outcome once he saw an alternative way of picturing her.

Obviously, much more can be said, but this is only intended as a brief, introductory, remark to help define “cognitive approaches.”

Monday, September 04, 2006

FIGURING IT OUT

Politics in the 21st Century

Or

God is Dead

Actually, the earth is an extremely silly planet. It is made so because it is bespeckled with creatures who refer to themselves as Homo Sapiens. This is a term from a language that none of them speak and only a few read. It means, more or less, wise men, or thinking men, or indicates that being wise is something that they all have in common. Sort of like when you visit the grocery store – you will see clearly labeled “Homo Milk”. The planet is the third from the sun in a solar system with eight planets. It used to be nine, but a group of the more sapient Homo Sapiens banished it. Sic Transit Glorius Mundi.

Every four years, these Sapiens choose one of their least sapient members to be their military and spiritual leader. The current one is the hope of many others to be raptured, an issue not fit for this forum. But hey, get raptured, you all!

As you may remember, these notices started when we were promised a pandemic of bird flu. The last I heard, 49 died in Indonesia. Mad cow disease isn’t mentioned much except on Boston Legal, a television show. Monkey pox has completely disappeared from the media. It leaves one feeling terribly abandoned.

Our corporate owned media, however, will not take on our government, for it is also corporate owned.

So what has been covered since the promised pandemic has been abandoned? Well, the latest is that a polygamist was captured. (We all feel safer now.) Before that, a great deal of paper, ink, and electricity and bandwidth was spent on a fiasco that had the net effect of informing us that Jon Benet Ramsey was still dead. (R.I.P.) All of this interrupted the fact that we had Israel attack the civilians of Lebanon so they would force Hezbollah to be nicer. This massive attack, killing, displacing, and starving over a million took attention from Iraq where about 200 people per day die under our occupation (occupation forces are responsible for the lives of those under occupation, btw).

So, I’m leaving you all with the pre-eminent political question. This is the one question you should ask of any politician who wants your vote, if you vote: “What have you done for me lately?” I mean, freeing the slaves was a long time ago (Republicans) and so was The New Deal (Democrats), which saved capitalsim. I mean, lately.

Meanwhile, I’ll post something on instinct on Contemporary-Awareness.Blogspot.com before I put this up.

Take care, and maybe you will see or hear a sneezing bird. Now is the time to look before most of them head south.

Sunday, September 03, 2006

A COGNITIVE RUMINATION ON INTUITIVE COUNSELING

©2006 by Charles Stanford,Ph.D., C.C.B.T.

[Author’s note: Cognitive therapy does not exclude any other approaches, and the following is an attempt to illustrate how instinct is crucial in the process. A strict cognitive analysis of the phenomenon would also include analytical and rational explanations for its success, and some of that is attempted here. It is curious to note how the style-sheet used as a template for her work is so rigidly “scientific” that it almost becomes a parody of it. For my own part, I saw a parallel to the so-called “Uni-Bomber,” Ted Kazinski. While his remarks were sociological and often gleaned from Marcuse and others, the style or organization was clearly one that a scientist would learn, at the latest, while doing a Master’s Thesis. It later turned out that he was a brilliant mathemetician while authorities were stating that he had a high-school education. Additionally, psychologists were pointing out that he could not be schizophrenic as those afflicted by the disease loose about 30 I.Q. paints as a result. It turned out that he had started out with an I.Q. of 180, so he could easily loose 30 points and still be in the genius category. I mention this simply to illustrate the cognitive dissonance one could experience in comparing Satir’s writing with her practice.]

Introduction

Virginia Satir is known as a communications theorist, but her approach is not theoretical in the generally accepted sense as she defies the scientific paradigm. The concepts and assumptions are difficult to separate from her view of maladaptive behavior, much the same way as Yin and Yang or right-brain and left-brain are difficult to separate -- one can not exist without the other. It is almost as if one expected to have a north pole without a south pole.

Self-esteem, or maturation, a sense of ego-integrity or identity, a feeling of being comfortable with ones own uniqueness and that of another, is at the heart of being a health human being. Her Conjoint Family Therapy forms the basis for much of the discussion of the basic assumptions or concepts behind her theory. Early family life can lead to a lack of self-esteem through a series of "double-bind" relationships and messages and produce dysfunctional behavior that can be measured by the degree of indirect communication people utilize to the exclusion of direct communication. When adults with low self-esteem marry, they pass along their insecurities to their children, at least one of which becomes an Identified Patient (IP).

An important goal of therapy is to help establish people as "centered" through effective communications patterns. These patterns are taught through a series of well-known techniques until each person is able to communicate clearly, concisely, and effectively.

Throughout her writings, one senses a warm, caring human being, perfectly centered and spontaneous.

Against the Linear Paradigm

These words are typical of what one finds in reading Virginia Satir: "Around any well-integrated person there is a circular field that is about three feet in diameter. At the edge of this field, you can feel vibrations -- at least I can! When a person is relatively well put-together, those lines feel like elastic." (Satir, Conjoint Family Therapy, 257). She continues to describe "energy fields" around various people: those who are out of contact with themselves have small ones and the violent have very large ones. The vibrations people give off are a clue to their state of mind.

Although one might be tempted to dismiss such writing and thinking as "west coast," or "new age," there is absolute truth in what she is saying. Her method of communication, however, does not emulate the scientific paradigm and style. Her prose is that of a warm and caring human being who, above all, is trying to share experiences with the reader.

Perhaps this energy field can be described another way, as a heightened sense of awareness in the approaching individual, an awareness of the other person's body language, movement, eyes, etc. For example, after I read her description of the "energy field," I told a group of patients about it. When I am speaking to a group, I am very conscious of just about every movement and twitch of each member to start with, and mentioning that I was about to test this on them simply heightened this awareness. I then approached them, one at a time, "feeling" for the energy field.

I did not tell them exactly what I was trying to learn about them, but I did notice significant differences, especially in two cases. One person seemed not to react at all and I was able to move my hand within a few inches of his face without any reaction. On the other end of the spectrum, another became increasingly hostile looking as I approached and I could not get closer than five or six feet. I "felt" the "energy field" myself. I later checked their diagnostic charts. The first was referred to the group by the psychiatric unit as chronically depressed and the second had very violent tendencies with very many issues to work on. In other words, the "energy field" is a metaphor, a helpful way of communicating her experience. There is absolutely no scientific measuring device that can detect the presence of an energy field or an "aura", but a person in a sensitive state of heightened awareness can "sense" it. "Left-brain" and "right brain" are like that as well. Even though scientists have noticed that certain functions seem to be predominate in certain areas of the brain, the concept of the left half of the brain doing certain things and the right brain the others is best used as a metaphor for certain ways of perceiving and thinking.

Her theory works this way as well. Although she studied the literature and obtained the necessary credentials to practice, her theory is built on her own experience in which she displayed an uncanny, instinctive, way of knowing how to relate to people. As she says in Conjoint Family Therapy, "the process still -- and always -- is the relationship between you and me, here and now." (243)

Concepts and Assumptions

So how does one approach a theorists who says, in effect, the theory is not important, that it is only a guideline to be used if it helps, who does not mention paradigms, quote from scholarly journals, and does not present abstract notions that subject themselves to reification and thus abstract analysis and discussion? How does one talk about concepts in such a situation?

Satir's main concept from a theoretical standpoint is that concepts are the product of experience and experience is only as valid as the reliability and validity of the perceiver. All therapy is a relationship between people and at the base of relationships is communication. We communicate in many ways, but the best communicators are those with the best sense of self esteem. Still, as she points out, "thought and feeling are inextricably bound together; the individual need not be a prisoner of his feelings but can use the cognitive component of this heeling to free himself."(125) If we examine this notion carefully we see how the first clause unites thought and feeling into a composite inseparable unit and that the second clause divides thought and feeling again so that one part can modify the other. Yet, she is saying that these are two parts of a single whole that function together. One does not easily divide the two into separate sections for analysis, nor should one.

Fortunately, for those who insist upon a linear discussion of family therapy, Conjoint Family Therapy works towards that end. The book begins with a discussion of why family therapy is needed. The Identified Patient (I.P.) is a symptom of family dysfunction. This reality came to the surface as individual therapists noticed that "schizophrenic" patients showed increased symptoms during and immediately after a family visit and upon observing how other family members interfered with therapy. It became clear that they were actually trying to change the behavior of the entire family through treating only one member so revised their approach to include the entire family and, through this process, found that mental illness had an interpersonal nature. The process usually starts when an external force labels the I.P. as "disturbed," but that behavior was actually serving a homeostatic function within the family. The locus of difficulty could usually be located within the marital dyad, with low self-esteem of both members as a cause and this lack of self-esteem the result of their own families' functioning. (1-6)

People with low self-esteem tend to be, in David Riesman's terminology, extremely “other-directed” and have not reached a position of equality with them. Although hoping for a great deal from others, they expect disappointment. Such people all-too-often choose one another as mates, putting one another in charge of their own self-esteem, attempting to create a stronger identity for themselves through the mate. In short, they both were seeking the "good parent" from each other. (7-12)

After being married a short while, however, disillusion sets in. Neither expected to give and they notice such annoying realities such as hair curlers and snoring. In addition, what Satir calls "differentness" becomes threatening, such things that make people individuals are seen as evidence of being unloved. A lack of trust also arises from this low self-esteem. These two things, low self-esteem and mistrust expresses itself in maladaptive forms of communication. (13-24)

Soon, children enter this family and the parents expect to "get" from the child which will obviously have nothing other than self-interest at first. For example, they make economic and emotional demands which each party may see as deflecting from their own needs. (24-28)

In addition, social forces are at work placing further strains on the relationship. The Industrial Revolution (although Satir does not use the phrasing) quantified the worth of an individual through the monetary system while simultaneously mechanizing the person's work environment and specializing it to the extent that a basic alienation from the existential construct occurred. This alienation is especially debilitating to an individual who is already suffering from low self-esteem. Roles began to shift rapidly with the rise of psychoanalysis urging greater freedom and autonomy for children while patriarchal notions became outmoded. The individuals with low self-esteem looked to the family for a "reason for being" while the family no longer was able to provide it to those very individuals. (29-33)

A child growing up in such a situation faces considerable difficulties. Not only are they growing up in the same external world, but they are being raised by parents who themselves have difficulty adjusting. In fact, "family theory postulates that outside forces are important mainly as the affect the parents." (36) Part of the "getting" mindset of parents with low self esteem is to look to the child as a vehicle of expressing their own self-worth, as a way of bolstering their own self esteem, and as an extension of their own selves. (35-36)

The therapist should see "...himself as a resource person." (125), a "model of communication" (125), and as a teacher. These aspects are modeled below under "techniques."

View of Maladaptive Behavior

In discussing Satir, separation of a view of maladaptive behavior from basic conceptions is difficult. It also seems counterproductive in that she intertwines these so carefully that to force a separation of the two is contrary to her practice and way of thinking. Indeed, in the section (above) on concepts of assumptions, maladaptive behavior was already introduced and discussed. Here I wish to view maladaptive behavior as the concrete manifestation of dysfunctional relationships caused by the juncture of individuals with low self-esteem with one another and the offspring. Generally speaking, there is an inverse relationship between one's self-esteem and the indirectness of ones communication.

As mentioned, the parents with low self-esteem look to the child as a mechanism for enhancing their own self-worth. Thus comments, both positive and negative, from the external community reflect upon their own self-worth. They have an inordinate need for approval from the child and this makes discipline difficult. In addition, they also look to the child as an ally against the other parent, a messenger between the parents, a pacifier of the mate, and eventually place the child in some sort of conflict that demands of choice of one parent over the other. This militates against identifying with individuals of one sex or the other and thus against the child's own sexual identity and sense of self. 61-59) The parents are not aware of these subconscious behaviors on their own part and, when the child exhibits dysfunctional behavior, they tend to attribute it to external factor because their very lack of self-esteem makes it difficult for them to realize that they have a profound effect on the child. (36-24)

Eventually, this double-bind situation takes its toll on the child who comes to the attention of the therapist as the Identified Patient. The double bind is not merely the inability to satisfy both parents at the same time, but the inability to satisfy conflicting sides of the same parent. An example given is that of the father who demands that his son obey him in all things and then objects to the son's lack of manliness in failing to stand up to him. The I.P. actually acts out the conflicts within and between the parents and helps maintain the family homeostasis until the community objects to or at least points out the child's behavior and may even take the child away from the parents. If parents are alert to this possibility, they may seek therapy for the I.P. (24-55)

Throughout, Satir (1983, 1988) and Satir and Baldwin (1983) identifies four distinct forms of defensive and indirect communications and provides alternatives. Later (1991), she generalizes on being "centered" in providing a consistent and congruent manner of communication. This theme, however, runs throughout her career.

She divides dysfunctional communicators into four categories: placaters, blamers, computers, and the distractor. The placater is unable to communicate for fear of getting the other person angry, so the message becomes "whatever you want is okay." (People Making, 63). The blamer is aggressive and even violent at times so that the other person will regard him or her as strong, but who inside feels lonely and unsuccessful. (1972:66) The computer gives the impression of being ultra-reasonable and even evokes envy in the other, but inside feels vulnerable (1972:68) and hides behind intellect, all the while feeling vulnerable. The distracter is never on the point, but goes off in different directions at once, feeling that they do not belong anyway. (1972:70)

Therapeutic Goal

The therapeutic goal is recognized by the fifth category, leveling, and her therapy focuses on this. She is very succinct and clear on this point in her discussion of criteria for terminating treatment.

Family members need to be taught how to interpret hostility, complete transactions, see themselves as others see them [sic], see how they see themselves, tell one another how they appear to them, express hopes, fears, and expects from the other. In addition, the should be able to disagree, make choices, learn through practice, free themselves from the negative aspects of the past, and communicate congruently. Their language and communication pattern is delineated, meaning having a sense of ego integrity, a knowledge on the difference between the "you" and the "I", and be clear.

In one of the best, most succinct, and meaningful statements I have seen in the literature of Psychology, she summarizes it by saying "in short, treatment is completed when everyone is the therapy setting can use the first person 'I' followed by an active verb and ending with a direct object." (227-228)

Techniques

Most of Satir's techniques seem to have been invented on the spot to communicate a particular problem to a particular family. After awhile, they have become associated with her and, in my opinion, run the risk of becoming reified into a "cookbook" approach -- that is to say, a new therapist may decide, "Well, sculpting is supposed to work, I guess I'll try that." The point is that these techniques may become useful as they are, but it is more important to understand the process and goals of them. In general, her techniques are ways of communicating visually what has not been effectively communicated orally. In all cases, they are designed as a way to break through to the clients.

Since "Family sculpting" seems to be a trademark technique, I will start with that. When observing a dysfunctional family interacting, and being unable to explain in words what is going on, or when one of the member is unable to express what is going on, it may be successful to have one of the members to place the other members in postures that they think best illustrates how each member is relating and communicating. The visual representation is then processed and discussed. Other family members may be very surprised to see how that members views them, this having been the only time that member was able to communicate that fact. Through the discussion, more effective ways of relating and communicating can be taught.

Let us take the example of a family with a hyperactive child. In this particular case, depending of course on my assessment of the cognitive levels of the parents, I would actually use the body sculpting technique and I would have the hyperactive child do the sculpting. This would allow me to visually see the child interact with the parents and also illustrate how the child sees the relationship.

After that, there would be a general discussion of the situation. I would point out that, barring physiological reasons of course, the hyperactivity is the child's way of reacting to the family structure. Much would depend on the here and now of the child's sculpture and how the parents related to it.

One possible sculpture would be both the parents facing one another with their fingers pointed. This would indicate a blaming communication pattern within the parent's relationship to which the child is reacting. After discussing the reframed situation as establishing it as the real problem (after all, it would be the I.P.'s vision of how things were and how the I.P. reacts to it that they are concerned with -- namely, the hyperactivity), I would then proceed to teach both a "leveling" form of communication.

I think that answers the question on the academic level, but I want to add that for one to apply Satir's method, one must be a keen observer, very involved, and able to establish close and caring relationships with all involved. What technique would work would actually depend more on how the therapist applies it within the therapeutic relationship. Often new techniques are invented on the spot and then later integrated into a theory or approach for formal presentation. The real work is done instinctively -- with preparation and a belief in the importance of human communication every present, but instinct is the guide.

The division of the self into distinct entities (which results in double bind messages) can be addressed through "parts parties." Each member has parts of the personality labeled and written on a piece of paper. Then, two members assume the identities of one of their own parts and role-plays. They can then see how the various parts of themselves interrelate and relate to various parts of the other's personalities. Again, after the exercise, the results are processed and the experience is used for illustrating more effective communications techniques.

Another technique might address the topic of hidden rules within a family. Sometimes the rule is adopted that no one is supposed to talk about certain things, such as the fact that the youngest child was born without an arm (1972:99). You may have the family, independently or preferably together, start to make a list of these rules so that they better understand their subconscious inter-relating processes. Then, as usual, process the exercise, discussing the rules.

Perhaps my favorite is the strings. Get a ball of yarn or string and cut it into five foot strands. Attach each family member to another family member with one of the strands. Eventually, you will have a grid-like layout showing direct lines of communication between each member, but also triangles showing how each set of three are linked to one another. This is helpful in introducing the concept of the family system and discussing how each member affects the other. It also allows for discussion of the roles of each member with one another, with the group, and within the triangle -- after all, in a triangle, the third person needs to fulfill some function, is it helpful and how? In a five member family, there will be forty-five triangles. (1972:148-149)

To continue with this technique, it is also helpful in explaining to families what happens when one member changes considerably while the other members remain static. One way of modifying this techniques, which I developed on the spot when dealing with an alcoholic family which had developed all the classic roles of the alcoholic family (drinker, enabler, hero, scapegoat, lost child, and mascot), was to explain that father would be a different person. This was done after the lines were drawn and discussed. Then, to illustrate the need for adapting, I said, "It is as if he moved here" and then moved him to a different position, between two different family members. All the lines became confused, overlapped, tangled. This illustrated the need for new communication patterns and then I cut the strings. I sensed a tangible feeling of relief and liberation.

This afforded me the perfect opportunity to introduce the use of the "I" statement, emphasizing that it was both an opportunity to assert one's differentness and to take responsibility for ones own feelings.

One final technique (there are many) can be used with a family that seems to be making demands on one particular member. Each member of the family grabs one part of that member’s body and then pulls in opposite directions. Again, a physical demonstration of what is going on. This one may not be a very good one to use with people who are skittish about being touched and Satir's own penchant for hugging people is not very likely to be productive today with professional concerns as they are, but a Virginia Satir would know when and how to use these techniques and when to invent others.

Conclusion

Ones first impression of Virginia Satir is bound to be disappointing if one expects and clinical, linear, scientific presentation. On the other hand, I have tried to illustrate, through my own experience with her works, from my first impression through utilizing her techniques and discussing them, how she presents a coherent view of how to work with families. In fact, her view and approach is so coherent that it is nearly impossible to rear it apart into constituent pieces. I think this is one of her greatest strengths. If a family is a living, organic, system, composed of constantly evolving human beings, and a therapist is someone who grows by adapting to new situations while remaining centered, certainly a theory that reflects this dynamism both on the levels of theory and practice is necessary. Such is what Satir has offered and I hope this short paper has at least provided enough background for those who are not familiar with her to make a start in that direction.

References

Satir, V. (1983). Conjoint family therapy (third edition). Palo Alto, CA: Science and Behavior Books.

Satir, V. (1972). Peoplemaking. Palo alto, CA: Science and Behavior Books. A 1988 edition of this book, titled The new peoplemaking was issued by the same publisher but was unavailable at the time of this writing.

Satir, V. & Baldwon, M. (1983). Satir: step by step. Palo alto, CA: Science and Behavior Books.

Satir, V. M. & Bitter, J.R. (1991). The therapist and family therapy: Satir's validative process model. In A. M. Horne & J. L. Passmore (Eds.), Family counseling and therapy (2nd ed.). Itasca, IL: F. E. Peacock. 47-75.