Editor's Note: This was written as a respone to somone asking about the
differences between the Milton and Meta Models.
The Milton and Meta Models: Differences (Part 2)
I found the time.
Here is part two, the Milton Model.
In this part I am showing how
Milton Erickson actually used the model.
Also, this is how I think about this,
and in the last post, (Part 1) the meta model.
Someone else may think about them
in a different way. But this is how I
choose to teach these Models.
And they are just that, MODELS, and
may not resemble truth in any way,
But since it is not about truth, but
rather usefulness, then I find these
models very useful.
Look over the two models, and you
will see they are the same, but only
completely different in function. And
since we do not operate in absolutes,
we are always functioning somewhere
in-between the two. But, by learning and
committing the deliberate use of these
models into our behavior, we can then
operate very powerfully. These are tools
for modeling, and installation. Communication,
and change, learning, and discovery.
Milton Model
MIND READING
Claiming to know the thoughts or feelings of another
person without specifying the process by which you
came to know the info.
"I know that you are learning new things..."
LOST PERFORMATIVE
Value judgments where the performer of the value judgment is left out.
"And it's really great that you are taking the time to do so..."
CAUSE & EFFECT
Where it is implied that one thing causes another.
Implied Causatives include:
a. C>E makes
b.If... then...
c.As you... then you...
"Because..."
COMPLEX EQUIVALENCE
Where two things are equated-as in their meaning being equivalent.
"That means..."
PRESUPPOSITIONS
The linguistic equivalent of assumptions.
"Tthat you really care about your future..."
UNIVERSAL QUANTIFIERS
A set of words which have the following characteristics:
a. universal generalization and
b. no referential index.
"And everything that you learn here,as you hear, all the things..."
MODAL OPERATORS
Words which imply possibility or necessity, and which form our rules in
life.
"That you can learn..."
NOMINALIZATIONS
Process words which have been frozen in time by making them into nouns.
"Will provide you with new insights, and new understandings."
UNSPECIFIED VERBS
"And you can,. . ."
TAG QUESTIONS
A question added after a statement, designed to displace resistance.
"Can you not?"
LACK OF REFERENTIAL INDEX
A phrase which does not pick out a specific portion of the listener's
experience.
" One can know..."
COMPARATIVE DELETIONS (Unspecified Comparison)
Where the comparison is made and it is not specified as to what or whom it
was made.
"And it's more or less the right thing to be able to do so."
PACING CURRENT EXPERIENCE
Where a client's experience (verifiable, external) is described in a way
which is undeniable.
"You are looking at this paper, reading these words, and in some
way understanding, (etc.)..."
DOUBLE BINDS
"And that means that your unconscious mind is also here, and can hear
what I say. And since that's the case, you are probably learning about this
and already know more at the unconscious level than you think you do, and
it's not right for me to tell your unconscious how to learn this or learn
that, let your unconscious mind learn in any way it wants, in any order, while
your conscious mind enjoys that processes."
CONVERSATIONAL POSTULATE
The communication has the form of a question, a question to which the
response is either 'yes' or 'no'. If I want you to do something, what else
must be present so that you will do it, and out of your awareness? It
allows you to choose to respond or not and avoids authoritarianism.
"Do you feel this... (punctuation ambiguity) is something you understand?"
EXTENDED QUOTES
"I was talking to Wesley who told me about his training in 1991 in
Atlanta when he talked to someone who said..."
SELECTIONAL RESTRICTION VIOLATION
A sentence that is not well formed in that only humans and animals can have
feelings.
"A chair can have feelings..."
AMBIGUITIES
Phonological:
"Hear", "Here"
Syntactic:
Where the function (syntactic) of a word cannot be immediately
determined from the immediate context.
Ex: "They are visiting relatives"
Scope:
Where it cannot be determined by linguistic context how much is
applied to that sentence by some other portion of the sentence.
"Speaking to you as a child..."
"The old man & women..."
"The disturbing noises & thoughts..."
"The weight of your hands & feet..."
Punctuation
"I want you to notice your hand me the glass."
Putting it all together:
"I know that you are learning new things... and
it's really great that you are taking the time to learn
new things... because... that means... you really care
about your future... and everything that you learn here,
as you here (Phonological Ambiguity) , all the things...
that you can learn...will provide you with new insights,
and new understandings. And you can,can you not?
One can, you know. And it's more or less the right
thing to be able to do so. You are looking at this
paper, reading these words, and in some way
understanding them, and that means that your
unconscious mind is also here, and can hear what
I say. A since that's the case, you are probably
learning about this and already know more at an
unconscious level than you think you do, and it's
not right for me to tell your unconscious, learn
this or learn that, let your unconscious learn in
any way it wants, in any order, while your conscious
mind enjoys that process. Do you feel this... is
something you understand? Because, last week
I was with Wesley who told me about his training
in 1991 in Atlanta when he talked to someone who
said, "A chair can have feelings..."
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