Tapping the Potential of All Students

posted in: Hypnosis, Teaching Hypnosis | 0

My teaching experience began before I founded the NY Hypnosis Training Center.  For ten years, I was a board-certified instructor for the National Guild of Hypnotists (NGH).  Over the course of those years I taught hundreds and hundreds of students the NGH Hypnotism Certification Course. 

My students have ranged in age from 23 to 70.  Typically, they range in age from 35 to 55 years old.  For the most part, mature students who have decided to learn the art and science of hypnotism for the purpose of helping others tend to be highly motivated, intelligent, and focused.  Some have chosen a new career path in the field of hypnosis.  Some are adding the skill of hypnotherapy to broaden their existing scope of therapeutic services.

“Really great people make you feel that you, too, can become great.–  Mark Twain

Regardless of the fact that most of my students are motivated, intelligent and focused, occasionally even the talented individual may lack the confidence necessary to demonstrate their true potential in class.  These students experience profound benefits from learning techniques that develop motivation and apply them to themselves the various techniques and hypnotic exercises they learn to utilize with and teach to their clients. 

The class learns that hypnotists help their clients inculcate positive thinking and the capacity for self-hypnosis wherein we coach or guide to motivate individuals to achieve their goals.

Throughout the course of study, students are taught theory, observe the demonstration of each technique, and then form pairs for practice sessions. In addition, this process encourages the spirit of mentoring and the importance of confidentiality. 

“Whether You Think You Can or Can’t, You’re Right”    –Henry Ford   

All students learn basic assessment and goal-setting tools to facilitate their clients’ objectives.  As part of the learning process, they apply these to their own issues. As they learn how to help others, they receive therapeutic value from exploring the following:

  • The situation or problem to be assessed. 
  • Behavior – (What are they currently doing regarding the situation?)
  • Affect- (What are their emotions related to their behavior?)
  • Sensations – (What are the physical symptoms related to their behavior?)
  • Imagery – (How do I imagine myself related to my behavior?)\
  • Cognition – (What are my thoughts related to my behavior?)

Students then learn a goal-setting exercise.  They are asked to apply this goal-setting process to the situation or problem which they have assessed. In this process, the following questions must be thoughtfully answered:

  • Goal: (What do I want to achieve? By when should I achieve my goal?)
  • Benefits: (What benefits will I derive from achieving my goal?)
  • Thinking:  (What must I be thinking to achieve my goal?)
  • Feeling: (What must I be feeling to achieve my goal?)
  • Action: (By what specific steps and by what deadline must I achieve my goal?)

The course of study also includes a lesson on the enhancement or restoration of self-confidence and self-esteem with hypnosis. 

Students must learn and experience these techniques as well.  Additionally, one of the texts all students must read, “Motivational Hypnotism” by Fiona Biddle and Shaun Brookhouse, is another brilliant tool to motivate clients and/or students to reach their true potential.  The self-help value of the book always benefits the student.

Because I keep my classes small, I am able to continually assess and encourage all students to reach their personal best.

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