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EP90 Conversation Hour 09 - Paul Watzlawick, PhD


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Topic Areas:
Conversation Hours |  Psychotherapy |  Communication |  Constructive Narrative |  Reframing |  Resistance |  Self-Image Thinking |  Systems Thinking
Categories:
Evolution of Psychotherapy |  Evolution of Psychotherapy 1990 |  Pioneers in Couples and Family Therapy
Faculty:
Paul Watzlawick, PhD
Duration:
1 Hour
Format:
Audio Only
Original Program Date:
Dec 13, 1990
License:
Never Expires.



Description

Description:

Educational Objectives:

  1. To learn philosophies of various practitioners and theorists. 

*Sessions may be edited for content and to preserve confidentiality*

Outline:

Depression and Terminal Illness

  • Discusses the lack of wisdom regarding depression among the terminally ill, emphasizing the unique challenges posed by terminal illness

  • Highlights the subjective nature of existence and death, noting that religious beliefs provide better preparation for facing mortality

  • Emphasizes the importance of understanding the individual's perception of death and fear of dying

  • References George Orwell's essay on hunger and despair, suggesting that severe realities can prevent mental distress

Level Three Learning and Bateson's Work

  • Asks about the implications of level three learning (Bateson's tertiary learning) and its associated risks

  • Explains the concept of learning to learn and the possibility of reaching higher levels of understanding

  • Touches on the metaphysical aspects of learning and the limitations of human capacity to grasp abstract concepts

  • Describes level three learning as a deeply personal exploration of life's meaning

Self Concept and Human Communication

  • Inquires about the role of the self in human problems and therapy, referencing Martin Buber's I and Thou

  • Elaborates on the validation of self through social interactions and the importance of mutual confirmation of identity

  • Uses Bateson's double bind theory to illustrate the impact of disqualifying definitions of self

  • Demonstrates how societal expectations shape self-concept and the need for symmetric relationships for a positive sense of reality

Language and Change in Organizations

  • Seeks guidance on using language of change in organizational consulting, drawing parallels with therapeutic approaches

  • Explains similarities between working with families and large organizations, emphasizing the need for variety reducers

  • Introduces the concept of variety reducers and their role in managing complexity without oversimplification

  • Provides practical examples of how understanding attempted solutions can aid in addressing systemic issues in organizations

Function of Symptoms vs. Causality Model

  • Questions the transition from identifying the function of symptoms to achieving actual change

  • Explains the systemic approach’s focus on symptom function, contrasting it with the causality model of psychoanalysis

  • Shares a case study involving a stressed executive to illustrate practical application

  • Emphasizes the importance of considering systemic context and the possible consequences of solving surface problems

Evolution of Professional Perspective

  • Asks about the speaker’s professional evolution and core issues throughout their career

  • Recalls a journey from Jungian analysis to psychodynamics, then Batesonian thinking

  • Reflects on cultural shifts and the ease of adapting to new psychotherapeutic philosophies

  • Underscores the role of exposure to diverse cultures and languages in developing openness to alternative views

From Function to Change in Systemic Approach

  • Expresses uncertainty about moving from identifying symptom function to implementing change

  • Outlines the process of tailoring interventions based on understanding symptom function and attempted solutions

  • Emphasizes the importance of blocking or replacing ineffective strategies to facilitate change

  • Shares practical insights on the effectiveness of targeted interventions in creating lasting improvements

Diagnostic Terms and Their Impact

  • Inquires about the utility of diagnostic terms like schizophrenia and approaches to psychotic patients

  • Critiques the reality-creating power of diagnostic labels and avoids using them when possible

  • Highlights the impact of social pressure on diagnoses, citing the removal of homosexuality from the DSM

  • Advocates for functional descriptions over diagnostic categories

Adlerian Influence and Secondary Gain

  • Draws connections between systemic approaches and Adlerian principles, specifically secondary gain

  • Acknowledges Adler’s influence and clarifies differences between primary and secondary gain in Freudian theory

  • Explains the concept of attempted solutions and its relevance to understanding symptoms

  • Bridges historical theories with contemporary systemic thinking

Constructivism and Functionalism

  • Raises concerns about reconciling constructivism with functionalism when discussing symptom function

  • Argues that objectivism, not constructivism, opposes the systemic view, asserting the subjectivity of reality

  • Plans to elaborate further in a forthcoming lecture

  • Suggests an evolving landscape of psychological theory in pursuit of a more unified framework

Credits



Faculty

Paul Watzlawick, PhD's Profile

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Paul Watzlawick, received his Ph.D. from the University of Venice in 1949. He has an Analyst's Diploma from the C.G. Jung Institute for Analytic Psychology in Zurich. Watzlawick has practiced psychotherapy for more than 30 years. He was research associate and principal investigator at the Mental Research Institute. He was Clinical Professor at the Department of Psychiatry and Behavioral Sciences, Stanford University Medical Center. Watzlawick is a noted family therapist; he is recipient of the Distinguished Achievement Award from the American Family Therapy Association. Also, he is author, co-author or editor of eight books on the topics of interactional psychotherapy, human communication and constructivist philosophy.

He formulated five axioms. They are:

  1. It is not possible to not communicate. Every behavior is some kind of non-verbal communication.
  2. Every communication has a content. In addition, there is 'metainformation', which says how the communicator wants to be understood.
  3. All partners involved in a communication process also interpret their own behaviour during communication.
  4. Human communication involves both verbal and non-verbal communication. In addition to the spoken words, there are is also a non-spoken part (gestures, behavior, intonation..) which is part of the communication.
  5. Communication between humans is either symmetric or complementary. This is based on whether the relationship of those communicating is based on differences or parity.


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