Description:
Educational Objectives:
*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
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: