Memory Recall

Summarized here below is a natural sequence for memory recall of deeply repressed information.

The natural sequence for recall of deeply repressed memories first begins with a reaction to a sensory stimulus involving physiological adaptations coming from the central nervous system. Perspiration, increased respiratory and heart rate are apparent before there is an ideomotor finger signal to show recognition of the stress. The conscious horizon of thinking that can translate a feeling into speech is the last to get the message. This is of great importance when it comes to trusting the validity of a patients verbalization.

If the hypnotherapist asks for a verbalization as soon as the patient's finger indicates arriving at an important episode, he will greatly delay learning about it. The subject may awaken from hypnosis and lose the memory, or she may shake her head and say that nothing is coming to her. Repetition of the memory at the ideomotor level mobilizes the information and allows for the eventual elevation to talking levels of thought.

Dr. David Cheek's experience with surgical and birth experiences in which subjects block on revealing, or refuse to elevate after a show of physiological distress has shown that these are the most important memories to review, and eliminate as sources of subsequent physiological disability. For this reason, it is highly important for a hypnotherapist to know ways in which the resistance can be depotentiated without further threatening the subject.

Refusal to bring information upward for discussion may be changed in a few seconds to one of willingness when the question is rephrased to, "Will it be all right for you to know about this up here at the time we are talking together?"

An old trick of Milton Erickson's was to age progress the client forward to a time period when it would be alright for them to know about it, and decide whether or not to discuss it with the therapist.

Hypnotized subject will always try to avoid reviewing unpleasant experiences. Motivations for continuing must be supplied by the therapist. It may be necessary to bring friends and loved ones into the questioning. For example, "a patient may be willing to live through the birth experience that set the pattern for disabling headaches if it is asked whether or not a cure of the headaches might benefit a husband, son, or daughter. While the fingers are answering the questions, a reorganization of attitudes takes place at a near-cortical level of reaction."

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It always amazes me when someone says that they have a bad memory, or that he or she is bad with names or something like that. My first question with such a response is often about the person's earliest life memory, and then I begin to ask about details of the persons childhood. There isn't anyone who could remember something for ten, twenty, thirty, fifty, even a hundred years, that could possibly have a bad memory... the problem is in learning to access those memories, and or storing things so that they are worth remembering. This program will teach you how, quickly, comfortably, and easily as you just lay back and relax. Is there a better way to learn?

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