The Adaptive Experiential Theory of Hypnosis: Clinical Implications and Utilization
Presented by Cameron T. Alldredge, PhD
Recorded on Friday, December 8, 2023
Access provided upon registration on “My Courses Page
This presentation will explore a recently proposed theory of hypnosis called the adaptive experiential theory. This new theory is predicated on Epstein’s cognitive-experiential self-theory, a dual-process model that provides a comprehensive understanding of the rational system and the experiential system. While these two systems work together in synergy, they function quite differently in terms of their characteristics and methods. The rational system, which is influenced by logic and reason, demands a significant amount of cognitive resources and operates with concentrated effort, while displaying minimal emotional influence. On the other hand, the experiential system is powered by emotions, relies on associations, and encodes reality through images and feelings effortlessly, without conscious exertion.
According to the adaptive experiential theory, the ability to engage in complex hypnotic responses can be attributed to an individual’s capacity to adapt and consciously transition from predominantly using the rational system to the experiential system. Having a stronger connection with the experiential system leads to shifts in how reality is processed, enabling hypnotic suggestions to be internalized and put into action with less interference from the rational system. It is assumed that emotional and psychological problems arise primarily from the experiential system and most psychotherapeutic approaches are designed to try to influence that system with varying success. This presentation will highlight implications this theory has for the clinical use of hypnosis and assessing hypnotizability and will emphasize the idea that content and language of hypnotic suggestions matter.
Access provided upon registration on “My Courses Page
This program, when attended in its entirety, offers 1.5 CEs for Psychologists, 1.5 IL CEUS for Counselors and Social Workers, or 1.5 BBS California CEUs for LPCCs, LPSW, and LMFTs.
This presentation will explore a recently proposed theory of hypnosis called the adaptive experiential theory. This new theory is predicated on Epstein’s cognitive-experiential self-theory, a dual-process model that provides a comprehensive understanding of the rational system and the experiential system. While these two systems work together in synergy, they function quite differently in terms of their characteristics and methods. The rational system, which is influenced by logic and reason, demands a significant amount of cognitive resources and operates with concentrated effort, while displaying minimal emotional influence. On the other hand, the experiential system is powered by emotions, relies on associations, and encodes reality through images and feelings effortlessly, without conscious exertion.
According to the adaptive experiential theory, the ability to engage in complex hypnotic responses can be attributed to an individual’s capacity to adapt and consciously transition from predominantly using the rational system to the experiential system. Having a stronger connection with the experiential system leads to shifts in how reality is processed, enabling hypnotic suggestions to be internalized and put into action with less interference from the rational system. It is assumed that emotional and psychological problems arise primarily from the experiential system and most psychotherapeutic approaches are designed to try to influence that system with varying success. This presentation will highlight implications this theory has for the clinical use of hypnosis and assessing hypnotizability and will emphasize the idea that content and language of hypnotic suggestions matter.
After attending this intermediate-level program, participants will be able to:
- Identify and describe the rational system and the experiential system, how they differ, and how they are related to hypnosis.
- Describe hypnosis and how it works for a lay audience using the adaptive experiential theory.
- Demonstrate understanding of how to measure hypnotizability and design hypnotic suggestions in a way that is informed by the adaptive experiential theory.
This program meets APA’s continuing education STANDARD 1.1: Program content focuses on application of psychological assessment and/or intervention methods that have overall consistent and credible empirical support in the contemporary peer reviewed scientific literature beyond those publications and other types of communications devoted primarily to the promotion of the approach.
This program meets APA’s continuing education GOAL 1: Program is relevant to psychological practice, education, and/or science.
General Admission: $65.00
SCEH Members: $55.00
Students: $15.00*
(*Please email [email protected] for coupon code)
Refund Policy: 100% of tuition is refundable up to 48 hours before the program. Within 48 hours of the program, and at any point in Homestudy format, tuition is nonrefundable.
Cameron T. Alldredge, PhD, Postdoctoral Fellow, Mind-Body Medicine Research Laboratory, Baylor University
Cameron Alldredge is a licensed psychologist and the postdoctoral fellow in the Mind-Body Medicine Research Laboratory working and training under Dr. Gary Elkins. His passion for hypnosis began as a teenager which led to a successful stage hypnosis career that he maintained as a college student. While this provided an opportunity to practice hypnosis abundantly, Cameron felt a pull to use hypnosis only in a therapeutic context. After abandoning entertainment with hypnosis altogether, he decided that graduate training would help him in his desire to advance hypnotic interventions. Cameron earned his PhD in clinical psychology and is a member of ASCH, SCEH, and ISH. He currently serves as the secretary of APA Division 30. He has taught a number of professional workshops on topics such as hypnotizability, hypnotherapy, and hypnosis theory. His research topics of interest include nonordinary states of consciousness, using hypnosis for mystical- and psychedelic-type experiences, measuring hypnotizability, hypnosis for sleep, and app-based administration of hypnotic interventions.
Alldredge, C. T., & Elkins, G. R. (2023). Adaptive experiential theory of hypnosis. International Journal of Clinical and Experimental Hypnosis, 71(3), 165–175. https://doi.org/10.1080/00207144.2023.2226178
Barabasz, A., & Watkins, J. G. (2015). Hypnotherapeutic techniques 2E. Routledge.
Elkins, G. R., Barabasz, A. F., Council, J. R., & Spiegel, D. (2015). Advancing research and practice: The revised APA Division 30 definition of hypnosis. International Journal of Clinical and Experimental Hypnosis, 63(1), 1-9.
Epstein, S. (2003). Cognitive-experiential self-theory of personality. In I. B. Weiner (Ed.), Handbook of psychology (pp. 159-184). Hoboken, NJ: John Wiley & Sons, Inc.
Kekecs, Z., Bowers, J., Johnson, A., Kendrick, C., & Elkins, G. (2016). The Elkins Hypnotizability Scale: Assessment of reliability and validity. International Journal of Clinical and Experimental Hypnosis, 64(3), 285–304.
Kendrick, C., & Corlett, C. (2022). Theories of clinical hypnosis. In G. R. Elkins (Ed.), Introduction to clinical hypnosis: The basics and beyond (pp. 43-67). Mountain Pine Publishing.
Target Audience: Hypnosis practitioners, mental health and healthcare professionals, educators, researchers, students.
Psychologists. This program, when attended in its entirety, is available for 1.5 continuing education credits. The Chicago School of Professional Psychology is committed to accessibility and non-discrimination in its continuing education activities. The Chicago School of Professional Psychology is also committed to conducting all activities in conformity with the American Psychological Association’s Ethical Principles for Psychologists. Participants are asked to be aware of the need for privacy and confidentiality throughout the program. If program content becomes stressful, participants are encouraged to process these feelings during discussion periods.
Counselors/Clinical Counselors. This program, when attended in its entirety, is available 1.5 hours of continuing education. The Chicago School of Professional Psychology is licensed by the Illinois Department of Financial and Professional Regulation (IDFPR) to provide continuing education programming for counselors and clinical counselors. License Number: 197.000159
Social Workers. This program, when attended in its entirety, is available for 1.5 hours of continuing education. The Chicago School of Professional Psychology is licensed by the Illinois Department of Financial and Professional Regulation (IDFPR) to provide continuing education programming for social workers. License Number: 159.001036
MFTs, LPCCs, and LCSWs. Course meets the qualifications for 1.5 hour of continuing education credit for MFTs, LPCCs, and/or LCSWs as required by the California Board of Behavioral Sciences. If you are licensed outside of California please check with your local licensing agency to to determine if they will accept these CEUs. The Chicago School of Professional Psychology is approved by the California Board of Behavioral Sciences (BBS) to offer continuing education programming for MFTs, LPCCs, LEPs, and/or LCSWs. The Chicago School of Professional Psychology is an accredited or approved postsecondary institution that meets the requirements set forth in Sections 4980.54(f)(1), 4989.34, 4996.22(d)(1), or 4999.76(d) of the Code.
Non Psychologists. Most licensing boards accept Continuing Education Credits sponsored by the American Psychological Association but non-psychologists are recommended to consult with their specific state-licensing board to ensure that APA-sponsored CE is acceptable.
*Participants must attend 100% of the program in order to obtain a Certificate of Attendance.
If participants have special needs, we will attempt to accommodate them. Please address questions, concerns and any complaints to [email protected]. There is no commercial support for this program nor are there any relationships between the CE Sponsor, presenting organization, presenter, program content, research, grants, or other funding that could reasonably be construed as conflicts of interest.