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SUMMARY OF THE QUADRANTS:

    Quadrant I:  Discussion.  Information.  Understanding.  Cognitive.  Conversational.

    Quadrant II:  Childhood memories, for example, we go back and get the kid out of the bedroom.  The therapist has to be there.  This quadrant contains what is biographical to the client's life.  This information is contained within the body of the client.  Inner child, memories and internal metaphors.  The information is biological, somatic.

    Quadrant III:  The 'big picture', a 'bird's-eye-view'. Behavior is observed in order to discover and develop information sources.  Behaviors, gestures, sounds the client makes, and glances are carefully observed in order to begin to define the client's 'psychescape'.  The map effectively becomes the co-therapist.  The map can also become 'psychoactive' taking on a life of its own.  The map will also be useful for checking to see if a healing has taken place.

    Quadrant IV:  We go back generations to find the healing, to find the metaphor that is just right for the healing of T-1 in Quadrant II.  The quality of the metaphor will be redemptive -- it redeems the experience.  In Quadrants I, II, III, every detail is worked in order to find a resolution.  In Quadrant IV the therapist has to roll up his/her sleeves and find the redemptive metaphor by using the questions that pull the client back.  The redemptive metaphor is like a magic arrow; it does all the healing work once discovered.  It is invited to move through the traumatic history, to T-1 through T  to T+1 and then back through each of the generation's rendering of the original trauma.  Remember, if a trauma has extensive roots the whole thing must be identified for a true healing to take place.

The quadrants are the four realms of the problem domain.  They have the distinct features identified on the previous pages.  The four realms are useful for the processes of: identifying the true etiology of current symptomology; organizing the sometimes very complex and voluminous information; defining the linkage of true cause and effect; and, discovering a redemptive metaphor that will effectively be sweep through the generations for a healing.


QUADRANT III

QUADRANT I

1. ENTRY

"And where are you going when you go there?"

1. ENTRY 

Cognitive, Conversational, Discussion.  e.g. "Tell me ..."


2. DEVELOPING

Ask of the space:

"Anything else?"
"What kind of?"
"That's like what?"


2. DEVELOPING
 

The information is developed by the therapist questioning and the client narrating.

3. SEPARATING 

 - Differentiating observations from ground and memories.
 - Separating T-1 memories and naming them.

3. SEPARATING 

The developed information is then separated by comparing and contrasting.


4. STRATEGIES

 - Follow tics, eye movements, behavior, sounds, sighs, breaths.
 - Map intersects of information.
 - Locate safe places in space.
 - Define boundaries of information.
 - Identify resources in space.
 - Interim T-1, a place for information to accumulate relevant to healing.


4. STRATEGIES
 

 - Carrying across. 
 - Homework. 
 - Making connections.

5. INTERVENTIONS 

Releasing information from space.

5. INTERVENTIONS 

Interpretations, insights, training, intuitions.

 6. HINTS

 - Look for linkages between places on map.
 - Return fragments into body of observer.
 - Don't allow memory to run-on, pull back to stop time moving forward.

 6. HINTS 

Keep purely conversational. 


7. OBJECTIVES

 - To map perceptual space. 
 - De-activate psycho-active space.


7. OBJECTIVES
 

Understanding, insights. 


8. CONCEPTS
 

 - What happens just before speech. 
 - Non-verbal clean language, 'bird's-eye-view'.
 


8. CONCEPTS
 

Different points-of-view to old problems or issues. 


QUADRANT IV

QUADRANT II

1. ENTRY 

"And where did ... come from?" 
"And what happens just before ...?"

1. ENTRY 

"What would you like to have happen?" 
"When you know ... how do you know?"


2. DEVELOPING
 

Ask questions that pull back both space and horizontally on time, then develop information downward into moments in time to get specifics.


2. DEVELOPING

Ascertain the metaphor that represents the symptom:

"Where...?" x3
"Shape or size?"
"Like what?"
"What kind of?"
"Anything else?"
"How old?"
"What could ... be wearing?"

3. SEPARATING 

Separate out generational information. 
Must all be chained and linked together.

3. SEPARATING 

Separate 3 types of information: metaphor, memory, and 'child within'


4. STRATEGIES
 

Must pull back through generations, culture, cosmology to a 'redemptive metaphor' outside of 'problem domain'.  Persist backwards.


4. STRATEGIES
 

 - Move time forward toward "T". 
 - Expect recapitualions of the Explosion, Implosion, or Dissociation.


5. INTERVENTIONS
 

Carry 'redemptive metaphor' to T-1 to interact and then carry resultant metaphor thru the generations three times.


5. INTERVENTIONS
 

Invite metaphor to go to ground to interact. 


6. HINTS
 

- Don't stop too soon when pulling back. 
- Pulling back is hard work.


6. HINTS
 

Things always go from better to worse as approach "T"


7. OBJECTIVES
 

To resolve the legacy of ancestral traumas and heal T-1 in client's life, must heal the history of cause.


7. OBJECTIVES
 

 - To cross over all fragments of information to T+1.
 -To change affect or soatic complaints.


8. CONCEPTS
 

 - A redemptive source of healing that lies outside the problem domain.
 - Tacit knowledge.

- Stochastic movement. T-1 thru T-6. Retrochronic. Archaeological time.


8. CONCEPTS
 

- Clean Language. 3 types of information: inner child, memories, metaphors.
- Modifiers.
- Classification of metaphors: transportation, antibody, epistemological, etc.
 

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