mastering the metaphor ehrnstrom

8/19/2019 Mastering the Metaphor Ehrnstrom

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Mastering the Metaphor ACBS World Conference IX

Colleen Ehrnstrom, Ph.D.Boulder, Colorado, USA

www.actskillsgroup.com


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Many thanks to Chad Emrickand Carl Baccellieri and theBoulder ACT consultation

group for their advice andfeedback regarding thisworkshop.


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We utter about one metaphor for every 10 to25 words, or about six metaphors a minute(Geary, 2011).

Metaphors are represented in thispresentation in both written and visual form.

Metaphor: Picture is worth a1000 words (embedded incomputer metaphor)


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1. Learn where metaphors fit into theinfrastructure of the ACT model

2. Understand the basic science of metaphors

3. Know and apply the guidelines for usingmetaphors in therapy4. Watch therapists use metaphors in the

therapeutic context5. Practice using some ACT metaphors in the

therapeutic context


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Mechanistic versus Contextual

Metaphor: Bank of a stream – Wheredoes the bank end and the waterbegin?


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Functional Contextualism – giventhe context, what is the function?

Metaphor: Google maps v floorplan –do you want to drive there or live

there?


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Suffering is related to language

Metaphor: Your words slice throughme like knives


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RFT is the science behind ACT

Metaphor: Driving a car withoutknowing the mechanics of it


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Pliance (“plys”) – compliance withverbal rules that are sociallysupported.

Plys are typically our first introduction to rules.Examples:Eat 5 servings of fruits and vegetables to stay

healthy

Wear a coat – it is cold outside

Metaphor: Go the extra mile


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What are your plysabout doing ACT in thetherapy room??


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Plys are more prevalent because they do notrequire direct experience.

Challenge here is that without direct experience,the rules run the risk of becoming rigid andinflexible.

Metaphor: The Brain is taking a short cut


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1. We often don‟t get feedback from theenvironment (remember, it is a verbal rule)

Metaphor: Lotto: you can‟t win if you don‟t playACTmovietheater.m4v

http://localhost/var/www/apps/conversion/tmp/scratch_7/ACTmovietheater.m4vhttp://localhost/var/www/apps/conversion/tmp/scratch_7/ACTmovietheater.m4v


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2. Even when we get feedback, we have a hardtime making room for it (aka memorymonitoring).Confirmation biasOver-magnificationAssimilation versusaccommodation

Metaphor: Changing her mind is as unlikely as adog singing opera


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Tracking (“tracks”) –behavior based on rulesthat are reinforced bynatural consequencesin the environment.Examples:See plys

Tricky: Is putting the coat on ply or track?

Distinction is functional, not formal.


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Learning by thinking versuslearning by living

This allows for flexibility, contact with thepresent moment, and behavioral choice inthe direction of values.

Metaphor: Follow your heart


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• Challenges paradox between languageand life

• If you are not willing to have it, you will

TherapeuticParadox

• Allows experience to be observed andstudied

• Milk, milk; Jump off cliff; Chocolate Cake

ExperientialExercises

• Open for interpretation and rapid learning• Quicksand, Passengers on the busMetaphors


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Metaphors provide for theopportunity to develop the

capacity for tracking, that is,adjusting behavior inaccordance with natural

consequences.


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A good meal is like a sunsetWork like a dog, burn the candle at bothends

If someone hurts you, turn the other cheekShower people with love and compassionFighting anxiety is like struggling inquicksandTrying to get rid of depressionis like trying to dig your way outof a hole


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Metaphors evoke a rich range of verbaland sensory associationsAlters the interpretation that

people apply to their lifeexperiencesExpands the repertoireimmediately

Metaphor: The lightbulb went on


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“Metaphoric language transfers functions fromone experiential field to another” (Torneke,2010).

“…you link a network ofconnections with anothernetwork….. Whichswiftly opens up new

possibilities both internal („thinking in adifferent way‟) and external („acting differentlythan usual‟)” (Torneke, 2010).


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Don‟t have to adjust information on a deepschematic level, just apply new framework tothe problem

Build on something that is already in placeAvoid common challenge of convincingthrough languageWork around the fusion that accompanieslanguage

Audio: Changing Radio Stations


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The brain treats literal and metaphor as thesame; this “neural confusion” gives symbolsenormous power (Sapolsky, 2010).

A study on learning reported that the use ofmetaphors and other strategiescan “increase retention by asmuch as 40%” (Earl, 1995).

Metaphor: I could eat a horse


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Metaphor = a transfer of symbol

Cats are dictators. What is your inference?

Cat = topicDictator = vehicleTransferable = Shared

ground

Metaphor: Leaves on astream


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Metaphor is widely applied to other linguisticclassifications (e.g., similies, puns) as well as toanalogies, allegories, idioms, anecdotes and anyfigurative stories that have multipleinterpretative meanings

Who cares? Be willing to be lost!

Metaphor: Sometimes a cigar is just a cigar.


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Thematic stories suggesting solutions to aclient‟s problemOptimal in situations where description is

unavailable or overwhelming.The goal is behavioral change.

Metaphor: Keep your eye on the prize.


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Compatible with insight-oriented anddynamic theories (projective technique)Assumed to enhance therapeutic insight

by expanding clients‟ awareness ofsituation and of alternative life choices

Metaphor: Zoom lensto wide angle lens


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Ubertragung – German term applied to mean thetransference phenomenon in which therapistbecomes a substitute from the client‟s past,can literally be translated to mean “metaphor”


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Metaphors allow the listener to generate his orher own conclusions about the story presented

The client can extract his or her own meaningfrom the metaphor

Insight precedes behavioral change, even in theabsence of verbal comprehension


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Allow for psychological flexibility to beactually happening in the room at thatmoment for both parties

Metaphor: Psychological Flexibility


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Model tracking in the roomGo with all interpretations, never fight,convince, or contest; instead-- dig deeper

Therapist needs to bewilling to stay with functionand process and resist urgeto go in or after content

Metaphor: Two Mountains


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1. The metaphor needs to match asclosely as possible with the situationfaced by the client.

Metaphor: Quicksand


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2. The metaphor needs to be somethingthe person truly understands.

Metaphor: Chessboard


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3. A metaphor aims to modify behavior; itneeds to have the intention of providingalternative behaviors.

Metaphor: Tug of War


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4. Metaphors need to be memorable, sothey can be portable and reusable. Plan

on referencing them over time.

Metaphor: Passengers on the BusACTbus.m4v

http://localhost/var/www/apps/conversion/tmp/scratch_7/ACTbus.m4vhttp://localhost/var/www/apps/conversion/tmp/scratch_7/ACTbus.m4v


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5. Consider picking a few favorites andbecoming very comfortable with them,rather than trying to master them all.


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Metaphors:encourages clients to seek clues that applyto their current experience

Extract potential new perspectives that leadthem to see the consequences of theiractionsfocus on the here and now

Observe what is happening in the naturalenvironment, rather than relying on thoughtsabout what is happening


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“The use of metaphor increases theproportion of client behavior that isunder the control of tracks. Thus, the

functional value of behavior is directlytargeted.” (Hayes, Strosahl, & Wilson,1999)

AKA: Behavioral Change, psychologicalflexibility, workability


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Brooks, D. (2011). April 12. Poetry for Everyday Life. New York Times .Retrieved from http://www.nytimes.comEarle, R (1995). Teacher imagery and Metaphors: Windows to teaching

and learning. Educational Technology, July / August, 1995, p 52-59.Geary, J. (2011). I Is an Other: The Secret Life of Metaphor and How It

Shapes the Way We See the World. NY, NY: Harper Publications.Hayes, S. C. (2004). Acceptance and Commitment Therapy, Relational

Frame Theory, and the third wave of behavior therapy. BehaviorTherapy, 35 , 639-665.

Hayes, S. C., & Smith, S. (2005). Get out of your mind and into your life:The new acceptance & commitment therapy. Oakland, CA: New

Harbinger.Hayes, S.C., Strosahl, K.D., & Wilson, K.G. (1999). Acceptance andCommitment Therapy: An experiential approach to behavioral change.New York: Guildford Press.

http://www.nytimes.com/http://www.nytimes.com/


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Luoma, J. B., Hayes, S. C., & Walser, R. D. (2007). Learning ACT. AnAcceptance and Commitment Therapy skills-training manual fortherapists. Oakland, CA: New Harbinger.

McCurry, S. & Haye, S.C. (1992). Clinical and experimental perspectiveson metaphorical talk. Clinical Psychology Review , 12, 763-785.

Monestes, J.L. & Villatte, M. (2008). Metaphors in ACT Understanding

how they work, Using them, creating your own. ACT Digest, SpecialIssue no. 2.Sapolsky, R. (2010), November 14. This is your brain on metaphors. New

York Times . Retrieved from http://www.nytimes.com .Stewart, I., & Barnes-Holmes, D. (2001). Understanding metaphor: A

relational frame perspective. The Behavior Analyst, 24 , 191-199.Törneke, N. (2010). Learning RFT: An introduction to relational frame

theory and its clinical applications. Oakland, CA: New HarbingerPublications, Inc
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