Past Life Regression Workshop $50.00

Saturday, March 10, 2012, from 1:00 PM to 5:00 PM at enTrance Center, 5844 Elaine Drive, Rockford, IL 61108. Phone 815-975-1603 to register.

or

Saturday, March 31, 2012, from 1:00 PM to 5:00 PM at enTrance Center, 5844 Elaine Drive, Rockford, IL 61108. Phone 815-397-5901 to register.

Includes theories of past lives, history of past-life regression, methods of regression, experiential group regression, individual regression practice and certificate of completion.

4 CEUs

Appendix A

Lesson Plan

Learning Objectives: (a) to personally experience regression to past lives and then (b) to interpret past-life experiences within the framework of current psychological theory, and (c) to be able to induce past life experiences in others (i.e., patients or clients).

Skills to be learned:(a) induction techniques, (b) regression techniques, and (c) utilization of therapeutic possibilities of past-life awareness.

Instructional Methods:Motivational activities, collaborative learning activities, inclusion activities, applied practice instructional activities, modeling and demonstrations, reflection activities, scaffolding activities, closing activities.

Motivational Strategies: Introductions, multidimensional sharing, cooperative intentions, build positive attitudes, create a climate of respect, establish expectancy for success, create relevant learning experiences, create challenge, engage multiple intelligences with learning activities, provide feedback.

Resources/Materials: Course outline/syllabus; references cited in Appendix D; specific reading assignments for students are listed in the syllabus.

Appendix B

Course Outline

I.Introduction to the course and instructional materials.

II.Motivational activity: Students introduce themselves and identify why they are taking this course and what they expect to learn from the course.

III.Inclusion activity: Instructor publicly recognizes and acknowledges the validity of each student’s previous experience and its relationship to the course.

IV.Learning activity:divide students into triads to identify and list the essentials of hypnotic induction. Retain triadic group structure for remainder of class.

V.Instructional activity: discuss the theory of hypnotic regression and the value of regression to therapy. Ask students to cite examples from their own practices or from the literature.

VI.Applied practice and demonstration: Students demonstrate regression techniques on each other within their triads. One student acts as the hypnotherapist, one student acts as the subject, and one student acts as the objective observer. The instructor moves between triad to observe and coach. The instructor provides positive feedback.

VII.Instructional activity: Volunteer subjects, therapists, and observers discuss the experience from their differing points of view.

VIII.Applied practice:Subjects and therapists reverse roles. Former therapist is regressed by former subject.Then the observer becomes the subject and the former subject becomes the therapist while the other person becomes the observer.

IX.Instructional activity: The students assess their observations of the events from points of view of therapist, subject, and objective observer within their triads by answering the assessment questions in Appendix C.

X.Instructional activity: Each triad summarizes for the rest of the class their observations of the events from points of view of therapist, subject, and objective observer within their triads.

XI.Learning activity:Discuss and list the similarities and differences in experiences within the whole class.

XII.Instructional activity: Class discuss assigned readings of past life regressions.What are the differences between regression to childhood and regression to past lives? Does it matter if the past life is real or only symbolic? What is important?Is a positive therapeutic outcome that removes symptoms and allows the patient to function better in society a worthwhile goal?

XIII.Applied practice and demonstration: Students demonstrate past-life regression techniques on each other within their triads. One student acts as the hypnotherapist, one student acts as the subject, and one student acts as the objective observer. The instructor moves between triad to observe and coach. The instructor provides positive feedback.

XIV.Learning activity: Student subjects, therapists, and observers discuss the experience from their differing points of view.

XV.Applied practice:Subjects and therapists reverse roles. Former therapist is regressed by former subject.Then the observer becomes the subject and the former subject becomes the therapist while the other person becomes the observer.

XVI.Instructional activity: The volunteers assess their observations of the past-life events from points of view of therapist, subject, and objective observer within their triads by answering the assessment questions in Appendix C.

XVII.Learning activity: Students reflect on their experiences and formulate questions to ask others in class.

XVIII.Instructional activity: The instructor answers questions, provides effective feedback.

XIX.Instructional activity: Provide positive closure

Appendix C

Assessment of Learning Outcomes

Students will report each personal regression experience from the individual point of view of the hypnotherapist, the regression subject, or the objective observer, depending on their role in each activity. Correlation of three different observations of the same event provides triangulation measures of observer reliability. Additional observations can be provided by the instructor, or by video or audio taping each practice session.

The assessment instrument consists of the following questions to determine if the students were able to experience past life regression, interpret the meaning of past life experiences, and induce past life regression experiences in others:

1.Did the operator (therapist) induce trance using accepted techniques? (Yapko, 1995,pp. 69-106)

2.Did the subject display physical evidence of being hypnotized?(Yalpko, 1995,pp. 57-62)

3.Did the subject experience age regression? (Yapko, 1995, pp. 107-109).

4.Did the subject regress to a past life? Where? When? Gender? Age? Companions? (Lucas, 1993, Vol. 1).

5.Did the subject regress to the initial sensitizing event? (Lucas, 1993, Vol. 1).

6.What were the subject’s expectations for the experience? (Hirt, Lynn, Payne, Krackow, & McCrea, 1999).

7.Were those expectations met?

8.Did the subject experience an abreaction when repressed memories came to awareness? (Brown & Fromm, 1986; Crasilneck & Hall, 1985; Grof, 1993).

9.Was the past-life experience transformative? (Edelstien, 1981; Yapko, 1990)

10.Did the subject respond in the present tense as if involved in (or reliving) the experience? Or did the subject respond in the past tense as if recalling the experience from memory? (Lucas. 1993, Vol. 1; Wenger, 2002; Yapko, 1990).

These questions have content-related validity because they measure student accomplishment of the three learning objectives for the course: (a) did each student personally experience regression to past lives? (b) did the student demonstrate the ability to interpret past-life experiences within the framework of current psychological theory?(c) was each student able to induce past life experiences in others? They have criterion-related validity because they measure the behavior described by authorities in the cited references.

The student is told at the beginning of the course what is expected to meet the course objectives. Continuous feedback is given to students throughout the course. The tasks, criteria, and standards are listed in the course references cited for each of the assessment questions. These questions are an authentic assessment of the student’s skill to perform specific tasks and meet the challenges of the profession.

Appendix D

Course References

Brown, D. P., and Fromm, E. (1986). Hypnotherapy and hypnoanalysis. Hillsdale, NJ: Erlbaum.

Crasilneck, H. B., & Hall, J. A. (1985). Clinical hypnosis: Principles and applications (2^nd ed.). Needham Heights, MA: Allyn and Bacon.

Edelstien, M. G. (1981). Trauma, trance, and transformation: A clinical guide to hypnotherapy. New York: Brunner/Mazel.

Fiore, E. (1987). The unquiet dead: A psychologist treats spirit possession. New York: Ballantine.

Grof, S. (1993). The holotropic mind: The three levels of human consciousness and how they shape our lives. San Francisco: HarperCollins.

Hirt, E. R., Lynn, S. J., Payne, D. G., Krackow, E., & McCrea, S. M. (1999). Expectancies and memory: Inferring the past from what must have been. In I. Kirsch (Ed.),How expectancies shape experience (pp. 93-124). Washington, DC: American Psychological Association.

Lucas, W. B. (Ed.) (1993). Regression therapy: A handbook for professionals (Vols. 1-2). Crest Park, CA:Deep Forest Press.

Wegner, D. M. (2002). The illusion of conscious will. Cambridge: MIT.

Weiss, B. L. (1993). Through time into healing. New York: Fireside.

Wright, M. E., and Wright, B. A. (1987). Clinical practice of hypnotherapy. New York: Guilford.

Yapko, M. D. (1995). Essentials of hypnosis. New York: Brunner/Mazel.

Yapko, M. D. (1990). Trancework: An introduction to the practice of clinical hypnosis. New York: Brunner/Mazel.