1. Listening for Openings. Amplifying Change
Jeff Chang, Ph.D., R.Psych.
Athabasca University & Calgary Family Therapy Centre
Day 1: July 17, 2019

2. Course Overview Introductions History and origins Assumptions
“Listening for Openings”… lots of time learning how to listen in SF ways.
“Amplifying Change”… questioning skills
Homework: Pacing/matching relationship to receptivity of clients
Sunday: Catch–all – loose ends

3. Introductions (Part 1)
Your name
What you’re doing now professionally and/or educationally
You get two sentences
Introductions (Part 2)
Get into groups of six
How did you get your name?

4. It all started in Palo Alto, CA in the 50s and 60s
History and Origins
It all started in Palo Alto, CA in
the 50s and 60s
Gregory Bateson (anthropologist), Don
Jackson (psychiatrist), Jay Haley (com-
munication theorist), John Weakland
(anthropologist), Paul Watzlawick (linguist)

5. History and Origins
Gregory Bateson: We receive information in noticing differences
Haley and Weakland shadowed Milton Erickson – trance, metaphor, “yes set,” interpersonal interactions, paradox
Haley split off and developed an approach to therapy based on social organization, and hierarchy and power called “strategic therapy”
Weakland, Watzlawick, and psychiatrist Richard Fisch developed an approach to therapy based on pattern interruption called “strategic therapy” (the MRI approach)

6. “MRI is about stopping something. SFBT is about starting something”
History and Origins
Steve de Shazer and Insoo Kim Berg hung out at the MRI in Palo Alto, CA.
They shared the ideas like:
keeping things on the “surface”
not needing inner psychological states or psychological theory to explain why people do things
People with problems being stuck in a pattern
MRI: “interrupt the pattern”
SFBT: “do something different”
“MRI is about stopping something. SFBT is about starting something”

7. Assumptions: “Dominant” vs. “Collaborative”
Human change models describe a knowable reality, which prescribe certain therapist behaviors and therapeutic goals.
Clients are ambivalent about change and resistant to therapy.
Therapists define goals based upon expert knowledge. Symptoms have underlying causes, which are knowable in objective reality.
Symptoms serve functions.
It is important to know what causes problems or propels people to perform problematic behaviors
There is no one "right way" to view things; different ways may be just as valid, and may fit the facts just as well.
Social reality is co-created in language
Clients have resources and strengths to resolve complaints.
Clients define the goal.
Resistance is not a useful concept. Clients are actually interested in cooperating
It is more useful to reflect on what constrains people from acting in more useful ways and to highlight change.

8. Assumptions: “Dominant” vs. “Collaborative”
Awareness or insight is necessary for change or symptom resolution.
Amelioration or removal of symptoms is useful or shallow at best, or harmful or dangerous at worst.
Real change takes time; brief interventions are shallow and do not last.
The therapist's job is to focus on identifying and correcting pathology and deficits
Problems are unsuccessful attempts to solve the problem: more of the same.
 It is unnecessary to know a great deal about the complaint in order to solve it. It is not necessary to know the cause or function of a complaint.
A small change is all that is necessary; a change in one part of the system can effect change in another part of the system.
Rapid change or resolution of problems is possible.
The therapist's job is to identify and amplify change.
Focus on what is possible and changeable, rather than what is impossible and intractible.

9. How Language Shapes the Way We Think

10. Listening…. Wishes, hopes, dreams Descriptions of difference
“One day I would like…..”
“Once I get out of here, I will do….”
“Things seem to be better….”
Descriptions of difference
“It used to be…. Now it’s….”
“Back then I used to….”

11. Listening for Openings
Relational descriptions
“My mom was really helpful…”
“My teacher was nice to me today.”
“I felt good to be affirmed at work. It’s good to know someone notices.”
Attributions
“My boss told me how much he appreciated my persistence…”
“I thought it was pretty clever of me to think of that…”
“My mom told me she thought I was pretty special…”

12. Listening for Openings
Past successes
“I used to just tell him to take a hike….”
“I was clean for a while back in 1987.”
“That’s something I used to be good at.”
Personal agency (present)
“I just got off my butt and did something…..”
“Well, first I did X, then I did Y…”
“Yeah, I just made sure that I got it done this time….”

13. Listening for Openings (Exercise 1)
Speakers: Describe something about your first semester in graduate school -- just anything you remember about the experience:
Listeners: Don’t ask questions. Nods, smiles, eye contact, and minimal verbal encouragers allowed.
Listen for the six things above (make REALLY GOOD notes):
Descriptions of difference
Wishes, hopes, dreams
Past successes
Personal agency (present)
Relational descriptions
Attributions

14. Listening for Openings (Exercise 2)

15. Asking About Openings Back to the same dyads Interviewers:
Referring to your notes, start with one key opening you noticed
Say to your partner, “_____ a little while back you mentioned _____. I’m curious to know more about that….”
Ask enough questions so that you can see a movie of that particular opening in your head.
Plot, setting, characters, chronology, action, setting, dialogue, voice-over narration