Ronald A. Havens

Contextual Mediation of Perceptions in Hauntings and Poltergeist-like Experiences:

The content of perceived apparitions, e.g., bereavement hallucinations, cannot be explained entirely in terms of electromagnetically induced neurochemical processes. It was shown that contextual variables influential in hallucinatory and hypnotic states also structured reported haunting experiences. As predicted, high congruency was found between the experiential content and the nature of the contextual variables. Further, the number of contextual variables involved in an experience was related to the type of experience and the state or arousal preceding the experience. Based on these findings we argue that a more complete explanation of haunting experiences should take into account both electromagnetically induced neurochemical processes and factors related to contextual mediation.

Using modeling and information to modify hypnotizability

Abstract Ss were 117 college students divided into 3 groups. 1 group observed a model being reinforced for hypnotizable behavior, 1 observed a model being punished for hypnotizable behavior, and the third did not observe a model. Previously, each S had completed 1 of 3 randomly-distributed programmed learning texts containing facilitative information about hypnosis, non-facilitative information, or information unrelated to hypnosis. Hypnotizability was subsequently determined by the Harvard Group Scale of Hypnotic Susceptibility, Form A (HGSHSA) of Shor and E. Orne (1962). Significantly higher HGSHSA scores were obtained from Ss exposed to the reinforced model than from Ss exposed to the punished model. Facilitative information yielded higher HGSHSA scores than nonfacilitative or unrelated information. No interaction effects were obtained. In order for individuals to obtain maximum hypnotic responsiveness, it is desirable that members of the general population not be exposed either to hypnotic Ss being pu...

A Proposed Education and Training Model for Clinical Psychologists.

The question of the most appropriate and efficient model for the training and education of clinical psychologists has plagued the field since at least 1947 (Shakow, Hilgard, Kelley, Luckey, Sanford & Shaffer, 1947). Attempts to answer this question have resulted in numerous conferences (Hoch, Ross & Winder, 1966) attended by sincere and dedicated clinicians who have put forth valiant efforts tothis end. These conferences have resulted in the Boulder Model of training and have most recently culminated in the controversial Vail Conference (APA. 1973) which endorsed a professional training paradigm. In addit ion, individual c l in ical psychologists have offered suggestions which range from innovative programs (Peterson, 1968) to innovative professional roles for the clinician (Rotter, 1973). Unfortunately for students of clinical psychology, these efforts have not resulted in the unified, efficient and responsible programs of education which might have been expected to eventuate from so much discussion. Most clinical psychology programs, at both the doctoral and the masters level, are little more than groups of discrete course offerings culminating in an internship and perhaps sprinkled with practicum experiences along the way. The causes of such a situation may be traced to a mult ip l~ci ty of factors. For example, the tendency for academic and professional psychologists alike to perceive training and education as following either the Boulder or the Professional Model has resulted in training programs with varying and shifting emphases. This condition is difficult to tolerate when one IS in the role of student. Equally upsetting to students are professors who promote a specific theoretical position and derogate all others, or who teach research esoteria to which they are particularly committed. This situation generally leads to a vast accumulation of solid psychological content and fact, but seldom to pragmatic understanding or skills. In short, students of clinical psychology, and perhaps other areas of psychology as well, find themselves confronted by a program which lacks unification in its approach to the field. In addition, it may not possess the latitude to tolerate and encourage varied interests, and simultaneously it may be inconsistent in emphasis and unresponsive to the needs of the marketplace. The only specific direction many students find, as a result, is obtained in their final year of education or in their internship setting. It is the purpose of this paper to suggest that this state of affairs need not exist. It is felt that unity, latitude, consistency and responsitivity can be better achieved in our universities no matterwhich model of training (academic or professional) is chosen.

Approaching Cosmic Consciousness via Hypnosis

An outline of a series of hypnotically induced events designed to depotentiate self-consciousness and organized awareness was presented to several volunteers. This series of events was hierarchically structured to minimize anxiety and to maximize responsivity. Preliminary responses indicate that exposure to this series is enjoyable and beneficial and may precipitate an episode similar to what has been described in the mystical literature as cosmic consciousness.