We discuss each of these steps in turn. The process most typically begins when some person in the family communicates incongruently; for example:
Mildred: ... I just wanted to help you out . . . (voice tone harsh, feet spread apart, standing, left arm extended with index finger pointing, shoulders hunched and tensed, breathing shallow, right hand balled into a fist placed on right hip,. . .
In the example given, the messages carried by the body posture and movements and the voice tonality match with each other but not with the words and syntax of the verbal communication — a classic case of incongruity. When faced with a communication such as this, the person (receiver) typically responds by deciding
(step 2 in the process) whether he will respond to the verbal message or the analogue messages.
…
George: (reducing his breathing, extending his hands toward Mildred, palms turned up, whining tonality) . . . I'm sorry, Mildred, I don't understand . . .
The other person in this family system decides to respond to the analogue portion of Mildred's incongruent communication. In this case, the decision is to give priority to the analogue messages arriving primarily through the visual channel rather than the auditory (verbal) channel. Now the process of generalization occurs; in this transcript, the person (George) becomes aware that he feels bad, and this is associated (consciously or not) with an entire set of experiences from the past, when Mildred has been angry with him and he has felt bad.
…
Therapist: . .. George, what are you aware of right now?
George: Well, my stomach's tight — I feel right bad. (turning to Mildred) Mildred, honey, I know that you are angry and . . .
The next step in the creation of a calibrated communication loop is the Complex Equivalence. The analogue signals or messages which George is attending to are accepted as being equivalent to the inner state labeled "anger" in Mildred. The process is completed with the next step, as George accepts the generalization of the Complex Equivalence itself — that is, anytime in the future that George detects the analogue messages described above from Mildred, he will "know" that she is angry. When this loop has been run often enough, the number of analogue cues which George will need to fire off this Complex Equivalence will be reduced. For example, we have encountered cases of calibrated communication in which the shrug of a shoulder, the change of a breathing pattern, or the shift of weight from one leg to another are messages sufficient to initiate a Complex Equivalence, with the accompanying Mind Reading and a calibrated loop. In each of these cases, the person doing the Mind Reading was wholly unaware of the observable portion of the Complex Equivalence — that is, the cue or signal which "gave" him the information was totally outside of his consciousness.
Another effective way of gathering information sufficient to understand the present state of the family system is to use as leads the nominalizations which the family members claim they want for themselves in the desired state. When a family member identifies the nominalization he wants for himself, he is, in effect, stating that he is not satisfied with what he is presently getting from the family in regard to this nominalization. Thus, as the therapist employs his skills to de-nominalize the family members' nominalizations into some set of Complex Equivalences which will identify actual, observable behavior, he can have the family member give (verbally or by acting out) an example of how what happens in his or her present experiences in the family stops him from getting what he wants. Almost invariably, in our experience, the family member presents a case of calibrated communication which is at the center of much pain and dissatisfaction in the family system.
The two strategies which we have just presented for gathering information necessary to understand the present state of the family system have in common the fact that they identify the patterns of calibrated communication. In our work, we have found that the therapist has information sufficient to understand the present state of the family system when he has identified the major ways in which the family members communicate in a calibrated fashion — the places in the family communication patterns in which there is little or no feedback. The set of calibrated loops in a family system is the set of rules for that system which the therapist needs to know about to understand the way in which the family is failing to cope. Rules or calibrated communication loops are what researchers in cybernetics called homeostatic mechanisms. Home-ostatic mechanisms are the processes by which a system, whether it is a simple system, such as one for temperature control, or a complex system such as that of a family, maintains itself in the same patterns of functioning and behavior. To change a system, it is necessary to change the homeostatic processes; that is, when the therapist in a family therapy session has identified the calibrated communication loops or rules, he has sufficient information about the present state of the system to effectively begin the process of creating with the family members the experience which they have identified as an example of the desired state for them.
Summary
There are three major parts of Phase I of family therapy, Gathering Information. These are:
1. Preparation of family members for creating an experience which will serve as a model for their future behavior;
2. Determining the desired state for the family system;
3. Determining the present state of the family system.
The therapist can effectively accomplish the first of these by working to create confidence and trust in him in the family members and by sharing the information he gathers, especially making sure that each of the family members comes to appreciate the process by which they have come to the situation in which they now find themselves and, thus, allowing them to understand that the change they will make is simply the next step in an ongoing process over which they can learn to exercise control. The main feature of the second part, that of determining the desired state for the family, is the connecting of words with specific experiences (de-nominalization of the nominalizations) which each of the family members brings to the session as his need or hope for himself and his family. The third part is achieved when the therapist has identified the calibrated communication loops which prevent the family from getting what they want for themselves. The therapist and the family members will have a clear direction, once they have determined the present and future states of the family system. This information, plus the family members' preparedness to accept risk, signals to the therapist that the first phase is complete and he may begin to create the explicit experience which will serve as a model for the future of the family system.
The description of Phase I above is an idealized version of our experience, as is any model; it is the minimum effective set of patterns which we have come to distill from our work in family therapy as adequate for Phase I. We have found it extremely useful in organizing our experiences in family therapy. We invite you to try it, change it, modify it in any way which makes it work for you, for your own personal style.
II. TRANSFORMING THE SYSTEM
Once the therapist has gathered enough information to understand, at least to some degree, the present state of the family system, the state desired by the family, and how the present state, as a system, is closed to the experiences desired by the family members, then he is ready to help create that experience — to take the steps necessary to make it possible for the system to transform itself. When we are training family therapists, the most common complaint we receive is that there is too much to keep track of. The purpose of this book is to assist you in understanding which elements you should pay attention to and which are extraneous. All too often, family therapists expend their major resources in focusing on every detail of the content of the problems of family members. The family members, however, are calibrated to the problem — operating on expectations and calibrated loops — and, even though there may be three, four, five or more of them, they have found no solution. Why, then, does the therapist think he can do more? The therapist's advantage lies in the realization that he also has
calibrations, and so he focuses, not on the problems and content, but on the processes of coping and communicating. This allows him to select useful information from the perspective of process, instead of being overwhelmed by detail. Transforming the system will entail change at the coping level, not at the content level. A change in the system of how the people in a family give and receive messages from one another is the goal of family therapy, not the solution of problems — the problems are too many. Every day, people need to learn about coping — they need new tools at the process level. So, the therapist gathers information: a set of hopes (nominalizations) which the family members want, such as more love, affection, privacy, freedom, trust, respect, responsibility, etc. The therapist needs to find out which input channels and which output channels are essential for the family members to know when they are getting what they want. Comparing what is wanted with what is presently possible to express, based on the forms of calibration which exist in the family as they communicate about what it is that they do want, gives the therapist important information. One way to accomplish this is for the therapist to pick one set of hopes (nominalizations) — a desired state for all family members and then to create, with the family, an experience in this set of hopes (nominalizations) by using all of the techniques which are described here. The result is not just a single experience outside of the system, but, rather, it is something which is more important. In order for the family members to go from their present state to a single experience in the desired state, they must first learn about changing. They will have to break some calibrated loops, open up some new channels; they will find out how all of this can be done by the therapist's becoming a model from which they can learn.
For example, the husband (Fred) wants more attention from his wife (Mary). Mary wants more respect from Fred and their daughter. Daughter Judy wants freedom and the understanding from her parents that she is almost an adult. This constitutes one set of information. When the therapist understands how Fred knows when he isn't getting attention from his wife, Mary — what she would be doing (saying, or acting) that would allow him to know he is getting attention —he has a linguistic de-nominalization of the desired state. The therapist needs this same information for each family member. Next, the therapist will have to discern what it is that prevents each family member from perceiving that he is getting what he wants, or what stops other family members from giving him what he wants. This is a second important set of information. For example, Fred might say, "I know my wife is paying attention to me when she is being affectionate and she is touching me." This means that all of the attention Mary gives Fred which is not kinesthetic (touching) is outside of Fred's experience. Presently, he can detect and appreciate attention only through his skin and not through his eyes. So, when Mary is paying attention to Fred but not touching him, he doesn't respond. The result is that Mary feels that Fred doesn't respect her.
These sets of information can be compared to help you understand this process of coping which is not coping at all with respect to the desires of the family members. The desired state is outside of the limits of a system which is closed in this way. The task of the therapist is to lead the family members to the experience of getting what they want with three general strategies:
a) Intervention by challenging fixed generalizations from the past (calibrated communication cycles);
b) Giving perspective of process (achieving meta-position to system processes);
c) Transforming the system by re-calibration.
These three tactics will overlap with respect to individual techniques, but the result will be to teach the family the skills of all three strategies, as well as helping them obtain what they desire. So, transforming a system is really adding to the system the tools necessary to achieve any desired state, by showing the family members how it can be done. The family will learn tools to break calibrated communication, tools to focus on process, and tools to communicate in new and more satisfying ways. This is what makes the task of a family therapist primarily that of an educator.
Tools for Intervening to Challenge Fixed Generalizations from the Past (Calibrated Communication Cycles)
In order for a therapist to help create an experience which is an example of the desired state but which is outside of the possibilities of the present state of the family system, calibrated loops will have to be broken. Family members will have to see, hear, and feel in new ways so that they can respond in these new ways. The transformations which are necessary for this to take place must start with the therapist. He will have to intervene in the ongoing process and provide new examples of how to respond and how to understand those new responses. Interventions which break calibrated loops can occur at any of the five transition points from which they were originally constructed:
1. Personal communicates incongruently;
2. Person B decides to which message he will respond;
3. Person B generalizes about his feelings and his decision about the messages;
4. Person B builds fixed generalizations (Complex Equivalences);
5. Person B Mind Reads Person A (is calibrated).
The therapist can intervene at one or more of these points. A complete intervention will require that the therapist break in cyclically through this process until the calibration is broken and the family members learn how to get feedback instead of calibrated communication. The particular content of the broken calibration is important only with respect to achieving the goal of providing an experience which is an example of the desired state. The real value of the intervention is the degree to which it teaches the family members that feedback will get them more of what they want than will calibrated communication and that they will learn much more about the other family members when they use feedback to break calibrated loops on their own.
Breaking Calibrated Communication Loops at the Transition Point of Incongruity
Fred tells his wife, Mary: "I want you to be more loving with me." His tone of voice is harsh and demanding, his eyebrows are raised, and his head bobs up and down as he finishes with a sigh, as though he is scolding a child for the hundredth time about not doing his chores. Mary tightens up and moves back slightly in her chair. (The therapist recognizes this pattern from earlier discussions.) Mary, if the therapist permits it, will repeat her part of the calibration loops. She will respond to Fred's tone of voice and his body gestures by Mind Reading specifically that he is trying to "put her in her place." At this point, the therapist chooses to intervene at the transition point of Fred's incongruity. Since both Fred and Mary are calibrated in this content area, the task will be to break that calibrated loop for both of them. This has two steps: First, to teach Fred that the way he looks and sounds does not match his intent and his words — that his outsides do not match his insides — and to try to teach Fred to communicate both sets of messages congruently, one at a time, instead of incongruently, both at once. This teaches Fred a new way to communicate, and, at the same time, presents Mary with communication which doesn't have two conflicting messages from which she must choose.
Therapist: I heard you say in words that you wanted Mary to be more loving. I also heard a tone of voice and saw you move and gesture in a way which didn't look like you were loving when you said it to her. (The therapist demonstrates Fred's communication, exaggerating the analogue tones and gestures.) Could you put in words what you were feeling when you did this?
Fred: (sighing, as he recognizes the analogue communication) Yeah, well, it is like I've been through this before, and, well, I ask and she just pulls away from me anyway.
Therapist: So you're feeling kind of helpless, but at the same time you do want more loving actions from Mary?
Fred: Yeah, I guess I do feel kind of helpless (sounding and looking helpless).
The therapist at this point can make it even more of a learning experience for the family by presenting Fred with two examples of the same communication. For example:
Therapist: Fred, I underst
and now that you do feel sort of helpless when you try to communicate your desire for connection with Mary, and I would like to help you. When you ask for contact with Mary, for her to be more loving, you said she seems to just pull away more. Is that right?
Fred: Yes.
Therapist: Well, Fred, I am going to be you and you be Mary. I am going to ask you for contact for loving twice, once like I experienced you doing it, and once in another way. Would you just sit and watch and listen, and see if you can understand Mary's pulling away?
Fred: Sure.
The therapist then presents Fred with two models or examples of communication, one incongruent, the other congruent with matching tones, gestures and words. Then, the therapist asks Fred to try it in this new way. When he does this, Mary's response is to take his hand.
The point is that people are not aware of their incongruity, and intervention at this transition point provides an opportunity for learnings which can permeate any areas, independent of the specific content. The person who learns of his incongruity, as well as those who watch and listen to this process, discovers that there is more going on than he ever realized. This leads us to the second transition point at which a therapist can intervene to break calibrated loops.
Changing with Families - A Book About Further Education For Being Human Page 10
