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.ce ((Editor's comments in double parenthesis - Homer))
 
.ce Copyright (C) Flemming A. Funch
.ce Redistribution rights granted for non commercial purposes
 
Technical Essay # 82 - FAF 27 April 1992

.ce Evaluation & Duplication


Evaluation, of the judgmental kind, has a lot to do with mis-duplication

Anything you say or do, or don't say or do, as a response to something the client said or did,
will work as an evaluation, IF you are not IN SYNC with the client.

If you lift your eyebrow in a certain way after your client tells you something he wants you to
believe, then he might get insulted and think that you don't believe him. However, if you lift
your eyebrow when he talks about something that is puzzling to him, he might find that you
understand him.

It is impossible to be absolutely neutral. A well-trained clearing practitioner who "has his TRs
in" might think that he is. But, if you look closer you'll find that, if he is good, it is partially
because he has developed a subtle way of tracking with the client, and changing when he
does. He does not look the same when the client is laughing as when he is crying.

Even the most "standard" practitioner will also have to respond to things the client says or
doesn't say. He will have to handle originations, prompt the client to talk, inquire as to what
he is doing, and so forth. In doing so, the practitioner will inevitably impose some of his
understanding on the client.

"How does that SEEM to you now?" is not the same as "How does that FEEL for you now?".
Each question will judge the client's issue to be in a certain format, either a picture, or a
feeling. If it happens to match the way the client thinks about it, then he will feel understood. If
it doesn't match, he will go out of session and get a little confused.

Werner Heisenberg, a theoretical physicist, investigated a phenomenon that is now
commonly expressed as "Heisenberg's Uncertainty Theorem". In simple terms, it states that
you can't observe anything without influencing it to some degree. If you stick a thermometer
in a cup of tea the temperature will be a little different from what it would have been without
the thermometer there. You can't find out if a match works without striking it. You can't take a
picture of something without having the thing behave in a slightly unnatural way.

Similarly with the clearing process. The mere fact that the practitioner is there will make the
client be different than he otherwise would have been. That the practitioner doesn't have
nervous twitches and doesn't insult him might dampen the adverse influence, but the
practitioner is never going to be invisible.

What the practitioner CAN do, is to take this principle in consideration. As a matter of fact he
IS there to help the client change. The better he can duplicate where the client's at, and
where he would want to go, the better he could help to create a desirable change.

Rapport, ARC, or In-Sessionness is essential to get somebody to change in a useful way.
You need to duplicate the client as well as possible, in order to meet him where he is at.

You don't want to leave him where he is at, so next step would be to influence him to go
somewhere else, in a way that he will go along with. That means that you must continuously
observe what the status of the client is, and you must make the ways you influence him as
useful as possible.

The evaluation occurs when you have mis-duplicated where the client is at. If he is just
feeling good from EPing on some process, and you ask him how it LOOKS to him now, then
you might kill his EP by getting him to make a picture of it. You would as a matter of fact be
telling him how to think about his case. But if you asked "How does it feel?", you would
probably strengthen his good feeling, and he would feel even better.

So, it really isn't so much a matter of evaluation, as it is of duplication. If you use the wrong
expression, the wrong tone level, the wrong timing, the wrong words, etc., then it will appear
evaluative for the client.

By being flexible enough to duplicate the client's way of experiencing things, and by chosing
any deviation from that carefully, so as to always give the person more freedom and more
choices, the practitioner can be most effective in helping somebody change.

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Learning implies Learning with Certainty or Learning without Certainty.
Learning across a Distance implies Learning by Being an Effect.
Learning by Being an Effect implies Learning without Certainty.
Therefore, Learning with Certainty implies Learning, but 
not by Being an Effect, and not across a Distance.