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 The Benefits of Applied Metapsychology
Practitioners delivering TIR and related techniques
offer a comprehensive approach to self-actualization called
"viewing". Viewing is a person-centered method in which one
person, a "facilitator", provides a safe space and a structure that
helps another, called a "viewer", to closely examine his or her world in order
to gain insight and ability. The viewing curriculum, or
just
"Curriculum", is a step by step approach to
inspecting the structure of the
mind. The Curriculum is divided into sections that allow
viewers to proceed at a comfortable and nonthreatening pace. It
enables them to
work systematically toward fulfillment of their goals.
When viewers are given the means to
inspect the long-term patterns that determine the structure of their
lives, they often experience revelatory breakthroughs as they release
emotional "charge" (repressed, unfulfilled intention).
Before starting the Curriculum proper, the viewer engages in a Life Stress Reduction case plan, tailored to
his or her individual needs.
Each section of the Curriculum addresses a broad area of life common to
everyone. By examining these areas, one by one, in a logical
sequence, the viewer can
reduce accumulated charge and
develop greater ability in those areas. We all have the ability
to
communicate, for instance, and to resolve problems, at least enough to
survive. Significantly improving these abilities has a profound
impact
on the quality of life.
The paragraphs below outline the benefits obtainable from each
section of the Viewing Curriculum.
Help Section
After the Life Stress Reduction, the viewer first addresses issues
of help
and control. Relieving charge on these subjects can produce major
positive changes, especially in relationships. Help and control are
also
important
because every viewing technique involves both.
The viewer has to be able to both give and accept help and control
before she can be properly engaged in viewing. This section
contains a number of objective and subjective techniques, the result of
which is a viewer who is comfortable with help
and control and with her present-time viewing environment.
Memory Section
The purpose of the Memory Section is to help the viewer recover the
ability to contact his past easily. In this section, the
facilitator directs the viewer to locate pleasant moments in the past.
Finding non-traumatic incidents helps to separate out areas of
past
trauma from non-traumatic areas of the past. Viewers can then see that
the rough spots
are contained in discrete moments of time and not strung together in
one lifelong traumatic episode. The result of this section is a
viewer who can contact the past easily.
Communication Section
Once a viewer has
established contact (in the Help Section) with her present, and (in
the Memory Section) with her past, she is ready to work on
improving her contact with other people by addressing charge on the
subject of
communication. Quality of communication is a significant factor
in the quality of
relationships.
Improving the viewer's ability to communicate to the facilitator
will also improve the viewer-facilitator relationship and hence the
quality of viewing.
On completing this section the viewer will have significantly
improved her
ability to give and receive communication.
Resolution Section
Communication is a prerequisite to the resolution of
problems.
Most problems are best resolved by effective and thorough
communication.
Hence we address problems after addressing communication.
The activity of living consists of resolving problems, so this
section has a direct impact on the quality of life. When a
problem remains unsolved, moreover, one becomes preoccupied or worried
about it. It is then hard to move on and pay attention to other
things in life.
As a result of doing this section,
the viewer can have more interesting and enjoyable problems, can
resolve
them more easily, and can live life more effectively.
Reconciliation Section
A person commits a misdeed when he has been unable to resolve a
problem in a
more constructive fashion. Unwanted situations, when encountered, must
be
handled in some way or other. Ideally, they are handled by
confronting,
understanding, and communicating, leading to a resolution of the
problems
contained therein. Thus it is best to address communication and
problems before addressing misdeeds..
Guilt and hostility mainly spring from one's own misdeeds, which are
then withheld, or from charge connected with others' misdeeds.
Being basically
good, a person will naturally act in the best way he can for the good
of all, but if he is weak in his ability to solve problems, he will
feel "forced" to
commit
misdeeds.
Completing this section
results in reconciliation with, and forgiveness of, both self
and others and consequent relief from guilt and hostility.
Resilience Section
Committing misdeeds leads to upsets for oneself and others. Once
misdeeds are cleared up, the viewer can fruitfully address
upsets. Handling major upsets is therefore best addressed after
misdeeds,
guilt, and hostility have been handled.
Upsets also occur as a result of unwanted, often unexpected,
changes. They produce emotional pain and can make life
miserable.
When a person has handled major upsets and unwanted changes in life, he
becomes more resilient: more able to handle upsets and to
tolerate change. Life becomes freer and more enjoyable.
General TIR Section
At this point in the Curriculum, the viewer has become much more
aware. Now she has the opportunity to address with TIR any
remaining traumas, unwanted feelings, emotions, attitudes, sensations,
or pains that were not accessible earlier.
Rightness Section
Up to this point, the viewer has been mainly dealing
with negative feelings, past traumas, and other types of charge, all of
which exert a compelling influence on his thinking and behavior. When
these influences have been reduced, he is better able to change his
habits of thinking and behaving.
The Rightness Section consists of addressing misconceptions, false
information, and fixed ideas, since these affect our ability to be
right.
An odd fact about human beings is that we always think our current
beliefs are right. Otherwise we
wouldn't believe them! Our urge to be right and to justify our
actions results in a
certain rigidity of thinking and behavior that does not serve us
well.
At this point in the Curriculum, the viewer has eliminated much of the
compelling emotional charge that holds these fixed
ideas in place. He can now make use of the techniques of the
Rightness Section to examine those ideas and to choose whether to
accept or change them.
The result of this section is a viewer who is actually more right but
feels less of a need to assert his rightness.
At this point, the viewer has completed the first part of the
Curriculum, the "Primary Curriculum", and can proceed, if she wishes,
to do more advanced viewing on the "Core Curriculum".
The Core Curriculum
This part of the Curriculum, as the name implies, deals wth issues that
lie at the core of the viewer's case. These are the issues that
are closest to the viewer, issues having to do with deeply-held
goals, beliefs, and identities and with conflicts amongst these.
In the Core Curriculum, the viewer learns to differentiate between
himself and other identities surrounding him which he may, wrongly, to
have considered part of himself. He also learns to accept as
aspects of himself, various ways of being that he has disowned.
In this part, the viewer makes progress toward the full realization of
his potential.
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