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Weaving the Story of Healing by Maureen A. Simpson Having been born in the Western world, I tend to maintain a somewhat skeptical outlook. This "prove it to me" attitude has served me well so far. It was a useful tool in grammar school and high school and a requirement for survival in nursing school. It has proved to be a reliable ally in enduring work in the system labeled healthcare. I like it when all the puzzle pieces fit together in a way that I can understand, explain, and on occasion represent in an arena of debate. The science we know as nursing has so many puzzle pieces, each with their own lengthy agenda. This causes frustration for someone like myself who enjoys mixing flour, butter and eggs and on a fairly consistent average will end up with a cake. I find it an overwhelming task to attempt to grasp the theory called "The Science of Unitary Human Beings." This theory was developed by Martha E. Rogers, Ph.D., of New York University. "From the perspective of the science of unitary human beings, the phenomenon of central concern is 'the study of unitary, irreducible human beings and their respective environments.'" (Rogers, 1990). This study of human beings as whole entities as they exist in their environment sounds wonderful. Yet, I was unsure as to how this theory could be applied or utilized in nursing, and I was a bit intimidated by its vastness. Dr. Richard Cowling III, RN, Ph.D., is a Rogerian Scholar. He is recognized for the development of the unitary pattern appreciation praxis model. "Pattern appreciation is a process, an approach, and an orientation developed by Dr. Richard Cowling to assist people in the deeper understanding and knowledge of one's underlying energy pattern. The aim is to provide the possibility of a new context for knowing oneself more deeply and creating self-directed change related to health and well being." (Cowling, 1996). Cowling was the guest speaker on March 30, 2000, at NYU's Visiting Scholar program. His lecture was entitled "Healing as Appreciating Pattern: Exploring Wholeness, Essence and Uniqueness in Practice and Science." Cowling spoke about terminology and definitions that are currently in use. He reminded the assembly not to get caught up in the seemingly overwhelming jargon of the theories. This reminder came as a relief to me because using the terminology sometimes makes me feel like I'm trying to speak a language other than English. He attempted to be concise and clear so that all could follow his presentation. Healing has a variety of meanings. Currently, it is most commonly defined as the process of becoming whole. This process of seeking healing is one of reaching for wholeness. But we are taught by Dr. Rogers that the field is already whole, it is composed of "irreducible wholes", therefore we do not have to strive for wholeness. Wholeness is a given. What we need to reach, to see, according to Cowling, is the pattern in the wholeness. To recognize the essence as the distinguishing characteristics of the field pattern, regardless of its complexity. Unitary pattern appreciation is a process developed to create the environment for healing to occur. Cowling offers to teach this process to people interested in exploring their own energy field pattern. This is accomplished through looking at one's experiences, perceptions, and expressions of living during individual sessions with the practitioner. The participant and the practitioner are viewed as equals in this process. The primary approach is an open dialogue between the practitioner and the participant. As stated by Cowling, "Unitary pattern appreciation praxis integrates research and practice and is aimed at discovering the wholeness and essence inherent in each unique human pattern. It involves a participatory process that enhances the potential for healing and transformation while generating knowledge that advances the science of nursing." (Cowling, 2000). Cowling has designed two types of individual, experiential sessions. The first type is offered to assist anyone who is experiencing, or has experienced, despair. The second type is available to assist anyone who wishes to use this process for exploration of one's life in general. On this evening Cowling shared with us one case study of a woman who was experiencing despair. He has been a partner with her in the process of unitary pattern appreciation. After having sessions of open dialog, Cowling creates a profile of the individual he is working with. Through using metaphor, imagery, and music, he weaves a story that reflects the person's unique pattern. His presentation of this woman's story included songs he had chosen, as well as slides of pictures drawn by the woman herself. The songs helped to further illuminate the story, and offered time for reflection. The pictures closely paralleled Cowling's woven story, even though they had been drawn prior to his sharing it with the woman. It was quite an experience to view the pictures while they were being accurately described by Cowling's woven story. It was amazing to consider that the conversations between Cowling and the woman led to such similar imagery, his written and hers visual. One could clearly see and feel the transformation of this woman from the beginning of the story, to the beginning of her new story. For me, this evening was a glimpse of hope. Hope that I could now comprehend the theory of Dr. Martha Rogers. It was interesting to hear how Dr. Cowling developed the process of unitary pattern appreciation and how he is able to apply and teach this process to assist people in creating their environment for healing. This was a hands-on example of a presently happening practice. I think this is encouraging to all nurses looking forward to being an active participant in the transformation of our current care system into a system based on healing and optimal wellness. Dr. Cowling's lecture showed me how all the ingredients can come together - the varieties of cake are endless. If you would like to be a participant in this practice and research opportunity, or have questions, please contact: W. Richard Cowling III, RN, Ph.D. School of Nursing, Virginia Commonwealth University Office: 804-828-0521 E-mail: wcowling@RUBY.VCU.EDU Mail: 4506 Government Road Richmond, VA 23231-1509 Martha Rogers Home Page: http://www.uwcm.ac.uk/uwcm/ns/martha/homepage.html E-mail: jrp1@is.nyu.edu
References Barrett, E. (ed) (1990). Visions of Rogers Science-Based Nursing. New York: National League for Nursing. Fawcett, J. (1995). Analysis and Evaluation of Conceptual Models of Nursing (3rd ed.). Philadelphia: F.A. Davis Company. New York University, School of Education, Division of Nursing (2000). The Martha E. Rogers Center for the Study of Nursing Science, 2000 Visiting Scholar Program [Brochure]. New York. Virginia Commonwealth University, School of Nursing (1996). Unitary Pattern Appreciation [Brochure]. Richmond, VA: Cowling. Bio-Spiritual Focusing by Maureen A. Simpson Focusing is a simple and natural process that teaches us how to accept ourselves by listening to our "body knowing" rather than the problem solving messages of our head alone. Carl Rogers is known for developing client-centered therapy in which the therapist has deep respect and caring for the client as a person with potentialities. Rogers noticed in his own experience that when he was able to be with his feelings then they were able to change. Rogers developed a notion of congruence, which he described as "being able to feel your feelings physiologically and allow them to symbolize themselves accurately." Rogers considered congruence to be the key to human wholeness. Eugene Gendlin was a graduate student of Rogers at The University of Chicago in the 1960's. His main topic of research was "What is healthy psychology?" At the same time, Reverend Edwin McMahon was a student of Rogers on the West Coast, whose main research topic was "What is healthy spirituality?" Gendlin worked to discover how the process of congruence takes place inside ourselves. He based his work on Rogers, who emphasized the external relationship between therapist and client (open listening, unconditional acceptance) as creating the necessary conditions for change to occur. Gendlin wondered what was happening inside the client when congruence occurs. He was curious about this process and researched the success vs. the failure rate of therapy. He found that therapy often fails to make a significant difference in people's lives. He discovered that this was related to the internal process of the client. He studied this process of tapping into the internal process of congruence and grew to understand it. Through this, he was able to develop a tool that can be taught to people. He named this process "Focusing." This healing process centered on how individuals carried their experiences in the body and how this was given time to be recognized and owned. One important implication of this discovery was that it is not the traumatic experience that creates psychological pain. Rather, it is the being out of touch with how the experience is carried in the body that creates the blockage and feelings of being stuck. The lack of forward movement is what creates the pain. Dr. Gendlin identified the steps that individuals used to get in touch with, and process experiences. Late in the 1960's, Rev. McMahon was working with Rev. Campbell on exploring the healthy psychological dynamics of holiness. After learning of Dr. Gendlin's Focusing process, they recognized similarities between Focusing and ancient Judeo-Christian traditions and spiritual exercises. They were researching the effect of religious practices on health. Through working with Dr. Gendlin's steps, they recognized that healing depended upon the recognition and acceptance of a "gift dimension" in life that operates within us. In Christianity this gift is known as "grace." They emphasized the needed respect towards the resistances one may feel when trying to spend time with our feelings. They developed a "caring-feeling-presence" which is a special body-way of being with difficult feelings, and they created the last step of what had developed into Bio-Spiritual Focusing to be a nurturing step. A time to savor the bodily felt kinship in a sense of continuity with one's inner process. We are all born able to Focus, as with all of our intuitive gifts. We then spend our life forgetting how to use them, and losing our respect for them until we no longer recognize them as our own. Workshops that teach Focusing show us practical steps to listen to our body. We are able to relearn the language of ourselves in a safe, non-judgmental atmosphere. Focusing helps us to be with ourselves as we truly are, and not as our cognitive mind dictates us to feel that we ought to be. It is a process of bridge building within ourselves. It uses the wisdom of the body as an experiential bridge into the life of the spirit. I have personally been Focusing since 1995. I am a certified teacher of Bio-Spiritual Focusing. I find the process to be invaluable. I enjoy teaching it to others. I also enjoy companioning others as a facilitator in the process. It is a peace making process from the inside out. If we can learn unconditional self-love, then we can offer this love to each other in so many ways. For further information, please contact: Institute for Bio-Spiritual Research P.O. Box 741137 Arvada, CO 80006-1137 Phone: 303-427-5311 The Gendlin Focusing Institute 34 East Lane Spring Valley, NY 10977 Website: http://www.focusing.org/ E-mail: info@focusing.org Other Resources: http://www.focusingresources.com/
References Gendlin, E. (1978). Focusing (1st ed.). New York: Bantam. McMahon, E., & Campbell P. (1985). Bio-Spirituality: Focusing as a Way to Grow. Chicago: Loyola Press. McMahon, E. (1993). Beyond the Myth of Dominance, An Alternative to a Violent Society. Franklin, Wisconsin: Sheed and Ward.
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