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What Motivates Professionals toLearn and Use Hypnosis in ClinicalPractice?Joseph Meyerson a , Marc Gelkopf b , Gaby Golan a & EwaShahamorov ca Tel Aviv University, Israelb University of Haifa, Israelc Private Practice, Rishon Lezion, IsraelPublished online: 15 Nov 2012.

To cite this article: Joseph Meyerson , Marc Gelkopf , Gaby Golan & Ewa Shahamorov(2013) What Motivates Professionals to Learn and Use Hypnosis in Clinical Practice?,International Journal of Clinical and Experimental Hypnosis, 61:1, 71-80, DOI:10.1080/00207144.2013.729437

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Intl. Journal of Clinical and Experimental Hypnosis, 61(1): 71–80, 2013Copyright © International Journal of Clinical and Experimental HypnosisISSN: 0020-7144 print / 1744-5183 onlineDOI: 10.1080/00207144.2013.729437

WHAT MOTIVATES PROFESSIONALSTO LEARN AND USE HYPNOSIS

IN CLINICAL PRACTICE?

Joseph Meyerson1

Tel Aviv University, Israel

Marc Gelkopf

University of Haifa, Israel

Gaby Golan

Tel Aviv University, Israel

Ewa Shahamorov

Private Practice, Rishon Lezion, Israel

Abstract: The authors devised and validated a questionnaire assess-ing the various possible motivations for learning and using hypnosisand administered it to 125 Israeli psychologists, physicians, and den-tists who study and/or use hypnosis in their clinical work. The resultssuggest that most professionals were motivated by a desire to improvetheir professional performance and that a majority of profession-als were primarily influenced in their desire to learn hypnosis bycolleagues in academically or clinically oriented settings.

The myths surrounding hypnosis are well known (Pintar & Lynn,2008) and among other things provide fuel for the popular interest in it.But what causes practitioners to choose hypnosis, either as part of theirtherapeutic armamentarium or as a central career move (Vermetten,2002)?

In the development of any professional career, it is often assumedthat attitudes, expectations, beliefs, and opportunities significantlyinfluence career choices (Flores et al., 2003). We therefore believethat a hypnotherapist’s attitudes, expectations, and opportunities are

Manuscript submitted July 28, 2011; final revision accepted January 31, 2012.1Address correspondence to Joseph Meyerson, Hypno Clinic, 21 Unitzman St., Ap.

910, Tel Aviv, 69360, Israel. E-mail: hypnoclinic10@gmail.com

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72 JOSEPH MEYERSON ET AL.

important factors in the choice of hypnosis as a central tool for advanc-ing one’s professional endeavors.

There is surprisingly little literature available that attempts to inves-tigate what motivates practitioners to study and employ hypnosis(Strauss, 1997). This lack of information is especially apparent in viewof the interactional basis of the hypnotic experience, which stresses thatthe personality factors of the hypnotists, not only those of hypnotizedsubjects, influence the hypnotic process (Bányai, 1991, 1998; Diamond,1984, 1987; Livnay, 1996).

Due to the lack of relevant empirical research, we need to probethe literature for more subtle indicators to further explore this topic.According to Finegold and Edelstein (1986), the fears of handlingpower, of failing, of the unexpected, and of peer criticism are the majorreasons preventing novice therapists from employing hypnosis in theirwork. We may thus assume that therapists who are not intimidatedby the unexpected and unknown, who feel at ease with competition,and who are not afraid to exert influence are more likely to study andemploy hypnosis in their work.

It has also been suggested that good hypnotherapists share the char-acteristics of good therapists (Lazar & Dempster, 1984; Strauss, 1997).It would thus not be farfetched to assume that hypnotherapists maybe driven by similar motivations as psychotherapists in choosing aclinical specialization. In this regard, Murphy and Halgin (1995) havesuggested that familial distress, a desire to resolve personal problems,as well as a wish to pursue opportunities for professional advancementare central motivators for psychotherapists in their choice of a clinicalfield of expertise.

Based upon these assumptions, our clinical experience, and thequestioning of students and professionals, including supervisors, wedecided to investigate why Israeli hypnotherapists wanted to learn andemploy hypnosis in their work.

In the current study, we examined demographic factors, professionalstatus, and previous encounters with hypnosis as well as attitudes andexpectations. The first step was to create and validate a questionnaire.This questionnaire was then administered to professionals (psychol-ogists, physicians, and dentists) who practice and/or are studyinghypnosis and hypnotherapy.

Method

Setting up the QuestionnaireThe questionnaire was developed in several stages. Based on the rel-

evant hypnotherapeutic and psychotherapeutic literature, as well as onquestionnaires previously used to assess attitudes towards hypnosis(Capafons, Cabañas, Espejo, & Cardeña, 2004; Coldrey & Cyna, 2004;

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MOTIVATIONS BEHIND USING HYPNOSIS IN PRACTICE 73

Thomson, 2003), we identified a number of motivational tendenciestoward learning and using hypnosis among practitioners. In addition,we conducted a 30-minute discussion group with beginning studentsof hypnosis (n = 10). From this information we constructed a list of27 items assessing the reasons for studying and using hypnosis. We thenqueried a sample comprising 28 highly experienced members of theIsraeli Society of Hypnosis (IsSH), of whom 11 were instructors andsupervisors. Then we conducted a final panel to discuss the infor-mation received. This panel led to the construction of a final 16-itemquestionnaire.

In addition, the final battery included demographic (age, gender,country of origin) information, basic professional and hypnotherapeutichistory, domain of expertise items, and questions related to opportuni-ties and influences that affected the decision to study and use hypnosis.We also added two questions querying whether their professional andpersonal expectations regarding the use of hypnosis had been fulfilled.(The questionnaire can be obtained from the first author.)

ScalingWe administered the questionnaire to 125 participants. A varimax

rotation gave us five factors with an eigenvalue above 1.0.The first factor consisted of six items found to be related to self-help

and personal development (SHPD; Cronbach’s alpha = .85). The sec-ond factor consisted of three items related to intellectual curiosity (IC;Cronbach’s alpha = .70). The third factor consisted of three items relatedto the expansion of professional identity (EPI; Cronbach’s alpha = .69).The fourth factor consisted of three items related to improvement ofprofessional performance (PP; Cronbach alpha = .40). The fifth factorincluded only one item and described the desire to improve one’s abil-ity to provide mental health help. All items had a within-factor loadingof at least .50.

Setting and ParticipantsThe three professional groups who are allowed to study and apply

hypnosis in accordance with the law of hypnosis passed in 1984, namelyphysicians, dentists, and psychologists, were queried.

Due to our desire to assess professionals actively involved in study-ing and working with hypnosis, all participants were Israeli profes-sionals who had attended meetings of the IsSH and/or had takenbasic-level and advanced-level courses between 2007 and 2009. Of the157 questionnaires distributed, 125 were completed (79.6 % responserate).

Of the 125 participants in this study, 60 (48%) were women and65 (52%) were male, with a mean age of 49.42 (SD = 10.5, range =22–77). The participants were physicians (n = 60; 48%), psychologists(n = 44, 35%), and dentists (n = 21, 17%); 56 (44.8%) were licensed

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74 JOSEPH MEYERSON ET AL.

hypnotherapists, and 69 (55.2%) were still unlicensed but were allowedto practice hypnosis under supervision.

Based on a scale that assessed the frequency of use of hypnosis intheir clinical practice, 39 (31.2%) participants declared they used hyp-nosis in 0% to 5% of their work, 30 (24 %) in 6% to 25 % of their work,22 (17.6%) in 26% to 50%, and 34 (27.2%) in more than half of theirprofessional work.

Of the 125 participants, 40 individuals (32%) had taken advancedcourses in hypnosis. With respect to their self-evaluation of their mas-tery of hypnosis, 59 (47.2%) stated they had a beginner’s or low levelof expertise in hypnosis, 27 (21.5%) had a medium level, and 36 (28.8%)had a high or very high level. Three (2.4%) did not answer this question.

Results

InfluencesWhen queried as to what individual, if any, had most influenced their

decision to study and use hypnosis, 43 (35.2%) declared there was nosuch individual, 67 (54.9%) stated it was a colleague, 5 (4.1%) mentioneda friend or a family member, 5 (4.1%) indicated a stage hypnotist, and 2(1.6%) named a person in the media.

When asked what kind of exposure to hypnosis had most affectedtheir decision to study and use hypnosis, 48 (40.7%) declared they weremotivated during their studies, 24 (20.3%) declared they were moti-vated by their exposure to hypnosis during psychotherapy or medicaltreatment, 18 (15.3%) declared having been influenced by professionalliterature, 11 (9.3%) by popular literature, 9 (7.6%) by movies or plays,and 8 (6.8%) by other sources.

Forty-four (38.6%) declared they had first heard of hypnosis beforethe age of 12 years, 25 (21.9%) between the ages of 12 and 18 years, 25(21.9%) between the ages of 18 and 25 years, and 20 (17.5%) after the ageof 25 years.

Three (2.5%) declared having taken an active interest in hypnosisbefore the age of 12 years, 29 (7.6%) between the ages of 12 and 18 years,16 (13.6%) between the ages of 18 and 25 years, and 90 (76.3%) after theage of 25 years. Of those 90 whose interest began after age 25 years, 57(67.8%) declared having taken an active interest before reaching theirforties.

Interestingly, we found a positive correlation between age of firstexposure and age at which the individual actively began studyinghypnosis (r = .39, p < .001).

Reasons for Learning and Using HypnosisBased upon the different motivational factors, the major reasons

stated by the participants for learning and using hypnosis were to

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MOTIVATIONS BEHIND USING HYPNOSIS IN PRACTICE 75

Table 1Comparative Means Regarding Different Reasons for Learning Hypnosis perProfession

Physicians Dentists Psychologists(n = 59) (n = 20) (n = 43) ANOVA

Factors Mean SD Mean SD Mean SD F(2,124)

Improved ProfessionalPerformance

4.05 0.7 4.06 0.7 3.38 0.8 11.71∗

Provide Better MentalHealth

3.95 1.1 2.85 1.3 4.40 0.7 15.67∗

Intellectual Curiosity 3.28 1.0 3.07 1.0 3.36 0.9 0.62†

Self-Help & PersonalDevelopment

2.84 1.0 2.61 0.9 2.63 1.0 0.73†

ExpandingProfessional Identity

2.19 0.9 2.56 0.8 2.29 0.8 1.44

∗p < .001. †p < .10.

“improve professional performance” (M = 3.93, SD = 1.2), to “providebetter mental health” (M = 3.81, SD = 0.8), and to “satisfy intellectualcuriosity” (M = 3.27, SD = 1.0). The mean scores per profession arepresented in Table 1.

After analyzing each factor using an analysis of variance (ANOVA),we found significant differences between the professional groups for“improvement in professional performance” and “providing bettermental health.” The results of post hoc Scheffe analyses show thatphysicians and dentists scored higher than psychologists on “improv-ing professional performance,” and psychologists scored higher thanothers on the “providing better mental health” factor.

Being motivated by attempting to “provide better mental health”was positively correlated with the number of years that had elapsedsince taking a basic-level course (r = .25, p < .01), whether the individ-ual had taken advanced courses (t[124] = 3.3; p < .001), and fulfillmentof the individual’s professional expectations (r = .28, p < .01).

There are also some nonsignificant tendencies worth noting, namelythat psychologists scored slightly higher on the “intellectual curios-ity” factor, and physicians scored higher on the “self-help and personaldevelopment” factor. Dentists scored higher on the “expanding ofprofessional identity” factor.

Licensed vs. NonlicensedLicensed participants (n = 56) were more motivated by attempting

to improve their ability to provide mental health (t[113] = 2.09, p <

.05) than were those without a license (n = 68).

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Fulfillment of Expectations Regarding Hypnosis’s Contribution to theProfession

The fulfillment of expectations regarding the contribution of hyp-nosis to the participant’s profession was positively correlated with thepercentage of use of hypnosis in clinical practice (r = .51, p < .001), withincreased motivation to provide better mental health (r = .28, p < .01),with number of years since taking a basic-level course (r = .34, p < .001),and with having taken advanced courses, t(124) = 3.44, p < .001 (withcourse, M = 4.43, SD = 0.6; without course, M = 3.58, SD = 1.2).

Fulfillment of Expectations Regarding Contribution of Hypnosis to Personaland/or Interpersonal Life

Interestingly, fulfillment of expectations regarding the contributionof hypnosis to the participant’s personal life was not found to corre-late with either of the motivational factors, with percentage of use ofhypnosis, or with any of the other variables in the present study.

Discussion

Although hypnosis is broadly accepted by major professional organi-zations and is implemented in diverse medical and psychotherapeuticfacilities and fields (Lynn, Rhue, & Kirsch, 2010), it is still perceived asa marginal practice by the mainstream professional community (Nolen-Hoeksema, Fredrickson, Loftus, & Wagenaar, 2009). Keeping this inmind, we set out to examine what causes clinicians to specialize in hyp-notherapy and thus to choose hypnosis as a subject of study and to useit in their practices.

The results of our study indicate that the major motivation forstudying and using hypnosis by Israeli professionals appears to be“improved professional performance” followed by the “wish to pro-vide better mental health.” It seems that physicians and dentists whouse hypnosis are driven mainly by a desire to improve their profes-sional performance, which includes the desire to improve their wayof functioning in their profession as well as their desire to improveinterpersonal communication with patients and their wish to providepatients with better medical care (see “Scaling” section). Psychologists,on the other hand, are mostly driven to study and use hypnosis in theirpractice because they wish to improve their ability to provide bettermental assistance to their patients.

In line with Bloom’s (1997) observations and teaching experience, itseems that Israeli doctors, dentists, and psychologists study and employhypnosis mainly because they wish to be better providers of medicaland mental health to their patients.

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MOTIVATIONS BEHIND USING HYPNOSIS IN PRACTICE 77

We also found that clinicians who use hypnosis extensively in theirpractice as well as participate in advanced courses were primarily moti-vated to provide better mental health. In addition, this motivationwas also significantly correlated with a sense of satisfaction regard-ing the contribution of hypnosis to one’s profession. Based on theseresults, we can reasonably assume that continued practical experienceaccompanied by supervision and advanced studies in hypnosis andhypnotherapy can contribute to professional satisfaction and the desireto continue to develop professionally.

We further found that, although “self-help and personal develop-ment” can be a significant motivator in choosing a therapeutic spe-cialization (Murphy & Halgin, 1995), these are not the most importantmotives for studying and using hypnosis. These results may also berelated to the fact that hypnotherapy students are usually not typi-cal university students, but rather are studying in “adult education”settings (Bloom, 1997). Indeed, according to the Israeli law governinghypnosis, the study of hypnosis is only permitted after an individ-ual has completed basic studies in medicine or psychology. The searchfor self-help tools may be less predominant among people in thisage group, who possibly are more interested in seeking professionaladvancement and success.

Regarding the different sources that may potentially influence anindividual’s decision to study and use hypnosis, it appears that,although hypnosis has its place in the culture through its appearancein novels, television shows, and films (Pintar & Lynn, 2008), profes-sional knowledge imparted by colleagues is the most predominantsource of influence. It seems that academic and clinical settings aremost important in conveying the message that hypnosis can be a signifi-cant addendum to clinicians’ professional armamentarium. This findingis in line with earlier studies assessing attitudes and beliefs abouthypnosis that have suggested that experiential exposure to hypnosisand establishing knowledge of hypnosis based on scientific sourcesare responsible for more positive attitudes and correct beliefs abouthypnosis (Capafons et al., 2005; Capafons et al., 2008; Martín et al.,2010).

Although it seems that clinicians really begin to learn about hyp-nosis because of their colleagues, there may also be some residualinfluence from childhood. Indeed, more than one third of the respon-dents had been exposed to hypnosis early in life. Nevertheless, withoutassessing other professional groups, we cannot know whether theseresults are specific to hypnotherapists. Furthermore, it also seems thereis a critical window (between the ages of 25 and 40) for studyinghypnosis. Most hypnotherapists actively studied hypnosis after age25 and before reaching their forties. This information may be relevant inplanning projects intended to improve clinicians’ attitudes and beliefs

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regarding hypnosis (Barling & De Lucchi, 2004; Hawkins & Bartsch,2000; Thomson, 2003).

We can conclude that the present study is an additional and modeststep in understanding what motivates professionals to learn and usehypnosis.

Limitations

The first limitation of this study is that we examined only theconscious self-reported attitudes of participants (Oppenheim, 1992).It would be important to investigate the unconscious motivations ofclinicians using projective means (Császár, Bányai, & Gosi-Greguss,1996). Secondly, we studied individuals who attended meetings of theIsSH and were thus especially interested in learning about and acquir-ing practical tools for professional advancement. Other professionalswho may be less interested in their continued education about hypno-sis should also be included in further research, as should professionalsoutside of Israel.

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Was motiviert Professionelle, Hypnose für die Praxis zu lernen undanzuwenden?

Joseph Meyerson, Marc Gelkopf, Gaby Golan und Ewa ShahamorovAbstrakt: Die Autoren entwickelten und validierten einen Fragebogen, umdie verschiedenen Möglichkeiten der Motivation für das Erlernen und dieAnwendung von Hypnose zu erforschen und wandten ihn bei 125 israelis-chen Psychologen, Ärzten und Zahnärzten an, die Hypnose lernen und/oderbei ihrer klinischen Arbeit anwenden. Die Ergebnisse lassen vermuten,daß die meisten Professionellen von dem Wunsch angetrieben werden, ihre

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Professionalität zu verbessern und daß ein Großteil der Professionellenprimär von Kollegen aus akademischen oder klinisch orientierten Settingsin ihrem Wunsch, Hypnose zu erlernen, beeinflußt wurden.

Stephanie Reigel, MD

Qu’est-ce qui motive des professionnels de la santé à apprendre l’hypnose età l’utiliser en pratique clinique?

Joseph Meyerson, Marc Gelkopf, Gaby Golan et Ewa ShahamorovRésumé: Les auteurs ont conçu et validé un questionnaire visant à évaluerles divers motifs possibles d’apprendre et d’utiliser l’hypnose, et ont admin-istré ce questionnaire à 125 psychologues, médecins ou dentistes israéliensqui étudient l’hypnose ou qui l’utilisent dans le cadre de leur travail clin-ique. Les résultats indiquent que la plupart de ces praticiens étaient motivéspar le désir d’améliorer leur rendement professionnel et que cet intérêt pourl’apprentissage de l’hypnose avait d’abord été influencé par leurs collèguesdes milieux universitaire ou clinique.

Johanne ReynaultC. Tr. (STIBC)

¿Qué motiva a los profesionistas a aprender y utilizar la hipnosis en supráctica clínica?

Joseph Meyerson, Marc Gelkopf, Gaby Golan, y Ewa ShahamorovResumen: Los autores diseñaron y validaron un cuestionario para evaluarlas posibles motivaciones para aprender y utilizar la hipnosis, y lo adminis-traron a 125 psicólogos, médicos, y dentistas Israelís que estudian o utilizanla hipnosis en su trabajo clínico. Los resultados sugieren que la mayoría delos profesionistas están motivados por el deseo de mejorar su desempeñoprofesional, y que la mayoría de los profesionistas estuvieron influenciadosprincipalmente en su deseo de aprender hipnosis, por colegas en contextosacadémicos o clínicos.

Omar Sánchez-Armáss Cappello, PhDAutonomous University of San Luis Potosi,Mexico

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