In this program, Dr. Jain reveals all his techniques of instant hypnotic induction and past life regression. This program is immensely useful for any person with a working knowledge of language and an interest in the area of hypnosis and past life regression. We are highly recommending this program to every one who has got even a passing interest in the area of hypnosis, past life regression, life between life regression, future life progression, spirit removal procedures, self-hypnosis, self past life regression, remote healing, reincarnation, analysis of dreams and the life beyond. We are also having the same recommendation to a person who is totally skeptical for these concepts and procedures. We have added thought provoking arguments for non-believers and the skeptics. Through this work we do not intend to promote a belief in para-normal but we are putting things in a scientific framework for consumption and analysis by an evolved brain of the present time.

My eldest daughter Dr. Priya MSc BHMS MD was running this center. She was also a psychologist, counselor, hypnotherapist and a mind control graduate and an Energy healer. She was murdered and hung by her husband by Rajesh Narayanan of Kotak Mahindra Bank in Bangalore three years back. Since then I am not very active. My daughter Dr. Prathibha, a psychologist is taking care of the institution at present.

I hold a degree, post graduate degree, Post graduate Diploma, in Psychology and Psychological Counseling and a Doctor of Philosophy. I have published a number of papers on various subjects in Clinical Psychology. I have authored a book MANASSUM MANASASTRAVUM (Mind and Psychology) an authoritative book on Psychology. But it is in the local language.
I am a Silva Mind Control Graduate (Reg. No 119787) of SMC International Texas trained by Dr. Peter and Dr. Silva
I have under gone a course in NLP and Semantics from Christ University Bangalore trained by John Hunter Murray of New York
I am a Medical Hypnotherapist trained by Dr. Rooshy of John Abbot College Montreal Canada. I conducted a number of mass hypnotic stage shows and hypnosis/hypnotherapy classes
I have attended a Dementia care training Program by Dementia Services Development Centro, University of Wales, UK. I am a life member of Alzheimer’s & Related Disorders Society of India.
I am the Vice President and Life member of Kerala Chapter of Hypnotherapists’ Association of India.
I have attended a certificate course in Transactional Analysis.
I have attended an extensive course of Assertive Training by APTA.
I have undergone a certificate course in Acupressure, Acu-touch and Jin Shin Do.
I have undergone a course in Naturopathy and Yoga.

I have an MD in alternative medicine and Fellow Rural Health Society from Indian Board of Alternative Medicine Calcutta.
I am a PLR therapist trained by William of USA. Also I am an Energy healer (Reiki Healing) with Master degrees in Usui Reiki, Karuna Reiki, Original Reiki Healing, New Life Reiki, Tantric Healing, Tibetan Systems of Healing and Karuna Reiki (Regn No. 80139 ICRT USA). I am a direct student of International Centre for Reiki Training Michigan USA, trained by world renowned Dr. Paula Horan (USA) William Lee Rand (USA) Melinda De Boer (USA) Dr. Sukumaran. I am also the Professional Member ICRT USA and Pioneer Member ICRT India. I am a Reiki Grand Master of 7th direct lineage in the world having more than 7000 disciples and 123 master disciples.

Thank you Dr. Rakesh. Please do write to me some times. That will pep me up.

Regards
Dr.DAYANANDAN

The SIS is a semi – structured projective diagnostic instrument and is an adjunct to psychotherapy and counselling. It is structured by a sequential presentation of intentionally designed and field-tested inkblot-like images. These images demonstrate typical and atypical response potentials. The SIS procedure is projective because it is based on spontaneous, individually generated responses to semi – ambiguous figures, which elicit intrapsychic associations specific to the person presented with them.

The SIS is a diagnostic procedure as a consequence of the interaction of structure and stimuli. These stimuli evoke symbolism and meanings unique to the responding individual. These can be differentiated from typical and atypical peer norms, and can be analyzed according to internationally recognized diagnostic criteria. The procedure is an adjunct to therapy because responses can be further explored to create a more effective treatment plan. During the administration of the SIS procedure, the patient may abreact emotional conflict raised to consciousness by the images, which can be a therapeutic experience in itself.

The SIS can help therapists more sensitively ‘hear’ a suffering individual’s cry for help, the “inner cry” that is not only hidden from others, but often hidden from one’s own conscious awareness as well.

Somatic imagery theory proposes that everyone has a unique and highly personalized system of attitudes, both conscious and unconscious, that is projected on to the body concept as a special entity. These interact with feedback sources and internal sensations. Relatively discrete mental representations exist for particular somatic regions, which constantly compete for full registration in consciousness. Somatic awareness transiently increases in states of hunger, physical exertion, emotional arousal and sexual excitement. Subsequently, the mental representations in the body fade into the background of consciousness.

Alterations in body perception also occur in physical illness. In the diseased body, pathophysiologic processes give rise to percepts from the diseased area, which directly or indirectly, enter into awareness. The patient’s sensitivity to these depends partially on the pre-existing body concept. Sensations that arise from regions of high priority in the body gestalt are more likely to register than those from more perceptually silent areas. If the sensations are subjectively considered aberrant, the individual must then evaluate the significance of the sensations. At this stage the patient makes a kind of lay “diagnosis”.

The cognitive appraisal of the altered body state is influenced by factors such as age, sex, socio-economic status and past medical and family history of disease experience. There may be a strong motive, conscious or unconscious, to adopt a sick role to obtain disability compensation. There may also be a stress – induced wish to regress to an infantile, dependent position, and be taken care of by paternal figures such as a spouse, grown children, physicians, nurses or nursing home staff.

Interaction between these multiple determinants will influence whether or not an individual decides to consult a physician to report subjective experiences. “Symptoms” reported in the early stages of an initial visit represent verbal communication, which contains special reference to specific organ images within the body. The information content reflects altered anatomical awareness associated with the patient’s belief that the given region has impaired function. The physician formulates a series of diagnostic hypotheses based on “presenting symptoms”, on the nature of the underlying disease processes. Then he conducts a formal medical interview, with questions designed to uncover the pathological significance of somatic symptom clues. In most instances, an insightful physician will be in a relatively strong position to establish a working diagnosis upon completion of the history.

In this situation, there is no strong need for additional aids in diagnostic interviewing, such as projective techniques. There are, however, some cases when the diagnosis is not clear. Patients may present symptoms, which do not fit into recognizable disease patterns, or there may be major obstacles in communication with the individual. Some patients minimize or deny physical illness while others exaggerate them.

Clinical experience, upon which the SIS procedure builds, indicates that persons suffering from physical illness, psychosomatic illness or conversion reaction will perceive abnormal anatomical structure in the semi-ambiguous SIS images. There may be sensitization with anatomy (increase in number of anatomical responses) or repression with avoidance of somatic content.

By assessing an individual’s responses, and his/her associations with them, much can be learned about the person’s innermost thoughts and feelings, what he sees in ambiguous or semi-ambiguous images reveals his self- perception. When someone projects onto an inkblot the response “sick stomach”, it may indicate a concern or focus on that organ in one-self or another person. It also might indicate some association or deeper symbolization involving the stomach. An organic or functional disorder in that organ system is consistent with Rorschach’s view that certain anatomy responses may be a projection of kinesthetic sensation in the musculature (Rorschach, 1951). Freud, and later Alexander and French described how gastrointestinal dysfunction or distress can be a manifestation of underlying psychological conflict, which is below conscious awareness.

For physicians, therapists and researchers, the body, its organ systems and its perceived functions are “doorways to the mind”. By assessing how people perceive or misperceive body and organ function, much can be learned about their innermost thoughts and feelings. What they see in ambiguous or semi-ambiguous inkblots shows how they see themselves, the quality of their life and life style, their adjustment to conflict, their coping skills and their view of the reality of life.

An examination of Psychoanalytic School of thought explaining symptom formation and status of projective technique lead to reason-laden thinking for investigating schizophrenia and affective disorders by means of Rorschach inkblot test and SIS-I to tap specific indices for psychodiagnosis.

In the back drop of the literature linked to clinical diagnosis, psychodynamic analysis of symptom formation, there is a good reason to speculate that Rorschach’s inkblot test and SIS – I can more predictably tap specific diagnostic indices in the defined disorders. Tapping and identification of specific diagnostic indices would seem to be beneficial for both clients and clinicians. The assessed clients would benefit by having their typical symptoms seen within more valid and dynamic perspective and receiving therapies that are both more valid and innately linked to effective and stable therapeutic outcome. Psychologists can cease their role only as diagnostician and serve their clients more productively as diagnosticians and therapists. Limits upon diagnosis and therapy continue to exist; identification of indices and formulation of psychodynamics for finalization of therapy to be given to client for relieving him from sufferings, offers a new view of these limits and help both clients and clinicians alike in attaining those limits.

Various Rorschach users have demonstrated the sensitivity of Rorschach for the differential diagnosis of Schizophrenics from non Schizophrenics and depressive fron non depressive (Beck , 1967 Rapaport, Gill and schafer, 1980, Weiner, 1980, 1982) quiet a large number of studies of Rorschach on various clinical groups have demonstrated the diagnostic validity of Rorschach (Ames, Metrausx, and Walker, 1971, Exner, 1978; Mcfate and Orr. 19749; Foster and cone 1995). In Asian region some studies have been carried out using Rorschach on Psychotic depressives, Schizophrenics as well as on the normal subject’s (Asthana, 1982; Dubey, 1982, Farooqi,1987; 1993; Farooqi and Shah, 1990; Haque, 1985;Kumar, 1961;Prabhu, 1967;Riaz, 1988, 2002; Somasundram, 1971. )

Hermann Rorschach experimented with a series of inkblots and finally came up with the existing set of 10 inkblots. The Rorschach plates are prepared by throwing inks on white sheet and folding it in the middle. In five plates only black ink is used and in remaining five plates chromatic colors have been added. The test is based on the theory of projection which can be illustrated through following example:

Each of us have seen clouds in the sky. For a moment; just visualize a piece of cloud. The shape and size of the cloud is accidental. No body has deliberately cut it in that size and shape. If you were asked to report the objects to which this piece of cloud resembles you would be able to perceive one or the other objects in it. It could be animals, human beings, plants or any conceivable objects. While associating to the cloud, it is quite possible that you might select the entire piece of cloud or part of it and perceive the objects. So it can be derived that if a person is provided with unstructured, accidental forms he would be able to perceive some objects in such stimuli.

If the same piece of cloud is shown to many persons, each of them would be able to associate one or the other objects with the cloud. Now the million dollar question is, if it is shown to more than one person, whether the perceived objects would be identical or there would be differences in the perceived objects. The obvious answer is that there would be differences in the nature and quantum of the perceived objects. So it can be derived that because of individual differences people may perceive different objects in accidental forms.

At last if we were to contemplate, why there would be individual differences in the perceived objects, is it because of the piece of cloud or individual’s mind. You would quickly respond correctly, the individual’s mind. So the logical deduction is that, it is the mind of the individual which produces different set of associations to the accidental forms. This illustrates the point that the accidental forms can be used to study the mental functions of an individual. When provided with unstructured stimuli an individual tend to reveal his mental status through the nature of associations.

In every psychiatric disorder, mental functions get disturbed. It may be in the form of emotional disturbances, cognitive changes, behavioral disturbances and so on. Every disorder like, schizophrenia, mania, depression, obsessive compulsive disorder have characteristic set of symptoms which are essentially deviations from the normal mental functions. Rorschach Inkblot Test is the standardized set of accidental forms which permits detection of changes in mental functions.

• ↑← ↑→: This sequence of record means that the subject held the card in following position: top, left, top and right. He produced the response at the right position
• ↑: This record of card position means that the subject produced the response in top position without preceding rotations on the card

1. RT₁ (Reaction time to first response) means the time elapsed between presentation of a card to the subject and production of first scorable response. To record it, start the stop watch when a card is presented to the subject and see how much time has elapsed when the subject produced the first scorable response. Let the stop watch continue; do not stop at this point. (Note: if recording of RT interferes in the learning process or makes the subject conscious, you may skip recording the time. It would not significantly affect the overall personality mapping through Rorschach).
2. When a subject produces a scorable response, record the Response Number in Arabic Numerals – 1, 2, 3 etc in the response column and record the response verbatim.
3. RT_T (Response Time) is the time elapsed between presentation of the card to the subject and return of the card by the subject. To record this stop the stop watch upon return of the card and record how much time a subject kept the card with him.
4. Leave a space of about 1 cm between recordings of two cards.
5. Upon presentation of the next card, reset the response number to 1. That is, on each card the response number would begin from 1.
6. Continue to present the card and record responses till last response on Card No. X.
7. This phase of obtaining responses to Card-I to Card-X is called Response Phase or Free Association Phase.
8. A subject may try to reject a card immediately upon presentation. Tell him “take your time, may be you will see something in it”. In any case, wait for at least two minutes before accepting card rejection.
9. A subject may become anxious if it is a test of IQ and the like. If the subject expresses such thoughts, tell him that this test helps to understand his nature, it is not a test of IQ.
10. At times, a subject starts describing some events which are not related to the test, tell him that after finishing this task, he could discuss anything in detail.
11. A subject may have previous exposure to the test and report as such, tell him that repeat tests yield additional and useful information.
12. There is an opinion regarding Rorschach test that it should not be repeated on a subject before six months. In legal and unresolved cases, the test could be repeated even after an interval of a day.
13. A subject may explicitly ask whether the reported percept is right or wrong, tell him that there is no right or wrong answer in the test. Every one could see many different things.
14. A subject may enquire whether he could turn or rotate the card, tell him yes, as you wish. However, never initiate or encourage card turning from your side.
15. Do not interrupt administration by enquiring anything related to response or blot in the response phase. You will have sufficient time to do so during enquiry phase.
16. A subject may keep on producing too many responses to a card. You may obtain 10 or more responses to a card. A lengthy protocol may not enrich an understanding about the subject’s psychological functioning. Also it may become cumbersome to score and interpret very lengthy response records. A standard of taking a card back after five responses may be followed. The taking back should be non-threatening. Just tilt a little and make a gentle gesture indicating that you want the card back should be enough to hint the subject to return the card gracefully.
17. Your competence and efficiency will increase with every administration and scoring of Rorschach Test.

1. Remain gentle through out the enquiry phase.

2. Conduct enquiry response to response. That is, complete the enquiry for a response and then move to the next response.

3. The enquiry phase begins immediately after completion of the response phase. However, a subject may be allowed to relax for about five minutes. The enquiry should not be postponed for hours/days

4. The enquiry could be conducted backward, that is, from Card-X to Card-I. There is flexibility in this rule. One could proceed forward also from Card-I to Card-X.

5. For backward enquiry, hand over card-X to the subject, repeat response no. 1 to the subject and ask where you saw it. Get a clear tracing to the blot area used. Some subjects keep on pointing major areas by finger for which examiner may not be sure about the blot area used. This can be overcome by giving a tracing object like blunt pencil or top side of the pencil and ask the subject to trace the blot area with this object.

6. When a subject traces the blot area and you are sure of it, then immediately mark the traced area on the Location Chart and assign it the same response number

7. For neat and clean tracing on location chart, you could use colored gel ink pen. You may fix the color for each response number. That is, red ink for response number 1, blue ink for response number 2, green ink for response number 3 and so on. On every card you may use this pattern for uniformity. Remember, this is just optional guideline. You may use any ink for any response. However, black ink should never be used. The location charts are printed black and if you use black ink for tracing the location chart, the tracing may not be visible. While tracing on the location chart, trace along the contours.

1. The Rorschach images are symmetrical. Some subjects produce responses in pairs incorporating both sides of the blot. In such cases you may trace both sides of the blot or trace any lateral side.

2. At times, the subjects produce compound responses. These are the responses having more than one object in a single response. For example, two bears climbing on a mountain (bears + mountain). Two ladies filling water in an earthen pot (Ladies + Water + Earthen Pot). In such instances you could trace all the objects and mention the name of each object on the location chart itself.

3. Many psychotic patients or depressed patients may not be able to provide specific details of the blot area; they may totally or partially fail to trace the blot area. No problem, this would be handled in qualitative analysis of Rorschach.

4. Some patients may deny having seen the perceived object on the blot area. Enquiry can not be conducted for such responses. Just write Response Rejection for these denied responses and move forward.

5. While enquiring about blot area, the card should be given in the same position in which the response was produced by the subject. That is, if the response was produced in bottom card position then the card should be rotated to the bottom position to enquire about the blot area.

6. In some patients, you would find that they either replaced the response given in response phase or produce additional new responses in the enquiry phase. To deal with such a situation, you should record these replaced/new responses in the enquiry phase for the space available in enquiry column for the card. Remember, no enquiry is conducted for these replaced/new responses. Just mention them and direct your enquiry to remaining responses of the response phase.

7. A subject may produce more than one response to the same blot area. In such cases, mention the respective response numbers on the traced blot area. Following figure illustrates such instances:

8. After tracing the blot area, examiner moves to the second quest to ascertain the attributes of the perceived object.

9. Take out the response sheet to record the enquiry details.

10. Now ask the subject “in what way” it looks like that. Whatever the subject says record verbatim in the enquiry column of the response sheet. Some subjects become irritable when an examiner frequently asks “Why” it looks like that. Frequent use of “Why” is not recommended.

11. Manage the row space carefully to record the enquiry details in the column for each response.

12. Never be directive in the enquiry or give any clues to the subject. For instance, do not ask whether it looks like because of color, shape or there is any movement in it.

13. Remember that attribute enquiry is being conducted for the object perceived by the subject not for the blot area or the object as such.

14. If insufficient details are provided by a subject in the enquiry of attributes, then you may say “tell me more about it”, “what else makes it look like that”. If still you find any problem in getting adequate details, in the last you may say to the subject “Show me how it looks like that to you”, record the verbatim and move to next response.

15. Examples of Correct Attribute Enquiry Questions:

a. Response: Two monkeys

b. Attribute Enquiry: Examiner: In what way it looks like two monkeys? Subject: looks like that, here are their hands, feet, face. Examiner: Tell me more about it. Subject: holding a tree.

a. Response: Two human being

b. Attribute Enquiry: : Examiner: In what way it looks like two human beings Subject: you see here are their faces, trunk, arms and legs. Examiner: Tell me more about them. Subject: nothing. Examiner: Show me how it looks like that to you. Subject: you see here are their faces, trunk, arms and legs. They are bent forward as if lifting something.

1. Response: Flowers

2. Attribute Enquiry: Examiner: In what way it looks like flowers. Subject: The shape resembles to flowers. Examiner: Tell me more about them. Subject: Here are petals and looks similar to flowers. Examiner: Show me how it looks like that to you. Subject: You see here are petals, just look like pink flowers

16. Examples of Incorrect Attribute Enquiry Questions:

c. Response: Two monkeys

d. Attribute Enquiry: Examiner: Tell me if they look like monkeys because of shape, are they doing something.

c. Response: Two human being

d. Attribute Enquiry: : Examiner: Tell me if they are doing or feeling something.

3. Response: Flowers

4. Attribute Enquiry: Examiner: Tell me if they look flowers because of colors or shape. Are they pink, yellow or red?

17. The test administration ends with the enquiry of last response.

2. The scoring is done response to response in a row. That is, complete the scoring of response no. 1 and then move to next response.

3. The scoring of the protocol begins with response no.1 on the first card and proceeds to other responses and cards until the completion of last response to card no. X.

4. Two types of scoring is done for every Rorschach protocol – Quantitative and Qualitative.

5. For quantitative scoring there should be at least 15 scorable responses in a protocol. In any case there should not be less than 10 responses to score the protocol quantitatively.

6. For a protocol having less than 10 responses, only qualitative analysis is done. The summary for quantitative variables may be skipped.

Quantitative Scoring: Quantitative scoring is done for following variables:

a. Blot Area

b. Object Attributes:

i. Shape

ii. Human Action

iii. Chromatic Color

iv. Achromatic Color

v. Tactile Response

vi. 3 Dimensional Response

c. Object Category

d. Most Frequent Response