The recommended approach to psychotherapy for experients of Telepathic Interaction and Empathic Interaction /Simulation involves rooting the early stages of treatment in assessing the quality of the individual’s capability to engage in meaningful communication and relationships; particularly in regard to their ability to regulate, maintain, maneuver, expedite, and direct them self, others, and institutions to communicate and cooperate in the pursuance of goals. Identifying impairments in engaging in meaningful communication and relationships will provide a path for how to move forward.
Primary Goals:
- Feeling secure (i.e. to guard against the dishonesty, exploitation, and injustice of external influences).
- Verbal expression (i.e. to effectively communicate their emotions, opinions, and expectations to others).
- Troubleshooting (i.e. to examine for quality and solve central problems).
- Improvising (i.e. to act or react spontaneously and without preparation).
- Persuasion (i.e. to influence others to cooperate with direction or demands).
Obstacles for Psychotherapy:
- Issues with self-esteem, self-respect, and self-confidence and,
- Feeling driven or obligated to increase the welfare and well-being of others at the expense of their own
- or Feeling driven to increase their own welfare and well-being at the expense of others
- or Shifting from altruistic behaviors to opportunistic behaviors
- Control issues; ranging from over-protectiveness to abusive behaviors (self or others)
ESP Process-Orientated Education:
- Logical Explanations. The recommended form of process-orientated education for these types of experients is through structured logical explanations presented sequentially according to relevance. While theory is important for integration, the clinician should veer away from more abstract concepts and focus more on scientific evidence and supportive theories.
Mental Health Education & Therapeutic Options
Emotional education and building communication skills through:
- Mindful journaling
- Emotional regulation strategies
- Anger management and/or risk assessment
- Relaxation methods (e.g. music therapy)
- Creative thinking and strategy games
- Removing those who facilitate or feed into fears and worries
- Regular physical activity (e.g. dance or swimming)
The following tables contain the indicators characteristic of the co-occurrence of psychopathology (typically attention deficit, anxiety, depression, and/or bipolar disorders) with Telepathic Interactive and Empathic Interactive/Simulative phenomena.
Presentation in TI:
|
CONFLICT |
WITHDRAWAL |
|
Overengagement of telepathic interactive processes during social activities. Information impressed is fairly intense, fragmented, and somewhat subconsciously comprehensible, which is indicative of mild to moderate confusion in others. |
Disengagement from social activities. Change in career or education providing less social interaction. Overengagement of telepathic interactive processes persist due to perpetuating factors. Information impressed is intense, fragmented, and incomprehensible, which is indicative of severe confusion and frustration in others. |
|
Overreactive emotions. Evoking overreactive emotions in others. |
Triggering panic attacks or psychotic episodes in others. |
|
Loss of energy (mental, emotional, physical). |
Loss of motivation, difficulties with memory, concentration, non-restorative sleep, and severe exhaustion in others. Evokes outbursts of rage and hopelessness in others. |
|
Leads to heightened stress and anxiety in others. |
Detachment, depression, and panic or psychotic episodes in others. |
|
Episodic |
Episodic or continuous. |
|
Voluntary or Involuntary onset w/ involuntary control. |
Involuntary onset w/ involuntary control. |
Presentation in EI:
|
CONFLICT |
WITHDRAWAL |
| Overengagement of empathic interactive processes during social activities. Emotional information impressed is fairly intense, somewhat comprehensible (e.g. can distinguish fear, but not “fear for” to “fear of” etc.) and may evoke mild to moderate confusion in others. | Disengagement from social activities. Change in career or education providing less social interaction. Overengagement of empathic interactive processes persist due to perpetuating factors. Information impressed is intense and incomprehensible, which is indicative of severe confusion and frustration in others. |
|
Overreactive emotions. Evoking overreactive emotions in others. |
Triggering panic attacks or psychotic episodes in others. |
|
Loss of energy (mental, emotional, physical). |
Loss of motivation, difficulties with memory, concentration, non-restorative sleep, and severe exhaustion in others. Evokes outbursts of rage and hopelessness in others. |
|
Leads to heightened stress and anxiety in others. |
Detachment, depression, and panic or psychotic episodes in others. |
|
Episodic |
Episodic or continuous. |
|
Voluntary or Involuntary onset w/ involuntary control. |
Involuntary onset w/ involuntary control. |
Presentation in ES:
| CONFLICT |
WITHDRAWAL |
| Overengagement of empathic simulative processes during social activities. Has trouble differentiating from one’s own feelings/emotions over others. Emotional information simulated results in mild to moderate confusion in the self and others. | Disengagement from social activities. Change in career or education providing less social interaction. Overengagement of empathic simulative processes persist due to perpetuating factors. Emotional information simulated results in moderate to severe confusion in the self and others. |
|
Overreactive emotions in self and others. |
Highly negative and anxious feelings in self and evoking the same in others. Feelings of guilt in self. |
|
Loss of energy (mental, emotional, physical) in self and others. |
Loss of motivation, difficulties with memory, concentration, non-restorative sleep, and exhaustion in self and others. |
|
Leads to social anxiety in self and heightened stress and anxiety in others. |
Detachment, depression, mania, and panic. |
|
Episodic |
Episodic or continuous. |
|
Voluntary or Involuntary onset w/ involuntary control. |
Involuntary onset w/ involuntary control. |
Citation: Kelly, T.M. (2015). Clinical Parapsychology: Extrasensory Exceptional Experiences (Textbook). University of Alternative Studies. Purchase.
Copyright © 2015 Theresa M. Kelly, MsD. This article is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.