The recommended approach to psychotherapy for experients of Clairvoyant Interaction and Empathic Cognition 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 protect, provide for, and support others. Identifying impairments in engaging in meaningful communication and relationships will provide a path for how to move forward.
Primary Goals:
- Reducing innate sensitivity (i.e. to be emotionally well rounded in expressing one’s self and sympathetic toward others rather than being extremely sensitive to the feelings of others and the environment),
- Balancing life (i.e. to be and maintain mental, emotional, and physical balance in all aspects of their life),
- Staying informed (i.e. to observe, be attentive to, and be informative about, recent and important events related to their friends, neighbors, and local community),
- Providing support and service (i.e. to assist and work with others to improve their overall health and welfare).
Obstacles for Psychotherapy:
- Reducing ESP hypersensitivities due to innate sensitivities
- Forgetting the past and not planning for the future
- Issues with self-esteem, self-respect, and self-confidence
- Feeling driven to increase the welfare and well-being of others at the expense of their own
- Shifting from selfless behaviors to selfish behaviors due to crises brought on by other obstacles
ESP Process-Orientated Education:
- CI: Multi-Sensory Teaching. This teaching method will require the clinician to teach verbally and provide follow-up reading materials that cover what was addressed verbally, and that may be more in-depth. This will also require the clinician to assist the individual in visualizations to aid in a visual understanding of clairvoyant interactive phenomenology. This can also be accomplished by having the individual physically illustrate their impressions of their experiences into a visual story; as these types are typically quite artistic.
- EC: Real-Life Case Examples. The recommended form of process-orientated education for empathic cognitives is through real-life case examples.
Mental Health Education & Therapeutic Options
Emotional education and building communication skills through:
- Mindful journaling
- Reappraisal of negative spirit encounters
- Emotion regulation
- Relaxation methods (e.g. rhythmic deep-breathing meditation)
- Engaging in the creative or performing arts
-
Removing those who facilitate or feed into fears and worries
- Regular physical activity (e.g. cycling, hiking, dance, etc.)
- Engaging in community projects and planning social functions
The following tables contain the indicators characteristic of the co-occurrence of psychopathology (typically attention deficit, anxiety, depression or bipolar disorders) with Clairvoyant Interaction and Empathic Cognition phenomena.
Presentation in CI:
| CONFLICT |
WITHDRAWAL |
|
Overengagement of clairvoyant interactive processes during social and other types of activities. Automatisms are noticeable and information received is fragmented and somewhat comprehensible. |
Disengagement from social and avocational activities. Change to working at home or online education. Overengagement of clairvoyant interactive processes persist due to perpetuating factors. Automatisms are pronounced and information received is fragmented and incomprehensible. |
|
Overreactive emotions. |
Experiencing panic attacks or psychotic episodes. |
|
Loss of energy (mental, emotional, physical). |
Loss of motivation, difficulties with memory, concentration, non-restorative sleep, and severe exhaustion. |
|
Leads to social anxiety and other types of anxiety. |
Detachment, depression, panic, and may lead to dissociation and/or agoraphobia. |
|
Episodic |
Episodic or continuous. |
|
Voluntary or Involuntary onset w/ involuntary control. |
Involuntary onset w/ involuntary control. |
Presentation in EC:
| CONFLICT |
WITHDRAWAL |
| Overengagement of empathic cognitive processes during social and other types of activities. Emotional information intensity may feel as though the emotions are being shared rather than known.May have trouble differentiating from one’s own feelings/emotions over the collective emotions of others at times (EC Bandwagon Effect). Additional information is somewhat comprehensible (e.g. location). | Disengagement from social and avocational activities. Change to working at home or online education. Overengagement of empathic cognitive processes persist due to perpetuating factors. Emotional information intensity feels as though the emotions are being shared rather than known.Cannot differentiate from one’s own feelings/emotions over the collective emotions of others (EC Grandiosity in the form of collective consciousness or “feeling the world’s suffering,” Additional information is incomprehensible (e.g. location). |
|
Overreactive emotions. |
Experiencing panic attacks or psychotic episodes. |
|
Loss of energy (mental, emotional, physical). |
Loss of motivation, difficulties with memory, concentration, non-restorative sleep, and severe exhaustion. |
|
Leads to social anxiety and other types of anxiety. |
Detachment, depression, mania, panic, and may lead to hyperassociation and/or agoraphobia. |
|
Episodic |
Episodic or continuous. |
|
Voluntary or Involuntary onset w/ involuntary control. |
Involuntary onset w/ involuntary control.
|
Related Articles:
- Spirit Aggression & Mediumship – Case Example & Response (CI Withdrawal)
- The Psychology of Ghosts: Part I
- The Psychology of Ghosts: Part II
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.
