Catch phrase - Page 2

**Diane** · 12-05-2012, 04:47 PM

Beautifully stated Keith.
One has to stay back a bit, let the information percolate together with the patient's condition, let their brain take a moment to play with their rubic's cube of their own personal pain puzzle. Fortunately this is fast and easy for most people. Once you've got them to go into their own DorsoLateralPrefrontalCortex, the rest is fairly straightforward. And they are the only ones who can go there, use that.

**Diane** · 12-05-2012, 04:49 PM

Quote:

Originally Posted by zendogg

I would say that another factor in determining operator vs interactor is your investment in client "getting it" . If you are determined that they buy all you have to say because you have cornered the market on all that is truth in manual therapy then that would be forcing your will upon them. If instead you present your information as a well thought out representation of your understanding of the latest research and ask them to see how that new info settles with them and then open a space for dialog then you have become an interactor and an educator.
Nathan

Yes, I think this is a statement I can agree with.

**Bas Asselbergs** · 13-05-2012, 12:12 AM

Great thread people!
I can not forget my educator courses - long ago, but occasionally useful.
good teaching is providing an opportunity for someone's understanding (about anything) to develop.
Sometimes one has to provide "facts".
This does not an operator make. In those cases, I would simply call it being a conduit of information and knowledge.
The "facts" are considered the basis of the process - helping the necessary subsequent understanding is by nature, an interactive process. As has been mentioned so eloquently before: "evoking" understanding is a suitable concept.
One can NOT force understanding.
So, it can not be an "operator" mode when one is teaching.

At least, teaching of the right kind.....

12-05-2012, 04:47 PM	#51
Diane Human Primate Social Groomer and Neuroelastician Join Date: Mar 2004 Location: Weyburn Sask. Posts: 19,663 Thanks: 1,482 Thanked 3,177 Times in 1,560 Posts	Beautifully stated Keith. One has to stay back a bit, let the information percolate together with the patient's condition, let their brain take a moment to play with their rubic's cube of their own personal pain puzzle. Fortunately this is fast and easy for most people. Once you've got them to go into their own DorsoLateralPrefrontalCortex, the rest is fairly straightforward. And they are the only ones who can go there, use that. __________________ Diane www.dermoneuromodulation.com SensibleSolutionsPhysiotherapy HumanAntiGravitySuit blog Neurotonics PT Teamblog Diane Jacobs.com (personal website) Canadian Physiotherapy Pain Science Division (Archived newsletters) Canadian Physiotherapy Association Pain Science Division Facebook page @PainPhysiosCan WCPT PhysiotherapyPainNetwork on Facebook @WCPTPTPN Neuroscience and Pain Science for Manual PTs Facebook page @dfjpt SomaSimple on Facebook @somasimple "Rene Descartes was very very smart, but as it turned out, he was wrong." ~Lorimer Moseley “Comment is free, but the facts are sacred.” ~Charles Prestwich Scott, nephew of founder and editor (1872-1929) of The Guardian , in a 1921 Centenary editorial “If you make people think they're thinking, they'll love you, but if you really make them think, they'll hate you." ~Don Marquis "In times of change, learners inherit the earth, while the learned find themselves beautifully equipped to deal with a world that no longer exists" ~Roland Barth "Doubt is not a pleasant mental state, but certainty is a ridiculous one."~Voltaire

13-05-2012, 12:12 AM	#53
Bas Asselbergs Physiotherapist Join Date: Jul 2004 Location: Canada Age: 61 Posts: 3,693 Thanks: 834 Thanked 484 Times in 233 Posts	Great thread people! I can not forget my educator courses - long ago, but occasionally useful. good teaching is providing an opportunity for someone's understanding (about anything) to develop. Sometimes one has to provide "facts". This does not an operator make. In those cases, I would simply call it being a conduit of information and knowledge. The "facts" are considered the basis of the process - helping the necessary subsequent understanding is by nature, an interactive process. As has been mentioned so eloquently before: "evoking" understanding is a suitable concept. One can NOT force understanding. So, it can not be an "operator" mode when one is teaching. At least, teaching of the right kind..... __________________ We don't see things as they are, we see things as WE are - Anais Nin Pain is a conscious correlate of the implicit perception of threat to body tissue - Lorimer Moseley

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