Skip to content
Module 4 2
Module 4
Module 4: MN Validation (Part II)
Module 4 Objectives
In this module, we will continue to explore the key techniques used in performing an MN Validation. In the following lessons you will learn:
The Push-up Push-down technique
The Push-Up Push Down technique is the most common technique you will use in helping clients identify the strength of their MIs and MNs. To do it, you invite the client to consider a higher or lower score than the one they received from their test results. When inviting the client to consider a higher score, the practitioner must gauge a) the clients’ willingness or resistance to the proposition, and b) the degree of confidence they express when settling on a final score.
The process occurs in this manner:
Example
A typical exchange using the push-up push-down technique goes like this:
Practitioner: You gave yourself a score of 5.5 for Fine Bodily Intelligence. (state the client’s score) Do you feel that is accurate? (ask if client is comfortable)
Client: Can you remind me what that one means again?
Practitioner: Yes, Fine Bodily Intelligence relates to the use of your hands. To have excellent physical dexterity for activities such as cutting, drawing, using tools and instruments, and so on. (give definition)
Client: Oh, yes.
Practitioner: Do you feel a 5.5 is accurate? (ask if it’s accurate) Or should it be a little higher or lower? (ask if it’s higher or lower)
Client: Hmm, well I think it could be higher than that.
Practitioner: What would feel more appropriate?
Client: Maybe around a 6.5 or 7.
Practitioner: What makes you feel that way? (ask for justification)
Client: I pretty good at working with my hands. I enjoy fixing things and making things with wood.
Practitioner: So a 6.5 or 7? Or do you think it’s higher? (ask if it’s accurate, or higher)
Client: No not higher than that.
Practitioner: Then a 6.5 or a 7? (ask if it’s accurate)
Client: I think a 6.5 is OK.
Practitioner: Are you sure? (check to see if it’s acceptable)
Client: Yes.
Five mini-techniques to accompany Push-up Push-down
The following are five mini-techniques you will use during a validation while using the Push-up Push-down technique.
Checking certainty
When you ask clients if they feel that an MI or MN score should be higher or lower, watch for how certain they appear when they respond.
How to tell if a client is certain
The following are signs that indicate a clients' certainty in their score:
How to tell if a client is uncertain
The following are signs that clients are unsure of the score:
Keep in mind that just because clients indicate that they are certain doesn’t guarantee the score is accurate; their confidence could be misplaced. Therefore you need to use your sleuthing skills to ensure you are not leaving any stones unturned in getting to the most accurate score possible. (See the "Investigate like a detective" section at the end of this lesson.)
Casting Doubt
When the client begins to settle on a score, you need to test them once again just to be certain they are confident. This can be done by “casting doubt”. For instance, once clients settle on a score, ask them to confirm their assuredness (e.g., “Are you sure?”). Be sure to pause for a moment or so. The reason this must be done is that clients often have a lingering doubt they are suppressing, and it’s only when you cast some doubt and give some space that they allow the point to be expressed.
Practitioner: You gave yourself a 4.5 in Healing Nature.
Client: Hmm.
Practitioner: Do you think that’s accurate? Or is it too high or too low?
Client: I think it could be lower.
Practitioner: Why do you say so?
Client: It’s not something I like to do.
Practitioner: So what do you think would be more accurate.
Client: Probably like a 2.5.
Practitioner: OK, are you certain? (casting doubt)
Client: Yes.
Practitioner: (pause)
Client: Well, actually, it’s just that I’ve been taking care of my mom who is not well for the past year, so I’ve overdone it quite a bit and I need a break. Actually it could actually be higher than that.
Notice how the doubt and the pause create a trigger that gets the client to open up, and to reveal something that is affecting the scoring—in this case an overutilized nature (refer to “overfed tigers”).
Asking for clarification
When clients express something that is not entirely clear, it is extremely valuable to ask for clarification. Doing so enables them to reveal their thought processes, which helps you to identify where issues and confusions exist, and which enables you to choose the right line of questioning to follow as well as the right questions to ask or comments to make.
Example:
A client Elisa is discussing her Administrative Nature which she scored as 8 out of 10.
Practitioner: So you seem confident about your Administrative Nature. An 8.
Client: Yes. Well mostly.
Practitioner: What do you mean by mostly. (clarification)
Client: Well, I think I do it naturally. But sometimes I feel frustrated in doing administrative tasks at work.
Practitioner: In what way? (clarification)
Using repetition (echoing)
Repeating clients’ statements is an effective way of getting them to open up further. You can do so by repeating what they’ve just said in a question format.
Example:
A client Elisa is discussing her Administrative Nature.
Practitioner: So you seem confident about your Administrative Nature score at 8.0.
Client: Yes. Well mostly.
Practitioner: Mostly? (repetition)
Client: Well, I think I do it naturally. But sometimes I feel frustrated in doing administrative tasks at work.
Practitioner: You feel frustrated? (repetition)
Asking for justification
Elicit examples from the client’s behavior and life experience that get them to demonstrate their claims that a score is in the range that they are expressing.
Want to print your doc?
This is not the way.
This is not the way.
Try clicking the ⋯ next to your doc name or using a keyboard shortcut (
CtrlP
) instead.