Assessment
Session Review: The Case of Mike
This assessment task requires to you review the transcript of a practical hypnosis session with a real client, performed by one of the leading hypnotherapists in the world, Dr. Michael Yapko. The video will be played in class time and discussed as part of your learning process.
Use the transcript of “The case of Mike” and critique the work. All participants must use the format shown in the example below. The transcription should clearly show who is speaking as well as your commentary. You will be assessed on whether you have provided commentary that includes your interpretation of the client’s statements, the purpose of the therapists’ statements, and the reflections you have on the session.
You will need to explain the strategic purpose behind the interview, the psycho educational pieces, and the questions Yapko is asking. It is expected that you will also be able to make comment on what “Mike’s” answers reveal about his experiential gaps.
You will also be expected to be able to delineate why Yapko has used the induction that he used, any hypnotic devices and hypnotic language such as embedded commands, double binds, etc. You will also need to highlight the use of metaphor and the strategic targets (the experiential gaps) Yapko is attempting to bridge with his intervention. As you look closely at this session transcript, you may find that you will need to make a comment almost every sentence uttered by Yapko.
Brief Summary of the Assessment Requirements
The assessment requires students to conduct a detailed review and critique of “The Case of Mike”, a real hypnosis session conducted by Dr. Michael Yapko. Students must:
Key Pointers to Be Covered
- Use the transcript of the session and follow the prescribed commentary format (speaker → transcript → student commentary).
- Provide commentary on:
- Interpretation of Mike’s statements
- Purpose behind the therapist’s statements
- The strategic intent of questions and psychoeducational elements
- Identify:
- Experiential gaps presented by the client
- Strategic purpose of the interview structure and therapeutic direction
- Analyse the hypnotic induction chosen and explain:
- Use of hypnotic devices
- Embedded commands, double binds, language patterns
- Use of metaphors and how they target specific experiential gaps
- Offer commentary frequently often every sentence to demonstrate understanding of the nuanced structure of a strategic psychotherapy session.
The goal is for students to show a thorough grasp of the strategic psychotherapy framework, clinical reasoning, and hypnotic communication methods used by Yapko.
How the Academic Mentor Guided the Student
Step 1: Understanding the Assessment Scope
The mentor began by breaking down the task into manageable components session review, structured commentary, theoretical interpretation, and hypnosis-specific analysis so the student clearly understood the depth expected.
Step 2: Reviewing the Transcript
The mentor advised the student to read the entire transcript once without analysing, simply to absorb the flow of the session, how Yapko builds rapport, and how the client responds.
A second reading was suggested to begin noting:
- Emotional cues
- Repeated themes
- Indicators of experiential gaps
- Therapist’s deliberate shifts in tone, pacing, or focus
Step 3: Applying the Commentary Format
The mentor then guided the student to use the structured format:
- Speaker (Client / Therapist)
- Direct Quote from Transcript
- Commentary and Interpretation
The mentor emphasised that commentary must:
- Explain the client’s internal map and meaning-making
- Interpret what the therapist is aiming to achieve
- Identify where the therapist is filling experiential gaps or redirecting cognitive patterns
Step 4: Identifying Strategic Purpose
Students were coached to analyse:
- Why Yapko asks certain questions
- How he introduces psychoeducation to shift Mike’s perspective
- How each intervention fits into the broader strategic treatment plan
The mentor helped the student recognise patterns such as:
- Reframing stuck thinking
- Increasing perceptual flexibility
- Interrupting problem-maintaining patterns
Step 5: Analysing Experiential Gaps
The mentor guided the student to identify gaps such as:
- Skills Mike has not yet developed
- Perceptual blind spots
- Emotional regulation deficits
- Decision-making or behavioural inconsistencies
Students were taught to connect these gaps with the therapist’s targeted responses.
Step 6: Understanding the Induction and Hypnotic Language
The mentor walked the student through:
- Why this specific induction style was chosen
- How rhythm, tone, and pacing contribute to trance development
- Where embedded commands appear
- Examples of double binds and how they influence cognitive choice
- How metaphors link to Mike’s personal themes and experiential deficits
Students learned to recognise subtle hypnotic structures and their therapeutic impact.