Erickson, of course, was the exemplification of this proposition. He utilized aspects of his own character and background, dynamics in the therapeutic relationship, and multitudinous varlables associated with his patients. Even supposedly undesirable factors (e.g., resistance, lack of insight, previous treatment failures) were fodder for Erickson's techniques (Haley, 1973). His work illustrated the multiple dimensions in each person's life and every therapeutic encounter that cari be utilized: time, space, the real and imagined, hopes, fears, accomplisliments, skills. So, an important facet of assessment is to maintain an open and broad perspective regarding the myriad possibilities that exist for utilization.

There are simply too many data, too much experience to track and use in a particular session or overall treatment process. Therefore, the second crucial task of assessment is that of winnowing out those aspects of the therapeutic context that offer the most promise for having an impact when utilized. This is the artistry of assessment; in an individualized treatment approach, each therapist will discover an array of things that can be utilized and from these create a therapy suited to a particular patient.

Principles of hypnotic induction
Initiating hypnotic induction is a little like fostering love. One cannot elicit an emotional state, such as love, by intoning, "Go deeply into love." Similarly, one does not elicit hypnosis by commanding a passive patient, "Go deeply into trance."

Note a key word in the previous sentence, elicit. Hypnosis is elicited, not induced (despite the label "induction"). Ernest Rossi (1976) cogently expounded the elicitation model in a number of the books that he coauthored with Milton Erickson, including Hypnotic Realities.

The word "induction" coniures up images of implanting suggestions in a passive patient. Elicitation speaks to the essence of the matter.

The hypnotherapist establishes conditions that allow the patient to bring forth previously dormant trance components.

Psychotherapy and hypnotherapy
Brent B. G, Jeffrey K. Zeig: The Handbook of Ericksonian Psychotherapy; The Milton Erickson Foundation Press, Phoenix, Arizona. 2001)

We stress the impressive impact of SMILINE GAME as a means and a coadiuvant in the psychotherapeutic strategies whatever will be the technique that is utilized.

SMILINE GAME offers the therapist an unique opportunity to display to the patient a number of options (resourches) with the most objective approach.

In addition the therapist is not involved himself in the discovering process with further advantages on a professional and ergonomical standpoint.

In order to outline shortly the principles of SMILINE GAME PHYLOSOPHY we will summarize what follows

• Therapeutic use of the smiline game
• The patient sits in a chair in front of a desk and the therapist sits in front of him or her.
• The person is reassured and is asked to relax by teaching him or her fast-acting techniques (e.g. breathing)
• Continue with a complete medical history.

Then, ask the patient to fill out the SLC 90 or other questionnaire to identify the anxiety/depression problem.

Give the patient the problem cards and ask whether any of the conditions exist or have relevance to his or her life

The information relating of the investigation conducted with the help of the problem cards is compiled in a clinical record with a complete description of the relative notes.

Thus, the therapist completes the ad-hoc questionnaire on the clinical record with the degree of depression/anxiety/sleep disorder/somatic disorder/pains/lifestyle/diet, and otherwise.

The resource cards (excluding the problems) are shown and described first with the chart of the explanation of the values and the therapist asks a preliminary question:

If there is, here are some of the possible representations of these persons. Indicate and select the corresponding card.

If there are several people, the patient can select all the corresponding cards, regardless of how many there may be.

Then, the therapist asks the patient

The patient is asked to select the cards, shuffling through them all to find the activity or activities that he or she is engaged in at the present time.

The therapist asks him or her to select one or more of the activities that he or she considers 'possible' or interesting from the ones that he or she does not currently practice.

These should be set aside from the activities currently practiced.

Then the therapist describes the situational anchors.

Escapes and opportunities.

The escapes are illustrated after asking the patient if he or she considers the conditions of his or her life (family, work, study, occasional socialization) to be satisfactory (not stressful, not conflicting or disturbing).

If his or her opinion is very negative, several escapes may be suggested if only as possibilities that may not be practicable at that time (desire).

The therapist asks if the patient has an interest or willingness - even if only hypothetical and not as a real opportunity of comparison, association or socialization through opportunities (resources/situational anchors) which are illustrated in accordance with the figures of the cards.

Then the patient and therapist go back to the problem cards. The cards are given back to the patient who looks at them together with the therapist and critically considers what difficulties and what options are available in light of the proven effectiveness of many of the procedures, but especially in relation to the patient's actual willingness to work together.

It may be useful to place all the cards on the table (with the selected cards well visible) so that they can be used in the discussion/description/telling of the patient's experience, past and present and especially in relation to future possibilities.

Remember that a reassuring and relaxing approach (tone of voice, hand gestures) and a peaceful meeting place (appropriate décor, colors, cleanliness, without unpleasant odors or loud noises) are important factors to comforting and inducing collaboration with the patient.