DISCOUNTING*

Ken Mellor, Dip. Soc. Studs.

Eric Schiff

Since the publication of Aaron person identify the

and Jacqui Schiff's "Passivity" i transactions and behaviors that
several significant result from the discounting. The
developments have been made focus here is on the external
in the understanding and manifestations. The second is to
confrontation of discounting in help the person identify the
treatment. The purpose of this areas, types and modes of the
article is to present these discounting. Here the focus is on
developments. what happens inside the
The person who discounts person's head. The third step is for
believes or acts as though some the person to get in touch with
aspect of the self, other people, his or her investment in the
or reality is less significant than discounting, so that investment
it actually is. Impact is reduced, can be re-directed and the person
usually purposefully, to maintain become aware of things as they
a frame of reference, to play are. The focus is internal and on
games, to further script, and to what is motivating the person's
attempt to enforce or confirm use of the mechanism. The
symbiotic relationships with final step is for the individual to
others. develop an investment in non-
Discounting is an internal discounting behavior and to
mechanism which is recognized obtain positive reinforcement
through transactional and from the consequences of his
behavioral cues such as the four behavior.
passive behaviors, the ulterior In practice these steps are
nature of the transactions in taken more or less in order and
games, and/or the person the order appears to be
acting from one of the three important. However, treatment
positions in the Karpman Triangle.2 consists of a sequential emphasis
Such factors are the external on each step rather than a strict
manifestations of discounting; order because there is often the
they involve discounts but are need to move back and forth as
not,
*A fullerin themselves,
presentation discounts.
of this material will appear the person's awareness deepens
in Schiff, J., et. al. The Cathexis Reader: Transac- and he or she changes
tional Analysis Treatment of Psychosis. Harper and
behaviorally.
Row, New York, in press. Trans.

An. J., 5:3, July 1975

AREAS, TYPES, AND MODES
At Cathexis Institute we have
KEN MELLOR, Dip. Soc. Studs., ERIC SCHIFF

specifically, a person may discounts of stimuli, problems or

discount: his or her own feelings, options.
perceptions, thoughts, or Each may be discounted in four
actions; other people's different
feelings, perceptions, thoughts, modes: existence; significance; change
or actions; or some factors in the possibilities; and people's personal
reality situation surrounding abili
them. ties in relation to the above types.
Examples of each of these are Stimuli. Any internal stimuli -
given in tables 1, 2 and 3. such as feelings or perceptions
Type and mode Area Example

Stimuli Self "I don't feel angry (hungry,

pain)," said by an angry
(hungry, injured) person.
Other "You didn't stroke me," said
by someone who was just stroked.
Situation "I can see perfectly," said by
a driver in a thick fog.

Significance of Self "Don't take any notice; I'm

stimuli always angry," said in
response
Others to a specific provocation.
"You didn't want to stroke me;
you thought you had to."
Situation
"I always drive at 50 mph in
thick fog."

Variability of Self "I'm always angry; my father

and
Others grandfather were too. It's
genetic."
"It doesn't matter what happens,
Situation
you'll always stroke me that
way."
"I know the fog's thick, but I've
Ability to Self "I know people change, but I'll
react always be angry."
differently Others "I don't like what you do, but
you won't change."
"I can't (they won't) change the
Situation
appointment because of the
fog."

Table 1. Discounting stimuli by area and mode.

Trans . An. J., 5:3, J uly 297
1975
 DISCOUNTING

They can be discounted in four or herself, others, or the

modes: situation.
The person discounts the The changeability of the
existence of the stimuli stimuli are discounted. The
themselves. He or she has no person is aware of them,
awareness of them. understands their significance,
The significance of the but sees them as unchanging or
stimuli are discounted. The unchangeable.

Type and level Area Example

Problems Self Someone is sick or injured and

proceeds as if nothing is wrong.
"I'm or.."
Others People ignoring another person's
distress. "He or she is OK."

Situation A person driving a car with bad

brakes as if they were OK.

Significance of Self "There's nothing seriously wrong

problems with me, I've always been in
pain
Others (sick) since . . . . "
"He or she is always crying (sick,
angry) . . . ," said in response to
Situation another's distress.
"The brakes are usually bad
after 30,000 miles."
Solvability of Self "No one can do anything for my
problems pain (sickness)."
Others "Nothing can be done for (about)
him/her."
"The brakes always wear out,
Situation nothing can stop that."

Ability to Self "I can't do anything about my

solve problems pain (sickness)."
Others "I (he/she) can't do anything
about my (his/her) distress."

Situation "I can't do anything about the

brakes, I'm no mechanic."

Table 2. Discounting problems by area and mode.

Trans . An. J., 5:3, J uly 297
1975
 KEN MELLOR, Dip. Soc. Studs., ERIC SCHIFF

aware of the stimuli, their used and the way the problem is
significance, and their defined. Discounting stimuli
changeability, the person relevant to a problem's definition
discounts his or her or another's - or discounting the problem in any
ability to change the stimuli. way - is likely to lead to some
Examples are given in table mode of discounting options. Given
1. Discounting stimuli is intimately a particular situation or event,
related to a person's awareness, therefore, discounting of stimuli,
what he or she thinks about the problems and options will go
awareness, and what he or she hand in hand. The four modes of
does with it. discounting options are:
Problems. People define The existence of options is
problems using information discounted completely. People
(stimuli) about themselves, think that there are no other ways
others and situations. If, there- of thinking, feeling, perceiving or
fore, they discount any stimuli acting than those they are
relevant to the definition of a already aware of.
problem, they are likely to discount The significance of options for
the problem or some aspect of it. solving problems or for reaching
So there is a connection between objectives is discounted. The
discounting stimuli and discounting person is aware of the options
problems. The four modes of but discounts their relevance to
discounting problems are: his or her problem or goal.
The existence of the problem The viability of options is
is discounted completely. discounted. The person is aware of
Available information (stimuli) is the options and their
not used or is not used significance, but discounts their
appropriately to define the viability from the position, "No
existence of the problem. one has this as a viable choice."
The significance of a problem A person's ability to act on his or
is discounted. The problem is her options is discounted. The
identified, but its significance to options are there, they are
the person, another, or the significant and viable, but not for
situation is mis-defined. the self or another.
The solvability of the problem Discounts of options affect a
is discounted. Having identified a person's thinking about problem
problem and its significance, the solutions and
person thinks that nothing can be ways of reaching objectives, and
done by anyone. thinking
A person's ability to solve a about the action the self or
problem is discounted. There is others can
a problem, it is significant, it take in relation to problems and
can be solved, but not by me, objectives. Examples of these
him, or her. discounts
People's use of their are given in table 3.
awareness in defining problems,
thinking about solutions, and their HIERARCHIES OF DISCOUNTING
conception of what they or others Each type of discounting can at
can do to solve problems, are all times be the single focus of
affected by these discounts. attention in treatment. However,
 DISCOUNTING

discounting on the table a all types to the right. This is

discount in any mode generally because stimuli have prior
involves discounts in all modes significance to problems, and
below it. For example, if signifi- stimuli and problems have prior
cance is discounted, change significance to options. Problems
possibilities and personal cannot be defined and solved if
abilities will also be the necessary stimuli have been
discounted. Second is a discounted, and options which
horizontal hierarchy (horizontal would solve the problems cannot
arrow on the table): Along a be defined or acted on unless the

Type and level Area Example

Options Self "I have to keep my anger

(thoughts)
to myself."
Others
"He was going to hit me; the
only
Situation thing I could do was hit him
first."
"We need money for carpets; we
Significance of Self "It won't make any difference to
options talk about my anger
(thoughts)."
Others
"If I'd talked to him, he'd still
Situation have hit me."
"I'll still be tired, even if I have
a vacation."
Viability of Self "No one can talk about their
options anger
(thoughts) if they've never done
Others
it."
"No one can just talk when they
Situation are
going to get hit."

Ability to Self "Others may get something from

act on options talking about their anger
(thoughts) but not me
Others (him/her)."
"A person who is going to hit
some
Situation one isn't going to talk."
"I'm (he's/she's) not the type of
person who takes holidays."
Table 3. Discounting options by area and mode.
299
Trans. An. J., 5:5, July
KEN MELLOR, Dip. Soc. Studs., ERIC SCHIFF

stimuli necessary for defining the ability to solve problems

options appropriately included. discount that real options exist
The third hierarchy is diagonal (are viable), and if a person
(diagonal arrows): Discounting at discounts that there are viable
any point on the table involves a options for him or her or
discount in the mode below it of others, the person's ability to
the type to the left and in the solve problems is also discounted.
mode above it of the type to the Generally it appears that
right. There is some equivalence children raised in families where
between the discounts that occur discounting consistently occurs in
on the diagonals. Generally these or near the top left-hand corner of
are connected as follows: First, if the table develop the most
the significance of a stimulus is pathology.
discounted it will not be defined as
a problem itself nor included in a TREA TMENT
problem definition; conversely, if By being aware of the diagonal
a problem is discounted the in table 4 along which the person
significance of some stimulus is discounting, intervention can be
must be discounted. The mother planned so it will not fall on or
who ignores a crying baby below the diagonal. If the
(discounts the problem), for discount is not above the
example, discounts the cry diagonal, the intervention itself
(stimulus) or its significance. is likely to be discounted. The
Second, if stimuli are seen as focus of treatment needs to
fixed, this will influence move from the top left-hand corner
problem definition around to the bottom right-hand corner
significance, and while of the table. The treatment
changeability of stimuli and/or phases are indicated by the T's
significance of problems are shown in table 4. Each phase
discounted, options are irrelevant. involves different though related
On the other hand, when issues.
options are discounted, the Treatment Issues. Tl, awareness (in-
significance of a problem is ternal, external); T2,
discounted at least to the extent significance of awareness,
that the problem is not seen as problem definition; T3,
significant enough to look for awareness of change, defining
options, and the possibility of problem significance, option
change is also discounted. For definition; T4,
example, the mother who responds awareness of personal change,
to her baby's cry with "He always defining problem solutions,
cries at the same time of day" defining relevant action options;
(discounting problem signifi- T5, awareness of personal
cance), does not look for any abilities, selecting viable
different reason for the baby options; T6, awareness of ability
crying on each day (discounts to act, action.
changeability of stimuli), and so There is a gradual transition in
does not think about different the issues that need attention
ways of acting (discounts from awareness, to different
options). Third, when people's aspects of thinking about
ability to react differently to awareness, to acting on it. A
potential issue throughout is the
 DISCOUNTING

*Our thanks to Joel Fishman for his help in naming the modes.

Table 4. Discounting: Types, modes, and hierarchies.

and other people's potential for change. of angry people and told to adopt angry
Giving information or structuring situations postures while saying she was angry.
which will provide the necessary These and other programs helped her
experience is often sufficient in these begin to feel anger and be aware when
situations, while more is needed to deal others were angry.
with the script-based causes. The next phase (T2) was to work with
her on the significance of her own and
TREATMENT EXAMPLE other's anger. As situations arose, the
causes of anger were discussed and the
Mary, aged 25, did not feel anger problems that arise from not recognizing
although she was frequently violent her own or other people's anger defined.
(discount: stimuli, self, existence mode) For example, "People get angry for
and she was not aware of anger in others reasons, and if you know the reasons you
(discount: stimuli, others, existence can do something about them. This led to
mode). The first phase (TI) in treatment the next phase (T3). The focus was on how
was to help her get in touch with the people's feelings changed in different
relevant stimuli. She was shown pictures situations, how this changed the nature
Trans . An. J ., 5:3, July 1975 301
 KEN MELLOR, Dip. Soc. Studs., ERIC SCHIFF

(significance) of the anger (problem) for her three types (stimuli, problems, and
and others, and how there are options (such options) and each of these may be
as talking instead of violence) for dealing discounted in four modes (existence,
with her anger in different situations. significance, change possitilities, and
This was followed by a phase (T4) in which personal abilities). Seen as a whole, this
the focus was on people's ability to change categorization of discounting reveals
their reactions to anger with a view to three discounting hierarchies which enable
solving the problems causing it by using a patient and therapist to work on an
number of different (significant) options ordered sequence of issues in treatment
related to them. At this stage she was able to without the treatment itself being dis-
feel angry and was beginning to identify the counted.
reasons for her anger and recognize her
relevant options. For example, "If I tell
him I am angry, he might stop being nasty
to me."
Next she learned that she could deal with Ken Mellor, Dip. Soc. Studs., is a Pro-
her anger (people could solve problems), visional Teaching Member of the ITAA and
though she still relied on other people's Director of Services, Cathexis Institute
energy to motivate her. In this phase (T5) North, in Alamo, California. Eric Schiff
she found that the options is a Provisional Teaching Member of the
she had acquired for her dealing with ITAA, and a predoctoral student at the
anger were viable. Talking about the California School of Professional
reasons for her anger and doing something Psychology, Los Angeles.
effective meant that she and others stopped
feeling angry.
The final phase (T6) was completed
when she acted from her own initiative to do
something about her own anger, or the
anger she had provoked in others. She
REFERENCES
was no longer discounting her ability to act
1. Schiff, A. and Schiff, J. "Passivity," Trans. An.
on her options.
J., 1:1, January 1971, p. 71.
2. Karpman, S. "Fairy Tales and Script Drama
SUMMARY Analysis," Trans. An. Bull., 7:26, April 1968,
Discounting can be categorized in terms of p.39.
three areas (self, others, and situation), 3. Parker, P. "Summer Conference Proceedings. Part
I: Development of the Adult," Trans. An. Bull.,
9:36, October 1970, p. 136.