As currently practiced, hypnotherapy most often involves teaching a child how to self-hypnotize in order to control bad habits, physical symptoms and other conditions. The child learns to use relaxation techniques and mental images — similar to a daydream or fantasy — to enter an “altered mental state” (in other words, to induce hypnosis).
Once in this altered state, the therapist makes suggestions aimed at producing the desired change in behavior, anxiety level, or symptom intensity. These may range from recalling times of feeling happy and well in a child with chronic pain, to thinking of the body as a “computer” that the child can “program” with his or her mind.
The child may also receive specific teaching about their problem as a means of helping them learn to exercise control over their body. For example, a child with nocturnal enuresis (bedwetting) may be taught the basic anatomy and function of the bladder. Ultimately, the child is able to induce self-hypnosis when needed to achieve the desired changes.
What is the history of using hypnosis with children?
Hypnosis of children was first described in 1779 by Mesmer, who reportedly used hypnotherapy to treat a child with visual problems. Historically, hypnotherapy was rarely practiced with children because people thought that children could not be hypnotized. In the 1970's, however, observations suggested that children were easier to hypnotize than adults, and that hypnosis could be used in the treatment of behavioral and physical problems in children.
What are some uses of hypnotherapy in children?
Hypnotherapy has been used to treat hundreds of behavior disorders, chronic diseases, pain control and easing discomfort. Here is a partial list:
Behaviour problems:
- Habits, tic disorders, thumb sucking, trichotillomania (hair-pulling), Tourette's Syndrome.
- Nocturnal enuresis (bedwetting)
- Sleep terrors, nightmares and other sleep disturbances
- Swallowing problems, food aversions and choking (not related to anatomic problems or disease)
- Anxiety and stress
Chronic Conditions
Asthma
Case reports suggest that hypnotherapy may reduce episodes of wheezing or shortness of breath, and may decrease reliance on asthma medications.
Cystic Fibrosis (CF)
A study in adults and children with CF suggests that hypnotherapy can reduce symptoms of cough, shortness of breath, anxiety, and other problems commonly faced by these patients.
Migraine headaches
Cancer
See this summary of medical literature on the uses of hypnotherapy for children with cancer.
Control of pain, treatment and medical procedure discomfort and other symptoms:
Chronic pain in cancer patients
Initial results from small studies showing that hypnotherapy can be used to manage chronic pain in children with cancer; larger studies are likely underway.
Nausea and vomiting in chemotherapy
Several studies comparing hypnotherapy to anti-nausea medications and simple relaxation techniques show that hypnotherapy plus medications was more effective than medications alone in reducing nausea and vomiting. Children treated with hypnotherapy had less pre- and post-chemotherapy nausea and vomiting.
Treatments: pill-swallowing, injections, and medical procedures
Hypnosis has been shown to be very effective in helping children through painful procedures like shots, IV pokes, even spinal taps and bone marrow studies.
Source: http://www.med.umich.edu/1libr/yourchild/hypnosis.htm Carolyn Lorenz, M.D., Neda Yousif, M.D. and Kyla Boyse, R.N. Reviewed by faculty and staff at the University of Michigan. Updated January 2007.
Antonia Stuart-James is an English Hypnotherapist in Belgium helping people make positive change.
Showing posts with label children. Show all posts
Showing posts with label children. Show all posts
Monday, 30 July 2007
Saturday, 28 July 2007
Alfie the Ant and Hypnosis for Children
A new ebook for children, 'The Adventures of Alfie the Ant', includes the story of how Uncle Harry, the Hypno-Ant, hypnotizes Alfie to overcome his fear of the dark.
Author Dr Bryan Knight is Canada’s foremost hypno-psychotherapist.
“The Hypno-Ant story explains hypnotherapy in a way that makes it easy for a child to understand,” says Dr Knight. “And even shows a parent how to help his or her child conquer a fear of the dark.”
"Parents can also use hypnosis to help older children be calm for exams, to study better, increase their self-confidence -- even enhance their sports performance" adds Dr Knight.
"It's so easy to learn how to hypnotize other people, especially children," says Dr Knight. "In fact, children drop in and out of hypnosis naturally all day. When parents learn how to use hypnosis positively the whole family benefits."
On the front page of each ebook is the name of the child for whom it is intended.
“The Adventures of Alfie the Ant” contains five stories, illustrated by London, England, artist David Reeves.
‘Alfie is Sweet as Sugar’ teaches the value of cooperation.
‘Alfie Takes a Tumble’ shows, without preaching, how to deal with trouble.
‘How Alfie Saved Ant City’ is an exciting lesson in personal responsibility.
‘Alfie Explores the Magic Garden’ ends the ebook with a fun tale about playtime.
Dr Knight wrote the Ant stories in Montreal for his four-year-old granddaughter.
Illustrations were painted by her other grandfather in London, David Reeves.
Knight has authored many books, including "Enjoying Single Parenthood" and "Health and Happiness with Hypnosis." His vast website, Hypnosis Headquarters, [ hypnosis.org ] is packed with information about hypnotherapy, self-hypnosis and psychotherapy.
More about “The Adventures of Alfie the Ant”:www.hypnosis.org/Hypnotize-Alfie.htm
Antonia Stuart-James is an English Hypnotherapist in Belgium helping people make positive change.
Author Dr Bryan Knight is Canada’s foremost hypno-psychotherapist.
“The Hypno-Ant story explains hypnotherapy in a way that makes it easy for a child to understand,” says Dr Knight. “And even shows a parent how to help his or her child conquer a fear of the dark.”
"Parents can also use hypnosis to help older children be calm for exams, to study better, increase their self-confidence -- even enhance their sports performance" adds Dr Knight.
"It's so easy to learn how to hypnotize other people, especially children," says Dr Knight. "In fact, children drop in and out of hypnosis naturally all day. When parents learn how to use hypnosis positively the whole family benefits."
On the front page of each ebook is the name of the child for whom it is intended.
“The Adventures of Alfie the Ant” contains five stories, illustrated by London, England, artist David Reeves.
‘Alfie is Sweet as Sugar’ teaches the value of cooperation.
‘Alfie Takes a Tumble’ shows, without preaching, how to deal with trouble.
‘How Alfie Saved Ant City’ is an exciting lesson in personal responsibility.
‘Alfie Explores the Magic Garden’ ends the ebook with a fun tale about playtime.
Dr Knight wrote the Ant stories in Montreal for his four-year-old granddaughter.
Illustrations were painted by her other grandfather in London, David Reeves.
Knight has authored many books, including "Enjoying Single Parenthood" and "Health and Happiness with Hypnosis." His vast website, Hypnosis Headquarters, [ hypnosis.org ] is packed with information about hypnotherapy, self-hypnosis and psychotherapy.
More about “The Adventures of Alfie the Ant”:www.hypnosis.org/Hypnotize-Alfie.htm
Antonia Stuart-James is an English Hypnotherapist in Belgium helping people make positive change.
Can Anybody be Hypnotized?
It is said that about 95% of the population can experience hypnosis. The exceptions are: those who are educationally subnormal or suffering from senility, very young children (<5 years old), hard drug addicts, anybody under the influence of large amounts of alcohol and some say anybody suffering from epilepsy should never be hypnotised, but I have never heard of an epileptic fit being triggered by hypnosis. Where psychotic individuals are concerned, care needs to be exercised and regression/analytical therapy should most definitely not be employed.
An Ericksonian Approach to Treating Thumbsucking
The child is made to feel that he really ought to suck his thumb which takes away most of the pleasure.
Thumb sucking is a deeply rooted habit which may have been with a child since before birth. It stands to reason that it will often take more difficulty on behalf of a child, to give up a habit of a lifetime than a habit that was more recently acquired.
Because thumb sucking is an unconscious habit, making it conscious can often be the key element in overcoming it.
I go along with Milton Erickson's methods here as I have found they can produce excellent results. All too often we say to our child things like, "Don't suck that thumb, big boys or girls don't do it, take that thumb out of your mouth . . ." etc.
The child is thumb sucking for comfort, and in effect we are taking away that source of comfort, without replacing it with a more effective one, which can create anxiety for the child.
Ericksonians will praise the child liberally for thumb sucking and may talk extensively about fairness and taking turns, relating that to how it is not fair to suck one thumb and not the other, or when you have sucked both of them, would it not be nice to give all the fingers a turn, and of course do not suck one finger for longer than the other because that would not be fair to the rest of them.
This dialogue is continued for a length of time, following the induction and deepener, if they are being used. The result is usually an initial increase in thumb sucking, which is always praised and encouraged, followed by total cessation as the child gets fed up of the habit.
The habit, by this time, has been taken from an unconscious level, to conscious level where it is easier to control. The child will often complain that he/she is fed up of thumb sucking because it takes up too much time (and of course, there are better things to do).
Source: www.hypnoticworld.com
Antonia Stuart-James is an English Hypnotherapist in Belgium helping people make positive change.
Thumb sucking is a deeply rooted habit which may have been with a child since before birth. It stands to reason that it will often take more difficulty on behalf of a child, to give up a habit of a lifetime than a habit that was more recently acquired.
Because thumb sucking is an unconscious habit, making it conscious can often be the key element in overcoming it.
I go along with Milton Erickson's methods here as I have found they can produce excellent results. All too often we say to our child things like, "Don't suck that thumb, big boys or girls don't do it, take that thumb out of your mouth . . ." etc.
The child is thumb sucking for comfort, and in effect we are taking away that source of comfort, without replacing it with a more effective one, which can create anxiety for the child.
Ericksonians will praise the child liberally for thumb sucking and may talk extensively about fairness and taking turns, relating that to how it is not fair to suck one thumb and not the other, or when you have sucked both of them, would it not be nice to give all the fingers a turn, and of course do not suck one finger for longer than the other because that would not be fair to the rest of them.
This dialogue is continued for a length of time, following the induction and deepener, if they are being used. The result is usually an initial increase in thumb sucking, which is always praised and encouraged, followed by total cessation as the child gets fed up of the habit.
The habit, by this time, has been taken from an unconscious level, to conscious level where it is easier to control. The child will often complain that he/she is fed up of thumb sucking because it takes up too much time (and of course, there are better things to do).
Source: www.hypnoticworld.com
Antonia Stuart-James is an English Hypnotherapist in Belgium helping people make positive change.
Successful Hypnotherapy Sessions with Children
It seems ridiculously basic, yet, it is important to remember that a child's problems are as important as an adult's. Children need to be treated with as much respect as we treat adults. They do not need to be “talked down to.” Children may not have as many years; yet, just as with adults, imprints are planted in their minds from the time they begin life by whatever they have seen and learned from parents, relatives, teachers and peers. Whatever a child has experienced,it has been as strongly received as any complicated thing that has happened in an adult's life. The difference is that children are still bound to whatever their parents wish for them and for themselves.
An effective session deals with the parent's concerns for the child, while honouring the child's desires and needs. The therapist gathers information in order to determine how best to approach the child's problem. A sensitive hypnotherapist will have discerned possible questions before they are asked, in order to clarify how sessions will be conducted and to clear up any misconceptions about hypnotic processes. Good rapport is developed with both parent and child. Convincers, or hypnotic tests, are used prior to and/or during a hypnotic session. The guide uses methods of induction and prescription appropriate to the child's age and problem. To keep rapport, the therapists meets back with the parent(s) with any recommendations, including possible “homework” or other support.
Building Rapport with the Parent
What makes working with the child unique is not so much their problems, or even the techniques or tools you are able to use, but having the parents as a contributing factor. From the time you first meet a child, you are dealing with that parent, as well. Establishing rapport with them is as important as establishing rapport with the child. In one way or another, a parent can support or ruin the work you do. They can be supportive or detrimental to the child. The child's problem may well be brought about by parents or, at the very least, exacerbated by them. Keeping the parent feeling that they are part of the process, without revealing the confidence the child has given you, is important. Explaining some of this to the parent, at the beginning, and speaking to the parent after a session, goes a long way in keeping the communication open, and in justifying the parent's confidence in you.
Building Rapport with the Child
Although not required, other additions that help create a successful atmosphere and process may include such things as a game that can be played by two, talking to the child about their life and school, etc., or taking home some kind of little gift or reminder of the visit together. (I keep little boxes of various kinds filled with interesting items. The child, when introduced to the room, can go through them to decide on something to take home, while I have a brief conversation with the parent.) Some therapists find that letting a child touch things in the counseling room helps them to feel comfortable. A smaller child might like to choose a stuffed animal or a doll to hold while talking with you. Many therapists learn a simple magic trick, which serves the dual purpose of “breaking the ice” and showing the wonders awaiting them, in terms of solving their problem.
Use of Intakes with Parent and Child
It is helpful to create some kind of intake to use for the initial visit with child and parent. Doing an intake can help a great deal in building rapport, as well as gathering important information that will assure successful visits. An intake with the parent should include questions that elicit basic data on who is in the family, the child's medical history, clarification of the child's problem and some background as to what led to it. The intake with the child assists the expression of what their experience is of the problem, and how it matches the concerns of the parents. It should elicit some of their favorite things that might help you build a story, should you decide to create one during the hypnotic process.
Use of Imaginative Scripts
A child does not always have to have traditional inductions used in order to be hypnotized. Besides the traditional positive suggestion approach, there is a wide variety of possibilities for effectively inducting a child and providing a proper “prescription” for healing or changing habits. Most children are in a sort of trance-like state already, or, at the very least, fuzzy about the line between the real and unreal. This makes it possible to create a trancelike state in some very simple ways. Some of these can include telling stories or creating a metaphors, using the child's favorite television program to spin a tale, creating an adventure a child can go on that leads to a solution to their problem, looking at a gyroscope or into a kaleidoscope, focusing on a dot on the guide's finger, coloring an optical illusion while the therapist talks to them, making use of a pendulum, hypnotizing a puppet in order to show a child how very simple it is, going on an amazing trip such as a rocket to Mars, or locating a magical kingdom where wonderful things can happen that change your life.
The Star/Tree/Garden script in GREAT ESCAPES, Volume I, is a good example of placing the child in a visual and safe setting. Blowing up balloons, receiving gifts from the sea, burning a ship of problems, changing labels and others provide settings that allow the child to be active in their changing. Another value of such methods is that they can be used for just about any age group. Being animals, meeting a magician who helps you change, greeting people on the other side of the rainbow, or going into a tough area with your favorite hero are fun for a child and make use of their wonderful imagination.
Locating the Source
When a child is brought in for any serious issue, it should be assumed that there may be some deeper problem, for which this is just a symptom. In such cases, the problem-solution finding process script, in this volume, can be very helpful, especially for younger ages, or less articulate children. Regression is possible in a later session, if such a script or process has not been fully effective.
Value of Homework
Homework can be a helpful addition in supporting the work done in the office. It can serve as reinforcement for the child and gives the parent some way to participate. Homework for the child also can serve as a sort of post-hypnotic suggestion, thus strengthening the session. Homework for a parent could range from creating a log or chart for a child's improvement, to using particular affirmations with the child, before bedtime.
What Is Required?
A child, just like an adult, has to want to change and be willing to work with the therapist. A hypnotherapist who works with children must, obviously, like them. They need to be able to establish trust with both parents and child. They must treat a child's case with as much confidentiality as an adult's. A 15-minute session may be all that you need, at times, to do just the right thing for a child. It is their belief at work, just as it is with adults.
Source: CHILDREN AND HYPNOSIS by Del Hunter Morrill, M.S., C.C.H.
Antonia Stuart-James is an English Hypnotherapist in Belgium helping people make positive change.
An effective session deals with the parent's concerns for the child, while honouring the child's desires and needs. The therapist gathers information in order to determine how best to approach the child's problem. A sensitive hypnotherapist will have discerned possible questions before they are asked, in order to clarify how sessions will be conducted and to clear up any misconceptions about hypnotic processes. Good rapport is developed with both parent and child. Convincers, or hypnotic tests, are used prior to and/or during a hypnotic session. The guide uses methods of induction and prescription appropriate to the child's age and problem. To keep rapport, the therapists meets back with the parent(s) with any recommendations, including possible “homework” or other support.
Building Rapport with the Parent
What makes working with the child unique is not so much their problems, or even the techniques or tools you are able to use, but having the parents as a contributing factor. From the time you first meet a child, you are dealing with that parent, as well. Establishing rapport with them is as important as establishing rapport with the child. In one way or another, a parent can support or ruin the work you do. They can be supportive or detrimental to the child. The child's problem may well be brought about by parents or, at the very least, exacerbated by them. Keeping the parent feeling that they are part of the process, without revealing the confidence the child has given you, is important. Explaining some of this to the parent, at the beginning, and speaking to the parent after a session, goes a long way in keeping the communication open, and in justifying the parent's confidence in you.
Building Rapport with the Child
Although not required, other additions that help create a successful atmosphere and process may include such things as a game that can be played by two, talking to the child about their life and school, etc., or taking home some kind of little gift or reminder of the visit together. (I keep little boxes of various kinds filled with interesting items. The child, when introduced to the room, can go through them to decide on something to take home, while I have a brief conversation with the parent.) Some therapists find that letting a child touch things in the counseling room helps them to feel comfortable. A smaller child might like to choose a stuffed animal or a doll to hold while talking with you. Many therapists learn a simple magic trick, which serves the dual purpose of “breaking the ice” and showing the wonders awaiting them, in terms of solving their problem.
Use of Intakes with Parent and Child
It is helpful to create some kind of intake to use for the initial visit with child and parent. Doing an intake can help a great deal in building rapport, as well as gathering important information that will assure successful visits. An intake with the parent should include questions that elicit basic data on who is in the family, the child's medical history, clarification of the child's problem and some background as to what led to it. The intake with the child assists the expression of what their experience is of the problem, and how it matches the concerns of the parents. It should elicit some of their favorite things that might help you build a story, should you decide to create one during the hypnotic process.
Use of Imaginative Scripts
A child does not always have to have traditional inductions used in order to be hypnotized. Besides the traditional positive suggestion approach, there is a wide variety of possibilities for effectively inducting a child and providing a proper “prescription” for healing or changing habits. Most children are in a sort of trance-like state already, or, at the very least, fuzzy about the line between the real and unreal. This makes it possible to create a trancelike state in some very simple ways. Some of these can include telling stories or creating a metaphors, using the child's favorite television program to spin a tale, creating an adventure a child can go on that leads to a solution to their problem, looking at a gyroscope or into a kaleidoscope, focusing on a dot on the guide's finger, coloring an optical illusion while the therapist talks to them, making use of a pendulum, hypnotizing a puppet in order to show a child how very simple it is, going on an amazing trip such as a rocket to Mars, or locating a magical kingdom where wonderful things can happen that change your life.
The Star/Tree/Garden script in GREAT ESCAPES, Volume I, is a good example of placing the child in a visual and safe setting. Blowing up balloons, receiving gifts from the sea, burning a ship of problems, changing labels and others provide settings that allow the child to be active in their changing. Another value of such methods is that they can be used for just about any age group. Being animals, meeting a magician who helps you change, greeting people on the other side of the rainbow, or going into a tough area with your favorite hero are fun for a child and make use of their wonderful imagination.
Locating the Source
When a child is brought in for any serious issue, it should be assumed that there may be some deeper problem, for which this is just a symptom. In such cases, the problem-solution finding process script, in this volume, can be very helpful, especially for younger ages, or less articulate children. Regression is possible in a later session, if such a script or process has not been fully effective.
Value of Homework
Homework can be a helpful addition in supporting the work done in the office. It can serve as reinforcement for the child and gives the parent some way to participate. Homework for the child also can serve as a sort of post-hypnotic suggestion, thus strengthening the session. Homework for a parent could range from creating a log or chart for a child's improvement, to using particular affirmations with the child, before bedtime.
What Is Required?
A child, just like an adult, has to want to change and be willing to work with the therapist. A hypnotherapist who works with children must, obviously, like them. They need to be able to establish trust with both parents and child. They must treat a child's case with as much confidentiality as an adult's. A 15-minute session may be all that you need, at times, to do just the right thing for a child. It is their belief at work, just as it is with adults.
Source: CHILDREN AND HYPNOSIS by Del Hunter Morrill, M.S., C.C.H.
Antonia Stuart-James is an English Hypnotherapist in Belgium helping people make positive change.
Why Children Might Come to a Hypnotherapist
Issues, for which hypnotic methods and tools are a helpful response, include doing homework, performing better in the classroom, getting to school and liking it, improving grades, friendlessness, thumb sucking, bedwetting, nightmares and fear of the dark, stealing, low self-esteem, dealing with divorce or death in a family, illness - their own or someone in the family and a myriad of other problems.
One of the most frequent reasons children are brought to hypnotherapists is for learning improvement. When it comes to school life, there are many problems children can develop. This may be one of the largest areas of concerns for parents and one for which good marketing can reap good results. Such arenas as reading, writing, memory, getting homework done, grades, peer pressure and friendships, classroom deportment, self-esteem and even wanting to be in school are effectively and easily handled, for the most part, by one or two hypnosis sessions.
The Power of the Imagination
The imagination of children is very keen until parents, teachers and others interfere. In many schools, the style of teaching in the classroom can tend to rule out the playful and imaginative, once children pass the second or third grade. When adults consider daydreaming worthless, when they call attention to its “cuteness” to others and associate imagination with lying, or otherwise imply ridicule and non-belief, the child gradually lets it weaken.
The doorway between the conscious and the unconscious mind is the imagination. For children, it is relatively easy to reach at the deepest levels, in a much quicker time than required by a good many adults. Stories, adventures, visualization, imaginative games, role-playing, magic, puppets and costumes work most effectively with children. Any tools that stimulate the imagination should be at the hypnotherapist's disposal.
What Hypnosis Can Do For Children
Hypnosis works well because there are less years of reinforcing imprints on one's mind. Children are more susceptible to hypnosis. They have the drive to discover and they hunger for new experiences. They are open to new learnings, willing to receive and respond to new ideas, as long as they are presented in an understandable way. Children are usually easily relaxed and focused. They have an ability to change and to be versatile, and, before the age of twelve, to accept most ideas uncritically. They are not as dominated by rational questioning and concerns that adults have formed through their life experiences. Also, they do not have the fears and misconceptions about hypnosis that so many adults have. This makes it relatively easy to work with them.
Working with children is a wonderful specialty. The benefits of hypnosis with children are the same as for adults, as long as their problems are treated as seriously as adults. Hypnosis is a powerful tool in strengthening a child's confidence. It helps a child to feel empowered where, before, they have been “victim.” It releases willingness to use their natural gifts. It elicits talent and creativity. It provides a wonderful foundation in their education. With a good hypnotherapist, children can experience true success in their lives in all areas. They feel happier, and have a sense of real freedom.
Source: CHILDREN AND HYPNOSIS by Del Hunter Morrill, M.S., C.C.H.
Antonia Stuart-James is an English Hypnotherapist in Belgium helping people make positive change.
One of the most frequent reasons children are brought to hypnotherapists is for learning improvement. When it comes to school life, there are many problems children can develop. This may be one of the largest areas of concerns for parents and one for which good marketing can reap good results. Such arenas as reading, writing, memory, getting homework done, grades, peer pressure and friendships, classroom deportment, self-esteem and even wanting to be in school are effectively and easily handled, for the most part, by one or two hypnosis sessions.
The Power of the Imagination
The imagination of children is very keen until parents, teachers and others interfere. In many schools, the style of teaching in the classroom can tend to rule out the playful and imaginative, once children pass the second or third grade. When adults consider daydreaming worthless, when they call attention to its “cuteness” to others and associate imagination with lying, or otherwise imply ridicule and non-belief, the child gradually lets it weaken.
The doorway between the conscious and the unconscious mind is the imagination. For children, it is relatively easy to reach at the deepest levels, in a much quicker time than required by a good many adults. Stories, adventures, visualization, imaginative games, role-playing, magic, puppets and costumes work most effectively with children. Any tools that stimulate the imagination should be at the hypnotherapist's disposal.
What Hypnosis Can Do For Children
Hypnosis works well because there are less years of reinforcing imprints on one's mind. Children are more susceptible to hypnosis. They have the drive to discover and they hunger for new experiences. They are open to new learnings, willing to receive and respond to new ideas, as long as they are presented in an understandable way. Children are usually easily relaxed and focused. They have an ability to change and to be versatile, and, before the age of twelve, to accept most ideas uncritically. They are not as dominated by rational questioning and concerns that adults have formed through their life experiences. Also, they do not have the fears and misconceptions about hypnosis that so many adults have. This makes it relatively easy to work with them.
Working with children is a wonderful specialty. The benefits of hypnosis with children are the same as for adults, as long as their problems are treated as seriously as adults. Hypnosis is a powerful tool in strengthening a child's confidence. It helps a child to feel empowered where, before, they have been “victim.” It releases willingness to use their natural gifts. It elicits talent and creativity. It provides a wonderful foundation in their education. With a good hypnotherapist, children can experience true success in their lives in all areas. They feel happier, and have a sense of real freedom.
Source: CHILDREN AND HYPNOSIS by Del Hunter Morrill, M.S., C.C.H.
Antonia Stuart-James is an English Hypnotherapist in Belgium helping people make positive change.
What brings about or exacerbates children's problems?
Much that goes on in our world can cause problems for children, just as it does for adults. Rapid physical growth over short periods of time and concerns about changes in their bodies can cause stress and loss of self-esteem. Various problems in school with studies, teachers or peers, may be troubling a child. There are many fears that can plague children: fear of the potential danger in our schools today, fear of the dark, fear of going to sleep, fear of doctors, dentists and needles, etc. Many children experience the embarrassment of habits they find hard to break, like bed-wetting or thumb sucking. A new baby or other addition to the family can cause undue stress. Loss of their own bedroom space due to a new addition to the family, or having to move to a smaller place can make children unhappy. An underlying fear of kidnapping and other abuses may affect our children far more than we realize. It is difficult to keep such news away from a child's hearing, these days.
With children, the world revolves around them until experience helps expand that world. As they are the “center,” then everything is where they are. If there are problems in the family, they take on those as their own. If parents are having trouble in relating well, their children can become fearful and guilty, as if they were the cause or should have prevented it in some way. This is what creates “ADULT CHILDREN.” A recent client of mine was the oldest son of his family. He saw his mother beaten, nightly, and both he and his brother received the rage of a drunken father. Yet, he could not help his mother or protect his younger brother. This left him scarred with tremendous guilt and fear, which he carried into his marriage and his relationship with his own sons.
School and Learning Influences
In school, common problems for many children are the loss of a friend who moves away, being shamed or frightened by a teacher or principal, the death or serious illness of a school peer or teacher, boredom with school and having to make new friends. Unfamiliarity with schoolwork, or falling behind in a subject can cause excessive stress. The insistence upon “correct” performance in front of others in a classroom can be extremely hard on a shy child. Threats or bullying by other children and the general fear and pressure of drugs and guns, in many schools, are serious concerns and add tremendous stress for certain children.
Societal Influences
The Media - Our modern century provides an enormous spread of negative influences on our children. Television and movies regularly present violence, sex and innuendo as the norm. Shallowness and self-centeredness are projected by sit-coms on TV by unmarried 30 year olds who are totally wrapped up in themselves. Advertising and acquisition are other primary images, as parents go crazy trying to get the child whatever the child wants. Pre-teens understand that being very thin or buff are the models they must follow or they will not be acceptable to their peers. Young girls, especially, begin worrying about their weight at an earlier and earlier age.
News events on TV - War and the resulting migration of homeless families, famine and other tragedies within countries, kidnappings, abuse and other mayhem against children, and the latest disease or other terrors are projected on the screen, nightly, inundating our children, just as it does adults. Children are just as impacted as their parents by this constant onslaught of negative messaging.
What adults consider important in life - Millionaires seem barely out of diapers. A car at age 16 is a must. Slimness for women and powerful “pecs” for men are major images projected by television, movies and magazines. Fear of retirement, ill health and the desire for youthfulness remind us, “For god's sake, don't get old or your life will be over.” Millions are spent every year in keeping us beautiful forever, and in staving off eventual death. Children receive this information by words or inferences from the time they are born, unless they have parents who find ways to help them keep a balanced approach to life and living.
Family Influences
When children are brought to a counselor's office, they come with their parents. Those parents may reflect the other factors that contribute to a child's problem. Parents often lose sight of the impact of major events or stress in the family upon the children. Often, adults make the mistake of believing that children are resilient. They do not speak to them about difficult situations, yet will speak “around,” or in front of them, as if they were not there or would not understand. Many times they do not bother to ask the question of “why,” when a child is troubled. Often, parents perceive their children's problems as rather unimportant, in the light of their own difficulties.
Problems many children face, in family life, are dissatisfied parents who can never be pleased, being compared to a sibling, an older sibling leaving for school without them, a death in the family, divorce or other separation, loss of a parent or favorite grandparent, and moving away from friends or members of the family. A depressed, anxious or highly-strung parent, family members who are chronic worriers, and otherwise negative influences affect the outlook of children. High stress is created by an abusive sibling who teases or shames, arguments or violence between parents, threats of harm, an addictive parent or step-parent, physical, sexual or verbal abuse of the children, a parent or sibling who is physically ill much of the time. These must be considered when dealing with the child's presenting symptoms.
Influence of Peers
Although possibly more strongly felt once children reach pre-teens, even smaller children are affected by their friend's choices and experiences. Moving to a new school, having to make new friends, handling bullies, unfamiliarity with schoolwork, as well as falling behind in a subject or being “behind” the other kids, and other comparisons, are common problems for many children. Being teased for being the “wrong” height or weight, or for not fitting the status quo embarrasses some children. The struggle to belong and rejection by groups become especially hard on pre-teens and teenagers.
How Stress Can Affect Children
When children are experiencing unrelenting stress or are worried, whether or not they are conscious of it, there are warning signs for those who have the eyes to see. Schoolwork may begin to slide. A child may begin to lose things on a consistent basis, steal, become accident-prone, have headaches or stomachaches, bite their nails or pull hair or lashes. They may return to wetting the bed, after having been dry for some time. Health problems may start cropping up. Other people may notice a dramatic change in disposition. The child may begin to stop wanting to go to school, or begin to cause problems in the classroom. They may lie and have other avoidance patterns. They may turn to drugs or alcohol. They may begin to have trouble sleeping, experience frequent nightmares or sleep walk.
Source: CHILDREN AND HYPNOSIS by Del Hunter Morrill, M.S., C.C.H.
Antonia Stuart-James is an English Hypnotherapist in Belgium helping people make positive change.
With children, the world revolves around them until experience helps expand that world. As they are the “center,” then everything is where they are. If there are problems in the family, they take on those as their own. If parents are having trouble in relating well, their children can become fearful and guilty, as if they were the cause or should have prevented it in some way. This is what creates “ADULT CHILDREN.” A recent client of mine was the oldest son of his family. He saw his mother beaten, nightly, and both he and his brother received the rage of a drunken father. Yet, he could not help his mother or protect his younger brother. This left him scarred with tremendous guilt and fear, which he carried into his marriage and his relationship with his own sons.
School and Learning Influences
In school, common problems for many children are the loss of a friend who moves away, being shamed or frightened by a teacher or principal, the death or serious illness of a school peer or teacher, boredom with school and having to make new friends. Unfamiliarity with schoolwork, or falling behind in a subject can cause excessive stress. The insistence upon “correct” performance in front of others in a classroom can be extremely hard on a shy child. Threats or bullying by other children and the general fear and pressure of drugs and guns, in many schools, are serious concerns and add tremendous stress for certain children.
Societal Influences
The Media - Our modern century provides an enormous spread of negative influences on our children. Television and movies regularly present violence, sex and innuendo as the norm. Shallowness and self-centeredness are projected by sit-coms on TV by unmarried 30 year olds who are totally wrapped up in themselves. Advertising and acquisition are other primary images, as parents go crazy trying to get the child whatever the child wants. Pre-teens understand that being very thin or buff are the models they must follow or they will not be acceptable to their peers. Young girls, especially, begin worrying about their weight at an earlier and earlier age.
News events on TV - War and the resulting migration of homeless families, famine and other tragedies within countries, kidnappings, abuse and other mayhem against children, and the latest disease or other terrors are projected on the screen, nightly, inundating our children, just as it does adults. Children are just as impacted as their parents by this constant onslaught of negative messaging.
What adults consider important in life - Millionaires seem barely out of diapers. A car at age 16 is a must. Slimness for women and powerful “pecs” for men are major images projected by television, movies and magazines. Fear of retirement, ill health and the desire for youthfulness remind us, “For god's sake, don't get old or your life will be over.” Millions are spent every year in keeping us beautiful forever, and in staving off eventual death. Children receive this information by words or inferences from the time they are born, unless they have parents who find ways to help them keep a balanced approach to life and living.
Family Influences
When children are brought to a counselor's office, they come with their parents. Those parents may reflect the other factors that contribute to a child's problem. Parents often lose sight of the impact of major events or stress in the family upon the children. Often, adults make the mistake of believing that children are resilient. They do not speak to them about difficult situations, yet will speak “around,” or in front of them, as if they were not there or would not understand. Many times they do not bother to ask the question of “why,” when a child is troubled. Often, parents perceive their children's problems as rather unimportant, in the light of their own difficulties.
Problems many children face, in family life, are dissatisfied parents who can never be pleased, being compared to a sibling, an older sibling leaving for school without them, a death in the family, divorce or other separation, loss of a parent or favorite grandparent, and moving away from friends or members of the family. A depressed, anxious or highly-strung parent, family members who are chronic worriers, and otherwise negative influences affect the outlook of children. High stress is created by an abusive sibling who teases or shames, arguments or violence between parents, threats of harm, an addictive parent or step-parent, physical, sexual or verbal abuse of the children, a parent or sibling who is physically ill much of the time. These must be considered when dealing with the child's presenting symptoms.
Influence of Peers
Although possibly more strongly felt once children reach pre-teens, even smaller children are affected by their friend's choices and experiences. Moving to a new school, having to make new friends, handling bullies, unfamiliarity with schoolwork, as well as falling behind in a subject or being “behind” the other kids, and other comparisons, are common problems for many children. Being teased for being the “wrong” height or weight, or for not fitting the status quo embarrasses some children. The struggle to belong and rejection by groups become especially hard on pre-teens and teenagers.
How Stress Can Affect Children
When children are experiencing unrelenting stress or are worried, whether or not they are conscious of it, there are warning signs for those who have the eyes to see. Schoolwork may begin to slide. A child may begin to lose things on a consistent basis, steal, become accident-prone, have headaches or stomachaches, bite their nails or pull hair or lashes. They may return to wetting the bed, after having been dry for some time. Health problems may start cropping up. Other people may notice a dramatic change in disposition. The child may begin to stop wanting to go to school, or begin to cause problems in the classroom. They may lie and have other avoidance patterns. They may turn to drugs or alcohol. They may begin to have trouble sleeping, experience frequent nightmares or sleep walk.
Source: CHILDREN AND HYPNOSIS by Del Hunter Morrill, M.S., C.C.H.
Antonia Stuart-James is an English Hypnotherapist in Belgium helping people make positive change.
Friday, 6 July 2007
Bedwetting Responds to Hypnosis
I once helped an eight year old boy to stop bedwetting, or nocturnal enuresis to give its medical name. His parents had tried a mat and alarm. They did not let him drink anything for two hours before going to bed yet still the problem persisted. As he was about to go away to boarding school, it had become an urgent problem to avoid shame and inevitable teasing from his fellow dorm mates.
I came across this technique which worked amazingly well. Under hypnosis, I simply called the boy, Adam, by his middle name, James, and told that boy to wake up Adam whenever he needed to empty his bladder. Combined with the fun of sitting in the magic chair, Adam and James responded well and the problem was overcome.
Children generally do respond well to hypnotherapy, providing they are at least seven years old, of normal intelligence for their age and can sit still long enough with their eyes closed. They enjoy the concept of sitting in a magic chair which also works on a trip to the dentist, or flying around in their mind's eye on a flying carpet.
Obviously, I have changed the names of this boy to protect his identity. It is important to establish whether the child has always had the problem (primary) or has lapsed after months of dry beds (onset) and that there is no physical cause. Parents should not expect dry beds before the age of five.
I use this as a source book for working with children, available from amazon.com:
These books from amazon.co.uk might be helpful in treating children with hypnotherapy:
Antonia Stuart-James is an English hypnotherapist in Belgium helping people to make positive change, overcome unwanted habits and relieve stress-related health problems. For more information, visit http://www.livinghealthtoday.com
I came across this technique which worked amazingly well. Under hypnosis, I simply called the boy, Adam, by his middle name, James, and told that boy to wake up Adam whenever he needed to empty his bladder. Combined with the fun of sitting in the magic chair, Adam and James responded well and the problem was overcome.
Children generally do respond well to hypnotherapy, providing they are at least seven years old, of normal intelligence for their age and can sit still long enough with their eyes closed. They enjoy the concept of sitting in a magic chair which also works on a trip to the dentist, or flying around in their mind's eye on a flying carpet.
Obviously, I have changed the names of this boy to protect his identity. It is important to establish whether the child has always had the problem (primary) or has lapsed after months of dry beds (onset) and that there is no physical cause. Parents should not expect dry beds before the age of five.
I use this as a source book for working with children, available from amazon.com:
These books from amazon.co.uk might be helpful in treating children with hypnotherapy:
Antonia Stuart-James is an English hypnotherapist in Belgium helping people to make positive change, overcome unwanted habits and relieve stress-related health problems. For more information, visit http://www.livinghealthtoday.com
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