Multiple Uses of Hypnotherapy
Children often are marvelous subjects for hypnosis. Once they have developed
to the level where they have an adequate attention span they tend to
be easily hypnotizable. This may be due to the fact that much of early
childhood is spent in hypnosis. Children play games that include deep
involvement, which is a form of hypnosis. They indulge in fantasies
and pretend experiences, which are forms of hypnosis.
Children are additionally benefited by the fact that many inhibitions
which commonly affect adults have not yet developed. Children also have
limited capacities for critical judgment. Trust and positive rapport
are essential and bringing out these qualities can be difficult, especially
in cases where a child is presented by a feared authority figure. Confidence
must be earned. Apprehensions must be allayed. Communication must be
established.
Applicable Utilizations
Why would a child need or be benefited by hypnotherapy? Like the famous
answer to the question, “How do I love thee?”, let me count
the ways! Certainly among important usages must be the early control
or elimination of childish habits -- bedwetting, nose-picking,
mannerisms an often attitudes. As children grow older
hypnosis can dramatically affect attention problems, learning
enhancement, study procedures, anxieties (whether from home, school
or other sources), self-esteem, motivation, athletic performance, creativity,
non-understood grief (or loss or separation) -- the list is virtually endless.
To a professional it is incredible the amount of psychological damage
that can be and is done to children by parents, relatives, siblings,
teachers or authority figures. Much of it is well meaning effort intended
to provide direction an d motivation, coming from a trusted source who
intends no harm.
However, children differ (just as adults do). Some are introverts, some
are extraverts; some come from homes that offer praise and encouragement,
others come from environments where criticism and lack of recognitions
are considered appropriate; some come from environments of love, some
come from environments of discord and abuse. One of the greatest gifts
a child can receive is prolonged contact with an individual (whether
teacher, parent, older sibling, coach or counselor) who can and will
offer sensitivity, understanding and appreciation of value.
Children respond to comments by authority figures in differing ways.
A parent or teacher, on viewing a poor report card, might comment: “You
are going to be the dumbest kid in the class all your life!” The
intent might well be to motivate the child to change this detrimental
distinction by trying harder. A self-assured child might respond in
that manner. Yet an insecure child might well accept the statement literally
as a true prognostication and experience a psychological inner flip
which locks in place acceptance of the self as unworthy, incapable and
doomed to fulfill the stated destiny.
The files of psychologists, psychiatrists, and hypnotherapists are filled
with cases of adult clients who have sought therapy to get out from
under self-deprecating childhood imprints imposed by well meaning (and
often not of well meaning guardians.)
The Gift of Imagery
Young children are not usually aware of the complexities
of the mind, or of its fantastic array of powers. They do not comprehend
that , “what the mind can conceive, the body can achieve.”
They do not understand the dramatic capabilities of visualization.
Yet they have the child’s natural talent for dreaming -- for picturing
achievements of childhood ambitions in their minds. It is this characteristics
that the hypnotherapist can use to surmount the afflicting problems
and free children from bonds which restrict them from achieving their
potentials.
Children normally are very visual. They respond beautifully to tales,
bedtime stories, and related communications with which they can identify.
They are quite narcissistic -- they like to have a part in a story that
is being related and tend to slip into hypnosis easily.
Children in the six or seven age range have little difficulty. Those
in the four to six range, with shorter attention spans, may respond
to induction techniques which are less formalized or directive. Preschool
ages may combine the worlds of fantasy and reality. Pre-induction taking
should focus on gathering information about a child’s likes and
dislikes, fears, imagery experience, and social environment -- all in
a manner keeping with the child’s communication level and oriented
toward building rapport.
Being familiar with and participating in the child’s play therapy
may help develop rapport, revealing the child’s interests and
imaginative capabilities. Play can be a wonderful vehicle for implementing
therapeutic suggestions.
Among older children and adolescents hypnotherapy has been
effective in dealing with behavioral problems and delinquency. Clinicians,
regrettably, often turn to hypnosis as a last resort. Experience indicates
success is greater when the patient acknowledges distress and has personal
motivation to change. The fact remains that hypnosis is virtually impossible
in cases where the client does not want to be hypnotized. Successful
therapy demands patient assent and cooperation.
Hypnotherapy for drug abuse, for example, virtually requires that the
client be aware of an concerned with the potential for harm and have
an expressed desire for change. Therapists must be aware that teenagers
with behavior problems may be struggling for autonomy; therapists need
to evaluate and understand the extent of the client’s motivation
for change, and the cognitive, social, emotional and psychosexual development
factors which contribute to attitudes and behaviors.contact
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