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Kaiser P, Kohen DP, Brown ML, Kajander RL, Barnes AJ. Integrating Pediatric Hypnosis with Complementary Modalities: Clinical Perspectives on Personalized Treatment. CHILDREN (BASEL, SWITZERLAND) 2018; 5:E108. [PMID: 30087271 PMCID: PMC6111600 DOI: 10.3390/children5080108] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 06/15/2018] [Revised: 07/30/2018] [Accepted: 07/31/2018] [Indexed: 02/06/2023]
Abstract
While pediatric integrative medicine (PIM) emphasizes an "evidence-based practice using multiple therapeutic modalities"; paradoxically, literature reviews examining the prevalence and/or efficacy of such mind⁻body approaches often address PIM modalities separately. Such contributions are relevant, yet documentation of how to deliver combined complementary approaches in children and youth are scarce. Nevertheless, integrative practitioners in clinical practice routinely mix approaches to meet the individual needs of each patient. Best practices are flexible, and include blending and augmenting services within the same session, and/or connecting modalities sequentially for an incremental effect, and/or referring to outside resources for additional interventions. Resonating with integrative medicine's definition, this article's goal is to demonstrate paradigms that "bring together complementary approaches in a coordinated way within clinical practice" by linking clinical hypnosis, the trail-blazer modality in PIM's history, with mindfulness, biofeedback, acupuncture, and yoga. Following the consideration of the overlap of guided imagery with hypnosis and an abridged literature report, this clinical perspective considers the selection of modalities within a collaborative relationship with the child/teen and parents, emphasizing goodness-of-fit with patients' contexts, e.g., symptoms, resources, interests, goals, and developmental stage. Case vignettes illustrate practical strategies for mixing approaches.
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Affiliation(s)
- Pamela Kaiser
- National Pediatric Hypnosis Training Institute (NPHTI), 29 Western Terrace, Minneapolis, MN 55426, USA.
| | - Daniel P Kohen
- National Pediatric Hypnosis Training Institute (NPHTI), 29 Western Terrace, Minneapolis, MN 55426, USA.
- Partners-in-Healing, 10505 Wayzata Blvd #200, Minnetonka, MN 55305, USA.
- Department of Pediatrics, University of Minnesota, 717 Delaware St SE #353, Minneapolis, MN 55414, USA.
| | - Melanie L Brown
- Department of Pediatrics, University of Minnesota, 717 Delaware St SE #353, Minneapolis, MN 55414, USA.
- Children's Hospitals and Clinics of Minnesota, 2525 Chicago Ave, Minneapolis, MN 55404, USA.
| | - Rebecca L Kajander
- National Pediatric Hypnosis Training Institute (NPHTI), 29 Western Terrace, Minneapolis, MN 55426, USA.
| | - Andrew J Barnes
- National Pediatric Hypnosis Training Institute (NPHTI), 29 Western Terrace, Minneapolis, MN 55426, USA.
- Department of Pediatrics, University of Minnesota, 717 Delaware St SE #353, Minneapolis, MN 55414, USA.
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Lang EV, Viegas J, Bleeker C, Bruhn J, Geert-Jan van G. Helping Children Cope with Medical Tests and Interventions. JOURNAL OF RADIOLOGY NURSING 2017; 36:44-50. [PMID: 28943814 DOI: 10.1016/j.jradnu.2016.11.005] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/20/2023]
Abstract
Medical procedures and tests become a challenge when anxiety and pain make it difficult for the patient to cooperate or remain still when needed. Fortunately a short intervention with hypnoidal language at the onset of a procedure induces a positive and sustained change in the way pain and anxiety are processed. While anesthesia may appear to be a simple solution to eliminate pain, the adverse effects of pre-anesthesia anxiety on postoperative behavior and recovery are often not fully appreciated. This paper discusses options for self-hypnotic relaxation that are applicable to interactions with children. The high suggestibility of children makes it relatively easy to engage them in make-believe scenarios. Avoidance of negative suggestions is key in avoiding nocebo effects that may be difficult to overcome later. Once a child is immersed in his or her preferred scenario or hobby/activity of choice, environmental and procedural stimuli can be easily integrated in the imagery. Ego-strengthening metaphors that tie in features of strength, confidence, or resilience are particularly empowering. Even when children are fully under general anesthesia they may still have recall of what is said in the room and therefore caution in word choice should be maintained.
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Affiliation(s)
| | - Jacqueline Viegas
- Cardiac Diagnostic & Interventional Unit, Hospital for Sick Children, Toronto, ON M5G 1X8, Canada
| | - Chris Bleeker
- Department of Anesthesia, Radboud University Medical Center Nijmegen, Geert Grooteplein Zuid 10, 6525 GA Nijmegen, Netherlands
| | - Jörgen Bruhn
- Department of Anesthesia, Radboud University Medical Center Nijmegen, Geert Grooteplein Zuid 10, 6525 GA Nijmegen, Netherlands
| | - Geffen Geert-Jan van
- Department of Anesthesia, Radboud University Medical Center Nijmegen, Geert Grooteplein Zuid 10, 6525 GA Nijmegen, Netherlands
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Lindheim MØ, Helgeland H. Hypnosis Training and Education: Experiences with a Norwegian One-Year Education Course in Clinical Hypnosis for Children and Adolescents. AMERICAN JOURNAL OF CLINICAL HYPNOSIS 2017; 59:282-291. [PMID: 27982780 DOI: 10.1080/00029157.2016.1230728] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
Although the efficacy of clinical hypnosis is well documented, its implementation in clinical practice is far from completed and there are few reports of systematic, professional training. This article gives a historical overview and description of a 1-year training program in clinical hypnosis which started in Norway in 2008 and has been held yearly since then. We describe the present education course with respect to aims, conceptual framework, structure, target groups, teaching themes, and experiences. The following factors have been considered of importance for the success of this program: The extent and duration of the course, the focus on demonstrations, experiential skill-building and exercises, and that the education is rooted in acknowledged clinical, academic, and educational environments. The participants' evaluations tell stories of mastery and positive experiences with hypnosis as a therapeutic tool in their clinical practice. However, many struggle to understand the various concepts of hypnosis, trance, and suggestions. Some find it hard to get started and challenging to integrate hypnosis in their clinical practice. Finally, some report scarce opportunities to apply their newly acquired skills at their work places and limited support by their leaders. The development of systematic, professional training programs as described in this article may be of importance for further implementation. However, this will also require that clinicians and leaders in universities and professional environments, and policymakers at higher levels, recognize clinical hypnosis as a valid and efficient choice of treatment. This must be reflected in dedicated efforts to ensure successful implementation in practice.
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Vandvik IH. Hypnose - underholdning eller behandling? TIDSSKRIFT FOR DEN NORSKE LEGEFORENING 2012; 132:2586. [DOI: 10.4045/tidsskr.12.1271] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/02/2022] Open
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