WORKS GASPARE "BUDDY" BIRBIGLIA

TABLE OF CONTENTS
GASPARE BIRBIGLIA' S AIH COURSE WORK
1. H305: MODERN HYPNOSIS

1
2. H340: SUPER LEARNING 11
3. H501: PERSONAL AND PROFESSIONAL ETHICS 23
4. H503: THE USES OF IMAGERY IN THE HEALTH PROFESSIONS 28
5. H512: CLINICAL AND EXPERIMENTAL HYPNOSIS: 33
6. H519: WHO DIES? AN INVESTIGATION OF CONSCIOUS LIVING
AND CONSCIOUS DYING 43
7. H526: CLINICAL HYPNOSIS WITH CHILDREN 54
8. H530: CLINICAL HYPNOTHERAPY 70
9. H614: MIND-BODY THERAPY: IDEODYNAMIC HEALING IN HYPNOSIS 1 82
10. H615: MIND-BODY THERAPY 2: 95
11. DREAMS

110
12. H611: CLINICAL HYPNOSIS AS A THERAPEUTIC TECHNIQUE

114
13 H612: CLINICAL HYPNOSIS AS A THERAPEUTIC TECHNIQUE

124
14. A TRIBUTE TO GASPARE "BUDDY" BIRBIGLIA (1997) PAUL G. DURBIN 134
A. HYPNOTHERAPY
 134
B. RATIONAL EMOTIVE IMAGERY

135
C. TIME TO TAKE CARE OF YOURSELF

136
D. CASE HISTORY #1" GET CLIENT BACKGROUND

138
E. MY INDUCTION

140
F. MY DAILY PRAYER

140
 G. POSITIVE THINKING

141
H. TAKING CARE OF SELF

143
I. CASE HISTORY # 2

145
SCRIPTS, STORIES AND MORE: GASPARE “BUDDY” BIRIGLIA
15. SCRIPTS BY GASPARE (BUDDY) BIRBIGLIA 148
A. BREAKING THE CHAINS OF THE PAST 148
B. REDUCE BLOOD PRESSURE 150
C. THE BAND OF ELVES 153
D. SPACE CAPTAIN 154
E. WALKING WITH JESUS 156
F. GUARDIAN ANGEL 157
G. YOUR ARMY OF ANGELS 158
H. HAPPY TOWN
158
I. THE NINJA ARMY
 159
THE LAND OF SQUIGGLES AND WIGGLES
160
16. CHILDREN STORIES BY GASPARE J. BIRBIGLIA 162
A. WILBER THE COLLIE WHO FELT UNLOVED 162
B. RAGGON THE CARING DRAGON 163
C. KRIBBIT THE HAPPY FROG 164
D. THE LITTLE BLUE BIRD WHO THOUGHT HE COULDN'T FLY 165
E. THE LITTLE PENGUIN 166
F. UGGS A UNIQUE YOUNG MAN 168
G. BOUDREAUX AND THE BLUE CLAW CRAB FAMILY 170
H. BOUDREAUX AND HIS FRIENDS ALONG THE BAYOU 172
I. BOUDREAUX VISITING FRIENDS IN BAYOU BLEU 173
J. BOUDREAUX'S GANG 174
K. BOUDREAUX AND THE MUD EATING MONSTER 176
L. BOUDREAUX AND RURTLE THE TURTLE NEEDS HELP 178
M. BOUDREAUX AND THE ACCIDENT AT GRASSY VILLAGE 179
N. BOUDREAUX AND MAMA'S OLD HOUSE 181
O. BOUDREAUX AND NEEDLE NOSE & BUZZTWO ANNOYING CRITTERS 183
P. BOUDREAUX AND ALL THE BAYOU CRITTERS 184
Q. THE LITTLE PENGUIN 187
R. THE LESSON 188
S. RAGON THE CARING DRAGON 189
T. WILBUR THE COLLIE WHO FELT UNLOVED 190
17. CLASSES BY GASPARE (BUDDY) BIRBIGLIA 192
A. THE BRAIN 192
B. GUIDED IMAGERY EDUCATION PROGRAM 193
C. INTRODUCTION TO IMAGERY AND SELF-ACCEPTANCE

196
18. BUDDY BIRBIGLIA: COURSE # 2 HYPNOTHERAPY

198
A. INDIRECT BODY RELAXATION

208
B. COLOR 210
 C. EAGLE 211
D. EXPLORE/ RELAXATION FOR SLEEP 214
19. GASPARE (BUDDY) BIRBIGLIA # 1 216
A. WHEN THEY'RE GONE 216
B. BOWLING 217
C. DREAM
218
D. SOARING LIKE AN EAGLE

219
D. STOP SMOKING 221
20. GASPARE (BUDDY) BIRBIGLIA # 2

223
A. ARTHRITIS RELIEF 223
B. CARCINOMA 225
C. ADULT'S CLOVE 227
D. ADULT PAIN RELIEF 232
E. DETACH FROM PAIN 235
F. AFTER SURGERY 237
G. TEETH 239
21. THE PSYCHOLOGICAL TREATMENT OF WARTS: DUBREUIL & SPANOS 241
22. MORE GASPARE "BUDDY" BIRBIGLIA COLLECTION 255
A. INTRODUCTION OF GASPARE "BUDDY" BIRBIGLIA 255
B. LETTER REGARDING GUIDED IMAGERY 256
C. HOLIDAY'S DON'T HAVE TO BE SAD 257
D. GUIDED IMAGERY PROGRAMS 260
E. GUIDED IMAGERY AUDIO TAPE PROGRAMS FOR ADULTS 265
F. AVAILABLE GUIDED IMAGERY SEMINARS 273
G. GUIDED IMAGERY PROGRAMS FOR A HEALTHIER LIFE 274
H. GUIDED IMAGERY 276
I. GUIDED IMAGERY LECTURE 279
J. PAIN AND GUIDED IMAGERY
 286
K. PROPOSAL FOR GUIDED IMAGERY PROGRAM 293
L. GETTING RID OF UNWANTED HABITS 297
M. THE POWER OF OUR SENSES & SUGGESTIONS: G.I. FOR CHILDREN303
N. HYPNOTHERAPY...POSITIVE ADJUNCT TO SUBSTANCE ABUSE
COUNSELING 310
Q. GASPARE "BUDDY" BIRBIGLIA INTRODUCES HIMSELF

315
 WORKS OF GASPARE "BUDDY" BIRBIGLIA
GASPARE “BUDDY” BIRBIGLIA AIH COURSE WORK
1. H305: MODERN HYPNOSIS: BY GASPARE "BUDDY" BIRBIGLIA:
6.1 List and describe eight differences between the hypnotic trance and natural sleep. The
text relates the eight differences between the hypnotic and natural sleep as:
1. In natural sleep, focal awareness (consciousness) is
bypassed; in the hypnotic trance it is intensified. In the hypnotized state both the conscious and
unconscious minds of the subject are combined and work together (with the unconscious mind
having the dominant role), while in natural sleep only the unconscious mind is active. Of course,
the deeper a subject goes under trance, the more his unconscious mind takes over his conscious
mind.
2. In natural sleep, unlike the hypnotic state, a
person does not hear or respond to vocal instructions or suggestions.
3. In natural sleep, the knee jerk (the patellar
reflex) is greatly diminished and in some cases entirely absent; during hypnosis the knee will react
normally.
4. If natural sleep, and hypnosis were the same, then
one might go more easily into hypnosis from sleep than from a waking state. This relationship has
not been proven, nor has the effect of suggestion been shown to be active during sleep, as it is in the
hypnotic trance.
5. During natural sleep limbs become flaccid from lack
of activity. In the hypnotic state, they can be made rigid and stiff. During normal sleep a person is
not able to hold anything in his hand, but in the hypnotic state he can grasp an object for any length
of time.
6. Cardiac (heart) and respiratory (lung) action during
hypnosis is nearer to that of the waking state than to normal sleep.
7. Blood circulation during hypnosis resembles that of
the waking state rather than that of sleep.
8. The basal rate of metabolism (i.e. man's metabolism
in the resting state) is decreased from ten to fifteen per cent during natural sleep, but such a
decrease is not seen with hypnosis.
It is apparent, therefore, that although outwardly hypnosis resembles natural sleep, the actual
state of hypnosis is in no way related to sleep. It is difficult to come to any conclusion other than
that sleep is not hypnosis and that hypnosis is neither a suggested sleep nor a modified sleep, nor
anything between sleep and the normal waking state."
6.2 What is the author's working definition of hypnosis? What is Gindes's fixed formula for
hypnosis? The author defines hypnosis as, "Hypnosis is a particular altered state of selective
hypersuggestibility brought about in an individual by the use of a combination of relaxation,
fixation of attention, and suggestion . . . Gindes who tends to rely more on the subjective approach
rather than the objective approach to hypnotic induction, offers the following fixed formula for
hypnosis: "Misdirected attention + belief + expectation = hypnosis." He believes that imagination is
the integrative factor that welds belief and expectation into an irresistible force."
 6.3 Discuss how age, sex, intelligence, occupation and personality affect a person's
susceptibility to hypnosis. The text tells us how age, sex, intelligence, occupation, and personality
affect a person's susceptibility to hypnosis beginning with: "In general, children under six or seven
years old are difficult subjects because of their poor understanding of both language and verbal
induction procedures. Seven year- olds and above tend to be good subjects and their susceptibility
seems to increase to a maximum in the 9 to 14 year - old age range. The period from 14 to 21 years
old is the best period both for speed of induction and depth of hypnosis, are not necessarily related.
From 20 years on, there is a gradual decline in susceptibility to hypnosis. People over 75. are
generally poor subjects even though there are exceptions. Sometimes even a child may be very
resistant, while an 80 year-old person may be a good subject and produce a very deep trance. The
general rule is that there are fewer good subjects in the older age groups, but this can vary greatly
with the individual.
Popular opinion indicates that women are more susceptible to hypnosis than men. But the
literature on hypnotism unanimously rejects this idea and regards the hypnotic capacity of males
and females as equal . . . At any rate the research in general indicates that men and women are
completely equal in susceptibility to hypnosis. There seems to be some correlation between
intelligence
and susceptibility to hypnosis. A good hypnotic subject should be able to concentrate properly and
follow the instructions of the hypnotist and this needs a certain minimal amount of intelligence.
Because the capacity for hypnosis is actually in the subject and all forms of hypnosis are
really self-hypnosis it becomes important that the subject have a good mind-even more important
that the qualities of the hypnotist. Aroms states: "It is fairly safe to say that a person with an IQ of
70 or less is not hypnotizable . . .
In brief, persons with a real intellectual deficiency make poor hypnotic subjects and foil the
ingenuity of the hypnotist. Occupation seems to bear a positive correlation with susceptibility to
hypnosis. Aroms has dealt with this point in detail and believes that people engaged in monotonous
routine jobs, e.g. factory and assembly line workers, are very susceptible to hypnosis. The reason
being that, firstly, they perform the same motion or series of motions at a machine throughout the
day and, secondly, their minds appear to get into a static mental cycle.
Those who are accustomed to issuing orders to subordinates, such as army officers, seem to
be difficult subjects. For the same reason those accustomed to being submissive to orders, such as
soldiers, sailors, and domestics, make good hypnotic subjects. Religious people (particularly
fanatical ones) who are capable of suspending critical judgement are also good subjects. Engineers,
scientific workers (such as computer programers), and those analytically and scientifically minded,
who believe that everything should conform to certain physical laws are poor hypnotic subjects.
Writers, artists, and other imaginative people tend to be susceptible to hypnosis. "Dr. Hilgard
found humanities majors most susceptible to hypnosis, social science majors next, and science and
engineering students least hypnotizable.
A vast number of studies have been done to establish the relationship between personality
and susceptibility to hypnosis. This research indicates that there is some correlation between
personality or traits of character and susceptibility to hypnosis. It has been found that introverts
tend to be slightly more susceptible than extroverts. Exhibitionists, except those who use resistance
as a device to show their exhibitory character, are good hypnotic subjects. Imbeciles, morons,
paranoids, and senile persons, as mentioned before, are difficult if not impossible subjects.
There is some disagreement in the literature concerning the susceptibility of neurotics to
hypnosis, but the general opinion is that there is little if any difference between this and
non-neurotics regarding susceptibility to hypnosis. Contrary to the popular view, the results of
relevant studies on hysteria do not show any link between hysteria and susceptibility to hypnosis.
A regressed schizophrenic is a poor hypnotic subject because it is difficult for the hypnotist to make
contact and the subject's ability to concentrate is poor.
Wilcox and Faw found that highly hypnotizable subjects were better adjusted. Those who
showed signs of depression, insecurity, and distraction by bizarre thoughts and feelings were less
well-adjusted, An interesting study by Rosenaweig and Sarason shows that susceptibility to
hypnosis is a personality trait of "impunitive" persons. Impunitive people are those who repress
(exclude unacceptable ideas from consciousness) as a reaction to their frustration, and avoid
aggressive behavior . . . The essence of this hypothesis is that susceptibility to hypnosis has a
positive has a positive correlation to repression and impunitiveness, while non-hypnotizability is
associated with projection, intropunitiveness, and extrapunitiveness.
6.4 Describe three methods for developing the power of concentration. The text states
that, "The method that the author usually uses to teach his students how to develop the power of
concentration is as follows:
1. The students are asked to relax their bodies, close
their eyes, and make their minds blank. They are further instructed to keep their eyes closed until a
thought finally insists upon coming into their minds and their concentration is interrupted, in which
case, they are to open their eyes. (This exercise does not last more than 5 seconds for the average
individual.
2. The student's are asked in the second exercise to
focus exclusively on an object such as a doorknob, a spot on the wall, a tree in a picture hanging on
the wall, etc. The students are then advised to open their eyes only when their concentration is
interrupted by a persistent, intruding thought. Generally, the students are able to concentrate their
minds for at least 30 seconds, i.e. six times more than in the first exercise.
3. In the third exercise, I put an hour-glass on a desk
and ask the students to close their eyes and concentrate their attention on the individual grains of
sand filtering down from the upper compartment of the hour-glass in to the lower one. I further
instruct the students that if in their imaginations they come to the point where all the grains of sand
in the upper part of the hour-glass have fallen into the lower part, they should imagine that I have
turned the hour- glass upside down. This process can be repeated endlessly in the subject's
imagination.
This practice has been so effective in helping the
students concentrate that after about a minute of giving relaxation suggestions, I have been able to
put almost all of the students under trance, some very deeply . . . This series of exercises shows
that the best way to improve the power of concentration is to practice focusing one's attention on a
moving object and following the movement of its parts with the mental eye. Another variation of
this exercise is to close one's eyes and focus attention on the movement of the hands of an
imaginary clock hanging on the wall, or imagine a bird is flying over the trees of a park, flying
from one tree to the next. To perform these exercises, one has to be sure to limit one's attention to
imaginary scenery, and not permit one's thoughts to wander. If this exercise is carried out three
times a day every for two weeks, the power of concentration will be considerably improved and
mental productivity enhanced."
6.5 List seven suggestibility test. One of these test mentioned by the author is the eyeball
test. Describe it and tell why it is so effective.
Seven suggestibility test mentioned in the text are;Chevreul's Pendulum Test, Arms Rising
and Falling Test, The Hand Clasp Test, The Backward Postural Sway Test, The Forward Postural
Sway Test, The Eyeball Test, The Hand Levitation Test . . .
The Eyeball Test the subject is asked to keep his eyelids closed, to roll
up his eyeballs, and to look upward at a point indicated by the hypnotist (by touching the forehead).
The hypnotist then states the following:
"Keep your eyes closed. Your lids are sticking tightly
together. Keep your eyeballs upward. Look up . . . up . . . Your eyelids are glued tightly together.
They are stuck fast. The muscles of your eyes are so flaccid that they cannot move. It seems that
you have lost the control of the muscles that open and close your eyes. You cannot and will not be
able to open them. No matter how hard you try, you cannot open them. You cannot! You cannot
open them. Stop trying and relax. From this moment you will be able to open your eyes whenever
you choose.
This test is actually based upon physiological factors rather than psychological ones. The subject
does not realize that it is extremely difficult to open the lids when the eyeballs are rolled up into the
head. Naturally the eyeballs must come down before the eyelids can be opened. The subject thinks
that the effect is due to the hypnotist's suggestions. If the individual is unable to open his eyes, he
can be considered a good subject.
6.6 Discuss preparation of the subject for hypnosis and the selection of an induction
method. The author states that, "before the induction of hypnosis, the hypnotist should try to obtain
from the subject a picture of his psychological make up, his idea, and his feelings. This helps the
hypnotist to choose an appropriate method for induction and prepares the subject for undergoing
hypnosis. This is called the pre-induction talk. The pre- induction talk is particularly helpful with
the skeptical or apprehensive subject who is either ignorant or the nature of hypnosis or has some
misconceptions about it.
The hypnotist explains the nature of hypnosis, that hypnosis is a healthful and restful experience,
that there are untold advantages to its use, and that no possible harm can result from its practice . . .
The hypnotist explains what he is going to do , what is expected of the subject, all the signs or
symptoms of approaching hypnotic relaxation, and all the pleasant feelings that the subject will
experience under hypnosis.
As a result of the preparatory consultation, the hypnotist can eliminate the fear, anxiety,
apprehension, and tension that are naturally present in all individuals undergoing hypnotic
induction for the first time. During this initial interview the hypnotist gathers - for hypnotic
purposes - the relevant facts about the psychological character, life experiences, and education of
the subject. At the end of the pre-induction talk, the hypnotist should ask the subject whether he has
any questions that concern him about the nature of hypnosis.
The pre-induction talk enables the hypnotist to fit his method of induction to the individual
subject's needs and character. In selecting the form of induction to be used the decision should rest
on the observations that the hypnotist makes about the subject. It would be a mistake to adopt a
forceful, commanding technique with one who is authoritative and aggressive in his character, and
vice versa. With the permissive approach the hypnotist tries to secure the cooperation of the subject
by avoiding any procedure, patter, gesture, and cadence that builds up anxiety in the subject. The
subject is led to understand that the hypnotic state can be reached only through his own
cooperation.
With the authoritative approach the hypnotist takes full control of the hypnotic induction
and dominates the subject. The subject is made to believe that they must comply totally with the
demands of the hypnotist. The subject is also told that if the hypnotist tells him that hypnotic
phenomena will occur, it will definitely do so and that he has no choice but to accept its occurrence
and finally the trance state . . .
No one technique is superior to any other, but there isalways at least one technique which is
better suited for a given subject. A skilful hypnotist knows how and when to chose the right
technique. It is also possible that more than one technique may be needed for the same individual
at different times . . .
 As a whole, the technique used must fit the needs of thesubject at that particular time, taking
into account his personality and his belief system. A most important factor is the interpersonal
relationship between the hypnotist and the subject (rapport). In most cases, failure is the result of
the hypnotist attempting to adjust the subject to the method, rather than adjusting the method to the
subject."
6.7 Describe the following methods of induction of hypnosis: (A) physical and objective
methods, (B) psychic or subjective methods, (C) psychophysical or mixed methods.
The author describes the following three induction methods as follows; "Those who use
objective and physical (or physiological) methods for the induction of hypnosis, believe that
hypnosis is a condition of the nervous system, resulting from sensory fatigue or induced nervous
reactions from objective gadgets and physical devices such as strokings, passes, pressures, etc.,
which affect a portion of the brain. Proponents of this method maintain that by having the subject
stare intently at an object, his eyes will be sufficiently strained so that with suggestions of sleep the
hypnotic state is produced. They disregard suggestion by itself as a method for the production of
hypnosis. The sacred principle of objectivists is: "Tire the senses of the subject and hypnotic sleep
will follow."
Those who take advantage subjective methods of
induction, depend upon the psyche. They believe that suggestion is the only causative factor in
producing hypnosis. To them, physical devices are unimportant for the induction of hypnosis and
they are used only as window dressing to misdirect the attention. Gindes contends that it is not only
gazing intently at some dazzling object or even being subjected to passes of the hypnotist which
brings about sensory fatigue and produces hypnosis. He believed that by using subjective methods,
which rely entirely on suggestion it is possible to create the desired state more effectively, more
predictable, and with more practical results. Any statement made by the operator or any action
which
he applies will have the desired effect if the subject believes that it will; If he expects it to; and if
he combines his beliefs and expectations with sufficient imagination for it to come about . . .
A variation of the subjective method of induction was
recently developed by Kline, Watkins, and Moss. According to this method, the subject visualizes
various scenes and concentrates on them. These images can be viewed as replacing the usual
fixation object. This technique, which is nearly always combined with suggestion, is said to be
very valuable in certain instances.
Psychophysical procedures are a combination of physical (or physiological) and psychic
methods, and are widely used today. Modern practitioners of hypnosis try to use a combination of
methods, that are widely used today. Modern practitioners of hypnosis try to use a combination of
methods of hypnotic induction so that they reinforce each other. Trance induction is not a
standardized process that can be administered in the same way to everyone. Human personalities
have been compared to snowflakes, all seemingly alike and yet infinitely varying, no two exactly
the same. What has a profound effect on one subject may have little or none on another. There is
no method or technique that always works with everyone or even with the same person on different
occasions. By using a mixture of methods that probability of influencing the subject will be
increased.
The suggestion method is of prime importance. For whatever psychic or physical technique
is used in hypnotic induction it cannot work effectively without suggestion. In this way suggestion
can be compared to the fuel for an engine. Suggestion involves some focusing of attention,
certainly auditory stimulation and often contains an element of monotony. Contemporary methods
of hypnosis combine sight, smell, and hearing fixations with sleep suggestions applied either
sequentially, or more commonly, simultaneously."
 6.8 Describe the star image method of induction. Outline the hour-glass technique of
induction. The author describes the star image method of induction by stating that, "This method,
explained by Gindes, is based on a subjective psychic approach: The subject is seated in a chair and
is asked to close his eyes. Then the hypnotist says: I would like you to visualize in your mind's eye,
a star. The star is suspended far - very far in the distance. Please try to concentrate effortlessly and
easily - all your attention on that star. Now the star is moving forward, moving forward, closer and
closer, becoming larger and larger in your radius of vision. Soon the star will be almost upon you.
Now in your own imagination you can visualize that star; it is almost upon you. And now, it is
going farther and farther away. It is retracing its path, going farther and farther away into the
atmosphere. Soon it will be barely perceptible to you; soon it will be entirely out of your range of
vision. When you can no longer see that star, you will be in a deep, sound sleep. You are falling
deeper and deeper into sleep now. The star is moving farther and farther away. Now you can
hardly see it . Now you cannot see the star at all. It has escaped completely. It is not within your
vision any longer. You cannot see the star; it has escaped your vision completely. Breathe very
deeply, with each breath you take, you will fall deeper and deeper into sleep."
The subject will readily slip into a satisfactory state of hypnosis using his own imagination
helped by the hypnotist's suggestions. the experienced hypnotist can practice various methods in
line with the subject's pattern of thought gradually guiding him to a satisfactory trance."
When using the hour-glass induction technique the author
explains that, "The subject is asked to sit in a comfortable chair and an hour glass is placed before
him. He is asked to focus his attention on the sand in the hour-glass as it falls from the upper part
of the glass to the lower part. Then it is suggested to him that as he watches the slow falling of the
sand a dense cloud of drowsiness will envelop him, his eyes will get heavier and heavier and he will
eventually close his eyes and fall into a deep sleep. After the upper compartment of the hourglass
has been emptied, the hypnotist should turn the glass upside down, and continue this action again
and again until the subject closes his eyes and goes into hypnosis. During this process the hypnotist
keeps suggesting to the subject that "as he stares at the falling grains of sand his eyes will become
progressively tired." the subject eventually goes under a profound hypno-relaxation. If an
hour-glass is unavailable the subject may be directed to close his eyes and imagine the process. He
is told that when he comes to the point where the upper part of the hour- glass has been emptied, he
must imagine that the hypnotist has turned it upside down. Eventually he will go under a trance.
the hour-glass technique can be applied as an excellent disguised method for those who are nervous
about being hypnotized."
6.9 Name five deepening techniques. One of these techniques is Vogt's Fractionation
Method. Describe it. Five deepening techniques found in the text are; The escalator technique,
Vogt's fractionation method, The confusion method, The rehearsal method and the Post-Hypnotic
technique.
Describing Vogt's fractionation method the text states that, "The fractionation method
developed by Bogt is one of the most effective methods for deepening the state of trance. It is very
practical and valuable when other methods have failed. It is applied in two ways: (1) hypnotization
and de- hypnotization. (2) Feedback of the subject's most relaxing sensations.
In essence, the subject is hypnotized and de-hypnotized several times with in the same
session with the suggestion that on each subsequent hypnosis he will go "even deeper into
relaxation than before." the subsequent hypnosis may be induced by a post-hypnotic cue or by a
separate induction procedure as feedback using the subject's thoughts, feelings and sensations he
experienced at the moment of his maximal relaxation. The reasoning behind this procedure is that
each hypnotization makes the subject a little more suggestible and brings about a deeper hypnosis at
the next attempt. This feedback technique is often very effective, since it permits the hypnotist to
avoid suggesting experiences which the subject may not have enjoyed, and also those experiences
to which he may be consciously or unconsciously resistant.
It is a good idea to tell the subject a few seconds before waking him that in a moment he
will be told to awaken. But he will immediately feel very drowsy again, so that he will find it very
difficult to keep his eyes open. After trying to arouse himself, he will feel sleepy again and sink
into a much deeper sleep than before.
Hypnotization and de-hypnotization of the subject and the process of "feedback" may be
repeated on the average of six times and as many as ten times. Every now and then the subject may
be given a "silence period" for about 10 to 15 minutes. Whenever the operator is going to leave the
subject for a "silence period," he has to give him a post-hypnotic suggestion in the following
manner: "I am going to leave you for a few minutes. While I leave you, nothing can interrupt your
trance. You will remain in a deep, deep, relaxed state as each minute passes by. And with every
breath that you take, you will find yourself becoming more deeply relaxed. Upon my return, you
will be in a deep, deep state of relaxation." When the hypnotist returns to the subject, he has to
resume talking to him very slowly (whisper like), and then gradually elevated the level of his voice
to a lullaby tone - otherwise the subject will be startled. The fractionation technique can be used in
conjunction with the hand levitation method for subsequent inductions even when the hand
levitation is applied in the deepening phase of the previous trace state."
6.10 Name eight hypnotic depth test. Anesthesia is one of these test; discuss it. How does it
stop pain? The eight hypnotic depth test described in the text are;"Eye catalepsy test, Arm
catalepsy, Amnesia, Anesthesia, Glove Anesthesia, Talking in hypnosis with out awakening,
Opening the eyes with out awakening, and Hallucinations.
The author explains how anesthesia is used as a hypnotic depth test by explaining that, "one
of the most interesting phenomena of hypnosis can be produced in the deeper stages of the hypnotic
trance. Not only amnesia, but almost all of the interesting hypnotic phenomenon, such as
hallucination, personality change, regression, etc. will be developed during deep hypnosis; and the
degree of hypnoanesthesia usually varies with the depth of hypnosis reached and the extent of
motivation of the subject.
Hypnoanesthesia, in contrast to chemical anesthesia, is in no way harmful to the patient.
Unlike chemical anesthesia which can lead to post-operative nausea, drug poisoning, post-operative
shock, and patient anxiety; hypnoanesthesia does not have any such disadvantages. Hypnotic
anesthesia is especially beneficial for the those people who, because of prior illnesses or organic
defects, cannot be given chemical anesthesia. The practical value of hypnoanesthesia, however, is
limited by the number of people (10%) who are susceptible to the degree of hypnotic depth which
promotes anesthesia; and also by the time required to produce the condition (several conditioning
sessions for most people - making it expensive).
Anesthesia can be easily induced in any part of the body of a good subject e.g., a hand, an
arm, a limb, or even a certain area of the body. Anesthesia can be induced in all the senses but is
most easily produced on the skin. Hypnotic anesthesia, or insensitivity to pain, is not produced as a
result of elimination of pain in the tissues or by blocking the pathways of pain. Rather, it
eliminates the awareness of pain by acting on the cortical processes involved. In other words,
hypnoanesthesia eliminates the perception of pain not the pain itself.
Functional blindness is another manifestation of hypnotic anesthesia and may develop in the
eyes. This, of course, does not mean that hypnoanesthesia will influence the physiological
mechanism of the eyes; sight will be inhibited because visual images will not reach the brain.
Erickson has produced visual anesthesia in a number of subjects; they saw (hallucinated the colors
red, yellow, green, and blue on white sheets of paper. Erickson also produced functional deafness
to the extent that subjects did not hear the operator's voice at certain times."
 6.11 List and describe five "laws" of suggestion. The five laws are described in the text as
follows; 1. "The Law of Reversed Effect - This principle, initiated by Emil Coue, indicates that
the expectation of a sensation tends to bring about the realization because imagination is stronger
that will power. When the will and the imagination are at war the imagination always wins. The
forceof imagination is in direct ratio to the square of the will. According to this law, the harder one
tries to do something, (using will power) the less one is able to do it . . .
According to this law, the harder one wills oneself to remember a word or a name - or to fall
asleep, for that matter - the less the chance one has to succeed. This law must be remembered when
phrasing a suggestion; suggestions should embody principles of "imagination power" rather than
"will power."
The Law of Dominant Effect - The law of dominant effect was developed by Frederick
Pierce, a follow of Coue'. This law indicates that a strong emotion tends to replaces a weaker one.
When a person experiences a pleasurable emotion and danger arises, because the danger is stronger,
the pleasurable emotion will immediately disappear.
These laws are the basis for the success of different techniques used by hypnotists and
hypnotherapists. To achieve a greater result from a suggestion, it should be attached to an emotion
which by-passes any other active emotion in the mind . . .
The Laws of Precedence - Exploring the ability of the subject to resist non-noxious stimuli,
Weizenhoffer has developed three laws: the law of temporal precedence, the law of depth of
precedence, and the law of impressional precedence.
The law of temporal precedence states: "All other things being equal, when two antagonistic
suggestions are given, the one that is given first has precedence over the later one." the rational
behind this law is that if two opposing but non- noxious suggestions are given to a subject, the
subject will focus his attention on the first suggestion and it will be carried out.
The law of the depth of precedence indicates: "All other things being equal, of two
conflicting suggestions, the one associated with the greater trance depth will be carried out." The
law of impressional precedence states: "All other things being equal, of two opposing suggestions,
the one impressed most strongly through factors other than trance depth has precedence over the
other." By "impressional precedence" Weitzenhoffer means the degree of association between the
suggestion and the subject's already existing determinants of behavior."
6.12 Describe how to increase the effectiveness of post hypnotic suggestion. The text
explains that, "Post-hypnotic suggestion is more effective if a more simple suggestion is given
initially and then built up to a higher order of complexity. A post- hypnotic suggestion may lose
effectiveness with time, and the extent of loss is directly related to the following factors: the
phrasing of the suggestion, the subject's depth of hypnosis, the failure to develop amnesia, and the
willingness of the subject to perform the suggested act. Periodic reinforcement, however, tends to
increase its effectiveness, repeated elicitation does not weaken it. Completion of the post-hypnotic
action depends more on the nature and the difficulty of the suggested action rather than upon the
depth of the hypnosis. When the suggestion is acceptable the subject finds it very difficult to reject
its execution. Such a suggestion given to a deeply hypnotized subject may last months and even
years. For the same reason, unless the subject voluntarily wishes to cooperate with a stage
hypnotist, bizarre and ridiculous post-hypnotic suggestions are rejected. These post-hypnotic
suggestions are as readily forgotten as other instructions given at waking levels."
The mental mechanism by which a subject accepts a post-
hypnotic suggestion is that selective cortical inhibition does not permit the incoming information
(suggestion), to have access to the stored data in the mind. Therefore, the incoming information
can not be evaluated or validated and is accepted as reality. Post-hypnotic suggestion is far more
likely to be accomplished if coupled with a certain signal, or if a specific time is set."
 6.13 What are the nine psychological signs of hypnosis given by the author?
The author tells us that the nine psychological signs of hypnosis are;
(1) involuntarily tremble and fluttering of the eyelids,
(2) if the subject is told to open his/her eyes the eyes would appear to be peculiarly glassy and seem
to stare fixedly into space,
(3) eye movement would be slowly side to side,
(4) Somnambulism is evidenced by the eye balls turning upward into the head,
(5) signs of complete listlessness or lethargy,
(6) excessive salivation and swallowing,
(7) the rate of heartbeat rate and the rate of breathing will change,
(8) face becomes completely expressionless and the jaw becomes limp, and
(9) as the trance increasing in depth the head tends to fall forward."
6.14 List seven causes of resistance to de-hypnotization. What are seven approaches that
may be used to rouse the resistant subject?
The text tells us that the seven causes of resistance to de-hypnotization are;
(1) the subject's hostility toward the hypnotist,
(2) the subject may be trying to test the ability of the hypnotist to awaken him,
(3) the subject is not willing to carry out a certain post-hypnotic suggestion,
(4) the subject is not willing to relinquish the pleasant and relaxing condition of the trance,
(5) the subject has a difficult life situation to face and therefore he would rather remain in hypnosis
(6) some subjects are only partially de-hypnotized and then can lapse into deep hypnosis
spontaneously and,
(7) hypnosis may have converted into fugue. (A very rare incident). . ."
The seven approaches the text describes to rousethe resistant subject are as follows;
(1) ask the subject why he won't wake up,
(2) tell the subject that if he will not wake up, he will be left alone (however, the subject should be
taken care of until he is thoroughly awake),
(3) blow sharply on the closed eyes of the subject
(4) the subject's eyelids may be raised,
(5) a small fan may be placed in front of the subject, his eyelids raised and cool air allowed to hit
his face and his eyes,
(6) tell the subject that because of his unwillingness to wake up, his face will be washed with a cold
towel, and
(7) the subject may be exposed to a cold draft of air. Upon waking, the subject should never be
allowed to
leave the premise until his condition is properly checked and assurance is obtained that he is wide
awake and that he is completely able to control himself."
6.15 Define "age regression" and "revivification". How do these phenomena differ? The
text explains that, "One of the most interesting and at the same time controversial phenomena of
hypnosis is age regression. This can be defined as an actual organic reproduction of an earlier
period of life. In regression the subject withdraws into himself and tries to recreate the world of his
past. The personality of the regressed subject will be changed and he will think and behave as he
did at that time.
The second type of regression , a true regression, is called "revivification." In revivification,
it is suggested to the subject that he is a certain age, or has returned to a specific age or experience.
Age regression is actually a return to any particular age suggested by the hypnotist, even to a
certain date in the subject's life. The regression may even be directed to a special day, such as a
birthday or Christmas, or Easter, or other holiday, etc. The specific time of the occasion is also
important. The subject is told that he will feel exactly as he did in that situation - he will see the
same things as persons he saw then, etc.
When the age of the subject is turned back to child hood, his way of thinking and his
behavior becomes that of the suggested age. The present time, and all subsequent life experiences
after that age, become blotted out. The subject's voice and handwriting become childlike. Some
even become non-verbal when regressed to the age of six months. The "mental age of the regressed
subject will tally with the chronological age he has been regressed to. If the subject is given an
intelligence quotient, or other psychological test at a certain age during regression, the result will
indicate the approximate age level to which the subject has returned. The subject may even fail to
recognize the hypnotist and may lose rapport with him . . .
In subjects regressed to less than five months of age, there is normally a positive Babinski
reflex to stimulation of the sole of the foot. Babinski reflex naturally replaces the plantar reflex
during age regression. With revivification, the hypnotist becomes a stranger to the subject, making
both conversation and rapport more difficult. This problem is solved by transforming the hypnotist
into someone known to the subject during the earlier period. It is done by suggesting that the
operator is someone whom he knows, likes, and trusts - such as a teacher, relative, neighbor,
etc . . ."
6.16 How can symptom removal be potentially dangerous? The author relates that, "Another
danger of hypnosis is in using it for the purpose of "symptom removal" instead of "symptom
treatment." We know that pain is a warning sign of physiological disorder and indicates a
malfunctioning of the organism. Its removal not only makes diagnosis difficult but may cause a
delay in seeking medical treatment. For example, if a person is suffering from a headache and a
hypnotist removes the pain by hypnotism, he may jeopardize his life. Such a pain may be the
warning sign of a brain tumor (rather than a "nervous tension" headache) and its removal might
delay a medical diagnosis until the malignancy had grown to a size where it could not be operated
on successfully. This is also true with a person who is suffering from a stomachache. A hypnotist
who tries to remove pain may be obscuring a potentially lethal case of appendicitis. This kind of
danger also applies to self-hypnosis. An individual may mistake a particular discomfort of pain for
mental anguish when, in reality, it is a warning sign for a serious physiological problem . . ."
6.17 What are the three fundamental attitudes which Leidner states should accompany the
induction of self-hypnosis? The text tells us that, "Linder states three fundamental attitudes which
should accompany the induction of self-hypnosis: (1) `I want this to happen.' Remember hypnosis
is a consent state of mind (2) `I expect this to happen.' Generate a belief in your ability to
achieve what millions before you have attained. Remember hypnosis is just another one of nature's
normal states. (3) `I will watch it happen.' Once you begin to respond properly do not hinder the
carrying out of suggestion by letting your critical factor re-enter and change your mood . . ."
6.18 Describe the five rules of auto-suggestion for self- hypnosis given by the author.
The author explains that, "For auto-suggestions to be more effective, a number of rules should be
followed:
(1) Suggestions should be condensed, revised, and perfected on a piece of paper or a small card
and read several times prior to the induction of self-hypnosis.
(2) Auto-suggestion should be direct, permissive, and positive. Negative words and phrases
should be avoided. for instance, instead of suggesting (for a simple nervous tension headache),
"Upon awakening, my headache will be gone," it would be better to suggest, "My head is feeling
clear and better; I am becoming more and more comfortable and tranquil in every way." Or instead
of saying, "When I sit for my job interview, I will not feel nervous and tense," it is better to say,
"When I sit for my job interview, I feel calm, serene and creative." Another advantage of applying
this procedure is that the unconscious mind will be given sufficient time to assimilate the idea.
 (3) The suggestion should be combined with a motive that
enhances the effectiveness of the suggestion. This may be done through visual imagery. For
instance, when a person gives himself a suggestion to overcome tension at the time of a job
interview, he may envision getting a good, prestigious position.
(4) Suggestions should be given singularly. The unconscious mind cannot deal with more that
one idea at a time. Additionally, the suggestion should be repeated and reinforced in successive
hypnotic sessions until the desired is achieved.
(5) Auto-suggestions should be positively and logically
worded and capable of being fulfilled . . ."

2. H340: SUPER LEARNING: GASPARE "BUDDY" BIRBIGLIA:

6.1 Describe the holistic learning Methods theory and how it varies from the popular
concept of left brain / right brain function As related in the text, "The various learning systems
covered are drawn from many sources . . . Various as they are, all of these systems share a
common viewpoint, a holisitc viewpoint. They see you always as a whole person. Whether you are
trying to learn French, to play tennis, or to make good business decisions, these systems work on
the principle that you have a logical mind, a body, and a creative mind. In other words, they use
left brain, body, and right brain in concert.
In the past decade, complex research into how we think has turned into the pop concept of
left brain/right brain. To oversimplify, the theory is that the left side of our brain has to do with
logical, rational, analytical thinking. The right side is concerned with such things as intuition,
creativity, imagination. Whatever you're doing, holistic learning methods try to insure that you're
neither half-whitted nor disembodied. The point is to keep the left brain, body, and right brain
from working against each other and hamstringing your abilities. Going further, holistic learning
aims to have these three work together to allow you to use the full power of your being."
6.2 Research indicates that memory hay be improved as much as 50 times. Explain the
process of "suggestopedia" that aids in this phenomenon. The authors tell us that, "Lozanov called
his learning system suggestopedia. It is just a branch, though a very vital one, of a much larger
subject embraced by his institute: suggestology: Suggestology is a holistic "ology" that weaves
together a bundle of techniques to help people reach those reserves of mind and body.
Suggestology attempts to get the body and left-brain and right-brain abilities working together as an
orchestrated whole to make people more capable of doing whatever they're trying to do. Even
before it was applied in factual learning, suggestology was used to heal disease and control pain, it
was used in psychotherapy, and it was used to help people open up their intuitive and so-called
extrasensory abilities.
6.3 Improving the rate to learning has primarily been pioneered in the Eastern Block
countries with Bulgaria being a leader in the field. Some increased activity has taken place in the
West; However, it has not been widely accepted and utilized. Explore this fully, expressing your
own thoughts/opinions when appropriate.
I am not real sure what you are looking for here but, in any case, I will share my thoughts
and opinions. Evidently this system of learning has merit. The European countries have always
been more progressive and inventive in their modalities of learning. This has been indicated by the
results of their schools.
For some reason, the school systems of the United
States have not chosen to utilize this method of learning. It appears that there has been some talking
about this modality and even some limited applications but not a lot of interest. To me it seems to
be politics as usual and I am sure that cost has something to do with it. Our learning system is not
necessarily based on what is best for our children but what is politically correct and politically
affordable.
6.4 What are the two basic elements of rapid learning? Explain each. The two basic
elements of rapid learning as related in the text are, "relaxed state and synchromixed rhythm . . .
For years, psychologists reported that if people relaxed muscular tension, they could better
remember what they studied. If we could train our hearts to beat slowly while thinking, it would
make mental work easier. Dr. Barbara Brown in New Mind, New Body states, "With a slower
heartbeat, mind efficiency takes a great leap forward . . ."
A continuous, monotonous rhythm of somewhere around ten
seconds seems to open up the mind's ability to remember. We know about heartbeats, but what's
this - the best of memory?
Years before, Soviet brain research and sleep-learning researchers threw some light on this
curious mystery. After much investigation, they found that a pause between data-bits gave brain
cells a chance to rest a moment so that they were better able to register the next item. Rapid - fire
presentation of data seemed to blur registration in the brain. Soviet sleep-learning researchers also
divided their material into fragments and paced it with pauses." 6.5 "Music as the Bridge to
Awareness"! the author attributes various aspects of super - learning to appropriate use of music
and refers to Hermes Trismegistus of Ancient Greece as being responsible for certain principles
relating thereto.
Explain the Hermetic Philosophy. The authors report in the text that, "Perhaps there is yet
another story to be unearthed behind the reason for the particular kind of music used for
superlearning sessions- the specific music by Baroque composers. The idea of music as the bridge
to inner awareness goes way back to the hidden sources of music itself. It runs deep in the legends
of Orpheus who used music as a means of "charming" living creatures . A little digging into the
hidden sources of music shows that the art of music shows that the art of music was once tied to
medicine and to bringing about so-called "supernatural feats." Two books devoted to music are
attributed to Hermes Trismegistus of Ancient Egypt. He set out the principles of a philosophy
relating to music that was passed down for centuries through secret groups and though guilds of
musicians, masons, and architects.
The gist of his philosophy was that there is a harmony
and correspondence among all the different kinds of manifestations in the universe - the circling of
the planets, the tides of the earth, the growth of vegetation, the lives of animals and people - all are
related. All-that-is in the universe emanates from the same source, according to Hermetic
philosophy, and there fore the same laws, principles, and characteristics apply to each unit - "As
above, so below . . .""
6.6 Dr. Georgi Lozanov proposes three main psychological blocks people have about rapid
learning and opening reserves of the mind. List them and explain each. The three main
psychological blocks proposed by Dr. Georgi Lozanov that people have about rapid and opening
reserves of the mind are related to in the text as:
1. The Critical /Logical Block On the basis of critical reasoning, some people immediately are
skeptical. "Superlearning must be a put-on. It must be non-sense. People are just taken in if they
think there's anything to the idea of reserves of the mind." Or, "History shows people's abilities
have never changed" The second part of the logical barrier goes: "It might work for other people,
but it would never work for me. I have never learned fast and easy in my life, so why should I
now?" Or, "I already learn rapidly, so how much could I improve ? ? ?"
2. The Intuitive/Emotional Block From previous experiences, particularly repeated failures, a
person may have emotionally accepted a low evaluation of his or her ability to learn and
consequently lacks confidence. Through the years, comments by parents, siblings, teachers,
friends, and various authorities can bind a person to the idea that he isn't bright enough to do well,
or that his ability lies in only one area. In early childhood for instance, a parent may have said
repeatedly, "You certainly are hopeless at arithmetic." This negative suggestion may have been
accepted at face value by an uncritical child who then proves it true. Math will then always be a
bugbear. Failing marks, poor showing in job test, seeming inability to keep up intellectually with
friends - a variety of things can reinforce a person's feeling of insecurity about being able to learn.
And, of course, this emotionally charged belief further reduces of learning. Sometimes lack of
confidence comes from circumstances -"I've been away from school now for years. I'll never be
able to go back to learning." Even people who seem to learn with ease sometimes have
certain subjects that cause them anxiety . . .
3. The Ethical/Moral Block Many people are conditioned to feel that learning has to
be hard work, drudgery, and a bore. "You don't get something for nothing," is the rational. Many
also believe that learning through suffering, deprivation, and hard knocks is the way to build
character. They are convinced that learning without a lot of strenuous effort breeds a pattern of
laziness. In actual fact, with superlearning, far from putting in no effort, you are really being
superdiligent. You are making the most economical use of your body's energy resources. The body
has its daily fuel supply from nutrients consumed. If a lot of body energy is wasted on tension,
strain, and boredom, there is less energy left for actual learning. In learning to play the piano or to
drive, the unnecessary movements are gradually omitted. Playing or driving soon appears effortless
because every movement is productive. So the appearance of effortlessness in superlearning comes
from all elements being productive, economical, and efficient. "The birth of knowledge should be
painless," says Dr. Lozanov. The effort involved is pleasant, and because it is efficient, you learn
more than with the same amount of effort used in the old way. According to those who have used
the technique at the University of Iowa, the most successful way to overcome all three blocks is by
flooding them - by starting right off at the first lesson with as many as one hundred new words or
phrases so that immediate results can be seen . . ."
6.7 The authors suggest how to prepare for super-learning. List the techniques proposed,
and briefly comment on their use as presented in the text. The authors relate in the text, "To get in
shape for supermemory, the preliminary exercises to practice are:
1) Relaxation (Exercise A or B) with Affirmations The relaxation exercises not only help free
the body of tension but they are also a first step in setting up a communications link with the
subconscious mind. Once you've set up this awareness link, you can release tension at will. And
that's an asset in every area of life. As one man said when he finally unwound for the first time in
years, "I feel like I've come home to myself . . ."" The hypnotic exercises used in the text for
relaxation are the progressive relaxation technique and a non-authoritative induction with a
deepening technique.
2) Mind Calming Visualizations for Mind Calming The objective of this exercise is to get
practice in visualizing while at the same time soothing the mind. Calm and peaceful scenes from
nature have been found especially helpful in erasing worries and distractions. You can imagine a
walk in a park or a woods, sitting by a like, a walk on a hill or mountain, a winter countryside, a
beach in the summer, or any spot you know that has a particularly soothing quality for you. Some
people also imagine works of art or a museum for this exercise . . .
3) Joy of Learning Recall In setting up links between conscious and unconscious,
you have to help your mental messages get delivered to the inner mind so that you instructions are
carried our. Just telling yourself "I learn easily. I remember perfectly, "isn't enough to mobilize
your memory to actually perform these things. In communicating with the inner mind, the
"courier" that helps deliver the message is emotion. Return to some time in your life when you
really felt good about a learning success . . . Recapture the feeling of that successful experience.
Feel the details of that pleasant learning experience as completely as possible. Imagine yourself in
that situation again . . . Hold on to that feeling and let it flow through you when you relax during a
superlearning session.
4) Breathing to a Beat The objective of this exercise is to learn to breathe in rhythm, and
through rhythmic breath control, to slowdown body/mind rhythms . . ." The breathing pattern you
want to achieve is to hold your breathe for four seconds and then exhale for two seconds and inhale
for two seconds."
6.8 Explain in some detail, utilizing the process in Question 7, how you would go about
setting up a super-learning program for yourself.To develop a superlearning program for myself, I
would begin by developing and recording a relaxation tape utilizing a short induction and a guided
imagery scenario of a beach scene or a forest glen and of course a returning.
Then I would proceed to put together a timing tape. This tape would be used to record the
information to be learned or for someone to read the information to me at the proper rate. The
timing tape would also be used for me to practice breathing exercises to assure the correct
environment for maximum learning.
The next area to be developed would be to put together
a music tape. I would put together a 45 minute tape of various music that was performed in largo,
or 4/4, time to enhance the relaxation, timing, and information absorption. Now, to begin the
superlearning session I would I would find an comfortable place to relax and read through the
material, or allow someone to read the material to be learned to me once or twice. Then, as I
continue to relax with the music playing and breathing at the proper rate, I would listen to the taped
information or teaching voice provide my subconscious mind with the needed information at the
proper rate or timing for super learning. And last, but not least I would quiz my self to provide
feedback and confidence.
6.9 Summarize the essential elements indicated for a session when working with children
on a super memory program. The essential elements indicated in the text for a session when
working with children on a super memory program are described as: "American users of
supermemory systems find children seem to learn much faster and make the greatest gains if they
are well trained in relaxation, breathing, and visualization . . . To teach general learning exercises,
have children sit in an easy chair, or lie on a bed or couch, or floor. You can guide them through
the exercise as they relax. Or, you can tape the programs and have children play them. Do this
preliminary learning exercises with your child for a week beforehand. Wait until you feel your
child is achieving a good relaxation response and can do the breathing pattern for rapid learning
before trying memory reinforcement . . .
To catch a child's interest in this idea of learning in a new way, it's important to create a
positive, expectant atmosphere, and one that is different from their usual classroom or homework
setup. Set the stage for something different . . .
Before beginning the supermemory session itself, try to go over the homework material as
vividly as possible. Try to make a game of it. Thee are various learning picture books and games 5
in toy departments that would make the material more fun . . .
After reviewing homework material, begin the supermemory session . . . Have the child
relax, affirm his ability to learn and reexperience for a moment the good feeling that comes with
successful learning. Read the material through at the proper pace while the child follows it, reading
silently to himself. Read through the same material again, this time over the music while the child,
eyes closed and relaxed, simply listens. Give a quiz and let the child score results . . ."
6.10 What is "sophrology"? Who conceived the term, and of what does this Sophrology
Memory System basically consist? Give some detail. The text tells us that, "One of the outstanding
superlearning systems developed in the Western country is called sophroloty. Sophrology learning
and memory courses have been used in Spanish schools and colleges for many years.
 L. Alfonso Caycedo, a medical doctor, Colombian by birth, created Sophrology and
launched it while a professor on the faculty of medicine at the University of Madrid . . Sophrology
has moved toward medicine sports, and education . . . Raja Yoga and Zen led Caycedo to develop
both a Sophrology Memory System and a Sophrology Learning System - with sets of techniques
designed for both normal and "problem" children (those with learning disabilities and coordination
difficulties) . . . Looking in on a sophrology learning class, you see students doing visualization
and relaxation exercises. Then while students are in a meditative state (called sophroliminal) and
breathing in a rhythmic pattern, the teacher reads the text rhythmically in specific
intonations . . ."
Caycedo's systems uses visualization exercises to develop a relaxed state with slowed-down
body/mind rhythms by specific rhythmic breathing exercises. Caycedo's system also uses sound,
but instead of an orchestra - the human voice. Left brain and right brain are stimulated globally by
having the course material read almost in a singing way with special rhythm and intonation. This
technique he calls "terpnos logos," and it goes back to the ancient Greeks . . . Many mothers
instinctively use this soothing tone of voice when comforting a child. Physiological research, such
as that of Russian physiologist K. Platonov, bears out the contention that a specific pitch and tone
of voice can have a definite positive effect in the body . . ."
6.11 Jack Nicklaus claims that visualization is instrumental in his success as a great golfer.
What is his position in this regard and how does his visualization work for him.? Jack Nicklaus's
views on the subject of superlearning and superperformance is related in the text as, "Mental
movies as the key to superperformance are no news to American champions like Jack Nicklaus. He
claims that his success is entirely owed to practicing concentration and visualization. Nicklaus
makes the arresting assertion that his golf game is only ten percent involved with the actual swing.
Hitting specific shots, says Nicklaus, is fifty percent mental picture and forty percent setup. His
technique? First, he tunes out the world, gets into a state of concentration; then, he does a mental
movie of the entire shot in his head, sharp, and in focus, with plenty of zooms in and out. "I never
hit a shot even in practice without this color movie," he says. In his book, Golf My Way, Nicklaus
reveals, "First I `see' the ball where I want it to finish, nice and white and sitting up high on the
bright green grass. Then the scene quickly changes and I `see' the ball going there: its path,
trajectory, and shape, even its behavior on landing. Then there's a sort of fade-out, and the next
scene shows me making the kind of swing that will turn the previous images into reality . . ."
6.12 The text relates a Soviet program for peak performance called autogenics. What is the
meaning of "Autogenics"? In your own words give a general account of the Soviet Autogenic
Program. The text explains that, "The Russian program, like sophrology, is based on Dr. Johannes
Schultz's original discovery published in 1932. Odesssky continues, "Our training develops
people's ability to control consciously their various physiological processes, for example, to control
digestion, breathing, blood circulation, metabolism, and also to control emotions, mood, and to
sharpen attention . . ."
Autogenics or psychological gymnastics, as Odessky puts it, has two levels of training.
Many of the accomplishments mentioned can be done with the base training alone. If you exercise
daily or do sports or practice music regularly, you'll find it especially easy to incorporate these few
minutes of training as a daily routine. The second-level exercises involve techniques you're already
familiar with - visualization and self-tailored suggestion.
When you've mastered the course you should be able to
bring about the relaxed, attentive autogenic state in thirty seconds to one minute, anywhere, under
any circumstances . . ." Begin the autogenics program by finding a comfortable place to either sit
upright, lie back in a lounge chair, or lie down on your back. The warm up consist of relaxation
and a systematic round of breathing exercises for two or three minutes. Then you begin with the
first of a series of six exercises. Never moving on to the next exercise until you have mastered the
one your are presently practicing. the first exercise is to learn toe develop a feeling of heaviness
beginning with your right or left arm, which ever is predominant. This is accomplished by silently
and meaningfully repeating a specific formula with your eyes closed and in a relaxed position.
Once you have mastered the heaviness exercise in your predominant arm then do the same for your
other arm. Usually allowing three days to learn each step. After the heaviness is accomplished in
both arms move on the legs. Each exercise is designed to be practiced two to three times each day,
seven to ten minutes each time, for two weeks before moving on to the next one. The entire
autogenics program takes approximate twelve weeks. This will conclude the first exercise.
The second exercise consist of doing one round of the
exercises from the first group. Then, expanding to doing same type of formula as in the first
exercise except replacing the heaviness with warmth. Allowing the arms and legs to become warm.
Then allowing your arms and legs to become heavy and warm. This will end the second exercise
As you begin the third exercise repeat a round of the heavy/warm formula, repeating each
phrase three times. Now, to exercise three. Allow yourself to feel your heart beat. Sense your heart
beat within your body wherever it is comfortable for you to feel it. Then repeat the formula just as
you previously had until you have a calm heart.
The fourth exercise is to learn to have better control over the rhythm of your breathing.
Begin, just as before, by repeating the formula from the previous exercises three times then add the
formula for rhythmic breathing control. This exercise is considered mastered when you are able to
breathe calmly and rhythmically.
The fifth exercise is to allow the stomach to become soft and warm. Again repeat one round
of all of the previous exercises. Then add the formula for the stomach. This exercise is considered
mastered when you feel a definite warmth in the stomach.
The sixth exercise is to achieve a cool forehead. Begin as before by repeating a round of the
preceding exercises. Then add the formula for a cool forehead. As you would expect, this exercise
is mastered when you repeatedly sense a definite cool feeling in your forehead. Do this two or
three times each day for seven to ten minutes for fourteen days. Once you have mastered the basic
autogenics program you can add whatever your wants or needs are to it. This is just one more way
to prove that we can control our lives and our destiny.
6.13 The authors refer to the "numbing touch." What is it and how is it performed?
The numbing touch is a pain control technique. The description in the text begins with, "Use your
preferred method of relaxation to get into a comfortable, relaxed state, breathing easily and deeply.
Now tell yourself, your right hand is becoming heavy, cold, and numb.
Imagine plunging your right hand into an ice bucket. Feel it getting bluer, and colder. Feel
it getting numb. Visualize your hand as being freezing cold. Say to yourself, "My right hand is
becoming heavy, cold, and numb." Practice for several minutes. When you sense that your right
hand is cold and numb touch the top of your left hand wit the first two fingers of your numb right
hand. Say: "The spot I'm touching with my right hand is also becoming cold and numb." Test for
numbness by pressing your nails into the numb spot. Practice until you can develop coldness and
numbness at will on your left hand. Finally, tell yourself that any area of your body you touch with
your numb, cold right hand will also become anesthetized, cold, and completely numb, as if you'd
had a shot of novocaine. For instance, after a trip to the dentist, you can turn your right hand cold
and numb and give the "numbing touch" to your sore gums to ease discomfort . . ."
6.14 Summarize the authors' presentation in Chapter 13 on "future abilities." Chapter 13
tells us that, "A major change in the way we view ourselves and the world is under way, he says,
that will increasingly affect education, business, and life generally. According to Harmon, there are
several harbingers of this profound change. One is our ripening ability to control inner states. This
includes the ability to learn how to learn as a skill in itself.
As we've seen, this learning turns into superlearning when the whole person is evoked . . .
Dr. Harmon, now Director for the Study of Social Policy at Stanford Research Institute, sees
something else helping to shape our future: parapsychology. He has looked in to contemporary
research. He remarks, ". . . probably we will eventually discover that all persons have the full range
to psychic phenomena as potentialities, all unconsciously understood . ."
Even if it's ESP you are after, you probably won't be the first on your block . . . For
instance, among businessmen who have said publicly that ESP played a role in their success are
Alexander M. Poniatoff, founder and chairman of the board emeritus of the Ampes Corporation . . .
In 1969, the American Association for the Advancement of Science recognized
parapsychology as a specific field of scientific inquiry. Today, well over a hundred colleges give
courses on the parasciences. And for a while now, it had seemed as though the back-page ads of
occult magazines have moved up front into news stories . . .
Rather than a throwback ability, such people as the eminent psychologist, Dr. Carl Rogers,
might perhaps call psi a "throw ahead" ability. Rogers thinks we may be in an evolutionary
transition, as major as the one that urged creatures from the sea up onto expanded life on land . . .
Fear stayed the authorities of the day from looking through Galileo's telescope at the solar
system. Ironically, some now fear looking through the other end of the telescope, inside ourselves,
where perhaps science, religion, and the humanities are coming together again . . . Communist
investigators, including Dr. Lozanov, were the first in our time to view psychic abilities as
widespread human abilities, abilities that many people might learn to use. That's the real news of
the last ten years. While going about their everyday concerns, men and women have been
exercising and using these other ways of knowing, integrating them into the whole self, not to
replace reason, but to work with it . . ."
6.15 Is it possible to develop intuition within ourselves? If so, how might this be done.?
The authors explain that, "Intuitions a human ability and you possess it . . . Psychologically, the
condition is one of openness, waiting readiness, and most of all trust. There must be no fear, and
one must genuinely feel the ideas that will come will be good, valuable, and worthy of treasuring,
Physically, Clynes has found that when people are in the open creative state, the "head tends to be
tilted slighted to the right and upward, the body feels light, and there is a characteristic sensation of
expanding pressure in the forehead between the temples. Inhalation takes place slowly and steadily,
while exhalation is rapid." This is a genetically programed state, Clynes discovered. And he says,
once it is consciously recognized, it can be learned and cultivated . . .
The how-to of intuitive decision making and problem solving cannot be laid our in
laboratory experiments or in hard and fast recipes. But some pointers can be drawn from successful
people who make intuition a partner in their ventures. The following technique has worked well for
a great many of them.
Get all the information you can about your problem. Dig out data, soak up information,
turn it over in your mind, then forget it. do your relaxation exercises and take yourself on a mental
trip to some favorite outdoor spot. Imagine yourself stretching out, watching the clouds slowly
forming and dissolving. Sometimes, the solution will suddenly appear as you lie there, but don't
worry if it doesn't. The main point in this technique is to short circuit the circling rational mind and
let the problem rest. Many people find they're able to come up with an answer most easily when
they have switched focus to something else. The full-blown hunch, the intuitive solution, tends to
pop up at unlikely times, when you're about to ladle the soup or step off the bus . . .
For another approach, if you meditate regularly, Jack Schwarz has a suggestion. State your
problem before going into meditation, then tell yourself you will look at the solution, not for it. If
the problem already exists, so does the other side of the coin - the solution. Autogenics offers a
long-tested avenue to intuition and creative problem solving . . In other words, using deep
relaxation and guided imagery, one attempts to contact resources of consciousness not normally in
communication . . ."
6.16 What was Charles Lindbergh's response when asked for his thoughts about the future
of rocketry and space travel? The authors tells us that, " Charles Lindbergh helped begin and
faithfully supported the American rocketry program. As men were preparing to step out on the
moon, Life asked Lindbergh to write his thoughts about the future of rocketry and space travel. He
replied, he couldn't. His reasons why were so intriguing, Life printed them instead. What he had to
say may surprise some people. Yet, Charles Lindbergh, more than any other individual in this
century, carried the pioneering spirit of millions up and over into a new age. He was use to carrying
the future with him.
Because of the travel time, it now seems our space trips will dead end at the nearer planets.
There is an automatic boundary to what we can do. Will this restriction force us to break through
into a new age, Lindbergh asks, one that goes as far beyond the age of science as science exceeded
superstition. He sees us moving out on adventures "inconceivable by our 20th Century rationality -
beyond the solar system, through distant galaxies, possibly through peripheries untouched by time
and space."
We can leap more quickly to this era, Lindbergh says, if we apply our science not to
vehicles but to life, "to the infinite and infinitely evolving qualities" of humankind. This study, he
believes, is not just for future adventures but for our very survival in that future. Considering what
may be the unbounded potentials of human beings, Lindbergh says that as we claim these for our
own and awareness grows on awareness, humanity "can merge with the miraculous . . . And in this
merging, as long sensed by intuition but still only vaguely perceived by rationally, experience may
travel without need or accompanying [physical] life.
"Will we discover that only without spaceships can we reach the galaxies; that only without
cyclotrons can we know the interior of atoms? To venture beyond the fantastic accomplishments of
this physically fantastic age, sensory perception must combine with the extrasensory . . ." By
moving in such paths, Lindbergh believes, we will find the grand adventures of the future . . ."
6.17 What is the meaning of "bio-rapport" as presented in the text? Give an example of
your understanding of its demonstration. The text states that, " Thinking of the more public world,
and even more famous Russian, Dr. K. Tsiolkovsky, founder of the Soviet space program, long ago
asserted that we would have to develop telepathy, not only to explore space but to keep up with the
information overload of the space age on earth.
Telepathy or bio-rapprot is another channel of information. Awareness of it can give us
second thoughts about how our own thoughts go out on the network. It can also make us more
aware of subtle suggestions coming to us from the environment. Some have specialized reasons to
explore the ares. Governments are interested in psi communication systems to use in emergencies
in space or in submarines; and they investigate how the psi network might be used in spying or
mind control.
On a more mundane level, a mental message can prompt your sister to phone. And records
abound of the telepathic SOS that gets through in time of dire need. Whether or not you wind up
flashing messages, getting a feeling for telepathy can give a sense of that root-rapport. For some, it
eases the static of alienation so they can play their parts more harmoniously in the musicosm . . . I
believe telepathy or bio-rapport to be a method by which one person can transmit information,
possibly in some rhythmic or frequency fashion that another person at some distant place can
become attuned to, so much so, as to intelligently interpret the information reasonably perfectly.
6.18 Summarize the authors' presentation on "getting the feel" of telepathy and present at
least two ideas on ways of increasing telepathic capabilities. The authors explain within the text
that, "By definition, telepathy involves more than one mind, so you'll have to find a partner. As
you are trying to realize a direct connection with another human being, choose someone with whom
you have a strong rapport - bio or otherwise. At first take turns sending and receiving
telepathically. You may find that you are better at one than the other.
There are many ways to start out in telepathy. Paradoxically, it seems one of the easiest
routes is to try to communicate information about a very complex subject - another person . . . To
do this, the sender simply thinks of someone he knows well. He concentrates on him, and attempts
to pulse out an image of him. The receiver tries to describe the person, his physical characteristic,
and anything else about the person that comes to him . . .
Again like others, Frances Zeff finds that beginners often do well communicating tastes
telepathically . . . Zeff finds people do best at this when they're hungry, and they don't seem to pick
up tastes quickly when they've come to class immediately after dinner.
Another approach at the beginning is to try to communicate one unknown picture. Works of
art are good because they have distinctive line, emotion, and, often mythic content . . . Sooner or
later many people want to try the classical ESP test, which involves communicating one of five
known objects, symbols, letters, numbers, or pictures. With your partner, choose five of something.
If you like letters try B A Z O W. If it's numbers try 4 5 6 7 8 . . ."
6.19 Present at least two exercises for increasing one's ability to concentrate. The authors
provide us with two exercises in the text for increasing one's ability to concentrate as follows:
Concentration Exercise 1: This exercise is for (a) concentration skill and (b) visualization skill -
through learning to transfer outer patterns to the inner mind's eye.
1. Attach Pattern 1 (black and white squares) to a
light-colored wall. Put it at a height that will canter the white square at eye level when you are
seated in a chair. Be sure there's enough light to see the pattern clearly.
2. Sit in a chair facing the pattern about three feet
away from it.
3. Get into a relaxed or centered state through your
favorite relaxation method.
4. Close your eyes and, for two minutes, picture a
screen of warm, velvety blackness. If distracting images pop up, let them float past and again
imagine your black screen, just like a Tv screen before it's turned on.
5. Open your eyes and look at the center of the pattern
diagram for about three minutes. Keep looking at the diagram intently. Try not to blink, but don't
strain. Keep gazing at it until you begin to see and edge of color forming around the white square.
6. Slowly move your eyes away from the diagram and look
at the blank wall. An after- image should appear on the wall (a black square). Gaze at the
after-image as long as you can see it. If it starts to fade, imagine that it is still there.
7. When the after-image has completely gone, close your
eyes and recreate it mentally in your mind's eye. Try to hold it as steadily as possible on the screen
of your mind.
8. Repeat the whole procedure. Exercises 1 and 2 can be done for up to fifteen minutes.
Practice for about a week before doing the photographic memory exercise.
Concentration Exercise 2:
1. Attach the star pattern to the wall.
2. Sit in a chair three feet away.
3. Get in to a relaxed state.
4. Close your eyes and imagine a black screen in your mind.
5. Look at the star pattern. Gaze at the pattern for two minutes.
 6. Move your eyes to the wall and gaze at the after-image of the star.
7. Close your eyes and try to see the star pattern on the screen of your mind. This same type of
concentration exercise can also be practiced with your shadow either outdoors or indoors. Stand or
sit in the light so that you cast a shadow. Gaze at the neck or your shadow for two minutes or so,
then look at a light colored wall (if outdoors, at the sky), and see the after-image of your own
shadow. Close your eyes, and see your shadow in your mind's eye. Once you've had some practice
with this concentration technique, you can try it foe making "memory snapshots" of diagrams or
pages of books. Try to see the entire diagram clearly with the eyes closed on the screen of your
mind."
6.20 Present at least two exercises for increasing one's ability to visualize. Two of the
visualization exercises explained in the text are: Color Encounters: The objective of this exercise is
to practice visualization and mind calming.
Take a comfortable position. Close your eyes and raise them upward. Take a deep breath
through your nose and, while slowly exhaling, feel a wave of warm relaxation flow slowly over
your entire body from your toes to your head. Use your preferred relaxation method or autogenics
to reach a comfortable state of relaxation. One by one, you will visualize dots of colored light
suspended in space a short distance away form you. As you focus on each dot of color, it will
appear to grow larger and larger, come closer and closer, then become paler and paler, and
gradually float off into space.
Mentally visualize a dot of red light in front of you - bright, vivid, red light. See it
becoming larger and larger. Picture this red light coming closer and closer. Now the red grows
paler and paler. It gradually begins to fade away now into the distance. Picture the next dot of
light. The color is orange. Imagine the deep, rich orange light drawing closer and getting larger
and larger like a spotlight. Now the orange is getting paler and paler and slowly becomes like a
cloud of light as it fades away into the distance.
Now visualize the color yellow. A yellow dot of light. Just like the beam of a spotlight, it
draws nearer and nearer, growing larger and brighter. Take a minute and bask in this golden circle
of yellow light. The light gradually gets paler and paler and floats away.
Visualize the color blue, a pale, soft blue dot of light. See the blue light drawing nearer and
nearer, growing larger and larger, and circling around you until it totally embraces you. It lifts you
gently up, growing lighter and lighter, getting paler and paler until it forms a buoyant white cloud
of light.
Imagine yourself floating up into the sky in this wonderful cloud of white light. Become
aware of other clouds as you float past them. Enjoy the tranquil feeling of peacefulness and
happiness throughout your whole body.
Whenever you wish, you can remember this relaxed feeling. You can remember this
centered, calm feeling before appointments or any special occasion when it would help you. You
feel relaxed, calm, healthy, competent.
Now, start to come back gently. Feel yourself slowly returning to your usual surroundings
and to a more aware self. Slowly open your eyes, take several deep breaths, stretch, and turn on all
body switches. You feel centered and rested. Concentration Practice
1. Rock: Reach out and take a rock in your hand. Turn it over and over, feel its texture. Its
smooth or rough? Hard or porous? Smell it. Does it have a smell? Taste it. Does it have a taste?
Now relax still more, close your eyes, and in your imagination, feel that you are very, very small,
tiny enough to crawl inside the rock and look around. Now imagine that you area the rock. How
does it feel to be that rock? Do you feel heavy or light, large or small? Now while you are still that
rock, pretend that you are lying out in a field of grass. Imagine that a gentle rain is falling down on
you. How does the rain affect you? Are there any changes in the ground that you are lying on?
Mow imagine the rain has stopped. The sun is coming out. Feel the warming rays of the sun
shining down on you as you lie in this field of grass. Imagine now, that you are shedding the shell
of the rock and slowly returning to your normal size and state. You can recall everything you
experienced. Count from 1 to 5 and on the count of 5, open your eyes and feel alert and refreshed."
6.21 Present at least two exercises suggested in the text to increase learning for children. Is
there any area requiring special attention when working with children? If so, please explain.
Related in the text are the following suggested exercises to increase learning for children.
Introducing Breathing Exercise to Children: Younger students, under the age of ten, may
need a bit of practice in breathing exercises before attempting to do any rhythmic breathing. It is
helpful to start out with a discussion about how people breathe. Let's take a look at how we're
breathing now. Let's experiment. Place your right hand over your heart. Take a breath. Hold your
breath for a few seconds. Then release it with a sigh. Can you feel your heart beat? Do you notice
any other sensations. Bend down and put your palms on the floor. Stretch way up now and raise
your palms toward the ceiling. Do this bending and stretching a couple of times. Now stop and
check out your breathing. Do you notice
your heartbeat? Do you notice anything else?
Imagine it's a cold day and you can see the puff of your breath on the air. Is it a big puff?
Now try breathing using your tummy. Try to picture your chest as a big accordion that opens and
closes. When we breathe in (inhale), the accordion opens. When we breathe out (exhale), the
accordion closes. You push your tummy out when you breathe in. You bring your tummy in
when you breathe out. Try this a few times. Try to breathe through your nose. Put your hand on
your stomach. Notice the way your hand moves up and down as you breathe in and out.
Practice: inhale - exhale (repeat several times). Practice: inhale - hold - exhale (repeat
several times). Alternate Breathing: Practice: Inhale through left nostril gently, while blocking the
right nostril by pressing it lightly with your thumb. Count -1, 2- Put your third finger your left
nostril and press it lightly while you release your thumb, and exhale through your right nostril.
Gently release all the air as you count 1, 2, 3, 4. Do the reverse movement, breathing in through
the rightnostril and exhaling through the left nostril. Repeat several times.
Rhythmic Breathing: After some practice in exploring breathing, see if you can practice
breathing in time to a count. When you breathe in, say "in"; when you breathe out, say "our." (If
you have a metronome, set it ticking at sixty beats a minute. If not, use a watch with a second
hand, and count the seconds aloud.) Practice: Breathe: in - 2, 3, 4; out - 2, 3, 4. Repeat: many
times.
If children have no problem breathing in time to a count, try the count of : In - 2; hold, 2, 3,
4; out -2. Note: Dr. Allyn Prichard found in his experience teaching breathing practice to young
children in Georgia that it was difficult for children below the fifth-grade level to breathe in the In -
2; hold - 2, 3, 4; out -2 pattern. All breathing practice must be done gently and neverforced.
Practice this rhythmic breathing to a count a few times a day for several days before trying to
practice breathing to a count while the music is being played . . .
Energy - Centering Exercise: The object of the exercise is to experience and generate
energy. Sit cross-legged on the floor, hands resting lightly on your knees, palms up. Sit with your
spine straight. (If there are several children doing this exercise, it can be done with them sitting in
the form of a circle) To help center yourself, picture energy flowing smoothly through your body
form the lower part of your body (abdomen), which is your center, up through your chest and head,
releasing it through the top of your head. Picture light coming through your body and pouring like
a fountain our through the top of your head."
6.22 Write a summary of not less than 250 words on the thoughts presented in Chapter 20:
"The Possible Human - Possible Now." To learn to really live a full human life, the authors explain
that, "There is a new lushness and deepening to the experience of being alive. What is so attractive
about the promise of the new learning systems is they connect the drive for inner expansion with
the drive for satisfying outward performance. They wed increased awareness and sensitivity with
practical results in the here and now. The promises are good and far too many to be true . . .
A pivotal scientist of international reputation, Dr. Brown has just culminated years of
research with a new theory and a new book, Supermind. Our highest, most elegant intellectual
capacities lie untapped and unrecognized, she says, in what we call the unconscious. According to
Brown, such human potentials have gone largely unrecognized because science has not spent its
energies exploring what it means to be human.
On the personal level, we haven't explored those possibilities very much either. We've been
sold and have sold ourselves a bill of goods about who we are. It's growing apparent that we've
brought shoddy goods, and image many sizes too small . . . We might set out for a further point of
life, liberty, and the pursuit of happiness and embark on the pursuit of ourselves, our possible
selves.
Where that pursuit could carry us, no one knows, but we can have an idea of where we
might be in six months or two years if we care to try. The experience of thousands who have tried
and become "wizzes" in one field or another testifies to the resources available right now . . . There
is no apparent cutoff point. It seems if we want to break out of the rut, we can learn the basics - the
facts we need to know without stress, we can have easy access to other languages, we can have
memory control.
Resources, it seems, are available too, for the taking, on the physical level . . . In the current
Soviet view, a synchronized mind/body approach to sports can expand performance by forty
percent. The records that are possible haven't even begun to be chalked up.
When it comes to the performance of the body, the other limits are beginning to dissolve,
ones that go to the marrow of us all . . . Experts like Ornstein and Brown agree that it is possible to
begin to take command of what happens inside our bodies, down to controlling a single cell. Right
now a frontier is open that could eventually bring us into a world sprung from the wasteful
limitations of pain and disease.
Delving into untapped reserves, businesspeople found that another sort of apparent
limitation - inflation, hard times, uncertainty about the future - could be eased using intuition and
making the most of the metaphorical mind. Taking up the same abilities, the blind found, in a very
different way, that they too could add new octaves to their lives, they could enhance relationships
with the world full of life around them. Right-brain potentials, so long shunted by science, are
rapidly coming into their own. Suddenly, to people in a great many different disciplines, this is
where the really human action is. This is where the most revolutionary or even evolutionary
discoveries await . . .
As Lindbergh also points out, every age unfolds its own challenges and these "cannot be met
successfully by elaborating methods of the past . . . American science exceeds the Soviet in
quantity and quality of data, but we have defused the understanding that might bloom from our fact
finding by focusing on fragments, by keeping specialists incommunicado and holistic thinkers
unfunded. One of the most knowledgeable observers of current research, Ferfuson reports that
discoveries in "brain research, consciousness research, physics, parapsychology and molecular
biology are converging toward a radical, new world-view. At the same time the most innovative
American researchers warn that the politics of science is frustrating the most exciting adventure of
this century or any other: the search for what it means to be human." And she continues, "We will
have no one to blame but ourselves if we fail to use the most potent psychic `weapon' around -
imagination."
We are just beginning to learn how to learn. The systems in superlearning are a starter set
of tools. Even so, it seems obvious they could help move us from much of the stress and distress of
our times. If we bother to try . . . We are starting to realize that what is outside ourselves, be it pill
or politician, isn't going to make things right for us in the long run. The urge to reclaim the ability
to act, the ability to matter to ourselves and others is energizing another American trait -
self-reliance . . .
Superlearning offers nothing you can take to make you feel all-knowing for an hour, to
make you suddenly spurt ahead in a race, or even to cure your headache before the commercial
ends. There are no magic pills. But there are available, right now, ways to nurture the live seeds
within us, to start growing on our own time, in our own bodies and minds toward that larger person,
the possible human being. If you want to try." All quotations are from the text.

3. COURSE 501: PERSONAL AND PROFESSIONAL ETHICS:

6.1 Profile a "therapist". Defend the inclusion/exclusion of Weinberg's five basic traits.
George Weinberg uses the five following traits to define a therapist;
(1) The ability to react internally, and at the same time to control outward behavior, is a requisite
for the therapist.
(2) The therapist must have basic humaneness. He must be able to admit errors, tolerate frustration,
refuse to judge a patient by appearance, age, or societal class.
(3) The ideal therapist, like the ideal parent, should have a sense of extended family.
(4) The therapist needs the ability to empathize with people with out concluding that they are
merely victims of mistreatment.
(5) The last trait is insistent egalitarianism. This is the ability of the ~ therapist to advocate full
political and social equality for all people. I feel that Weinberg's views are definitely traits of a
therapist. I also know that from reading other books one can find many ways to define the traits of
a therapist. Most all are correct in their definitions, the difference being semantics and personal
preferences. One such difference is seen in, "Counseling Theoryand Practice," by Rickey L.
George and Therese S.Cristiani. In their book,
George and Cristiani, state the characteristics of effective counselor;
1. Are open to , and accepting of, their own experiences.
2. Are aware of their own values and beliefs.
3. Are able to develop warm and deep relationshipswith others.
4. Are able to allow themselves to be seen by others as they actually are.
5. Accept personal responsibility for their own behaviors.
6. Have developed realistic levels of aspiration. In trying to read between the lines, I believe
thatWeinberg is attempting to create the same picture of a therapist as George and Cristiani, but in
a much more difficult way. I prefer the simplistic language and thestraight forward wording of
George and Cristiani. I also feel that the definition of George and Cristiani is much clearer.
6.2 Write a comparative analysis of the three schools of thought presented in the text.
(one or two pages) There are several schools of thought as to how a psychotherapist helps people.
The three most prominent are the psychoanalysis, interpersonal, and action therapy. The
psychoanalysis theory led by Freud maintained that a person's personality was developed in early
childhood and could not be changed. Freud and his colleagues found that his theory was not nearly
as effective as they had hoped. In Freud's theory a person was a passive participant in the
development of his/her personality.
Some of Freud's followers disagreed with him, broke away, and maintained the own theory.
The major psychoanalysis who disagreed with Freud were Karen Horney, Harry Stack Sullivan,
and Erick Fromm. Their theory was known as the interpersonal school of therapy. Their theory
stated that a person's personality is the result of actions, from birth to the present. They also
believed that the way a person treats others affects him/her directly. The person was viewed as
having an active part in the development of his personality. This theory has only limited results.
A third generation of theories emerged known as action therapy which is just, as of now,
coming of age. This theory maintains that a person's everyday actions and behavior can help or
hinder his/her progress toward change. They disagree with the other two theories by denying that a
person loses or does not have the power to change. Also, a person's personality does not stop
growing or changing in childhood but continues to change through life. The purpose of this therapy
was to help the person develop the skill of making rational choices.
6.3 Write a two to three page plan for getting up a practice. Consider the issues set forth in
the text. Before rushing out and opening an office to practice hypnotherapy I would do some
research and planning. I would first want to know if there was a particular type of problems and or
clients I preferred to deal with. Then I would attempt to learn about the demographics of the area
in order to choose the area best suited for my practice. Next, I would research the availability and
cost of office space. To start off with, there may be space available on a daily or hourly basis or a
shared office arrangement. The location of the office is important, only in so far, as client safety
and ease of accessibility are concerned. While looking for location I would also look for the most
reasonable way to furnish my office if I had to. Possibly I could find a way to share a furnished
office in the beginning. If any refurbishing was needed I might work out a deal to do it myself.
Nothing major, just some painting or cleaning. I don't believe an office needs to be exquisite, but it
does need to be comfortable, safe, and clean.
Once I have a location I can choose my best method of communications. I can either share
or obtain a telephone number depending on my office arrangements. I would also purchase a
paging service and an answering machine. Hopefully a secretary will come as my practice grows.
The next order of business is advertisement. I need to research the most economical and
effective method of advertisement in the area I have chosen to practice in. Business cards are a
must. They are the most economical means of advertisement. Flyers, local newspapers, radio, and
television, would all need to be researched for the most effective in the area and the best match for
my budget. I would also want to develop a professional looking brochure that I could bring to or
mail to other related professionals in the area that might refer clients to me.
Along with the printing of advertisement I also need to consider professional looking forms.
Consideration needs to be given to a business name and logo. In doing so, one must think of how
my business name and logo will be accepted by other professionals needed to enhance and support
my services. Then I would research the most reasonable printer to provide me with such things as
letter heads, envelopes, office forms, billing forms etc. I would hope to computerize my record
keeping and office management as my practice grows.
Another area to participate in is doing lectures at support groups and explaining how
hypnotherapy can help them enhance their mental health. Volunteer work is also another area
where opportunities abound to strengthen my reputation and practice. Before opening my doors
there is one person I feel is a necessity. This person is a competent certified public accountant,
without whose business advice, I could not succeed. Another item to shop for is the necessary
insurance applicable to my business. Also the need and provision of incorporation and all
necessary licensing. If I follow this plan I am confident that I would be able to develop an
effective practice.
6.4 Demonstrate your knowledge and understanding of "progressive diagnosis" within
the context of a case history (actual or fictitious) There was a man in his late fifties who came to me
for help to stop smoking. I was relatively new at hypnosis and had thought I had asked all of the
right questions. As the weeks went by and we talked more about his past there were many
problems uncovered which needed to be worked through. There were a couple of sessions where
he told mewhat I wanted to hear which was not the truth. That doesn't happen to me today. I was
able to confront him ~ about his stories and found that he would lie and/or do whatever it takes to
prevent a disagreement or a separation. It turned out that this client was afraid of being alone and
had abandonment issues which had never been resolved. Today, he continues to dance around his
issues knowing that I am fully aware of his issues and will confront him about his lies. He is not
willing, at this time, to be honest to the most important person in his life, that is himself. I
confronted him and told him, that until he is willing to be honest with himself I will not be willing
to continue playing his game. H is suppose to get back to me with his answer. I will be surprised
if I hear from him again. This client taught me a lot about listening to he subtleties, observing the
body language, reading between the lines, and confronting.
6.5 Challenge Weinberg's views on "goal setting". It is difficult to challenge something I
feel is true. By not allowing or even insisting that the client set goals to strive for within the
therapeutic framework, therapeutic effectiveness is very difficultto determine. Without a focus to
the therapeutic approach how dose one know what problem is causing the most pain in the client's
life today. The shotgun approach has never been very effective in the reduction of mental health
problems. It is my belief that by allowing the client to list and prioritize his/her goals in therapy can
I truly assess and develop a treatment plan that I feel will be successful. Goal oriented treatment
approaches are usually successful. Treatment approached without goals are usually ineffective.
6.6 Describe an effective strategy for developing a working alliance with a client. The
helping relationship established between the counselor and client lies at the core of the helping
process. Theoretical orientations may vary in the amount emphasis placed on the relationship, but
its significance in the therapeutic process has been widely acknowledged. The helping relationship
provides the opportunity for the clients to examine patterns of relating under controlled conditions
and with a person who is skillful in interpersonal communication. This controlled condition needs
to also establish confidentiality and safety for conducive comfort and safety. The qualities of trust
and acceptance are fundamental to the therapeutic climate since they provide an atmosphere in
which clients feel safe enough to examine those facets of themselves that have not previously been
explored.
There are four core conditions which contribute and are needed to provide effective
counseling. These core conditions include genuineness, empathy, positive regard and concreteness.
Each plays a critical role in the establishment and maintenance of the therapeutic climate and must
be exhibited by effective counselors if they which to establish an effective working alliance with
the client.
6.7 Operationally define transference. Trace its effect on the dynamics of the therapeutic
process. Transference is the method by which a client attempts to redirect or distract the probing of
the therapeutic process by developing some deeply personal meaning to the therapist. The
dynamics of transference can have either a positive or negative depending on how the client views
the therapist, the therapeutic process, and how the therapist interprets the cause for the transference.
If the transference results in the client being able to disclose the core of the problems which will
enhance the therapeutic process by causing the attributional style to move from stable to unstable
then it is of great benefit. If the transference causes the attributional style to become stable and
there is no progress in the therapeutic process then it becomes a detriment to the process and the
client.
6.8 Mention several behaviors which could be interpreted as resistance and show how you
would deal with each. When I ask a client to describe the anger he/she is feeling and the client
describes the theory of how anger occurs I, being a confrontive therapist, will gently probe the
reason for skirting the issue. Unless the client becomes hostile, I will continue to probe for a clue
or a key to allowing the client to disclose his/her guarded secret. I recently had a client who
divorced his wife about a year ago. He came to me because he was angry at all women and he
didn't know why. Every time he talked with his ex-wife, through necessity, he would become
depressed and angry for several days. After confronting him about the true nature of his anger I
finally brought him to disclose the fact that he still had some attachment to this relationship
eventhough it was over. The attachment was his anger and his depression was his fear of being
alone and having nothing if he let go of his fear, completed the grieving process, and detached
from this dead relationship. He is now in the recovery process and progressing nicely. There was a
man who came to me and said that I want to quit smoking and asked, "can you help me"? I, of
course, questioned his reasons for quitting. He told me because of his health and a friend. I had two
or three sessions with him to help him eliminate his need to smoke when I got a clue to several
other problems. At first, when I confronted him he denied and resisted answering. By the end of
the nest, by confronting his irrational stories, I was able to get him to admit that he really didn't
want to quit smoking and in fact had not. The reason he came tome was because his lady friend
told him if he didn't get help and quit smoking she was not going to see him. When he finally
revealed the truth, he had several lady friends and would do anything, including lying and cheating,
to keep a lady - from ending a relationship with him. He is still in therapy and I an continuing to
uncover more problems. Maybe, someday I can get him to become aware of the root cause and
work toward its resolution.
6.9 Using the text as a guide, briefly discuss your own countertransference issues and how
they may affect your effectiveness as a counselor. I am aware of one issue in particular that does
affect my effectiveness as a counselor and that is with client's who attempt to manipulate me or
others. I become angry and in some cases I need to refer the ~ client for his/her own good. Yes,
this is a problem I have been attempting to solve for a long time. The only other issue that I am
aware of, and I think there is a connection to my other contertransference issue, is when I ask a
client to perform some homework and they agree. Then three sessions later they are still making
excuses as to why the homework has not been completed. Yes, I have become angry and told the
client that if he/she was not willing to do their part to achieve resolution to their problem then they
would need to locate another therapist because I would not continue to work with a uncooperative
client. I am aware that I need to be careful with this problem and to assess why the client is
uncooperative.
6.10 What is the function of "asking questions", "describing the patient", and "reflective
listening". Give examples: The questions we ask serve to allow the client to feel that the therapist is
connected and interested in his/her problem. Questions also allow the client to think and bring
forth memories and visions of issues he/she never felt safe enough to talk about. The therapist
might use questions to challenge the client if the therapist suspects manipulation or avoidance on
the part of the client. Questions may also be used to confront a client if necessary. Describing the
patient is not a mer reflection of the client's appearance but a verbal picture of the thoughts he has
presented. Descriptions can call attention to anything the therapist chooses. It is most beneficial to
reflect or describe the client in the contex of the problem he/she is presenting which is affecting his
or her life today. This is a method for the therapist to gauge the accuracy of his/her perception
and/or interpretation of the client's story. When describing, the therapist needs to carefully stay
with the client's problem and never mock or imitate him/her. In reflective listening the therapist
tells the client, in his/her own words, what he/she heard the client say and request verification.
This type of listening serves to let the client know that the therapist is interested in what the client
has to disclose and wants to make sure that his/her interpretation is accurate. Reflective listening
also allows the client to feel safe and comfortable knowing that he/she is communicating on a
satisfactory level with the therapist.
6.11 Illustrate appropriate and inappropriate "advice giving". Giving advice to a client can
only be justified when it is necessary for the purpose of having the patient make crucial discoveries
about him/herself, when the therapist believes that the client is in crisis that he can't handle, or if
there is the danger of suicide, homicide, or child abuse and if the client is mentally challenged and
has a problem making rational decisions. It would be inappropriate for me to inject my advice or
thoughts on what choices a client should make regarding the resolution of his/her problems. It
would also be inappropriate for a therapist to tell a client which alternative he/she thinks is the best
for the client's situation. Although, I don't have a problem in working with a client to discover and
develop alternatives which the client can use to resolve his/her problem.
6.12 Within the context of a brief case study, defend the utilization of information gleaned
from the patient's past and dreams. There was a young man who came to me and he was carrying a
great deal of anger and guilt from his childhood and his failed marriage. His father abandoned him
and his mother when he was very young. His mother was overbearing and very critical using him
to vent her anger. He had a recurring dream of trying to stop the water from coming over the wall.
If he could only be good enough to work faster and build the wall higher he could save everyone.
He would wake up frightened and wet with perspiration.
As we reviewed his past he was able to identify the cause of his anger toward men and
women and the cause of his low self-worth. He also was able to understand the negative messages
he kept giving himself about, never being good enough. From analyzing his dream the
client and I was able to understand his irrational behavior of attempting to take total responsibility
for every negative incident hat ever happened to him. He came to see that his idea of being totally
responsible for his mother's anger and his failed marriage was irrational. He is now on the road of
recovery, building self-esteem and self worth. Knowing today that he has choices, and accepts
responsibility only for his choices.
6.13 Create a typical crisis situation within the therapeutic milieu. Explain how you would
handle it from onset to resolution. There was a young lady who came to me because she had a
feeling that she had been sexually abused and thought it might have been by an uncle. She asked if
I might help her to recall her past to clarify this feeling and to help her to resolve it. After the
initial session and obtaining a thorough psychosocial and family history I set up an appointment for
the next week to perform an age regression.
At the beginning of he next session I explained the procedure, she was in full agreement,
and we got started. Everything was going well until I reached the age of five (5) and she started to
get very restless. I was not to very experienced in regression at this time and didn't recognize the
signs of problems brewing. It was her father's birthday and the adults were drinkin and having a
good time so the neighbor's son who was about 15 at the time said that he would go an play with
her in her room to keep her occupied and out of the way of the adults. That's when the memories of
the molestation came flooding in and she started screaming and thrashing and to be honest scared
me to hell and gone. I was able to get her to disassociate her self from her feelings. Getting her to
view the trauma as if it was a video of her life she and I was watching on a television. Know that
she was in a safe place and I would be there to protect her. After completing the session and
allowing her to emerge into the present it was obvious that she was still very upset. Finding out
that the molester was not the person she thought it was cause her to become frightened. Being able
to resolve the anger toward her uncle was a very positive result. This was definitely a learning
experience.
6.14 Discuss how the first and final therapy session fit into the overall therapeutic process.
In the first session the therapist needs to establish an honest and open rapport with the client.
Allowing the client to disclose the reason for seeking therapy. Then finding out what the client
expects from the therapy and the therapist. Next, establish goals to work toward. This needs to be
a collaborative effort involving both the therapist and the therapist. The therapist needs to set the
ground rules and fee for each session. There needs to be an estimate of the number of sessions that
may be required and a collaborative treatment plan developed. The treatment need also include a
tentative termination plan which is discussed with and agreed to by the client.
The therapist need to make a decision to take the client's case or to refer. If the decision is
to continue with this client, then a schedule of appointments might be developed and agreed to by
both the therapist and the client. A periodic reality check is needed to determine if progress is
being made with the present treatment plan. If all go as planned, the termination plan will be
implemented as agreed and the therapy will be concluded with a normal closure. Should additional
sessions or achange in treatment plan be needed then a new treatment and termination plan would
be developed and agreed to by the therapist and the client.
Should the client decide to terminate the therapy before the end of the agreed to plan, then
the therapist needs to wish the client well and leave the door open should she/he feels a need for
additional therapy. If the therapist determines the need to end the therapy prior to the agreed to
plan then the therapist needs to explain his decision to the client.
4. COURSE H503: THE USES OF IMAGERY IN THE HEALTH PROFESSIONS:
GENERAL CONCEPTS:
6.1 Is the term Autonomic Nervous System a misnomer as it pertains to the mind body
Problem? Explain your reasons. The term autonomic is a misnomer in that it can be scientifically
proven that "every change in a physiological state is accompanied by appropriate change in the
mental-emotional state, conscious or unconscious," and vice-verse. It can be also be shown through
hypnosis and meditation that these so called autonomic or automatic systems of the body can
becontrolled by way of the mind and though process. As stated by Korn and Johnson, "the claim
of voluntary control of internal states has been well documented." This method of control is called
biofeedback.
6.2 How does the authors' view of the unconscious mind compare with Freudian Theory?
The authors' view the unconscious mind as the "control system by which all of our mind-body
functions are conceptualized and integrated, and it is that part of the mind's structure that can
receive our conscious desires and translate them into the myriad of actions necessary for the
realization of those desires." Whereas, Freud viewed the unconscious mind as "a bubbling cauldron
of unresolved fears, conflicts, distorted perceptions, and guilt-initiated emotions
6.3 What is the first important principle necessary to direct and regulate body functions in a
purposeful fashion? The first important principle necessary to direct and regulate body functions in
a purposeful fashion is to become aware of the specific physiologic function to be controlled at the
conscious level. This awareness allows us to demonstrate that we can perform control under
circumstances which allow precise scientific measurement and documentation.
6.4 Provide some examples of autonomic control that have been substantiated. Some
examples of substantiated autonomic control indicated by the authors' are as follows; "Control of
heart rate by means of eletrocardiographic biofeedback has been successful in patients with cardiac
arrhythmias such as sinus tachycardia, paroxysmal atrial tachycardia, Wolff-Parkinson-White
syndrome, and atrial fibrillation. Biofeedback has been used to help people learn to control
hypertension. The Greens scientifically measured Swami Rama's ability to control his vascular
reactivity by allowing him to inversely changing the temperature within his two hands. Swami
Rama was also able to place his heart into cardiac arrhythmia for more than 16 seconds. The
authors' indicate that "Bagchi and Wenger studied yogis in a publication appearing in 1959. They
observed that, by voluntary control, the yogis were able todecrease their respiratory rate to four to
six per minute, increase the galvanic skin resistance (GSR) to greater than 70 percent, develop a
predominance of alpha waves on the EEG, and decrease their heart rate to approximately 24 per
minute."
 6.5 How does the Placebo Effect work? Do you agree or disagree with the position that
this effect is beneficial? Explain your reasoning. The authors' state that, " the placebo effect works
solely by mental process due to the patient's expectations of effectiveness. We believe the placebo
response is directed by the individual's innate ability to direct physiological functions by means of
thought processes, In most of us, however, this response takes place at purely unconscious levels.
The fact that it happens with such frequency, albeit unconscious, testifies to its innate survival
abilities and power. We believe that by making these methods conscious, and thereby more
directed and focused, their effectiveness can be increased even more." The effects can be very
beneficial if the conscious expected results of the placebo is perceived as being positive. The
placebo effect can also very detrimental if we allow the conscious effect to be perceived as
negative. I believe that through his/er conscious thoughts and perceptions one can control the
results of almost all mind-body problems with a positive attitude about life.
6.6 Define psyche and soma and explain the interrelationship in the causation of disease?
Psychic is everything that constitutes the mind andits processes. Soma is the body excluding the
mind. Some feel that the majority of diseases are caused by man's inability to cope with life
stressors. Our belief systems are described as self-fulfilling prophecies. The authors' tell us that, "
the belief system is self-reinforcing, i.e., what is expected will be observed, and what is observed
confirms the expectations." This type of thought processing leads to a rigid belief system.
Increasing the rigidity of our belief system may lead to the formation of disease, because each time
an individual confronts a challenge toa held belief or attitude, he also experiences personal stress.
6.7 How does stress and the stress response predispose disease formation? When the
interpretation and action toward a stressor by the diencephalon portion of the brain continues to be
different from the cortex, the result is believed to be an abnormal condition. The authors' state that,
"it is man's civilization which prevents him from realizing that such bodily reactions may be merely
the normal results of diencephalic alarm and the mobilization of those marvelous flight mechanisms
to which he owes his existence as a species. Essentially, an accumulating cycle of minute stress
symptoms that is ignored rather than halted appears to be the means by which psychosomatic
disease becomes established.
6.8 Explain why current medical management of stress may be contraindicated in today's
society. The present attitude by the medical community toward stress is to avoid it at all cost. The
majority of the stress relief programs are designed to completely remove stress from one's life.
Most often a stress program is in conjunction with psychotropic drugs. These modalities do
nothing to teach the avoidance minimization of stressful situations or how to handle the normal life
stressors in a non- threatening way. Therefore, these medical models add to the stress factor the
possibility of substance abuse and addiction along with negating the basic value of the stress
response as a survival learning mechanism.
6.9 Provide a brief explanation of the relaxation response. The relaxation response would
be any process that would allow a person to learn to respond in the same way and with the same
intensity to all of life's stressors. Therefore, a person would experience life stressors as a series of
short-term experiences, with the ability to return to a non-threatening stress level no matter how
many stressful experiences were encountered. The relaxation response may be found in any
discipline which utilizes meditation, transcendental mediation, self-hypnosis, guided imagery, and
clinical hypnosis to teach a relaxation technique.
6.10 Differentiate between states of consciousness and altered states of consciousness. The
states of consciousness (CS) include all distinct states of physiological, psychological, and
environmental awareness. The usual state of CS is waking but may also include sleeping and
dreaming. The authors' state that Ludwig defines the altered states of consciousness (ASC), as a
"mental state induced by various psychological, physiological or pharmacological maneuvers or
agents, which can be recognized subjectively by the individual himself . . . as representing a
sufficient deviation in subjective experience of psychological function from certain general norms
for that individual during alert, waking consciousness. An ASC can be induced if we apply
disrupting forces to the existing SC, thereby interfering or withdrawing attention from the
stabilizing forces and then apply pattering forces." The ASC can be described as any state
differing from waking, sleeping, or dreaming. Both the SC and ASC varies in intensity and exten
from moment to moment but can become stabilized. Therefore, the SC and ASC may not be
discrete states, but a continuum needing stabilization to allow them to be more easily attainable and
useful.
6.11 Identify nine sub-systems of consciousness and explain how they interact in forming a
system. The nine subsystems and their psychological structures which interact to form and stabilize
the system as a whole are outlined by Tart in the text as follows;
1. The Extroceptors which are sense organs for perceiving the external world.
2. The Interoceptors which are mechanisms and sensing devices for perceiving internal sensations.
3. The Input Processing subsystem has the ability to perceive only that input which is important to
us.
4. The Memory subsystem is the recording and recordkeeper of the mind.
5. The Sense of Identity is the "I" quality that becomes attached to certain other bits of
information that we receive, thus personalizing them.
6. The Emotions process our feelings.
7. The Evaluation and Decision Making subsystem utilizes the cognitive processes, rules, and
methods we have learned for handling information.
8. The Space/Time Sense gives us the feeling for flow of space and time, based on our
psychological structures and biological structures rather than clocked time.
9. The Motor Output makes possible the internal motor states such as gland activity, and external
motor states such as skeletal muscle activity.
6.12 Cite methods that can be employed to stabilize states of consciousness. The system is
formed and stabilized by four methods as defined by Tart. The first method is Load stabilization.
That is "keeping the system experiencing and performing activities of an appropriate or desired
nature so that most of the energy is used in these activities; therefore, there is not sufficient energy
left over to disrupt the system." Negative feedback is uses to coninuously correct anything causing a
deviation from the norm. Positive feedback is used in " detecting acceptable activities and
rewarding them."The last method used is limiting stabilization which limits any destabilizing
influences of any subsystem.
6.13 Why is hypnosis beneficial to guided imagery therapy? The text indicates that
"hypnotic suggestions usually evoke imagery, and hypnotic responsiveness seems to be related to
the ability of the individual to utopia fantasy and imagination. Also, Hypnosis appears to intensify
the imagination process. Sheikh and associates state that it is "safe to hypothesize that a wide
variety of physiological effects of hypnosis are primarily due to the imagery involved." The use of
hypnosis and its association with imagery are pointed out even in behavioral methods such as
systematic desensitization, in which hypnosis increases the ability of the individual to visualize the
hierarchy. Most studies seem to find that hypnosis enhances the ability of the individual to utilize
imagery.
6.14 Explain imagery as it pertains to our thought process. The text states that, "Imagery is
the basis of our thought process. There is evidence that we thought in images long before we ever
had words, both ontogenetically and phyolgenetically. The capacity to form language is innate
within the human species. However, specific languages are human inventions, whereas imagery is
our innate way of processing information.
 6.15 List and briefly explain the models of imagery given in the course text. The text
indicates three models of imagery. "First is the analog, or representational, which has been
popularized phenomenologically and which attributes a role to imagery cognition, A propositional
model theorizes that images on a conscious levl are epiphenomena or imagery processing, the latter
taking place at an abstract level . . . A third model is that of role playing, or imagining, in which
the person experiencing an image acts as if the object represented were already present or the
presence were anticipated. Hampson and Moris extrapolated these concepts to from a cyclical
model of imagery in which the images are both created and used by the same system. They state
that imaging, as perceiving, is a cyclical activity and that conscious experience has a part to play in
controlling these cycles . . ."
6.16 Differentiate between the uses of imagery and the functions of imagery. The functions
of imagery are defined in the text "those activities which take place whether or not we are aware of
them, whereas the uses of imagery need to be actively directed by us, at least in part, on a conscious
level."
6.17 Discuss the universality of imagery. Can we all image? The text states that, "it is our
belief that anyone has this ability. Generally people do have individual differenced in their abilities
to image. `The average person,' according to Horowitz, tends to fall somewhere in the spectrum
from vivid to non-vivid in all image modalities. We believe, however, that even a relatively
nonvivid imager can learn to increase the vividness of his or her imagery. We also believe the
statement by Samuels and Samuels that it is really not important that the image be as vivid as life,
but rather that we be able to control the image even if we have a mind's eye image; i.e., a `strong
sense of knowing what it looks like'. . . "While the ability to generate and employ mental imagery
varies across people," writes Marks, "the potential to so do is probably universal. Given
appropriate and optimal conditions of training and performance, it is likely that all persons could
utilize magery - encoded information." " Imagery exists in all five modes of perception; therefore
a person who is not able to visualize vividly may be able to hear or feel vividly. Maltz asserts that
an image is more effective if the person "feels" as well as sees . . . Many who feel they are unable
to image have this feeling because they have only modest ability in the visual mode. These same
people are apt to be unaware of the values of imagery in the other sensory modalities. 6.18 Do
we really see with our eyes? Give your reasons. The text states that, "essentially, we see with our
brain, our eyes being merely receptors. the organization the brain gives to this sensory input is, in a
large part, a learned ability. We believe this occurs for all other forms of sensation as well. The
objects we see are images, all made up of whirling, rapidly moving constituents, says Muses . . .
The explanation of this seeming paradox lies in the fact that our brain organizes these patterns into
recognizable images and that the organization is amazingly constent from individual to individual
and from society to society."
6.19 List and explain the various types of imagery. As described in the text, the various
types of imagery are as follows; Spontaneous images are those which arise in to one's consciousness
without conscious effort. Induced images are those which we create with some element of
conscious or preconscious activity. these images can lead to changes in any aspect of oneself or
environment and are the means by which we communicate with our mind. Concrete images seem
to be most important when used as induced images to program changes and goals into oneself; and
abstract images are more potent than concrete images when they appear spontaneously. The more
conscious a image is and the more consciously directed it happens to be, the more concrete it will
be. The closer the image is to the source of thought and the deeper levels of oneself, the more
abstract it tends to be. Because of their abstractness, these require much more time to become
understandable, but once understood,they have considerably greater informational impact.The
mandala tends to be a universal image of abstractness, and when looked upon by our conscious,
rational, left hemisphere, it has very little to impact other than being a pretty picture.
End-result imagery, which was popularized by Maltz in Psycho-Cybernetics, consists of
concrete image of the desired result as having already taken place. I therapeutic endeavors, this is
the most important and powerful specific image. Process images are images of the actual or
fantasized mechanism by which a desired effect could be achieved. An example of a process image
would be the imagery of hand warming as a treatment for migraine headaches. General images are
those which are not directed toward aspecific goal but are utilized for overall achievement, such as
relaxation, stress response reduction, ego strengthening, and actualization. After image is the image
obtained by closing the eyes after looking fro a period of time at a bright object with a dark
background, or vice versa. this image cannot be scanned with the eyes, and moves as the eye move.
Daydreams and fantasy are types of imagery seen in mild ASC. A daydream tends to be primarily
spontaneous, whereas fantasy has a significant element of induced qualities in it. Dreams are
phenomena that we all experience, involving imagery in all the senses but more specifically in
visual modalities. Hypnagogic imagery is that which occurs in the state just prior to falling asleep,
whereas hypnopompic is that imagery which occurs in the state just immediately after awakening.
these states are universal phenomena and usually are associated with extremely vivid visual
imagery.
Hallucinations are very real-appearing from of imagery. These can appear in any or all of
the five senses. The characteristics of hallucinations are that they appear to be of external locus
rather than internal and that they are assumed to be perceptions by the person experiencing them.
Guided imagery is imagery of any of the other types suggested in part or whole to a subject by a
guide. Memory imagery consist of the bringing back to awareness of a past event. A memory may
either be spontaneous or induced and usually is concrete. Imagination imagery consists of images
which differ in qualitative or quantitative ways from those originally perceived. Imagination
images can also be created totally but usually do have some elements recovered from memory.
Imagination images can be spontaneous or induced and, because of their nature, do not necessarily
have to be concrete but may have significant symbolic or abstract components. Imagination
images can be used for general purposes or as end-result or process images. In fact, imagination
images are the most common specific images used in our therapy. Some of the previously noted
subdivisions, such as daydreams, fantasies, dreams, hypnagogic and hypnopompic images,
hallucinations, and guided images, may be wholly or in part imagination images. Eidetic imagery
has been related to photographic memory and has been felt to be most frequent in young children,
decreasing as the individual grows older. Richardson notes that the eidetic image is as vivid as a
perception, can be scanned (that is, does not require a fixed gaze), is externally localized, and can
persist for weeks to years. Eidetics seem to appear more slowly and cannot be arbitrarily changed
but are subject to change in a certain natural direction. Eidetic images can be either specific or
general.
6.20 List the hierarchy of imagery methods and explain the important factors to be
considered. The text list the hierarchy of imagery methods asfollows;
1. Learn and practice ASC without specific imagery, possibly with the use of general images.
2. The first specific imagery that is to be utilized is end-result imagery.
3. Only if the above fail to produce significant results or if the condition to be achieved relates to a
life-and-death situation should specific process images be instituted. The important factors to be
considered in the application of imagery are; "It is important to have trust in oneself. One should
practice these methods without judgment or criticism and as far as can be achieved without
expectation.
Another important factor is the individual's commitment. One or two sessions a week with
the therapist provides minimal chance for change when compared to the daily use of these
procedures at home. When experiencing a spontaneous image, it is important to trust the first image
that appears. We ind that it is common among our patients not to consciously feel that the first
image that appears is suitable for their purpose, so they search for other images. this search is
usually a conscious effort and a waste of time. Remember that it is more important to be able to
control the image rather than for the image to be lifelike and that the image should be experienced
in al five senses for maximum effectiveness. If the person wishes to have the image be more
powerful as well as more vivid, then the most important method is through repeated, dispassionate
practice. When the image is repeated over and over again, the details become greater in number
and clearer, particularly for an eidetic image.
Remember that a reported inability to image by the patient/client need not be accepted by
you as an inability to create an adequate therapeutic milieu for effective response. Even those
individuals who do not have vivid imagery, with some encouragement and concentration, can
visualize developmentally determined images from significant life situations in the past. It is
important to remember that not all people think or image like you; therefore, you mst become adept
at utilizing all modalities so that you will be able to tie into the perceptual and imageric system of
your client/patient. Ample research validates and documents the differences among people with
different modes of primary imagery.

5. COURSE H 512 CLINICAL AND EXPERIMENTAL HYPNOSIS: A FURTHER

UNDERSTANDINGOF THE USE
OF SUGGESTION IN PSYCHOTHERAPY AND MEDICINE
6.1 Describe the nature of suggestibility in hypnosis. The text defines suggestion as "the
uncritical acceptance of an idea. It is the process by which sensory impressions are conveyed in a
meaningful manner to evoke altered psychophysiologic responses . . . The acceptance of ideas by
suggestion must be differentiated from logical persuasion. Persuasion is not suggestion, and
suggestion is not persuasion . . .
Suggestion provides sensorial data input or information to the higher centers. All sensory
input routes continually receive data from verbal, nonverbal, intraverbal, or extraverba
communications . . . Aristotle's maxim - 'Nothing is in the mind that did not pass through the
senses' - is literally true . . ." Some clients believe that their level of suggestibility is due tothe skill
of the hypnotherapist. The author writes, "in reality, it is the subject who initiates the act in
response to an appropriate expectant attitude. Where criticalness is reduced, a suggestedact usually
is automatically carried out without the individual's logical processes participating in the responses.
And when one suggestion after another is accepted in ascending order of importance -task
motivated suggestions -more difficult ones are accepted, particularly if the sensory spiral of belief
is compounded from the outset. This is called abstract conditioning and, in part, helps to explain
the role that suggestibility plays in the production of hypnotic phenomena. Suggestibility is
further enhanced by a favorable attitude or mental set t motivation . . . Thus mere suggestibility
per se does not account forhat establishes proper hypnotizability, but rather increased suggestibility
is a constant feature of hypnosis. However, the concept of increased suggestibility does not
explain the complexity of the phenomena that occurs during hypnotic behavior . . Some
investigations reveal that with a male operator suggestibility is slightly greater in females than in
males. Other data indicate that the sex of the hypnotist shows no appreciable differences.
However, since hypnotic suggestibility largely depends on motivation, it varies from person to
person and even changes in the same person, depending on his needs and drives . . . Children are
more hypnotizable than adults, peaking out between ages 9 and 12 . . . Adult responsivity levels are
established about age 16, and diminish in middle and old age. The degree of suggestibility also is
determined by the way an and individual reacted to suggestions from others in the past, either by
the structuring or by the prestige of the person who gave the suggestions, and by the way the
suggestions were interpreted . . . Of course, suggestibility always must be differentiated from
gullibility, which implies the use of deception . . . Often the degree of suggestibility cannot
be evaluated because of the extent of neurotic involvement . . . However, exhibitionist who
submit to hypnosis for entertainment purposes are very suggestible because of their expectancies
and also because they have no symptoms to lose. Of particular interest is the paradoxical reactor,
who believes he is not susceptible to suggestion, but who, because of his innate stubbornness,
reacts with positive suggestibility . . .
Hypnotizability is not related to intelligence. It often depends more on the manner in which
subjects utilize their attention span, their ability to respond to vivid imagery, and their creativity.
the way individuals become involved in imaginative experiences apparently has some correlation
with the depth of hypnosis . . . Conditioning theorists are aware that when ever a suggestion is
repeated over and over again, this usually leads to a quasi-conditioned reflex, which, in turn, is
dependent upon previously established associative processes . . . Conditioning by suggestion or
hypnosis has masqueraded under a multiplicity of healing terms from time immemorial and relies
heavily on "misdirection of attention." Misdirection of attention, as it relates to hypnosis, is merely
a diversionary
maneuver or "smoke screen" to obscure the fact that suggestion is one guise or another is used to
influence an individual. A formal hypnotic induction procedure is a ritual which makes full use of
misdirection; the operator "slips in" suggestions when the subject is least expectin them. . . One of
the most important ingredients for hypnotic suggestibility is the expectation ofhelp from one who is
in a prestigious position. If convinced of the truth of this person's words, the subject behaves
differently because he thinks and believes differently. From time immemorial, all healing by
suggestion or hypnosis has been based on this mechanism. If the idea is accepted that increased
suggestibility is produced by a favorable mind-set or attitude, catalyzed by the imagination, then
hypnotic responses fall into the realm of conviction phenomena. As such, they are subjective
mechanisms which are inherently present, to a degree, in all individuals. They result from the
subject's imagination compounding the sensory spiral of belief until conviction occurs . . .
Suggestibility also can affect the hypnotist. There is increasing evidence that the therapist has tobe
considered as integral part of the therapeutic setting . . .
6.2 Explain the hypnodial state, animal hypnosis, and autohyponosis. The text describes
the hypnodial state as follows: The hypnodial "state" refers to a precursor of hypnosis, usually
induced by nonformalistic technics. Through fixation of attention, for example, the monotonous
stimulus of a white line on a highway induces a tiring effect upon the driver. This eventually leads
to some degree of dissociation that can produce a hypnodial effect, and this in turn, can
merge with true sleep. Depending upon the degree of dissociation, it resembles hypnosis. The
hypnodial "state" is characterized by some physical and mental relaxation. The attention span
fluctuates more toward abstractional states. since critical thinking is reduced, enhanced
suggestibility results Our lives are full of hypnodial contacts and relationships that
referred to by psychologists as "walking hypnosis. Repetive radio and television
commercials, advertising propaganda, and good orator or actors heighten the attention span in a
meaningful manner and enhance our suggestibility. When watching an interesting motion
picture, our attention is focused on the screen, and we soon enter into a hypnodial "state."
Animal hypnosis has been investigated due to its probable relevance to understanding
human hypnosis. As stated in the text, "animal "hypnosis," or immobility reflex (I.R.)
displays some of the phenomena noted in humans. A chicken placed in a horizontal position
develops a tonic immobility characterized by extensor rigidity of the limbs - catalepsy - when a
line is drawn from the eye that is closer to the ground . . . The more primitive the animal, the
more apparently hypnoidal is the sleep rate. From a phylogenetic standpoint, sleep and
hypnosis may
have evolved from primitive hypnoidal mechanisms. However, it should be stressed once
again
that the capacity of a human to enter into hypnosis is due primarily to the social or
interpersonal relationships induced by the symbolic or experiential meaning of words another
stimuli. In animals, on the other hand, hypnosis is produced chiefly buy physical
manipulations.
such as restraint which leads to fear, torpor, and regressive behavior. Thus animal hypnosis
is not the same as human hypnosis . . . Other investigators believe that animal hypnosis can be
used as an experimental model for a better understanding of human hypnosis, at least in terms
of its biological aspects. The text suggest that, "autohypnosis, or self hypnosis, usually
is produced by previous posthypnotic suggestions made by the operator. Every autosuggestion
was originally a heterosuggestion. Varying degrees of autosuggestion and autohypnosis account
in no small measure for the success of the metaphysical "sciences" and religious
spiritual-healing movements. Suggestions have a much greater chance of being followed
when they appear to originate from the self rather than being instituted by an other person. If
the patient feels that he can facilitate recovery by such therapy, he develops more motivation.
The
resultant self-pride in this achievement strengthens the confidence essential for recovery.
Autohypnosis also makes available a tremendous reservoir of unrecognized potential strength
- the "forgotten assets." Diligent practice, however, generally is necessary to obtain a
satisfactory depth; lesser degrees are attained more readily. It has been suggested that
autohypnosis is the primary phenomenon, and that heterohypnosis is in effect guided
self-hypnosis. These findings contradict a stereotype of hypnosis based on heterohypnosis of a
passive subject by an active hypnotist. 6.3 Explain the phenomena of catalepsy and how it is used
in the clinical setting. The author describes catalepsy as being "characterized by a
peculiar involuntary tonicity of the muscles. The limbs remain in almost any position in
which they are placed; the waxy molding of the fingers and the extremities is known as
flexibilitas cerea. during eyeball catalepsy, the eyes do not move when the head is turned slowly
- they remain "frozen" or "fixed" when the head moves. At nonhypnotic levels there generally is
a quick darting of the eyes, which is associated with a time lag or an economy of motion.
Catalepsy usually denotes that a light or a medium stage of hypnosis has been achieved, and its
presence enables the operator to determine the depth at which he is working. Very few
psychophysiologicinvestigations have been made of this common hypnotic phenomenon."
6.4 Describe, contrast and compare ideosensory and ideomotor activities. The text states
that, "ideosensory activity refers to the capacity of the brain to develop sensory images, which may
be kinesthetic, olfactory, visual, auditory, tactile, or gustatory. A common example of ideosensory
activity is looking at a fire and "seeing" the "face" of one's beloved. During negative ideosensory
activity, there is a denial of actual sensory experiences, such as not seeing or hearing something
that actually is present (e.g. looking for one's pencil and finding it in front of one) . . .
Ideosensory activities are used as misdirection to obtain a somatic response. the subject
must be involved in as many ideosensory experiences as possible, as this facilitates hypnotic
conditioning. Comprehension is the nature of ideosensory processes is necessary to understand the
modus operandi of hypnosis." Whereas the text describes ideomotor activities as "one of the
phenomena used to facilitate suggestibility. It refers to the involuntary capacity of muscles to
respond instantaneously to thoughts, feelings, and ideas. These built in responses are necessary for
survival. An example of ideomotor activity is seen when a mother puts a spoonful of food up to a
baby's mouth and her own mouth opens. Leaning in the direction of the ball carrier on a favorite
football team and the backseat driver's stepping on the brake of a careening car are other
ideomotor activities spontaneously produced without the awareness
of the individual. All induction technics depend on the subjects being unaware that he has made
such physical responses to suggestion. He dose not realize that they are the result of his own
thoughts. In the section on induction technics, it will be shown how ideomotor activities are
utilized to invoke the subject's belief and thus lead to the expectation of hypnosis . . . Subcortical
mechanisms are responsible for the primary or inherited responses, manifested as involuntary
reflexes. These are not learned, and include blinking, pupillary dilation or contraction, endocrine
responses, peristalsis, breathing and cardiac functioning. Even though breathing and
blinking can be controlled volitionally, most of the vital functions are under autonomic control.
It is possible however, to "build in" other reflexes upon those that are involuntary and to
make these increasingly subject to volitional control . . . It had been pointed out that highly
motivated subjects can perform to the same degree at nonhypnotic levels . . . At nonhypnotic
levels, the autonomic nervous system attempts to act in response to all new situations, and it is
corrected by awareness of reality . . . Reality results whenever incoming information in the form of
sensory perceptions can be validated with previously stored data; this results in automatic behavior
and response. During hypnosis, however, the operator's suggestions are accepted as reality because
of selective cortical inhibition; The incoming information does not have access to the stored data;
therefore it cannot be validated. Thus the increased suggestibility, leading to production of
hypnotic phenomena, is brought about by the interplay of two forces - automatic activity
(ideomotor and ideosensory) and selective cortical
inhibition. Stated simply when ideas that lead to "idiod" (idea-like) actions are interpreted as
reality, the resultant convictions lead to hypnosis."
6.5 Give a complete and comprehensive explanation of the following terms or concepts:
post-hypnotic suggestions and conditioning, amnesia, dissociation, depersonalization, revivification
and age regression. In the text the author describes the above mentioned terms as follows: "Acts
carried out after the termination of hypnosis in response to specific suggestion are called
posthypnotic phenomena. A suggestion given during hypnosis serves as the stimulus, and the act
becomes the response.
A posthypnotic suggestion and a conditioned reflex serve a similar purpose except that the
former is not established by repetitive trial and learning in the classic sense. Rather, a posthypnotic
act is a complex task because it is often carried out as the result of a single session of "learning."
Moreover, it is not as rapidly extinguished as a conditioned reflex. The posthypnotic act, even
though carried out long after it is suggested, is probably a spontaneously self-induced replica of the
original hypnotic situation. A posthypnotic suggestion may last for minutes to years. Periodic
reinforcement, however, tends to increase its effectiveness; repeated elicitation does not weaken it.
Posthypnotic suggestions usually are followed irrespective of the depth of the hypnosis.
Completion depends more upon the nature and the difficulty of the suggested task than upon the
depth o the hypnosis . . . Some subjects develop a complete amnesia for the posthypnotic act and
yet readily follow the original suggestion. Others can be aware of the original suggestion as they
carry it out. Still others remember the suggestion only after the completion of the act . . .
When a posthypnotic suggestion that is not fully in accord with the subject's desires is
carried out, he usually rationalizes the unusual behavior. Purposeless posthypnotic suggestions are
as readily forgotten as other instructions given at
nonhypnotic levels. The greater tenacity of posthypnotic suggestions stems from the graded effects
of previously invoked beliefs such as lid heaviness and limb catalepsy, which when compounded
by ideosensory responses, lead to automatic conviction . . . The complex
mechanisms involved in the fulfillment of a posthypnotic suggestion are the result of a series of
conditioned sensory impressions and muscular activities. The subject develops a belief in the
reality of a subject experience and response following aposthypnotic suggestion. He accepts its
reality as readily as any belief associated with dreaming, thinking, and perceptual reorganization.
Amnesia may or may not occur spontaneously during hypnosis. It is not a reliable criterion
of the hypnotic state. It may be conceptualized as a mechanism thatinterferes with the retrieval of
information; the subject appears unable to bring the forgotten material into awareness. More
often it is produced through posthypnotic suggestions. When it has occurred, there is a selective
loss of memory following dehypnotization. The subject is "unaware" of what has occurred during
hypnotically produced amnesia; however, the recollections are only held in abeyance. Most good
subjects, when rehypnotized, can remember nearly everything that happened during the hypnotic
session; others gradually forget some or all of their experiences. Still others, even though deeply
hypnotized, have an inordinate need to maintain control and will not develop amnesia . . .
The phenomenon of amnesia occurs as an everyday experience. The name of an old friend,
for example, can be forgotten temporarily when a introduction is being made. Either spontaneous
or suggested amnesia can be used for evaluating the depth of hypnosis; the former generally is
indicative of deep hypnosis (i.e. somnambulism) . . . Amnesia can often be obtained by means of
the following instructions: "You may find it convenient to forget everything that I suggested.
Imagine that your mind is like a blackboard that has just had everything erased." Another method
is to say, "After you open your eyes, you will have no recollection of what I said to you while you
were in a relaxed state. However, all the suggestions I gave you will be effectively carried out as
specified. Dissociation is somewhat similar to hypnotic amnesia. It refers to the inherent ability of
a hypnotized subject to "detach" himself from his immediate environment. This phenomenon
occurs at non hypnotic levels, as in reverie states. An individual may be completely dissociated
and he retain his capacity to function adequately. This dissociated state is similar to dreaming,
when one "sees" himself performing many activities. Nearly all situations produced in dreams can
be attained in the dissociated state by appropriate posthypnotic suggestions. A well-conditioned
subject can "step out" of himself and see himself sitting on the other side of the room. Dissociation
frequently is used to induce hypnoanesthesia . . .
Depersonalization can be induced readily in a good subject through posthypnotic
suggestions. He can be told to forget his own identity and assume that he is another person. This
is accomplished most easily by asking him, "Who is your favorite person?" The operator then
suggests that he is that person. Depersonalization can be used for psychotherapeutic purposes that
are similar to those mentioned under dissociation. Revivification must be differentiated from age
regression. In revivification the hypnotized person actually relives earlier events of his life; all
memories following the age to which the subject is regressed are eliminated. On the other hand, in
age regression, the subject plays a role; there is a simulated pattern of acting out of past events in
the framework of the present. This type of age regression is called pseudorevivification.
The phenomenon of revivification is produced by posthypnotic suggestions directed toward
progressive suggesting disorientationas to the year, the month, and the day; then, by appropriate
suggestions, an earlier age is reached. Some investigators believe that long-forgotten memories are
not reactivated but rather are simulated, and that nonregressive elements are present. However, it
has been demonstrated frequently that in revivification the subjects exhibit many of the personality
traits of earlier periods in their lives . . .
It is possible, however that much of the descriptive material revealed during
revivification is due to role-playing or "screen memories." This "misremembering" can occur in
response to a prior suggestion that a specific act took place; later the act is reinstated as if it were
an original memory. It appears that recall is not improved for unimportant mnemonic material but
is improved greatly under hypnosis when strong emotional elements are associated with the
memories . . The best way to obtain revivification is for theoperator to identify himself with a
surrogate figure that the subject once knew . . . Though this has been challenged,
psychophysiologic revivification is authentic if the Babinski reflex iselicited. A spontaneous
Babinski reflex may also appear whenever the subject's perception and sensations are compatible
with the regressed chronologic age. Revivification is not valid if the subject's vocabulary is
incompatible with his present chronologic age level.
Other observations at nonhypnotic levels indicate that revivification in the form of complex
somatic changes can occur during drug-facilitated abreactions. However, here too, the reliability
of the results is open to serious question. There are various degrees of revivification and regression
that can occur simultaneously, depending on the depth of hypnosis. this accounts for the diversity
of opinions as to their distinguishing features. Nevertheless, the effects of either revivification or
regression can produce what seem like meaningful emotional experiences that are compatible with
earlier age levels. It seems that most spontaneous age regressions contain some facet of
revivification as well as regression. This has been referred to as retrogression or dynamic regression
. . ."
Two signals for dehypnotization that should be given to all patients who are about to
experience revivification and/or age regression are: (1) the patient has the ability to terminate the
session at any time, or (2) the patient will respond to a touch the shoulder as a signal to terminate
the session. These signals are used to ensure that the situation can be controlled if communication
at the verbal level is lost . . . The text continues at this point with, "It is possible that hypnotic age
regression may function to produce those experiences which are retrievable. For those that are
not, the individual may provide the bestsubstitute possible by enacting the appropriate role."
6.6 List and discuss the various theories on hypnosis. There are many theories which
attempt to explain hypnotism. Too many to be discussed here or in the associated text. Although,
the text does offer descriptions for a few of the more important theories. The author begins by
stating that, "nearly all theories on hypnosis mistakenly attempt to explain the induction procedure,
the interactions produced by the emotions, and the resultant hypnotic response together. This is
patently impossible, since they are separate and distinct entities which involve the hypnotist's
and patient's subjective reporting. Not to recognize its dual nature is like including a surgical
procedure and an anesthetic induction in a unified theory . . ."
In the
atavistic hypothesis: immobilization theories, "hypnosis has been considered to be an atavism that
at one time may have been necessary in humans as a protective defense mechanism to ward off fear
or danger. This theory was based on Pavlov's observation that an animal's only chance of
survival is to remain immobile in order to escape detection . . . The author continues with,
"hypnosis has been compared with the immobility reflex (I.R.) noted in animals when subjected to
fear producing conditions. Though induced differently in animals, the I.R. is produced chiefly by
physical and instinctual factors. In humans it results from the interaction of these factors with
the experiential meaning of symbols and words. Moreover, human and animal hypnosis are
dissimilar in that repetitive induction in the animal decreases hypnotic susceptibility, whereas in
humans it increases it.
In general, any powerful stimulus, such as fright, causes certain animals and humans to
"freeze up." This concept led to the "death-feint" theory of hypnosis. However, this theory does not
explain how hypnosis occurs in humans. Similarly, hypnosis has been defined as a "state of
readiness for emotional action increasingly subordinated to cortical influence as one ascends
phyolgeny, but nonetheless consistently present as in animal organisms in a variety of forms.
Hypnosis as a state of hysteria - At one time, hypnosis was considered to be a symptom of hysteria;
only hysterical individuals were believed to be hypnotizable. This conclusion was drawn by
Charcot on the basis of only a few cases in a pathologic setting . .Although hysterics are more
suggestible than normal individuals, it does not necessarily follow that increased suggestibility is a
sign of hysteria. Psychophysiological theories - Some investigators implicate the reticular
formation, the hippocampus, and subcortical structures mediating communication. Others give
similar explanations. Still other theories involve inhibition of the ganglion cells of the brain,
inhibition and excitation of neurons, a focus of central excitation with surrounding areas of
non-excitation, cerebral anemia, shift of nervous energies of the central nervous to the vasomotor
system, and vasomotor decerbration involving anemia of the front lobes. "Synaptic oblation,"
wherein neural impulses are directed into a smaller number of channels (selective attention), has
also been considered. Psychophysiologic data are lacking to substantiate any of these theories,
particularly those that posit that anemia of the brain or a shift of nervous impulses accounts for
hypnosis. If hypnosis is due to a shift of one set of neural functions, what produces it ? If it is due
to anemia, then anemic individuals should be really hypnotizable . . . More speculative
formulationscontend that hypnosis is due to psychophysiologic factors, psychokinetic field forces,
and oscillating electromatic fields.
Hypnosis as a conditioned process leading to sleep - Pavlov believed that hypnosis was a ":
partial sleep. In his classification, those stimuli directly affecting the sense organs constituted the
primary signaling system of both men and animals. Symbols or words belong to the secondary
signaling system and are characteristic for men alone. They exert their conditioned effects via the
primary signaling system. Thus words act as conditioned stimuli, which may in turn produce
physiologic reactions. A word (signal or cue) becomes the stimulus for conditioned reflexes which
become involuntary for life. Pavlov observed that various gradations of hypnosis hardly differed
physiologically from the wakeful state and that the fluctuating nature of hypnosis depended on
insignificant variations of environmental stimuli . . . However, most authorities do not believe that
there is any similarity between sleep and hypnosis . . . Hypnosis is not a transitional state between
sleeping and waking . . . During deep sleep, conditioned reflexes or physiologic responses to a
repeatedly given stimulus cannot be established, whereas in hypnosis the learning of conditioned
reflexes is enhanced over and above that of the nonhypnotic state. During normal sleep,
suggestibility is decreased markedly, rapport is lost, and memories are eliminated. The whole
concept of sleep, when applied to hypnosis, obscures rather than clarifies the issues.
Moreover, there is a considerable body of literature on blood pressure, reflexes and
physiochemical and EEG studies which indicates that hypnosis more closely resembles complete
wakefulness. A hypnotized person is more alert to his environment than when he is asleep.
However, if the operator uses a technic which emphasizes sleep, then the individual, because he
responds experientially to the word "sleep," is apt to enter into a sleep like state. Thus, in such
persons, the EEG findings might resemble those associated with sleep."
Ideomotor activity and inhibition theory - The text states that it is "contended by several
authors that the effects of suggestibility are the result of ideomotor action and inhibition, and that
suggestibility is merely and experience of imagining that which is actualized through ideomotor
activities. Although this theory accounts, to a degree, for physical reactions and even for some of
the psychological reactions noted during hypnosis, it fails to explain the complex psychological
reactions during hypnosis." The dissociation and neodissociation theories - It is stated by the author
that "for many years it was contended that the hypnotized individual was in a dissociated state:
certain areas of behavior were split off from the main stream of awareness. Accordingly, hypnosis
abolished volitional control, and, as a result, the individual responded only with autonomic
behavior on a reflex level. If the dissociation theory were valid, then amnesia could not be
removed by the suggestions of the operator. Furthermore, the amnesia would always occur
spontaneously . . . Hilgard found Janet's dissociation theory interesting, and postulated
the neodissociation theory. Although the theory is not finalized, Hilgard points out the normal ego
controls that take care of our needs allow socially acceptable behaviors and sensible choices.
However, he notes that other processes are carried on outside of such normal controls, which, on
occasion, can function simultaneously with them." Altered state of consciousness theory - As stated
in the text, "more recently, numerous writers have attempted to explain hypnosis by an altered state
of consciousness (A.S.C.) paradigm which borrows heavily from Eastern philosophy . . These
states allow greater preoccupationwith internal sensations or mental processes. The relevance of
A.S.C. for experiencing hypnosis independently and voluntarily sheds little light on what
constitutes the hypnotic state." Hypnosis as a state - The author states that "several authorities
lean toward the idea of hypnosis as a state or "trance." Most investigators, including the author,
acknowledge the existence of an hypnotic state. Hypnosis has been related to an "ability
component" or a "trait of hypnotic responsiveness," wherein its fluctuating responsiveness is
recognized . . ."
The role-playing and non-state theories - The author acknowledges "one theory holds that
hypnosis is due to goal oriented striving at an unconscious level. Before Hilgard formulated his
neodissociation theory, he postulated a developmental-interactive one. His thesis was that the
subject's ability to assume a role and relinquish reality orientation depends on the way he interacts
on an interpersonal level with the therapist . . . Barber, a non-state theorist, raises serious doubts
about the conceptual usefulness of hypnosis. He argues that hypnosis is not "state" or a "trance"
and is not produced as the result of "suggestion," but rather, that it is based upon a number of
overlapping antecedent, intervening, and dependent variables . . .
The role-playing theorists are not denying that hypnosis exist, but rather that all hypnotic
behavior can be accounted for by the aforementioned variables, particularly the importance of
motivation and the goal- directed imagination. They also claim that what can be done in
hypnosis can be achieved by "training in human potentials. This has been refuted by others . . .
If hypnosis were due solely to role-playing, then psychoneurotics would ordinarily make the
best subjects. Multiple personalities, who are not actors, readily switch from one role to another.
The greatest thespian would be ashamed by the facility with which this is accomplished during
hypnosis."
The regression theory: Psychoanalytic concepts - In describing this theory the text states that
"hypnosis has been attributed to the patient's nonrational submission and relative abandonment of
executive control to a more or less regressed, dissociated state. Ostensibly, the hypnotist shapes the
regressed state to make it easier to achieve desired goals. These assumptions however, have not
been born out by recent observations . . .Moreover, the regression and transference theories cannot
account for autohypnosis and those spontaneous alterations in awareness which stimulate hypnosis.
However, even though hypnosis in certain instances might involve transference phenomena, they
are very likely only incidental to it . . . Transference, when it occurs, is the result and not the cause
of the hypnotic state . . .If there are anything to these theories, then a necessary prerequisite for
successful hypnosis would be fascination or sensual attraction. If it were true, all lovers would
swoon into mutual hypnosis! The sensual attraction theory thus cannot serve as a generalization
for the hypnotic state or hypnotic relationship."
The hypersuggestibility theory - The text explains that "according to its proponents, the
subjects's attention span is narrowed to the words of the hypnotist, and the latter's voice takes
over the inner voice of the subject. This only explains the phenomenon and not how
hypersuggestibility actually occurs. It does not explain the spontaneous occurrence of amnesia ot
other bizarre, nonsuggested symptoms such as hallucinations. The hypersuggestibility theory, by
inference, also implies that only gullible people are suggestible. This is not the case.
 Psychosomatic theories - The text states "an elaborate theory hypothesizes that suggestibility
is ideomotor action, which, in itself, is a form of abstract conditioning. Other investigators do not
concur with the concepts of "abstract conditioning," and the idea of stimulus-response notions as
an explanation for hypnotic behavior has received little support . . . Informational theory - There
are three hypothesis based on the "brain-computer" analogies. They are described in the text as the
three ways in which the central nervous system utilizes sensory processing and control of
information: (1) by attempting to observe physiological events, such as electrical and chemical
reactions, or other information-conveying mechanisms and energy conversions that are involved in
nervous systems dynamics;
(2) by studying behavior as it occurs spontaneously or during experimentally designed situations;
and
(3) by attempting to develop physical models which retain certain essential characteristics of
sensory processing of information and control at nonhypnotic and hypnotic levels.
These three approaches may be labeled microscopic (the examination of detailed events in
the CNS), macroscopic (the examination of behavior), and physical ( the correlation with physical
models of CNS control processes) . . . The processing, storage, and retrieval of information in
hypnosis can be understood better from the study of brain-machine (computer) analogies. This is
not to imply that the brain is a computer, but rather that scientists must conceptualize that the brain
functions according to the same principles set down by the physical sciences of the design of
communication equipment . . . The brain apparently functions similarly to a dataprocessing
apparatus, which, when unable to validate incoming information (sensory percepts) against stored
data (memories, impressions), causes unreality to be interpreted as reality. More attention should
be paid to the manner in which physical scientists describe events in the central nervous system.
Perhaps a better model of what constitutes hypnosis will thereby be formulated."
6.7 Write an explanation for two of thesetheories that you could read to a patient or
client to explain how or why hypnosis can help alleviate and unwanted problem. The following
first visit information is similar tothe explanation I give my clients. The information contains parts
of two or more theories; hypnosis as a conditioned process leading to sleep, altered state of
consciousness theory, and hypnosis as a state. Before hypnotizing you I want to take a few minutes
to explain a little about hypnosis. Most people have heard or read things about hypnosis which
gives them a false impression of what hypnosis really is. It's easy to understand why people do not
understand hypnosis after seeing some of the strange things they show in movies, on stage and
on television.
Going into a state of hypnosis is a perfectly natural experience. It is difficult to describe the
hypnotic state since it is a little different for each person, however, for most people it can be
described as a peaceful state of relaxation. Most people who are hypnotized are aware of
everything the hypnotist says at all times while he or she is in the hypnotic state. The belief that the
hypnotized person is asleep or in a state of unconsciousness is a misconception. Most will hear
every word I say, and also, be aware of everything you do while you are hypnotized. That's one
of the reasons a person can never be made to do anything he or she would be consciously opposed
to doing if given the same suggestion when not in a hypnotic state.
I have already mentioned that for most people the hypnotic state is a state of relaxation, and
you will find that the more you let yourself relax, the more you will benefit from the helpful
suggestions you receive. In other words, the more you let yourself cooperate, the more benefits you
get from the experience, since you cannot be hypnotized without your cooperation. There have been
cases in which the effects of hypnosis have seemed miraculous because of the amazing results
people have experienced as the result of being hypnotized, but it is not really a miraculous power.
Itis merely a means of helping people use unrealized abilities which they already possess, including
the natural healing abilities of their own bodies.
When you are hypnotized, your subconscious mind is much more susceptible to suggestions,
and your mind accepts helpful suggestions that cause your body processes to function properly and
heal your body from various kinds of illness. Hypnosis enables your mind to accept suggestions
that cause your self-confidence to increase. It allows your creative abilities to keep emerging. It
improves your learning abilities, and helps you in many other ways. It will help you to direct
effectively all of your future efforts, and can help you to become more successful in all areas if
your life.
6.8 Outline the rational or indications for the use of hypnotherapy in internal medicine.
Give examples. When considering using hypnosis in internal medicine the text caution's us by
stating that "hypnosis per se is not a therapeutic modality, but rather is a technic used within the
total approach of an overall therapeutic regimen . . . However, even when hypnotic conditioning is
used alone for symptomatic control, it can be employed in the same judicious manner as a
drug . . . For refractory cases, hypnotic conditioning can be incorporated with other types of
psychotherapy, such as behavior therapy . . . Hypnotic conditioning also modifies or ameliorates
organic conditions having a large psychogenic component; this occurs irrespective of whether the
latter produced the illness or is the result of an organic disease . . Each case is different because of
the individual peculiarities of man's adaptive responses, conditioned as he is by the complexity of
life's experiences . . .
Hypnotherapy should be used only in carefully evaluated cases that have been screened by a
through physical examination to establish the diagnosis. However, it is not a panacea for the
illnesses of mankind. Hypnorelaxation generally expedites therapy by counterconditioning anxiety,
particularly in those who are affect-blocked; the increased relaxation concentration, and
cooperation allow them to talk more freely about their problems . . . Auto-hypnosis also can be
employed for self-exploration - when the symptom is removed by the
patient rather than by the therapist, this accomplishment leads to longer lasting results . . .
In essential hypertension, stress due to chronic and inhibited rage is considered one
important factor. The symptom often represents the individual's "cold war with his environment,"
manifesting itself as a sympatheticoadrenal, salt-retaining, blood-pressure-raising response. Since
relaxation, sedatives and tranquilizers temporarily reduce the blood pressure, a stress factor
apparently is operative. Post hypnotic suggestions together with sensory-imagery conditioning
under autohypnosis, potentiate drug therapy to reduce the blood pressure . . . Here, modified
activity and mental rest by sensory-imagery conditioning and behavior therapy are an
 43
ideal combination for all types of hypertensives. Autohypnosis should be used for reinforcement.
Naturally this regimen can and should be combined with appropriate medicaments . . .
Deconditioning, consisting of pleasant associations under hypnosis, often can relieve
functional chest pain and associated symptoms in tense and anxious patients. Reflex
conditioning of the heart to produce a rise in blood pressure and tachycardia, or bardycardia, has
been demonstrated . . .

6. H519: WHO DIES? AN INVESTIGATION OF CONSCIOUS LIVING AND CONSCIOUS

DYING:
1. Briefly compare the western attitude of death with other cultures. The text states
that, "In this culture we look at life as though it were a straight line. The longer the line the
more we imagine we have lived, the wholer we suppose ourselves to be, and the less horrendous
we imagine the end point. The death of the young is seen as tragic and shakes the faith of many.
But in the American Indian culture one is not seen linearly but rather as a circle which becomes
complete at about puberty with the rites of passage. From that time on one is seen as a
wholeness that continues to expand outward.
But once "the hoop" has formed, any time one dies, one dies in wholeness . . . In the American
Indian wisdom wholeness is not seen as the duration one has lived but rather the fullness with
which one enters each complete moment.
Unlike our culture which encourages little preparation for death, in the American Indian
culture at the time of death a naturally formed crystal is often offered for use as a meditation
object . . . At death one is guided into the rainbow body, melting out of temporal from with ease
and wise preparation . . .
In some societies, death brings the whole tribe or family together in celebration and
acknowledgment of the continual changing nature of life. During the celebrations, often a
deeply spiritual context for this passing allows many to have profound experiences of their own
true nature. For these societies, death is a continual opportunity to let go of the illusions of life,
to see it as it is, and open in love to all about.
In the Hebrew culture, as in East Indian society, the body is most often disposed of within
twenty-four hours. In the Orthodox Hebrew tradition, one sits shiva for a week, morning the
loss with lamentations and prayer, yet respecting the passage of the other, wishing that being
well in whatever newness may approach it. In India the corpse is carried on a litter by the family
to the burning ground. On the first part of the journey, chanting "Ram Nam Staya Hey" (The
Name of God is Truth), the family carries the deceased with its head still pointing toward the
home it has just departed. Halfway to the funeral grounds, the litter is turned about so that the
head no longer faces the life just left, but instead approaches what is to come. At the burying
ground, with the family all around, the body is placed on a large stack of wood and covered with
flowers and incense and set ablaze. If the deceased is the father of the family, as the bones
disintegrate, as the body begins to fall apart, the eldest son stirs the burning bones with a large
staff, and if necessary, with a stout whack, caves in the top of his father's skull so that his spirit
may be released in joy to whatever realms await. In Mexico, in November, there is celebrated
"La Dia de la Muerte," the Day of the Dead. Children buy paper skeletons and insert
firecrackers to blow them apart, or eat candy skulls as the parents do to celebrate the nature of
change picnicing in the cemeteries that adjoin each small town."
2. How does the author see our fear of death equitable to our fear of life? The author
states that, "It is difficult to think of dying consciously when we notice how incomplete we feel,
how frightened we are of life. It is almost as though we were never completely born, so much of
 44
ourselves is suppressed and compacted just beneath the surface. So much of ourselves
postponed. So little have we investigated what has caused us to retract in pain form our lives.
So often our inquires into who we are have been "called on account of rain" because it was too
painful to go deeper.
 45
We speak of dying in wholeness yet we see there are aspects of ourselves that have never fully
seen the light of day. We see how much of ourselves is submerged, feels yet unborn, how much we
push away life. It is as though we had never fully touched the ground of being. Never placed our
two feet squarely in the present. Always shuffling and toe tapping, waiting for the next moment to
arrive. If we examine our fear of death we see in it a fear of the moment to follow, over which we
have no control. In it is a fear of impermanence itself, of the next unknown changing moment of
life. To become wholly born, whole beings, we must stoppostponing life. To the degree we
postpone life, we postpone death. We deny death and life in one fell swoop."
3. The American Indian developed an extraordinary technique to prepare for death.
What is it? Explain it. The text relates that, "The American Indians developed an extraordinary
technique to prepare for death. They cultivated an openness to death by using a death chant. Upon
entrance into adolescence, they undertook the rites of passage, going out into the wilderness alone
for several days of fasting and prayer, to open to the unknown and receive some guiding message
for their life to come. Often they experienced a vision of wholeness from which arose
spontaneously a healing or a death chant, a means of maintaining contact with the Great Spirit in
time of threat or stress. Others came to their death chant from a grandfather or a dream. or perhaps
from tuning into an animal they had just killed. it was an instant centering technique to keep the
heart open and the mind clear even in great adversity. When you started to fall from your house or
were confronted by a dangerous animal, or lay aching with food poisoning or burning with fever,
immediately the death chant came into the mind. It became a part of themselves, always available
in a time of need. It created a familiarity with the unfamiliar, with death . . . Having made this
technique a part of their life, many native Americans died with great clarity. Because they had
practiced a technique that integrated life and death, focusing on their vision, they went beyond the
known . . ."
4. Briefly discuss relating to the mind instead of from it. Define nonattachment. A. The
author explains that, "So we start to relate to the content of the mind instead of from it. We
observer the observer. We begin to relate from the heart. Watching whatever passes through the
mind, observing for instance the thought "apple" without "apple-ing," without becoming lost in
thought as though it were reality. We begin to notice that a thought is a thought, just another
bubble passing through. You see you can't take a bite out of the thought "apple" any more than you
can be bloodied by the fearful imaginings of a car crash. With the thought of an apple, this seems
not so momentous. But when the mind is disclosed around fear or desire, the encouragement to
stay open allows a moment of clear seeing, an opportunity to experience the freedom with which
we can live our lives.
When we relate to the mind instead of from it, we relate to desire not from desire. Relating
to fear we are not frightened, relating from fear all that we see threatens us. Relating to confusion
there is Clarity, relating from it there is disorder. Each moment of relating from the mind is a
moment of ignorance; each state of mind, each feeling, becomes a tinted lens through which we
perceive the world. When we are angry, we see only our fears, a menacing world. In our confusion,
the whole world seems upside down. When we relate from the heart, we see a world of awareness
and effortless activity. When we relate from the mind, our perception of the world is imprisoned
by our preferences and thirsts. B. Nonattachment is not the elimination of desire. It is the
spaciousness to allow any quality of mind, any thought or feeling, to arise without closing around
it, without eliminating the pure witness of being. It is an active receptivity to life."
5. Discuss models and how modeling effects people during the process of their dying.
What is meant by "die into the present moment"? A. The text relates that, "What is perceived is a
function of the models we have. The mold into which we pour molten reality. The newness of
 46
each moment is compressed to fit our idea of ourselves. Our models freze-dry the flow of
experience into a "manageable" reality. They are our ideas of the truth, not the truth itself. The
truth is what is. It is this moment, without the least trace of the last or any expectation of the next.
Our models are a prison. They are the limit to which we can accept the molten flow of change.
They act as filters that accept what we believe and reject what seems otherwise. We don't so much
receive reality, as we Perceive it. It is precast in concrete. Usually all that we see are memory and
expectation.
Models create such expectation by preconceiving, like any philosophy or idea, a sort of
tunnel vision of the mystery. Because we seldom touch the heart of what is happening. We
experience only our idea, our dream of what is real. Models can cause suffering. Holding to them,
we miss
the truth. We create a world of desire and fear. Working with people during the process if their
dying, I have seen how much suffering is created by our models and resistance to the givens of the
present. A kind of mental cramping develops form holding to the models of who we think we are
and how the world is "supposed" to be . . .
B. To let go of that kind of holding and suffering that keeps us separate; to open, now; to
die into the present moment. To live fully with what is given with an open heart and a mind that no
longer clings to models . . . These people have discovered that even pain and loss of who they
imagined they were, were workable. They have seen through the suffering of their illness and the
clinging to models. As they let go more and more, life becomes more spacious. They're not
picking up anything. They're letting it all go. And, as they let things go, they experience the
timelessness that is not "them" or "me," but just is. It is a process of letting go of what some call
the "snags," those
tendencies in the mind which attempt to capture and control the ceaseless flow of being."
6. Discuss heaven and hell. The author tells us that, "Most people live their lives in
incessant alternation between heaven and hell . . . Heaven is the opened heart. Hell is the tightened
gut . . . When anger aries in the mind, when fear becomes present, it can either make life hell or
reveal another opportunity to enter into heaven. It can be another moment of resistance, of pushing
away, of becoming lost in the mind. Or it can be a reminder to let go gently into the vastness, into
the openness of the heart, into the essence of acceptance
itself . . .
It is when we find ourselves backing into a corner to elude the unpleasant longing that we
establish residence in death. And there we are with nowhere to turn, "no exit," trapped by our
longing, unwilling to let go. Our heart constricted by fear and doubt. And it is then, when the
suffering gets great enough, when we simply can't resist any longer, that we begin to open to our
predicament. When the heart sighs and begins to surrender its suffering, hell dissolves before our
eyes. It is as Thomas Merton said: "True prayer and love are learned in the moment when prayer
has become impossible and the heart has turned to stone." It is in letting go of hell that we surpass
heaven, entering the light beyond the mind . . .
Confusion is a pushing against what is, a result of our compulsively seeking answers to fill
the mind and block the inconsistency of our preferences and models. Confusion is the state of not
being who you really are. A painful wondering at existence. And yet, one could be liberated
exploring the confused mind . . . So much space for discovery. So little holding to old confusion,
to old confusion, to old mirages of comfort and safety. Focusing on the natural openness of the
heart, we begin to see that there's nothing to push away, nothing to be, nowhere to go . . . Letting
go of our knowing, we open into being itself. We experience the deathless. Our fear of death and
our longing for life merge in being; heaven and hell are resolved in the moment. The richness, the
 47
suchness of life becomes evident. Nothing to protect, nothing to hide. Just a renewed vitality and
openness to life . . ."
7. What is meant by finishing business? Can you finish business with someone who has
since died? How? A. As related in the text, "Imagine that you are lying in an emergency room,
critically injured, unable to speak or move, the concerned faces of loved ones floating above you,
the pain beginning to dull form the morphine just injected. You wish to reach out to tell them
something, to finish your business, to say good-by, to cut through years of partial communication . .
.
Finishing business does not necessarily mean you clear up all the particulars of a lifetime of
incomplete trust and fractured communication . . . In my experience there is often not enough time
or trust or self-confidence or simply not enough energy to deal with such old holdings and
resentments, fears and doubts.
Finishing business means that I open my heart to you, that whatever blocks my heart with
resentment or fear, that whatever I still want from you, is let go of and I just send love. I let go of
what obstructs our deepest sharing. That I open to you as you are in love. Not as I wish you to be
or as I wish me to be. An opening to the oneness beyond the need to settle accounts . . .
Most of our relationships are rather shallow because we deny so much of ourselves . . . But
finishing business does not so much mean a totaling of old accounts as it does a canceling of
them . . . Most people maintain relationships like they are doing business. "I'll give you five if you
give me five. If you give me three, I'll give you two. But if you give me two, I'm taking my
marbles and going home . . ."
B. On several occasions, people have shared that they would like to have been able to finish
business with someone who has since died. They wish they could have communicated the love, the
connection between them, but now they feel it's too late. Often this recognition of the
incompleteness of relationship leads one to identify with feelings of helplessness and guilt. And we
are asked, How do you finish business with someone who is no longer around? Of course the
answer is always the same - one need not see that person to send them love. To finish business that
other doesn't even need to acknowledge your presence, much less the process you are sharing. It is
our work to open in love to another. This work is independent of results. It is done of its own and
for its own sake."
8. Explore grief as an operant in life. What can it do to an individual? What can it do
for them? The author explains that, "I've been with many people whose grief has been beyond
bearing. And in some ways it has been the best thing that ever happened to them. For they come to
plumb the depths of their being. When we experience grief, we are not just experiencing the loss of
our son or daughter, our husband or wife, our parent or loved one. We are dropped into the very pit
of despair and longing. We are touching the reservoir of loss itself. We experience the long held
fear and doubt and grief that has always been there. It is not an experience that most would choose,
though the confrontation with this area of deep holding seems to be an initiation often encountered
along the fierce journey toward freedom, spoken of in the biographies of many saints and sages.
We push away the unpleasant, and there are probably few experiences that are more
unpleasant than grief. But there you are in grief and your whole awareness is dropped into the
reservoir of loss, where all the holdings, longings, and fears are painfully present. Some people
speak of grief as though they were walking beneath a great ocean. Some experience is as an
incredible opportunity to get in touch with places they would probably never have access to
otherwise. I see people start to bring some acceptance and light and softness into a mind that is on
fire, some openness to the grief and loss that they have held for so long . . .
As our friends open to their grief, they opened to their love . . . Less and less, as they
 48
opened, were they so caught in the forms which always separate parent from child, loved one form
loved one. Instead, the grief which spins and burns the mind begins quietly and gently to sink into
the heart.
In grief it is often seen that at first the pain of separation is in the mind - thoughts of the
departed, fantasies, conversations, and memories. The relationship, still in form, conflagrates the
mind. The relationship is experienced as mother for child, as husband for wife, as body for body.
But eventually the grief opens into the heart, and the individual is not so much experienced as a
separate place. Then just the love remains. the abyss of "I" and "other" that once separated them
melts away and they become one, beyond the form, beyond the ideas and models of who each
might have been. The forms are seen through and just the love is felt. Then grief, the tearing open
of the heart, leaves the heart vulnerable and exposed. And the deep lesson of compassion, for
which we were born, becomes evident . . .
It is in the tearing open of the heart that we discover how guarded our lives have become,
how small a cage we have traded off for safe ground. We see how our work is to be more loving,
to live more fully in an often confusing world . . . We see that all we love will be pulled beyond
even our most tenacious grasping by the ongoing flow of time. We mourn the absence of peace, of
some contact with unchanging, with the essential. We mourn the loss of our original nature. But as
we begin to focus on the spaciousness out of which each changing form originates, we begin to see
beyond thought. That just behind the ever-changing momentum of the illusory mind, there is a
stillness which witnesses all that passes with a sense of equilibrium and compassionate
nonattachment. When we realize that we are already dead, our priorities change, our heart
opens, our mind begins to clear of the fog of old holdings and pretendings. We watch all life in
transit and what matters becomes instantly apparent: The transmission of love, the letting goof
obstacles to understanding, the relinquishment of our grasping, of our hiding from ourselves.
Seeing the mercilessness or our self- strangulation, we begin to come gently into the light we shear
with all beings. Taking each teaching, each loss, each gain, each fear, each joy as it arises and
experiencing it fully, life becomes workable. We are no longer "a victim of life." And then every
experience, even the loss of our dearest one, becomes another opportunity for awakening.
If our only spiritual practice were to live as though we were already dead, relating to all we
meet, to all we do, as though it were our final moments in the world, what time would there be for
old games or falsehoods or posturing? If we lived our life as though we were already dead, as
though our children were already dead, how much time would there be for self-protection and the
re-creation of ancient mirages? Only love would be appropriate, only the truth."
9. How is it that children "die differently"? Discuss the classic psychological demarcations
about how "the average child" presumably deals with death. The author tell us that, "I have
learned from the dying children I have worked with that children tend to die with greater softness
and ease than adults. Perhaps because they have not so involved themselves with attempting to
control the universe, there is not so much tension in their minds. They are more open to how things
are. They don't have a solid concept about life or death, and so are less attached to name or fame,
to reputation, even to their body. Perhaps many aren't afraid of death because they have just come
from there. I have noticed that usually the younger the child the less the fear of death. The fear
that I do see is often the reflection of the dread that their parents feel.
What children know about death usually comes from their immediate environment. Their
fear of death may often be their parents' fear.
There are indeed classic psychological demarcations how "the average child" presumable
deals with death. it is said that up to the first year or two, a child really has no concept of death.
Death doesn't exist . . . Between two and four, there seems to develop the idea that death is
 49
impermanent. "Grandma's dead; when will Grandma be visiting again ? ? ? As children mature,
however, entering school age, they are pretty much in the world. walking and talking, exchanging
ideas, learning and becoming socialized beings . . . They reflect the cultural fear that they have
begun to absorb from the family. In those early school years, you often see a child relating to death
as though it were approaching from outside. The Grim Reaper. Death is going to come and take
you away. As children mature yet more, in the elementary school years, they have a tendency to
become a very solid part of the world. And then death is often seen as obliteration, as though your
lights got put out, a permanent absolute that sweeps you away. This feeling develops yet more
deeply and can be seen in a greater fear of death in many teen-agers. What's interesting is, the older
a child gets, the less comfortable he or she is with death. In a very real way, the older the child
becomes, the further he or she grows from the truth. The child's original belief that death does not
exist, that it's just another moment in life, is closer to the truth. It's almost as though the longer the
child spends in the body, the more he or she thinks the body is the only reality and that the loss of
the body is the loss of experience itself. It seems that the younger the child, the greater the contact
with the deathless and therefore the less the fear of change. Because children seem to have a
greater faith and a deeper contact with the deathless, death does not seem to be such a problem. It
seems that dying children's greatest problem is the pain they feel they are causing their parents."
10. What are three concepts which often amplify the experience of intense discomfort?
Discuss a technique which would investigate and allow one to "soften" around pain. The author
states that he, "works with a guided meditation to investigate pain, which has been used with many
people in similar predicaments. It is an attempt to begin to soften around pain, to open to the
intensity of the experience, beyond the concepts of pain and the conditioned fearful responses, the
confusion that so often amplifies the experience of intense discomfort."
Continuing, the author relates working with a young woman who was dying in a great deal
of pain: "Directing her attention to the sensations arising in her back and legs, she began to soften
around the pain, began to allow the pain - perhaps for the first time - to just be there, so she could
uncover what its real nature actually might be. To notice the resistance that seemed almost to form
a fist around the pain, and slowly to loosen the fingers that closed around the pain. Bringing her
awareness to the mass of sensations in her legs and back, she started to soften the flesh, the tissues,
the muscles, the ligaments, all about the pain, allowing the resistance to soften and stretch,
encouraging the opening at almost the cellular level. Not trying to change the pain, but letting it
float free, letting it just be there in space, not even trying to get rid of it. Just opening to the pain as
it was. When pain arises in the body, it is very common to close around it. But our resistance and
fear, our dread of the unpleasant, magnify pain. It is like closing your hand around a burning
ember. The tighter you squeeze, the deeper you are seared.
We have seen that much of what is called pain is actually resistance, a mental tightening
reflected and experienced in the body." As she began softening around the pain, allowing it tofloat
free in the body, she began to soften around the ideas and fears in the mind. Thoughts of "pain,"
"tumor," "cancer," which intensified the resistance and magnified the scope of the pain. The
concept and models that turn reality into an emergency . . .
Without the least force, doing no violence to the mind or body, she began to let such
thoughts and fear-producing images dissolve, giving them space, allowing them to be gently let go
of . . . Taking her attention and directing it into the pain, she began to explore the
moment-to-moment truth of her experience . . ." The meditation the author used in this instance is
on page 134 of the text.
11. Often with pain, it is difficult to concentrate the mind. Describe a brief simple
technique which may be useful in such a situation. The text reveals that, "often, in pain, it is
 50
difficult to concentrate the mind, to focus on meditation or even a simple conversation. The
technique of counting the breaths has been useful for many in this situation. To count the
exhalations up to ten and then begin again. If the specific count is forgotten, to begin again at one.
So that it is inhale, "one"; inhale, "two"; etc., to the count of ten. Then beginning again with the
number one on the next exhalation. This concentrating on the breath tends to stabilize the mind and
quiet the anxiety that may arise from discomfort . . . When the pain becomes workable, there are
no more
enemies. there is only an investigation of the unknown. Life once more becomes worthwhile."
12. a. How can you help someone who is about die? b. Is there a silent technique which
allows one to communicate with the dying? c. Richard Boerstler has a simple and profound
technique which results in dissolved tension and pain. Describe it. a. The author explains how to
help someone who is about to die by stating that, "of course - you relate to one who is ill the same
way you relate to any being. With openness. With an honoring of the truth we all share. Work to
dissolve the separateness that keeps one lost in duality. Become one with the other. No help, just
being. See the conditioned illusion of separateness. Break that ancient clinging. Allow both of you
to die. Go beyond the imaginings of separate bodies and separate minds. Come to the common
ground of being. You are with one who is dying in the same way you are with yourself. Open,
honest, and caring. You are simply there, listening with a heart that is willing to hold the joy or
pain of another with equal capacity and compassion. With a mind that does not separate death from
life, that does not live in concepts and shadows, but in the direct experience of the unfolding . . .
b. Indeed, we began to discover that the technique of
talking through the heart was so useful that even those tossing restlessly in their sleep quieted down
when someone next to them began sending love and understanding silently through their heart.
Even those in comas seemed to soften. Not that the person had room to be who he needed to be. As
we experienced the skillfulness of this heart-speach,
many of the nurses on the floor began to try it. Those who used it said it changed their relationship
to many of their patients and their often painful job in general. They had a tool to open to another
and perhaps transmit that openness. As we began to share the technique of speaking silently through
the heart, many nurses came forward to say how wonderful it was to hear someone speak of a
technique that they had intuitively been employing for some time. It is important before using such
subtle techniques to examine your motivation . . .
When you speak from the heart you send love, not your needs or desired for people to be
any other way than they are. It's not just a technique for people who are dying. that would make
dying more special than it is. It's just another way of touching, of opening your heart so other
people can open theirs. It often worked as well across the breakfast table as it does in the
emergency room . .One of the most simplest and most profound techniques for sharing
consciousness with patients or loved ones was told to me by Richard Boerstler from his experiences
with the Clear Light Society of Boston. It is a method many have found to be remarkably useful.
After asking the patient if they would like to share a
little experiment, one suggests that there is nothing they need to do but relax and breathe
comfortably. Sitting next to them, you tell them you are going to breathe with them. Watch the rise
and fall of their abdomen so as to tune into their breath rhythm. Tune into that rise and fall and
adjust your respiration rate to theirs, breathe their breath. After a few mutual breaths have been
established, as the patient breathes out, you allow an "Ahhhh" to escape with your simultaneous
exhalation. Each time the patient breathes out you sigh a deep and audible "Ahhhh." Each
exhalation is accompanied by your "Ahhhh." The patient need do nothing, though he can join in if
he wishes. (How often do we care enough for others to even wholly pay attention to what they say,
 51
let alone take on their breathing pattern?) Often something quite unexpected occurs. The two
beings meet in a oneness that is so deep and so simple it is surprising. This meditation may be
maintained for twenty minutes to an hour as one wishes, sharing the "Ahhhh," melting together in
the vastness. "Ahhhh" is the great sound of letting go. The relaxation that results dissolves tension
and pain
into a sense of oneness. After sharing this experience a few times, the patient then has a means of
centering his own consciousness for himself. He may, at four in the morning, when all seems
desolate when the pain seems greatest and sleep impossible, find that as he breathes out his
"Ahhhh" with each exhalation, level upon level of tension melts away and there is more space in
which to experience his predicament."
13. Who Dies? Examine this metaphysical principle and report on your findings. The text
reveals that, "Believing we were born, we imagine ourselves this body. Expecting to die, we
identify with this body as who we are . . . "When I die, I shall no longer exist." This is the "I" of
the mind that dreams life. We fear we shall awaken from this dream, that the mind shall
no longer be able to maintain this fantasy.
To the degree we identify with the body as "me," or "mine," we fear death. The body dies,
of that we are certain Decay becomes noticeable soon after death. But does the energy which
animated that empty form decay as well? When "I" calls itself the body, it suspects
impermanenance. When "I" identifies with the mind, it fears dissolution. Though the examined
mind is seen constantly to be dissolving and re-emerging. Constantly dying and being reborn,
moment to moment.
When we think of ourselves as the body, as the mind, we
are confused, for we see that nothing is permanent in either of these. All is constantly changing.
When you think of "I" as the mind, is it this thought or the next that is "I"? Or is it both thoughts,
though they may conflict? Who is the "I" that is sad, that is happy? Or is it the mind's incessant
unfolding? Thoughts think themselves . . . Few can tell the difference between awareness and the
object of awareness. Most often we mistake thoughts, feelings, perceptions, and even
consciousness itself for some "I," and forget our true and even consciousness itself for some "I,"
and forget our true nature by which all is seen. We forget that we are the light itself and imagine
that we are the densities that reflect the light back to us.
Awareness touches a sensation in the knee and we say, "I am this body," instead of
recognizing that awareness has reflected sensation. Even what we call the body is just a mass of
sensation, an image in the mind. It's sort of like one of those connect-the-dot pictures. There are
simply moments of sensation, instants of experience, which the mind puts together, draws an
outline about, and images to be some solid reality . . .Letting go of who we thought we were, the
mind often angles for a new self-image, projects imaginings of what it will be in the future. "Soon
I'll have infinite patience, I just can't wait." The idea of enlightenment becomes just another fantasy
in the mind. The ego wishes to be present at its own funeral. it imagines, at last, that it has met a
worthy opponent -itself. Thereby reinforcing its imagined existence . . . "Enlightenment is the
final nightmare." The push to be better than you are causes the palms to sweat, the fingers to
cramp; the mind becomes timid. We lose our momentum from stage to stage . . ."
14. How can the intense lonely feeling of the dying person be changed? It is explained
in the text that, "As soon as the mind's conditioning to be someone arises, a kind of pain comes into
our heart. A feeling of big alone. It is the loneliness of our separateness. Our alienation from the
universal. But when we sit quietly with that loneliness and let it float in the mind it dissolves into
an "aloneness" which is not lonely. But is rather a recognition that we are each alone in the one. It
is the great silence of the universe "alone" in space. It has a wholeness about it. But to change the
 52
intense loneliness of our personal isolation into an "aloneness with God," we must gently let go of
control and stop re-creating the imagined self. We must surrender our specialness, our competition,
our comparing minds.
Control is our attempt to make the world align with our personal desires. to let go of
control is to go beyond the personal and merge with the universal. Control crates bondage. Control
is the defender of the clinging mind. It opposes the openness of the heart. If our boats are empty,
though there is still a vessel carried by the prevailing winds and currents there is not "someone" in it
to be misunderstood. There is no one to oppose. There is simply empty space, boat, water, wind.
Everything is in perfect harmony. Nothing is pulling against the natural flow. No one in the boat:
no one to suffer. Chuang-tuz wrote of the ease that comes about when we let go of control and tune
to what the ancient Chinese called the Tao, the flow, the effortless way of things. Tao also means
"Just this much." "
15. When working as a healer, the healer intuits whatever will be of the greatest aid to his
patient, but where does he get his energy from? The author tells us that, "Love is the optimum
condition for healing. The healer uses whatever he intuits will be of the greatest aid, but his energy
cannot come from the mind. His power comes from the openness of his heart. He senses something
greater than the body's predicament. He goes to the source out of which all healing occurs, not
attempting to disturb or obstruct that which all healing occurs, not attempting to disturb or obstruct
that which may allow the next perfect step. He does not second guess the universe . . ."
16. As a "suicide counselor," What should your position be? It is related in the text that,
"Indeed, when we work with those whose occupations put them in the position of "suicide
counselor," we remind them again and again that if it is not acceptable that others kill themselves,
then they are probably in the wrong business. To truly be a suicide counselor, you must have room
for every alternative in another's mind. Or you will just be someone else who cannot be trusted,
someone trying to impose your will on them. To allow beings to enter into your heart, you can
eliminate no part of them.
Our conditioning is that suicide is a heinous act, even a sin. We think we know better than
people who contemplate suicide. Yet we never touch the pain in their mind, because we are so
frightened of the pain in our own. Our desire to stop people from killing themselves just creates
more separation. How will we be there fully for them if we think they are wrong? But if we
acknowledge how painful our minds can be at times, we will be able to go into the pain of another.
We will not withdraw love just because the act that another is contemplating conflicts with our
models. We must remember that many wish to die because the love they feel within has never been
fulfilled. They are not getting what they want. It is not indifference. They kill themselves out of
pain and unsatisfied desires."
17. When someone dies in the hospital or at home where time is allowed with the body,
what can be done instead of removing the body, and how does that enhance one'sawareness? This
is explained in the text by stating that, "When someone dies in a hospital or at home, instead of
instantly removing the body, our group encourages loved ones to make their farewells before death
has been disguised by the mortician's art. In the hours that follow death, the body feels cold to the
touch, color pales, but the facial expression softens. Peace is clearly evident. The process of
grieving and the deepening recognition of love are continued beside the recently emptied vessel.
Often when someone has died at home or in those hospitals where time is allowed with the
body, we tidy up the room, put away the medicines and whatever life-support paraphernalia are
about, dress the dead body in his or her favorite clothes, comb the hair, put on his or her favorite
music, bring in some flowers, perhaps burn some incense, and allow those closest to the departed to
come and pay their respects and recognize how clearly that which they loved is no longer present.
 53
To see that who they loved was not just a body. Indeed, standing beside a corpse, one of the most
profound recognitions is that what is observing that corpse is precisely what is absent from that
empty body. That consciousness has departed, and that is all . . ."
18. What are the stages of dying? Do they happen successively. Briefly discuss each stage.
The author tells us that, "The stages begin with the denial, anger, and bargaining of the mind and
the darkness that ensues when things don't turn out the way we wish. And the light that often
follows when we surrender into the present moment. Not the surrender we fear is defeat, but the
strength and power of the heart open even in the most adverse circumstances. These are the stages
of passing from hell to heaven, from resistance to acceptance.
However, in reality there are no stages but only the incessant changes of the mind. A
moment later the mind curls back on itself in depression and fear, trepidation and confusion. It is
the roller-coaster mind constantly changing, opening and closing, fluttering in the face of reality.
These stages aren't happening to someone else. They are the process of our most ordinary day.
They are the stages of dying that occur during our acknowledgment, opening and letting go of that
which blocks our original nature . . .
Denial is important to recognize because every one is in it. It is the hiding, the resistance of
life, the grasping at the old. When one contemplates denial in oneself or in another, one sees the
unfinished business of a lifetime. "Oh, I'll do it later," though you have not the least guarantee that
you'll ever see anyone you love ever again. That you'll ever leave this place alive. There is no later,
you are already dead.
Denial is the resistance to acknowledge our grief, our feelings of loss that we carry with us
and add to daily. Is it any surprise that the mind denies a prognosis of death when it has hardly
acknowledged that it is alive? How could it be otherwise ? ? ?
Anger arises from that feeling of impotence that has always been there, and becomes
focused in that moment. "Why is it so dammed hard? Why is life so confusing and frustrating?"
The impotent rage of a lifetime. Anger is such an isolating painful experience. To be with
someone who is enraged with the "unfairness of things" is to become soft and yielding to our own
frustrations, an open space into which that storm can spend itself. That is the work on yourself . . .
In the stages game the next stage that is often spoken of is bargaining. In the terminal
patient it might be, "If only I could stay alive, I would build a new wing on the hospital. I would
give all my money to charity. I would stop eating chocolate. I would meditate two hours a day,
really I would!" But the actuality of it is that most people who make bargains don't keep them. Our
bargains are a trade- off for what we want. They do not arise out of a pure motivation of giving . . .
When the bargaining mind begins to melt, to fade away,
we become more open, and things become more workable. When bargaining ceases we become
present to the truth. Each ace comes out of a sense of its appropriateness rather than a gambling on
results. We begin to let go of the fruits of our labors and instead allow each moment its fullness.
We are no longer trying to but our way out of hell, we are no longer attempting to bribe God.
But when bargaining doesn't gain the result we want; it's all so much more and we find
ourselves at the end of our tether with nowhere to go: this is the stage of depression. Most are afraid
of depression yet there is in depression a potential for great healing, and opportunity for new
beginnings. It is a confrontation with the truth that we cannot but or yell or deny our way out of.
There may be a deep seeing of "how powerless I am." Though many view depression with alarm,
and creative processes may be going on. We have come to a place where we are beginning to see
how things really might be. Seeing that we cannot control the universe, depression has the power
to lead us to a new openness. It is a painful process of shedding the parts of us that are dying away
at each moment. We become depressed at our vulnerability and powerlessness in the face of
 54
change. Indeed, it may be in depression that one begins for the first time to take responsibility for
the way we respond to change. Depression can have almost an alchemical quality about it when we
begin to investigate the loss, the fear, the withdrawal, the anger in our lives and transmute them into
a new richness, a deeper understanding. From this understanding a new fearlessness arises, a new
loveliness. for some, depression can be an initiation into a new life that is no longer a struggle with
difficulty but is instead workable and at last exciting.Though these stages are not sequential, it
should be added that we need to honor each of these stages, because they are the work we are doing
on ourselves . . ."
19. Present a brief abstract on the moment of death. As the author explains in the text,
"From our experience with many patients at the time they are dying, we have come to see that
moment of death is often a moment of great quietude and peace. That often even those who have
approached death with trepidation, in the moments before death, have an opening . . . The
relationship to death, to dropping the body, seems to change in the moments preceding death.
Somehow there is an okayness that is felt. Tthe mind and the heart gradually seem to become
unified. Or as one being put it who had died and come back to tell the tale, "Death is absolutely
safe."
Dying is a gradual process of withdrawal. It is said in the various traditions that it may take
from twenty minutes to several hours for the consciousness element to withdraw from the body.
The internal process of dissolving out of the body is accompanied by certain external phenomena
that physicians recognize as the shutting down of various life functions . . . Death does not occur in
a moment. It is a gradual process that continues for some time after instrumentation is unable to
measure its presence. In reality it is not that death has occurred in that moment but that life is no
longer accessible to instrumentation and gradation . . .
If you go with it, opening into it, there is an experience of expansion, a melting out of
solidity, a dissolving into the underlying reality. Imagine trying to hold on to that which is melting
away. Perhaps this is what some call purgatory. The hellish holding back form the next unfolding,
resistance to what is? All apparently come to a point where they are evaporating out of the body
and the body must be left behind. All experience the elements merging into their essential energy . .
. The duration of the experience of the light seems to vary for different people, perhaps depending
upon the willingness to open into the truth and the trust and reverence in which you hold your
original nature . . ."
20. If you are in a situation where someone has died suddenly what might you do or say
that would help. Related in the text is that, "In the case of those who have died suddenly it seems
skillful to picture them in your heart, and say to them something like, "My friend, you have died.
Your body is no longer a suitable dwelling for your spirit or your consciousness. Just look around
you with love, there is nothing to fear." Trying to find the words that will be most useful for that
individual. "Now there is a light shining near you; move toward it. That light is your own pure
nature; let go of any thought or feeling that keeps you from it." It is the same process we share with
patients who are preparing to die: you just offer your sense of the truth whenever it seems timely,
before death if possible, after death if necessary. Reflect with the departed on the prescience of the
opportunity to see that they are not the body, to participate in the pure light of being. If a person
has passed out of the body and is confused, you can ease that by saying, "Okay. Just that you hear
my voice, that you can view your body, means that things aren't the way you thought they were.
You've died and it's O.K. It's probably not the first time . . ."
21. Briefly review the six Bardos. The author relates in the text that, "There are six Bardos.
The first of which is the Bardo of Birth; it is the moment of birth, an emergence bardo, if you will,
the transitional experience of consciousness within a body movement in to its own independent
 55
existence in this realm. The second bardo is the Lifetime Bardo; a bardo of becoming; the growth
from a child to adult; a bardo of learning and aging and the changes of a lifetime. This interval
may be much shorter than the first or a hundred years longer. The bardo of life may also be
thought of as the "empty-handed bardo" -a following of accumulated desires and goals, becoming
what one wishes to be. The third bardo is of disillusion. It is the Bardo of the Moments Before
Death. It is the transition out of the seemingly solid, a spacious withdrawal, a melting out of
physical form into subtler realities.
 56
The fourth is again a bardo of emergence. It is the Bardo of the Moments After Death.
You will notice that there is no such thing as death but only the moments before and the
moments after. The concept "death has no basis in reality. For the body there is a moment when
it is animated and a moment late when it has become a nonreturnable empty . . .
The fifth bardo, the Death time Bardo, is another of the roaming bardos, where we are in
the transition to the next learning, aging and growth that occurs as our mind runs off it
conditioned content form a lifetime of holding and maneuvering for safety and security. It is the
unraveling of the past, another opportunity to relate directly in to the forms that arise in the mind
and create our ways of seeing. It is in this bardo that many of the peaceful and wrathful deities
are encountered. It is here that one meets the ten thousand loving and the ten thousand wrathful
aspects of the mind. But, of course these qualities are observable in our present bardo as well.
The six bardo, the Bardo of the Moment before Birth, is again of dissolution. It is a moment
when you are attracted to your next stage of becoming, when desires lead you to a new womb
out of which to emerge into a world that most often seems too big or too small . . ."

7. H526: CLINICAL HYPNOSIS WITH CHILDREN:

6.1 Identify and elucidate the four developmental phases revealed in the course text.
Contrast Piaget's and Erickson's opinions surrounding these phases. The four development
phases are explained in the text as follows: "Phase 1. Sensorimotor Period (Birth to 2 years,
approximately) The initial sensorimotor phase ranges from birth to approximately 2 years of
age and includes six stages, which cluster about the six areas of cognitive contents delineated by
Piaget. This phase corresponds to Erickson's first stage and a portion of the second stage as
defined by age. In the Piagetian substage, It is interesting to note a major "leap" in ability at
approximately one year between the fourth and fifth sensorimotor substages. It is at this point
that Piaget posits the ability of the child to create totally new patterns of behavior designed to
influence his or her environment. This is the same age at which Erikson posits the beginning of
the second stage of development, which is heavily focused on developing autonomy and
resolving conflicts with the environment caused by the child's increasing ability to initiate
environmental interaction. Thus, while Piaget's sensorimotor phase as a whole does not
correspond in age range to the first stage of Erikson, it does recognize the same shift in
competence and interactional behavior
During the first year of life, the child is moving from the primitive ability to imitate
toward independent behavior. It is during this year, according to Erikson, that the social and
emotional development of the child leads toward a reciprocally trusting relationship with the
primary caregiver and yields a sense of hope and faith in those more powerful than oneself . . .
The tertiary circular reactions that allow the child to create totally novel patterns of behavior
with systematic variations appear in the beginning of the second year. The difficulty with
Piaget's estimates is that they seem to confuse infant performance with competence. Also
developing in the second year of life are the "hand and hand" concepts of time and object
permanence. The new infant appears to have no concept of time as an objective thing . . . As
the infant develops some past, present, and future orientation, he or she appears to develop the
ability to hold an image more constant in memory and attempts to find the lost object.
Another extremely powerful event occurring during this period is the development of the
construct of causality. As delineated by Piaget, this becomes a clinically crucial issue when
interacting with injured children or perhaps when later working with older children who wee
injured or abused during this early period . . . Tertiary reactions allow the child to begin to be
aware that some events occur totally separate from the child or the child's control and wishes.
 57
On the basis of this model and the necessity of developing sense of trust and autonomy
during this age as proposed by Erikson, it becomes clear that in interacting with very young
children (preverbal), we need to exercise some caution in providing them with self-controlling
techniques that may be beyond their understanding. Techniques that are too sophisticated may
cause the child to decide that the technique is the cause of the hurt or to attribute causality to the
therapist's voice or some other event in proximity to an injury rather than to experience a sense of
mastery . . .
Phase II. Preoperational Period: (Early Childhood - 2 to 7 Years) The preoperational
phase of cognitive develop encompasses the completion of the second and third Eriksonian stages.
During stage II, autonomy is the sense of protecting oneself from rivals, or territoriality, is
developed. The child's ability to develop a sense of autonomy -standing on one's own with minimal
conflict from shame and doubt - combines with the continuing development of hope from stage I to
provide a lasting sense of self-conrtol without loss of self-esteem . . . The child must split his or
her infantile instances -which previously provided for growth, self- protection, or discovery and
continue to allow for growth and exuberance -from a parental mode that will increase self-
observation, guidance and punishment. The infantile moralism of guilt must be balanced with more
mature initiative and incorporation. This balance is view by Erikson as one of the most deeply
rooted aspects of human development. More changes occur in the child's life during the
preoperational years than at any other comparable portion of the life span. The most obvious are in
the child's social environment: the child's range of peer contacts broadens, school entry occurs,
systematic instruction in linguistic and abstract symbols begins, and parental expectations shift to
encourage independent and self-care skills.
Egocentrism is the most commonly discussed content ofthis period. For Piaget, egocentrism
does not imply selfishness. It is, instead, a dimension concerned with the extent to which children
view themselves as the center of reality . . . Also apparent in this stage is the immature and
continuing development of a concept of causality. In the adult, causality is normally linked to the
two forms by "why," which refer to the effects of doing something or the cause behind it. In
preoperational children, the two are not differentiated and "why" questions address both issues
simultaneously . . .
The young child appears to become less perceptually tied into the thinking process as he or
she develops toward concrete operational functioning. This is observed in responses to visual input
and in the ability to express mire abstract forms of causality. In the former instance, Sparks and
Cantor (1986) found that 3- to 5- year old preoperational children express low physical/emotional
arousal in anticipation of an exiting visual presentation and high arousal during the event, whereas
9-year-old concrete operational children express more anticipatory arousal and lower arousal during
presentation . . .
Hypnotherapy with the preoperational child needs to address competencies, both cognitive
and emotional . . . As the child progresses to the 5- to 7- year age range, eye- closure techniques
using favorite places. TV watching, games, activities, and more developed metaphors in the forms
of stories can be employed. At this age, the child is moving into the age of high hypnotizability
often referred to in children . . .
Concrete Operational Phase: Middle Childhood (Approximately Age Seven to Puberty)
The Piagetian concrete operational phase encompasses Erikson's stage IV - industry versus
inferiority. This age is different from the preceding ones in that it does not represent the arduous
conflict of moving from an inner upheaval or strife to a new outer mastery. It is the latency period
or quiet before the onset of puberty when the earlier drives reappear in new combination. Erikson
(1063) describes this stage as follows:
 58
With the oncoming latency period, the normally advanced
child forgets, or rather sublimates, the necessity to "make" people by direct attack or to become
papa and mama in a hurry: he now learns to win recognition by producing things . . .
The child at this age is receiving some form of
systematized instruction. this occurs across cultures, whether at school or in group customs or
apprenticeships . . . Yet there is another, and potentially more dangerous, ritualized structure: the
child may identify too strongly with his or her work and that "which works" becomes a yardstick or
being worthwhile . . .
For Piaget, this is by far the most important period . .
. This is the last of the transitional periods before mature operational intelligence emerges. At this
level, the child uses operational thought, but it must be tied to concrete realities, as opposed to later
mature operations that are free from concrete ties and can also function on a purely abstract or
hypothetical level. There are two major categories of concrete operations: logico-arithmetic
operations, which process discrete data, and spatial operations. which process continuous data . . .
Psychologically, the child at this age is much more able
to follow the type of hypnotic induction frequently used that involve imagination and visual
imagery to avert pain and bring about therapeutic growth. However, metaphorical work that relies
to heavily on the abstract can be difficult for this child and may not be grasped . . . In other words,
the child increases mastery while remaining connected to concrete processes or images . . .
Formal Operation Phase: Puberty Through Adulthood; (Beginning at Approximately 12
Years) With the beginning of formal operational thought, the child, now adolescent, is faced with
the issue of establishing identity anew. Psychologically, the conflicts of earlier years are refought
with the artificial use of well-meaning people as adversaries and the raising of idols and ideals. As
described by Erikson, the ego now plays a greatly expanded role of selection and integration as the
adolescent searches for continuity among friends and the social environment . . .
While Erikson sees adolescence as a time of identity diffusion and alignments that produce
considerable turmoil, Piaget does not subscribe to the trouble-and-turmoil school of thought. He
accentuates the positive features of this period - namely, the appearance of formal operations.
These operations begin to appear in early adolescence and are attained at approximately 15 years of
age . . . Formal operations provide for truly abstract reasoning. The individual becomes capable of
thinking about such ideas as thought, identity, and a wide variety of more academic and scientific
endeavors . . .
Hudson and Gray (1986) suggest that adolescent egocentrism, as observed in striving for
identity, may well be a function of emerging formal operations. The ability to consider abstractly
the effect that one has on others or the validity of one's own thought processes appears to generate
worry about appearances to others. This is a central theme when working with adolescents,
especially hypnotically. Particular concern and empathy for their newly found self- awareness need
to be maintained in order to assess their true thoughts and feelings and to respect their need to
maintain control externally while they seek internal reanchoring."
6.2 Briefly discuss hypnotic susceptibility scales and their development. Were there any
designed specifically for children? Do to a dissatisfaction with early hypnotic susceptibility scales
the text relates that, "Beginning in the late 1950s, E. Hilgard and A. Weizenhoffer started work on a
series of hypnotic responsiveness scales that are now known as the Stanford Scales. The Stanford
Hypnotic Susceptibility Scales, Forms A and B, (SHSS: A and B), developed by Weitznhoffer and
Hilgard (1959), were the first such scales to be published. Their initial norms were based on 124
university student subjects. The two forms emphasized ideomotor-type items (postural sway, eye
closure, hand lowering, arm rigidity), and they are essentially equivalent, permitting
 59
before-and-after studies. A third form, the Stanford Hypnotic Susceptibility Scale, Form C,
(SHSS:C), also developed by Weitzenhoffer and Hilgard (1962), was added next . . .
Although the Stanford Hypnotic Susceptibility Scales are valuable in research where the
assessment of responses in several specific areas may be essential, investigators (Hilgard & Hilgard,
1979) noted that these scales might be too long and cumbersome for routine clinical use. This
concern led to the development of Morgan and Hilgard's (1973) five-item Stanford Hypnotic
Clinical Scale for Adults (SHCA:A), as well as Spiegel and Spiegel's (1978) two-item Hypnotic
Induction Profile (HIP) and the single-item Stanford Hypnotic Arm Levitation Induction and Test
(SHALIT) developed by E. Hilgard, Crawford, and Wert 1979). Hilgard (Hilgard et al., 1979) has
noted that the new scales have the advantages of brevity and scoring convenience. He cautions,
however, that very brief scales have limited clinical usefulness in "that they do not sample a
sufficiently wide range of hypnotic behavior to guide therapy in the manner in which a slightly
longer scale can" (P. 121).
London"s (1962,1963) Children's Hypnotic Susceptibility Scale (CHSS) is a two-part scale
designed especially for children. Part I of the scale is comparable to Form A of the SHSS; it is a
12-item scale with items chosen to parallel those of SHSS:A, although adaptations have been made
in order to ease its use with children. Part II consists of items that were originally part of the depth
scale developed at Stanford, most of which are not found in Form C or in Forms I and II of the
Stanford Profile Scales (Weitzenhoffer & Hilgard, 1967) . . . Using the SHCS as a model, Morgan
and Hilgard (1978/1979) constructed the Stanford Hypnotic Clinical Scale for Children (SHCS:C)
specifically for clinical use. The SHCS:C comes in two forms, one for children ages 6-16 and one
for children aged 4-8 years. An eye-closure relaxation is used for older children, and an
imagination induction is used for the younger group."
6.3 What induction techniques can be used with children? Name some techniques for
deepening hypnosis. The authors tells us that, "The choice of induction technique greatly depends
on the personality and needs of the child, the child's preferences, such as sporting events and other
interests, and, of course, on what the therapist feels comfortable using for a specific treatment goal .
. . Olness and Gardner (1988) recommend specific induction techniques for certain age groups. A
tactile technique, such as holding a stuffed animal, may be most appropriate for a 2-year-old. A
4-year-old may respond better to a rag doll and a 6-year- old to a coin or television technique.
Developmentally, school child (7-11 years of age) may respond best to a favorite-place technique
and an adolescent to sports imagery. As therapists gain more experience in working with children,
their choice of technique will become somewhat automatic . . Hammond (1987) describes the
following procedure to enhance the depth of the hypnotic state.
1. Fractionation. In this procedure, the patient (child) is alerted and rehypnotized several
times. 2. Downward movement. Movement such as walking down a staircase or moving down
an escalator is often facultative. 3. Interspersing patient motivation and needs. "And you are
relaxing deeper and deeper because you . .." 4. Contingent suggestions. "With every sound of
my voice, you can drift deeper and deeper . . . ," or "With every breath you take, your level of
relaxation increases more and more . . ." 5. Breathing and counting. Counting backwards from
10 to 1 with interspersed suggestions, or focusing on breathing with deepening suggestions, can be
included as a deepening technique."
6.4 What is "protohypnosis"? Explain fully. The text relates that, "Hilgard and Morgan
(1978) have suggested that the term "hypnosis" cannot be applied to the trance-like state
experienced by children under the age of six years. In this seminal paper they recommended that
the term "protohypnosis" would more accurately describe the process that occurs when children
four to six years of age become involved in an hypnotic experience.
 60
These procedures involve two major elements: (a) the implied difference between voluntary
and involuntary action, and (b) the expectation of distraction through self- controlled fantasy.
Instead this is group is more responsive to a kind of "protohypnosis," in which the distraction has at
first been set up in the external situation, that is, the very young child is better able to be distracted
by listening to a story or by participating in a verbal game with a friendly adult than by removing
himself from the scene through his own fantasy or through reliving an earlier game or experience of
his own. Gradually the context of the external situation can be altered in such a way that the child
achieves the control. (p. 286) Hilgard, a pioneer in the use of hypnosis with children, referred to
the young child in this "protohypnotic state" as experiencing an " imaginative involvement . . ."
Thus, childhood imaginative involvement seems to be a precursor of adult hypnotic ability . . ."
6.5 The text's authors cite the Hippocratic injunction "Primum non nocere." Why? What
are some of the dimensions that should be assessed? The authors explain that, "Consideration of
the use of hypnosis in the traumatized child begin with the Hippocratic injunction, "Primum non
nocere" ("First, do no harm"). As noted above, it is essential to avoid even the remote possibility of
contaminating or appearing to contaminate the field with regard to legal issues. Also, it is
important to undertake a complete assessment of the child before proceeding. The hypnotherapist,
even if he or she is called on to make a brief intervention in the course of an overall therapy
conducted by others, should become aware of the diagnostic, dynamic, developmental, familial,
medical, and other considerations that affect the child's life space. Hypnosis in the treatment of the
traumatized should never be a "shot in the dark . . ."
In essence, the author uses hypnosis in traumatized children primarily to enhance mastery,
secondarily to alleviate symptoms or interrupt symptomatic behaviors, and thirdly to retrieve
information . . . Therefore, in his assessment, he is particularly sensitive to the child's ego
functions, cognitive and psychodynamic development, and coping style. Green (1989) has
summarized the sequelae of child abuse, both physical and sexual. Some of the dimensions that
should be assessed and their implications for hypnosis are considered (1) cognitive and
developmental impairments and central- nervous-system compromise caused by trauma
(interventions may have to be simplified); (2) posttraumatic symptoms (which often flare up
spontaneously upon the entry into trance); (3) mistrust and pathological object relations (that may
influence how the therapist is perceived and whether cooperation is possible - some of these
children have little substrata upon which to build a positive transference or expectation of the
treatment); (4) primitive defense mechanisms and (5) poor impulse control ( Which may set the
stage for unanticipated regressions); (6) Poor self-concept and depression (which may compromise
the usually optimistic and upbeat induction technique often congenial to those who use hypnosis
with less injured children); and (7) masochistic, self-destructive, and hypersexual behavior (which
makes careful attention to wording and suggestions essential, lest they be amenable to corruption by
these pathological tendencies). The motivation of the potential patient for hypnosis must be
assessed, and inaccurate fantasies and fears must be addressed. Family preferences may affect the
decision as to whether to use hypnosis . . . Only after the foregoing factors and the merits of
alternative approaches have been considered should a decision be made to use hypnosis . . ."
6.6 What is the eight C's model? How is it used? The text tells us that, "A useful frame
work is the eight Cs model that has been offered by Spiegel (1988a, 1988b). The trauma victim
must be helped to Confront what has occurred directly, and to Confess what has been done and
been felt. Often this involves helping the patient to distinguish between misplaced and real guilt
and shame, because many trauma victims, out of their need to avoid feeling helpless, take
responsibility for events and actions that were imposed on them. Active consolation is necessary. A
Condensation of the experience in to an image that can focus the event and make it more
 61
manageable may be helpful. It is important to bring dissociated memories into Consciousness, in a
gradual way that does not overwhelm the patient. Concentration, a characteristic of the hypnotic
experience, can help to demarcate the trauma. Through the structuring of experience, the patient is
helped to achieve Control of the trauma and the memories of trauma. This allows gradual working
through of the painful material in a manageable manner, rather than experiencing one's self at its
mercy, vulnerable to being overwhelmed abruptly. Finally, the patient achieves Congruence, the
ability to integrate what has occurred into one's conscious awareness of one's self, "so that the
traumatic past is not disjunctive and incompatible with the present" (Spiegel, 1988a, p. 16).
Naturally the illustrations will not demonstrate all aspects of this process."
6.7 How are a punitive upbringing and hypnotizability associated? Discuss fully? The
authors relate that, "A number of studies (Nash, Lynn, & Givens, 1984; Nash & Lynn, 1986) have
shown that college students who report a history of physical abuse are more hypnotizable than
subjects who do not report a history of abuse. Although a recent study (Rhue & Lynn, 1990 failed
to find support for the link between abuse and hypnotizability, this investigation did find that adults
who reported being either sexually or physically abused during childhood were more fantasy-prone
than were nonabused subjects. Thus, extensive fantasy involvements constitute a way of coping
with or escaping from a harsh or aversive childhood environment (Hilgard, 1970).
Hilgard (1986) has suggested three reasons why an association exists between a punitive
upbringing and hypnotizability. First, subjects raised in such a home environment might be
conditioned to respond to authority automatically and without question. Second, they may prevent
punishment by learning to play various social roles. And third, they may learn to escape parental
punishment by retreating into a comforting world of fantasy and make- believe.
In summary, imagination and fantasy-based hypnotic techniques may be particularly well
suited to victims of child abuse. Not only do therapeutic techniques that capitalize on the
naturalistic use of imagination as a vehicle to resolve problems and regulate affect have special
relevance for the child but certain abused children appear to be especially inclined to exploit such
techniques and to benefit from them."
6.8 Distinguish the five therapeutic goals of hypnotherapy with sexually abused children,
and comment on each. The text explains that, "Hypnotherapy proceeds in a step wise fashion.
Building a safe context with which feelings about abuse can be explored is prerequisite to
successful hypnotherapy with sexually abused children. Indeed, one of the most important task of
the therapist is to help the sexually abused child rebuild a trusting relationship with adults . . .
Fortunately, hypnotherapeutic techniques lend themselves to the establishment of a sense of
security by permitting the child to proceed at a comfortable, self- controlled pace, and to enter and
with draw from the fantasy environment as needed . . .
In building a safe haven, we encourage the child to describe his or her favorite place, the
place where the child is happiest and feels safe, regardless of whether it is an actual place or a
fantasized, idealized place . . . In working with very anxious children, an imaginary gate may be
added so that the child determines who enters and exits . . . We give the child full control of all
aspects of the story, including whether he or she visits the favorite place alone or is accompanied by
us.
As this sort of fantasy becomes more familiar and comfortable, the child is encouraged to
introduce new stories, from the safety of the favorite place . . .
Nevertheless, the child is encouraged to bring imaginary protectors if he or she feels they are
needed. As rapport with the therapist builds, the child is encouraged to relate stories of real-life
events that have happened to the child or the child's friends. The child's stories are not questioned;
no effort is made to have the child disclose to whom the described events happened. Moreover,
 62
interpretation of the meaning to the stories is typically initiated by nondirective questioning or by
following the child's insightful remarks . . .
A second goal of hypnotherapy is the restoration of a sense of personal power and control.
In a sexually abusive relationship, the child experiences a loss of power to a dominant,
manipulative abuser and a current loss of self- esteem. The child's freedom to control the story and
"make it what you want" is emphasized from the outset. The child is also granted power to choose
among various stories for the therapist to tell or to choose a story in which the child and therapist
alternate in assuming responsibility for the narrative . . . As the child is able to tolerate more direct
reference to issues of abuse, the therapist's stories begin to tackle difficult issues, such as the child's
right to control who touches his or her body . . .
A third goal of hypnotherapy is the reduction of feelings of self-blame, shame, or of being
damaged or broken. For many sexually abused children, a person of two to three years elapse
before they disclose the abuse . . . The rational for this "secret" often takes one of two forms: either
the child will get into trouble and be seen as "bad" for allowing sexual intercourse to occur, or the
child will get the abuser into trouble instead of protecting his or her parent or friend . . . The longer
the secret is kept and the sexual contact continues, the greater is the sense of badness . . . In
worse-case scenarios, adults actually do blame the child for provoking or tolerating the abuse. In
such cases, the child's feelings of guilt and shame are confirmed. In these circumstances, we recast
the child's problem as an irresolute dilemma in which the best possible decision was made. This
message is conveyed in story form . . . The therapist emphasizes the point that, in each case, the
children will eventually feel better.
A fourth therapeutic goal is to promote a sense of wellness and good health. Children who
have been sexually abused seem to experience a lowered resistance to stress and a difficulty on
coping with frequent or sudden change . . . The storytelling format can be used to provide
suggestions for bodily integrity and good health. Also, we use guided imagery and hyperemperic
suggestions (Gibbons, 1979) to teach children how to produce a sense of well-being and relaxation
to counteract the effects of stress associated with abuse. Finally, we have found it useful to tell
stories about how other children have coped with physical and psychological problems similar to
those of the abused child.
A fifth therapeutic goal is to resolve sexual issues . .. Sexually abused children are
confronted with adult sexual behaviors prematurely. Those who experience physical pain as a
result of the sexual abuse may develop an association between fear and sex. In such cases, the child
may require the therapist's help to separate physical affection, and late sexuality, from
pain.However, in most cases of sexual abuse, the child has experienced minimal physical pain;
instead, sexual behaviors have frequently been paired with positive physical sensations, statements
of affection and love, and a peculiar specialness because the child learns that sexual activities can
earn extra attention and material goods. The therapist maybe face with a child who has acquired an
inappropriate repertoire of sexual behavior, is confused about his or her sexual self-concept, and
imputes unusual emotional associations to sexual activities. Storytelling may be employed to help
the child learn appropriate ways of earning material rewards via nonsexual means."
6.9 Define a habit and its three treatment strategies. Why is videotaping a child's treatment
session a good idea? The authors define a habit within the text as, "a constant, often unconscious,
inclination to perform an act, acquired through it frequent repetition" (American Heritage
Dictionary, 1985) Three strategies are frequently recommended when treating habits with
hypnotherapy. First the therapist should be familiar with the various ways to use a symptom as
described by Minuchin (1974). these include (1) focusing on the symptom, (2) exaggerating the
symptom, (3) deemphasizing the symptom, (4) shifting to another symptom, and (5) relabeling the
 63
symptom.
Second, the therapist can use a direct (suggestion) technique to remove the symptom.
Though symptom substitution is frequently talked about in clinical practice, it is rarely encountered
(Conn. 1961; Gardner & Olness, 1981) . . . Third, the therapist can utilize ideomotor signaling.
this approach is not an absolute predictor if the child's readiness to eliminate a habit; however,
answers with ideomotor signals to questions about the desire to give up the habit can be
extremely helpful. The ability to talk about how life would be different without the habit and
to imagine the desired outcome while in hypnosis are alternative approaches (Reaney,
1984) . . . If you video tape a child's treatment session, take advantage of that by playing the
tape for the child. Children love to see themsleves on TV, and by viewing the tape, all of your
procedures are reinforced."
6.10 Name and describe the three hypnobehavioral treatment phases for tics. What
two promising treatment techniques does this allow? The three major hypnobehavioral
treatment phases for tics described in the text are: "(1) discrimination training and skill
acquisition, (2) skill application and problem resolution, and (3) generalization, symptom
mastery, and maintenance. A promising behavioral intervention for simple tics is a package
of techniques developed by Azrin and his colleagues (Azrin & Nunn, 1973, 1977; Azrin,
Nunn, & Frantz, 1980 employing habit-reversal training that involves teaching the individual
to replace the tic behavior with a competent muscle response . . . Habit-reversal training does
not have an impact on the uncontrollable subjective "urge" to tic noted by several authors
(Bliss, 1980; Bullen & hemsley, 1983. To address the subjective component, Bullena and
Hemsley developed a variant of habit-reversal training called response prevention. Response
prevention teaches the individual to prolong the time between the "urge" to tic and the tic
behavior."
6.11 Explore the six anxiety disorders in children. The authors relate that, "There are
basically six, not entirely independent, anxiety disorders that have been described in children.
The first of these, separation anxiety, has an essential feature excessive anxiety concerning
separation from those to whom the child is attached. The reaction must be beyond that which
is expected for some one at the child's development level. Symptoms include distress to the
point of panic. In many respects, this disorder is the childhood equivalent of agoraphobia
since the latter does not generally develop until a person is in early adulthood, but both keep
the person close to home.
Avoidant disorder of childhood or adolescence is characterized by an excessive
shrinking from contact with unfamiliar people, despite good relationships with familiar
figures. These children generally appear socially withdrawn, timid, and lacking in
self-confidence. Most of them have another anxiety disorder, especially overanxious disorder.
Overanxious disorder has as a central feature excessive or unrealistic anxiety or worry, and it
is similar to the diagnosis of generalized anxiety disorder, found in adults. Children with
overanxious disorder complain of frequent physical concomitants of anxiety. Sleep-onset
difficulty is common and the child often appears nervous much of the time. Because of his or
her fears, the child may spend much time inquiring about discomforts or dangers of various
situations. Reassurance is needed about events and/or the child's competence and the view
others hold of his or her performance. Habit disorders are common with this diagnosis.
Social phobias reflect performance anxiety and fear of
embarrassment or humiliation. Anticipatory anxiety is common if a feared situation is
unavoidable. Exposure to the phobic stimulus results in an immediate anxiety response, often
with physiological symptoms. Simple phobias (sometimes known as "specific phobias") are
marked by persistent fear of a circumscribed object or situation. Fear of embarrassment, if
present, is a secondary. These phobias are what most people think of when phobia is
mentioned: fear of animals, heights, closed spaces, needles, and so on.
Posttraumatic stress disorder (PTSD) develops after a psychologically distressing
event that is outside the range of typical human experiences. While there is some
disagreement about the role developmental level plays in the formation of the disorder, there
is growing consensus that children can experience PTSD. Flashbacks to the traumatic event,
constriction of affect, and diminished interest in significant activities are generally noted.
Children also report tension-related physical symptoms and a sense of a foreshortened future.
Phobic avoidance of situations similar to the original trauma may significantly curtail
activities and interfere with interpersonal relationships . . . Hypnosis has been used both
primarily and adjunctively to treat anxiety disorders in children, with one of the earliest
published accounts being Manson's 1897 treatment of a child who was too frightened to
cooperate with medical treatment. Since then, numerous case reports, and far fewer empirical
studies, have provided evidence of the efficacy of hypnosis for treating anxiety in children."
6.12 Describe the hypnotic intervention process for anxieties and phobias. Illustrate
with an original example of your understanding of the process. A. The text explains that the
intervention process for anxieties and phobias utilizes the following basic processes in
treatment:
"1. Relaxation. Achieved by direct suggestion, deep breathing, progressive muscle
relaxation, or other induction techniques, this state could be seen as inhibiting anxiety by its
incompatibility with tension.
2. Hypnoanalysis. This technique is used for identifying dynamics of anxiety and/or as an
opportunity to view a precipitating event with older, wiser eyes.
3. Improvement of coping strategies or "ego strengthening." Usually in response to a direct
suggestion, the patient perceives himself or herself as stronger, smarter , braver, and so on.
4. Changing attributions of situations. The meanings
of events are altered by theater technique, hypnoanalysis, negative effects, or suggestions for
sensory confusion.
5. Exposure to feared stimuli in a safe setting. Behavior therapists, cognitive-behavior
therapists, Gestalt therapists, Sigmund Freud, and children's grandmothers tend to have one
construct in common: when it comes to fears and phobias, talking is not enough. As Clark
and Jackson (1983 succinctly stated, "Exposure is the treatment for phobic anxiety" (p. 201)
(emphasis in original). Whether through the adventures of story characters, the careful use of
hierarchically arranged images, or entrance into a situation under the protective influence of a
superhero, hypnotic techniques and suggestions expose the patient to the feared stimuli in a
relaxed state and in safety. Posthypnotic suggestions may also be used to expedite in vivo
exposure without rapid escape or overwhelming anxiety.
6. Increasing a feeling of self-efficacy and control. Providing tools for controlling the
feared response to the feared object, situation, or thought may be central to the therapeutic
interventions. Bandura (1977) proposed this notion originally in the context of analyzing
change in the treatment of fear and avoidance. Self-efficacy refers to a person's expectations
that he or she can successfully behave in ways that lead to a desired outcome. Self-efficacy
and perceived control may be particularly powerful for children who have dimished real
control and influence relative to adults."
B. There was a young boy, about nine years old, whose mother came to me for help.
It seems that the boy had a terrible fear of going to the dentist. When it was time to go to the
dentist his mother would have to give him tranquilizers, and then bodily drag and carry him to
the car.
Once in the car he would scream and kick all the way to the dentist's office. Once at the
dentist's office, he would crawl under the dash board and grab two hands full of wires, and
threaten to pull them out if anyone tried to bring him into the dentist's office. It was traumatic
for the boy and embarrassing for the mother.
 After talking to the boy and developing rapport, I got him to tell me a story of a real
hurtful experience that happened to him by an insensitive dentist. Therefore he always
associated going to the dentist as a traumatic and hurtful experience. I did some relaxation
work with him, mainly to introduce hypnosis and guided imagery to him, and then asked if he
would come back next week. Well he liked my relaxation story so much he was more than
happy to return.
By the next visit I had developed an audio tape which was comprised of a short
induction, relaxation, and a guided imagery story. In the guided imagery story the dentist was
very caring (changing the attributions of the situation), and the boy felt in control of the
situation ( Increasing a feeling of self-efficacy and control), by agreeing that if he said stop
the dentist would, and that he was very brave and strong to trust this dentist who would do
everything possible to prevent any hurt or ouches. And don't forget the surprise you always
get for being brave and strong (Improvement of coping strategies or "ego strengthening")
When the boy returned to see me I explained all about the audio tape and allowed him to
practice using it several times in my office. He accepted using the tape and the suggestions
within the tape very readily. Then, I instructed his mother to allow him to listen to the tape at
least once each day for one month. After that, whenever the boy had a dental appointment he
was to listen to the tape twice the day before going to the dentist and again in the morning and
on the way to the dentist's office. The mother was given instructions to call me and let me
know the outcome. About six weeks later I got a call from her and she was elated with joy
and so was the boy.
6.13 How is hypnotherapy for management of somatoform disorders to be presented to
the child? Cite an example of this form of hypnotherapy either from the text, a personal
experience or fantasy. The authors explain that, "Hypnosis is presented to the child as a skill
to be learned and mastered. The emphasis is on enhancing the child's sense of self-control.
This "teaching model" of hypnosis gives the child greater control over and responsibility for
symptoms. A nonauthroritarian approach is usually taken that avoids forcing and instead
gives the child the opportunity to learn hypnosis. The actual induction is individualized to
suit the child's level of development, interests, fantasy, and likes. The child is seen for
hypnotherapy, which may include altering symptoms, uncovering psychodynamics, and
teaching self-hypnosis.
The initial hypnotic induction allows the emergence of some general idea of the child's
responsiveness to hypnosis as a treatment. Hypnosis is a potent intervention and the
possibility of rapid change and self-control is communicated to the child and parents. It is
suggested during the preinduction talk that significant change may occur after the first session
...
In virtually all instances, I teach the child self-hypnosis. Usually, this also means
making an audio tape recording of a session and giving it to the child for home practice. It is
the child's responsibility to remember to practice hypnosis. The parents are usually asked to
avoid reminding the child or otherwise trying to "take over" the child's responsibility (Olness,
1976). Rather, the parental role is to avoid attention to symptoms and to provide a supportive
environment for the child's mastery of hypnosis . . ."
B. This program was designed for a child (7 to 12 years old) who has suffered a
painful trauma or surgery. CHILD'S GLOVE by Gaspare J BirbigliaHi! This is uncle
Benny. I heard that you weren't feeling well today and that you have an ouch or hurt that is
making you very uncomfortable . . . If this is true I have a story to tell you that may allow
you to feel better . . . Would you like me to tell you the story . . . Good! Before we begin
Uncle Benny is going to ask you for some help . . . Okay . . . Uncle Benny needs you to
allow yourself to relax and find a safe, quiet, comfortable place to listen to this so try . . . As
you lie back relaxing place one hand on top of the other . . . It is very important to put one
hand on top of the other and to keep it there . . . Then permit yourself to visualize or draw in
your mind the pictures I will be telling you about . . . If you will help Uncle Benny by doing
these things I know that you will feel a lot better and your ouches or hurts will become very
small or go away completely . . . Okay!
To help you relax Uncle Benny suggest that you listen to the air coming in to your
body and flowing out of your body through your nose and mouth . . . Each time the air comes
into your body you feel more and more relaxed and when the air leaves your body all of the
ouches and hurts will leave with it . . . Some of my young friends feel more relaxed when
they close their eyes . . . So, you might allow your eyes to close and see how relaxing it
feels . . . Uncle Benny will be here to make sure your are safe and comfortable . . .
Now, each time the air flows in and out of your body your eyes will seem to close
tighter and tighter as you become more and more relaxed . . . By allowing yourself to keep
relaxing deeper and deeper your eyes will close so tight that you won't want to open them . . .
You will just want to allow the air to flow into and out of your body easily and freely as you
relax deeper and deeper permitting your ouches and hurts to become smaller and smaller or to
go away completely . . . As the air flows in and out of your body freely and easily the
relaxation will flow into every part of your body from the top of your head to the tip of your
toes . . .
Now that you have allowed yourself to relax I will tell you how you can relax even
more . . I would like you to take a walk with me down ten steps into a beautiful garden . . . I
will count the steps for you and with each step you can allow yourself to become much more
relaxed than you were before . . . Okay ! ! ! Let's go . . . One . . . relaxing more and more . .
. Two . . . feeling all of the ouches and hurts flowing out of your body each time the air goes
in and our of your body . . . Three . . . allowing your whole body and mind to relax
completely . . . four . . . five . . . halfway there . . . six . . . relaxing deeper and deeper . . .
seven . . . You can see the garden with all of the beautiful flowers . . . eight . . . Feeling
safe, comfortable, and well, Cause Mother Nature made these flowers especially for children
so they would not cause any runny eyes or noses or sneezes . . . Nine . . . One more to go . .
. ten . . . Just allowing yourself to listen to the soothing music and completely relax in the
beautiful garden for a few seconds . . . (Pause for thirty seconds)
Now my little friend it is time for you to help Uncle benny . . . I would like you to
allow yourself to imagine or picture in your mind all of the suggestions I will give to you . . .
Okay? . . .
As you relax with one hand on top of the other feel how the one on top is keeping the other
one warm . . . I am going to begin counting from one to three . . . And when I do, I would like
you to allow the hand on top to rub the one on the bottom three times each time I count and
tell you to . . When you do this something very special and pleasing is going to happen if you
want it to . . .Each time I tell you to allow the hand on top to rub the one on the bottom, and
you do it, the hand on the bottom be become more numb than it was before By the time I
reach the count of three you will be able to allow the hand on the bottom to become so numb
that you cant feel it . . . Okay . . . Let's begin with the count of one . . . Allowing the hand on
top to rub the hand on the bottom three times and feel the hand on the bottom starting to
become numb . . . Two . . . Allow the hand on the top to rub the hand on the bottom three
more times and permit the hand on the bottom to become more and more numb each time you
rub it . . . Three . . . For the last time, allow the hand on top to rub the hand on the bottom
three times and feel the hand on the bottom become so numb that you can't feel it . . .
 Now take a minute of time and listen to the music while you allow your hand on the
bottom to become completely numb . . . The sounds of the music will allow you to relax
deeper and deeper and your hand on bottom to continue becoming more and more numb . . .
Just relax and allow it to happen . . (Take one minute) Now, if you have allowed your hand
on the bottom to become completely numb, move the one on top away from the one on the
bottom . . . Take the numb hand and put it on the area or spot that ouches or hurts . . . and
when I ask you to, gently rub that spot three times just like you did before . . . Okay? . . . I
will help by counting from one to three for you . . . Let's begin with the count of one . . .
Gently rub the ouch or hurt with your numb hand three times and allow yourself to feel the
ouch or hurt becoming numb and the numbness moves from your numb hand to the ouch or
hurt . . . Two . . . Gently rub the ouch or hurt three times again, allowing more and more
numbness to move from your hand to your ouch or hurt . . . Three . . . For the last time,
gently rub the ouch or hurt one last time with your numb hand and permit the ouch or hurt to
become complete numb . . . so numb that the ouch or hurt doesn't bother you anymore . . .
The ouch or hurt will continue to become more and more numb each time you breath

in and out . . . and will remain numb for as long as you want or need or until your ouch or

hurt is completely healed . . . which ever comes first . . . then you will continue to feel better

and better and heal faster and faster every day (For Sleep). Now that your ouch or hurt is

gone you can return to your comfortable place . . . just allowing yourself to drift out of your

imagination . . . relaxing deeper and deeper with each breath your take . . . into a wonderful

natural sleep . . . At your own speed and in your own way . . . Knowing that you will rest

safe and sound throughout your time of sleep . . . Your mind will let your body know when it

is time to awaken and open your eyes . . . you will feel completely rested, comfortable and

any discomfort will very small . . . The numbness in your hand will be all gone and the

normal feelings will returned to your whole body . . . Except the numbness at the spot of your

ouch or hurt will remain for as long as you want or need it or until your ouch or hurt is healed

. . . which ever comes first . . . You will then be aware that you are becoming well as fast as

possible, and full of energy . . . Ready for a big hug and knowing that you are loved and then

you can open your eyes, wiggle your toes, and move your fingers, . . . but for now my little

fiend . . . just sleep well and have sweet dreams . . . Get well soon my little friend. (Return

Now)
 Now that your ouch or hurt is gone you can prepare to return to your comfortable
place. Uncle benny will help you return by counting from one to five . . . but don't return
until I reach the count of five . . . Okay . . . Then lets begin with the count of One . . . As you
allow yourself to begin to rise like a balloon floating up into the sky . . . Two . . . When you
return the numbness in your hand will be all gone and the normal feeling will have returned to
your whole body . . . Except the numbness at the spot of your ouch or hurt will remain for as
long as you want or need it or until your ouch or hurt is healed . . . which ever comes
first . . . because you will feel great and all of your ouches and hurts will be gone . . .
Remembering that you can visit with Uncle Benny any time you have an ouch or hurt by
asking to listen to this tape . . . Three . . . ready for a big hug and knowing that you are loved
. . . Four . . . time to wiggle your toes and move your fingers . . . Five . . . opening your
eyes, taking a big deep breath and knowing that your ouches and hurts are healing as fast as
possible . . . Remembering that Uncle benny loves you and wishes you a speedy recovery.
6.14 What is the definition of behavior disordered? What are some of the factors that
influence a labeling of behavior disordered? Be specific. The authors define behavior
disorder, "as a behavior that violates societal expectations in a specific setting. It is important
to note that this definition places the power to identify a child with a behavioral problem in
the hands of those who hold authority over the child. Thus, a number of factors influence the
decision as to which child is labeled behavior disordered, including (1) the authority figures'
tolerance for various behaviors, (2) the setting in which the behavior takes place, (3) the
persistence of the behavior overtime, and (4) the training and background of the authority
figure observing the behavior. Tolerance - Everyone has preferences for certain types of
behavior, and so parents too, differ drastically in their opinion of what is acceptable . . . One
teacher may not react to a child's being away from his or her desk, another may chastise the
child, and still another may encourage such independent behavior.
Setting - The tolerance of an authority figure for a certain behavior will vary with the
setting where the behavior occurs. The authority figure makes a judgment concerning the
appropriateness of the behavior given a specific setting (e.g., noisy behavior is expected on
the playground, but no during math class).
Persistence - An authority figure may accept an occasional deviance form the
expected behavioral norms (e.g. talking in math class), but this behavior may become
identified as a problem if it persists over time.
Professional Training - When a child has come to theattention of a professional
person because of negative behavior, that professional must make an assessment as to whether
the behavior is indeed deviant. Every professional operates according to a system of beliefs
that have become ingrained as a result of the person's training and personal history . . . It is
generally agreed that children and adolescents who
carry the label "behavior disordered" are characterized by aggressive, impulsive behavior that
infringes on the basic rights of others. This type of behavior is generally viewed as being in
violation of accepted social norms . . ."
6.15 What is TEAM? How is it affiliated with the "new Hypnosis? The text explains
that, "The success of hypnotherapy with children who exhibit behavior disorders depends, to a
large degree, on the individual hypnotherapist. Araoz (1981, 1985) talks of TEAM (i.e., trust,
expectations, attitudes, and motivation) and its effect on therapeutic outcome. TEAM must be
present in both the hypnotherapist and the child for optimum results to be achieved. To assess
the presence of Team in the child, one must understand the child's role in the family, the
school, and the peer group. It is important to create ways of measuring TEAM to determine
which will respond most effectively to direct suggestions, which children will respond to
indirect suggestions, which children will benefit from autogenic training, and which children
will respond to group hypnosis for maximum benefits . . . The most effective way to predict
the variances inindividual children and then design the most efficient treatment program is
certainly a subject for future research considerations . . . There will always be a large
component of clinical intuition in the application of hypnotherapy ( as with any
psychological, medical, or educational tool), but it is hoped that a molding of science and art
will emerge that will yield the most successful intervention possible for each individual child
who suffers the pain and unhappiness that accompany what has become known as a behavior
disorder."
6.16 What are the two definitions of learning disabilities? How hypnotizable are LD
children? Explain. The authors explain that, "The two definitions of learning disabilities are
currently receiving widest acceptance. Public Law 94-142 and the National Joint Committee
for Learning Disabilities, through differing somewhat in philosophy, agree that learning
disabled (LD) children (1) have at least average intelligence, (2) show a discrepancy between
their actual academic achievement and their expected achievement based on intelligence level,
and (3) do not exhibit these problems as a direct result of other handicapping conditions.
Learning disabilities may be experienced in reading (dyslexia), arithmetic (dyscalculia),
handwriting (dysgraphia), or the spoken language. Children with learning disabilities often
experience concomitant difficulties with low self-esteem, negative attitudes toward learning
and school, and related emotional problems. This constellation of symptoms and behaviors
would seem amenable to hypnotherapy. Although a plethora of studies does not exist, many
researchers have chosen to investigate the use of hypnosis with LD children.
Studies have investigated various aspects of learning disabilities, including general
hypnotizability of LD children; actual academic achievement; improvement in
comprehension, memory, motor performance, and reversals; and changes in attitude toward
learning and self-esteem. The hypnotizability of LD children seems to be one area in which
researchers have reached consistent conclusions; these children appear to be at least as
hypnotizable as non-LD children. Johnson (1979) explored the effect of group hypnotic and
self-hypnotic training on the academic performance of LD children and reported that the
children were significantly more hypnotically susceptible than a normative sample.
Most of the literature has centered around the actual measurement of academic
achievement when suggestions were given under hypnosis. Russell (1980) assimilated and
critically reviewed the reports form 1960 to 1980 of cases in which hypnosis was used with
LD children. He concludes that, in spite of methodological problems, hypnosis can facilitate
improvement in academic achievement. Crasilneck and Hall (1975) described the successful
treatment of an 8-year-old LD girl whose report - card marks rose an average of one letter
grade on nine weeks. The testament consisted of hypnosis and suggestions that grades would
improve and concentration would be more sustained . . ."
6.17 Define and discuss the following: a. NV b. ANV c. MANE d. "Faces Form"
The text defines that above acronyms as follows: a. "NV - Within medical settings, the
children most frequently referred for treatment of nausea and vomiting (NV) are pediatric
oncology patients who are experiencing chemotherapy-related NV . . . Children may also be
referred for treatment of NV associated with other disease processes and of psychogenic NV
as a response to stress. Clinically, children presenting with anticipatory NV and psychogenic
NV are highly responsive to hypnotherapy. However, a review of the experimental literature
provides a more cautious perspective about the "Unique effectiveness" of hypnosis in treating
these patients . . ." b. ANV - Many chemotherapy patients experience NV in anticipation of
treatment, prior to the actual infusion of chemotherapeutic agents - perhaps for the entire day
before treatment, when approaching the hospital, upon seeing the oncology nurses, or even
when talking about chemotherapy. As Jacobsen and Redd (1988) note, the reported
prevalence of anticipatory nausea and vomiting (ANV) in chemotherapy patients ranges form
18 percent to 57 percent. They attribute this marked variability to three methodological issues
that are specific to the study of ANV. First, anticipatory reactions are defined by the presence
of nausea or vomiting prior to chemotherapy by some investigators . . .
Second, the risk of development of ANV tends to increase with each chemotherapy
treatment . . . Finally, the prevalence of ANV appears to vary considerably depending on the
emetic properties of the drug protocol . . . Jacobsen and Redd conclude that an individual
patient's risk of developing ANV will be greater when treated with the more emetic
chemotherapy protocols and will increase with each additional infusion of chemotherapy . . .
c. MANE - Currently, the Morrow Assessment of Nausea and Emesis (MANE) is the
most comprehensive and widely used measure for assessing treatment-related NV in patients
19 years old and older (Carnrike et al., 1988) . . . The MANE was developed to be
administered at the time of
 72
the fourth chemotherapy treatment and is used to assess all previous chemotherapy
administrations. The MANE-FU is used for all subsequent chemotherapy treatments, as it
assesses only one treatment at a time . . . The concurrent validity of the MANE and continuous
self-monitoring of patients was evaluated in a study by Carnrike and his associates (Carnrike et
al., 1988).
d. "Faces Form" - The Chemotherapy Self-Report form was developed by LeBarom and
Zeltzer (1984) to assess postchemotherapy NV in children. For children who are 10 years of age
and younger, there is an accompanying "Faces Form," a visual analogue scale consisting of six
faces (with ratings of distress. The Faces Form is placed above the numbers of the scales on the
Chemotherapy Self-Report Form and used as signpost for the younger children . . . Each family
is given a copy of the Chemotherapy Self-Report Form and the Faces Form, if appropriate, to
take home. The patients and their parents are contacted by telephone with in two to five days
following the administration of each course of chemotherapy and interviewed about their
responses to form items."
6.18 Review the six phases of the hypnotic intervention process for a patient with NV.
The text tells us that, "The use of hypnosis can be divided somewhat arbitrarily into six phases:
(1) preparation, (2) induction, (3) deepening, (4) therapeutic suggestions, (5) posthypnotic
suggestions, and (6) termination.
1. Preparation - During the preparation phase, the
therapist introduces parents to the potential use of hypnosis as a treatment modality for their
child or adolescent. As discussed, much of the preparation is accomplished during the initial
session in which the child's and parents' psychological functioning are assessed . . . Preparation
of the child varies with age. For children in the 5-6-year-old age group, hypnosis is introduced
through play. According to Morgan and Hilgard (1978/1979a), children in this age group
respond more readily to what they named "protohypnosis," that is, the external distraction, such
as listening to a story, in contrast to distraction through self-controlled fantasy. These children
often resist suggestions for eye closure. Preparation for this age is brief and concrete and
induction begins as the therapist engages the child in stories about his or her favorite activities,
television, heroes, or pets. For children 7 years of age and older, means that they currently use
to distract themselves from distress can be explored (e.g., television shows, video games).
Hypnosis can be introduced as a talent most children have to use their imagination to become
fully absorbed in fantasies and favorite activities, enabling them to "get away" from discomfort
and to become more the "boss of their body." It is described as a skill, much like athletic or
musical ability, that improves with frequent practice. The Stanford Hypnotic Clinical Scale for
Children - revised (Zeltzer & LeBaron, 1984b), for children 6-16 years of age, or the Stanford
Hypnotic Clinical Scale (Morgan & Hilgard, 1978/1979b), for adolescents older than 16 years, is
usually administered during the second session with the child. The administration of the scale is
easily integrated into the therapy session and most children find the experience enjoyable.
Induction - The choice of the method of induction depends on the child's age, the
therapist's preference, and the situation . . . As previously noted, young children are unlikely to
close their eyes during the induction phase. It is not until age 11 that 90 percent of the children
prefer to close their eyes, and those who close their eyes do not always keep them closed
(Morgan & Hilgard, 1978/1979a). Involving the young child in imaginative play with a favorite
character or pet is often sufficient for the child to enter hypnosis. At approximately age 7 and
older, children begin to enjoy ideomotor techniques, such as arm lowering, hands dropping, or
index fingers moving together when hands are clasped. Because the ultimate goal is to teach
self- hypnosis, the child is usually taught a number of induction techniques and is encouraged to
 73
select the one he or she prefers.
 74
Deepening - During this phase, the child is helped to dissociate further and become
more involved in his or her imagination . . . Many children become more fully involved in
the hypnotic experience as the therapist focuses on the sights, sounds, and tactile sensations
they are experiencing in their imaginative play or absorbing fantasy . . .
Suggestions - Since the goal of hypnosis is to help the child become as intensely
involved in imagery and fantasy as possible, it is important to interview the child about his or
her choice of favorite images from past experiences, fantasy, television, or movies that can be
incorporated into the hypnotic experience. It is important to select the precise words that the
child finds meaningful to describe the sights, sounds, and sensations in his or her images.
Direct suggestion can be given for being "boss of your body," and for having a sense of
well-being . . . Many children respond to suggestions that they are hungry for their favorite
foods, which can then be incorporated onto their imagery. Focusing on smells and tastes of
selected foods (most often pizza and coke) distracts many children from the smell of the
chemotherapy . . .
Posthypnotic suggestions and Termination - Post hypnotic suggestions are given to the
child during hypnosis to increase the likelihood of desirable behavior after hypnosis is
terminated. Frequently, children are given posthypnotic suggestions to practice self-hypnosis
at home; to have a continuing sense of well-being prior to, during, and following the
scheduled chemotherapy appointment; to have a good appetite; and to have a restful night's
sleep. In addition, suggestions can be given to promote ease in reentering a hypnotic state
using treatment or symptom related visual cues, such as, "When you see the nurse, you can
feel reassured, and this feeling will remind you to become deeply relaxed and comfortable"
(Zeltzer et al., 1983). After termination, all the hypnotic strategies, images, and suggestions
are reviewed with the child in order to select the most effective or preferred ones for
subsequent use."
6.19 Brown and Fromm categorized coping with pain with the four A's. Explain
what this means. The authors tell us that, "Strategies for coping with pain have recently been
categorized in an easy to remember fashion by Brown and Fromm (1987) to include (1)
avoidance, (2) alleviation, (3) alteration, and (4) awareness . . . It is important to note that
these categories are conceptually rather than empirically based. Patients, adults or children,
are likely to use a mix of these strategies when experiencing pain, whether in hypnosis or not.
Also, it has been observed by this author that patients may use one strategy while the
hypnotherapist is suggesting another. These categories, however, do help the therapist and the
investigator communicate better about what is being suggested to the patient. One striking
conclusion from the following review of studies using hypnosis with children for pain relief is
that there is wide variation in actual suggestions made."18. THE DIRECT HYPNOSIS
METHOD OF DAVE ELMAN
6.20 In what manner should the therapist assess his/her effectiveness in treating a patient
with eating disorders? The test of any treatment modality is its outcome. The results of
treatment must be compared with the natural history of the illness. There are insufficient data
available regarding the natural history of eating disorders in terms of what takes place when
no treatment is used. Nevertheless, it is only by comparing a variety of such natural outcomes
with a variety of treatment interventions that we can declare a treatment modality effective.
The following are the criteria I use to measure the effectiveness of a specific treatment
intervention.
1. Symptom relief. Patients who come for treatment
suffer from various symptoms that can be measured and recorded by way of the psychiatric
 75
interview, the mental- status examination, and such scales as the Eating Disorders Inventory
(EDI) (Garner, Olmsted, & Polivy, 1983), the Zung Scale for Anxiety (Zung, 1971), and the
Zung Scale for Depression (Zung, 1965). I expect to see these symptoms relieved in terms of
their intensity, frequency, and effect on the patient's ability to adapt to the activities of daily
living.
2. Behavioral change. I expect to see a change in the
patient's ability to form healthy, interpersonal relationships; in the patient's social skills; and
in the patient's ability to hold a job and be gainfully employed (for adults) or to perform
academically (for adolescents).
3. Improvement in self-esteem. I expect to see a
change in the patient's sense and stability of a positive self-image that can be reflected in the
sentence-completion test, as well as in the psychiatric interview and specific projective testing
such as Thematic Appreception Test (TAT).
4. Body image. I expect to see a change in the
patient's body image, moving from a distortion in his or her body image to a realistic
assessment and perception of the body. This can be dome by the use of the Mental Status
Examination (MSE), the Eating Disorders Inventory (EDI), and the Draw-A-Person test
(DAP).
All of these assessments can be implemented by gathering
data from close family members who have knowledge of the patient prior to the treatment
during the treatment, and after the treatment intervention has been completed, and so can
compare how the patient has changed. Some of these assessments should also be made with
the aid of hypnoanalytic exploratory techniques such as ideomotor signaling."
6.21 What is Tension Fatigue Syndrome, and how is it associated with enuresis and
encopresis
The authors explain that, "In both enuresis and encopresis, the basic message must be to
"become the boss," that is, the boss of your pee (urine) or poo (stool). The improvement in
general physical appearance is often very dramatic. The pediatric Allergy Department at the
University of California, San Francisco, School of Medicine, described a condition called
"tension fatigue syndrome" in children a number of years ago that often was due to food
intolerance. In many instances, the single main offender was milk and, of course, anything
containing milk or made from milk products. Obviously, cheese, icecream, yogurt, and the
like are milk products, but milk is also used in many candies and coldcuts and in most breads.
It is the hidden ingredient under different names such as casein or caseinate or wey in
numerous foods, and parents must be taught to recognize this. It seems that even small
quantities of dairy products are capable of producing consequences as I have described . . .
It would appear in some instances that pressure of a ecal mass can produce serious
uninary-tract disease such as hydroueters and hydronephrosis. Treatment of the encopresis as
outlined may reverse that process and perhaps prevent permanent kidney damage. Where
does hypnosis come in? I believe I am using it in the examining room in teaching children to
learn to feel, to get in touch with their body's needs. I also believe I am using it in projecting
beyond the crisis of the moment to the point where children can feel, act, and behave
normally, handling their defecation with ease and comfort. It is simply a way of
communicating positively with all concerned. It really is a part of everyday handling of
children and their parents.
The point to be made is that encopresis is not just a
psychological pattern; it requires a total approach and, as I see it, should not be handled with
 76
out examining children and treating them physically at the same time. (Owens-Stively, 1986).
I do believe that more serious psychological problems associated with encopresis are
secondary to that condition."

8. H530: CLINICAL HYPNOTHERAPY:

6.1 Discuss belief and expectation. What part does each of these components play
in the hypnotic "formula"? The author states that he believes, "hypnosis to be a process which
produces relaxation, distraction of the conscious mind, heightened suggestibility and increased
awareness, allowing access to the subconscious mind through the imagination. It also
produces the ability to experience thoughts and images as real.
For the process to be effective, there are two
components that must be present: Belief and Expectation. In my classes I teach the simple
formula, Belief + Expectation = Hypnosis . . .
When we think of the word "belief," we often think in
terms of creeds of doctrines. "I believe in America." "I believe that criminals should be
punished." "I believe what my leader says." Those statements are indeed statements of belief.
However, at the most basic level, in the deepest sense, a belief is a guiding principle that gives
direction and meaning to life. Our beliefs from the basis for our perceptions of the world.
When we believe something or believe in something, we
are delivering a message to the brain about what is occurring. The brain then orders the body
how to respond. Beliefs have great powers in our lives . . .
The American sociologist W. I. Thomas was the first to
set forth the theorem: "If men define situations as real, they are real in their consequences." R.
K. Merton, professor of sociology at Columbia University, elaborated on this concept - the
Self-Fulfilling Prophecy - by stating that when we predict an event, the expectation of the
event changes our behavior in such a way to make the event more likely to happen . . .
According to Merton, the Self-Fulfilling Prophecy is, in
the beginning, a false definition or belief, about a situation. This false belief causes a new
behavior that makes the false belief come true. The circle of error is then perpetuated, for the
"prophet" will cite the actual course of events as proof that he was right from the very
beginning.
Why does the Self-Fulling Prophecy exist? We are
reassured by predictive accuracy; we do not like to be surprised. We want others to be as we
expect them to be - it makes us feel secure.
Therefore, if a person has the belief that he can be
hypnotized and the expectation that he will be hypnotized, then he will be hypnotized - every
time . . ."
6.2 Why, according to the author, is the word "trance" objectionable when talking
about hypnosis? Do you agree with him? Why, or why not? A. The author states in the text
that, "I personally do not like to use the word "trance." It seems to evoke images of our
earlier - described watch - swinging friend and further promotes a false expectation that
hypnosis will produce a "weird - feeling." The term "trance" came from a Middle-English
and Old French word trance, which meant great anxiety and fear, and transir, to perish, and
the Latin transire, to die. It is easy to see where the morbid, negative connotations originated.
The term referred to death itself or to the morbid anxiety and paralyzing fear which preceded
death. No wonder the trance came to be feared . . . Few of our ancestors dies peacefully;
death was always horribly grim and frequently agonizing. Thus the word "trance" originally
 77
had death - like qualities . . .
When the word is used today, most people think if it in
the following contexts:
1. A state resembling sleep, in which consciousness may remain although voluntary
movement is lost.2. A stunned condition; daze, stupor.
3. A condition of great mental abstraction, especially one induced by religious fervor or
mysticism; in recent years, a state induced by chemical means, such as psychedelic drugs. 4.
A. condition in which a spiritualist medium allegedly loses consciousness and passes under
the control of some external force, as for the supposed transmission of a communication from
the dead. You can see what a poor word "trance" is to describe the hypnotic state. I prefer to
stay entirely away from it just to avoid the negative suggestions it may carry. B. I definitely
agree with Dr. Krasner. In my own practice I have encountered many fearful objections to the
word trance. I have chosen to use the words "altered-state" or "focusing the mind." The use of
these terms appears to be more pleasing to my clients.
6.3 Trace the historical development of hypnosis, and show how the attitude of the
times reflect the public perception of hypnosis. Show how that same thing occurs today,
citing examples of current attitudes and trends. The text begins to explain the history of
hypnosis by stating that, "The "sleep temples" of the ancient Egyptians are depicted in stone
dated as early as 1000 B.C. These "temples" were places where priests put worshippers to
"sleep" and suggested that they be cured - and they usually were. (These priests actually set
forth the procedure for formal hypnotic induction much as it is known and used today). The
success of the Egyptian temples led to their introduction in Greece by the fourth century B.C.,
and in Rome a hundred years after that. The temples remained popular and functional during
the flourishing period of the Roman Empire.
We know that witch doctors, shamans and medicine men have been present in all cultures
throughout history. Therefore, the exact timing of the introduction of the "suggestion - sleep -
and cure" concept through Europe is difficult to pinpoint. We do know that it did appear,
however, and that it persisted . . . and changed, always changing to reflect the culture of the
time.
Early in the first century, the practice of "Laying on of hands" was introduced. Its
therapeutic value was reinforced by the approval of the use by the English monarchy,
particularly Edward the Confessor (1042 - 1066 A.D.), who is famous for practicing and
perfecting his "royal touch." So popular was this cure that the procedure was soon recognized
by the Church of England . . . After all the church was never wrong ! ! !
It follows, then, that as realty eventually lost interest, so did the people. The concept
of "suggestion - healing" fell into disrepute and under the cloak of black magic as sorcerers
and magicians became its almost sole practitioners in the "civilized" world . . . This period
was the time during which many misconceptions were formed which unfortunately still exist.
When the famous Franz Anton Mesmer first appeared on the
scene in France (the Mesmer "period" was approximately 1760 - -1842), public consciousness
was not benevolent . . . Of course, it is now that "Mesmerism" was nothing more then
suggestion ... but it worked! At one time, reputable sources report that up to three thousand
people a day were clamoring for his touch . . .
A group of envious physicians and their politician friends formed a commission to
investigate and discredit Mesmer. (I found it a particular point of interest to note the Benjamin
Franklin was a part of that commission) . . . Although Mesmer himself was censured, his
theories lived on to form the cornerstone for the group psychotherapy and imagery
 78
conditioning currently and widely used in therapy today . . .
The first serious physician to study Mesmer's work was Englishman James Braid
(1795 - 1860) . . . His experiments with friends led him to conclude that eye fatigue was
necessary to induce the state. He also discovered that a person's susceptibility was increased
by a heightened air of expectation. Dr. Braid introduced the term "hypnosis" for the first
time, as well as, the terms "hypnotist" and suggestion." The word hypnosis was derived from
the Greek hypnos which means sleep. By the time Braid came to realize that the work
"hypnosis" was misleading and technically incorrect, it had already gained great popularity,
and "stuck," even to this day. In fact, we still use the terms "awaken" and "wake up" when
bringing a subject out of hypnosis . . .
He was the first to discover eye fixation; the subject had only to stare at an object until
his eyes tired, and he slipped quite naturally into a hypnotic state. Braid discovered that he
could accelerate the process by telling the person, "You are getting very, very sleepy . . ."
Dr. James Esdaile (1818 - 1859), a personal friend and professional colleague of
Braid's, began to experiment with hypnotic anesthesia while serving the British East India
Company in Calcutta, India. His outstanding success resulted in the lowering of the surgical
mortality rate to less than five per cent ! ! !
When Esdaile presented his findings in a paper to the British Medical Society, he was
laughed to scorn. The Society maintained that Esdaile was interfering with nature. God
created pain; therefore, it was essential for the purification of the soul and the building of
character . . . Chemical anesthesia was discovered in the mid - 1800's. You will not be
surprised to know that at that point, the physicians changed their attitudes about pain.
Suddenly, it was no longer noble to suffer unnecessarily! Queen Victoria's successful
chloroform - anesthetized childbirth put the royal seal of approval on the new chemical . . .
Physicians began using chloroform and ether with lax abandon . . . There was no knowledge
of the human body's tolerance for these new substances. Now, patients were dying from the
anesthesia!
In the late 1800's, Sigmund Freud became interested in hypnosis, but only for a short
while. He abandoned it completely in favor of psychoanalysis, although most experts agree
that his free association techniques were only hypnosis by another name . . .In the early
1900's, a French pharmacist named Emile Coue' made a great discovery: the power of
autosuggeston which he called "waking suggestion . . ." Coue' discovered that the actual
suggestion by the hypnotist accomplished nothing - that accomplishment only occurs when
the suggestion is accepted by the mind of the subject. Coue' had made this great discovery;
ALL HYPNOSIS IS SELF - HYPNOSIS. Further, he developed the Laws of Suggestion . . .
These laws set forth in a system developed by Coue's disciple Charles Baudouin, are still
sound and valid today. They explain everything that occurs through suggestion . . . Coue'
enjoyed immense popularity in his homeland.
Thousands of people practiced and benefited from autosuggestion. Things changed
abruptly, however, when he brought his theories of autosuggestion to the United States . . .
Once again, public consciousness caused the acceptance of hypnosis to almost disappear
completely, and its existence was again largely considered to be only a part of the mystic
underworld . . . For the next fifty years, hypnosis had a rather slow and colorless
development. It was used some in World War I by the Germans for pain control when they
ran out of chemical anesthetics and for treatment of shell-shock during and even after the
war . . As a result of World War II and the Korean War, hypnosis was again used for pain
control and to aid the mentally crippled. By the 1950's, there was an increasing interest in the
 79
medical uses of hypnosis, and in 1958, the American Medical Association approved the
therapeutic use of the hypnosis modality. That was a watershed decision . . . Since then,
Hypnosis has gained acceptance and respectability, a trend that continues today. It is no
longer considered to be the exclusive purview of esoteric practioners." Unfortunately, today,
many of the old misconceptions continue to exist along with the fears of "hypnosis."
Disputing these irrational beliefs is a ongoing task for the serious hypnotist. Even within the
medical community there still exist skepticism. Eventhough, the many benefits of the use of
hypnosis has been scientifically proven many times.
6.4 How does the critical factor influence belief? Why do the competent
hypnotherapist have to be aware of the role of the critical factor? A. The text relates that,
"Babies and small children are super-susceptible to suggestion, simply because they lack the
ability to reason and thing logically. Additionally, they have limited stored experiential
memory data to draw upon. During those early years, a child will accept whatever he is told,
and he believes it to be true. From the age of five or six, he develops a critical faculty, that is,
the ability to reason. He can then select what he believes to be true based on his own
experiences and emotions. Thereafter, for information to reach his subconscious, it has to
bypass that critical factor."
B. Dave Elman in his book, "Hypnotherapy," states that, "Hypnosis is a state of mind
in which the critical faculty of the human is bypassed, and selective thinking established. The
critical faculty of your mind is that part which passes judgment. It distinguishes between the
concepts of hot and cold, sweet and sour, large and small, dark and light. If we can bypass
this critical faculty in such a way that you no longer distinguish between hot and cold, sweet
and sour, we can substitute selective thinking for conventional judgment making . . ."
Therefore the competent hypnotherapist needs to know, that in order to achieve hypnosis one
has to bypass the critical factor.
6.5 How did the work of the scientist Pavlov effect our perceptions of human
behavior? How does this knowledge help the hypnotherapist? A. The text tells us that, "Dr.
Pavlov received the Nobel Prize for physiology and medicine for his outstanding contribution
in tracing patterns of human behavior based on laboratory research with animals. In his
landmark studies with dogs, Pavlov discovered how habits originate and what makes them
repetitive . . . The parallels to be drawn between Pavlov's dogs and human beings opened up
an entirely new scientific view of human behavior. In spite of the fact that human beings had
superior intelligence, it was obvious that sensory signals received by the human brain set off
identical reflexive behavior as that of the canine . . ."
B. The hypnotherapist can use this knowledge to understand how and why people
develop habits. The hypnotherapist can also understand the habituation cycle; at the first sign
of distress or discomfort, the trigger, the patient engages in his/her "pacifier," or habit, an
action whose result is always the same, to obtain emotional or physical satisfaction,
homeostasis.
6.6 Analyze the role that suggestion plays in our lives. Include your own examples of
physiological manifestations of mental imagery. A. Suggestion is how we develop who and
what we are. The text states that, "Dr. Pavlov not only discovered and demonstrated that we
become conditioned by repeated suggestions, but he also made another remarkable discovery:
suggestions are far more powerful, and acceptance of them is much faster, when the emotions
are involved . . . Habits are often associated with emotional satisfaction. Pavlov proved that a
habit (conditioned reflex) can be established even from just a single input if strong emotion is
simultaneously present . . .
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Because of suggestions we subconsciously accept on a daily basis, we develop a
system of beliefs which cause us to react automatically and often without logic. You can
easily recognize these automatic reactions, once you are aware they exist . . . We see this
principle demonstrated again and again on a more global basis when we observe religious and
racial prejudices and attitudes toward specific groups of people . . . Most such conditioned
habit reactions have their roots in some emotional experience of the past."
B. As a child, I was raised in Catholic school and Catholic boarding schools. The
prejudice and irrational lessons taught and suggested had me very confused by the time I
reached my teens. To this day I am still fighting to change some of my automatic reactions
learned as a result of these suggestions. I can attest, that suggestions, early on is the developer
of your reactions for the rest of your life. It is a very difficult process to alter or change.
6.7 How can the hypnotherapist use knowledge about human learning channels.
Discuss "Modeling", "Mirroring", and "Pacing", and give your own examples of each
technique. A. Knowledge of the human learning channels, visual, auditory, kinesthetic is
necessary in developing effective hypnosis procedures. The author tells us that, "This
knowledge is invaluable to the hypnotherapist in his choice of words in formulating
suggestions. For instance, if the subject wants to lose weight, there are different ways of
expressing that suggestion to him.
If he is primarily a visual person, you would say, "Visualize your self now as you gaze
at your reflection in the mirror. See how wonderful you look in your new, attractive clothes."
If he is primarily auditory, he would more readily respond to the suggestion, "The sound of
your husband's (wife's, friend's, etc.) voice as he compliments you on your slender appearance
is music to your ears." For a primarily kinesthetic subject, you would say something like.
"How wonderful it feels to know you look your best, and you are in complete control of your
appetite." Using this skill takes some very careful listening and
practice on your part, but the results are well worth the effort . . ."
B. The text explains that, "There are several other ways that you can build rapport
with your client. The most commonly taught are modeling, mirroring and pacing. Modeling
is probably the most popular and traditional method of working with others. It is simply
taking the position you would like the other person to match, speaking to him the way you
hope he will respond . . ."
For example if a patient appeared to be very anxious I would present myself as being
very calm. Should a patient seem depressed I would attempt to lighten the discussion.
possibly even using humor. When a person indicates helplessness or hopelessness I attempt to
guide them to the light by indicating alternatives. A. Mirroring is explained in the text as,
"the technique you employ when you want to show a person that you are on his side, that you
are not threatening. A subtle mirroring of another's body movements implies sympathy.
Usually people in agreement unconsciously assume the same stance, use the same gestures
and move at the same tempo. If your client is agitated, depressed, defensive, or tense, you
should ally yourself with him by assuming the same position and mannerisms, very slightly,
of course. After you have established rapport with that person, you can begin to very slightly
change your posture and your mannerisms to a more positive position, and guess what? Your
client will follow you and unconsciously begin to change his postures and mannerisms to
match yours. Verbal mirroring is more complex. You can be quite effective if you
concentrate on the tone and tempo of your client's voice. Do your best to match it, and watch
the profound results. B. When a client comes to me for the first time I watch his/her
mannerisms and speech very closely. Then, I very subtly attempt to reflect his/her
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mannerisms and speech. This appears to have a great deal of merit in establishing the rapport
essential to successful hypnotherapy.
A. The book tells us that, "Pacing, to quote the eminent Milton Erickson, means "...
meeting people where they are by reflecting what they know or assume to be true or by
matching some part of their ongoing experience." Pacing is used in concert with modeling and
mirroring, and, more simply put, allows you to voluntarily enter your client's world for a brief
moment for the purpose leading him toward his stated goal. One way to do this is to ask
questions that can only be answered, "Yes," or whatever other response you desire . . ."
B. During the pretalk I usually try to find out what the client want to achieve or what he/she
expects from the session. Then I fashion questions in such way as guide the client in the
direction of their goal. I do find this to be a definite asset to helping the client achieve
satisfactory resolution to their problem.
6.8 Explain "consciousness" as used in hypnotherapy. Discuss right-and left-brain
theory as it relates to consciousness. A. The author tells us that, ""Consciousness" means
awareness. When you are conscious of something, you know it, and are aware of it . . . Your
conscious mind knows of your body and your surroundings. This knowledge, this
consciousness, is achieved through your sense organs. You can take the information received
through your sense organs and use it to think, form judgments and make decisions. Your
conscious mind enables you to do these things by breaking down the information into small
parts. It then analyzes, makes comparisons, evaluates, reasons and finally form a response to
the presenting problem. You also use your conscious mind to control all voluntary bodily
movements, so when you speak, open and close your eyes, run, sit, write, etc., you use your
conscious mind. It takes the information you used and stores it in the unlimited recesses of
your subconscious mind. The information stored there serves as a basis for your future
actions and decisions.
B. The text relates to the two levels of the mind, the conscious and the subconscious,
and states that, "these areas of the mind directly correlate with the two hemispheres of the
brain. The conscious, "thinking" mind functions primarily in the left brain, while the
subconscious, "feeling" mind functions primarily in the right brain. This two-fold nature of
mind activity does not indicate two minds or even one mind operating with two separated,
segregated divisions. It indicates, instead, an interrelated process when the conscious and
subconscious, or left - and right - brain activity is simultaneous. It has become apparent to
scientists that both sides of the brain and both levels of consciousness require the use of
specific procedures and techniques if they are ever to be used to their fullest potential.
Hypnosis allows us the opportunity to do this . . ."
6.9 How can the hypnotherapist use information about the critical factor and human
learning channels and consciousness in formulating effective suggestions? Demonstrate your
understanding of this by formulating your own short suggestion "scripts" for: A. Performance
anxiety. B. Weight control. The text states that, "The subconscious mind lacks the critical
awareness of the conscious mind, so suggestion must be expressed in a positive way. This is
true whether you are working as a therapist with another as your subject or with yourself in
self-hypnosis. Remember, with no critical faculty to appraise suggestions, the subconscious is
very literal in its interpretations . . .
Knowing a person's learning system helps you to communicate more effectively with
him, to gain trust and rapport quickly. When you can recognize the similarities and
differences between your own primary learning systems and that of someone else, you can
alter your responses to that person so that you can communicate more clearly . . .
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A. Visualize or picture yourself sitting in class preparing to take a test . . . You are
calm and very relaxed . . . you are prepared because you have studied all of the material and
you know that you will be able to recall all of the information needed to answer all of the
questions. B. Before Meal Meditation Before eating I will close my eyes for a minute or
two. Take a couple of slow deep breaths . . . And relax . . . Give thanks . . . Then make sure
that my body is ready to be nourished . . . I can give my self permission to take as much time
as needed to eat slowly . . . Eating only enough to comfortably nourish my body . . .
Allowing myself to leave excess food on my plate and not feel guilty . . . I will feel proud of
the type and amount of food I choose to eat at this meal . . . Being aware that I, and only I, am
responsible for the type and amount of food I eat.
6.10 Compare and contrast ": authoritative" and "permissive" styles of suggestions.
How is the "therapeutic metaphor" a suggestion? Structure a short metaphor for a
hypnotherapy client. You choose the circumstances an purposes. A. The author describes the
style of suggestion by explaining that, "In the conversation before hypnosis, the
hypnotherapist decides whether to use an authoritative or permissive style.
AUTHORITATIVE SUGGESTIONS are designed to instruct a certain response,
simply and to the point. As example of an authoritive suggestion for relaxation is, "Breathe
deeply and as you exhale, feel all the muscles in your body begin to relax". If the subject is in
any profession where he is accustomed to following orders, or is employed in a subordinate
position by the military or police, the direct, and authoritative suggestion is most likely to be
the style of choice . . .
PERMISSIVE SUGGESTIONS convey the same thought as the authoritative
suggestion, but the desired response is presented only as a possibility, a natural consequence
of something you are encouraging rather than directing, such as, "As you allow yourself to
become more relaxed, you may begin to observe your breathing as it becomes deeper and
more regular. If you take a deep breath and exhale slowly, you may notice how you muscles
seen to want to relax . . ."
If the subject seems wary, analytical or is in a profession where he is used to give
orders such as corporate executives, teachers, attorneys, doctors, etc., then the subtle
permissive style of suggestion will probably be the most effective . . .
In some instances, a permissive-style suggestion can use negative statements to get the
desired results (Note: negative statements not negative suggestions). By telling the subject
what he does not have to do, you can often nudge him in the right direction. For example,
"You don't have to do anything you don't want to do. You don't have to make any kind of
effort. You don't have to bother trying to move about in the chair." Here the permissive
suggestion implies an idea just below the level of conscious awareness. Moving about in the
chair is far more trouble than it's worth . . . and effort he must "bother trying" to make. As we
discussed before, the word "try" implies failure, and the signal to the inner mind is, "it's too
much trouble to move," so he doesn't.
B. The text explains that, "Another type of suggestion is the use of the metaphor, or
"therapeutic story", a technique often associated with the work of the late medical
hypnotherapist, Milton Erickson, M.D. . . . The stories contained disguised suggestions of
behavior that the subject would incorporate into his own, thus obtaining the therapeutic
objective indirectly.
This type of suggestion is highly individual, and stories must be structured to fit the
subject and the problem as closely as possible. It also requires a special skill that can be
learned through practice. C. Your problem of engaging in an irrational habit at
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the slightest urge reminds me of a story I once heard. There was an old mule whose owner
would tie to a post every day. And every day the mule would pull and pull trying to get
lose. Every day the mule tried the same thing with the same result, he remained tied to the
post. Finally the muse got tired of pulling at the rope and relaxed. As the mule stood there he
gently shook his head to flick a fly away who was bothering him and the rope just came loose.
The mule became free without the slightest struggle.
6.11 Explore the different rules for formulating suggestions. Cite your own examples
of each rule. The author tells us that the rules formulating suggestions are: "1. Be Positive, 2.
Be Specific, 3. Be Realistic, 4. Be Repetitive, 5. Use Present - Tense Verbs . . BE POSITIVE
Carefully worded, positive suggestions will demonstrate the benefits to be enjoyed by
following them. They should persuade, not command; the subconscious must be seduced into
believing. That can be accomplished only through properly prepared suggestions. The
subconscious is eager to comply very literally with directives it believes to be true and in your
best interest. It follows then, that negative words have no place in therapeutic suggestions.
The subconscious is far to literal. There are some words that you should virtually eliminate
from your "hypnotic vocabulary". Such words include: can't, never, pain, hurt, try, perhaps,
angry, etc. . . .
Your suggestions must be goal - oriented and speak of success. Learn to focus on the
desired result. Do not mention or otherwise acknowledge the undesirable difficulty." An
example of a positive suggestion might be; With each exhalation you can allow all of the
stress and tension to leave every cell of your mind and body . . . Becoming totally relaxed
from the top of your head to the tips of your toes. "BE SPECIFIC AND DETAILED The
subconscious mind loves adjectives and descriptive phrases. Chose words that depict clear
and vivid images, words that evoke emotions and excitement. Examples of such words:
radiant, vibrant, wonderful, thrilling, sparkling, and bright. Analyze the goal of the therapy,
and structure the suggestions to cover every detail of the desired change ..." When you
speak people listen to what you have to say. Because everyone knows that you are a kind and
caring person whose word is his bond . . . The people you work and associate with look up to
you as a leader . . . You are a very strong person who gives of himself to help his fellow man .
. . and you are wanted, needed, and appreciated . . . Yes, you are loved . . . And there is no
need to wonder how others feel about you . . . "BE REALISTIC Make the goal appealing
enough to provide incentive, but not so dramatic that it seems impossible. Obviously, a
struggling student who needs help with study habits is not likely to win the Nobel Prize for
literature next month . . . Discussion or consideration of changes that are clearly unrealistic
is not only a waste of time, but it is also a disservice to your client.
If the desired result is one that can be measured such
as a sales figure, a specific body weight or a tennis score, include that in your suggestion.
You do not need to set a rigid schedule of behavior modification, but you should indicate,
within reasonable limits, the time within which you expect the behavior change to occur. If
you want to designate immediate action, use the words, "in a moment," or "now," or "in just a
short while . . ." Be certain that your suggestions can be interpreted literally . . . Structure
your suggestions to make the change within the person, not to others . . . Do not describe
abilities. Instead, describe actions that depict abilities . . ." For example; You have the ability
to allow all of the stress and tension to flow from your mind and body with each exhalation . .
. Permitting inner peace and self-love to begin to grow within you . . . This can only happen
when you have achieved total relaxation of both mind and body . . . Therefore take a moment
of time and allow the soothing music help you to achieve complete relaxation from the top of
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your head to the tips of your toes . . . just relax and allow it to happen . . .
"BE REPETITIVE Repetition is important because it helps to strengthen the
suggestion and aid in its retention. Remember the Law of Concentrated Attention? As a
suggestion is repeated and accepted, its acceptance becomes assured, and positive actions
upon it become natural and effortless. It does not matter what the nature of the suggestion is;
you can repeat it in several ways by a slight change in wording . . ."
For instance; When you sit in class to take your exam you will be able to recall all of
the information you studied . . . You will be able to answer all of the questions because all of
the information has been placed in your memory . . . By just relaxing and allowing the
information to flow from the storehouse of you mind you will be able to complete you exam
without any doubts . . .
"USE PRESENT - TENSE VERBS: Speak of the desired goal as already
accomplished. Do not refer to past situations, even for comparison's sake. "You are calmer
now than you were last week." Such a suggestion presents a confusing dual image to the
subconscious. You can see that "calmer now" and "than you were last week" are two entirely
different images. The literal subconscious will only accept one. Last week's condition has
been experienced and is already stored in the subconscious memory bank of the individual ...
it is more real to the subconscious and therefore more likely to be accepted.
Likewise, speaking of future events is a questionable
thing to do unless there is a specific goal date. Words like "someday" or even "very soon" are
meaningless and vague. When there is a specific future date or event, mention it, but keep the
action in the present . . ." An example of this would be; I would like you to allow yourself to
visualize or picture yourself entering your class room and taking your seat in preparation for
your final exam . . . Actually allow yourself to see how calm and relaxed you are . . . As the
teacher passes out the exam feel the confidence fill your entire body . . . knowing that you
will be able to recall all of the information need to pass this exam . . .
6.12 Briefly discuss, "depth of hypnosis". Explain the physical signs of hypnosis as
presented by the author. The author states that, "in my opinion, the depth of hypnosis for
motivational habit control and stress management is far less important to the success of the
therapy than the personal motivation of the subject, and the therapist's correctly worded
suggestions. I would like to explain here the difference between lithe and deep, and how you
can recognize each state. When the subject is physically relaxed, light hypnosis is produced.
When the subject is both mentally and physically relaxed, the hypnotic state is deep. After
progressive relaxation, the subject is likely to be physically relaxed, a state that I generally
consider to be light hypnosis. The deepening suggestions are necessary to further relax him,
to achieve mental as well as physical relaxation. This total relaxation of body and mind
produces a state that is highly suggestible and likely to be very receptive to the therapeutic
suggestions that come later.
Look for the following signs: 1. Flaccid facial muscles (sometimes called hypnotic
"mask"), 2. Change of respiration to deep, relaxed breathing, 3. Fluttering of eyelids,
4. A listless, completely relaxed look.Note: A very small percentage of people spontaneously
go into deep hypnosis without ever going through the light state. They immediately become
limp and very highly suggestible. These individuals, called somnambulists, do not need
deepening suggestions. Deepening suggestions for these few people will produce a state so
deep that they are difficult to work with . . ."
6.13 Why is it so important to establish the therapeutic objective of your client's visit
early on in the pre-induction interview? Discuss the importance of "suggestibility test". A.
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The author explains that, "It is during this portion of the pre-talk that you will find out about
the client's expectations and desires and what specific outcome he wants from the therapy.
Beware of statements like, "My husband wants me to lose weight," or "My girlfriend said that
I had to quit smoking," or "I'll have more friends if I make better grades." Statements like
that should alert you that this client may not be ready to accept responsibility for his own
problems, and he wants that outcome for someone other than himself. He must understand
that he will be successful only if HE wants the outcome, and that unless he allows it to
happen, it simply will not. He always has a choice, and only he can make it. If, on the other
hand, he believes he can change and expects to change, his success is assured."
B. The text relates the need for suggestibility test by stating that, "When you have
reached this stage of the pre- talk, your client has had a thorough explanation of what
hypnosis is, and he has indicated his desire to move forward with the therapy. The purpose of
the suggestibility test is to provide the client with a "right now" demonstration of hypnosis
and how it feels. It allows you, the therapist, to determine to what degree the client will
accept the suggestions offered. Tell the client what you are going to do. Be sure to say
suggestibility "Test" because there is an automatic thought response of "pass/fail" when we
think of tests. The client, wanting to "pass" the test, will most likely be very cooperative and
respond very nicely . . ."
6.14 What therapeutic situation should the unlicensed therapist avoid? How can you
tell when you have one of these situations? A. The author explains that, "The type of
hypnotherapy I practice and teach is to be used to help overcome motivational habits . . . to
modify behavior patterns in order to bring abut the desired change . . . However, as a general
rule there are four types of problems that you should consider candidates for referral: clients
who are obviously psychotic, those who have unrealistic expectations, those who have
borderline personalities or those who want you to deal with a medical problem. All of these
individuals may be helped with hypnotherapy, but only in the hands of a highly qualified,
widely experienced professional who uses it in adjunct with another type of therapy . . .
B. The psychotic personality will likely come to you exhibiting intense outbursts of
emotion, such as uncontrolled crying or screaming. They may suffer from hallucinations,
rage, unfounded fears of amnesia. Hypnosis cannot create a psychosis where none existed
before, but a hypnotic state can temporarily intensify an existing condition. The person with
unrealistic expectations is one who thinks hypnosis in and of itself can cure anything and
whose motivation comes from an outside source. I discussed this earlier in this chapter when
I mentioned individuals who are seeking treatment because someone else wanted them to .
You will recognize what I call a borderline personality when you hear descriptions of
bouts with depression and feelings of profound hopelessness. The people who suffer from
such consuming, heavy anxiety may have a host of psychological problems that even they are
not aware of . . . It is generally easy to tell when a medical referral is in order. This is most
often the client who comes to you with complaints of chronic or intractable pain. If the
complaint is a headache, for instance, you must not assume that it is stress-induced. Yes, you
could relieve the client of the pain but that would not remove an existing medical condition
such as a brain tumor. NEVER take a client's word for such a thing. To protect him and
yourself, you must either have a written medical referral or refer the client to a physician."
6.15 What is the difference between "suggestibility test" and "convincers"? Why is
the use of "convincers" so important to the success of the therapy? A. The text explains the
difference between "suggestibility test" and "convincers as follows. "The purpose of the
suggestibility test is to provide the client with a "right now" demonstration of hypnosis and
 86
how it feels. It allows you, the therapist, to determine to what degree the client will accept the
suggestions offered . . ." The suggestibility test are provided during the pre-talk stage after
your client has had a through explanation of what hypnosis is and has indicated his/her desire
to move forward with the therapy. On the other hand, convincers are used, "when you are
certain that the client is hypnotized . . ." Convincers, "are for the single purpose of
convincing the client, after the session, that he was indeed hypnotized . . ." B. The text states
that the importance of convincers is not to convince the therapist that he is right but to
convince the client that hypnosis will work for him/her. "The client must believe he was
hypnotized in order for the therapy to be successful . . ."
6.16 Explain "convincers". What "convincers" does Dr. Krasner use in his therapy?
What are some other techniques that can be used as "convincers?" A. Convincers are use to
convince the client, after the session, that he/she was hypnotized. In order for hypnosis to be
effective the client must believe that it will. The convincer will do just that. B. The
convincers used by Dr. Krasner are: Eyes will not open, heavy arm, Arm goes up and the
client can't bring it down. C. Other types of convincers that can be used are magnetic hands,
hand to face, hand clasp, Thumb and finger stuck together, rigid arm, and finger spreading.
6.17 What is the purpose of "deepening suggestions?" When is it appropriate and
effective to use them? Formulate three deepening suggestions of your own? The text
explains that, "Deepening suggestions are those specifically worded to actually deepen the
existing hypnotic state . . . Almost anything can be used as a deepening suggestions . . . You
may even use outside noises or other annoyances that might otherwise be a distraction. B.
Deepening suggestions are used after progressive relaxation has achieved physical relaxation
and mental relaxation is also needed. The deepening technique is required when
somnambulism is needed. For example; during pain management for birthing or surgery or
for anesthesia. C. Deepening techniques;
1. As you continue to relax deeper and deeper allow yourself to begin counting backwards
from 100 . . . With each number you say your relaxation will double . . . By the time you
reach 98 you will be so relaxed that all of the remaining numbers will be gone . . .
2. Now that you have allowed your body to relax I suggest that you allow your mind to do
the same . . . To aid you in relaxing your mind allow yourself to visualize or picture yourself
entering a beautiful glass elevator . . . This elevator will take you down three floors where
you can achieve true mental relaxation . . . The ride down will take about three minutes . . .
Just relax and know that this elevator is very safe . . . Let us begin by steping into the glass
elevator . . . As the door closes and the elevator begins to go down you can become aware
that all outside noises and sounds are being reduced . . . and the only sounds you are focused
on are the ones you are listening to on this audio tape . . . as the elevator approaches the
second floor you can feel your heart beating slower and your breathing easier . . . now the
elevator passes the second floor any all of the mind chatter has stopped and you are able to
focus on your body's ability to heal . . . as the elevator reaches the third floor and you walk
out of the elevator you are aware that your mind and body have become totally relaxed . . . 3.
Now take a minute of time to allow your relaxation to deepen as you listen to the soothing
music . . . Just allow it to happen . . . (Pause for one minute)
6.18 Explain "ideomotor responses". Discuss how the hypnotherapist can
therapeutically use ideomotor responses. A. The author explains ideomotor responses as, "the
involuntary capacity of muscles to respond immediately to thoughts, feelings and ideas . . .
The pendulum experiment . . . technically called "Chevreul's Pendulum Test", depends
completely upon the involuntary or ideomotor muscular responses of the individual
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performing it . . .
In hypnosis. it is possible to "build in" such reflex responses to generate accurate
information from the subconscious mind of the subject. The most common use of this
phenomena is the establishment of "finger responses" to answer questions by the therapist.
An answer elicited in hypnosis by a finger response is almost always a direct answer from the
subject's subconscious mind . . ." The text relates that, "This is useful to the therapist in many
ways, not the least of which is to determine the subject's motivation. For instance, you may
have a client who says he wants to stop smoking. However, when he is questioned under
hypnosis, his finger signals indicate that he subconsciously does not want to quit. If that is the
case, then no amount of hypnotherapy will cause him to quit, because subconsciously, he does
not want to."
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6.19 Give some examples of "everyday hypnosis" we all experience regularly. What
does this have to with self-hypnosis? The explains that we all experience hypnosis every day.
Examples of these experiences are; "If you have "lost" yourself reading a book, listening to
music, or watching a movie, you have been hypnotized. If your mind has ever wandered, and
you have forgottenfor a moment where you were, or failed to hear someone call your name, you
have been hypnotized, My point is, virtually every one has been hypnotized, or, more
accurately, had hypnotized himself. As I said in earlier chapters all hypnosis, whether
accomplished with the aid of a hypnotist or not, is self-hypnosis. Your own experience may
have been so spontaneous that you were not even aware it was happening as in the situations
described above. You can learn to use the same state you were in during such situations to
become an intentional, self-started and self-controlled exercise leading to the achievement of a
desired goal. Teaching you exactly how to employ self- hypnosis for a specific purpose is the
reason for this chapter . . ."
6.20 Discuss the concept of the "self-fulfilling prophecy." How does this concept
support what you have learned about hypnosis? A. The text tells us that, "according to Merton,
the Self-Fulfilling Prophecy is, in the beginning, a false definition or belief, about a situation.
This false belief causes a new behavior that makes the false belief come true. The circle of error
is then perpetuated, for the "prophet" will cite the actual course of events as proof that he was
right from the very beginning. Why does the Self-fulfilling Prophecy exist? We are reassured
by predictive accuracy; we do not like to be surprised. We want others to be as we expect them
to be - it makes us feel secure.
B. Therefore, if a person has the belief that he can be
hypnotized and the expectation that he will be hypnotized, then he will be hypnotized - every
time. "I can't help losing my temper - everyone in my family is that way!" "No matter how hard
I try, I just can't lose weight." "Speaking in public terrifies me. I'm too afraid to try." "I have
a poor memory for names." "I know I won't sleep. I never can before a test." "I'm just stuck
at this golf score." "Every time I try, I fail." "Gloomy days make me sad." "Every time I see
her, I get angry." Do any of these sound familiar? Such statements are
typical of the things we say and hear every single day. Unfortunately, such statements seem to
become self-fulfilling prophecies. Do you know Why? Each one contains a negative suggestion
that becomes a part of the memory bank deep inside the subconscious mind, to be yielded up at a
later time for the conscious mind to implement into action.
After all, who among us has not been influenced by suggestion? Suggestion, fueled by
imagination, plays a far more important role in our lives than most of us know. Suggestion
influences us every day and has done so since our birth . . ."
BIBLIOGRAPHY
Elman, Dave, Hypnotherapy, Westwood Publishing Co.: Glendale CA., 1970.

9. H614: MIND-BODY THERAPY: IDEODYNAMIC HEALING IN HYPNOSIS: (PART

ONE)
6.1 Explain what is meant by state-dependent encoding of memories. Give an example
of this phenomenon as it relates to stressful or traumatic experiences. How can hypnosis help to
access these memories? The authors tell us that, "One of the most significant developments in
psychobiology during the past decade has been the finding that memory, learning, and behavior
are influenced by a variety of these neuromodulators (Gold, 1978; Izquierdo & Dias, 1984;
McGaugh, 1983; Stewart. 1985; Zornetzer, 1978. It has been found that hormonal information
substances released by the stress of any novel life situation can act as neuromodulators. These
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information substances can modulate the action of neural systems of the brain so as to encode
memory and learning in a special manner.
 90
During the shock and stress of an automobile accident, for example, the special
complex of information substances that are suddenly released by the limbic - hypothalamic -
pituitary - adrenal system encodes all the external and internal sensory (visual, auditory,
propioceptive, etc.) impressons of the accident in a special state or condition of consciousness.
The accident victim is often recognized as being "dazed" and in an altered state of
psychophysiological shock. Hypotherapists describe such sock states as hypnoidal: The
memories of these traumatic events are said to be deeply imprinted as physiological memory,
tissue memory, or muscle memory. We propose that all these designations are actually
metaphors for the special state-dependent encoding of memories by the stress released
hormonal information substances . . .
How does the hypnotherapist facilitate the resolution of these problems? Presumably
the ideodynamic focusing of attention in the reliving of the sensory details, cues, emotions,
and circumstances of these special life events can associatively access the state-dependent
encoding of the traumatic memories. Since these state-dependent memories are often encoded
on 4 levels during the shock of these special life experiences, however they may be more
available to ideodynamic (ideosensory and ideomotor) finger signaling that is designed to
access nonverbal processes.
We hypothesize that the repeated "mini stress" involved in the ideodynamic reviewing
of the sensory and emotional circumstances of a traumatic event in hypnosis can partially
reactivate the stress-released hormonal information substances that originally encoded that
event in a state bound condition. The state bound information is thus brought into contact
with the patient's ordinary cognitive and verbal ego process that are usually still present
during light and medium states of hypnosis. This allows the state bound or dissociated
memories of the traumatic event to be accessed, discussed, and therapeutically reframed."
6.2 Describe the revolutionary shift from the early authoritarian techniques used in
therapeutic hypnosis to the permissive and naturalistic approaches as a way of accessing and
utilizing state-dependent memory, learning and behavior. The text explains that, "direct
suggestion [authoritarian] is based primarily, if unwittingly, upon the assumption that
whatever develops in hypnosis derives from the suggestions given. It implies that the
therapist has the miraculous power of effecting therapeutic changes in the patient, and
disregards the fact that therapy results from an inner synthesis of the patient's behavior
achieved by the patient himself. It is true that direct suggestion can effect alteration in the
patient's behavior and result in a symptomatic cure, at least temporarily. However, such a
"cure" is simply a response to the suggestion and does not entail that reassociation and
reorganization of ideas, understandings, and memories so essential for an actual cure. It is this
experience of reassociating and reorganizing his own experiential life that eventuates in a
cure, not the manifestation of responsive behavior which can, at best, satisfy only the
observer.
Breaking through the limitations of conscious attitudes to free unconscious potentials
for problems-solving often involves accessing state-dependent memories that remain cloaked
(dissociated) under a traumatic amnesia. In one particularly dramatic case, for example,
Erickson (1937/1980) learned how to break a traumatic amnesia by the repetitive, recursive,
and sequential reviewing of the original experience during four hours of deep hypnosis. No
authoritarian commands were given. Rather, Erickson ideodynamically facilitated the
recovery of the traumatic memories by utilizing the patient's own sensory-perceptual
processes and natural mental mechanisms. The patient was then able to use the recovered
memories to better organize his life. We believe that it is this simple but revolutionary shift
 91
from the early, error-prone authoritarian technique to Erickson's permissive naturalistic
approaches to accessing and creatively utilizing state-dependent memory, learning, and
behavior (the essence of the patient's "inner resources") that accounts for the renaissance we
are currently witnessing in the professional use of therapeutic hypnosis."
6.3 Discuss ideodynamic signaling in general and finger signaling in particular.
Explain the Chevreul pendulum is used to facilitate ideomotor signaling. The text explains
that, "LeCron (1954) and Cheek and LeCron (1986) gradually built upon Erickson's work by
developing ideodynamic signaling as a utilization approach that was consistently productive,
easily taught and learned. Moreover, although this method eventually led to varying depths of
hypnosis, it could be initiated and utilized with an apparently unhypnotized person. The
therapist introduces the method as follows: "We can use this little pendulum to find out about
things that you cannot consciously remember. Notice that there are four major directions it
can take that are easy to recognize and remember. It can circle clockwise or in the opposite
direction; it can do transversely, or at right angles in a straight line. Your inner mind can
select one of these swings for four different ideas: yes, no, I'm not ready to answer
consciously yet, I don't know . . ." 1. Introduction to Chevreul Pendulum "The Pendulum
simply reflects very slight body movement in response to thoughts, of yes, no, and I not ready
to know the answer consciously yet . . ." 1. Introduction to finger signaling "The inner part
of your mind often knows what you have forgotten, or never even know consciously. You
can let your fingers do the talking for you . . ."
Thus we have developed a series of three observable steps to indicate the successful
retrieval of forgotten or repressed experiences. This ideodynamic approach is fail- safe in that
it places the responsibility of creative therapeutic work within the patient where it belongs,
rather than on the therapist. The therapist is able to focus his or her efforts on helping patients
access their own creative inner resources for resolving their problems in their own way.
Successful experiences in therapy can then be more easily generalized to other life situations
by the patients.
Clinicians can be fooled by using ideodynamic questioning techniques, just as they can
be fooled by the hallucinations and fabricated verbal reports of hypnotized subjects. We must
always be wary of memories that are verbalized before or at the same time as an ideodynamic
signal. We must also be concerned about the validity of reports that follow a single strong
movement of a designated finger. These are initiated consciously and are not the best path for
the accessing of statebound information that may never have been registered at the conscious
level. Rapid verbal responses before an appropriate ideodynamic signal may be fabricated to
please the hypnotist. True unconscious ideodynamic signals are always repetitive and often
barely feasible. Sometimes we must rely on the slight vibratory movements shown by the
tendon leading to a designated finger. With recall of stressful experiences, it is sometimes
possible to see an accelerated release of droplets of perspiration around the tip of the finger
that eventually will lift. This is a physiological response preceding the skeletal muscle lifting
that finger. . ."
6.4 The authors of the course text report that new approaches to the ideodynamic
accessing of therapeutic states and the resolution of mind-body problems utilizea variety of
ingenious head, hand, and arm signaling procedures. Regarding these approaches to
ideodynamic accessing, describe the monitoring position for measuring and modulating
intensity of experience.
The text describes the monitoring position for measuring and modulating intensity of
experience as, "An optimal balance of witnessing consciousness and experiential being can be
 92
further facilitated by using one hand and arm as a gauge to measure the depth of trance or
emotional involvement. With one arm held at a comfortable, neutral level, the patient is
encouraged to experiment with raising or lowering the arm as a measure of inner experience.
One could say the patient is learning to measure the right cerebral hemisphere's more
unconscious processes with the left hemisphere's more linear, alphanumeric processes. The
possibilities are endless. In general, the therapist encourages the patient to allow an arm to
carefully gauge or modulate the degree to which any feared emotional process or inner
experience is expressed . . .
This ideomotor gauging approach can be used to modulate
practically any subjective dimension of human experience. A natural consequent of this
process is that patients learn to relate to their own inner experience in a safe, flexible, and
creative fashion. Anxiety, fear, anger, depression, energy level, and psychosomatic symptoms
of all varieties can be modulated, transformed, and resolved with insight and growing sense of
self-guided development."

6.5 Contrast the psychobiological approach to mind-body healing, which uses ideodynamic
questioning, with traditional hypnotic theory, which is based on the idea that suggestion,
influential communication, and conditioning are the fundamental mechanisms of cure.
As explained in the text, "Questions that activate an ideodynamic response are
therefore now merely a procedure for "getting the right answer." Getting the right answer is
frequently only the final , conscious, verbal end - product of the ideodynamic process of
healing. The activation of inner psychobiological processes of mind-body communication
and healing that the patient must engage in to get the right answer is the more significant part
of ideodynamic hypnotherapy.
Since most ideodynamic questioning spontaneously evokes a state of concentration or
light trance, the therapist can be sure that the patient's conscious attention is frequently
focused on wondering what the answer will be. This wondering allows the patient's
autonomous, unconscious healing processes to operate, to some extent, free from the usual
conscious sets and learned limitations (the maladaptive patterns of previous life experienced
that are causing the current problem). Ideodynamic signaling is an effective therapeutic tool
not only because it accesses many psychobiological level of state-dependent memory and
learning, but also because it allows the patient to reassociate, reorganize, and reframe his
understanding an dinner resources in an optimal manner for problem-solving (Erickson,
Rossi, & , 1976).
This rational for ideodynamic questioning mandates a very clear role for the therapist
as a facilitator of the patient's own healing capacities. A psychobiological approach to
mind-body therapy is i striking contrast to traditional hypnotic theory, which was based on the
idea that suggestion, influences communication, and overt and/or covert conditioning were the
fundamental mechanisms of cure . . . This view has given rise to generations of highly
directive "hypnotists" who were to be dominant and charismatic in leading the inadequate
patient into health (Milne, 1986). This misleading traditional view has tended to alienate the
most knowledgable scientists and the more sensitive therapists from the entire field of
hypnotherapy. It has earned the suspicion of society in general and the derision of the media
in particular.
Even today this misguided traditional view is responsible for perpetuating the
debilitating myth of " the usefulness of suggestion in therapy." Ever enthusiastic young
therapists invariably make an initial exploration of the "fascinating field of hypnosis," only to
 93
abandon it ignominiously after a short period because they found that "suggestion" did not
work the "magic" it was supposed to work. Somehow, they believe that they just were not
able to get patients deep enough into "trance," which was supposed to function as a sort of
"vulnerable blank slate" on which the words of the therapist were to be imprinted to effect the
cure.
The truth, however, is that such a blank state does not usually exist in typical
hypnotherapeutic work; the therapist's words do not effect cure by being accepted and
followed in an automation-like manner by the susceptive patient. To the contrary, the
therapeutic potential of the patient can be found in that ever active and eager part of the inner
mind that, like a creative child, is still flexible enough to receive, explore, and develop a few
generative cues and guidelines that are offered by the therapist. When the therapist focuses
his efforts not on his own power and prestige but on his skill infacilitating the patient's own
inner resources ideodynamically, then, with surprising efficacy, cure and problem-solving
manifest themselves as a natural healing process."
6.6 Discuss the value of motivation, on the part of the client/patient, in achieving a
state of hypnotic trance. Illustrate the value of motivation by presenting an actual case from
the text, from the literature, or from your own clinical experience. The author states that,
"Approximately one in five people can experience deep hypnosis at the first session. In group
demonstrations with volunteers this ratio remains fairly constant. This is an average figure
reflecting the frequency of high hypnotizability in the general population. The percentage of
people who can experience therapeutic hypnosis will approach 100 when there is strong
motivation and a clear understanding of its value. The relief of pain and apprehension in the
trance state seems to mobilize defense mechanisms in the critically ill patient similar to the
physiologic protective mechanisms seen in lower animals in hibernation or the apparently
spontaneous trancelike "freezing" for camouflage in time of danger.
In a group of seriously ill patients there is great advantage of being able to alter the
abnormal physiologic patterns due to the illness. In addition, the discouraged patient, seeing
the dramatic changes brought about through hypnosis, is given renewed hope of achieving the
apparently impossible. The ego strength of such a patient is increased by the participation in
the therapy, and this in turn can lead to subsequent use of hypnosis in gaining insight into
faulty personality reaction . . ."
Case 2: Motivation for Hypnotic Analgesia in Pregnancy: A 23-year-old nulliparous
woman who had been a psychology major in college was told that hypnosis could be used to
relieve the pain of labor and give her baby the best chance of survival when the breech
presentation was discovered. She accepted this possible means of pain relief with enthusiasm,
partly because of her understanding of the value of keeping drug sedation at a minimum. She
was trained in the use of autohypnosis and was able to go comfortably through her entire first
stage of labor at home before the membranes rupture and she realized that she was close to
delivery. She delivered a six-pound baby in excellent condition. The total medication was
100 mg. of Demerol, given as she entered the hospital.
In her second pregnancy the fetus presented in normal vertex position. Again she was
interested in using hypnosis and was rehearsed with the technique previously used. She knew,
however, that in a second pregnancy there is less to be feared both in terms of duration of
labor and risk to the baby. Early in the first stage of labor she began complaining of pain and
lacking the motivation to persevere with her hypnosis, begged for analgesia. This is an
example of the difference of susceptibility or the patient depending upon the incentive to use
hypnosis."
 94
6.7 List and briefly discuss the three factors that may account for the frequently
observed drop to a deeper level of trance by hypnotic subjects after suggestion for awakening
has been given. Explain why outwardly cooperative subjects may be unconsciously afraid of
entering a therapeutic trance state. A. The text relates that, "There may be three factors
accounting for this drop to a deeper level after the suggestion for awakening has been given.
Erik Wright has pointed out to me that the signal to awaken may afford relief from the fear
the subject may have had of being unable to awaken. This is quite possible and should be
explored further. It is probably not tenable under the circumstances of the present experiment
because all the patients were given a clear explanation of their controlled role in hypnosis.
Their training was gradual and they had already been exposed to a tape recording which
contained a sample of the ending of hypnotic induction.
A second factor may be motivation. All students ofhypnosis and all of the patients in
this experiment were interested in experiencing hypnosis. During the early part of the
hypnotic session, each may have been trying too hard to experience the trance state envisioned
by the beginner. It could be that the suggestion of awakening came as a relief in terminating
this seemingly unsuccessful effort. The greater depth reached may have resulted from
relaxation of the effort to succeed and the freeing of a wish to go deeper.
A third possibility is that the hypnotic state is more pleasant than the awake one.
Whenever a direction is given which will lead a person from a pleasant to a potentially less
pleasant state, there is a mobilization of resistance against the coercive move. This has been
the explanation volunteered by physician and dentist students of hypnosis when they were
asked what they thought during the session. The usual statement has been, "When you told me
to wake up, I just felt I wanted to stay that way." When the subjects in this experiment were
asked for their reaction, they stated that they thought they had gone deepest just about the
time I had told them I would awaken them. At a later session under hypnosis, all ten of the
experimental subjects indicated with finger signals that it felt better to be in hypnosis and that
there had been a rebellion against the command to start waking up.
B. Outwardly cooperative subjects may be unconsciously afraid of entering a
therapeutic trance state. They often develop violent fluttering movements of the eyelids and
complain of discomfort when asked to keep the eyes closed. Some will keep their eyes open
after they have been asked to close them, as though the lids were in rigid catalepsy. Some
will enter a light trance and then find some pretext for scratching and ear or adjusting the
clothing in order to escape to an unhypnotized state. some will give indications of hostility
toward the hypnotist, when previous behavior has been friendly. Some will show a fear
reaction similar to that occurring in the excitement stage of inhalation anesthesia. Some may
show a frightening appearance of pseudo shock.
Occasionally these subjects may be led adequately through this troubled phase by
ordinary deepening techniques. They may become use to the border zone of hypnosis, much
as the timid bather may gradually enter the water after dipping in a finger and then a toe to see
that it is reasonably safe. A large proportion of timid hypnotic subjects, however, will
withdraw from an induced trance state and return to a more superficial level without knowing
the reason for so doing. Frequently these patients are bitterly disappointed with themselves
for the trouble they are causing. To stop efforts in their behalf at this point may not only be
the dead-end for much-needed therapy, but may add another weight of psychological failure
to burdens already present . . ."
6.8 Present an overview of the state-dependent patterns of physiology, memory, and
learning, that have been encoded during circumstances of stress-released epinephrine by the
 95
autonomic nervous system, as well as related responses by the endocrine and neuropeptide
systems. The authors informs us that, "The integration of mind- body communication down
to the cellular-genetic level via state-dependent physiology, memory, learning, and behavior
led Rossi to formulate the psychobiological basis of mind- body therapy (1986d, p.55): State
- dependent memory, learning, and behavior processes encoded in the limbic-hypothalamic
and closely related systems are the major information transducers between mind and body.
All methods of mind-body healing and therapeutic hypnosis operate by accessing and
reframing the state-dependent memory and learning systems that encode symptoms and
problems.
From this formulation we can now better appreciate the significance of Cheek's
pioneering research. The ideodynamic approaches he has developed can be seen as specific
probes of the state-dependent patterns of physiology, memory and learning that have been
encoded during circumstances of stress-released epinephrine by the autonomic nervous system
and related responses by the endocrine and neuropeptide systems. The most striking clinical
examples of state- dependent memory, learning, and behavior are the post- traumatic stress
disorders (see DSM-III-R). Any stressful life situation (surgery, war, natural disaster,
accident, rape, malnutrition, etc.) that stimulates excessive arousal by the autonomic and
endocrine systems can lead to the varying clinical symptomatology of post-traumatic stress
(Figley, 1985, 1986; Figley & McCubbin, 1983; McCubbin & Fegley, 1983). A recent survey
of the psychobiology of this syndrome (van der Kolk et al., 1985) suggests that it is the basic
process underlying Freud's original concept of the "traumatic neurosis" as the organic basis of
psychopathology (1920/1955). This leads to the provocative insight that the entire history of
depth psychology and psychoanalysis now can be understood as a prolonged clinical
investigation of how dissociated or state-dependent memories remain active at unconscious
levels, giving rise to the "complexes" (Ellengerger, 1970; Jung, 1960a, b) that are the source
of psychological and psychosomatic problems (Rossi, 1986d; Rossi & Ryan, 1986) . . ."
6.9 Why is it necessary that consideration by given to all conversation in operating
rooms during procedures involving deep surgical anesthesia? How are the patient's
unconscious thoughts and sense of hearing involved even when under complete anesthesia?
The authors tell us that, "It is an error to consider the anesthetized patient as being asleep and
unable to hear or understand simply because such an individual may have not subsequent
conscious memory for events during this period of unconsciousness. Meaningful sounds,
meaningful silence, meaningful conversation are registered and may have a profound
influence upon behavior of the patient during surgery and for many years after. The
anesthesized patient may lose all motor reflexes, lose all ability to communicate with the
outside world, lose all sense of pain, but he is able to hear and remember important events at a
deep level of unconscious thought. This level can be uncovered and the events recalled by
hypnotic techniques
During surgical anesthesia, unconsciousness from brain trauma, coma of diabetes,
drug poisoning, and insulin shock, the last resource of the human organism in maintaining
contact with the external with the external environment seems to rest with the sense of
hearing. Methods of exploring this area of unconscious human perception have evolved
through Erickson's work during the past 40 years. Although he repeatedly discussed this issue
in his courses on hypnosis, there has been very little recognition in the literature thus far that
the unconscious mind can hear and remember careless operating room conversation. The
facts should be known. The inner world of the unconscious patient should be treated with the
same respect we show when the patient is fully in possession of all senses. Evidence for this
 96
hypothesis has been accumulating since October 1957. It has been collected from interviews
with physicians and dentists during courses on hypnosis, and from private patients as well. It
is not yet possible to prove that memories attributed to operating room experiences are free of
coloration from later experience. In some instances, they may even be manufactured to please
the implied needs of the investigator . . . Now more than ever, we should be careful of what
our patients hear. Not only are their fundamental sensori affected to a lesser degree by our
anesthetics, but the patients today have been subjected to more medical education through
more channels than ever before. The resulting potential for dangerous and unrecognized fears
originating in and about operating rooms is of enormous magnitude."
6.10 List and summarize the characteristics of unconscious mentation as they apply to
deeply anesthetized surgical patients. The characteristics of unconscious metation as they
apply to deeply anesthetized surgical patients are related in the text as;
1. Thought processes go on independently at both a conscious level and a more child-like,
literal, unconscious level while we are awake. The objective inductive type of thinking is
blocked off in serious illness, during fear, and when the individual is unconscious, regardless
of the reason for unconsciousness. A remark such as, "Don't worry about this operation, Mrs.
Jones, it will be all over in an hour- and-a-half," may be understood as thoughtful and
reassuring by the conscious mind. The unconscious mind, however, may be horrified by the
concept of sudden death in 90 minutes after the beginning of surgery!
2. The unconscious mind puts together associations of
thought that are senseless to the conscious mind, and equally senseless indentifications of the
self with real or imagined unfortunate people. A child who may have displayed a normal
amount of hatred toward a parent after an unfair punishment may suffer untold agonies of
guilt if a sever illness or accidental death of the parent occurs soon after the episode. This
unconscious feeling of guilt may become dangerously activate on the eve of surgery. The
contributing factor to this danger lies in the fact that any conscious glimmer of understanding
of the feeling is immediately discarded as being ridiculous. The unconscious mind decides, "I
killed my father. I wished he would die that time when he was mean. He died. I deserve to
die."
3. Rreassurance as it is usually given by physicians relatives is often worse than useless. It may
be accepted at a conscious level but completely rejected at an unconscious level. Often, disturbing
secondary questions are aroused such as, "I wonder why he said, `This operation carries practially
no risk'? Could it be that he is really worrying about me?"
4. Indirect reassurance by implication (Erickson, Rossi, & Rossi, 1976), on the other hand, is
almost always accepted at an unconscious level, and this is the strongest weapon the anesthesioligist
has against potentially dangerous fears. Most anesthesiologists seem to sense this fact, and will talk
calmly about the preparation for anesthesia, and also about what the patient is to do when he
awakens. This is accepted as meaning that all is well an that there will be a postoperative survival.
But a common error of anesthesiologest seem to based on the uncritical belief that the patient's
hearing sense is necessarily discontinued when the patient has become seemingly unconscious with
an anesthetic. Manipulations without explanation after induction of anesthesia can be frightening
and dangerous for reasons to be mentioned . . . The anesthesiologist can mitigate the possible
damage of careless conversation of the surgeon and assistants by explaining the intended meaning
to the patient or by directing the patient's unconscious attention to constructive, acceptable
instructions in a louder voice in order to channel all auditory awareness toward what is being said.
5. Hypnosis may occur spontaneously in the presence of
fear, sensory or postural disorientation, and in loss of consciousness. It has been established that
 97
hibernating mammals and those assuming a reflex pseudo-death for camouflage in time of danger
(for example, the opossum) are able to retain auditory capacity after they have lost all perception
for pain and all muscular reflexes. On the basis of comparative psychological behavior
characteristics, and from the associations of ideas in the subjective reactions of patients during the
hypnotic interview, it can be concluded that anesthetized and traumatically unconscious human
beings may be considered hypnotized (Cheek, 1960a).
 The unconscious mind is able to perceive pain without necessarily passing the awareness along
to the conscious part of the mind. The physiological manifestations of inflammation associated
with trauma or infection may be mediated by unconscious awareness of pain. Hypermia, edema,
and muscle guarding may occur so long as the unconscious mind knows that trauma is being
produced, regardless of whether or not there is conscious pain. Evidence for this has been
presented elsewhere (Cheek, 1961b). It is the basis for Crile's concepts of "Anoci-Association,"
although Crile did not express it in these terms. It is possible to help the mind reject the
unconscious awareness of pain, and to maintain a lack of attention for stimuli coming from
traumatized tissue. This can be done by hypnotic suggestions recalling a previous experience of
numbness to be localized in the operative area, although this type of suggestion may be completely
rejected by a patient who feels he deserves to die or to suffer pain with surgery. Many hypnotic
suggestions given to an unanesthetized subject seem to be censored by mention at a nearly
conscious level. Authoritative directions, however, sincerely verbalized and given sufficiently
loudly and directly in the ear of an unconscious patient, seem acceptable to a large percentage of
people. The extent to which we can directly improve tissue reactions to trauma by such suggestions
remains to be seen. Freedom from conscious awareness of pain, and the consequent improvement in
mobilization permitted by this freedom, might well be expected to improve circulation and, hence,
the healing processes in an indirect manner.
In addition to suggesting the hallucination of numbness
or lack of pain, it is possible to dissociate awareness. Dentist and anesthesiologists frequently use
this method when working with children . . . It is possible, for example, to ask a patient to describe
in detail the experiences associated with a pleasant vacation during the induction of a general
anesthesia with sodium pentothal. This is an acceptable tacit type of reassurance, and it sets the
pattern for separation of perceptions away from the operating room experience and, therefore, away
from awareness of what is being done to the operative ares. Another advantage of this approach is
that it seems possible to block the association of the immediate anesthetic experience with earlier
traumatic experiences."
6.11 Regarding selective attention research concerned with the relationship between
consciousness and the encoding of information from the environment, compare and contrast early
selection theory with late selection theory. What is the common denominator of late selection
theory and state-dependent memory, learning and behavior theory. A. The authors tell us that,
"The two major possibilities have been formulated as "early selection theory" (Broadbent, 1958,
1977) and "late selection theory" (Norman, 1968, 1976). In early selection theory, Broadbent
proposed that only the sensory-perceptual experiences which are selected into consciousness are
processed for meaning and permanently encoded; consciousness is primary and necessary for
memory and learning. If an active and intentional process of conscious selective attention is not
given to information from the environment, it is not encoded. The early selection theory would
predict that the unselected auditory information to which anesthetized patients are exposed in
surgical operations would not be encoded as memory by the central nervous system; it would
simply "fall away like sound waves hitting a wall."
Late selection theory, by contrast, postulates thatmultiple sources of information can be
simultaneously and automatically received and encoded before they reach awareness; consciousness
is secondary and not necessary for memory and learning. Unconscious processes of selection and
encoding are primary for many of the complex phenomena of human attention and consciousness as
generally postulated by psychoanalytic theory. Bennett's own experimental work, as well as that of
others, overwhelmingly supports late selection theory . . .
That is, language can be comprehended and responses initiated before conscious processes
are activated. In other terms, conscious processes are not always necessary for highly skilled
neurological and perceptual activities which include language understanding (Schneider & Shiffrin,
1977; Shiffrin & Schneider, 1977, 1984). Therefore it is possible to understand and respond to a
linguistic message without awareness of that message . . .
B. Late selection theory is also of interest for our study of ideodynamic signaling and
therapy because it is entirely consistent with our view of the significance of state-dependent
memory, learning, and behavior theory in this area. The unconscious processing and encoding of
meaningful external as well as internal sensory-perceptual information is the common denominator
of both theories. Together they integrate an impressive array of clinical and experimental data that
traces the entire process by which mind-body problems (particularly those associated with
post-traumatic stress syndrome) may be encoded, accessed, and resolved . . ."
6.12 Provide a summary overview of mind-body communication condensed into three
stages or loci of a single system of cybernetic information transduction: (1) the mind-brain, (2) the
brain-body, and (3) the cellular-genetic. The Mind-Brain Connection - Let's begin with the words
of the authors which state that, "We now know, for example that many of the sensory-perceptual
languages of the mind (visual, auditory, and kinesthetic information, etc.) are encoded like a map
over the cortex of the brain (Pribram, 1971, 1986). Further, we know that all these languages of
human experiences can be transduced or transformed into one another via the "cross-modal
association areas" of the limbic system (Mishkin, 1982; mishkin & Petri, 1984). This means, for
example, that I can visually imagine a scene and convert (transduce) it into words . . .
"Consciousness" is another of those phenomenological concepts like "mind" and "psyche"
that cannot be defined completely, once and for all. Our ways of comprehending these terms
continue to change and evolve as our life experience expands to provide for richer contexts for
understanding them. For the purpose of this volume on mind- body healing, we could define
consciousness as a process of self-reflective information transduction (Rosi. 1986d). Self-reflection
involves processes of recursive information transduction between the different modalities or
languages of mind (Von Foerster, 1984). This suggests that we can conceptualize our methods of
ideodynamic healing as recursively facilitating the evolution of insight and the creation of new
meaning as we access and reframe the experiential sources of psychological problems . . .
Everyone experiences these processes of self-reflective
information transduction with different degrees of control. Our personalities and "points of view"
are expressions of our individual proclivities and talents for utilizing many of the processes of
information transduction that take place in the cortical-limbic system pathways of the brain
(Achterberg, 1985; Nauta, 1964) . . .
The Brain-Body Connection - Most people think of the brain as being connected to the body
by nerves. We also know, however, that hormones from the pituitary, the "master" gland" of the
brain, can regulate the body processes. The previously separate fields of neurology and
endocrinology came together when the Scharrers (Scharrer & Scharrer, 1940) discovered that some
neural cells were able to produce hormones. The more general concept of information transduction
in current psychobiological theory apparently evolved from that point.
Information transduction at this level usually refers to the conversion or transformation of
information from one neuromolecular modality into another. The most familiar examples of
information transduction come from the area of sensory-perceptual psychology. Information in the
form of light is transduced into chemical information when it is encoded by the molecules of
rhodopsin in the retina of the eye. The photochemistry of rhodopsin transduces this chemical
information through the optic nerve to the visual association cortex of the brain. All
sensory-perceptual systems operate by an analogous [process of information transduction.
Information transduction at this level of mind-body communication has been use dot update
Hans Sleye's theory of stress and the General Adaptation Syndrome as the basis of psychosomatic
medicine (Rossi, 1986c, d; Rossi & Ryan, 1986). Selye's life work demonstrated that there were
three routs, channels, or systems by which mental stress was transmitted into the body's
"psycho-somatic" responses: the autonomic, endocrine, and immune systems. We now know that
the limbic- hypothalamic-pituitary system of the brain plays the major integrative role in the mind
modulation of all three of these major systems. That is, the limbic-hypothalamic-pituitary system is
the major mind-body information transducer; it is the major translator between the languages of
mind (in the forms of sensation, imagery, verbal language, etc.) and the languages of the body
( information substances such as neuropeptides, hormones, immunotransmitters, etc.
It has been proposed that the state-dependent memory, learning, and behavior system that
encodes many mind-body problems functions as an "experiential filter" modulating the activity of
the limbic-hypothalamic-pituitary system (Rossi, 1986d). this leads us to conclude that information
transduction and state-dependent memory and learning are the two fundamental processes that
bridge the so-called "mysterious gap" between mind and body; they are the two basic channels of
mind-body communication and healing.
The Cellular - Genetic Connection - All the cells of the body are now known to have
numerous receptors on their surfaces that can regulate their internal activities. The information
substances of the autonomic, endocrine, immune, and neuropeptide systems signal these cell
receptors to "turn on" and modulate the metabolic machinery within the protoplasm and even the
expression of genes within the nucleus of the cell. Complete channels of information transduction
between mind, the limbic-hypothalamic system, and the gene regulation of the metabolism of each
cell of the body are thus theoretically possible . . .
Selye found that severe stress involved a three-part psychosomatic response. There was (1)
an activation of the sympathetic branch of the autonomic nervous system, leading to dysfunctions
of the gastrointestinal tract (e.g., ulcers); (2) an activation of the pituitary-adrenal axis of the
endocrine system leading to a hypertrophy of the adrenals; and (3) a suppression of the immune
system. Nerve endings of the autonomic nervous system typically are separated from the cells they
signal by a narrow nerve- cell junctional gap. Neurotransmitters are released from the nerve into
this gap and are received by receptors on the cell walls of the body tissue. This leads to changes in
the shape of the receptor which, in turn, activate the secondary messenger system within the cell -
the adensosine triphosphate (ATP) and protein kinase phosphorylation reaction - that initiates the
energy dynamics and characteristic metabolism of each particular cell. Many of these cell
responses involve the release of additional information substances back in the bloodstream, where
they can function as a part of a recursive feedback loop to the limbic-hypothalamic-pituitary system
of the brain . . .
The endocrine system mediates another complete communication loop between the
languages of mind and the expression of genes at the cellular level. Mental stress at the
cortical-limbic-hypothalamic level leads to the formation and release of a series of hormonal
information substances that ultimately modulate gene expression at the cellular level. Stress
experienced as languages of mind (sensation, perception, words, images) in the cortical-limbic
system is transduced into information substances in the hypothalamus. One of these hypothalamic
information substances corticotropin releasing hormone (CRH), travels via the
hypnthalamic-pituitary portal blood cells to the anterior portion of the pituitary. CHR, in turn,
leads to the release of adrenocortiotropic hormone (ACTH), which is the well-known modulator of
the stress response in the body, where it travels via the bloodstream to the cortex of the adrenal
glands to release cortisol . . .
Under the impact of stress, the adrenal cortex also releases hormones such as aldosterone,
which modulates sodium reabsorption in the kidneys at the cellular-genetic level. All the endocrine
gland of the body operate by an analogous response to regulate a wide variety of functions: basal
metabolism, growth, sexuality, and so forth . . . For our purposes, it is important to recognize
clearly that a complete loop of information transduction between the mind- brain and the
cellular-genetic-molecular level really exists. We have unequivocal evidence for the presence of
what I would call the "mind-gene stress operon" (Darnll, Lodish, & Baltimore, 1986). This leads
me (Rossi) to hypothesize that mind-gene healing operons also exist. These mind-body-gene
information loops usually operate at an "unconscious" level. the ultimate goal of all mind-body
healing methods is to learn how to consciously facilitate these processes for psychosomatic
healing . . ."
6.13 Regarding the causes of death in critically ill patients, describe the role of
psychological factors including emotion, panic, and expectancy. The text explains that, "We should
prepare carefully for treatment of the critically ill. There subjective thinking makes them
wonderfully responsive to helpful suggestions; it also makes them vulnerable to harmful ones. In
critical illness the forces of guilt, self-punishment, and negative identifications may overpower the
will to survive. Better recognition and use of spontaneously occurring trance behavior can make a
important, beneficent difference in the experience of the critically ill . . .
Unconscious, sick and frightened animals do poorly or
may die as a result of their emotional reactions to environment. Some species of bird die within
seconds of unexpected handling by humans. Richter (1957) has told of wild rats which he studied
during World War II. Many of these died while being held for clipping of their whiskers. With
careful habituation they could survive this process but would die a sudden, cardiac arrest-type of
death in the panic of trying to escape from a whirlpool tank. At autopsy their lungs showed no
evidence of water, as would be the case if they had drowned in exhaustion. Once having been
removed from the tank at the end of a working day, the surviving rats apparently took on a element
of hope. If replaced later in the tank, they would swim much longer. If they died, it was due to
exhaustion and drowning.
Meerloo (1950) has commented on the silent panic that
killed 200 of 600 people in a London bomb shelter in the spring of 1943. A bomb exploding near
the shelter, cutoff the supply of electricity to the lights and exhaust fans. A wave of silent,
motionless panic swept through the shelter. There was no struggle. Autopsy showed no evident
cause of death. Hyperactivity of the vagal reflex to the heart is the most logical explanation for this
tragedy.
Walter Cannon (1957) has reported instances where
expectancy of death brought about the expected result in primitive people. Death could be
prevented when the medicine man removed the curse. We might wonder whether similar things
can happen to civilized people. I know of a nurse in the Hawaiian Islands who died of ileus on the
fifth anniversary of her curative surgery for breast cancer. Her sister, also a nurse, had tried to
change the unreasoning conviction that five-year-survival meant exactly what it said. It seemed
probable that this woman had overheard a discussion on this matter while she was under the
influence of her general anesthetic. There was no evidence of cancer at autopsy. Hopeless telling of
the truth to a patient with cancer
can kill. Rarely, it might evoke a fighting will to live. Evasion of the truth in communicating with
cancer patients is a greater evil because it is too easy for such patients to see hopelessness in the
eyes and words of relatives. They are denied the helpful strength of hope as well as the fighting
response to challenge."
6.14 Blood flow plays a central role in a wide variety of acute and chronic illnesses. It has
been hypnotized that altering blood flow by direct thinking, imagining, and feeling is a common
factor in most methods of mind body healing. Briefly describe the process of mind-body
communication mediating blood flow at the mid-brai level, the brain-body level, and the
cellular-molecular level. The authors outline the process of, "mind-body communication mediating
blood flow as follows.
The mind-brain level modulating blood is illustrated by metaphors of everyday speech.
Everyone knows what we mean when we say that we feel "warm" or "cool" about a person or
situation. Biofeedback research indicates that these feelings of warmth and coolness are associated
with an actual dilation or constriction of blood vessels to increase or decrease blood flow. This can
take place because a positive response on the cognitive-emotional level can be associated with
positive life experiences of warmth on a sensory level . . . The thought of warmth can be
transformed into actual emotional, sensory, and physical experience of warmth. As we shall see,
this experience of warmth is related to the actual dilation of blood vessels and capillaries that allows
warm blood from the body core to reach the skin, which frequently becomes "flushed" when we
experience the warmth. thoughts of coldness, on the other hand, can constrict blood vessels.
Mental-emotional experiences of fear and stress can dilate some blood vessels and constrict others.
The brain-body level of blood flow modulation takes place in the limbic-hypothalamic
system. The hypothalamus has some of the major control centers (e.g., the anterior and posterior
hypothalamus) for regulation the autonomic nervous system. The autonomic nervous system,
through is sympathetic and parasympathetic branches, and mediate the alarm response that
contributes to the psychosomatic aspects of surgical emergecies and critical illnesses. The
sympathetic branch, for example, can signal the adrenal medulla to secrete epinephrine and
norepinephrine into the blood, where they function as information substances that can regulate
blood flow by signaling the receptors on vessels in the skeletal muscles and liver to dilate or
constrict the diameter of the arterials in other parts of the body . . .
The cellular-mollecular level is illustrated through the action of a number of information
substances on the receptors of the capillaries that carry the blood through all the tissues of the body.
In an early pioneering study on "Changes in tissue vulnerability induced during hypnotic
suggestion," Chapman, Goodell and Wolff (1959b) concluded that "proteolytic enzymes and a
bradykinin-like polypeptide are implicated in these enhanced reactions" (p.104). It is not known
that the formation and metabolism of bradykinin is interwoven with the metabolic processes that
mediate the conversion of angiotesinogen to angiotensin I and II (seen Ganong, 1985, for a review).
the interrelationships of the kinins (particularly, bradykinin and lysylbradykinin), histamine, and
angiotensins regulating blood flow at the cellular level suggest how all the information substances
may be modulating blood flow in well coordinated communication patterns on all levels from mind
to molecules. The conventional view has been that while all these substances may be coordinated in
their activity, this coordination takes place on an entirely mechanical, involuntary, or unconscious
level. Recent research demonstrates, however, that children can voluntarily can consciously
modulate even the most mechanical, molecular levels of oxygen in their blood."
6.15 Do emotions reside in the head/brain or the body? Support your answer. Include a
discussion of how information substances integrate psyche and soma to bridge the gap between
mind and body. A. The text relates that, "A fundamental feature shared by all neuropeptide
receptors whose brain distrubution has been well studied is profound enrichment at a number of the
same brain areas. Many of these neuropeptide receptor-rich areas can be found within an
intercommunicating conglomerate of brain structures classically termed "the limbic system," which
is considered to mediate emotional behavior; in unanesthetized human undergoing brain stimulation
as a preclude to surgery for epilepsy, far-ranging emotional expression can be elicited by
stimulation of cortex near the amygdala, the core of the limbic system, The amygdala, as well as
the hypothalamus and other limbic system-associated structures, were found initially to be enriched
in opiate receptors in monkey and human brain. Later maps of numerous other neuropeptide
receptors in brain (including substance P, bombsin cholecystokinin, neurotensin, insulin, and
transferring have continued to implicate the amygdala and other limbic system-associated
structured (e.g., the cingulate cortex) as a source of receptor-rich sites where mood presumably is
biochemically modified . . .
Rather precise brain distribution patterns for many neuropeptide receptors have been
determined. A number of brain loci, many with emotion-mediating brain areas, are enriched with
many types of neuropeptide receptors suggesting a convergence of information at these nodes . . .
Neuropeptides and their receptors thus join the brain, glands, and immune system in a network of
communication between brain and body, probably representing the biochemical substrate of
emotion.
B. The most surprising principle that has emerged in this area is that all information
substances coordinate mind- brain-body functions. In fact, the concept of "information substance"
was defined to include such terms as neuro transmitter, neuromodulator, neurohormome, and
hormone in order to focus on this "coordination of mind-brain-body functions" as their common
denominator. This principle of information substance coordination is simple, yet it has profound
implications for understanding many of the so-called mysteries of mind-body communication and
healing . . .
The cortical-limbic-hypothalamic system is thus the major locus for integrating the
sensory-perceptual stimuli selected for attention with the regulation of the autonomic, endocrine,
and immune systems by the hypothalmic-pituitary system. That is, signals received by the opiate
receptors at the limbic-hypothalamic level modulate the major channel of mind-body information
transduction between the sensory- perceptual and memory systems with the autonomic, endocrine,
and immune systems that are of essence in homeostasis and psychosomatic problems. Since the
entire cortical-limbic- hypothalamic system is in a constant state of psychobiological flux, the
state-dependent memory and learning systems they encode are in similar flux. The stability of
memory and learning that we depend upon for daily living is actually a precarious illusion that is
dependent upon the degree to which psychobiological homeostasis is maintained in the
cortical-limbic- hypothalamic-pituitary system . . ."
6.16 Present a case demonstrating the relationship between pain perception and
physiological tissue reaction. How was hypnosis used in the treatment? The case may derive from
the course text, from the literature, or from clinical experience. One of the cases described in the
test relates that, "In 1952, while attempting to prove to an obstetrical patient that she was better
able to anesthetize her arm hypnotically than she thought possible, I ran the point of a hypodermic
needle upward from the supposedly anesthetized lower forearm to a point several inches above the
antecubital space. The patient winced as the needle reached the antecubital space. The patient was
convinced that there was a difference between the feeling of the arms with this stimulus. Normal
sensation was suggested then and the patient discharged. When she was seen a week later at a
regular prenatal visit, there was a scratch still visible along the entire length of the arm used as a
control, but only the skin above the sensitive antecubital space of the previously anesthetized arm
showed a scratch mark comparable to that of the unanesthetized arm. At that time, I did not know
anything about the inflammatory enzyme "neurokinin," but the accidental discovery that tissues
which were even partially anesthetized seemed to heal more quickly and show less immediate
edema and wheal formation proved to be an asset in convincing the patients that hypnosis was
worthy of investigation.
At first it seemed to me that the difference in tissue behavior might be do to the increased
elasticity of the skin on the "numb" side, making it yield more readily before the needle and thereby
suffering less injury. There certainly was a demonstrable tensing of the muscles during injury to
the sensitive skin. This could expose the skin to more trauma; the needle would encounter a more
resistant bed under the skin. It was probable, too, that the dermal myofibrils contract reflexly when
pain is experienced. I could devise no satisfactory way of proving to myself that tissues
anesthetized by suggestion reacted less energetically than sensitive tissues. In the meantime, it was
interesting and encouraging for surgical, obstetrical, and cancer therapy patients to discover that
their mind could alter tissue reactions to injury in some way. I have repeated the test with better
than 99% positive response in more than 1,000 personal patients since then . . ."

10. H615: MIND-BODY THERAPY: IDEODYNAMIC HEALING IN HYPNOSIS (PART

TWO)
6.1 Explain how the unconscious response to injury is similar to the effect of strongly given
posthypnotic suggestion. Explain "imprinting" as a single-shot typeof learning. How is imprinting
comparable to the classic posthypnotic suggestion? How is this related to neurotic behavior and
psychosomatic disease?
The authors tells us that, "To understand this series of developments we must know that the
presence of great emotional or physical stress evokes a state which is indistinguishabel from that of
hypnosis. The unconscious response to injury is similar to the effect of a strongly given
posthypnotic suggestion. Unlike ordinary learning by repetition, this memory is completed
(learned) on initial impact.
Slingle-shot type of learning was observed in chicks by Apalding in 1873 and in graylag
goslings by the ornithologist Lorenz in 1935. Lorenz called it "imprinting." It is apparently useful
in nature by permitting young animals an immediate, fixed recognition of their parent after one
visual experience. It appears that something similar to imprinting occurs at times of great stress
with mammals and birds, and we may speculate on the possibility that imprinted action and reaction
have the fortuitous effect of permitting immediate response to a repeated threat without waste of
time in attempting to learn via repetition, which takes time. However, the response may not always
be appropriate to the situation. With increasing scope and variation of the threatening stimuli, it is
increasingly necessary to recognize differences between threats and to discriminate between
responses. In nature and in human life, the preparation for variable treats and appropriate responses
occurs during games of war. The young of all carnivorous and omnivorous mammals exercise each
other with variations of attack and response. In higher development, this type of exercise occurs
with fire drills, military training, and all competitive sports. Never are animals or human beings
trained to vary their physiological responses to injury or disease. The primitive reactions of
inflammation occur with any kind of noxious stimulus and result in changes which are more or less
appropriate for contaminated wounds. Inactivity, muscle grading, vascular stasis, fibrin deposition,
fluid and electrolyte retention, and local tissue necrosis are shared by human beings with the lowest
of birds and mammals. The only difference is that lower mammals have some advantage in licking
their wounds. The reaction of human tissues and regional muscles are the same in contaminated
wounds as in sterile surgical wounds. We have no unconscious exercises to help us discriminate
between various possibilities of response to given injury.
Herbert Spiegel (1960) has suggested that imprinting is comparable to the classic
posthypnotic suggestion, and that it may be the basis of neurotic behavior. What he has said of
neuroses may be transposed to considerations of psychosomatic disease. With imprinting and
posthypnotic suggestions there are:
1. amnesia for the activating stimulus;
2. compulsion to reproduce the imprinted reaction;
3. rationalization for the evoked behavior. With disease we find something making the tissue
vulnerable. There may be no conscious knowledge of thfirst stimulus to cause this vulnerability.
thenfollows an unconscious compulsion to adapt as the alarmed primitive brain dictate. The
original associations are unknown to the conscious mind of the patient. For this reason, the patient
may go through life rationalizing in necessary ways for the uncritical and unhealthy "package deal"
of responses which were determined by the initial experience."
6.2 Present a summary overview of the four major types of resistance to therapy as they
apply to pain. The four sources of resistance explained in the text are; "Devaluation of hypnosis by
medical professionals, relatives and friends.
Hypnosis plays a friendly part in the undergraduate education of medical students in only
six of the 84 medical schools in the United States of America at the time of writing (around 1964).
Since acceptance of hypnosis as a valid tool in medical practice by the 1958 American Medical
Association Delegates at the convention in San Francisco, the author has been unable to find the
word hypnosis mentioned in the list of more then 1,200 recognized courses published each year by
the Journal of the American Medical Association in the section on "Continuing Education."
Small wonder, then, that many patients can undergo, year after year, various medical and
surgical procedures aimed at relief of pain without hearing a doctor of medicine mention the
possibility of hypnotherapy. It is only natural that the patient should have some doubts about its
value when it is finally brought up by a friend or relative. In spite of sincere efforts to dissuade the
patient, however, the doctor may make a friendly call to send a disarming letter. This will mislead
the hypnotherapist into believing the doctor chose this method of treatment. Under such
circumstances we will find the patient a very good hypnotic subject at the first session. Results will
be limited, however. The patient can usually manifest all sorts of phenomena except any that might
lead toward a successful alleviation of the pain. Shame and a need to justify the course are
responsible for this lack of success. At the next visit there is total inability to get into hypnosis and
it may be impossible to evoke ideomotor responses to questions. The interval between first and
second visits has been filled with misgivings and discussions about a matter in which the patient is
peculiarly vulnerable to doubts.
It is wise to talk about various attitudes toward hypnosis in the medical profession with care
to avoid bitter words about seeming rigidities in medicine. The secondary difficulties of the patient
can be explained away as an example of Bernheim's Law of Reversed Effort, due to lack of
confidence. The next step is to build that confidence by starting the training as though this were the
first visit. The patient should be thoroughly trained for auto-hypnosis aimed at simple relaxation
with anyone until he is very confident of what he can do with it. Only then will he be safe from the
jokes or the scoffing of friends, relatives, and doctors. "You - Will - Have - To - Live - With -
This"
Type of Resistance. One of the most frustrating types of resistance is also iatrogenic. It is
the culmination of long and fruitless efforts to overcome unrecognized resistances with time-
honored methods of controlling pain. Reasons for previous failures often have been attributed to
personality defects or willful obstruction within patients. Eventually an unhappy consultant gives
the coup-de-grace to hope by making a remark that absolves the therapist and places all the
responsibility where it seems to belong. Three of the author's patients have quoted the same
disheartening words issuing from the lips of a highly-regarded neurosurgical consultant. The words
were, "Well,______, we've done all we can for you. You'll just have to live with this pain or you
will end up jumping off the Golden Gate Bridge."
This statement has the unconscious meaning that the consultant is angry with the patient for
failing to get well. It also carries the consciously unrecognized connotation that death will follow if
there is ever freedom from the pain. Over and over, this second understanding has been discovered
as a powerful force militating against acceptance of comfort. I now regularly inquire about the
possibility of this having been said to the patient at the initial interview. Very few physicians are
aware of the fact that exhortation to "live with pain" carries with it the shadow of meaning. "When
you are free of pain, you will be dead." If the remark were made at the very first confrontation,
there would be no difficulty. The failed attempts to relieve pain are the reason for this sinister
connotation. This cause for resistance to therapy can be removed by open discussion and the
hopefully slanted question, "Now, does the inner part of your mind feel willing to be free of this
pain and continue to live comfortably?" The ideomotor answer to this question determines the nest
steps of therapy.
Resistance Due To Guilt And Passive Acceptance Of Disease Pain originating with some
accident due to carelessness or some habit of which the patient is ashamed is nearly always coupled
with guilt, the mere repetition of pain or continuation of an illness will eventually make the patient
unconsciously begin to think that God is punishing him for something. Such patients may lose the
willingness to get well at upper levels of unconscious thought. They may initially reject hypnosis
and block ideomotor, symbol movements. Sometimes they accept definite signals initially but
change them repeatedly during the interview. Here again, a patient may be able to enter hypnosis
deeply but will withdraw the moment an effort is made toward relieving pain or discovering its
origin. Sudden withdrawal from hypnosis at the first approach toward the goal is a warning that the
distress has assumed a special meaning.
It is necessary to learn whether or not the pain isbeing used to punish someone. If so, is it
the patient or someone else? If it is punishing someone else, we have a new problem discussed in
the next area of resistance. If it is self-punishment, the therapist is usually able to edge the patient
toward accepting relief for the benefit of loved ones. Emphasis is place on the selfish and generally
injurious qualities of self-punishment and passive acceptance of disease. It is better to do this in an
indirect manner with slanted questions which require an obvious intellectual answer but which
sometimes reveal interesting unconscious attitudes at levels of awareness reflected by ideomotor
responses . . .
A break in self-punitive resistance occurs when thepatient can agree via ideomotor signal
that enough punishment has been absorbed or that it can gradually be diminished in intensity
toward an hallucinated endpoint when cure has been effected.
Resistance Due To Manipulative Pain States A disease or injury may initially serve a
helpful purpose of alarming or injuring an important person. Associative processes will then cause
subsequent distress for the patient when there are frustrations or causes for resentment against the
original target. Pain may be rekindled after this by any emotional difficulty caused by anyone; it
may occur during a period of nonspecific depression.
Therapy for manipulative painstates is difficult under any circumstances, but it may be
doomed to failure when the origin is a person or an entire way of living from which there is no
visible means of escape. Continued illness may have taken too great a toll of financial and spiritual
resources for escape. Fear of an unknown future may be greater than current misery.
Hostility-bound pain states should be handled entirely by psychological means, but they are
often challenged medically or surgically with unsatisfactory results. Temporarily successful efforts
by any means may precipitate acts of violence by the patient directly in suicide or indirectly by
injuring others. A therapist who is psychiatrically oriented may be alerted to the problem by the
words, facial expressions, and gestures chosen by the patient. An initial warning may be given by
the relative who has been the target for hostility. This person usually calls to make the appointment
and then comes in with the patient. When this happens, it is wise to interview them both together.
The patient who glances from time to time and generally seems friendly toward the relative may
simply be overtly dependent upon the relative. Red flags are waving, however, if the patient turns
away from the relative, behaves as though the relative were nit in the room, and appears irritated
when the relative tries to help with information. A clinching sign of trouble is a glowing eulogy
about the departed one when the relative has left the room.
The author has made his greatest mistakes in judgment with manipulative persistent pain
states. It is a great temptation to sound hopeful and to jump to the task of trying to deserve thanks
for helping such patients immediately. Patients immediately. Patients sometimes contribute to the
of the therapist at the first visit. They may need help so desperately that their defenses are
disarmingly lowered. They may seem to want to help genuinely and may seem totally relieved
when they leave the office after a glorious beginning. The therapist's flame of elation is rudely
extinguished a few minutes later by a telephone call, usually from the relative, stating that the pain
came back as soon as the patient got home. Sometimes the original trouble is gone but the patient
has a perfectly new form of distress.
In my experience, symptom substitution has only occurred with hostility-bound
manipulative pain states. This does not refer to exposure of old complaints which were previously
less noticeable because of lower intensity. Such "onion- peeling" of symptoms can occur with any
patient harboring stratified complaints. The appearance of new symptoms or the rapid return of
original pain are danger signals. Help is needed from those most qualified to handle potentially
dangerous mental states . . ."
6.3 Explain "The Law of Reversed Effort" posited by Emile Coue. Give examples of
and corollaries to his position.
A. The authors explain the law of reverse effort as follows; "The achievement of any goal
requiring a learning process is at the expense of many experiences of disappointing failure. Every
intelligent human being has learned to walk, to avoid wetting the bed, and to eat neatly only after
many failures. Thus it happens that there is a law a of human behavior, called by Emile Coue',
"The Law of Reverse Effort." Equally balanced forces of hope versus fear of failure will result in
failure. There are myriad examples of this law. There is the difficulty in using a bedpan after
surgery, or the inability of a patient to relax purposefully the contracted muscles around an injured
ares. It is possible that many patients develop a relative and even absolute frigidity because of the
assumption that they are not performing sexually as expected. Many patients lose their sterility
problem when they cease making purposeful efforts toward conception and either decide that
children are not important or partially satisfy their needs through adoption . . . Age regression
studies of these patients indicated that their conviction in ultimate medical help changed their
attitude toward intercourse. They felt that conception occurred when they stopped feeling that
intercourse was an unfair test of their ability to conceive.
B. A corollary to this law of reversed effort is the need for giving patients confidence in the
eventual success of any assigned task. We cannot expect a patient to develop a continued
anesthesia for a painful area unless she has learned that she could do it for a foot or an arm or some
relatively unimportant area.
A second corollary relates to what I call the "slip-back phenomenon." A once diffident and
defeated patient who has achieved success will soon begin thinking. This is too good to continue
and I wonder what might happen to spoil it. Such patients should be helped to understand that
relapses are normal but that even these can be instructive if a search for immediate factors is made
when a relapse occurs. Patients should be told that relapses may occur but will be less severe each
time and intervals between will be greater. This type of instruction proves a stimulating challenge
to some patients who may nicely prove that the therapist was wrong in being so pessimistic."
6.4 Discuss the ultradian trance induction. How does this approach utilize the patient's
natural utradian rhythms? How are ultradian rhythms associated with "common everyday trance?"
A. Text tell us that, "Most experienced hypnotherapists intuitively recognize when
hypnotic induction is appropriate. Typically, patients enter the therapy hour with a busy thrust of
telling their story of "what's going on." After pouring out their problems, there comes a moment of
pause when they may turn either inward in self-reflection or outward to the therapist in an appeal
for an answer. This is the creative moment for an ultradian trance induction.
 Each patient manifests his own individual pattern of ultradian trance readiness behaviors. In
general, there is a spontaneous quieting and slowing down of all body movements. the head, hands,
and feet seem fixed in a natural form of catalepsy and sometimes the fingers seem to be frozen in
mid- gesture. The eyelids may close momentarily or droop and blink a few times. There may be a
reddening of the sclera of the eyes; sometimes a "softening" of the eyes in evident due to dilation of
the pupil and/or the welling up of a slight tear film. There may be a reddening or blanching of the
nose, cheeks, or neck. The facial features may become less animated as the jaw relaxes and lips
part slightly. Most importantly, there is a quiet sigh or one or two deeper breaths, as the patient
spontaneously slips into an altered state of mind-body rhythms. this natural altered state results
from a generalized shift toward parasympathetic and right-hemispheric dominance (Rossi, 1968a).
When such behavioral patterns are evident, the patient will readily enter therapeutic trance
with permissive remarks from the hypnotherapist, such as the following: That's right, just let
yourself take a break for a few moments. Let yourself enjoy the comfort that comes all by itself
while you rest. (Pause) And if your unconscious is willing to let that comfort deepen so that it can
work on [whatever problem] while you rest quietly in trance, you'll find those eyes closing all by
themselves. (Pause) When the patients are obviously entering the natural rest phase of their
ultradian rhythms, they usually accept this type of induction with relief and gratitude. At such
times it is much easier to enter trance than to stay normally awake! If patients do not close their
eyes after a moment or two, the above situation can be turned into a therapeutic double bind by
continuing with the following remarks: But if your unconscious needs to bring up another issue
before you enter trance, you'll find yourself talking about that first.
If another issue is discussed, it serves to reinforce the patient's trance readiness when
therapeutic trance is next offered. this approach to hypnotherapy thus utilizes the patient's natural
ultradian rhythms to turn inward, as well as the patient's own motivation and expectancy for
problem-solving. In the simplest model of using the creative unconscious (Nugent, Carden, &
Montgomery, 1984), the therapist need do little else. The patient is then awakened from trance
with whichever of the following therapeutically double-binding implied directives seems
appropriate:
When your unconscious knows it has resolved [whatever problem], you will find yourself
moving those fingers and hands, stretching a bit, and opening your eyes as you come fully awake,
alert, and refreshed. When your unconscious knows that it has dealt with [whatever problem] to the
optimum degree possible at this time, and can continue working with it successfully, you'll find
yourself with an urge to move and stretch and come fully awake and refreshed . . .
B. Ultradian rhythms are the biological basis of the "common everyday trance," during
which we find ourselves daydreaming or just taking a break: The housewife staring vacantly over a
cup of coffee, the student with a faraway look in his eyes during the middle of a lecture, and the
driver who automatically reaches his destination with no memory of the details of his route, are all
examples of the common everyday trance. (Rossi, 1982, p.22)."
6.5 Describe the relationship between ultradian rhythms, stress, psychosomatic problems,
and healing with therapeutic hypnosis or self-hypnosis. What is the nasal ultradian rhythm?
A. The authors explain that, "The relationships between ultradian rhythms, stress,
psychosomatic problems, and healing with therapeutic hypnosis have its experimental sources in the
work of a number of investigators. Ader (1964, 1967, 1971) originally found that when rats were
immobilized during the peak of their ultradian cycles, they were much more likely to develop
gastric ulcers than if they were immobilized during the trough period of the activity cycle. Stroebel
(1969) found that the rhesus monkeys experienced a variety of "psychosomatic-like" responses
(duodenal ulcers, gastritis, asthmatic attacks, and skin rashes) when their normal biological rhythms
were disrupted by stress.
 Their findings have been confirmed by Orr, Hoffman, and Hegge (1974), who found that
when subjects were stressed with extended performance task (complex observing responses
requiring the monitoring of three panel meters), they experienced major disruptions in the
amplitude and patterning of their ultradian rhythms. They found that "if there is a stable ultradian
rhythm in the heart rate, it is at first wiped out by the stress situation" (p. 100). In keeping with
much of the classical research on psychosomatic problems they found highly individualized
patterns in each subject's responses. This led them to conclude (Orr, Hoffman, & Hegge, p. 1000):
. . . (a) The same stressor can produce quite different physiological and behavioral response
patterns in different subjects; (b) behavioral stress can produce disruptions which are clearly
manifest in terms of altered biological rhythms; and (c) there appears to be no simple relationship
between a physiological response and specific behavioral responses.
The similarity between the behavioral characteristics of the rest phase of ultradian rhythms
and Erikson's unwitting utilization of these characteristics as signs that his patients were ready to
experience therapeutic hypnosis then led Rossi to conclude the following (Rossi, 1982, p. 26):
The implication of this association between disruptions of the ultradian cycle by stress
during psychosomatic illness are profound. If the major proposal of this section is correct - that
therapeutic hypnosis involving physiological processes is actually a utilization of utilization of
ultradian cycles - then we can finally understand in psychophysiological terms why hypnosis
traditionally has been found to be an effective therapeutic approach to psychosomatic problems:
Individuals who override and disrupt their own ultradian cycles (by ignoring their natural periodic
needs for rest in any extended performance situation, for example) are thereby setting i motion the
basic physiological mechanisms of psychosomatic hemispheric processes overriding their ideal
balance with right- hemispheric processes and associated parasympathetic function. Naturalistic
therapeutic hypnosis provides a comfortable state where in these ultradian cycles can simply
normalize themselves and thus undercut the processes of psychosomatic illnesses at their
psychophysiological source . . ."
B. The text relates that, "It has been found that the nasal ultradian rhythm (where by the left
and right nostrils alternate in being open and blocked) is correlated in a contralateral manner with
cerebral hemispheric activity (Klein, Tilton, Prossner, & Shannahoff-Khalsa, 1986; Werntz,
Bickford, Bloom, & Shannahoff-Khalsa, 1981; Werntz, Bickford, & Shannahoff-Khalsa, 1987).
That is when the left nostril is open and taking in the greatest volume of air for respiration, the right
cerebral hemisphere is most active and vice versa. Further, this cerebral hemispheric shift appears
to extend to an alternating sympathetic-parasympathetic modulation of the left and right side of the
body (Kennedy, Ziegler & Shannahoff-Khalsa, 1986). It has been suggested that this may be the
scientific basis whereby yogis for centuries have developed skills in modulating various trance
states and bodily functions (Werntz, 1981). the possible applications of this nasal-cerebral
hemispheric-autonomic system rhythm to psychosomatic problems will require an intensive
program of research . . ."
6.6 The authors of the course text contend that ideodynamic processes are capable of
evoking real body biological responsiveness. Support this contention by analyzing the intimate
association between sex, sleep, and dreams.
The text relates that, "The intimate association between sex, sleep, and dreams provides us
with a research base for exploring the practical therapeutic effectiveness of ideodynamic healing.
Cheek's work confirms the general psychoanalytic view of the almost infinite vicissitudes of human
sexual expression. In keeping with the earlier hypnotherapeutic findings of Erickson (1980a,
Vol.IV), Cheek's work suggests that the female sexual response is extremely adaptable, in the sense
that it can be experienced over many areas of the body in a variety of ever shifting
sensory-emotional-cognitive modalities. This is true even when the focal erotic tissues of the
clitoris and vagina have been surgically removed.
Cheek's therapeutic work leads us to hypothesize that this is possible because an experiential
encoding of the sexual and orgasmic response id localized within the brain as well as the body. It is
most likely that the limbic-hypothalamic system, which has been cited as the major mind-body
information transducer (Rossi, 1986d), is the locus of this encoding. This hypothesis is supported
by the experimental finding that the primary effects of estrogen and testosterone on the sexual
behavior of animals are produced by uptake in the ventromedial hypothalamus and the closely
related preoptic regions (Carlson, 1981; Nieuwenhuys, 1985).
The flexibility and accessibility of the sexual Is-
receptor system in mind-body communication are further emphasized by recent research in lucid
dreaming: the experience of being aware of dreaming while dreaming and to some extent being able
to direct one's own dream while dreaming. Patricia Garfield (1979) has reported that two- thirds of
her lucid dreams are related to sexual themes and of these about 50% culminate in an orgasmic
experience.
The question of the real physical and biological nature of these orgasmic experiences in the
lucid dreams of both men and women was investigated experimentally by LaBerge (1985) . . . This
well-controlled laboratory research of the human sexual response supports the classical, historical
view of hypnotherapy that ideodynamic processes are capable of evoking real body biological
responsiveness. Cheek's utilization of these ideodynamic responses in the dreams of his female
patients outlines a systematic procedure for the treatment of both minor and major dysfunctions."
6.7 The authors report that treatments involving ideodynamic approaches have been used to
facilitate the resolution of sexual problems. Cite a pertinent case and include the appropriate
details to illustrate an ideodynamic approach to sexual dysfunction resolution. You may cite a case
from the text, from the literature, or from personal clinical experience.
The authors cite the case of a woman with no conscious memory of orgasm by stating that,
"Diana was a 28-year-old Caucasian woman with three children, referred by a gynecologist for her
sexual problem. She had just remarried her first husband and wanted to make the marriage work
this time with agreement at all levels of communication. She said she had never had an orgasm
with dreams, masturbation, or intercourse. She had never tried to masturbate. Initial estimate of
her prognosis with hypnotherapy was pore because of her age, multiple marriage difficulties, and
11-year history of total anorgasmia.
Background History
Diana was the first of five children, and unplanned pregnancy when her mother was 20
years old. There were some problems that grew worse as other children arrived, Mother became
involved in an affair, and the marriage broke up when Diana was eight years old - a critical time for
her. She loved her father very much and felt it as a personal rejection when he moved out of the
home. She resented the new stepfather, who moved in almost at once.
At 14 Diana took up Catholicism. At 17 she became pregnant after unprotected intercourse
with her boyfriend, Ron, whom she married in a reproduction of her mother's plight when Diana
was conceived. After birth of their third child, the marriage broke up. She married quickly again,
but it was a bad union that lasted only two years.
Diana began dating Ron again and had just remarried him at the time of her first
consultation. She said that she had always enjoyed sex with him but had never had an orgasm at
any time in her life.
First Interview And Introduction To Hypnosis One hour had been reserved for the patient,
but brief appointments for two other patients permitted two hours total time for the therapy to
continue while I was out of the consultation room. The explanation given about hypnosis so
interested the patient that she was in a light state even before she was given a test of postural
suggestion with her arms extended and one arm supporting an imaginary heavy weight. Her trance
deepened and she appeared delighted on discovering that the heavy arm floated up toward the
ceiling when the weight was replaced by "big balloons."
Finger signals were assigned on her right hand for yes, no, and I don't want to answer. Her
compliance with the suggestions was checked by asking her to think the word "yes" and observing
that the assigned finger rose in the typical intermittent way . . . "
Questions which allowed her to return and experience her childhood were put forth and each
was answered by ideodynamic finger response. This line of questioning continued until she such
time as she approached adulthood. Then the question was asked; Now go over one of those dreams
that felt good, but this time go over it as it should have been. Experiencing the feelings you would
have had normally if your mother had not made you feel guilty when she saw you playing with
yourself. A you start the dream your yes finger will lift and each time you are reaching an
unconscious climax, your no finger will lift. Do not try to feel it consciously, because you are not
conscious when you are dreaming. First, you must know these feelings unconsciously before you
can feel them consciously. Remember that all mammals have sexual dreams. It must be the will of
God that this occur to further the knowledge learned by actual physical contact with the genital
organs. (The patient indicated three unconscious orgasms but did not show any change in
respiration of pulsations of her neck vessels.)
The next step was to ask the patient to carry the knowledge about the importance of dreams
a little further. She was told that sexually normal women have told us they have experienced small
orgasms as children while just holding hands with little boys they like, something "very much like
what you felt when your daddy chucked you under your chin" (a thought added to reinforce her
recognition that she had been "normal" before her mother scolded her about the normal autoerotic
explorations). She was asked to hallucinate and experience holding hands in which she would feel
a climax each time she squeezed his hand. Her no finger was to lift each time she was feeling this
pleasurable sensation, which the little boy would know nothing about. Almost immediate responses
were given, and now the patient was showing slight quickening of her respiration as her no finger
lifted each time. The hour was drawing to a close. She was progressing so fast that I felt it might
be appropriate to deal directly with the problem of anorgasmia in relation to her husband. It was
already clear that the bond between them was very good.
Q. Would it be alright for you to really feel what a climax can be like for you and your husband
if I go out of the room to examine some patients?
A. (finger signal) Yes . . . It only took about five minutes after I left the room before the door
opened. Ten minutes after that I found her back in her chair in a deep trance. I asked, "Does the
inner part of your mind feel that you are as normal sexually as I do?" To this her finger answered
yes. She was awakened and two more appointments were made in case she wanted to be seen latter
. . ."
6.8 What is the distinction between declarative and procedural knowledge? What is the
importance of this distinction? Does ideodynamic signaling access the internal or external
environment context? Please explain. The author describes the distinction between declarative and
procedural knowledge possibly being the most significant for our understanding of ideodynamic
procedures. They relate this distinction as follows;
"Declarative knowledge is described as the availability of specific information about both
the time and place of an experience; it is typically represented by the verbal knowledge of the "facts
and data of conventional memory experiments" (Squire & Cohen, 1983, p.21). We would
hypothesize that this is the knowledge generally accessed by conventional conversation
psychotherapy. Procedural knowledge, by contrast, is the learning that is encoded by procedures,
rules, and skills (such as perceptual-motor skills, learning rules for dealing with numbers and
complex puzzles, etc.). We would hypothesize that this is the knowledge accessed by our
ideodynamic procedures.
The importance of this distinction is that procedural knowledge is often spared when we
experience clinical amnesias, whereas the acquisition and consolidation of new verbal declarative
knowledge is severely impaired (Morris, 1984, p. 119), particularly during the stress and traumatic
life circumstances that encode mind-body problems. There is a considerable complexity to the
psychodynamic interplay of declarative and procedural knowledge. Kesner (1984), who has
outlined many of these complexities in schematic diagrams that can be useful to the hypnotherapist,
has postulated that different anatomical locations within the limbic-hypothalamic system encode
these two different forms of knowledge as follows (p. 112):
The hippocampus subserves the coding of the external environmental context (coding of
sensory, temporal, spatial, and somatic response attributes), while the amygdala subserves the
coding of the internal environmental context (coding of sensory, temporal, affect, and autonomic
response attributes). . . . To the extent that one can dissociate the internal from the external context,
one should be able to dissociate amygdala and hippocampus functions . . .
It would appear from Kesner's work that the ideodynamic signaling approach may be
accessing the internal environmental context encoded within the amygdala of the
limbic-hypothalamic system. This effort to localize the anatomical locus of a hypnotherapeutic
intervention follows a long but usually unsuccessful tradition in the history of hypnosis. This is the
first time, however, that hypotheses about anatomical localization have been supported by such a
volume of well-controlled experimental research that can be integrated within a verifiable theory of
mind-body communication and healing (Rossi, 1986d) . . ."
6.9 The author reports that concept of state-dependent memory, learning, and behavior
(SDMLB) enables us to understand how organic processes of illness and healing can be transduced
into the phenomenological realm and experienced in consciousness and dreams, and how these
mental experiences can be transformed back into organic processes at the molecular level. Describe
the dynamics involved in this theoretical process.
The text explains that, "Some processes of illness and health are more obviously determined
and modulated by events on the cellular-genetic-molecular level (as, for example, the inheritance of
genetic defects and genetically-based disorders in general [Baskin, 1984], and the new class of
illnesses "associated with information substance-receptor problems" [Scarlett & Olefsky, 1985]).
We hypothesize that even illness initiated and processed on such purely organic molecular levels,
however, can modulate state-dependent memory, learning, and behavior (SDMLB) systems that are
ultimately experienced on the phenomenological level of mind and dream via emotions, imagery,
words, and symbols. This is possible because the processes that encode SDMLB and "purely
organic problems" share many of the same
Is-receptor-cellular-genetic mechanisms, The work of Kandel and Schwartz (1985) and others on
the molecular basis of memory and learning, for example, implicates the intracellular ATP
"secondary messenger system" as mediating the molecular basis of learning. This same ATP
secondary messenger system is utilized by most Is-receptor-cellular metabolic systems that
purportedly operate on a "purely organic level."
In this formulation we see once again how SDMLB functions as the matrix of mind-body
information transduction and communication. SDMLB is the common denominator between the
organic and mental levels: the information substances produced at the cellular-genetic-molecular
level can modulate the state-dependent neural networks of the brain that are experienced on the
mental level as emotions, imagery, and words. These mental experiences, in turn, can be
transduced back in to the organic level by the process of neuroendocranial information transduction
. . . The concept of SDMLB enables us to understand how organic processes of illness and healing
can be transduced into the phenomenological realm and experienced in consciousness and dreams,
and how these mental experiences can be transformed back into organic processes at the molecular
level. SDMLB thus bridges the so-call Cartesian gap between mind and body in a manner that can
be explored experimentally in the laboratory and experienced therapeutically by the
patient . . .
Trauma and stress experienced phenomenologically as emotions, imagery, words and
symbols can modulate the SDMLB encoding of all the body's major homeostatic mechanisms in the
cortico-limbic-hypothalamic-pituitary and related systems. Thus, experiences initiated and
processed with in the languages of consciousness and dreams may modulate illness and healing that
is ultimately experienced at the cellular-genetic-molecular level."
6.10 Identify several causes of habitual insomnia and give an example of an ideodynamic
approach that may be used to alleviate the sleep disruption.The text identifies several causes of
habitual insomnia and relates them as follows: "Molestation as a cause of Insomnia - A frequent
cause of habitual insomnia in women is the trauma of having been molested as a child - usually
during the night with the child being frightened immediately upon awakening. Often there has been
a threatening command to keep quiet and not to tell anyone about the encounter. This is another
demonstration of statebound experience that makes entry into sleep a source of troubled
expectation. The casual event is rarely a part of conscious memory, but it may be quickly
recognized at an ideodynamic level of awareness during an age-regression to "the most important
experience that has had something to do with your difficulty getting to sleep.
While there may be difficulty in achieving recognition of a traumatic memory at a
preconscious level of awareness, it usually will be elevated into consciousness when this request is
authoritatively expressed: "Go to the moment you are awakening. Recognize that, that person was
wrong, and was emotionally very troubled. Say out loud what would have made him stop and go
away. Tell him you are going to go until your parents come in. When you know what would have
been the most powerful thing to say, your yes finger will lift. As it lifts, feel the power of scaring
him
away. Say it out loud, and say it again."
Childhood Trauma: Emotional and Physical - Death from infection often came during the
night before the advent of antibiotics in the 1930s . . . Beatings by violent parents frequently occur
at night, particularly if the parent is a father or stepfather. The victims need to recognize that the
experience is "back there and no longer needs to interfere with sleep."
Insomnia In Pregnancy - When sleep problems and frightening dreams occur during the last
few weeks of pregnancy, it is a clear indication that there have been fears regarding the labor, or
fears that something may be wrong with the baby. It is very important for the obstetricians to know
how to search for the cause of these dreams, because they usually stem from ideas that would seem
ridiculous if recognized consciously . . .
Insomnia Due To Serious Illness Of A Relative - The fear that a relative might die during
the night is usually apparent as a cause of sleep deprivation without need for hypnosis."
6.11 Discuss the controversial area of hypnotic age regression as it relates to the significance
of birth experience for memory and construction of psychological reality. What was the apparently
"incredible observation" that the author (Cheek) made when his patients were hypnotically
reviewing their own birth processes during age regression? How is imprinting associated with
this? The authors tell us that, "Belief in the validity of the possibility of age regression is one of the
major area of discrepancy between clinicians and experimentalists in hypnosis. Clinicians dealing
with real patients highly motivated to resolve emotional issues (encoded, as we have seen, in
state-dependent memory, learning, and behavior systems) have frequently cited anecdotal cases in
which it seems apparent that patients can assess and experience earlier age levels. Researchers in
academic environments, on the other hand usually study normal students who know they are
participating in an experiment and are not highly motivated by their real problems to age regress
(hence, there usually is no accessing and experiencing of personal and state-dependent memory,
learning and behavior system). Such subjects dutifully try to follow the hypnotic suggestions but
rarely provide valid evidence that they experience a genuine age regression, even when they
role-play it convincingly to the casual observer (Sarbin & Coe, 1972; Silverman & Rexlaff, 1986).
In the papers of this section, Cheek pushes clinical observations of age regression to what
would seem to be the ultimate: the birth experience itself, and even the prenatal life of the fetus. He
uses his typical ideodynamic trilevel approach of facilitating responsiveness on the physiological,
ideomotor, and verbal levels. But what sense can there be in an adult patient verbalizing vividly
about experiences in the womb before there was any knowledge of language? Surely such
"memories" must be confabulations.
The use of the pejorative word confabulations, of course, immediately prejudices the
situation. If we use a more neutral word, such as construction, the above statement would become
"surely such `memories' must be constructions." But this is the currently developing view of the
essential nature of all memory, learning, and behavior: They are all creative constructions (Bruner,
1986). Memory is not some sort of literal photocopy or auditory recording of an objective reality
that exists "out there" independently of our constructing minds (Walzlawick, 1984). We are
actually recreating our memory each time we use it.
One of cheek's most original papers in this section, "Sequential Head and Shoulder
Movements Appearing With Age Regression in Hypnosis to Birth," is a profound demonstration of
this constructivist approach to understanding the mind-body in sickness and health. After having
delivered the characteristic head and shoulder movement of the birth process could be unknowingly
reproduced by adults when they were asked to ideodynamically review their birth process in
hypnosis. His subjects were usually not aware they were reproducing their birth movements.
Cheek believes that they were reproducing nonverbal patterns of procedural "memory" behavior.
Farfetched as this notion may seem, it is at least conceivable that some people are imprinted
with the highly restricted patterns of physical movements at their births. A recent review of the
developmental plastidity of the emotional-memory-behavioral patterns associated with the limbic
system suggest how this may be possible. Livingston describes it as follows (1978, p. 19):
The rapid postnatal development of the limbic system in many mammalian and
nonmammalian forms may contribute to the remarkable capacity of young animals to store,
lastingly, idosyncratic patterns of perception, judgment, and behavior, especially social behavior.
This is what ethologists - for want of a word for superfast, superefficient learning - called
imprinting . . ."
6.12 List and briefly summarize the natural sequence for memory recall of deeply repressed
information. What are some of the ways in which patient resistance for such recall can be
depotentiated? The authors explain that, "From my explorations of surgical anesthesia memories
since 1957, it has been apparent that the memory recall of deeply repressed information follows a
natural sequence. The first indication that something meaningful is being recalled comes from the
very deep some of central nervous systems reaction to a sensory stimulus involving physiological
adaptations. Perspiration and increased respiratory and heart rate are the reflection before there is
an ideomotor finger signal to show recognition of the stress. The more conscious horizon of
thinking that can translate a feeling into speech is the last to get the message. This is a triad of
greatest importance when it comes to trusting validity of final verbalization.
If the therapist asks for verbal information as soon as the finger indicates arrival at an
important episode, he will greatly delay learning about it. Subjects may awaken from hypnosis and
lose the memory, or they may shake their heads and say that nothing is coming to them. Repetition
of the review at the ideomotor level of reaction mobilizes the information and allows eventual
elevation to talking levels of thought.
Experience with surgical and birth experiences which subjects block on revealing or refuse
to elevate after a show of physiological distress has shown that these are the most important
memories to review and eliminate as sources of subsequent physiological disability. It is, therefore
highly important for a therapist to know ways in which the resistance can be depotentiated without
further threatening the subject."
6.13 A search for earlier and earlier experiences relating tomaladjustment problems in
individuals often leads to birth and the causal stimulus. Provide some examples and a brief
explanation of several of these classes of problems. Examples of earlier birth experiences relating to
maladjustment problems are related in the text as follows:
Gastric Ulcer A physician who was consciously aware of a deepseated resentment toward
all women had suffered from gastrointestinal upsets sine childhood. He was operated upon for
gastric ulcer shortly after learning that his wife was interested in another man. Without any request
to do so, he spontaneously regressed to his premature birth on a farm. His mother was very ill
during the first weeks of his life and was unable to nurse him. He felt not only very hungry during
this time, but resentful of the fact that his grandmother was the one trying to get him to nurse a
bottle. Although there were many demonstrations of love when his mother was able to care for him,
he refused to believe her sincerely. During his adult life he recognized his need to attract pretty
women, but he could not allow himself any firm attachment to a woman he believed could be
loving and loyal to him. It was better not to reach out for something lest he be hurt again.
Genitourinary Problems Cases relating to this class of problems have been discussed
elsewhere (Cheek & LeCron, 1968). They are mentioned to alert the investigator to the fact that
problems seeming to originate later in life may have their preparation at birth, with a long
intervening laten period. It would be logical to speculate that some genitourinary system problems
in men - particularly premature ejaculation and impotence - might have similar origins. My
experience as an obstetrician has been restricted in dealing with men. I have found, however, that
males who believed they had causes great distress to their mothers during birth were overly
apprehensive when their wives approached the time of labor. It was urgently necessary to check
their guilt feeling and their identifications of their wives with their mothers.
OB - GYN Problems: Obstetrical and gynicological problems including leukorrhea,
recurrent vaginitis, failure to tolerate contraceptive pills, severe acne, and repeated postcoital
cystitis can frequently be traced to a sense of feeling unwanted as a female at the time of birth. It
does not matter how much love and acceptance is shown later. The child will imprint on such
remarks as, "We wanted a boy this time" or "We did not select a name for a girl." Such children
distrust subsequent shows of appreciation and always have trouble accepting compliments
graciously."
6.14 Explain how the unique psychobiological perspective on the nature of hypnosis,
advanced by the authors of the course text, could become the basis of new views on its use as a
forensic tool. The authors relate that, "Our unique psychobioligical perspective on the nature of
hypnosis could become the basis of new views on its use as a forensic tool. Because there has been
almost no acknowledgment of the biological basis of hypnosis in the courts, we believe that the
legal profession is at a great disadvantage in understanding many phenomena of human memory
that are of central significance for evaluating testimony. This is particularly the case in our
essentially adversarial legal system of evaluating the validity of information. The emotional
pressures engendered by the adversarial legal encounter tend to bias the selection and construction
of verbal memory. Because of this bias and tendency to confabulate on the verbal level, many have
sought to discredit the use of forensic hypnosis entirely.
 Cheek's response is to point out that there are physiological and skeletal (Ideomotor) levels
of memory that are not subject to the easy bias and fabrications possible at the verbal level. He
believes strongly in this position because it is supported consistently over a lifetime of clinical
investigation covered in all the previous selections of this volume. An appreciation of cheek's view,
however, requires a vast expansion in the usual understanding of what is to be included as hypnotic
phenomena. most laypeople and even "experts" in law still believe that hypnosis is an artificially
induced psychological state brought about by a "formal process of hypnotic induction." They have
little understanding of the many more subtle psychobiological varieties of "spontaneous hypnosis"
that takes place during any life circumstance that alters consciousness and/or selective attention.
Let us list a few of these circumstances that are of particular relevance for the law.
1. Any situation of stress that has legal consequences will bias memory. These include any
situation involving fright and/or injuries such as accidents, assault, bribery, etc.
2. Any effort to recall a sequence of events as it typically required of most witnesses - particularly
when the person is "on the spot" talking to the police, or talking to a lawyer or judge in front of a
jury, or even when being recorded verbatim in preparation for legal action - tends to induce a
hypnoidal state (Erickson, 1964/1980).
3. Any novel or dramatic situation such as a court appearance tends to induce a hypnodal state as is
evidenced by the fact that after giving testimony many people will experience partial amnesias and
must query their lawyers or study the court transcripts to find out what they said.the bane of the
legal profession is the notorious
unreliability of these witness situations.
The most important contribution Cheek's psychobiological approach can make is to
recognize and neutralize those state-dependent and essentially "constructive" aspects of verbal
memory that can lead to witness bias and confabulation. Cheek believes he can do this via his three
level ideodynamic approach, where in validity is checked by the sequence of physiological,
ideomotor, and verbal levels of responsiveness. He even cites evidence (Cheek, 1982) of his effort
to implant a false verbal level of memory on the physiological ideomotor levels. He found that after
several months, his subject reverted to the "truth" at the physiological and ideomotor levels. It
would seem that further research of this type may begin to outline the parameters of "verbal
memory" that can be relied upon in the legal profession in general and forensic hypnosis in
particular."
6.15 Demonstrate your knowledge of how state-dependent memory, learning, and behavior
can be utilized inforensic hypnosis by presenting a case in which it is applied. You may use a case
form the text, from the literature, or form personal clinical experience. The authors relate that, "a
typical example of how state-dependent memory, learning, and behavior can be utilized in forensic
hypnosis is provided in a verbal report by clinical psychologist Lee Pulos in Vancouver, Canada:
I do a lot of forensic work for the Royal Canadian Mounted Police (RCMP) using hypnosis
to assist witnesses in recalling details associated with crimes. Two weeks ago a 16-year-old nude
female was found lying in a lot adjacent to a home just outside of Vancouver. The autopsy
indicated that the victim had been choked from the rear.
A 36-year-old woman and her husband were returning home from a dinner party with
friends a little after midnight on the evening of the crime. They reported seeing a van with hazard
lights flashing right nest to the lot where the body was found (though at the time of their sighting,
they did not know that a crime had been committed). The woman got "a funny feeling in her gut,"
and told her husband to drive around the block again so that she could take another look at the van.
When I conducted my hypnotic interview with her, I first established her baseline memory
by asking her to recall as much as she was able before I used hypnosis with her. She wasn't quite
certain of the color of the van, and she wasn't sure if there were one or two occupants. However,
after she entered a hypnotic trance state, she reported with certainty that the van was red and that it
had a yellow trim in the writing of the letters E-M-C-O; she also picked up that there were three
lines of cursive slanted writing underneath this yellow trim, but she wasn't able to discern the name
of the company. She did recall that the right headlight was brighter than the left, that the van had
"a brand new cherry red paint job" with no dents, and that there were two people inside it. The
driver had long wavy hair, but she was unable to retrieve any specific facial features.
I learned that she and her husband had consumed 2 1/2 ounces of hard liquor and a glass of
wine at a friend's house. I gave them the "homework assignment" of consuming the exact same
amount of alcohol - 2 1/2 ounces of hard liquor and a glass of wine - in order to stimulate a
state-dependent memory experience of the conversation that they had had on their way home. They
carried out this assignment and, in fact, were able to retrieve the additional information of the name
of the company written on the car.
The RCMP have brought the owners of the vehicle in for questioning, and although they are
denying any involvement, there is a strong suspicion that they will be charged." All quotes are from
the text.

11. DREAMS:
Dreams can be understood in the context of hypnosis.When it is suggested to a hypnotized
patient in most cases a suggestion such as:"You are going to have a dream and the dream will be
about the true cause of your distress in the present phase of your life." the patient unless too
terrified by the content of the dream (in which case there will be no dream remembered) will
produce a dream that is easily translated into actuality. Or there will be no dream but there will be
an insight on the part of the patient and the patient as in ANN'S case will recall the traumatic
incident with calmness
(if she trusts the therapist) I f the patient does not trust the therapist the insight will remain blocked.
It is very important therefore for the therapist - hypnotist to win the confidence of his patient and
to never betray that confidence. You can only function in one manner-as the patients advocate!
By the use of hypnotism long term therapy can be avoided saving time and money and will
center in on the real problem easily.. Age regression is quite easy so that the patient can visit the
time and place of traumatic events and re explore the event so as to be able to deal with it with the
present adult mind instead of the vulnerable mind of the child who first interpreted it.
ANN'S CASE:
Ann came to my office in a very anxious state of mind. Ann is not her real name for
confidentiality reasons. However, she was ever so real. A lovely person in great pain; asking for
relief from a tangled pattern of thoughts long tucked away in her mind but having recently
emerged, making her miserable. In effect this emergence was about to ruin her marriage and her
life. Prior to coming to my office Ann had been having nightmares about incidents in her
childhood, the dreams were about fires and hunger, loneliness and despair! Simultaneously she
had developed a fear, quickly becoming a major phobia, of grocery stores. She was unable to enter
them although she had never been afraid of them before. The very thought of going into such an
establishment was terrorizing. In addition, she began dreaming about her deceased older sister
who had been like a mother to her in their childhood. Ann slept very little and usually awakened
tired and worn out.
Her husband, not being an understanding person, had expressed resentment toward Ann's
actions and even threatened to leave her " if she did not straighten up"! The grocery store phobia
seemed the most irritating to him since when she could not go there, he would be obliged to shop
himself! I was about to consider the phobia to be directly involved with stores but something
didn't jibe. I asked her if we could collaborate in hypnosis and I assured her that we could get
more directly to the point with hypnotism... She agreed and had a rapid induction, getting
immediately to a story of long ago which she had completely forgotten. The real story: "My
family was very poor. My mother was constantly ill. My father an alcoholic. We lived in a rented
cottage which was not well maintained. Due to poorly rigged wiring the house burned one night.
We all escaped except my older sister who was trying to rescue her pet cat. My sister died in the
flames. I heard her scream. My world was lost, she alone had shown interest in me. I put this
incident into the deepest wells of my young mind! Until now I think I was unable to face this.
Because you were here beside me I suppose I felt I could."
I was pleased with this; knowing I was at the very core of her neurosis! However, there
were still missing clues. I asked Ann "Why the grocery store then and not houses? "Well," said
Ann, "there is another part to this that I had forgotten but now recall, Here is why! Our landlady,
who owned the only grocery store in our town, was very stingy. We had asked her to fix the
wiring of our house but she never did. Also after the fire when the insurance money came she took
it all and gave us no part of it." I asked: "Do you think it was possible that in your child's mind
you may have wished that her store would burn?Doctor..." "Yes
I believe, Ann that in the primitive mind you thought you had cast a spell by having such a
wish and that her store would burn because of her hideous act and then later you were terrified that
you would be caught in the blaze because of your hidden hostility! "Yes Doctor", she conceded.
Many psychological counselors might have embarked on a lengthy desensitization to grocery stores
as would I have done had I not been given the actual facts by the hypnotically induced dream.!
This case was resolved quickly. Knowing the real cause was enough to allow Ann to
overcome this damaging phobia! To be safe,however, I suggested that she go into my therapy
groups with others with similar problems. The group experience solidified her recovery.

13. CLINICAL HYPNOSIS AS A THERAPEUTIC TECHNIQUE: H611: GASPARE "BUDDY"

BIRBIGLIA
Discuss the concept of clinical pain in cancer. The authors tell us that, "Hypnotic
treatment is not a cure for cancer, but it may improve the psychological and social situation of the
patient and make the remaining period of his life more comfortable and agreeable than it would
otherwise be. On the first visit, information routinely obtained included further discussion of the
illness, the course of the pain, a brief life history with particular emphasis on the origin of the
present problem, special areas of interest, and attitudes toward hypnosis."
After the patient completes a mood checklist he/she is administered the Stanford Hypnotic
Clinical Scale. To develop a mutual understanding of the severity or level an arbitrary scale of one
to ten is agreed on, with 10 being the level of pain which is barely tolerable. The authors describe
the steps in one general treatment approach as, "1. Support by the therapist encouraged reassertion
of ego strength to meet the crisis. 2. Relief of anxiety occurred in our patient along with relief of
pain. 3. Insomnia was overcome. 4. Interests were broadened. 5. Independence from the
hypnotist was gained through self-hypnosis." The strategies used for pain reduction were, "first,
direct suggestion of pain reduction; second, altering the expectance of pain, even though the pain
may persist; and third, directing attending away from the pain and its source.
It is frequently possible to suggest to the patient that he will return to a time before the
present illness began, to an activity in which there was great pleasure and absorption. Patients can
relive happy experiences such as camping, backpacking, playing baseball, swimming, or watching
favorite television programs. Suggestion of pleasant dreams is a way in which the hypnotist can
help the patient. In our laboratory, we have found that dreams - particularly dreams of flying- help
patients to enjoy feelings that range far from drab reality. They can move into an exciting,
beautiful, and different world: one patient will hop onto a cloud, while another will find himself
piloting his own plane. Feelings such as lightness of spirit and body, as well as a feeling of control,
remain with the patient long after the hypnotic session has ended.
Amnesia is yet another technique shown to be useful, particularly with continued episodic
experiences of pain. The problem of intermittent, recurrent, severe pain occurs extensively in
clinical practice, but has been studied very little in laboratory subjects. Pain also has particular
temporal attributes, emotional connotations, and personal interpretations varying from individual to
individual. When pain is of this episodic variety, total or partial amnesia for the pain already
experienced can often be induced. Such patients can be told that past experience of pain have been
forgotten and that any pain experience will be unexpected and transient. This technique is useful
not only in treating pain in the cancer patient, but also in lessening nausea and vomiting from the
intensive chemotherapy regimes now recommended for some neoplasms. It is evident that the
methods available are limited only by the ingenuity of the hypnotist and the imaginative
resourcefulness of the patien. No therapy is universally successful, but its successes are increased if
there has been an appropriate diagnosis and a careful record of successes and failures under
specified circumstances. Among the first things we need to know are how responsive a person
must be to hypnosis for the treatment to be successful, and how the time of the practitioner can
be used most effectively .
Although results to date show that in many cases hypnotic therapy brings relief, the practice
of therapy for the pain of cancer could be improved by additional systematic investigations.
Hypnosis should clearly be given an extensive trial, not after everything else has failed, but before
heavy doses of narcotics are used and before surgery for pain relief is attempted. A more careful
set of diagnostic procedures and a realistic appraisal of the proportion of success to be expected are
important not only to the patient but to the physician. A physician attempting to use hypnosis may
assume that the technique is faulty if he does not succeed in a high enough proportion of cases,
when he may in fact be doing as well as can be expected."
Discuss the concept of clinical pain in obstetrics. The authors tell us that the reason that
childbirth is so painful is puzzling; "many have suggested that the reasons may be in part
psychological. There are three principal methods by which the expectant mother may prepare for
her confinement in the hope that the delivery will be comfortable without the use of drugs:
(1) hypnotic procedures;
(2) the method known as natural childbirth, introduced by Grantly Dick Read in 1933; and
(3) the procedures associated with the psychoprophylatic method, introduced in Russia by
Velvovcski in 1949 and rather widely in France and elsewhere, often called the "Lamaz method" in
America, after the man who helped bring it to France. the three practices overlap in many ways,
leading some to believe that they are practically indistinguishable. We recognize the overlap but
think it a mistake to gloss over the difference. From a psychological standpoint, the primary
problem once labor begins is pain. In the United States, at least, the solution immediately thought
of is chemical pain reducers. However, some cautions must be observed for the protection of both
mother and fetus, and anything that reduces the need for chemoanalgesics or chemoanesthetics
lessens the risk. Labor is divided into three stages. First is the period during which the cervix
is dilating so the baby may pass through; this is an extended period for most women, and the degree
of comfort of the confinement is in part described by the shortness of this period. the next two
periods are the passage of the baby through the birth canal - ending with the actual delivery - and
finally, the passage of the placenta or afterbirth. The first stage of labor is variable and may take
many hours; the second stage typically takes about half an hour, and the third stage a few minutes.
Of course there are more difficult deliveries, such as breech deliveries, which take longer, and
cesarean sections in which normal birth is interfered with.
The first six weeks after birth are called the postpartum period; this is the time required to
restore the mother to the normal nonpregnant state. Various pains and discomforts are associated
with the early postpartum period; in some cases, difficulties with lactation may also arise. some
psychological problems, including major symptoms of depression, may take an extreme form
during the postpartum period. The two most widely used practices having clearly defined
procedures in preparation for childbirth, without formal hypnosis, are natural childbirth and
psychoprophylaxis. It is quite likely that common use of these methods, particularly Read's
method, prepared the obstetrics profession for acceptance of psychological methods and,
ultimately, for a more favorable attitude toward hypnosis.
The Reed method has three main elements: factual instruction regarding childbirth;
physiotherapeutic practices, especially relaxation and breathing exercises; and psychological
methods that inspire confidence and carefully incorporate suggestion (but avoid hypnosis). Several
large-scale studies have been made of the effectiveness of the Read method. Although too much
reliance should not be place on the exact figures, the reports indicate the about one-fourth to
one-third of the prepared mothers required no chemical analgesic or anesthetic for the control of
pain; these figures are higher than those for women who were unprepared. Prepared women who
required analgesics commonly used less than unprepared women, seldom exceeding 100
milligrams of demerol. The method that has largely supplanted the Read method in the United
States is known as the Lamaze method, or psychoprophylaxis. As adopted by Lamaze and his
followers, psychoprophylaxis tends to be objective and specific in its teachings, although there is a
strong component of suggestion through the sessions. Teaching includes what happens in the
course of a normal pregnancy; the Pavlovian thesis of relieving pain by eliminating, fear;
respiratory exercise; neuromuscular control through relaxation; and the appropriate responses
during labor and delivery. An important aspect of the process is participation of the expectant
mother throughout. The training commonly includes the father, who becomes a participant also.
Although the practioners of both natural childbirth and psychoprophylaxis admit a component of
suggestion in their methods, proponents of each emphasize the differences between the two
methods, even more emphatically their separation and difference from hypnosis. Features in
common between the nonhypnotic methods and the hypnotic ones include relaxation, controlled
breathing, and reassurances regarding the subject's ability to manage the stresses to be experienced.
One advantage of hypnosis over both the Read and Lamaze methods is its greater flexibility. The
hypnotic operator may incorporate any or all of the techniques used in "natural childbirth" and
"psychoprophylaxis" and may develop techniques of his own appropriate to his abilities and to the
characteristics of his practice. An obstetrician who wishes to use hypnosis in his practice must
make a number of choices; when to begin the hypnotic training of his patients;; whether to train
them individually or in groups; whether to do the hypnosis himself or to have some one else do it
for him; and how to divide his attention between early pregnancy, labor and delivery, and the
postpartum period. These choices are usually made by personal preference and local customs. In
recent years the literature has increased, in part because the World Wars familiarized so many
physicians with hypnosis. This increase has been evident in Germany and Russia as well as in other
parts of Europe and in North and South America.
Group methods are more practical for the obstetrician than for other practioners because of
the greater uniformity in the course of the events with which he deals. Husbands may be included
in these sessions, so that they can better understand what their wives are experiencing and can later
participate at the time of labor and delivery. When the time comes for the birth process itself, those
prepared by experience with hypnosis may themselves initiate procedures they have learned, or they
may respond to suggestions given by the obstetrician or by an experienced hypnotist collaborating
with him. Those familiar with hypnotic control of pain in one context will find that familiar
methods recur in other contexts as well.
We shall discuss eight characteristics of hypnotic procedures useful in relieving pains
connected with childbirth.
1. Training rehearsals for actual labor are extensively employed . . .
2. Relaxation is an element in most hypnotic procedures, including induction of hypnosis,
deepening of the hypnotic involvement, and combating the tension that may build up during
confinement.
3. Without at first completely ridding the patient of pain, it may be possible to substitute a minor
symptom for the pain.
4. Another possibility is to displace the symptom to another part of the body . . .
5. Direct suggestion of symptom relief may be satisfactory in some instances . . .
6. Indirect suggestions of pain relief are used in obstetrics as in cancer . . .
7. The practice of imaginative separation from the present scene can be used in obstetrics as well as
with cancer.
8. Posthypnotic suggestions can be given at any stage.
Most practioners who use hypnosis in the course of delivery find it congenial to inject a
local anesthetic for the episiotomy. Such an anesthetic cannot cause any damage to the child, and it
relieves the obstetrician of the need to determine just how anesthetic the patient is. The evidence is
clear that for many women hypnotic preparation can provide for a comfortable, participative
labor and delivery. The mother is aware of what is going on and can assist in the birth process with
a minimum of pain. The outcome appears to be good for the mother and the newborn infant, not to
mention for the father, if he has shared in it all . . . the large percentage of patients who, with
hypnotic preparation, require little or no medication indicates that the approach holds benefits
even for those who are little hypnotizable by ordinary standards . . . When hypnosis is used, the
less hypnotizable probably reap the benefits that all can achieve from relaxation and fear
reduction, while the more hypnotizable receive the further benefits of hypnotic analgesia. These
conclusions are partly conjectural, however, because the least well established relationship is that
between successful prepared childbirth and measured hypnotic susceptibility."
6.3 Discuss the concept of clinical pain in surgery.The text tells us that, "For most people,
an operation is in the realm of the unknown and is associated with anxiety and tension. Numerous
fears are connected with anesthesia and surgery: fears of suffocation, of not awakening, of
mutilation, and of what organ damage or disease may be found during surgery. In addition there is
the stresses of separation from the familiar home and family members, and substitution of strange
environment with many new procedures. It goes without saying that many patients are suffering
from some degree of pain prior to surgery, and that they anticipate pain after the operation is over.
How might hypnosis be useful in the surgica setting? The answer is that it presents a broad
spectrum of possibilities for relief in surgical patients. It has been utilized before, during and after
surgery. 1. Preoperatively, hypnosis may help to overcome apprehension and anxiety about the
anticipated anesthesia and surgery. In addition to minimizing these negative attitudes, it can
frequently help to induce a calm, quiet state of mind. Sometimes hypnotic analgesia can aid in
control of the pain at this stage. 2. Operatively, hypnosis may produce analgesia and
anesthesia, thus reducing or replacing chemical anesthetic agents.
3. Postoperatively, hypnosis may afford a more comfortable transition from the operative
phase to convalescence. Posthypnotic suggestions can help raise the pain threshold so there may be
less need for postoperative narcotics. Such suggestions may help reduce nausea and vomiting or
stimulate more adequate breathing and coughing. In addition, hypnosis can aid in producing better
morale. A further beneficial aspect of hypnosis is that its contribution to the relief of pain is
combined with the relief of anxiety. When hypnosis is used primarily as an anesthetic during the
operative period, the patientusually receives reassurances in regard to his state of mind, in addition
to the effect of analgesia.
Hypnosis can be used in the preoperative period, within the operation itself, and as an aid to
postoperative recovery. These three phases from a whole, so good morale during the preoperative
period may lake the operation itself go more smoothly and may persist in the postoperative period.
A more relaxed state of mind in the preoperative phase affects both the operative and postoperative
phases; during surgery and recovery the patient is apt to remain more settled in mind and better
able to cooperate. Children are more hypnotizable then adults, so they are particularly good
candidates for preoperative hypnosis, whether or not chemical anesthetics are also to be uses. For
hypnotic analgesia to work effectively during the surgical procedure itself, it is not enough to have
the patient hypnotized when the operation begins.
Maintenance of the hypnotic response while surgery is in process must be optimal,
especially if hypnoanesthesia is the major anesthetic. The principal recommendation is that
relaxing instructions, reassurances, and informative statements about what is happening should
continue throughout the operation. One puzzling problem is distinguishing between use of
suggestion following induction of hypnosis and suggestion without any formal hypnotic procedure.
In many situations the issue is not important; as we have seen from laboratory studies, waking
suggestion produces results comparable to hypnosis in hypnotically responsive individuals. Several
studies offer immediate reduction of requests for narcotic pain relievers on the first postoperative
day as evidence of the benefit of hypnotic suggestions. Although, our reservations about the
reliability of narcotic intake reduction as scientific evidence hold here as well as in obstetrics,
frequent reports of 25 to 45 percent reduction in postoperative chemoanalgesia are not to be ignored
. The personal concern of the hypnotic practioner for the patient has often been cited as one
influential factor in overcoming fear of surgery and making convalescence easier. It has been said
that the introduction of general anesthetics may in effect have lessened the interest of the surgeon
in each patient as a person with problems of his own. By the very nature of his procedures, the
practioner of hypnosis comes to recognize the individuality of the patient.
Hypnosis is not widely used in major surgery today; the convenience of both general and
local anesthetics is such that hypnosis is seldom to be recommended as the sole anesthetic. There
are times, however, when the use of chemical agents is unwise or is dangerous to the patient. In
such instances, hypnosis may be the preferred agent for controlling pain. Sometimes hypnotic
analgesia may be used to avoid repetitive medication with chemoanalgesics. Patients who have
been severely burned often require multiple debriements (as preparation for further grafting,
removal of tissue that has not properly healed), changing of dressings, and repeated skin grafts.
The benefits of hypnosis may prove advantageous in such situations.
When the hypnotist speaks of using hypnosis as a substitute for a general anesthetic, he
does not intend to imply that the patient would be unconscious. One difference between a general
chemical anesthetic and hypnosis is that no matter "asleep" the patient is under hypnosis, he is not
unconscious; he is always able to respond to the hypnotist. The only sense in which the anesthesia
is "general" is that the whole body may be without sensitivity. There is no great mystery why mild
doses of analgesic drugs make hypnotic analgesia available to more people. Because mildly
hypnotizable people far outnumber the very hypnotizable, and because pain reduction through
hypnosis is correlated with hypnotizability, chemical assistance helps the less hypnotizable to gain
the full advantages of hypnosis."
6.4 Discuss the concept of clinical pain in dentistry. The text explains that, "Many dentists
became familiar with hypnosis during World War II, and after the war a number of them joined
together to further their interest in hypnotic practices. War casualties frequently appeared with
damage to the oral cavity that had to be repaired near the front, where chemical anesthetics might
not be available. Hypnosis was sometimes the answer. Fear, tension, apprehensiveness, hostility -
these are some common attitudes of patients toward dentistry. Anxiety may be free-floating and
general - with or without avoidance of specific objects and experiences - or it may be channeled
into symptom formation, as in dental phobias or pronounced gagging that interferes with the course
of treatment. Dentists have used two major methods to reduce patient anxiety through hypnosis.
The first method treats anxiety directly and symptomatically, relying largely on relaxation and
reassurance during hypnosis; results with this method are often quite satisfactory. In the second
method, the dentist is aware of the psychological nature of the problem, which may be rooted in
the past. He may be tempted to use psychiatric methods for uncovering anxieties, but it is not
considered appropriate for him to step outside the dental role for which he has been trained. Severe
dental anxieties and phobias arise form one of two sources. One cause may be previous unpleasant
experiences with dentists, often dating from childhood, that have produced a kind of conditioned
aversion. The second common source is a vicarious experience transmitted emphatically from a
significant person who, at some earlier time, excitedly and fearfully related an unpleasant
experience with a dentist - again, usually during the patient's childhood years. Such a patient's
anxieties and fears may actually enhance his pain once dental procedures begin. Hypnosis
functions to prepare the patient for his dental treatment, in part by separating the present from the
past. What is the role of hypnosis once the dental procedure has been completed? If hypnosis
has been used to produce analgesia, there is the question of how long the analgesia should
endure. One method is to give a suggestion for terminating the analgesia at a later time.
A large fraction of dental patients can be managed readily by premedication, local
anesthetics, and optimaloperative procedures. Hypnosis can be most useful with "problem patients"
who cannot be so managed - especially the nervous, frightened patient. As Moss Puts it: "The
primary use of hypnosis in dentistry is to 'normalize' the patient so that we can manage him as we
do our other patients." Because of the ready availability of local anesthetics, most dentists who
use hypnosis employ chemoanalgesics along with it, unless there are special contraindications.
Occasionally a patient asks for hypnosis because of an aversion to drugs based on his lifestyle; this
of course provides a favorable motivational background. Some patient's preference for hypnosis is
based on an unfavorable reaction to local anesthetics, as reported by Crasilneck and his
associates. If the physical condition of the patient precludes use of chemical anesthetics, hypnosis
alone may very well be the preferred method.
There are few satisfactory studies in which groups of unselected dental patients have been
studied to show how hypnosis compares with chemoanalgesia. If the aim of the hypnosis is merely
to relax the patient in preparation for dental procedures carried out with local anesthetics, Moss has
claimed that some degree of success will result for over 80 percent of the cases. Of course, such a
figure is not very informative. A dentist committed to hypnosis finds it useful in a whole range
of dental procedures; Jacoby, for example tabulated the kinds of dental problems treated in 308
patients during 1214 sessions. However, he reported nothing about the degree of hypnotizability
of the patients in relation to the success of hypnosis, nor anything about the use of chemoanalgesia.
The success of the highly hypnotizable, as measured by the susceptibility scales, is only
probablistic; that is, the chance that a subject who measured high on the scale will produce a
satisfactory hypnotic anesthesia is greater than the chance of one low on the scale, but the success is
not a certainty. In practice, measurement of susceptibility on the scales would be supplemented by
clinical judgment of the effectiveness of hypnosis in reducing the patient's pain.
When a procedure is performed under light hypnosis without chemical anesthesia, the
question of "heroism" arises: has the subject resolved to endure the pain without calling for the
chemical supplement? Another possibility is that a subject who is not hypnotizable may, by strong
voluntary effort, turn his attention away from the pain and actually feel it less. The dentist familiar
with hypnosis finds it useful in treating problems other than pain. We have already noted the
intimate relationship between anxiety and pain. Many problems take specific forms such as
gagging, excessive salivation, blood flow, bruxism (teeth grinding), and tongue thrust against the
teeth.
Sometimes control of gagging can be achieved promptly through direct suggestion;
sometimes the suggestions must be given in more complex ways over a period of time; and
sometimes the roots of the problem must be uncovered. Bleeding may present either of two
problems too much, as in hemorrhaging, or too little, as in dry sockets. How the control of
bleeding is achieved as a consequence of suggestion is by no means clear. It may be a secondary
consequence of the general relaxation achieved under hypnosis; or it may be related to the specific
control of vasomotor responses that can be developed through hypnosis and biofeedback, as in the
selective of hand temperature. A habit that may come to the attention of a dentis is thrusting of the
tongue against or between the teeth, perhaps in contact with the lower lip or the inside of the cheek.
This is a consequence of an abnormal swallowing pattern; tongue thrusters are unable to be quiet
while eating and attempting to swallow, and many are nagged as children because their mouths tend
to hang open. The effect upon appearance is objectionable in the older tongue-thrust patient. The
conventional method of treatment, practiced by some speech therapists, involves learning normal
swallowing by deliberate, conscious control of the process. The investigators state that this is
ineffective in many cases because 90 percent of the swallowing is done when the subject is
unaware if it. The second, or hypnotic, phase is important in difficult cases. Once the patient is
hypnotized, essentially the same instructions are repeated that were used in the effort at
conscious correction; now, however, the suggestions emphasize that the control will occur even
when the swallowing is not being attended to. the study reported success in all twenty-five
patients, in one to four hypnotic sessions. The overall time devoted to the symptom ranged from
fifteen minutes to one and one-half hours. The literature on dental hypnosis contains discussions
about the extent to which the dentist should deal with problems that might belong to the
psychiatrist. Clearly, he must treat his patients; if their symptoms are related to dental problems
which interfere with dental procedures, he attempts to resolve them in his office. If he detects
that the patient has deeper problems that might be helped by psychotherapy, he refers the patient
to an appropriate psychotherapist.
6.5 Explain and discuss the components of pain presented in the course text. The authors
explain that, "the scientific study of pain has improved on the common-sense, ostensive definition
by sharpening the distinction between two components of pain, the sensory component and the
suffering component. The separate experiences of pain and suffering can be characterized in two
ways. One way is to assume that sensory pain is like any other perceptual response to irritation or
injury; it is informative about the location and intensity of whatever may be its source. If that is the
primary experience, there is a secondary experience in reaction to it - and experience of distress
expressed by crying out, by movement, by facial expression, by autonomic responses. this is the
suffering component, a reaction that follows upon the pain. Such a distinction, by now familiar in
the literature of pain, corresponds in some respects to a classical interpretation of emotion and its
expression: first an informative message of grief follows as a reaction, just as suffering follows
upon the information brought by pain."
A second possibility is that the two components arise simultaneously rather than
successively. Sensory pain and suffering might be two ways of reacting to a common source of
irritation or stress, with separate parts of the nervous system responsible for activating the two
systems. Whatever the conclusions about sensory pain and suffering, the distinction between them
is here to stay because they are rooted in personal experiences. separate consideration of the two
components is important practically as well as theoretically . . ."
6.6 Outline and briefly review some of the research and findings regarding experimentally
produced pain. In the text various methods are used to produce pain an to measure the level of
discomfort produced. The methods and purpose used by the authors was not intended to detect how
little pain a patient could detect; "rather, it is how to cope with enduring pains that are well above
threshold levels . . ." At the other extreme from the threshold we find the expression "pain
tolerance." This is defined either by the maximum pain a person is willing to endure as he is wiling
to continue accepting a pain at a given high level of stimulus intensity. We also rejected the use of
tolerance level in our studies, because it is a measure of heroism rather than of experienced pain.
Our choice of direct magnitude estimates of pain and suffering instead of threshold
sensitivity or tolerance limits left us free to choose ways of producing continuing suprathreshold
laboratory-induced pains. Because we have used primarily two kinds of stimulation which are
familiar also in other laboratories, our descriptions of procedures will be limited to them. What we
have done is to induce physical pains similar to clinical pains, in order to show that such pains can
be measured and then subjected to psychological reduction.
The first type of stimulation, which depends upon circulating ice water, is known as cold pressor
pain. If a hand and forearm are placed in circulating ice water, the sensation of cold quickly
becomes painful; the pain mounts very rapidly, reaching a maximum within a minute. After a
minute, some complex things happen because of numbing, but for pain measurement, and
immersion time of a minute or less is quite satisfactory. We have adopted the practice of asking for
a report of pain every 5 seconds on a simple numerical scale, beginning with no pain at 0 and
increasing to 10 as a critical or anchoring value, at which the subject would very much like to
remove the hand from the water. There are many evidences that reports on the simple numerical
scale give a dependable measure of the pain that is felt. One kind of evidence that the pain reported
shows a very orderly relationship to the temperature of the water: the colder the water, the greater
the pain reported.
Because of the many different qualities of pain, it is often not well to limit experimentation
to pain produced in a single way . . . Hence we have used another method, known as the
tourniquet-exercise method, to which reference has already been made (page 38). We call the pain
produced by this method ischemic pain to distinguish it from cold pressor pain, although there is
some ischemia in cold pressor pain also.
Ideally, a laboratory pain should approximate thepostoperative pain of surgical patients and
respond as clinical pains do to chemical analgesics. It has long been known that ischemic
(blood-deprived) muscle, when exercised, gives rise to pain. The problem has been to develop the
most appropriate way to produce and measure this pain in the laboratory . . . In our procedure, the
subject's arm is first deprived of blood by raising it and wrapping it to the elbow in an elastic
bandage. then the tourniquet - a standard sphygmomanometer cuff - is inflated to 250 mm, and the
bandage is removed. Now the subject squeezes a dynamometer at a controlled rate against a
constant load of 10 kg for twenty squeezes, and waits; the pain mounts very slowly at first, but
eventually becomes unbearable . . ."
6.7 What is the role of hypnosis in the control of pain?
Outline the methods used to alleviate pain from the past to the present.
1. The role of hypnosis in the control of pain is not confined to the relief of sensory pain. The
psychological aspect of pain must also be dealt with. By alleviating the anxiety, stress and
presumption that pain will occur a majority of the discomfort can be resolved.
2. The text explains that, "in addition to ceremonies involving pain or pain-tolerance, people all
over the world have evolved forms of primitive medicine for dealing with pain." In a nonliterate
culture of South America known as, the Caingang, a mutilation ceremony with children is begun by
allowing the children to become intoxicated with beer. Then the children are shaken until nearly
unconscious, and then the lip is perforated with a sharp stick. A practice used in Africa known as
trephining the skull resulted in a hole being placed in head and left to bleed presumably to relieve
pressure and produce the cure. Through the years various kinds of physical methods have been
used such as cupping and acupuncture.
Anesthesia in surgery to prevent pains caused by the
surgeon's intervention dates back about 150 years. This was about the time that ether and
chloroform were introduced. Today, there are many chemical anesthetics used, along with local
anesthetics, to relieve pain without rendering the patient unconscious. For the relief of
nonsurgical pain, and for pains that persist after surgery, substances such as morphine and other
narcotics derived from opium were introduced. Presently, there are many chemical analgesics and
anesthetics used to reduce pain. Many are non-habit forming and some are simply placebo. There
are drugs used to anesthetize specific areas by a technique called nerve block. There are also
surgical procedures, for chronic pain, used to perminately remove the feeling of pleasure or pain
from specific areas. There are also physical surface techniques which are used to relieve pain.
Some of theses are massage, hot and cold treatment, counterirritants, electrical stimulation, and
audioanalgesia.
The author writes about the, "psychological methods of dealing with pain can be classified
into three major groups: first, those based on principles of learning, which treat pain as a response
that can be learned and hence unlearned; second, those using principles of suggestion and hypnosis .
. ., and third, those that attempt to deal with pain according to its personal significance to the person
based on dynamic principles.
6.8 How can hypnosis improve the psychological and social problems encountered by the
cancer patient? Illustrate your answer with case studies cited in the course text. The author
describes how hypnosis can improve the psychological and social problems encountered by the
cancer patient by discussing the case of Mrs. E. "Mrs. E, age 42 was referred by her attending
physician because of contiguous pain in her right arm and hand due to bone metastases from a
primary breast cancer." The first visit provided all of the psychosocial information and
suggestibility test were administered at that time. The author states that, "the pain had begun five
months before as a dull ache in the elbow and forearm; it had progressed within a month to a point
where it was "terrible." For the past four months, she had a few better days when she needed only a
little medication, but more usual were times when she needed codeine every three to four hours. "
Married and the mother of two children, she received genuine psychological support from her
family. She was a very active person who enjoyed the outdoors and the beach.
On the hypnotic responsiveness scale she passed four of the five tests, failing only the test for
amnesia. "At the time of the first contact, Mrs. E was clearly depressed not only by her pain but
also by anxiety over the implications of her illness. Anxiety and pain are inextricably woven
together in the problems faced by such a patient; at times the anxiety can be more severe than the
pain of the disease itself ." The general treatment approaches for Mrs. E were related as: "1.
Support by the therapist encouraged reassertion of ego strength to meet the crisis. Mrs. E expressed
relief at finding someone who would help her with her problems. Psychotherapy, at the level of ego
support, assisted the patient in strengthening her existing ego techniques for meeting this critical
situation, as well as enabling her to use her talent for imagination and for reliving pleasant former
experiences in ways appropriate to the present. She was able to use hypnosis without resistance or
conflict after asking a sensible question about the function of pain. As part of our standard
procedure we discuss pain with the patient: how it operates as a defense against injury but how, at
this point, we need to retain it only as a signal for corrective purposes." After a demonstration of
her degree of control, through the use of convincers, the patient became comfortable with hypnosis.
"It may be noted that with this patient, glove anesthesia was induced in one hand, then the patient
was taught to transfer this anesthesia to any part of the body that was painful by massaging the
painful area gently. She was able to induce the glove anesthesia in her hand at will and to control
any pain for periods varying from one to several hours."
2. Relief of anxiety occurred in our patient along with relief of pain. Anxiety is lessened
not only because of relief from pain, but also because of specific posthypnotic instructions (to feel
more relaxed, calm, and cheerful) incorporated in the hypnotic work. A more meaningful existence
is open to the suffering individual.
3. Insomnia was overcome. The patient said she could sleep like a baby again and feel
refreshed. Such relief of ancillary symptoms occurs frequently. Friedman's patient, for example,
had little appetite at the beginning of hypnotherapy, but further suggestions directed toward the
problem achieved good results.
4. Interests were broadened. The patient can return to interesting activities as she begins to
function more normally. Participation in such activities is encouraged both through suggestions in
hypnosis and by discussion outside. Involvement in daily life activities helps to divert the patient's
attention from the illness and the pain. Such involvement can be stimulated by direct suggestion as
well as by relief from pain.
5. Independence from the hypnotist was gained through self-hypnosis. The stereotype of a
patient passively dependent upon the hypnotist is a false picture of the best contemporary treatment
practices. The hypnotist showed the patient, through mastery of techniques already used or with
changes she preferred, how she could produce the same result through her own efforts. A patient
may thus gain a measure of control over situations in which she has previously felt completely
helpless. These accounts should be sufficient to show that successful hypnotic therapy requires a
great deal more than skill in the techniques of hypnosis. the successful therapist, dealing with the
life predicament of a cancer patient, must be more than a technician who has mastered a few
procedures.
6.9 Explain the usefulness of hypnosis in the surgical setting. Describe hypnotic
procedures and practices that have been shown to be worthwhile. A. The text explains the
usefulness of hypnosis in the surgical setting by stating that, "it presents a broad spectrum of
possibilities for relief in surgical patients. It has been utilized before, during and after surgery. 1.
Preoperatively, hypnosis may help to overcome apprehension and anxiety about the anticipated
anesthesia and surgery. In addition to minimizing these negative attitudes, it can frequently help to
induce a calm, quiet state of mind. sometimes hypnotic analgesia can aid in control of the pain at
this stage. 2. Operatively, hypnosis may produce analgesia and anesthesia, thus reducing or
replacing chemical anesthetic agents. 4. Postoperatively, hypnosis may afford a more
comfortable transition from the operative phase to convalescence. Posthypnotic suggestions can
help raise the pain threshold so there may be less need for postoperative narcotics such suggestions
may help reduce nausea and vomiting or stimulate more adequate breathing and coughing. In
addition, hypnosis can aid in producing better morale. A further beneficial aspect of hypnosis is
that its contribution to the relief of pain is combined with the relief of anxiety. when hypnosis is
used primarily as an anesthetic during the operative period, the patient usually receives reassurances
in regard to his state of mind, in addition to the major effect of analgesia."
B. Beginning with the preoperative period the author states that, "a more relaxed state of
mind in the preoperative phase affects both the operative and postoperative phases; during surgery
and recovery the patient is apt to remain more settled in mind and better able to cooperate. Prior to
the administration of anesthesia, many therapists use specific posthypnotic suggestions to the effect
that comfort and well-being will occur after awakening. Once hypnosis has been used to control
preoperative anxiety, it is likely to be invoked to control further anxiety in the operating room and
during the postoperative period. This is, of course, a natural development. When hypnosis is to be
used during the operation, a unique feature of ht patient's preparation is the rehearsal technique, in
which the operation is carried out in pantomime , and everything is explained to the patient.
Children are more hypnotizable than adults, so they are particularly good candidates for
preoperative hypnosis, whether or not chemical anesthetics are also to be used. Practices vary
widely. Some have found that, with children, hypnosis can eliminate preanesthetic medication, or
at least reduce its dosage enough to prevent any untoward effect on respiration. Different methods
may be used with children of different ages. One puzzling problem is distinguishing between the
use of suggestion following induction of hypnosis and suggestion without any formal hypnotic
procedure. In many situations the issue is not important; as we have seen from laboratory studies,
waking suggestion produces results comparable to hypnosis in hypnotically responsive individuals.
Although hypnosis adds something to suggestion - especially for the more hypnotizable - many of
the benefits of hypnosis can be obtained through suggestion alone when the context is favorable, as
it appears to be in the postoperative setting . . . Hypnosis is not widely used in major surgery
today; the convenience of both general and local anesthetics is such that hypnosis is seldom to be
recommended as the sole anesthetic. There are times, however, when the use of chemical agents is
unwise or is dangerous to the patient. In such instances, hypnosis may be the preferred agent for
controlling pain. Sometimes hypnotic analgesia may be used to avoid repetitive medication with
chemoanalgesics. Patients who have been severely burned often require multiple debridements (as
preparation for further grafting, removal of tissue that has not properly healed), changing of
dressings, and repeated skin grafts. The side benefits of hypnosis may prove advantageous in such
situations.
A patient who presented an obstetrical emergency illustrates the advantage of having
available someone familiar with hypnotic procedures. Occasionally a patient request hypnosis in
the basis of a prior successful experience. A satisfactory experience of childbirth with the help of
hypnosis may lead a woman to wish hypnotic analgesia when other surgery is required.."
6.10 Discuss the ways that hypnosis is a useful adjunct modality for dentistry. The text tells
us that, "the modern dentist thinks of his task as including more than the standard procedures
associated with dentistry, such as filling cavities, straightening teeth, extracting, and constructing
dentures. He prefers to think of his task as emphasizing the treatment of people who have dental
problems; when he uses hypnosis, it is often in this larger context.
Fear, tension, apprehensiveness, hostility - these are some common attitudes of patients
toward dentistry. Anxiety may be free-floating and general - with or without avoidance of specific
objects and experiences - or it may be channeled into symptom formation, as in dental phobias or
pronounced gagging that interferes with the course of treatment . . .
Dentist have used two major methods to reduce patient anxiety through hypnosis. The first
method treats anxiety directly and symptomatically, relying largely on relaxation and reassurance
during hypnosis; results with this method are often quite satisfactory. In the second method, the
dentist is aware of the psychological nature of the problem, which may be rooted in the past. He
may be tempted to use psychiatric methods for uncovering anxieties, but it is not considered
appropriate for him to step outside the dental role for which he has been trained. A patient's
anxieties and fears may actually enhance his pain once dental procedures begin. Sedation can be
accomplished chemically, but chemicals cannot re-educate the patient to enable him to respond
more positively to dental treatment. Hypnosis functions to prepare the patient for his dental
treatment, in part by separating the present from the past . . ."
One of the more troublesome problems that the patient
may bring to the dentist is that of gagging as soon as anything is inserted into the mouth . . .
Sometimes control of gagging can be achieved promptly through direct suggestion; sometimes the
suggestions must be given in more complex ways over a period of time; and sometimes the roots of
the problem must be uncovered. Hyponotic procedures are also effective with the control of
bleeding, tongue thrusters, bruxism, and tic douloureaux."
6.11 Is hypnosis contraindicated or not advised for dental anxiety? Why or why not?
Explain your reasoning. Hypnosis is not only advised for the reduction of dental anxiety but has
been proven to be very effective. The author explains that, "Unlike major surgery of other kinds,
dental treatment can be expected to recur again and again; thus negative reactions may be
cumulative if not counteracted. An increasing number of cases have been recorded to show that
this process of re-education can be facilitated by hypnosis, so that dental anxiety is markedly
lessened.
Dentist have used two major methods to reduce patient anxiety through hypnosis. The first
method treats anxiety directly and symptomatically, relying largely on relaxation and reassurance
during hypnosis; results with this method are often quite satisfactory. In the second method, the
dentist is aware of the psychological nature of the problem, which may be rooted in the past. He
may be tempted to use psychiatric methods for uncovering anxieties, but it is not considered
appropriate for him to step outside the dental role for which he has been trained. Sever dental
anxieties and phobias commonly arise from one of two sources. One cause may be previous
unpleasant experiences with dentists, often dating from childhood, that have produced a kind of
conditioned aversion. the second common source is a vicarious experience transmitted
empathically from a significant person who, at some earlier time, excitedly and fearfully related and
unpleasant experience with a dentist - again, usually during the patient's childhood years. Such a
patient's anxieties and fears may actually enhance his pain once dental procedures begin. Hypnosis
functions to prepare the patient for his dental treatment, in part buy separating the present from the
past." The text describes cases that, "illustrate the use of hypnosis in dentistry, without any
insistence that hypnosis should be used alone, and in full recognition that its role in relaxation and
anxiety reduction may be as important as its role in pain reduction, because local anesthetics are
convenient and effective . These methods are so convenient that there is little reason to displace
them. Hypnosis serves to reduce fear and anxiety, and incidentally to raise the pain threshold; it
may have ancillary effects in controlling bleeding and aiding postoperative recovery. Because the
more severe stresses of the pain are controlled chemically, the advantages of hypnosis are available
to practically all dental patients, despite individual differences in susceptibility."
6.12 Explain and discuss the concept of hidden pain. The text states that, "a hypnotized
subject who is out of contact with a source of stimulation may nevertheless register information
regarding what is occurring. Further, he may be understanding it so that, under appropriate
circumstances, what was unknown to the hypnotized part of him can be uncovered and talked
about. As a convenience of reference, we speak of the concealed information as being available to
a "hidden observer." It should be noted that the "hidden observer" is a
metaphor for something occurring at an intellectual level but not available to the consciousness of
the hypnotized person. It does not mean that there is some sort of secondary personality with a life
of its own - a kind of homunculus lurking in the shadows of the conscious person. The "hidden
observer" is merely a convenient label for the information source topped through experiments with
automatic writing, and here through the equivalent, automatic talking. Just how the split in
consciousness may be explained will be discussed later . . .
Pain reduction in hypnosis has at least two components: one of them can be exercised by the
nonhypnotized subject through the use of imagination, but the other becomes available to him only
when hypnosis has been induced. At the covert level, only the first component appears to be
effective; the second component must therefore account for the difference between overt and covert
pain in hypnotic analgesia. Hence we seem to be dealing with broader mechanisms than those
applicable only to pain and suffering. What goes on is much more likely to be a phenomenon of
higher brain centers than a centrifugal influence of the brain upon lower centers. The heart of the
problem is explaining how sensory information can be registered and processed even though it is
not overtly available, and even though its conscious processing has been distorted by hypnotic
suggestion."
6.13 What are some of the hypnotic techniques an expectant mother may use to alleviate
pain during labor and delivery? 103The text mentions three hypnosuggestive techniques an
expectant mother may use to alleviate pain during labor and delivery; the Read method, the Lamaze
method and that of autogenic training. The hypnosuggestive methods gradually changed into the
psychoprophylaxis method. Successes with hypnotic analgesia has been documented and reported
through many studies from reputable physicians.
6.14 What are the characteristics of hypnotic methods that may be used during childbirth. 103
There are several characteristics of hypnotics methods that may be used during childbirth which are
stated in the text. These are:
"1. Training rehearsals for actual labor are extensively employed. This practice, similar to that
used in the Read and Lamaze methods, reduces the anxiety produced by facing an unknown and
potentially frightening experience . . .
2. Relaxation is an element in most hypnotic procedures, including induction of hypnosis,
deepening of the hypnotic involvement, and combating the tension that may build up during
confinement . . . It appears that something about hypnotic relaxation interacted with the effects of
relaxation alone to produce a more favorable outcome . . .
3. Without at first completely ridding the patient of pain, it may be possible to substitute a minor
symptom for the pain. The secondary symptom is felt in the same location where the pain was
originally felt . . .
4. Another possibility is to displace the symptom to another part of the body. For example, the
rhythmic contractions felt in the abdomen can be displaced to rhythmic contractions felt elsewhere
in the body . . .
5. Direct suggestion of symptom relief may be satisfactory in some instances . . . 6. Indirect
suggestions of pain relief are used in obstetrics as in cancer. Kroger teaches the glove anesthesia
method to the patient before the onset of labor. When labor begins the patient has learned the skills
necessary to reduce the discomfort of the contractions. Contractions are felt subjectively as a
tenseness of the abdomen; the bearing-down sensations are felt as slight perineal pressure . . .
7. The practice of imaginative separation from the present scene can be used in obstetrics as well
as with cancer. August recommends utilization of fantasies that reinstate or elaborate upon pleasant
experiences from the past . . . The type of scenario that the patient can create is almost unlimited,
provided it is something in which the patient has earlier been involved . . .
8. Posthypnotic suggestions can be given at any stage. They are intended to reduce postoperative
pain and discomfort, to make the whole experience satisfying, and to provide a positive and
confident attitude carrying into the postpartum period . . ." 6.15 As a hypnotherapist, how can you
recognize if a problem presented to you is of a psychosomatic nature? 32 The author explains
that, "psychosomatic pains are so described because their origins are complexly related to the life of
the patient with pain, the emotional meaning of the pain to him, and the subtle purpose in may
serve. A headache which is felt while studying for an examination, but which disappears when
going to the movies can serve as an illustration. Such pain is real; its psychological origin does not
mean that it hurts less than pain of somatic
origin . . .
6.16 Briefly discuss how modern day hypnosis has been proven to be useful as a pain controller.
210 188 Eventhough, there are many documented cases which indicate positive results from the
use of hypnosis in the relief of pain, a cloud of suspicion still exist. The text explains that, "at this
time, the state of the art of hypnotic pain relief is well documented, but the state of the science of
pain relief could be better served if researchers were to be more precise in reporting their
investigations . . ."
Some of the methods, studies, and research used to prove the usefulness of modern day hypnosis
as a pain controller are; clinical research on hypnotherapeutic treatment of pain,
pain in the clinical procedures used in childhood cancer, a "two-component" interpretation of pain
reduction through hypnotic practices, organic and psychogenic pain, the hypnotic treatment of
headaches, hypnotherapy compared with other psychological treatments of pain, cognative
approaches and hypnosis, brain lateralization, understanding the pain reported by the "hidden
observer", and reflections on clinical research bearing on the hypnotherapy of pain . . .
The author states that, "it is our position that pain
and the relief of pain is always a highly individual matter, and that all wise therapy must consider
the origin of the pain and its social consequences for each patient . . ." 6.17 Do you think hypnosis
will be used more for pain control in the future? Give your reasons and cite personal experience
or reference material. 188 210 As stated by the author, "it is hazardous to predict the future of
hypnosis, particularly in view of past fluctuations in its acceptability and practice, Today, our
civilization is in a period of re-assessment of its human values; antiscientific trends appear to be
gaining ascendancy . . . Interest in consciousness expansion and hidden human
potentialities leads some to turn to hypnosis. Such an interest brings attention to hypnosis but
threatens its scientific status. In an era in which choice may lie between uncritical commitment and
the restraints of a more sober science, we hope to have contributed to the attitude associated with
scientific endeavor . . . But the caution is this: whenever there is no diagnostic procedure and all
illnesses are treated by a uniform method or ceremony the benefits are accompanied by dangers to
the health of the person and to the health of others . . ."
The trend appears to be pointing in the direction of a better understanding of the benefits of
hypnotherapy and the expansion of its use in the relief of pain according to a recent magazine
article. In the August, 1994 issue of, New Orleans magazine, a story entitled, "Top Doctors: the
nurses pick," spoke about an onclolgist. The story went on to say, "Alone in a womb-like chamber,
with no distractions, no light, no sound, the mind is forced toward inner thoughts. This lack of
external stimulation inside a sensory deprivation chamber meditation, allowing for a concentration
not often attained in the outside world.
Many of Dr. Jayne Gurtler's cancer patients have been using the tank to attain a deeper
meditative state, to focus on the healing powers within their own bodies. Gurtler has been pursuing
work on an intra-personallevel, exploring the body-mind connection and the effects of diet in
cancer. "I think there are areas of untapped potential, areas of great growth, great participation by
the patient which is something we have never worked with that strongly in American medicine . . .
A lot of my patients meditate and discuss their experiences with each other as well as with me . . .
which I believe has helped quite a few of them."
Healing from within, helping patients heal themselves, is a growing area of focus for Gurtler
is a growing area of focus for Gurtler. "I now believe that a great deal of what you are and who
you are starts in your thought processes and you can parlay your thoughts into any kind of
miracle."
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Girtler herself has literally walked on fire and she knows that is possible, too . . . The concept
has become a metaphor for Gurtler's work as well as her personal life. In a sense, many of her
patients walk on fire every day, defying what is impossible in the conscious mind. She not only
has drawn from their experiences but also credits her husband, Gary Arnold, a professional
hypnotist, with expanding her interest in what she calls the body-mind-soul connection . . ."

8. H612: CLINICAL HYPNOSIS AS A THERAPEUTIC TECHNIQUE: A FURTHER

STUDY OF HYPNOSIS IN THE RELIEF OF PAIN. (BUDDY) 6.1 Discuss and explain in
detail, the relationship between hypnosis and pain that has been reported from the dawn of
history. Cite historical dates and major contributors to our understanding of hypnosis and pain
relief. The author explains that, "hypnotic-like behavior hasbeen reported from the dawn of
history, and such behavior can be observed today in the rites of cultures little influenced by
modern civilization. The early origins are shrouded in mystery and magic; for our purposes we
may begin two centuries ago, with Franz Anton Mesmer (1734 - 1815), an Austraian physician
who came to prominence in Paris. His form of hypnosis under the name of animal magnetism
was important enough to be known as mesmerism (with a small m), a name still heard
occasionally as a synonym for hypnosis . . .
A committee of inquiry was set up in 1784 by the king of France, composed of leading
scientists of the day, including Benjamin Franklin, ambassador from the young united states.
Using good experimental designs, the committee showed that the "magnetic" influence could be
transferred as well by wooden rods as by iron bars, and that the influence upon the patient,
although present, was a result of the imagination. Hence Mesmer was discredited, although his
methods and theories lived on.
Mesmer was obviously wrong in his theory, but two things may be said in his defense.
In the first place, he was attempting to use modern physical science to replace some to the
superstition of his day. It may be remembered that this was the Age of Enlightenment in France,
the time when Diderot's famous Encyclopedia was appearing. Second, eventhough the results
were produced by imagination, they were indeed being produced. The first point - that he was
trying to use modern science, even if he did not use it well - can be documented by a controversy
he had with Father Johann Gassner (1717 - 1719) an exorcist of the time. Mesmer was not
prepared to consider the role of imagination, the explanation which the Royal Commission had
proposed, because psychology was not far enough advanced for imagination to be taken
seriously in relation to science. Undaunted by scientific objections to their explanations, later
mesmerists were impressed by the results they could achieve, most dramatically in relieving pain
in major surgery. An English surgeon, John Elliotson (1791-1861), reported in 1834 on
numerous surgical operations performed painlessly under mesmeric sleep; in 1846 a Scottish
doctor, James Esdaile (1808-1859), reported on 345 major operations performed in India with
mesmerism as the sole anesthetic. General chemical anesthetics were not yet in use; ether was
introduced in 1846, chloroform in 1847. The opposition to surgery under mesmerism was
intense, and the practice died out rapidly after the chemical anesthetics became available.
Hypnosis was rescued from oblivion by another English physician, James Braid (ca.
1795-1860), who wrote in the 1840's. Braid divorced himself from the mesmerists, relating
hypnosis to "nervous sleep;" he eventually gave it the modern name of "hypnotism . . ." In some
sense, hypnosis as we know it began with Braid, who used it widely in his medical practice, even
treating his own pains with self-hypnosis . . ."
The text states that, " there were two schools of thought in disagreement about hypnosis -
that of the Salpetriere, headed by Jean-Martin Charcot (1835-1893), and the Nancy school, led
 133
by Aususte Ambrose Liebeault (1823- 1904) and Hippolyte Bernheim (1840-1919). From them
we are led to Sigmund Freud (1856-1939), a name more familiar
today . . .
 134
Charcot believed that hypnosis was essentially hysterical and that its major manifestations
were limited to those who suffered some abnormality of the nervous system. He was wrong in this,
but because he linked hypnosis to disease, his findings became acceptable to his scientific
colleagues. Freud spent some time with Charcot in 1885-1886, while Charcot remained interested
in hypnosis. The Nancy school, on the other hand, regarded hypnosis as an entirely normal
phenomenon and attributed it to the influence of suggestion.
The First International Congress for Experimental and Therapeutic Hypnotism was held in
Paris in 1889. At this Peak of interest in hypnosis in the 1880s, academic psychologists took their
places along with the clinicians. It was most natural for William James, in 1890, to include a
chapter on hypnotism in his classic Principles of Psychology; Wilhelm Wundt, often called the
father of modern experimental psychology, wrote a book on hypnotism; Wilhelm Preyer, important
in the history of child development, had his book also,; and there were many others in many
languages.
In Vienna, Freud along with Joseph Breuer (1842-1925) had begun to use hypnosis
successfully in psychotherapy with patients then classified as hysterical. The result was their
classic book, Studies in Hysteris, published in 1895. By the time the book appeared, however,
Freud had rejected hypnosis. He had already substituted his method of free association and
psychoanalysis; only the couch remained from his hypnotic practice. Pierre Janet (1859-1947) was
Charcot's successor, although too independent to be thought of as a disciple. He had a large share
in developing the theory of dissociation of personality as an aspect of hypnosis, and had followers
in the United States early in this century - particularly Morton Prince (1854-1919, founder of the
Psychological Clinic at Harvard.
The new life for hypnosis began at the end of World War. I. Treatment of soldiers with
"shell shock" from trench warfare by English psychologist William McDougall (1871-1944) and
others brought hypnosis to the attention of scientists. An important milestone in the experimental
study of hypnosis was reached when Clark Hull (1884-1952) began experimentation as a professor
at the University of Wisconsin, and later at Yale University. Hull published a classic book on
Hypnosis and Suggestibility in 1933. This work, meticulous in its use of scientific controls and
statistical tests, stands even today as a model for scientific method as applied to hypnotic
phenomena . . .
A resurgence of interest followed World War II and the Korean War. Psychiatry was more
advanced by this time than it had been in World War I; many psychiatrists found advantages in
hypnotherapy, in part because it could achieve results more quickly than the methods of
psychotherapy in which they had been trained. Dentists, too, found that they were able to use
hypnosis when their normal supplies of local anesthetics might not be available. Clinical
psychologists, dawn into service, also found hypnosis usefu. After the war years, societies related
to clinical and experimental hypnosis were established, with journals to publish research findings
and case material. Both the British Medical Association and the American Medical Association
passed resolution stating that training in hypnosis might appropriately be given in medical schools.
Hypnosis was now on firmer ground and could advance without the sharp fluctuations of interest
that had occurred in the past."
6.2 Is pain registered at some level but ignored according to the concept of hidden pain?
Give your reasons why or why not. The results of the unplanned demonstration which suggested
that the patient become both blind and deaf clearly indicated that, "a hypnotized subject who is out
of contact with a source of stimulation (in this case auditory may nevertheless register information
regarding what is occurring. Further, he may be understanding it so that, under appropriate
circumstances, what was known to the hypnotized part of him can be uncovered and talked about.
 135
As a convenience of reference, we speak of the concealed information as being a "hidden observer."
It should be noted that the "hidden observer" is a metaphor for something occurring at an
intellectual level but not available to the consciousness of the hypnotized person." Therefore the
answer to the original question appears to be yes.
6.3 According to the concept of hidden pain, is the person who is successful at reducing
pain with hypnosis merely deploying their attention away from the pain? Give your reasons why or
why not. It is not so much a fact the person deploy's their attention away from the pain as "the
voluntary expressions, to which he might pay attention, do not occur, or occur at greatly reduced
values. The fact that covert pain is less intense than normal cognition of pain may be accounted for
in part by the lack of any feedback from the usual "voluntary" expressions of pain. These are
present in the normal reaction to pain in the analgesic situation . . ."
6.4 Is pain felt but immediately forgotten through some sort of amnesic process?
Explain your reasoning in detail. The text explains the two barrier concept used in the restructuring
of cognitive controls in hypnotic analgesia. The author states, "these barriers are similar to hypnotic
amnesia in that they can be made permeable by a prearranged signal, such as the statement to be
made after the subject is out of hypnosis: "Now you can remember everything." The main
difference from ordinary amnesia is that the covert information about pain is placed behind Barrier
1 with out ever becoming conscious. In usual hypnotic amnesia, something once known and
attended to is forgotten, to be later recovered; here, something not previously in awareness may
later be recovered. Amnesia itself is hard to understand; this deflection from memory prior to
perception is all the more difficult to explain . . .
Posthypnotic amnesia is the most familiar hypnotic mechanism that has the characteristics
of registration and storage along with temporary unavailablility to consciousness. The inaccessible
information about felt pain in hypnotic analgesia, and about other perceptions concealed by
negative hallucinations, must be stored in a manner similar to that in which amnesic memories are
stored. If we understood amnesia better, part of our problem would be solved."
6.5 According to the concept of hidden pain, is a hypnotic subject in an unusual state in
which some subconscious part feels the pain, but the subject is not consciously aware of the pain
stimuli? Give your reasons why or why not. The text describes an unplanned demonstration which
"clearly indicated that a hypnotized subject who is out of contact with a source of stimulation may
nevertheless register information regarding what is occurring. further, he may be understanding it
so that, under appropriate circumstances, what was known to the hypnotized part of him can be
uncovered and talked about . . ."
6.6 Discuss and explain the hidden observer concept. The hidden observer is described as "
a metaphor for something occurring at an intellectual level but not available to the consciousness of
the hypnotized person. It does not mean that there is some sort of secondary personality with a life
of its own - a kind of homunculus lurking in the shadows of the conscious person. The "hidden
observer" is mere a convenient label for the information source tapped through experiments with
automatic writing, and here through the equivalent, automatic talking . . ."
6.7 How does the therapist recognize pain in which the diagnosis is not an issue? This type
of pain can be recognized when all pathology has been ruled out through traditional medical
practices. The author states that, "if pain is suspected of being primarily psychological in origin,
direct symptom removal may or may not be recommended. Diagnostic procedures to determine
which treatment is to be used involve the same problems as psychiatry and clinical psychology in
general: how to select well from the myriad of treatments available. If pain is the presenting
problem, the direct approach is preferred when the condition is essentially monosymptomatic and
peripheral to the personality. Many war casualties wee of this kind and thus lent themselves well to
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direct symptom removal; the conditions of warfare and the excessive strains they impose were so
unusual that, even if the pains were in part psychogenic, they corresponded closely to somatic
accidents in ordinary life."
6.8 Briefly discuss the relationship of hypnotherapy to other psychological pain
management therapies The text describes the relationship of hypnotherapy to other psychological
pain management therapies by beginning with the following. "acupuncture is proposed as a
physical method, and there may be some strictly physiological aspects to its benefits, the effects of
suggestion loom so large that we wish to discuss it along with psychological methods of treatmen.
The relationship between the hypnotic susceptibility and effective pain relief through acupuncture
can be expressed as a correlation of .50. This correlation is equivalent to that found between
hypnotic responsiveness and pain relief by hypnotic suggestions. Hence the findings if this study
can be interpreted as suggesting parallels between hypnosis and acupuncture in pain
reduction.
Biofeedback is a psychophysiological method in that it depends upon the amplification of
physiological responses for the purposes of gaining control over these responses through becoming
aware of them. Unfortunately, biofeedback has been so exploited either commercially or by
uncritical enthusiasts that at present it is difficult to gauge its therapeutic success. In biofeedback,
the person learns to be acutely aware of changes in his bodily functioning, such as changes in heart
rate, blood pressure, EEG-alpha. In hypnosis, the effort may be directed in quite a contrary
direction, to suppressing awareness of something happening in the body. For the patient whose
fantasy life permits him to direct his attention temporarily away from bodily processes, hypnosis
might be preferred; for one whose reality ties are so strong that he cannot do this, biofeedback
might be preferable . . .
Various relaxation therapies, related in some respects to biofeedback have had a long vogue;
interest in them has risen recently because of wide spread practice of meditation as a method of
relaxation. There are some uncertainties about what happens in the course of relaxation for
therapeutic purposes. One experiment in our laboratory gave an indication that much of hypnotic
relaxation is cognitive. It turned out that position did not matter; even though the induction was the
standard one - relaxation, drowsiness, and a sleep-like state-subjects responded just as well to the
hypnotic responsiveness items in spite of the postural tension required to remain standing.
The cognitive relaxation and the sense of effortlessness in hypnosis are probably more
important than the somatic relaxation. In our experiments comparing waking suggestion and
hypnotic suggestion for the relief of laboratory pain, we found that subjects partially successful by
both methods preferred hypnosis because it involved less effort and strain.
The operant conditioning methods of behavior therapy are among the favorites within the
pain clinics. Hypnotic practioners are commonly familiar with behavior therapy and incorporate its
methods as appropriate in the course of their psychotherapeutic practice; however, we are unaware
of their combined use in the treatment of pain. In the practice of operant conditioning in some pain
clinics, the-attempt to eliminate treatment practice contingent upon felt pain leads to a taboo on
mentioning pain at all. We do not believe that this avoidance of in the mention of pain to be
necessary for effective behavior therapy of pain. A record of he patient's pain reduction over time
can serve as a reinforcement and a stimulus to progress in much the same manner as a record of the
distance he walks each day encourages his improvement."
6.9 How can the clinical treatment of pain be scientifically studied with the same efficiency
of more exact sciences such as the medical study of drugs, dietary deficiencies, immune reactions
or the basis of molecular disease?
The author explains that, "The constraints upon the scientist in the laboratory and the clinic
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are recognizably different. The laboratory scientist involved with basic research is able to satisfy
his curiosity by changing the direction of his research when a new hypothesis occurs to him . . .
The constraints in the clinic are more severe, in that the clinician must deal with the hear-and -now
patient who complains of pain. Basic research should furnish knowledge that can be applied in the
clinic; the results of the clinic should provide feedback to the laboratory worker."
6.10 Discuss recent developments in pain control therapy. Additional studies at the
Stanford Laboratory of Hypnosis Research on cold pressor pain have been performed. The text
relates that, "in general the usual results were obtained, that is the most highly hypnotizable reduced
their pains between a pretest and a pain reduction condition more than the lows, with the mediums
falling between. An additional set of data was obtained on the number and nature of cognitive
strategies each individual used to reduce pain. It turned out that the high scorers had significantly
more strategies available and used by them than the lows (a mean of 1.91 vs. 0.91), and the medium
scorers fell between (mean of 1.25). The consistent finding that measured hypnotic talent is
correlated with success in reducing pain encourages the inclusion of hypnotizability scores in
clinical reports dealing with hypnosis in the control of pain.
One problem that persists in clinical investigations is that outcomes whether judged
successful or unsuccessful - may be related to features of the therapy other than those under
investigation. this phenomenon is well known in connection with the therapeutic effects of drugs
where placebos must be used as controls. Aspects of the therapeutic relationship other than those
strictly dependent upon the hypnotic relationship may be responsible for such therapeutic gains as
are made. An impressive demonstration of hypnotic responsiveness in the reduction of pain
appears in a report of the hypnotic control of pain during hyperthermia treatment of cancer in 28
adult patients (Reeves, Redd, Storm, and Minagawa, 1983). Hyperthermia, a treatment for cancer
now under study, provided a unique opportunity for the investigators to apply rigorous
experimental treatment in the study of pain produced in a clinical setting.
Only the highly hypnotizable patients showed a reliable decrease in pain over two treatment
days. patients in the other three conditions - the low hypnotizables in the hypnotic condition, the
high and low hypnotizable in the nonhypnotic condition - showed a generally stable pain level over
the treatment days, with little change from baseline . . .
A study was undertaken by our Stanford staff in cooperation with the staffs of the oncology
wards in two hospitals, one at stanford and one in San Francisco. the investigation was designed to
compare the findings from our experimental studies in the laboratory with those in a clinical setting
(J. Hilgard and LeBarom, 1982; J. Hilgard and LeBaron, in press). Our primary focus was on the
pain and anxiety experienced by children and adolescents before and during part of their treatment
for leukemia. Aspiration of the bone marrow, necessary to monitor the course of the disease, is
accomplished by inserting a large needle into the hip bone and then drawing out (aspirating) some
marrow. Because bone marrow aspiration is a definable episode - severe but of brief duration - it
provided a favorable opportunity for comparing the effectiveness of hypnosis in reducing the pain
of a clinical procedure with the effectiveness of hypnosis in reducing pains of limited duration
produced in the laboratory . . .
The results confirm our earlier statements that pain reduction following hypnotherapy is
likely to be correlated with measured hypnotizablilty. In research on the effects of hypnotic
interventions of this kind, it should be part of the research plan to make quantitative measurements
of the degree of the patient's hypnotic talent, the nature and degree of pain felt, and the increments
of improvement.
The published case reports on the treatment of chronic pain in adult cancer - often reporting
relief of distress of terminal cancer patients by ridding them of pain while at the same time reducing
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dependence on narcotic drugs - represent a humane and successful use of hypnotic procedures. At
the same time the reports are often defective from the point of view of scientific statements because
they are not specific about the level of pain at the beginning of treatment, during the course of
treatment, and, in the case of those who survive, in follow-up after elapsed time.
There are some efforts at quantitative validation as, for example, in reports of survival time
of those diagnosed as having advanced metastatic disease. It appears that hypnotic treatment may
have increased survival time over those not treated, although difficulty in matching cases hinders
firm conclusions (Newton, 1982-83a) . . ."
One of the recurrent indications in the foregoing discussion is that there are two components
in the treatment of the pain patient by hypnotic practices: a component that is attributable more
strictly to the action of hypnosis itself, and a component that is shared with all successful
psychotherapies. Hypnosis is practically unique in that the highly hypnotizable person can be made
free of sensory pain; most psychological methods address the tolerance for pain, including the
reduction in suffering that accompanies prolonged sensory pain. The most useful single tool for
isolating the effectiveness of hypnosis, per se, is one that accurately assesses the responsiveness of a
person to hypnotic procedure.
In earlier chapters of this book, we argued that the effectiveness of hypnosis in treating pain
would best be illustrated by looking at pain diagnosed as organic in origin rather than psychogenic.
We did not intend to give the impression that we believe hypnosis ineffective with psychogenic
pains. It is our position that pain and the relief of pain is always a highly individual matter, and that
all wise therapy must consider the origin of the pain and its social consequences for each patient.
The recognition that both organic and psychogenic pains are candidates for hypnotic treatment has
been expressed by others.
Even if hypnosis is demonstrably helpful in the treatment of pain, it is not the only
psychological or nonchemical treatment that can be effective. Truly comparative studies are
difficult to conduct, but a number have been attempted, and some of them have proved to be
illuminating.
The renewed interest in acupuncture in the 1970's led to several attempts to compare the
effectiveness of acupuncture with hypnosis. When the comparison is made with hypnosis, the
results are also somewhat varied, but the most familiar finding is that the highly hypnotizable
persons are also those most successful in gaining relief through acupuncture.
Biofeedback has found its place in behavioral medicine
particularly because of its success in using the psychologically induced warming or cooling of the
hands and other biofeedback procedures to relieve tension headaches. There are only a few studies
comparing hypnosis and biofeedback in the reduction of pain. Fifty patients were assigned at
random to five groups: a control group, a placebo group, a social-interaction therapy treatment
group, a biofeedback group, and a hypnosis group. The hypnosis group reported fewer pain
episodes between treatments. The hypnosis group reported fewer pain episodes between
treatments. The hypnosis method appeared to be the method of choice and required less equipment
than the biofeedback method.
The increasing emphasis on cognition throughout psychology has also found it s place in the
literature on hypnosis and pain, not surprising if we assume that the very success of hypnotic pain
reduction is essentially the result of changed cognitions: perception, memory, imagination, and
effortless control. In our "state of the art," it appears that relying routinely on a mechanical method
does not produce the most favorable results. Even in biofeedback using first-rate equipment, the
important relationship between the therapist and patient cannot be ignored in evaluating results.
The number of strategies available and used by a subject was related to his or her measured
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hypnotizability. Two related discoveries, one that it was possible to produce stimulation-induced
analgesia in animals as well as in man, and the second that some forms of stimulation were
associated with the release of endogenous opiates, started a new line of investigation of pain control
in the 1970's. Specific opiate receptors were discovered in localized neural sites by Goldstein,
Lowney, and Pal in 1971 and again reported by Pert and Snyder in 1973. The chemical basis of
these opiods was discovered and attention was then directed to the substances named endorphins
(an abbreviation for `endogenous' and `morphine').
Subsequent experiments have shown that the modulation of pain by different kinds of
stimulation in various parts of the body and at various intensities, any involve any one of four
classes of analgesia: neural/opiate, hormonal/opiate, neural/nonopiate, and hormonal/nonopiate
(Watkins and Mayer, 1982). The involvement of a hormonal monopiate is unlikely because of the
rapidity with which hypnotic analgesia can be produced or reversed, although a hormonal control
factor cannot yet be ruled out. In addition to the questions raised by the nature of the specific
mechanism for hypnotic pain control, there is the related but separable question of the nature of the
individual differences that distinguish between the highly and a less highly hypnotizable
persons . . .
An interesting hypothesis has been offered by Sternbach (1982) regarding the possible role
of neural transmitters in distinguishing very highly hypnotizable subjects from moderately
hypnotizable ones. Choilinergic mechanisms are known to play an important role in transmitting
neural impulses, including those upon which the experience of pain depents. If a person has weaker
cholinergic mechanisms, that person might be able to reduce pain more easily than one with
stronger cholinergic mechanisms on the occasions when a cholinergic inhibitor is present. Suppose
that hypnotic analgesia is produced in part by a cholinergic inhibitor. Then the highly hypnotizable
person would be better able to reduce pain through hypnosis than the less hypnotizable person,
provided the highly hypnotizable had a weaker cholinergic mechanisms. The results with atropine
and probanthine for the less hypnotizable were not clearly distinguishable, a finding that tends to
support the hypothesis that the very highs had weaker cholinergic mechanisms than the others, as
indicated by the greater success of atropine in reversing their analgesia. Even if the results are not
definitive as they stand, they suggest an interesting line of investigation.
The two hemispheres of the cerebrum play differential roles in brain function has
heightened interest in the EEG as another cue with respect to the neural substratum of hypnosis
(pages 11-12, 34. In general, scientific impression is that hypnosis (in right-handed persons) may
reflect right hemisphere activity, but the incertainties are many (Evans, 1979; Graham,1977).
The investigators studied EEG effects in single-handedimmersions. In normal nonhypnotic
experiments, a contralateral EEG activation will be found. That is, with a left-hand immersion the
right hemisphere will be activate more than the left, and with a right-hand immersion the left
hemisphere will be more activated. This is the result that was found for the "moderates" even
though they were hypnotized and given suggestions of analgesia. A significant finding was that for
the "highs" could control not only their pain, but the cortical activation expected in single-hand
immersions . . . Support was given the many hints in EEG that the right hemisphere has a unique
role in hypnosis.
As discussed in Chapter 9, we accidentally discovered
that the hypnotically deaf subject, interrogated by a method of "automatic talking" comparable to
automatic writing, had available information that could be "accessed" about sounds reported as not
heard during hypnotic deafness. The metaphor of a "hidden observer" was used to characterize the
phenomenon.
First, a word of reassurance. The fact that concealed pain can accompany hypnotic
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analgesia need not arouse uneasiness that hypnosis may not really be effective in reducing pain.
The hidden pain is revealed only under special circumstances and has no implications that hypnotic
analgesia was not truly effective. In our experience, the hidden pain has never recurred
spontaneously. When the experience is recalled through special techniques, it does not produce a
reenactment of the painful experience, but merely a cognitive recall of what took place. Evidence
from the clinical use of hypnotic analgesia in obstetrics, or burns, or surgery, gives no suggestion
that shock or other adverse effects of the concealed pain were registered in hypnotic analgesia.
Although some physiological signs, such as an elevation in heart rate or in blood pressure, indicate
the stressful stimuli have registered, these are detectable minimal effects. Definite answers
regarding the puzzle of the hidden observer will require more study, but it is clear that aspects of
dissociative capabilities remain fruitful areas for hypnotic investigation . . ."
6.11 What are the limitations or scope of practice for a hypnotherapist who does not have
advanced training in a medical or psychological discipline? Examples of the areas in which a
hypnotherapist may practice are motivational, life enhancing, memory, learning, and relaxation.
6.12 Prepare an original pain control imagery script for a pain management problem of your
choice. MUSCLE PAIN: Do not listen to this audio tape without the permission of your physician,
or while driving any vehicle, and/or while operating machinery because it may cause drowsiness.
When you feel the muscles in your body tightening and the pain from the spasms feels unbearable
learn to relax, allow the spasms to reduce and the pain to subside through the use of guided
imagery. Now if you are ready to learn how to reduce your discomfort continue listening to this
audio tape and allow yourself to follow the suggestions. By practicing this guided imagery
technique regularly you can learn to be very successful in reducing your muscular pain. This is a
very safe technique in which you have full control. To begin, allow yourself to find a quiet and
very comfortable place to relax...take a couple of deep breaths . . . holding each one for a short time
then let each one out slowly and permit yourself to let go and relax . . . do this now and give
yourself permission to let go and relax. As you continue to breath easily a freely allow your eyes to
close . . . feel all of the muscles in and around your eyes relaxing so much so with each exhalation
the you don't want to open them.
With each breath you take feel the inner peace flowing into every cell of your body and with
each exhalation feel all of the distress and pain leaving your body . . . becoming aware that all
noises and sounds around you are fading away and the only sounds you are hearing are those on this
tape.
Allow the inner peace and relaxation to surround your body like a warm comfortable
blanket permitting all of your muscles to relax and loosen . . .Permit yourself to feel more and more
comfortable with each exhalation . . . Taste the sweetness of the inner peace . . . Smell the
pleasing fragrance of the relaxation . . . See the beauty of self-love . . . Touch the softness of pure
contentment . . .By allowing your mind and body to relax you are giving yourself the most
powerful medication possible, self-love . . . realizing that by giving yourself the gifts of inner peace
and self-love you are allowing your body to heal . . . Giving your body and mind the message to
produce the chemicals needed to relieve your muscular distres... having confidence that your body
and mind will respond and your health will continue to improve . . .Now as you continue to relax
deeper and deeper with your gifts take a minute of time to feel the pain and distress leave your body
. . . allow it to happen now . . . Now that you are totally relaxed from the top of your head to the
tip of your toes permit yourself to visualize or picture in your mind the seine that will be described
to you . . .
Let the picture of a beautiful field of wild flowers blooming with every color mother nature
can produce begin to develop in your mind . . . so much so that you can actually see and touch the
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flowers . . . and you can smell their soothing fragrance . . . just allow it to happen. Notice that the
sun is shinning brightly, there are a few wispy white clouds in the blue sky, and there is a gentle
comfortable breeze . . . The temperature is perfect . . . and you are continuing to feel better and
better as you relax deeper and deeper . . .See the beautiful gazebo with the health giving hot spring
water flowing into a beautiful grotto in the middle of the wild flowers . . .
Visualize or picture yourself gently entering the warm water with its natural healing
minerals and massaging bubbles wearing whatever you choose . . . This is a very private and safe
grotto where you can choose to allow your body and mind to become totally relaxed . . . And no
one will intrude or disturb your peacefulness . . .As you relax more and more and permit yourself to
feel the warmth of the health giving water surround your body and relaxing every cell from the top
of your head to the tip of your toes . . . allow your self to actually feel all of the distress and
muscular discomfort being completely relieved . . .Actually feel the temperature of your body
becoming warmer and all of your muscles becoming limp . . . so limp that you don't want to
move . . . you just want to lye back relaxing in the warm health giving water feeling all of the
bubbles massaging your whole body . . . causing every cell to relax more than you ever thought
possible . . . By allowing yourself have confidence in your ability to let go completely and become
totally relaxed you will achieve the pain free state you want . . .You have the power and the ability
to give yourself this gift . . . by just letting go . . . and letting it happen . . .make it happen . . .
knowing that the more you use and practice this guided imagery technique the more pain relief you
will achieve . . . so use this audio tape several times each day and whenever needed . . .
If you are using this tape as a relaxation aid at bed time, just allow yourself to drift out of
your altered state . . . relaxing deeper and deeper with each breath your take . . . into a wonderful
natural sleep . . . At your own speed and in your own way . . . Knowing that you will rest
completely, without interruption or pain, throughout your time of slumber . . . At your normal time
of awakening your eyes will open, you will feel completely rested and full of energy . . . Ready to
resolve all of the day's opportunities . . . But for now, just allow the soothing music to lull you
deeper and deeper into restful sleep . . . and ignore the following comments to emerge and return to
reality . . . Just sleep well and have sweet dreams.
Now that you know how to achieve a pain free state and have confidence in your ability to
do so whenever needed you can prepare to return to reality . . . knowing that you will feel
wonderful, pain free, and completed relaxed . . . The time you spent with your gifts of inner peace
and self-love will seem like several hours of relaxation . . . Being aware that you can achieve this
relaxing pain free feeling any time you choose by listening to this audio tape and following the
suggestions . . . And now, when you are ready to emerge, allow yourself to begin counting from
one to five in your mind . . . beginning when I tell you to and not before . . . Emerging slowly with
each count . . . at your own speed and in your own way . . . returning completely at the count of
five and not any sooner . . . knowing that when you completely emerge you will feel totally
relaxed, and all of the distress and pain will have been resolved . . . Begin now . . .
6.13 Discuss how you have personally used or observed pain control with hypnosis. If you
have no such experience, make an appointment with a professional who will allow you to observe
the technique he uses. You may wish to attend a pain management seminar that offers a practicum
As a result of a automobile accident in which I crushed my left hip, I am in constant pain. My left
pelvis is screwed together with metal plates and there is resulting arthritis. The amount of pain at
any given time is a matter of degrees. When the pain reaches the level where it becomes to painful
to walk I use the guided imagery I developed for myself. With this method I can usually reduce the
pain to a tolerable level. Although, I do sometime use medication, along with the guided imagery,
in the form of naproxen sodium to help with the relief of the pain. This is an over the counter
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medication.
6.14 In your opinion, what is the most significant information or concept you have learned
in this course? For me the concept of hidden pain and its interpretation was very interesting.
Overall this was not one of the better books in this curriculum. The subjects were overly stated and
the information became down right boring. Some areas appeared to be deliberately confusing and
jumbled up. I definitely was not impressed with this book.

9. RELAX AT THE SEA SHORE: May I suggest that you give your self ten minutes to relax
and allow yourself to visit a very safe and comfortable place I will guide you to in your
imagination. . .Find a place to become as comfortable as possible . . . Then take a couple of deep
breaths . . . slowly exhaling each one . . . permitting yourself to let go and expel all the stress and
tension associated with your day's involvements . . .Permit your eyes to close whenever they're
ready . . . and allow all of the muscles in and around your eyes to relax . . Let your eyelids relax so
much so that you don't want to open them . . .Give your mind permission to think of nothing, to
escape reality, to just float away, like a feather in the wind. Knowing that with every breath you
take you can feel the inner peace fill your lungs . . . allow your heart to circulate this inner peace to
every cell in your body . . from the top of your head to the tips of your toes . . .permitting this inner
peace to cleans each cell of your body of stress, tension, and disease . . . letting all of the unhealthy
abnormalities be expelled from your body with each exhalation of your breath . . .Just allow it to
happen . . . feel it happening . . . taste it happening . . . smell it happening . . . hear it happening . . .
see it happening . . . and commit too making it happen . . .
As you continue to breath easily and freely allow your relaxation to deepen with each
exhalation . . . permitting yourself to relax deeper, and deeper, and deeper . . . relax. Just allow
the relaxation to surround your body like a warm comfortable blanket . . .Allowing yourself to just
let go completely . . . to say nothing . . . to do nothing . . . justcontinue to relax more and more with
each exhalation . . .
Realizing that by giving yourself this gift of inner-peace and self-love, your health will
continue to improve with each passing day . . . your ability to cope with the every day trials and
tribulations will grow stronger . . . Your tolerance for frustration will continue to increase each
time you give yourself this gift of inner peace and self-love . .
By simply giving yourself permission to relax . . . and spend a few quiet moments to look
inside. . . you will allow the useless mind chatter to subside . . . then you can bring order to your
reality and be able to rationally prioritize your day's tasks, in a relaxed posture . . . You will feel
relaxingly rejuvenated, just as if you went on a vacation . . . your energy will be increased . . . and
your overall functioning will be peaked . . .Now I suggest that you picture or visualize yourself
walking along a very beautiful white sandy beach toward your own private cove at the water's edge.
This is avery safe and private cove that only you know about. No one is ever allowed in this cove
with out your personal permission.
In your cove, at the water's edge, there are some very special sounge chairs which allow you
to very comfortably relax . . . While relaxing I invite you to hear the sounds of the gentle waves
lapping at the shore . . . and feel the coolness as they wash ashore and touch your feet. See the
setting sun . . . Looking as if it is sinking into the sea as it's golden rays seem to dancd on the water
. . . Smell the scent of the sea, the unique fragrance of the beach and the near by plants . . . Taste
the salt from the wind-blown spray . . . feel the softness of the sand as you relax confortably . . .
Hear the sound of the seagull's cry as it fly's by the water's edge . . . You can choose to make it
happen whenever you need to . . .Now take two minutes of time to be with and enjoy the relaxed
feeling you have given to yourself . . . Allowing yourself to continue your relaxation with the
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visualization of your private cove (two minutes) Do it now . . .
OPTIONAL: If you are using this tape as a relaxation aid at bed time, ignore the message
that follows to emerge . . . simply remain in the peaceful state you are in and allow your relaxation
to drift deeper and deeper with each breath you take into restful sleep . . . knowing that when you
awaken at your normal time you will feel totally rested, relaxed and all of your headache
discomfort will have been resolved . .
In just a few moments it will be time to return to reality . . . knowing that you will feel
wonderful, rejuvenated, and completed relaxed . . . And when you emerge, the two minutes you
gave to yourself to relax will seem to have bee two hours . . . Just accept and enjoy the wonderful
feeling . . . You can return to your private cove when ever you choose . . . Simply by finding a
comfortable place to relax, taking a couple of slow deep breaths, and saying the word relax three
times, then allow the picture of your cove to appear in your mind and letting go of reality . . . By
practicing this self-hypnosis technique you will be able to visit your hideaway whenever the need
arises . . .
And now, as you prepare to emerge, allow yourself to begin counting from one to five in
your mind . . . Emerging slowly with each count . . . at your own speed and in your own way . . .
returning completely at the count of five and not before . . . knowing that when you completely
emerge you will feel totally relaxed, energetic and all of the stress, tension, and headache
discomfort will have been resolved . . . Begin now . . .

14. A TRIBUTE TO GASPARE "BUDDY" BIRBIGLIA (1997) PAUL G. DURBIN, PhD

MY TRIBUTE TO GASPARE "BUDDY" BIRBIGLA:
Gaspare "Buddy" Birbigla was a good friend and professional peer of mine, who died
Labor Day 1997. He organized a study group of hypnotherapist in New Orleans who belonged to
International Medical and Dental Association, National Guild of Hypnotist, National Society of
Hypnotist, and the American Board of Hypnotherapist for the purpose of education and networking
for continuing education hours. We meet in his home for several years until a few months before
his death in 1997. The group disbanded after that and was revived as the "New Orleans
Hypnotherapy Group" in 2000 which meets at Pendleton Memorial Methodist Hospital normally
on the second Saturday of the month. In October 2002, (Oct 12 and 13 for more information go to
"News") we will have our first weekend workshop and it is dedicated to the memory of Gaspare
"Buddy" Birbiglia.
In the early 1990's, he developed a course on hypnosis for students of LSU Medical School in New
Orleans. Buddy had a BA in Substance Abuse Counseling from Southern University of New
Orleans, a Master Degree from St. John’s University in Louisiana and a Doctor of Clinical
Hypnotherapy from the American Institute of Hypnotherapy. He was a respected counselor,
hypnotherapist, and teacher. Following his death, his widow gave Dr. Bernel Sanders and me
several professional books and disks with several articles he had written. Some of the articles from
those disk by Dr. Birbiglia are presented in appreciation to honor his professionalism and our
friendship.
HYPNOTHERAPY: When some people perceive their life as being sad they tend to hide
or isolate from others. Just as you probably learned to do when you were a young child. You have
the ability to change your perception of life to a more positive outlook. Will your subconscious
mind and all other levels of your mind assist you in learning to think rationally. Can your mind
resolve this problem within thirty days. Most people find that closing their eyes as they relax to be
most soothing, although, you may keep them open if you prefer. I feel excited and yet apprehensive
about becoming an active member in the practice of Hypnotherapy. The excitement comes from
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the study and practice of relatively new science that has the potential to help so many. The
apprehension is the result of sailing into uncharted waters. The fact that others have gone before
me and are succeeding is the equalizer for me. Also, having confidence in my instructor through
this journey, Doctors Arthur Winkler and Chaplain Paul Durbin, accounts for much of the self
assuredness I have developed. Hypnosis, to me, is the technique a trained hypnotherapist utilizes to
assist a person to rid themselves of a negative aspect in their life when they are ready to actively
work at the process. One must be careful about listing to a client's complaint and attempting to
remove what seems to be a simple surface symptom. Many times the hypnotherapist needs to delve
deeper to ascertain the core issue or root cause in order to effectively remove the symptom. This is
a therapeutic process which may take more than one session. Knowing when the process is
complete is where training and experience is evidenced.
There are many misconceptions about hypnotherapy. Even today, some people think that hypnosis
is some form of black magic and the hypnotist is possessed. In reality, hypnosis is a natural
phenomena that we use every day when we daydream, meditate, or concentrate on some subject or
object. I view it as a tool to help release people from pain and irrational life styles. Before a
hypnotist can be effective he/she must dispel all misconceptions and convince the client that there
is no danger to fear.
There are many similarities between the techniques of psychotherapy and hypnotherapy.
One of the first priorities of the hypnotist is to develop a safe, caring, and friendly relationship with
the client. Developing the client's confidence and comfort level with the hypnotist can mean the
difference between success and failure. At no time should a hypnotist attempt to impart his/her
beliefs on to a client.
The hypnotist needs to be able to accept the client and his/her beliefs without being
judgmental. Learning to actively listen and allow the client to express feelings and perceptions
without discounting or shaming comes through experience. Before a hypnotist can be successful in
helping others he/she needs to know their own beliefs, biases, prejudices, and limitations. Can I
work with all cultures is a question, that we in the helping field need to answer. Being cultural
sensitive with clients if very important. For example African Americans view family and church
quite differently than the White Anglo-Saxon. This type of information can be very beneficial to
the success of the healing process. In some cases it can mean keeping or losing a client.
Hypnosis can be used to resolve physical, psychological, and social dysfunctions when used
properly. The principal of this process is based in the theory that "What the mind has created the
mind can cure." Unlike faith healing, hypnosis is used to resolve the cause and not just the
symptom. Once the myths have been dispelled and the client truly believes in the process and is
willing and ready many wondrous miracles can begin to happen.
RATIONAL EMOTIVE IMAGERY: Rational Emotive Therapy - differs from other
major schools of psychotherapy in the importance it places on the role of cognition in human
disturbance (the way we perceive what happens in our daily lives and the way we choose to react
to those perceptions). Where as other therapists primarily focus on past events, unconscious
processes, and environmental contingencies, RET concentrates on a person's current beliefs,
attitudes and self-statements as contributing to or causing and maintaining their emotional and
behavioral disturbances. RET does not overlook biological, genetic, cultural or environmental
factors as influences on human functioning, but emphasizes a person's innate capacities to change
their thinking in order to live happy and productive lives. A- Activating event. B- Beliefs,
attitudes, thoughts, self-statements. C- Emotional and behavioral consequences. Beliefs can be, for
example, cognitions, thoughts, attitudes, self-statements, or images, and are the primary
determinants of emotions. Inappropriate emotions are usually preceded by irrational beliefs, where
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as appropriate emotions are usually preceded by rational beliefs.
Hello, it is now time for you to take care of yourself.
To take the time you deserve to achieve balance and relaxation in your life... So make yourself as
comfortable as possible in or on your favorite chair, couch, or bed and relax... Uncross your arm
and legs.. place your arms and hands comfortably at your sides or across your mid section ... Most
people find that closing their eyes as you relax to be most soothing, although, you may keep them
open if you prefer... You will soon drift into an altered state but you will not be asleep... You will
not agree to do anything that you would not agree to do in your normal awakened state. You will
simply feel relaxed and refreshed. Now listen to your breathing... do not try to change it... as you
become more relaxed you will notice how your breathing is slowing down... if your mind wants to
wander, that's ok, let it wander and just relax... take a deep breath and hold it for a few seconds...
now, let it out slowly as you relax more and more... you are in a very safe place where you can
relax deeper and deeper without any fear... take in another deep breath and hold it for 4, 3, 2, 1,
then let it out slowly as you drift deeper into relaxation... you will be going to a wonderful place
where you will learn how you can change your life... now take one more deep breath and hold it
for a few moments... let it out slowly and relax deeper and deeper... as you relax deeper and deeper
you may feel your body becoming heavier and sinking deeper and deeper into the comfortable
position you are in... Your arms may feel heavy or you may experience a tingling sensation as you
relax deeper and deeper... now that you are feeling very deeply relaxed allow your mind to open ...
be available to internalize and store the information you are about to receive...
In your mind's eye, vividly imagine one of the worst things that cam happen to you - such
as an illness or a lost and getting hooked in your irrational behavior... and getting into very serious
trouble on your job, in your relationships, your family, or your marriage... Make yourself vividly
imagine this very bad event happening.... Are you now clearly imagining this??? Good!!! Now,
with this picture in your mind's eye become aware of how you honestly feel in your gut??? What is
your real feeling... What are you telling your self??? Really try to experience this feeling -implode
it... Be aware of the irrational thoughts you are allowing to be developed and the unreasonable
feelings you are having as a result... Fine!!! Now in your mind change your feeling to one of keen
disappointment, regret or frustration... Relax and make yourself feel only appropriately
disappointed, regretful, or frustrated and not anxious, depressed, guilty or self- downing... You can
do this! You definitely have the ability to change your inappropriate feelings to appropriate
feelings... you always have a choice... you can allow what you have internalized in your
subconscious from the past to continue to tell you how to think irrationally or you can choose to
change... You were born with the power to develop your own personality, way of thinking, and
perceptions... use it... Your reactions are the results of your perceptions... and your perceptions are
the results of your thoughts... you have the ability to learn how to think rationally... simply slow
down and relax... become aware of what you are telling your self and if it is not rational change
it... remove the musts, demands, awfulizing, I-can't- stand-its, damning of your self and others, and
overgeneralizing from your way of thinking which you commonly use to upset yourself... actively
dispute them until you give them up... practice this procedure... internalize it into your
subconscious and rational thinking will become a normal part of your life... Now what I'd like you
to do, for the next thirty days or so, is to repeat this rational-emotive imagery at least once a day...
First, vividly imagine a very bad thing happening to you... and let your self feel quite upset about
it... anxious, depressed, enraged, self-hating, guilty, or self- pitying... Then change this feeling to a
different appropriate feeling... such as disappointment, regret, sorrow, frustration, displeasure, or
annoyance.... Don't give up until, each time, you really feel appropriately sad or displeased instead
of inappropriately upset... If you follow the suggestion of practicing this procedure at least once a
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day... for about thirty days... or until you train yourself to spontaneously and automatically think
rationally you will bring peace and contentment into your life. Now that you understand how to
change your irrational feeling to a more appropriate rational feeling we are ready to returned to
reality... As I count backwards from 5 to 1 you will slowly awaken... 5 beginning to feel your
circulation increasing... 4 feeling a warm loving sensation for your self and your surroundings... 3
remembering how you can change your thoughts... 2 slowly opening your eyes and feeling
completely relaxed and refreshed... 1 reality and fully awake...
TIME TO TAKE CARE OF YOURSELF: Hello, it is now time for you to take care of
yourself... To take the time you deserve to achieve balance and relaxation in your life... This tape
may cause drowsiness therefore do not listen to this tape while driving a car or operating dangerous
machinery... Now allow yourself to become as comfortable as possible.. turn the lights down.. and
sit in or lye back on your favorite chair, couch, or bed and relax... Uncross your legs and place
your arms and hands comfortably at your sides or across your mid section but not entwined... Most
people find that closing their eyes as they relax to be most soothing, although, you may keep them
open or close them which ever you prefer... You may soon choose to drift into an altered state but
you will not be asleep... You will simply feel relaxed and refreshed... Now listen and focus on
your breathing... Do not try to change it... As you become more relaxed you will notice that your
breathing is slowing down and your mind is becoming quiet... If your mind wants to wander, let it,
and just relax more and more... Your mind will become stilled when you choose it or when it is
ready... Should you choose to relax farther you may take in a deep breath and hold it for a few
seconds... Then, allow yourself to release it slowly as you become more relaxed and comfortable...
You are in a very safe place where you can choose to relax deeper and deeper without any fear...
You may begin to feel very comfortable and peaceful...
Allow yourself to focus on your breathing... Take in another deep breath and allow yourself to hold
it for a few moments, then let it out slowly as you drift deeper and deeper into relaxation... You
will be going to a wonderful place where you will learn how you can become balanced, relaxed,
and centered... Now take one more deep breath and hold it for a few seconds... Let it out slowly
and relax deeper and deeper... As you relax deeper and deeper you may feel your body becoming
heavier and sinking deeper and deeper into the comfortable position you are in... Your arms may
feel heavy or you may experience a tingling sensation in your hands as you become completely
relaxed... Now that you have chosen to feel very deeply relaxed your eye lids feel so heavy that
you can hardly hold them open... When I ask, I would like you to take more deep breaths and when
you do, may find that your altered state of relaxation will deepen by five times with each deep
breath I ask you to take...
For you to relax even more you may inhale very deeply and hold it for a few seconds... then
let it out very slowly, then as you exhale you will become five times more relaxed than you were...
Your eyelids have become so heavy that they have closed very tightly as you drift farther and
farther into complete relaxation... Focus on how easy and regular your breathing has become as
you continue to relax even more... Take in another breath and hold it while you allow your mind
to open and become receptive to the information I am about to give you, then let it out slowly as
your relaxation deepens five times more than before...
You are now in a very comfortable and peaceful place... for your eyes are closed so tightly
and the muscles are so relaxed that you have chosen to leave them closed, and that comfortable
relaxed feeling has spread throughout your whole body, from the top of your head to the ends of
your toes... every fiber of your being is totally relaxed... Give yourself permission to breath deeply
one more time and hold it while you experience the pleasant sensation of drifting away and
finding that other sounds and noises and everything else around you keeps fading away more and
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more as you breath out very slowly and become five times more relaxed... You are doing just fine,
but you can still relax even more.. by choosing to take one more breath and letting it out slowly
you will become totally relaxed to the point where you elect to keep your eye lids closed because
you feel like they are glued together...
Try to open your eyes... Find. Now continue to relax deeper and deeper.. You have arrived
at a very safe, restful, and peaceful place... As you choose to relax deeper and deeper, all of the
sounds and noises keep fading away, and soon you will not hear anything except for my voice...
While you continue to relax even more... When you awaken from the altered state, your hearing
and all body functions will automatically return to normal except the ones you choose to change...
Whenever I ask you a question you have the capability to answer by using the fingers on your
dominant hand.. If the answer is yes you have the power to raise the index finger and lower it or if
the answer is no you may raise the little finger and lower it... Do You understand??? I would like
you to use your imagination and think of yourself standing in front of a black board. On the
blackboard, I would like you to see the numbers going backwards from one hundred... See all the
numbers from 100 to 1 in columns...Now ______________, when I begin I will say each number
and I suggest that you repeat it in your mind after me... As you repeat each number in your mind
after me, mentally erase that number off the blackboard and out of your mind... When you get
down to 97, I need you to erase all the remaining numbers off the black board and out of your
mind, so the black board appears to be blank... Ok ______________, when you are ready to begin
the exercise raise a finger on your dominant hand... look at those numbers and lets begin, mentally
repeat each number I say and erase it completely off the blackboard and out of your mind so that it
disappears... You can start now... 100 - Now wipe it off the blackboard and out of your mind so it
disappears completely... 99 - Your doing good. You are wiping that number away so it vanishes
completely... 98 - You are beginning to experience perfect peace of mind as you erase that number
off the blackboard and out of your mind... 97 - That's the last number... Erase that number and
erase all the rest of the numbers to get rid of all the numbers completely... Tell me when all of the
numbers are gone by raising and lowering your index finger... The numbers have vanished
completely now... Notice that all the numbers are gone... Can you find any more numbers???
You are doing very well.. Your subconscious mind is now ready to receive the information
and instructions I am about to give you and it will hear every word that I say and store it and
perform the necessary actions... Your conscious mind will continue to relax even more... When
you awaken all the numbers you erased will come back and you will be able to remember the
numbers even better than before... Now that you are totally relaxed I would like to suggest to you
just how much of a positive person I think you are... and share with you some of the strengths I
visualize you having...
CASE HISTORY #1" GET CLIENT BACKGROUND:
1. Give background information about your client and how they responded before, during, and
after the session: This client is a single, white, female in her middle twenties. She is a full time
college student who lives at home, and works part time. She is caring 19 hours of college courses
this semester. The client claims to be overwhelmed by the amount of school work, her part time
job, and family expectations. I discussed her need to overload herself with work and obligations. It
appears that she has a problem with workaholism. I explained the myths and benefits of hypnosis,
and that she could obtain some relief of tension and stress through progressive relaxation. She
seemed to be uneasy and not sure about the use of hypnosis. I assured her that hypnosis is a very
safe procedure and she agreed to try it. This client appeared to have a problem becoming relaxed
so I lengthened the induction and was able to successfully bring her to an alternate state. To insure
that she was hypnotized I performed the, pinch the hand test, which indicated that she was in an
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altered state. During the session she seemed to be very restless because she continuously moved
her arms and legs. I ignored the moving and continued with the prescription. After the session she
indicated to me that she was feeling a great deal calmer than before but denies that she was
hypnotized. I showed her the pinch marks on her hand and she was still skeptical but sense It made
her feel calmer she was willing to try another session.
2. What were the most important things you learned from this session: A hypnotherapist needs to
be flexible, that is, to adapt to the clients needs and be able to deviate from the norm when
necessary.
3. How could this session have been improved: I feel that sessions with difficult clients will
improve as I gain confidence in my abilities and myself. I am sure that I appeared nervous.
4. In what ways were you pleased with this session: I was pleased with being able to induce a
difficult client and achieve a productive session. OVERCOME TEST ANXIETY: You are strong
and responsible person. You are a strong and responsible person... You are a very intelligent and
knowledgeable person... You have the ability to learn what ever you choose... You have the power
to remember what ever you need... You have the aptitude to complete any assignment ... You are
capable of learning, remembering, and recalling all of the information you need to pass any test...
I am going to ask your subconscious mind some questions and you can indicate the answer
by using the proper finger on your dominant hand... If the answer is yes you may raise your index
finger or if the answer is no you may raise the little finger... Does your subconscious mind know
why you become anxious when taking a test... Is your subconscious mind and all other levels of
your mind willing to help in correcting this problem...Does your subconscious mind know why
your mind wanders when you try to study... Is your subconscious mind and all other levels of your
mind ready to help you focus on your studies... Does your subconscious mind know why you have
difficulty in learning and memorizing the information you need... Is your subconscious mind and
all other levels of your mind willing to focus and store the information you require and allow you
to recall it when, an as it is needed.... Just as you cannot remember any of the numbers you erased
form the blackboard your subconscious mind can create road blocks that can prevent you from
learning what you need...
Is your subconscious mind and all other levels of your mind willing to remove all road
blocks that prevent you from learning and remembering the information you need... Do you have
faith and believe that your subconscious mind and all other levels of your mind have the power to
resolve these problems and has now started to find the resolutions... Your subconscious mind is
now starting to remove all of the road blocks and to help you to continue to learn and remember
all of the information you need... Your ability to learn, remember, and recall information will
continue to increase with each passing day... I will now give you a signal you can use to tell your
subconscious mind you are ready to learn and memorize information... Take a deep breath, and
count to four, then let it out slowly while saying to your mind "I need to learn, memorize, and be
able to recall the following information"... Say this three times... Will your subconscious mind and
all other levels of your mind agree to allow your mind's eye to record and store the information
you give to it like a video camera and to recall any information you have stored whenever you
have a need for it... When you say "I need to learn, memorize, and be able to recall the following
information" three times your subconscious mind and all other levels of your mind have agreed to
focus and allow you to retain and retrieve the information you give to it...
Now that you have resolved your fears, you can, from now on, and for the rest of your life,
remain calm and relaxed whenever you need to learn, remember, and be able to recall information
for a test... You can continue to study your assignments and prepare your self for classes, and from
now on when you go into the classroom you can feel confident that you will be able to recall all the
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material you have studied easily... Your confidence will keep increasing more and more each day,
you know you will be successful in taking all tests and exams. You will now be able to memorize
all of the information you require and be able to recall it whenever the need arises... Your
self-esteem and self-confidence has increased 100 times... Your self-esteem and self-confidence
will continue to grow with each passing day... You continue to be totally relaxed and peaceful...
You continue to rest very comfortably... Now I am going to give you a signal that will reduce the
anxiety you feel when you are tested... This signal will begin working immediately today and will
continue to work for the rest of your life... Your own subconscious mind will cause the signal to
work...
From now on and for the rest of your life, every time you look at, feel, taste, or here water,
your subconscious mind and all other levels of your mind will cooperate and cause you to become
relaxed, calm, and peaceful... Just before you take any test you will always become thirsty and
need a drink of water... Every time you look at, feel, taste, or hear water your nerves will become
relaxed and steady and you will progressively become more calm, centered, and emotionally
balanced... Any water you look at will be automatic signal to allow yourself to become relaxed,
balanced, and centered including rain, a puddle of water, water from a faucet, a shower, water in
the bathtub, swimming pool, a pond, or creek, even a river lake, ocean, or a soft drink... As you
position yourself to take your test after you have drunk some water you can take three deep
breaths, hold each one for a few seconds, and then let each one out slowly as you allow your mind
to become quiet, and yourself to become relaxed, and focused, on the subject at hand...
Being more relaxed and focused enables you to think more clearly... It enables you to
become balanced and centered so you can get in touch with your subconscious and recall the
information you have stored there... This will strengthen your ability to concentrate and cause your
memory to continue to improve... So from now on and for the rest of your life, every time you
look at water, your mind will cause you to become relaxed, calm and feel very peaceful, and will
remain calm, relaxed and peaceful for at least six hours every time you look at water... That will
keep you centered and balanced as you go about your daily activities... You will have more energy,
more strength and vitality, and continue becoming more efficient in your work, studies and other
activities by being more relaxed and more at ease.
MY INDUCTION: It is time to find a place where I can relax and escape from the tensions
of reality. I can close my eyes and fade away into my special hideaway. I can now take a deep
breath and hold it for a few seconds... Then, let it out slowly as I become more balanced, centered,
and relaxed... I am in a very safe place where I can relax deeper and deeper without any fear... I am
beginning to feel very comfortable and peaceful... By allowing myself to focus on my breathing I
can request my mind to become quiet... Now I can take in another deep breath and hold it for a few
moments, then let it out slowly as I drift deeper and deeper into relaxation... I will be going to a
wonderful place where I will learn how I can become totally relaxed... I can now take one more
deep breath and hold it for a few seconds... Then let it out slowly and relax deeper and deeper...
As I relax deeper and deeper I may feel my body becoming heavier and sinking deeper and deeper
into the comfortable position I am in... My arms may feel heavy or I may experience a tingling
sensation in my hands as I become completely relaxed... Now that I am feeling very deeply relaxed
my eye lids feel so heavy that to open them is too much trouble... Now that I am totally relaxed I
would like to remind myself of just how much of a positive person I am... and also to state the
strengths and wisdom I possess...
MY DAILY PRAYER: Today I am on my own side. I chose to befriend my self and be on
my own team, which means that I will not focus my energies today on judging, criticizing, or
demeaning my self or others in any way. It is my responsibility to teach others how to treat me by
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the way I treat myself and others. When I put these words into action, it means that I don't have to
constantly point out my faults to myself and to others around me. When I am for me, it means that
I will not create my own anxiety by giving myself negative messages. I will not be an enemy to
myself. Today I affirm that "I" will always be with me and for me. The infinite intelligence that
leads and guides me through my life's journey is my Higher Power which resides within me. My
Higher Power communicates with me through my thoughts and my subconscious mind. I know,
feel, and believe that my subconscious mind responds according to the nature of my conscious
mind's thinking. I know that my subconscious mind respond to my desires, and what I feel and
claim within will be expressed without.
There is no block to my happiness save in my own thought and mental imagery. Believe in
myself, and I will succeed and be happy. I am responsible for what I think about others. Others are
not responsible for the way I think about them. I refuse to give power to any person, place, or thing
to annoy me or disturb me. I wish health, success, peace of mind, and happiness for all. I sincerely
wish everyone well, and I know everyone is divinely guided in all their ways. Belief is a thought in
my mind which causes the power of my subconscious to be distributed into all phases of my life
according to my thinking habits. Wisdom is an awareness of the tremendous spiritual powers in my
subconscious mind and the knowledge of how to apply these powers to lead a full and happy life.
Happiness is a state of mind. The great things of life are simple, dynamic, and creative. They
produce will-being and happiness. I am whole, perfect, strong, powerful, loving, harmonious, and
happy. By day and by night I am being prospered in all of my interest Having seen the end, I have
willed the means to the realization of the end.
My Higher Power governs and watches over all my financial transactions, and whatsoever I
do shall prosper. The Higher Power within me guides my subconscious mind to know what is best
for me. Its tendency is always lifeward, and it reveals to me the right decision which blesses me
and all concerned. I give thanks for the answer which I know will come. The Higher Power within
me knows all things, and the right decision is revealed to me in divine order. I will recognize the
answer when it comes.
My subconscious mind is the source of my ideals, aspirations, and altruistic urges. If I am
in doubt as to what to do, simply ask for guidance. Follow the lead that comes to me in the silence
of my soul. It speaks to me in peace. Do the thing I am afraid to do, and the death of fear is certain.
Old age of itself does not destroy the creative powers of the mind and body. The only obstacle to
my healing is my own thought. My body and all it organs were created by my Higher Power
through my subconscious mind. It knows how to heal me. Its wisdom fashioned all my organs,
tissues, muscles, and bones. This infinite healing presence within me is now transforming every
atom of my being making me whole and perfect now. I give thanks for the healing I know is taking
place now. Wonderful are the works of the Higher Power within me. My Short Prayer: I realize I
am one with the Higher Power of my subconscious mind which knows no obstacle, difficulty, or
delay. I live in the joyous expectancy of the best. My deeper mind responds to my thoughts. I
know that the work of the infinite power of my subconscious cannot be hindered. My Higher
Power has given me the ability to always finish successfully whatever I begin. Creative wisdom
works through me bringing all my plans and purposes to completion. My aim in life is to give
wonderful service, and all those whom I contact are blessed by what I have to offer. All my work
comes to full completion in divine order.
FOUR BASIC NECESSITIES TO ACHIEVE: Communications, Acceptance,
Self-Esteem, Spirituality. These are the four basic necessities to achieve serenity. When we are
first born the first thing we must do is to establish a communication bridge and a bonding with our
care givers. With out this we cannot survive.
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POSITIVE THINKING: We are bombarded with hundreds of suggestions daily. Many of
these suggestions influence our lives without us being aware of it. Advertisement on television,
radio, news paper, and magazines all designed to gain our attention and make an imprint in our
mind. In other words, to control our behavior. Some of the advertisements suggest that we buy
certain products and others target our actions. Many of the advertisements are designed to develop
mental pictures or appeal to our feelings for certain things. Most are designed to target a specific
cultural or age group. Even though, some products are hazardous to our health, manufactures
continue to advertise their products. This is an indication of the power of suggestion. If the process
of mental suggestion didn't work, these manufactures would not be spending millions of dollars to
design suggestive advertisement. It is evidently a very valuable and useful tool.
How can we use this technique to remove the problem that we allow to cause us pain? First,
we need to understand the basis of using this tool. It sounds simple at first, but to apply effectively
in our daily lives can take a bit of work. To put it simply, we have to learn how to think positively
and rationally. The use of auto-suggestion requires that a person become aware of his/her
automatic perceptions and judgments. We learn these processes from our families and our
socio-cultural environment. This learning starts at birth and continues throughout the life span. If
what we learned was an irrational method of automatic perceiving and judging then we might
develop problems, both physical and mental, in coping with our environment. That being the case,
we need to learn how to develop an automatic method of rational perceiving and judging. This can
be achieved in at least two ways.
First, one can go to a hypnotherapist and allow him/he to provide positive hypnotic
suggestions. To change an irrational pattern of thinking to rational we sometimes need the help of a
professional. Or, one can learn how to internalize positive auto-suggestions. Positive
auto-suggestions are like positive affirmations, it is simply a positive statement that we believe and
repeat to ourselves on a daily bases. There are two items which we must believe in for this
technique to be effective; 1. "The only limitations to being healed are those which I place upon
myself." 2. "Whatever my mind has caused, my mind can also cure." Auto-suggestion will work if
it is utilized and practiced faithfully just as taking the medicine prescribed by a medical doctor. It
is also important to believe in yourself and your ability to achieve your goals. There are three
attributes that can help promote the successful achievement of one's goals; 1. "You must be
optimistic in your outlook." 2. "You must have determination." 3. "You must put your thoughts
into action." Learning to use the method auto-suggestion can have a profound impact on elevating
one's quality of life. This can be achieved by allowing only good, positive, rational, and uplifting
thoughts and ideas to enter our minds. Therefore the responsibility for our quality of life rest with
our determination to think rationally.
I AM A FRIEND TO MY SELF: Today I am on my own side. I chose to befriend my self
and be on my own team, which means that I will not focus my energies today on judging,
criticizing, or demeaning my self and others in any way. It is my responsibility to teach others how
to treat me by the way I treat myself. When I put these words in action, it means that I don't have
to constantly point out my faults to myself and to others around me. When I am for me, it means
that I will not create my own anxiety by giving myself negative messages. I will not be an enemy
to myself. Today I affirm that "I" will always be with me and for me. My memory from today on is
improving in every department. I shall always remember whatever I need to know at every
moment of time and point of space. The impressions received will be clearer and more definite. I
shall retain them automatically and with ease. Whatever I wish to recall will immediately present
itself in the correct form in my mind. I am improving rapidly every day, and very soon my
memory will be better than it has ever been before. Henceforth, I shall grow more good-humored.
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Joy, happiness, and cheerfulness are now becoming my normal states of mind. Every day I am
becoming more and more lovable and understanding. I am now becoming the center of cheer and
good will to all those about me, infecting them with good humor. This happy, joyous, and cheerful
mood is now becoming my normal, natural state of mind. I am grateful. Infinite intelligence leads
and guides me in all my ways. Perfect health is mine, and the Law of Harmony operates in my
mind and body. Beauty, love, peace, and abundance are mine. The principle of right action and
divine order govern my entire life. I know my major premise is based on the eternal truths of life,
and I know, feel, and believe that my subconscious mind responds according to the nature of my
conscious mind thinking.
The infinite intelligence which gave me this desire leads, guides, and reveals to me the
perfect plan for the unfolding of my desire. I know the deeper wisdom of my subconscious is now
responding, and what I feel and claim within is expressed in the without. There is a balance,
equilibrium, and equanimity. My body and all it organs were created by the infinite intelligence in
my subconscious mind. It knows how to heal me. Its wisdom fashioned all my organs, tissues,
muscles, and bones. This infinite healing presence within me is now transforming every atom of
my being making me whole and perfect now. I give thanks for the healing I know is taking place
now. Wonderful are the works of the creative intelligence within me.
Belief is a thought in your mind which causes the power of your subconscious to be distributed
into all phases of your life according to your thinking habits. I am whole, perfect, strong, powerful,
loving, harmonious, and happy. By day and by night I am being prospered in all of my interest.
Having seen the end, you have willed the means to the realization of the end. Infinite
intelligence governs and watches over all my financial transactions, and whatsoever I do shall
prosper.
The creative intelligence of my subconscious mind knows what is best for me. Its tendency
is always lifeward, and it reveals to me the right decision which blesses me and all concerned. I
give thanks for the answer which I know will come. Infinite intelligence within me knows all
things, and the right decision is revealed to me in divine order. I will recognize the answer when it
comes. Your subconscious mind is the source of your ideals, If you are in doubt as to what to do,
ask for guidance. Follow the lead that comes to you in the silence of your soul. It speaks to you in
peace. Do the thing you are afraid to do, and the death of fear is certain. Man is born with only two
fears, the fear of falling and the fear of noise. Old age of itself does not destroy the creative
powers of the mind and body. Wisdom is an awareness of the tremendous spiritual powers in your
subconscious mind and the knowledge of how to apply these powers to lead a full and happy life.
Each phase of human life is a step forward on the path which has no end. Life is
self-renewing, eternal, indestructible, and is the reality of all men. Your character, the quality of
your mind, your faith, and your convictions are not subject to decay. You grow old when you lose
interest in life, when you cease to dream, to hunger after new truths, and to search for new worlds
to conquer. When your mind is open to new ideas, new interests, and when you raise the curtain
and let in the sunshine and inspiration of new truths of life and the universe, you will be young and
vital.
Happiness is a state of mind. The great things of life are simple, dynamic, and creative.
They produce will-being and happiness. Divine order takes charge of my life today and every day.
All things work together for good for me today. This is a new and wonderful day for me. There
will never be another day like this one. I am divinely guided all day long, and whatever I do will
prosper. Divine love surrounds me, enfolds me, and enwraps me, and I go forth in peace.
Whenever my attention wanders away from that which is good and constructive, I will
immediately bring it back to the contemplation of that which is lovely and of good report. I am a
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spiritual and mental magnet attracting to myself all things which bless and prosper me. I am going
to be a wonderful success in all my undertakings today. I am definitely going to be happy all day
long. You must sincerely desire to be happy.
There is no block to your happiness save in your own thought life and mental imagery.
Believe in yourself, and you will succeed and be happy. The best are not only the happiest, but the
happiest are usually the best in the art of living life successfully. I am responsible for what I think
about others. Others are not responsible for the way I think about them. I refuse to give power to
any person, place, or thing to annoy me or disturb me. I wish health, success, peace of mind, and
happiness for all. I sincerely wish everyone well, and I know everyone is divinely guided in all
their To refuse to forgive yourself is nothing more or less than spiritual pride or ignorance.
One knows that his/her own thoughts and feelings create ones destiny. Furthermore, he is
aware that externals are not the causes and conditioners of his life and his experiences. You are
free to choose a good habit or a bad habit. If you repeat a negative thought or act over a period of
time, you will be under the compulsion of a habit. The law of your subconscious is compulsion.
The only obstacle to healing is our own thought.
I realize I am one with the infinite intelligence of my subconscious mind which knows no
obstacle, difficulty, or delay. I live in the joyous expectancy of the best. My deeper mind responds
to my thoughts. I know that the work of the infinite power of my subconscious cannot be hindered.
Infinite intelligence always finishes successfully whatever it begins. Creative wisdom works
through me bringing all my plans and purposes to completion. Whatever I start, I bring to a
successful conclusion. My aim in life is to give wonderful service, and all those whom I contact are
blessed by what I have to offer. All my work comes to full fruition in divine order.
TAKING CARE OF SELF: Hello, it is now time for me to take care of myself... To take
the time I deserve to become balanced, centered, and at peace with myself... I can now take a deep
breath and hold it for a few seconds.. Then I can let it out slowly as I become relaxed deeper and
deeper... I am beginning to feel very comfortable and peaceful... Now I can take in another deep
breath and hold it for a few seconds, then let it out slowly as I drift into my special hideaway
where I can become totally relaxed... Now I can go inside and visualize my thoughts as I
meditate...
I BELIEVE IN ME... I BELIEVE THAT MY HIGHER POWER HAS GIVEN ME ALL OF THE
POWER AND TOOLS I NEED FOR MY LIFE'S JOURNEY... I HAVE FAITH AND BELIEVE
IN THE POWER OF ALL LEVELS OF MY MIND... AND ALL THE DREAMS,
INTELLIGENCE, AND DETERMINATION WITHIN ME... I CAN ACCOMPLISH
ANYTHING I CHOOSE... I KNOW MY HIGHER POWER WILL PROVIDE ME WITH THE
GUIDANCE I NEED FOR MY LIFE'S JOURNEY... I HAVE SO MUCH OPEN TO ME.. I
WILL CONTINUE TO FIGHT FOR WHAT I WANT FROM LIFE... I WILL NURTURE THE
POSITIVE DREAMS
INSIDE OF ME... MY SUBCONSCIOUS MIND HAS THE POWER TO MAKE THEM REAL...
I HAVE THE POWER TO MAKE MYSELF EXACTLY WHAT I WANT TO BE... EXACTLY
WHAT I WANT TO BE... BY CONTINUING TO HAVE FAITH AND BELIEF IN THE
POWER GIVEN TO ME, NOTHING WILL BE BEYOND MY REACH...
Now as I continue to relax I am going to visit a very quiet and peaceful place where all of
my tensions will be removed... In my minds eye, I can picture myself, in the country side resting
under a very large shade tree on a very comfortable blanket in a beautiful field of wild flowers...
the fragrance of the flowers is wonderful... the blooms of the wild flowers display every color that
mother nature can produce... you can actually smell their wonderful sweet fragrances... the clean
fresh perfume of the wild flowers and the colorful seen is breathtaking as you continue to relax
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even more... there is a wonderful crystal clear babbling brook close by whose sounds are very
soothing... the sun is shinning brightly.. the sky is blue with a few wispy white clouds.. and there
is a lovely gentle breeze... The temperature of the air is perfect... I have decided to remove my
shoes and dangle my feet in the cool water of the brook... I am becoming balanced, centered, and
very relaxed... A ray of sunshine beams down through the trees and shines on the top of my head...
As the beam enters my head I can feel a pleasant warming feeling as the tense muscles of my head
start to relax... The beam's warm relaxing feeling moves past my face into my neck ... and now my
eyes are becoming so relaxed that to keep them open would take too much energy along ... all of
the muscles in my face and neck are also relaxed... the wonderful beam of sunshine now enters my
shoulders arms and hands and all those muscles relax deeper and deeper an feel heavier and
heavier... As this beam of sunshine moves through my body a marvelous thing is happening... as
the beam of sunshine flows through my body it gathers all of the unhealthy impurities, tensions
and problems I have allowed to enter my mind and body, and beams them down to my toes, where
the cool water of the babbling brook is carrying them away as the water rushes over my dangling
feet... The sunshine has flowed down to my waist and my breathing has slowed down and become
very relaxed and easy.. my hart is beating slower.. And all of the muscles in my chest and
abdomen are very limp... As the sunshine flows down into my legs those muscles also become very
relaxed as the tensions are removed... and last but not least the beam of sunshine is shinning
through the ends of my toes indicating that all of the tensions and worries have been sweated away
by the running water... And now I can achieve total relaxation because my body is now cleansed of
all of the things that might possibly block me from becoming balanced, centered and at peace with
myself.
I am experiencing a wonderful carefree relaxed feeling which I can return to at any time by
using the key which I have been given by my Higher Power... Whenever I need or want to return
to my magic place, all I need to do is to relax, close my eyes, and put my thumb and index finger
together on both hands and repeat the word "relax" three times and I will immediate be able to
picture in my mind my special place... with me lying on a soft blanket in a beautiful field of wild
flowers.. under a large shade tree.. with my feet dangling in the cool running water of the brook...
and all of my tensions and worries being sweat away by the sunshine and the running water.
When I return from my special place I will feel completely relaxed and all of the unhealthy
impurities, tensions and problems within me will be gone and I will be at peace with myself... I
will remember being in my very special and relaxing place... all of my senses will be heightened
and I will feel very energetic... I know that I have the ability to meet my needs in any area that I
choose.. while remaining balanced, centered and at peace with myself... Now it is time to return to
reality... As I count from 3 to 1 I will become fully awake... 3... my breathing is becoming deeper
and my heart is beginning to beat faster... 2... I will feel very rested and full of energy to complete
any task of my choosing... All of the tension and worries will gone... my mind will be clear... my
eyes are beginning to open... 1... I am fully awake and all of my faculties are completely ready for
my request... I can follow the sun and have a great day.
CASE HISTORY # 2:
1. Give background information about your client and how they responded before, during, and
after the session: This was a black female student who was referred to me by one of the other
clients. She was single, twentyish and lived at hove. She asked if I could help her with her anxiety
with school. I explained how progressive relaxation through hypnosis could help with stress and
anxiety. I also explained the myths of hypnosis. She agreed to try one session to see if it will help.
She seemed very nervous so I talked with her for a while to calm her down. when I felt that she
was ready I very easily moved in the induction and she relaxed and went into an altered state. I was
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surprised at the ease at which she became hypnotized. After the session she was very thankful and
said that she felt very peaceful and calm. she wanted me to give her an appointment every week
until the end of school. I told her that I would get back with her and work something out.
2. What were the most important things you learned from this session: My confidence is becoming
stronger and I am relying on my gut instinct and knowledge to guide. It works!
3. How could this session have been improved: As I develop more induction skills I will be able to
handle these types of situations with a lot more ease and a lot less anxiety on my part.
4. In what ways were you pleased with this session: I was very pleased with the way I was able to
talk with this young lady and to guide her to a relaxed point whereby I could begin the induction
and lead her into a hypnotic state.
MY HAPPINESS IS DEPENDENT ON ME: My memory from today on is improving in
every department. I shall always remember whatever I need to know at every moment of time and
point of space. The impressions received will be clearer and more definite. I shall retain them
automatically and with ease. Whatever I wish to recall will immediately present itself in the correct
form in my mind. I am improving rapidly every day, and very soon my memory will be better than
it has ever been before.
Henceforth, I shall grow more good-humored. Joy, happiness, and cheerfulness are now
becoming my normal states of mind. Every day I am becoming more and more lovable and
understanding. I am now becoming the center of cheer and good will to all those about me,
infecting them with good humor. This happy, joyous, and cheerful mood is now becoming my
normal, natural state of mind. I am grateful. Unless, as an adult, you use constructive
autosuggestion, which is a reconditioning therapy, the impressions made on you in the past can
cause behavior patterns that cause failure in your personal and social life. Autosuggestion is a
means releasing you from the mass of negative verbal conditioning that might otherwise distort
your life pattern, making the development of good habits difficult.
Infinite intelligence leads and guides me in all my ways. Perfect health is mine, and the Law of
Harmony operates in my mind and body. Beauty, love, peace, and abundance are mine. The
principle of right action and divine order govern my entire life. I know my major premise is based
on the eternal truths of life, and I know, feel, and believe that my subconscious mind responds
according to the nature of my conscious mind thinking.
The infinite intelligence which gave me this desire leads, guides, and reveals to me the
perfect plan for the unfolding of my desire. I know the deeper wisdom of my subconscious is now
responding, and what I feel and claim within is expressed in the without. There is a balance,
equilibrium, and equanimity. My body and all it organs were created by the infinite intelligence in
my subconscious mind. It knows how to heal me. Its wisdom fashioned all my organs, tissues,
muscles, and bones. This infinite healing presence within me is now transforming every atom of
my being making me whole and perfect now. I give thanks for the healing I know is taking place
now. Wonderful are the works of the creative intelligence within me.
Your subconscious mind is the source of your ideals, aspirations, and altruistic urges. The most
wonderful thing to know is this: Imagine the end desired and feel its reality; then the infinite life
principle will respond to your conscious choice and your conscious request. This is the meaning of
believe you have received, and you shall receive. Belief is a thought in your mind which causes
the power of your subconscious to be distributed into all phases of your life according to your
thinking habits.
The healing presence is right where my mother is. Her bodily condition is but a reflection
of her thought-life like shadows cast on the screen. I know that in order to change the images on
the screen I must change the projection reel. mind is the projection reel, and I now project in my
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own mind the image of wholeness, harmony, and perfect health for my mother. The infinite
healing presence which created my mother's body and all her organs is now saturating every cell of
her body. The doctors are divinely guided and directed, and whoever touches my mother is guided
to do the right thing. I know that disease has no ultimate reality; if it had, no one could be healed. I
now align my self with the infinite principle of love and life, and I know and decree that harmony,
health, and peace are now being expressed in my mother's body.
I am whole, perfect, strong, powerful, loving, harmonious, and happy. By day and by night
I am being prospered in all of my interest. Having seen the end, you have willed the means to the
Infinite intelligence governs and watches over all my financial transactions, and whatsoever I do
shall prosper. Three steps to success: The first step to success is to find out the thing you love to
do, then do it. The second step to success is to specialize in some particular branch of work and
know more about it than anyone else.
The third step is the most important one. You must be sure that the think you want to do
does not redound to your success only. The creative intelligence of my subconscious mind knows
what is best for me. Its tendency is always lifeward, and it reveals to me the right decision which
blesses me and all concerned. I give thanks for the answer which I know will come. Infinite
intelligence within me knows all things, and the right decision is revealed to me in divine order. I
will recognize the answer when it comes.
I am now attracting a man/woman into my experience who is honest, sincere, loyal,
faithful, peaceful, happy, and prosperous. These qualities which I admire are sinking down into my
sub conscious mind mow. As I dwell upon these characteristics, they become a part of me and are
embodied subconsciously. I know there is an irresistible law of attraction and that I attract to me a
man according to my subconscious mind. I know I can contribute to his peace and happiness. He
loves my ideals, and I love his ideals. He does not want to make me over; neither do I want to
make him over. There is mutual love, freedom, and respect. I now attract the right woman who is
complete accord with me. This is a spiritual union because it is divine love functioning through the
personality of someone with whom I blend perfectly. I know I can give to this woman love, light,
peace, and joy. I fell and believe I can make this woman's life full, complete, and wonderful. I now
decree that she possess the following qualities and attributes: She is spiritual, loyal, faithful, and
true. She is harmonious, peaceful, and happy. We are irresistibly attracted to each other. Only that
which belongs to love, truth, and beauty can enter my experience. I accept my ideal companion
now.
If you are in doubt as to what to do, ask for guidance. Follow the lead that comes to you in
the silence of your soul. It speaks to you in peace. 1. Never carry over from one day to another
accumulated irritations arising from little disappointments. Be sure to forgive each other for any
sharpness before you retire at night.
2. Say grace at breakfast. Give thanks for the wonderful, food, for your abundance, and for all your
blessings.
3. The husband and wife should alternate in praying each night. The greatest discovery was the
power of the subconscious touched by faith. True and lasting happiness will cone into your life the
day you get the clear realization that you can overcome any weakness -- the day you realize that
your subconscious can solve your problems, heal your body, and prosper you beyond your fondest
dream. Happiness is a state of mind. The great things of life are Divine order takes charge of my
life today and every day. All things work together for good for me today. This is a new and
wonderful day for me. There will never be another day like this one. I am divinely guided all day
long, and whatever I do will prosper. Divine love surrounds me, enfolds me, and enwraps me, and
I go forth in peace. Whenever my attention wanders away from that which is good and
 157
constructive, I will immediately bring it back to the contemplation of that which is lovely and of
good report. I am a spiritual and mental magnet attracting to myself all things which bless and
prosper me. I am going to be a wonderful success in all my undertakings today. I am definitely
going to be happy all day long. You must sincerely desire to be happy. There is no block to your
happiness save in your own thought life and mental imagery. Believe in yourself, and you will
succeed and be happy. The best are not only the happiest, but the happiest are usually the best in
the art of living life successfully. I am responsible for what I think about others. Others are not
responsible for the way I think about them. I refuse to give power to any person, place, or thing to
annoy me or disturb me. I wish health, success, peace of mind, and happiness for all. I sincerely
wish everyone well, and I know everyone is divinely guided in all their ways. To refuse to forgive
yourself is nothing more or less than spiritual pride or ignorance. I fully and freely forgive
(mention the name of the offender); I release him/her mentally and spiritually. I completely forgive
everything connected with the matter in question. I am free, and he/she is free. It is a marvelous
feeling. It is my day of general amnesty. I release anybody and everybody who has ever hurt me,
and I wish for each and every one health, happiness, peace, and all the blessings of life. I do this
freely, joyously, and lovingly, and whenever I think of the person of persons who hurt me, I say, 'I
have released you, and all the blessings of life are yours.' I am free and you are free. It is
wonderful! One knows that his/her own thoughts and feelings create ones destiny. Furthermore, he
is aware that externals are not the causes and conditioners of his life and his experiences.
 148
You are free to choose a good habit or a bad habit. If you repeat a negative thought or
act over a period of time, you will be under the compulsion of a habit. The law of your
subconscious is compulsion. The only obstacle to healing is our own thought. I realize I am one
with the infinite intelligence of my subconscious mind which knows no obstacle, difficulty, or
delay. I live in the joyous expectancy of the best. My deeper mind responds to my thoughts. I
know that the work of the infinite power of my subconscious cannot be hindered. Infinite
intelligence always finishes successfully whatever it begins. Creative wisdom works through me
bringing all my plans and purposes to completion. Whatever I start, I bring to a successful
conclusion. My aim in life is to give wonderful service, and all those whom I contact are
blessed by what I have to offer. All my work comes to full fruition in divine order. The real
cause of alcoholism is negative and destructive thinking; for as a man thinketh, so is he. Do the
thing you are afraid to do, and the death of fear is certain. Man is born with only two fears, the
fear of falling and the fear of noise. Old age of itself does not destroy the creative powers of the
mind and body. Wisdom is an awareness of the tremendous spiritual powers in your
subconscious mind and the knowledge of how to apply these powers to lead a full and happy
life. Each phase of human life is a step forward on the path which has no end. Life is
self-renewing, eternal, indestructible, and is the reality of all men. Your character, the quality of
your mind, your faith, and your convictions are not subject to decay.You grow old when you
lose interest in life, when you cease to dream, to hunger after new truths, and to search for new
worlds to conquer. When your mind is open to new ideas, new interests, and when you raise the
curtain and let in the sunshine and inspiration of new truths of life and the universe, you will be
young and vital.

SCRIPTS, STORIES AND MORE: VOL 1 GASPARE “BUDDY” BIRIGLIA

15. SCRIPTS BY GASPARE (BUDDY) BIRBIGLIA:
BREAKING THE CHAINS OF THE PAST: By Gaspare J. Birbiglia: As you
comfortably lie back consciously gazing at reality . . . just allow your thoughts to flow . . .
feeling your mind and your body beginning to float away like a feather in the wind . . .
Permitting your eyes to close ever so gently . . . As you feel the peace and contentment
entering your body . . . with each breathe you take . . . allow the piece and contentment to
invade every cell of your being cleansing all of the stress and tension and allow this stress and
tension to be removed from your being with each exhalation until you have reached complete
inner piece and self love.
Just allow the feeling of total harmony with the universe to be with you. and you with it . .
. taste the sweetness of the peacefulness . . . smell the perfume of the contentment . . . hear
the pleasant sounds of the music . . . see the images of you mind . . .Permitting this inner
peace to seal your eyes closed . . As you whole body sinks farther and farther into total
contentment . . . and every muscle becomes more and more limp . . . as your whole being is
consumed into total contentment with each exhalation . . .
And now . . . As you continue to breathe easily and
freely . . . you can feel your heart beating slower and your breathing becoming less labored.
As the inner peace and self love surrounds your body . . . like a warm comfortable
blanket . . . allowing the rhythm of your entire being to slow down . . . and become
synchronized with the universe . . . permitting your subconscious mind to come forward and
be open to receiving the suggestions you want to communicate . . . and allowing your
conscious mind to become focus on another place . . .Just let go of reality . . . and caress the
inner peace and self love . . . Wanting it to happen . . . knowing it will happen . . . and
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making it happen . . . Now take a couple of minutes to embrace these two gifts you have
given yourself . . . inner peace and self love . . .
Now it is time for your to take a walk with me . . . I would like you to go to school with
me . . . And allow me to explain to you about the power you were given when you were born (by
your Higher Power). . . and to permit you to accept the rights and responsibilities in your life
today . . . Also, to be able to accept who you are, what you are, and what you choose to be . . .
Because today, as an individual human being, you have the right to choose the direction of your
life and who you want to share it with . . . You need to understand that with every choice you
have as an individual human being, you need to accept the responsibilities associated with that
choice . . . And now I would like to tell you about your right to choose and the responsibilities
you need to accept with each choice you make . . .
You have the right to be treated with dignity and respect. For this right your have the
responsibility to treat others with the same dignity and respect You desire from them. You
have the right to decide what is best for you. For this right your have the responsibility to allow
others to decide what is best for them. You have the right to have and express your own
feelings and opinions. For this right your have the responsibility to express those feelings and
opinions in a way that does not insult or hurt others.
You have the right to ask for what you want and need. For this right you have the
responsibility to allow others the right to refuse my request even though you might not like
being refused. You have the right to say "NO" without feeling guilty or explaining because
"NO" is a complete sentence. for this right you have the responsibility to allow others the right
to say "NO". You have the right to be listened to and taken seriously. For this right you have the
responsibility to listen to others and take them seriously. You have the right to make mistakes.
For this right you have the responsibility to accept the consequences of those mistakes and
hopefully learn from them.
You have the right to all of your human weaknesses and limitations without guilt or
shame. For this right you have the responsibility to allow others their weaknesses without
ridiculing or resenting them. You have the right to do what is necessary to protect your physical
and mental health even though this sometimes requires non-assertive or aggressive behavior and
discomfort in others. For this right you have the responsibility to do this in a way that it causes
the least amount of physical and emotional harm to both yourself and others.
Now I would like you to do a mental exercise . . . all you need to do is to imagine or
draw a picture of my suggestions in your mind. Then allow the final picture to become a
permanent file in your subconscious . . . If you perform this exercise as I suggest your whole
quality of life may be enhanced. Lets begin . . .
I would like you to imagine or picture that you are in a class room and you are sitting in
a front row desk, there is a large blackboard, I am the teacher, and you are very interested in
what I am teaching you . . . When you picture this sene very clearly in your mind nod your
head . . .That's fine . . . Now, I would like you to go to the black board . . . And choose to write
the following words . . . Can't, won't, have to, should, must, got to, and need to . . . When you
are finished step back and look at your work . . . Now ______________, when I begin I will say
each word and I suggest that you repeat it in your mind after me . . . As you repeat each word in
your mind after me, mentally erase that word off the blackboard and out of your mind and
replace it with the words I tell you . . . When you have completed this assignment you will
have replaced all of the words in your subconscious mind and on the blackboard . . .
Ok, look at the words you wrote on the blackboard and lets begin, mentally repeat each
word after I say it and erase it completely off the blackboard and out of your mind so that it
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disappears completely . . . In fact, you will never have any use for the words your erase. We can
start now . . . Can't - Now wipe it off the blackboard and out of your mind so it disappears
completely . . . And in it's place write "I choose not to". . . Won't - You don't need that word any
more so erase it from your mind . . . And write "I choose not to". . Have to - Your doing
good. You are wiping that number away so it vanishes completely. Now you can replace it by
writing, "I choose to," on the blackboard . . . Should - You are beginning to experience perfect
peace of mind as you erase that word off the blackboard and out of your mind... And you can
replace it by writing "Because today I choose to". . . Must - Why must you? Because today you
have a choice . . . So erase must from your mind and write "I choose to" in its place . . . Got to
- not really . . . Erase that word and in its place write "Because I want to". . . Need to -These
are the last words . . . Erase them from the black board and your mind and replace them with "I
want to". . .
The words can't, won't, have to, should, must, and got to are all gone and do not exist any
more . . . Search your mind and tell me if you can find any of these words by properly moving
your head . . . From now on and for the rest of your life those words have been replaced with
either "I choose to" or "I choose not to". . . Now I would like you to say to yourself "I choose
to" ten times . . . Then say to yourself "I choose not to" ten times . . . Today, because you can
perceive your choices as an adult, you can choose to take responsibility for your choices and
your life and let go of the irrational messages from the past. Realizing that you and only you are
the master of your choices and the director of your destiny . . .
If you are using this tape as a relaxation aid at bed time, allow yourself to drift out of
your altered state . . . relaxing deeper and deeper with each breath your take . . . into a wonderful
natural sleep . . . At your own speed and in your own way . . . Knowing that you will rest
completely, without interruption, throughout your time of slumber . . . At your normal time of
awakening your eyes will open, you will feel completely rested and full of energy . . . Ready
to resolve all of the day's opportunities . . . But for now, just allow the soothing music to lull
you deeper and deeper into restful sleep . . . and ignore the following comments to emerge and
return to reality . . . Just sleep well and have sweet dreams.
If you have chosen to return to reality at this time . . . knowing that you will feel
wonderful, rejuvenated, and completed relaxed . . . The time you spent with your gifts of inner
peace and self-love will seem like several hours of relaxation . . . Being aware that you can
achieve this relaxing feeling any time you choose by listening to this audio tape . . . And now,
as you prepare to emerge, allow yourself to begin counting from one to five in your mind . . .
beginning when I tell you to and not before . . . Emerging slowly with each count . . . at your
own speed and in your own way . . . returning completely at the count of five and not any
sooner . . . knowing that when you completely emerge you will feel totally relaxed, energetic,
all of the stress, tension, will have been resolved . . . Begin now .
REDUCE BLOOD PRESSURE: I BELIEVE IN YOU... I BELIEVE THAT YOUR
HIGHER POWER HAS GIVEN YOU ALL OF THE POWER AND TOOLS YOUI NEED
FOR YOUR LIFE'S JOURNEY... YOU HAVE FAITH AND BELIEVE IN THE POWER OF
ALL LEVELS OF YOUR MIND... AND ALL THE DREAMS, INTELLIGENCE, AND
DETERMINATION WITHIN YOU... YOU CAN ACCOMPLISH ANYTHING YOU
CHOOSE... YOU KNOW YOUR HIGHER POWER WILL PROVIDE YOU WITH THE
GUIDANCE YOU NEED FOR YOUR LIFE'S JOURNEY... YOU HAVE SO MUCH OPEN
TO YOU.. YOU WILL CONTINUE TO FIGHT FOR WHAT YOU WANT FROM LIFE...
YOU WILL NURTURE THE POSITIVE DREAMS INSIDE OF YOU... YOUR
SUBCONSCIOUS MIND HAS THE POWER TO MAKE THEM REAL... YOU HAVE THE
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POWER TO MAKE YOURSELF EXACTLY WHAT YOU WANT TO BE... EXACTLY
WHAT YOU WANT TO BE... BY CONTINUING TO HAVE FAITH AND BELIEF IN THE
POWER GIVEN TO YOU, NOTHING WILL BE BEYOND YOUR REACH... BELIEVE IN
YOURSELF THE WAY I DO AND YOU WILL ACHIEVE ALL OF YOUR GOALS...
I would like you to use your imagination as you continueto relax... Imagine your left
arm is beginning to get numb and heavy... your left arm will feel like it is becoming very numb
and very heavy with every breath you take... You can choose to continue relaxing, and as you
do the numbnesss in your left arm will increase and your left arm will start to feel very heavy...
Your breathing and pulse have become slower and easier and with this your left arm has become
so numb and heavy that you cant move it... the numbness in your left arm continues to increase
along with the heaviness...
Try to move your left arm... You are continuing to feel very relaxed and comfortable
and now I would like you to raise your right arm.......... now put it down... ____________ You
are doing good... And now you can choose to allow your subconscious mind to return your left
arm to normal... The feeling and use of your left arm is now back to normal... Try to lift your
left arm... Now you have a better understanding of the power of your
subconscious mind... And you can realize that when you imagine something in your conscious
mind, your subconscious mind causes your physical body to respond to what you imagine...
You can use this principle to help reduce your blood pressure to the normal and safe level for
your age and size... and to reduce your weight to a safe level for your age and height... and to
continue to improve your overall health...
I want you to use your imagination now, and watch a vedio tape you made on the screen
in your mind's eye of you in your doctor's office for a physical check up... really see yourself in
your doctor's office... and as you step on a scale your body has reduced to a safe weight and as
your doctor measures your blood pressure it also has reduced to an acceptable safe level... you
are both smiling... Allow your mind to develop that picture of how you wish
your over all health to improve and your weight to reduce... Permit yourself to see this picture as
though you were really watching a vedio replay of a real doctor's visit... A replay of exactly how
you wish your health and weight to improve... Now and for the rest of your life I suggest that
you allow this vedio of how you wish your over all health and weight to improve to remain
foremost in the picture gallery of your mind's eye...
As you continue to think of yourself looking as you wish, that image will become
implanted in the storehouse of your subconscious mind, and your mind will causes your body
processes to function in such a way as to allow your body to transform itself into the picture you
have stored in your subconscious...
Just as easily as your subconscious mind caused your left arm to become numb, your
subconscious mind and all other levels of your mind are now working to allow your blood
pressure to reduce by allowing your body to manufacture the chemicals needed to reduce the
plaque in your atreries and veins... your over all health is continuing to improve and you are
becoming more relaxed... your heart is beating stronger because it has less pressure to
overcome... your body is begining to reduce the amount of fat and fluid to a safe level... and
the vedio of your new self is begining to become your reality...
Throughout this hypnotic session I am going to ask your subconscious mind some
questions and you can indicate the answer by using the proper finger on your dominant hand... If
the answer is yes you may raise your index finger and lower it or if the answer is no you may
raise the little finger and lower it... If the answer is no... Will the process begin in one week...
two weeks... three weeks... one month...
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I would now like to talk to those levels of your mind that has the power to naturally
cause your body to manufacture the necessary chemicals to clean the plaque from your arteries
and veins and excrete it through the normal body elimination processes... to activate all other
processes required to reduce your blood pressure to a safe level and excrete all excess fat and
fluid from your body and allow your body to reduce it's weight to a safe level... I would like to
know if all levels of your mind that are required to resolve these problems are willing to begin
these processes now...
In ______ week(s) your subconscious mind has agreed to begin the processs reducing
your blood pressure and eliminating all of the excess fat and fluid from your body... All excess
fat and fluid will be cleansed from your body in an easy, natural way, through the normal
processes of your elimination system... Your faith and belief in the power of your subconscious
mind is continuing to increase now that you know that your subconscious mind is willing to help
you achieve your goal of reducing your blood pressure and weight to a safe level...
Every night, when you choose to lye down and allow your eyes to close and your body
and mind to become relaxed, centered, and peaceful, visualize in your mind's eye the vedio you
made of your new self... You can choose to imagine the vedio of your new self at any time...
The more you view this vedio of yourself the more your subconscious mind become convinced
that you want to achieve this goal... As you continue to review your vedio you reinforce the
image in the storehouse of your mind, and your subconscious mind will causes your vedio to
become your reality...
You are continuing to drift into a more peaceful hypnotic state of relaxation... All of the
request you and I have made of your subconscious mind are already working, and your mind has
the power to cause them to continue to be more effective each day... Your subconscious mind
knows why your blood pressure is high and why you have this habit or compulsion to over eat...
Usually it is caused by some irrational thoughts you learned during your childhood... or it is the
only way you learned how to deal with your negative feelings... you eat them away... If you stuff
enough food on top of your negative feelings then you wont have to feel the pain...
I am going to ask your subconscious mind some questions and you can indicate the
answer by using the proper finger on your dominant hand... If the answer is yes you may raise
your index finger or if the answer is no you may raise the little finger... If the answer is no then
question the subconscious as to when a solution will be provided...
I would like to ask the levels of your subconscious mind that have the power to release
you from the root cause of your high blood pressure, and overeating habit and/or compulsion if
they would be willing to start to work on a solution to these problems immediately... Will your
subconscious mind and all other levels of your mind be willing to begin the processes required to
reduce your blood pressure to a normal safe level now?.. Will the levels of your subconscious
mind that has the power to release you from the need to eat whenever a problem arises do so
now? Will the levels of your subconscious mind that has the
power to release you form feelings of withdrawal, anxiety, and nervousness due to the change in
your eating ritual do so now?
Will the levels of your subconscious mind tell you when your body needs food and when
your body has had enough? If your high blood pressure and essessive weight is
caused by some other medical problem, will your subconscious mind and all other levels of your
mind begin to find a solution now?... Will all levels of your subconscious mind continue to
improve the health of your entire body and mind and allow you to change the irrational thoughts
and perceptions you learned as a child to rational thoughts?
As this process begins working, your eating habits and compulsions will start to change...
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You will not experience any withdrawal or anxiety to eat... You will find yourself eating
healthier, and only when your body needs food, and only the amount of food your body needs...
I will now give you a suggestion that will help you to
achieve your goals of lower blood pressure and reduced weight ... Before and after each meal I
suggest that you drink a 16oz glass of water... This will aid your natural elimination processes
to work more efficiently... Now, whenever stress, anxiety, or problems attempt to
cause you to think of eating, just close your eyes, take a deep breath, and place your thumb and
index fingers on both hands together tightly while saying to yourself three times, "I have the
power to change", and you will immediately visualize your picture of your new self... this will
allow you to become relaxed and peaceful and all thoughts and feelings of eating will
disappear... Your body can be just as you picture it in your mind, and you can notice the
improvements as you go about your daily activities... That will cause your confidence to keep
increasing, because you will know your blood pressure is becoming lower and your weight is
reducing to a lefe level...You keep feeling better each day... Your energy,
strength and vitality will continue increasing each day, and you can enjoy doing exercise that
best fits your particular capabilities.. Your appearance keeps improving, and you can notice an
improvement in your health... That enables you to live a longer, happier, healthier life...
You can be an inspiration to other people who will notice what you have accomplished...
Seeing the positive results of your lower blood pressure and your weight being reduced can
increase your determination to be successful in all areas of your life and enable you to conquer
every challenging problem that comes up in your life... All of these suggestions, request, and
instructions arein the storehouse of your mind, and they keep becoming more effective each
day... This process will cause your wish to become your reality if you continue to have faith and
believe in the power given to you by your Higher Power... Even after this session is over, all of
the suggestions I have told you can continue to work automatically, and you can be extremely
happy with your success in developing a perfect body...
THE BAND OF ELVES: BY Gaspare J. Birbiglia: This is a story about some little
folks who love children . . . And they love to help children get well and stay healthy whenever
they’re sick . . . These little friends have a story to tell you but they need your to help so you
can hear the story . . . The first thing they need you to do is to find a very comfortable place
where you can relax . . . and you don’t have to do anything or say anything . . . just kick back,
relax and listen. . .
The way these little folk listen to a story is to closed their eyes real tight and pretend that
they won’t open until the story is finished . . . The little folk, who are elves, do this because they
believe that they can hear and enjoy the story better . . . maybe you might want to try to close
you eyes and pretend that they won’t open and see if you can hear the story better. . .
The little elves want you to know that you can just relax, enjoy, and listen to their story
because you are in a very safe place where they can protect you. To begin the story you need
to meet a special group of elves that love to help children stay well. . . they call themselves the
Elf Patrol . . . They're a group of very tiny boy and girl elves. . . who dress in bright colored
clothes. . . and patrol your body by driving their tiny funny looking trucks, like a parade,
through all of the blood vessels in your body . . . from the top of your head to the tips of your
toes . . .
The Chief Elf, who guides the elf patrol and tells them where to go is located in a secret
room in your head . . . There is a large television screen with a road map picture of every blood
vessel in your body . . . and in the TV picture the chief elf can see where the elf patrol is
located . . . There is also a big board with many lights . . . these lights are wired to every part of
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your body . . . so that whenever a germ or a bad bacteria tries to enter your body a light will light
and tell the chief where to send the elf patrol . . . these elves are so fast that they can go to any
part of your body in just seconds . . . The chief elf can talk to all parts of your body to tell them
when special chemicals are needed to be made to help you get well.
Each one of the elf's trucks is made to do special things . . . one truck is the garbage truck
where all of the germs and bacteria are smashed and put in the garbage can . . . there is a truck
that carries T cells that can be sprayed on the area where the germs and bacteria are trying to
enter and grow . . . The T cells will kill these invaders and make sure that the germs and bacteria
don't come back . . . The T cells also helps your body to heal itself and return you to a healthy
state. . .another truck carries white blood cells to spray on ouches and hurts and make them
well . . . one truck is like a big bus where all of the members of the elf patrol live while they are
patrolling your body . . . There is even a truck with big bright lights that lights the way for the
elf patrol . . . the telephone truck is used to talk to the chief elf and get supplies when
needed . . . When there is a hurt the endorphin truck is brought in to spray the area with the
endorphin to help cause the hurt to become very small . . .
Now there is one little elf who they call the germ catcher . . . that's because he is so fast
that no germ or bacteria can get away from him . . . so whenever a germ or bacteria tries to
enter your body . . . the elf patrol will go their fast and send the germ catcher to catch all of the
germs or bacteria and put them in a sack . . . then he throws the sack into the garbage truck
where the germs are smashed and put into the garbage can so they can not escape and cause any
more trouble . . . then the repair elves come in and fix all of the spots where the germs or
bacteria tried to cause you to become ill . . . The elf patrol will stay where the ouch or hurt is for
as long as needed . . . And they will not leave until the ouch or hurt is all healed and you are well
again . . .
The chief elf is always listening to hear if you know of any place where there is an ouch
or hurt . . . cause if you know of any . . . all you have to do is to let the chief elf know and he
will send the elf patrol to that place and fix the problem . . .
You can always tell when the elf patrol is working . . . cause if you get a scrape and the
next day there is a cover forming over the scrape you will know that the elf patrol was there . . .
You see, whenever you get a scrape the elf patrol trucks rush to the ouch to spray white blood
cells all over the scrape . . . and that forms a cover to keep the gems and bacteria from causing
you problems until the ouch or hurt is healed . . . Those little elves really know their job . . .
And remember whenever you kneed them all you have to do is to let the chief elf know and he
will send the elf patrol there faster than you can blink you eyes . . .
Now that you know that the elf patrol is working within your body to help you become
strong and well you can feel safe and protected and continue to rest by allowing yourself to drift
off into a natural sleep . . . knowing that you will awaken when your body tells you that it is
time. . . or you can choose to return now by wiggling your fingers and moving your toes, taking
a big deep breath and smiling.
SPACE CAPTAIN: By Gaspare J. Birbiglia: It’s time to pay a wonderful
game of pretend . . . You know make believe . . . Before you begin to play find a safe place
where you can relax and listen . . . All of the children who play this game say that it is more fun
if you close your eyes and pretend that they won’t open. . . . cause that’s the only way you can
go on this pretend adventure and enjoy every bit if it . . . Since you are in a safe place maybe
you could close your eyes and pretend that they won’t open and see if what the other children
said is true . . . When you feel safe and cosey you can begin your adventure by drawing or
picturing yourself as captain of the Star Ship Excaliber . . . To board the space ship you need to
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step into the an elevator located on top of your head which will bring you down to the Star Ship
Excaliber which is docked in a special place in your brain known only to you . . . Now when
you are ready step into the elevator, I will be with you to keep you safe . . . As the elevator
starts down I am going to count from ten down to 1 and with each number I say you will become
more relaxed and ready to pretend and picture yourself as being the captain of the Star Ship
Excaliber . . . TEN . . . You are relaxing deeper and deeper with each breath you take . . .
NINE . . . You eyes are so relaxed that they won't open . . . DEEPER EIGHT . . . all of the
muscles in your face and neck are becoming completely relaxed . . . DEEPER SEVEN . . . You
are feeling more and more comfortable as you continue to relax more and more . . . DEEPER
SIX . . . The relaxed feeling is spreading throughout your entire body from the top of your head
to the tip of your toes . . . DEEPER FIVE . . . You are continuing to do down deeper and
deeper . . . FOUR . . . THREE . . . TWO . . . The Star Ship Excaliber is in sight and you are
totally relaxed and ready to take command . . . ONE . . . You have reached the safety of the Star
Ship Excaliber . . .
As you enter the ship's bridge you are greeted by the crew . . . Many friends like Mr.
Blood, Mr. Bone, Ms. Neuron, Mr. Antibody, Ms Antigen and others are there . . . And they
welcome you aboard as the captain of the Star Ship Excaliber . . . Soon you will give the order
to the helmsman, Mr. Antibody, to launch your ship on patrol . . . And now you are ready to
start your mission which is to patrol your whole body to search and destroy any and all
unwanted invaders that do not belong in any part of your body's many systems and parts. So
now, as you sit in the captain's chair on the command bridge you give the order for Mr.
Antibody to set course for the eyes. . . and you call to engineering and ask Mr. Heart to bring the
engines up to the perfect speed . . . Then you ask Ms. Neuron, to see to it, that all sensors are on
full scan . . . All battle shields are up and at full power . . . All phasers are tested and are at
full power . . . And all torpedoes and missals are armed and ready . .
Your mission starts from the top of your head and goes down the right side of your body
past your nose, your mouth, and your neck . . . Then down your right arm and hand and back up
to your right chest . . . Through all of your organs, stomach, intestines, down your right leg and
back up . . . Then down your left leg and back up . . . And then continuing up the left side of
your body to your left arm and hand . . . Down and up your left arm and hand and returning to
your head . . . Each mission consist of one hundred patrols of your body . . . Each patrol can
last as long or be as quick as you want it to be . . . Whenever the enemy is spotted your sensors
will alert you and you can order the Mr. Antibody to plot a course to engage the invaders to see
if they are friendly or the enemy . . . If they are friendly the Excaliber's sensors will tell you and
the helmsmen can return to the regular patrol . . . If the invaders are the enemy the Star Ship
Excaliber can seek them out and engage them in battle . . . And you can be sure that the
Excaliber will win because the Star Ship Excaliber is the best and most feared defender of your
health in your whole galaxy . . . The Star Ship Excaliber can seek and destroy any enemy that
tries to invade your body and cause you to have any kind of problem . . . The Excaliber is armed
with phasers, photon torpedoes, and anti-matter missals that you can use to destroy the
enemy . . . As you and the Excaliber destroy the enemy invaders that try to cause you to be sick,
you will begin to feel better immediately . . . And you will continue to feel better each day and
with every mission you chose to fly . . . Whenever you and the Excaliber destroy the pain
invaders . . . The pain that the invaders try to make you feel will be reduced immediately and
will continue to reduce until it is all gone and all of the pain invaders are destroyed forever . . .
You are the best and bravest captain in the universe . . . You can launch a patrol to seek out and
destroy the enemy invaders and/or the pain invaders wherever they are within your mind or body
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...
And now I want to tell you how you can become the captain of your Star Ship Excaliber
whenever you feel the need to . . . all you need to do is to close your eyes and pretend that they
won't open . . . then take a deep breath and relax . . . then say to yourself "I am the captain of
my Star Ship Excaliber " . . . Say this three times and imagine stepping into the elevator that
will bring you down to the Star Ship . . . You now have the key to search and destroy any
enemy that invades your body and tries to make you sick . . . You can use your Star Ship any
time you need to . . . And you will win every battle easily . . .
Now it is time to dock the Star Ship Excaliber and have it made ready should you need it . . .
The crew of the Excaliber will always be rested, waiting for your orders and ready for a mission
whenever you need them . . .
If you are tired from the mission you can continue to rest in your bed aboard the Star
Ship Excaliber . . . you will awaken when your body tells you it has had enough sleep and then
you will automatically be beamed to the present with a big smile. . . . . . knowing that your
health is protected by the Star Ship Excaliber and its crew . . . Or you may step into your
elevator that will return you to your room in the present . . . where you can wiggle your fingers,
move your toes, take a big deep breath and smile. . . Then you can open your eyes and know
that you can return to your star ship any time you want.
WALKING WITH JESUS: BY GASPARE J. BIRBIGLIA: Did you know that one
of the jobs that angels had was to visit all of the children inthe world and let God know which
ones were not feeling well? Well the angles do this all day long . . . and if you are not feeling
very well today the story you are about to hear will help you to feel better and more comfortable
very quickly.
Lets begin . . . You Know that your God is a loving and caring God . . . And if you
allow yourself to become very comfortable . . . And open your heart and soul Jesus will enter
and lead you to inner peace and self love . . . So just allow yourself to begin to relax and get
comfortable by taking a deep breath . . . and giving yourself permission to think of nothing, and
to do nothing. . .
Many children tell me that they find it more comforting . . . when they allow their eyes to close .
. . and drift off into their own safe and peaceful place . . . And you may do the same . . . now, or
whenever you choose to . . . As you allow your eyes to close . . . you can choose to feel yourself
beginning to float away like a feather in the wind . . . At the same time . . . You can allow your
heart and soul to open . . . permitting the inner peace and self love to enter . . . allowing your
heart to pump the inner peace and self love into every cell of your body . . . and allowing the
inner peace and self love to wash away all of the ouches and hurts from your mind and body . . .
As you continue to allow yourself to relax deeper and deeper you can feel the wonderful warmth
of Jesus's love surrounding your body like a warm comfortable blanket . . .
Feel the comforting warmth of Jesus's love . . . Taste the sweetness of your inner peace . . .
Smell the lovely fragrance of your love for life . . . Hear the healing words that Jesus is telling
you . . . And picture in your mind the beauty of your self-love . . . Knowing that by sharing
your self love with everyone you meet will allow your inner peace to continue to grow and your
health to be enhanced. Just allow yourself to let go of reality and embrace the love of Jesus . . .
As you continue to allow your entire body to relax more and more with your inner peace and self
love . . . Let yourself picture, visualize, or imagine in your mind a beautiful garden . . . Where
Jesus and you and I are walking . . . Jesus is holding one of your hands . . . As you walk along
with him. . . Jesus is guiding you in prayer . . . And as you give thanks for all of the wonder
gifts which have been given to you . . . You begin to realize that the gift of life is a very
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precious one . . . and by believing in the power of Jesus . . . and allowing your mind and body
to achieve inner peace and self love . . . the natural healing power which Jesus gave you at
birth . . . will be very strong . . . And immediately and forever begin healing you mind and
body . . .
By opening your heart and soul and accepting Jesus's gifts of inner peace and self love
your body's healing processes will be able to work as God designed them to work . . . continuing
its healing processes each hour of each day . . .
You can actually feel your natural healing power flowing throughout your whole mind
and body . . . from the top of your head to the tips of your toes . . . as you grow stronger with
each passing day. Let the healing warmth of Jesus allow your mind to be clear with thoughts of
peace and love . . . and feel the happiness that Jesus's gifts are bringing to your life . . . In fact,
for the first time in a long while . . . you can feel your love of life . . . and all those around
you . . . bubbling up from deep within of you . . . causing your whole being to glow and a smile
to appear on your lips . . . a smile that you don't want to stop . . . a smile that grows larger and
larger as your love of life continues to grow . . And now as we continue to enjoy your walk in
the garden with Jesus it is time to return . . . You can say thank you to Jesus for coming and
praying with you . . . And When you return from your special place . . . you will feel your body
being healed . . . and all of your ouches and hurts will be gone . . . You will remember being in
a very special and relaxing place with Jesus holding your hand . . . And you will feel very well
an happy . . .
If you are feeling tired just permit your eyes to remain closed and allow yourself to drift
off into a safe, comfortable natural sleep . . . You will awaken when your body tells you it is
rested and then you will open your eyes an have a smile on your face . . . or you can choose to
awaken now by wiggling your fingers, moving your toes, than taking a big deep breath and open
your eyes with a smile . . .
GUARDIAN ANGEL: By Gaspare J. Birbiglia: Did you know that when you was
born you was given a guardian angel to protect you for as long as you lived? . . . And it was this
angels job to always be with you and to keep you safe and well . . . If you want to hear the story
of your guardian angel you will need to find a safe place where you can get very comfortable . . .
You know what else? . . . Well, the other children say that if you want to really hear the story of
your guardian angel you have to close your eyes and pretend that they won’t open . . . Because
closing your eyes is the only way you can hear the whole story . . . Maybe you would like to
close your eyes and see if the other children are telling the truth.
Okay, let’s begin . . . When you were born your Creator gave you a special angel to
protect you and to keep you safe . . . This angel is your own personal guardian angle . . . This
angel's sole purpose is to keep you safe . . . Whenever you feel scared of the dark, of loud
noises, monsters that scare you all you have to do is close your eyes, touch the picture your
guardian angel that you keep close by . . . and say the guardian angel prayer to yourself . . .
Angel of God, my guardian dear, to whom his love commits me here; Ever this day be at my
side, to light and guard, to rule and guide . . . and I know that you will feel safe because your
guardian angel will always protect you . . . By saying this prayer you will immediately know
that your guardian angel will always be at your side, through the day and night to protect you
and keep you safe . . . Just believe in the strength and ability your Creator has given your
guardian angel to protect you and keep you safe now and forever. Your guardian angel is the
best protector in the universe . . . Whenever the forces of fear, or danger try to cause you to feel
scared or ill your guardian angel will always be able to defeat these forces and allow you to feel
safe, well, and protected . . . Knowing that the feelings of fear and danger will never be able to
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harm you . . . because your guardian angel is pure love and truth and no evil can ever defeat your
protector . . . For you are a child of love, goodness, truth, and happiness . . . Created to be
whoever and whatever you want to be . . . Knowing that you can visit with your guardian angel
any time you want or need to . . . by listening to this story or by saying the guardian angel
prayer . . . Bye and may God bless you forever and ever . . .
And now if you are feeling tired just permit your eyes to remain closed and allow
yourself to drift off into a safe, comfortable natural sleep . . . You will awaken when your body
tells you it is rested and then you will open your eyes an have a smile on your face . . . or you
can choose to awaken now by wiggling your fingers, moving your toes, than taking a big deep
breath and open your eyes with a smile . . .
YOUR ARMY OF ANGELS BY Gaspare J. Birbiglia: Since the beginning of time,
when a child is born a band of angles were assigned to each child to teach them everything they
need . . . God told your band of angels to teach you how to protect yourself from illness so
your health will grow with pure love . . . But, before we can begin, the angles will need some
help from you . . . You will need to find a safe place where you can get very comfortable and
listen . . . All of the children who have learned about their band of angles say that it is more fun
if you close your eyes and pretend that they won’t open. . . . cause that’s the only way you can
go on this pretend adventure and enjoy every bit if it . . . Since you are in a safe place maybe
you could close your eyes and pretend that they won’t open and see if what the other children
said is true . . . When you feel safe and cosey and you have allowed your eyes to close you can
begin your game of pretend by painting a picture or dreaming about the story you are about to
hear . . . When you were born a band of angels was assigned to stay inside your body and keep
all of the germs and bacteria from causing you to become sick . . . These angels have a special
power . . . they travel all around your body from the top of your head to the tips of your toes . . .
visiting with every cell of your body and filling each cell with pure love . . . Now, for these
angels to live in your body and spread their power of love they need you to love yourself first
and them to love everyone around you . . . And the more love you have for yourself and others
the more love the angels can fill each cell with . . .
Sometimes the germs or bacteria will to enter a new cell in your body before the band of
angels have filled it with love and the germs or bacteria will cause that cell to make other new
cells with germs or bacteria and when there are enough of these cells they may cause you to feel
sick . . . The more of these cells there are the sicker you become . . .
When this happens your friendly doctor will give you some medication to help make you
well again . . . If you want to cause the medication to become a hundred times more powerful
that it is . . . all you have to do is to call on your band of angels and tell them where your ouch or
hurt is and they will fly to that spot and start spreading their love . . . Cause the germs and
bacteria can't live in any place where there is love and medication . . . but remember, in order
for your band of angels to spread your love you have to have love in your heart and soul . . .
Then the band of angels can go into every cell where the germs are and fill those cells
with love and medication and the germs and bacteria in that cell will die . . . and as long as you
keep love in your heart and soul the angels will continue to visit every cell and fill each one with
love until every cell in your body is filled with love and the germs and bacteria are dead . . . and
you are well again . . .
Now here is a secret just for you . . . this is how you can keep yourself full of love . . .
Every time you go to sleep and rest all you need to do is to tell your body to make more love so
you will have it when you awaken . . . Then when you body has filled your heart and soul with
love it will tell you that it is time to awaken . . . and the angels will have enough love to fill all
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of the cells of your body all day long and you will have enough love to share with everyone
around you . . .
Now that you know that the angel patrol is working within your body to help you
become strong and well you can you can choose to continue to relax and drift off into a natural
sleep or your can begin to wiggle your toes, move your fingers, take a big deep breath then let it
out with a smile and open your eyes as you return to the present. . .
Happy Town: This is a story about a place called happy town only children are allowed
to go and play. If you want to go to happy town all you have to do is to find a place to get as
comfortable as possible. Then close your eyes and pretend that your eyes are closed so tight that
they won't open even if you tried. . . The only way you can hear the story I am going to tell you
and go on the magical journey with me is if you have let your eyes close so tight that they don't
want to open . . . and when you have your eyes close tight you will you are in a very safe place
and I will be with you all of the time . . . Now that you are ready here we go . . . To begin you
story I suggest that you pretend, draw, picture or imagine that you and I are holding hands and
taking a walk in a very nice place . . . this place is called happy town where every one is smiling
. . . and no one is sad . . . 'Cause it's simply not allowed . . . Wow! Look over there, the
children are waving for you to come and play . . . They're sledding but there's no snow . . .
They're sledding down sugarloaf mountain . . . A great big mountain made of sugar . . . That
looks like fun . . . Let's go an play with them . . . Come on, get on the sled and slide down the
mountain . . . Come on, slide, I'll catch you . . . Wow! wasn't that fun . . . Want to do it again . .
. Go ahead I'll be here to catch you . . . Come on slide . . . I got you . . . You sure look like
you are having fun . . . Look at the children over by the house . . . The ginger bread house with
the jelly bean trim . . . Let's go over there and see what they are doing . . . come on let's go
inside . . . Wow! it's a candy factory . . . and the children are making the candy . . . Want to
make some candy? Go ahead . . . What kind of candy do you want to make . . . chocolate,
coconut, or strawberry, You can actually take a piece of your favorite candy and taste it. Go
ahead and do it. Taste good hua! Look over there, through the window . . . See the children in
the clearing waving for you to come over and play . . . The children are dancing and singing and
playing with all of their animal friends . . . Wow! There is a goat, a puppy dog, a white bunny
rabbit, a deer, and some birds . . . A marvelous thing is happening . . . The animals are talking
to the children and the children are talking to them . . . Let's go over there and meet your new
friends . . . You can play with the children and the animals for as long as you want to play
pretend . . . Then when you are ready you can drift off into a safe comfortable sleep . . . You
will awaken bright eyed, happy, and smiling when your body tells you it has had enough sleep . .
. But for now have sweet dreams . . . Or you can choose to return to the now by wiggling your
fingers, moving you toes, taking a big deep breath and opening you eyes with a big smile . . .
ready to play . . . And knowing that you are loved . . .
THE NINJA ARMY: By Gaspare J. Birbiglia: This story is about a Ninja army that
works your body . . . This Ninja army’s job is to protect you against germ invaders that attempt
to cause you to become sick. . . Children say that if you want to hear this story and become the
general of your Ninja army you have to first find a safe place where you can get very
comfortable and relaxed . . . Then you need to close your eyes and pretend that they won’t open
and when you’ve done these things you will be ready to play the game of pretend and take
charge of your Ninja army . . .
Now if your are ready and your are relaxed with your eyes closed your can begin by
pretending or picturing in your mind that you are the five star general in charge of your body . . .
You are known to your soldiers as General Body Man, chief of the Ninja army, who is
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responsible for building, fixing, and defending your mind, body, and emotions . . .
There are three divisions in your army of Ninja solders . . . The first division is the
chemical Ninjas whose job is to see that all of the necessary chemical processes of your body are
operating properly . . . These Ninja solders are dressed in white Ninja uniforms. . . The second
division is the building and fixing Ninjas who build and fix all parts of your body when needed .
. . The Ninja’s in this division of your army are dressed in red uniforms . . . And The third
division is the defense Ninjas who continually patrol your body to fight and destroy any disease
or discomfort germs, bacteria, or virus invaders that try to enter your body or mind . . . They
are dressed in black uniforms and are provided with all of the Ninja weapons. . . All of your
Ninja solders are in voice contact with the control room through the usw of very small radios. . .
Your control room is in the central part of your brain, in a secret room known only to
you and your generals . . .
Your entire body, from the top or your head to the tips of your toes is scanned from this
room . . . The chemical Ninjas are responsible for the operation of your control room where the
total body scanners are maned twenty-four hours a day, every day . . . If anything in your entire
body doesn't function properly an alarm will be sent to the control room and seen on one of the
scanners . . . Then, it will be reported to you immediately . . .
If you need more red or white blood cells you can tell the chemical Ninjas to contact the
blood cell factory and tell them to make more red and white blood cells immediately and send
them to the needed area . . .
If the scanners pick up a discomfort alarm you can dispatch your defense Ninjas to go
and see what is causing you to have a problem . . .
Your control room cannot stop the discomfort if it is needed to tell you of a serious
problem . . . In that case it can only reduce the discomfort to a small amount . . . If the
discomfort is a simple headache or bruise it can be handled by the control room . . . The control
room can increase or decrease the flow of blood to any part of your body as well as the ouches
or hurts . . . You can request that the control room reduce or resolve the discomfort you feel
from a headache or injury or stop the bleeding from a cut or scrape and you can be sure that it
will be done in a way that is pleasing to you . . . Because your chemical Ninjas are the best in
the world and they are your friends.
If the alarm is a open wound you can instruct the chemical Ninjas to send the defense
Ninjas to destroy the invading germs, bacteria, or virus invaders . . . And you can be sure that all
of the germs, bacteria, or virus invaders will be destroyed . . . Because when it comes to
fighting germs, bacteria or virus invaders that try to invade your body, your defense Ninjas
always win . . . and when needed the defense Ninjas can call out the reserve “T” cell army is
they find a very strong invader . . . Then your chemical Ninjas will stop the bleeding, if there is
any, and reduce or resolve and discomfort . . .
Your building Ninjas will then build a barrier, with their white blood cells, to keep out
the germs and bacteria invaders . . . And you can depend on them to build it correctly because
your construction Ninjas are the best to be found anywhere . . . Then you can send your fixing
Ninjas to rebuild the injured parts . . . Your fixing Ninjas can rebuild any part of your body
exactly as it should be . . . because they are the best trained body fixers in the universe . . . And
they always carry the chemical, endorphin, to reduce the ouches or hurts . ..
From now on and for the rest of your life you will know, that when your control center
resolves a problem concerning your mind or body, it will be resolved completely and forever. . .
And Now you know that you, General Body Man, is in control of your body and mind . . . You
also know that your control room can keep you healthy, happy, and peaceful . . .
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And now if you are tired from the hard work of being the commander of your body’s
Ninja army you can continue to rest and relax by simply allowing yourself to drift into a natural
comfortable safe sleep . . . you will awaken when your body tells you it has had enough sleep
then you can automatically return to a fully awake state ready to visit with your friends . . . Or
you may choose to return to your room in the present . . . where you can wiggle your fingers,
move your toes, take a big deep breath and smile. . . Then you can open your eyes and know
that you can return to becoming the general of your Ninja army any time you want.
The Land of Squiggles and Wiggles: How would you like to play a game of pretend
with me . . . a game that will allow you and me to go to a land where everything and everyone is
happy and loved . . . a land beyond the stars . . . To begin you need to get very comfortable so
you can pretend that you are dreaming. You know! Snuggle down and close your eyes and
pretend that they won't open. Now if you have listened and done the thing that Uncle benny ask
you to do . . . and your eyes are closed so tight that the won't open even if you tried . . . Then
and only then will you be able to hear the story and go on the pretend journey with Uncle
Benny . . .
Now you and Uncle can begin your journey . . . Just allow yourself to pretend, draw, picture in
your mind or imagine that you are walking with Uncle Benny your favorite story teller and he is
holding your hand . . . cause you know uncle benny will be with you all of the time to protect
you and keep you safe . . .
Now you and uncle benny are walking into the land of squiggles and giggles . . . where
every one is smiling and laughing . . . sad faces are not allow in this land . . . so if we want to
have fun we better smile to . . . Wow! look over there the children are sliding down a and big
slide in to a pool of Jell-O . . . and when they hit the Jell-O they bounce like a rubber ball . . .
Look, some of the children are waving for you to come over and play . . . let's go and slide down
the Jell-O slide . . . I'll slide first and then you can slide . . . here I go weeeeeeee . . . that's fun .
. . come on and slide I be here to catch you . . . come on . . . that's it slide . . . bouncy
bouncy . . . that's fun bouncing in the Jell-O . . . hua!
This sure is a fun place to be, hua! And you know that as long as you pretend to stay and
play with the children in the land of Squiggles and Wiggles nothing will bother you . . . and you
will be very happy . . . Look over there, the house where all of the children are going in and out
of, it's a house that made out of candy, its a candy factory where children can go and help make
candy and eat the candy . . . lets go over there and make some candy . . . you can make any kind
of candy you want . . . and you can taste any of the candy in the whole factory . . . go ahead and
taste any candy you want . . . taste good hua! . . . I know that you are having fun cause I can see
a smile on your face. Lets go and see what else there is to play with . . . the children over by the
barn yard are waving for us to come and play . . . wow! they're playing with the animal . . .
there are deer, goats, rabbits, chickens, birds, kittens, dogs, monkeys and many other animals . . .
there are no fences 'cause these animals are friendly and know that no one will hurt them . . . the
animals are the children's friends . . . and they all play together having a great time . . . the
children and the animals want you to come and play with them . . . lets go and have fun . . .
Uncle benny is getting old and slow and needs to rest under the big oak tree while you
play with the children . . . Uncle Benny will be watching to make sure that you are safe and
having fun . . . but for now just go and play and let Uncle Benny and for a few minutes . . .
(Pause for two minutes) . . . You-who! My little friend . . . come over here and see what I've
found . . . its a water park . . . with a water slide and a wave pool . . . lets go down the water
slide . . . Uncle benny will go first so he and catch you when you slide . . . Here I go . . .
yeaaaaaaaa! that was really fun . . . now its your turn . . . come on slide . . . I'll catch you . . .
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gotcha . . . I know that was fun cause you're laughing and splashing the water . . . Lets do it
again . . . here I go . . . weeeeeeeee! Come on and slide I am ready to catch you . . . wow! you're
really good at this . . . but you know that its getting late and it's time to end our game of pretend
...
As we begin to end our game you can tell all of the children good-bye . . . Then if you
are tired form playing you can continue to rest and just allow yourself to drift into a natural sleep
. . . You will awaken when your body tells you it has had enough sleep and then your eyes will
open and you ready to play with a happy smile on your face . . . Or you may choose to return to
the present now . . . by wiggling your fingers, moving your toes, taking a big deep breath and
smiling . . . Then you can open your eyes and knowing that you are loved.
Uncle benny will help you return by counting from one to five . . . but don't return until
I reach the count of five . . . Okay . . . Then lets begin with the count of One . . . As you allow
yourself to begin to rise like a balloon floating up into the sky . . . Two . . . When you return you
will feel really great and ready to play . . . Three . . . Remembering that you can visit with
Uncle Benny any time you want just by asking to listen to this tape . . . Four . . . ready for a big
hug and knowing that you are loved . . . Five . . . time to wiggle your toes, move your fingers,
and smile then open your eyes, take a big deep breath . . . knowing that Uncle benny loves you
and wants you to visit with him any time your want . . . By!

16. CHILDREN STORIES BY GASPARE J. BIRBIGLIA, D.C.H.

WILBUR THE COLLIE WHO FELT UNLOVED By Roli Poli: Once upon a time
there was a family of collies who lived in this old house in the city. The house had a large
beautiful backyard. The mother's name was Sally and they called her husband Slick. They
had one little male puppy who was black, white, and tan. His name was Wilbur. Wilbur's
mother, Sally, never allowed him to go outside and play with the other puppies. She wouldn't
even allow Wilbur to roll in the grass because he might get some dirt on his fur or get hurt.
Slick, Wilbur's father, wasn't around much because he was always working. When he
was home, he was too tired to play with Wilbur. If Wilbur tried to play with Slick, he would
growl and chase Wilbur away. Wilbur didn't like to go out with his mother and father. His
father would always make him stay with his mother and this made Wilbur feel unwanted and
unloved. When Slick would visit with the grown-up male dogs, he wouldn't allow Wilbur to
go with him.
Often Sally and Slick would go out and leave Wilbur home with a strange older dog
and that would make Wilbur feel very lonely. Wilbur didn't have very many friends and was
often alone and very sad. Wilbur had to learn to play by himself.
When it was time for Wilbur to go to school, they sent him away to a boarding school.
The school only allowed him to come home for a weekend every six weeks to see his mother
and father. Sunday afternoon they would put him on a bus, with a group of strangers, that
brought him back to school. Often he would cry all the way back, because he felt that his
mother and father did not want him.
Wilbur felt abandoned by everyone who was important to him and became very sad.
Sometimes he even felt invisible, like no one could see him; therefore, he thought no one cared.
He didn't know what to do because he didn't know any way to change what was happening to
him. Whenever he tried to let others know how he was feeling they wouldn't listen to him or
would say, "You shouldn't feel like that."
Wilbur was a very sad puppie and he showed it in many ways. His coat was dull, his
eyes were droopy, his tail hung down very limp, he walked very slowly and he never smiled.
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One day Wilbur was sitting under a tree at school and Toady Joe, the gardener, came to
visit. "Wilbur," he asked, "Why aren't you playing with the other puppies." Wilbur answered,
"I feel too sad to play." Toady Joe asked, "Why?" Wilbur then told Toady Joe his story. This
was the first time that anyone listened to Wilbur's story and didn't make fun of him. In fact
Toady Joe said, "Wilbur, it's okay to feel sad."
 Toady Joe explained to Wilbur, "When you say you feel lonesome and abandon, what
you are really saying to yourself is, 'nobody loves me and I don't love me either." This was
how Wilbur was abandoning the most important person in the world, himself. Toady Joe went
on to say that, "Puppies who don't love themselves are the only ones who can be abandoned.
Learning to love themselves is very important for young puppies to learn, because only by
learning to love yourself, can you give love to another. You can't give something you don't
have and are not willing to learn. Once you learn how to love yourself you will never be alone
again. " It was getting late so Toady Joe told Wilbur, "I have to get back to my chores but if
you come back tomorrow I will have more time to talk. " That night Wilbur went home and
thought a lot about what Toady Joe had said to him and he knew that he was right.
At the end of school the next day, Wilbur ran as fast as he could to sit under the big
tree. Soon Toady Joe came and asked, "Wilbur, how are you feeling today?" Wilbur
answered, "Much better." "That's good," said Toady Joe. He went on to say, "Today I want
to tell you something that is also very important. Young puppies need to learn that their
feelings are just that, their feelings. You can feel any way you choose, but, If you choose to
feel sad most of the time you will be sad. It is what you think that guides your feelings.
Therefore if you take charge of your thoughts and think the thoughts you want to think than
you will feel the way you want to feel. So if you go and think happy thoughts, you will have
happy feelings." Again the time had passed so quickly that it was time for Toady Joe to leave.
So, Toady Joe said, "Wilbur, I'm beginning to feel very tired and need to go and rest. If you
want, we can talk again, on another afternoon, but for now, go and play with the other
puppies." Wilbur said, "thank you, Toady Joe, see you soon."
The last time Wilbur talked with Toady Joe was during the last week of school, just
before Wilbur went home for summer break. That summer, during school break, Wilbur had
time to think about what Toady Joe had taught him. Wilbur said to himself, "I am going to do
what Toady Joe suggested, it won't hurt me and I have nothing to lose by doing it."
Wilbur began by changing the way he thought about himself. He found out that when
he thought that he was worthwhile and accepted himself just as he was he didn't feel sad. He
discovered through loving himself, he could truly see others and the world around him. He
could see in new way, a way that was loving and caring, even if others didn't return the love.
By doing this Wilbur began to understand more of what Toady Joe said to him and knew that it
was true.
Whenever Wilbur began to feel sad, he learned to become aware of the thoughts that
were causing him to feel sad. He learned how to change them so he could feel better. Wilbur
learned how to look for the good things in his life and to think of them rather than the things
that caused him to feel sad. He now understood that no one's life is perfect, and that it was
okay if his life wasn't perfect. This became his new way thinking about his life, which caused
him to have happy feelings. Wilbur was a different puppie. His coat became shiny, his eyes
were bright like the stars, his tail was up and wagging happily, and there was a big smile on his
face. From that day, on Wilbur never felt alone or sad and he always had a friendly bark,
"Arff - Arff," for everyone he met. Wilbur's life had completely changed. He found many
new friends that he could laugh and play with every day.
RAGGON THE CARING DRAGON: By Roli Poli: A long time ago in a far off
land there lived a big, friendly, green, fire breathing dragon. He had red eyes, pink wings, a
long pointy tail, and a deep voice. This big green dragon loved to sing and roamed the country
side. He would fly from village to village, visiting with all of the children, to see if they were
safe and well.
They knew him, throughout the land, as Raggon the Dragon. Raggon always had a
very large red wagon tied to his tail. All of the children that knew him were friends with
Raggon. The children were the only ones in the villages, who could see, talk, and play with
him.
Raggon loved children and always protected them from scary thoughts and the dark.
He also made sure that his friends were safe from the people and creatures that frighten or
wanted to harm them. Whenever this big dragon entered a village, he would go and visit every
child who lived there. Raggon would say to each child, "Hi, my little friend, I'm Raggon the
Dragon with the big red wagon. I've come to take away all of your fears, scary thoughts, and
anything that frighten or scares you. I'm going to take all of them and put them into special
bags that they cannot get out of. Then, tie the top tightly closed and put them in my red
wagon, so they can't get away to frighten any other children." Raggon continued to visit with
the children in the village until he talked with everyone.
He told all of his young friends, "When I leave, watch the sky at the end of the village.
When I get outside the village, I am going to take all of the bags with your frightening and
scary thoughts, and put them into a big pile. Then I'm going to huff and puff and breathe fire
from my nose, to burn all of the bags that were in my wagon. As Raggon began to walk out of
the village, he turned to the children and said, "When you see the green smoke rising into the
sky you will know that all of your frightening and scary thoughts are gone forever." Just as he
passed the end of the village, the children heard him say, "You will never have to worry about
them again, see you soon, Bye!"
You could always tell when Raggon had visited a village. All of the children were
laughing, playing and having fun. Whenever you are feeling happy and not scared or sad you
know that Raggon the Dragon has visited with you. Now, all of the scary feelings and
thoughts that make you afraid are gone, so you can now drift into a cuddly sleep. When your
body tells you it has had enough sleep, you will wake up. feeling safe and protected by Raggon
the Dragon, and knowing that everyone loves you.
KRIBBIT THE HAPPY FROG: By Roli Poli: Once upon a time there was a big
green frog named Kribbit. Kribbit was a very happy frog. He was bright green, with large
black eyes, and a very long pink tongue for catching flies. He had a very bright and shiny
rainbow inside him and a very loud croak. Kribbit always allowed his rainbow to shine so
bright that everyone knew that he was a happy frog. He always shared the brightness of his
rainbow and his happiness with everyone he would meet. Kribbit wanted everyone to be as
happy as he was.
Kribbit loved to be with little children so he could teach them how to be happy. He
would hop from village to village teaching all of the little children that happiness was not
something to be found outside themselves. All children had happiness inside themselves and he
would teach them how to find it. All of the children knew when Kribbit was in their village
because they could hear him singing about rainbows in his loud croaking voice.
Kribbit knew that every child was born with a beautiful rainbow inside them that made
them happy. They also had some rain and thunder inside them. Kribbit would teach each
young boy and girl that they had a choice. Kribbit would tell the children, "You can show
everyone you meet your beautiful rainbow and your happiness or you can show your rain and
thunder. "
One day Kribbit was in the village of Whatsit and as he was hopping down the street he
met Rose and Mose. Rose was a beautiful little girl with long wavy hair and Mose was a
handsome young boy. Now Rose and Mose were the village bullies and no one knew why.
They always had their rain and thunder showing. So whenever they came into the village
square, where the children played, all of the children in the village would leave and go home.
Because the rain and thunder that Rose and Mose allowed everyone to see, frightened the other
children.
The happy children in the village didn't want to be sad so they told their rainbows to
shine as bright as they could. When their rainbows shown brightly they could laugh and have
fun playing with the other children.
Kribbit asked Rose and Mose, "Why do you always have your rain and thunder
showing," Rose and Mose told Kribbit. "We have let our rain and thunder out because we are
very sad. We feel that no one loves us and wants to play with us." Kribbit explained, "When
you have your rain and thunder showing most of the time it frightens the other children and
they go home. Sometimes it 's okay to let those around you to know that you are sad by
showing them their rain and thunder. Still, it wasn't very much fun to play or be with
someone who always has their rain and thunder showing. When you always showed your rain
and thunder the other children would become sad and their rain and thunder would come out.
Then everyone would be sad and that wasn't fun." Kribbit also explained to Rose and Mose,
"You are unhappy and feeling sad and grouchy because you are allowing your rain and thunder
to always be seen."
Kribbit explained to Rose and Mose, "If you want the other children to play with you
and feel loved, the first thing you have to learn is to love yourselves. Once you learn to love
yourselves, you will know how to put your rain and thunder away."
Kribbit then told Rose and Mose, "If you let your rainbows shine with all of their
beautiful colors you will usually feel happy. You can then share your happiness with all those
who were sad. You can teach them how loving yourself can let their rain and thunder go
inside, so their rainbows can shine like yours." Rose and Mose took Kribbit's advice and
learned how good it felt to love themselves.
From that time on Rose and Mose only allowed their rain and thunder to come out
when they were really sad or feeling bad. Rose and Mose learned from Kribbit, the happy
green frog, that by loving themselves, their rainbows would shine and bring love to all those
around them. By doing this they would receive a great deal of love from all those they shared
their love with. This would help Kribbit to spread love and happiness throughout the world.
From that day on, Rose and Mose knew that the love that they were searching for, from
somewhere outside themselves, was always there inside them. It was just waiting to be found
and allowed to come out. For the rest of their lives, they had many friends, always felt loved
and happy and their rainbows were always shining as bright as the sun.
The Little Blue Bird Who Thought He Couldn't Fly: By Roli Poli: This is a story
about a little bird who lived with his family high atop a very large oak tree with his mother,
father, brothers, and sisters. His parents named him Blue because he was a beautiful, brightly
colored blue bird. All of Blue's brothers and sisters called him, "The Blue Blue Bird," because
he was always so sad and his blue bright color.
As time passed and his brothers and sisters grew older they began to leave the nest one
by one as they learned to fly. Each would fly off into the blue sky to find a mate, build a nest
and raise a family. Blue, was the youngest, and never believed in his ability to do anything
much less fly.
When Blue would walk out on a limb of the tree where he lived he was always tripping
over his own feet and getting scrapes and bruises. His parents would tell him, "Blue, you will
never learn to fly and be like the other birds."
One day when Blue was walking out on a limb he met other birds who lived in the same
tree. They asked, "Hey Blue, why are you so sad?" Blue began to tell them, "My mom and
dad always say things to me that cause me to feel sad." He went on to say, "You know, I want
to fly like all of the other birds but I'm afraid. My parents always told me that I am so clumsy
that if I tried to fly I would fall to the ground and hurt myself." His parent's words confused
and frightened Blue very much.
Blue's friends, who lived in the same tree, said to him, "Blue, the only way you are
going to learn to fly is to go ahead and try. This is something you have to do for yourself."
Blue's friends explained, "the only reason you have not tried to fly is that you believe what
your parents tell you and you do not believe in yourself. We're not telling you that you
shouldn't listen to your parents, but if all of the other birds can fly so can you." His friends
went on to say, "It doesn't matter if you fall down the first time you attempt to fly, that's how
we all had to learn. We all fell down and had problems when we first learned to fly but we
never gave up. We kept getting up and trying again and each time we would fly a little farther.
You don't have to be the best flyer or a perfect flyer. We just wanted you to learn to fly so you
can fly with us. Just go ahead and give it your best and we know that you will do it. That's
what counts."
After talking to his friends in the tree Blue was more confused and frightened than ever.
He knew that whenever his mother or father told him something that it was true. So if his
parents told him that he couldn't fly why shouldn't he believe it. His friends convinced him
that he would never know the answer if he never tried. It was all right to be afraid, after all,
his friends told him that they were afraid the first few times they tried to fly.
So Blue gathered up all of his courage and decided to go for it and find out for himself
if he could fly. Well, sure enough, the first time he tried he fell down and went boom. He got
up, dusted himself off and just then he heard his friends in the tree cheering down to him, "Go
Blue, you can do it, don't give up now." With that, Blue tried again and again, picking himself
up many times, putting bandages on his ouches and hurts, but never giving up. Suddenly, Blue
decided to try as hard as he could. He started running and flapping his little wings real fast and
jumped off the tree branch. He flew for a short distance for the first time. His first flight was
only a few feet but he was so proud. Blue was chirping and dancing and calling to his friends,
"Did you see me, I flew, I was flying for the first time." All of his friends cheered and shouted,
"We knew you could do it. Keep practicing and soon you will be flying with us."
Blue didn't want to tell his parents just yet. Now that he knew he could fly he wanted to
practice until he could fly like the other birds and then show his parents what he had learned.
Well, every day Blue would get up early and go out and practice. Every day he would learn to
fly a little bit better. Blue kept practicing until he could fly as well as the other birds in the
tree.
One morning after Blue had practiced and was flying with his friends he called, "Mom
and dad come see, look what I have learned to do." He flapped his little wings and flew just
like the other birds. At first his mother screamed, "Blue, you get your little self back on this
tree branch before you break your fool neck. Blue's father chirped up and said. "Mama, don't
be afraid for blue, he's really flying with his friends." When she saw him flying with the other
birds and not falling down she was so proud of him. She shouted to Blue, "When you get tired
of flying invite your friends to come home with you. Mom and dad will have a party to
celebrate you, learning to fly."
From that day on Blue knew that whenever he wanted to learn to do something he had
the self-confidence to know that he could. Blue also knew that what he learned and did with
his life was his choice. He could now fly away, search out new friends, and choose to do
whatever he wanted with his life.
THE LITTLE PENGUIN: By Roli Poli: In a far away place near the north pole,
there was a very cold island, with a rocky beach where penguins lived. Many different types
of birds would visit this island every year to find a mate and raise a family.
The birds liked this island because the temperature was always perfect. It was cold,
and the sun was usually shining. Plenty of food and fresh water was available for all of the
birds. It hardly ever rained but it snowed regularly.
This island had only one problem, a group of thieving birds. They were very
mischievous. The thieves would watch to see when a mother or father bird was not guarding
their nest. They would steal the eggs, bring them to their nest, and eat them. If they were
caught stealing an egg, they would drop it and fly away as fast as they could. When these
thieves were not carrying an egg, they could fly so fast that none of the other birds could catch
them.
One day a thief was flying around the island looking for an egg to steal. He saw a
penguin nest that they were not guarding. So he swooped down and stole an egg. Just as he
was flying away, Justin, one of the penguin's saw him. He called to the other birds, "Hey you
guys, a thief just stole an egg from a nest." Soon many birds were chasing the thief. The thief
knew that the only way he could get away was to drop the egg, so he did. The egg landed in
the very soft nest of a very caring mother snow bird known as Lovie.
When Lovie saw this strange egg in her nest with her own eggs, she didn't know what to
make of it. Lovie said to herself, "My mother taught me to love all children even if they are
not one of my own." Being a very loving and caring mother she kept the egg warm and took
care of it along with her own eggs.
The father, who they called Sweaky, was off trying to find food for dinner. Upon
returning he noticed the strange egg and said, "Lovie where did this egg come from." Lovie
said, "Sweaky, I went to the water's edge to get a drink and when I cam e back there it was. I
didn't want to harm it. Someone's child is in that egg." Sweaky answered, "Since you are
already sitting on our eggs add this one and let's see what hatches." This wasn't a problem for
the caring bird's family. Lovie, being the caring mother that she was, settled down over the
nest to keep all of the eggs warm.
Soon three brown and white birds and one black and white bird was hatched. The
mother and father bird knew there was something different about the black and white bird.
This bird looked like it had a tuxedo on, it had two strange looking arms, in place of feathered
wings. They called him Shuffles because he had a different way of walking. The other three
birds were called Toots, Scoots and Dottie.
Lovie and Sweaky raised and nurtured the black and white penguin along with their
own. Sometime the other birds would make fun of Shuffles. He was so different, but that
didn't seem to be a bother until it came time to learn how to fly.
When it came time to learn how to fly the Shuffles really surprised Lovie and Sweaky.
The black and white penguin didn't have wings like the other birds so he couldn't fly but he
didn't know that. When he tried to fly is when the fun really began. All of the other birds
would run off the cliff overlooking the water to practice flying. When Shuffles ran off the
cliff and flapped his little arms, he fell straight down into the water. Lovie screamed, "My
baby, my baby, he's going to drown." Sweaky took off flying, circling the area, trying to find
Shuffles. When Shuffles fell into the water, he was surprised, he couldn't fly like the others.
He also learned that he could swim and catch food to eat. This was something that his brothers
and sisters couldn't do.
Sweaky saw Shuffles climbing out of the water and shouted. "Lovie, Lovie, here he is
at the water's edge with a big fish in his bill." Lovie flew over, gave Shuffles a peck on the
cheek, and said, "I was so scared. I thought you had drowned." Shuffles shouted, "Mama,
mama I can swim and catch food for the family. Isn't that great?"
 "Yes" Sweaky said, "but it was quite a surprise. Let us know if you have any more
surprises planned .before you show them to us"
As they walked back to their nest Lovie said, "Shuffles, there is something I need to
tell you." Lovie told Shuffles the story of how he was adopted and cared for by her family.
Lovie went on to say," just because you look unique and can swim rather than fly, doesn't make
you unloved or unwanted. Sweakey chirped in to explain, "Son, you are simply a unique kind
of bird, whom all of us love and care for. Being unique simply means that you may need to
accomplish what you want in a different way. It doesn't mean that you can't reach your goals
and have a wonderful happy life."
Lovie told Shuffles. "Son, it time for us to leave this Island and go to our summer play
ground." Shuffles know this day was coming and seemed a bit sad. Sweaky added, "We'll be
back next winter." Shuffles understood that he was different and had found and made friends
with other penguins that looked like him. They would be staying to live on the island with
Shuffles. When the other birds began to leave Shuffles told his adopted family good-by and
waved as they flew into the sky.He knew that they would return as promised.
UGGS A UNIQUE YOUNG MAN: By Roli Poli: This is a story about a family who
lived in a small town. The mother was a large woman whom they called "Mom" and her word
was law.
The father was not too unusual, they called him "Pop" and he would go to work in
morning and come home in the evening.
During the day the family didn't talk much to each other. At supper time Pop insisted
the family eat together without fussing. After supper everyone knew where to find pop; asleep
in front of the television, snoring so loud no one could hear the program.
In the family were two girls and three boys. The girls were cute little shy individuals. The
family called them Silly and Sally. Two of the boys Pete and Ralph were normal mischievous
boys.
The youngest boy was completely unique in appearance from any of the others. His ears were
long, and he had a great big nose. He had long snaggle teeth, and funny hands with sharp
finger nails. On his big belly was a tatoo of a heart that said, "Mom." Worst of all, his feet
were so big that he couldn't find shoes to fit. In fact, He was so different his parents named
him Uggs.
His brothers and sister would tell him, "You're too ugly to play with us. Go play by
yourself and leave us alone. We don't want any of our friends to see you with us." His sister
and her friends would holler, "Go play in the traffic and wreak some cars, Mugzie Ugzie."
The two brothers would yell, "Uggs, you're so ugly that fleas wouldn't hang on you."
When pop got home from work, he would yell, "Where's everybody and is supper
ready?" Mom would scream, "Okay kids, your father's home clean up and come to supper.
Make sure Uggs sit's at his table in the corner." Pop didn't allowed Uggs to sit and eat at the
same table with the rest of the family.
Uggs was always bigger and stronger than the other children. Some children were
afraid of him. When they saw Uggs they would scream and run away. No one wanted to talk
to him or let him play with them. Often other children's parents would also say mean things to
him.
Sometimes, when he became very sad, his big lower lip would hand down to his belly.
The children would tease him by saying, "Hey sad sacks, when you get sad your sure are ugly."
Uggs's eyes would become red and watery and he would start to cry. The children would get
frightened and tell Uggs, "Please don't cry. We'll let you play with us."
The only time Uggs's would be allowed to play with his brothers and sisters and their
friends were when he was sad and going to cry. The other children knew that when Uggs cried
they were in big trouble. His tears would fall like big water balloons. Not only were they
big, they were all different colors. So, whenever the children caused Uggs to cry, they would
go home looking like rainbows. They knew their parents would know what had happened and
they would be punished for teasing and playing with Uggs.
Uggs had only one person with whom he could talk. He was an old man everyone
called Uncle Benny. Uncle Benny would sit under a large oak tree every day. When Uggs
would pass him on his way home from school, the old man would always say, "Hello young
man, how are you today." In fact, Uncle Benny would say hello to everyone who would pass.
On most days, Uggs was too shy and afraid to answer Uncle Benny.
One day, Uggs was feeling very sad, so when he passed, Uncle Benny said, "Hello
young man, your sure looking sad today." That day, Uggs was feeling so said that he just had
to say, "That is because the other children won't talk or play with me. They tease me and say
things that hurt." The old man asked Uggs, "Would you like to come sit and talk with me. I
think that you are a very pleasant young man." From that day on, Uggs and the old man
became very good friends. Uggs would go to sit and talk with Uncle Benny every day.
Sometimes Uggs would bring Uncle Benny something to eat and a cool drink and the old man
really liked that.
Uncle Benny would never say hurtful things to Uggs or any of the children who passed.
When Uggs was visiting, Uncle Benny would tell everyone who passed, "This is the nicest
young man in the whole world. I wish everyone could get to know him like I do." One
day Uncle Benny gave Uggs a box of candy. He went on to explain, "The most important
thing to remember is how the candy in the box tasted to you. It didn't matter what color the
box was, or if it had shiny or bright ribbons. If the candy inside the box is not to your liking,
don't buy it." Then, the old man said, "What I just explained to you, Uggs, is the absolute
truth. I would like to tell you another thing, "Only the wisest and smartest young people have
learned not to judge their candy by the first taste. You need to try it more than once because
sometimes the first taste is not the true taste. Often you will find that when you taste it for the
second time it is sweeter than it was at first. Never listen to someone who tells you how candy
tastes. Always taste it for yourself and then decide if you like it. Because everyone's taste is
different when it comes to candy."
Uggs took Uncle Benny's advice. He found ,by following his own taste, the way Uncle
Benny explained, he gained many new friends and never had to feel alone again. As time went
on, and Uggs got older, he always remembered the valuable lessons he learned from Uncle
Benny. Uggs would tell everyone he met that he could still hear Uncle Benny saying, "it
wasn't how someone looked that mattered. What really mattered was the part of himself that he
showed others. If you show others the meanness and anger that some show you , because you
look different, no one will ever know the real Uggs. But, if you show others the sweetness,
kindness, and love that you have in your heart people will say kind things to you even if you
are unique."
One day Uggs met a very beautiful lady who he thought was the sweetest person in the
world. Uggs was very sweet to this beautiful lady. Yet, at first, this beautiful lady didn't
know if Uggs taste was to her liking. This was because they wrapped Uggs's sweetness in a
very unusual looking package; very big and lumpy and strangely shaped. Yet, this very wise
and beautiful lady knew, that if she really wanted to know if she liked someone, she had to be
with them more than once to really know how sweet they were. She did and fell head over
heels in love with Uggs.
Well, they were married and were very happy. Soon many beautiful little Uggs were
running around the whole neighborhood and each looking just as different as Papa Uggs.
As Uggs grew older he would sit under a big shade tree. From there, he would tell all of the
children that would stop and listen, the wonderful stories that Uncle Benny told him when he
was a little boy.
Uggs hoped that the children he told Uncle Benny's stories to, would understand them,
and make them part of their lives. He also wished they would tell the stories to their children
and others when the time was right just as he was doing.
Boudreaux and the Blue Claw Crab Family: By Gaspare "Buddy" Birbiglia. It was
late afternoon just after supper time on Bayou Bleu . The children were beginning to gather
under the big cypress tree waiting for Boudreaux the pelican to come visit and tell one of his
stories. Sure enough, one of the children shouted, "Here he comes! Here comes Boudreaux.
Look out! Give him room. It looks like its going to be a rough landing." With a cloud of dust,
a triple roll and a whole bunch of ouches, eches, and `please don't let me hit dat tree,'
Boudreaux landed. After taking a minute to put himself together, he rolled over, stood up on
his wobbly legs, shook the dust off of his feathers, and said,"Not as bad as last time, cough,
cough, at least I didn't hit the tree." Then he wobbled over to greet his group of little friends
who had gathered under the cypress tree, laughing and shouting, "Hi!, Boudreaux. Please tell
us a story." Boudreaux wobbled into the middle of the group of children, squat down, and
said, "Gather round if you want to hear da story so I don't have to shout. Today I'm goin to
told you a story about my friends, the blue claw crab family.. Dis blue claw crab family lives
down da bayou close to dat marsh where da water was clean and not so deep. Dey like it dere
'cause dere was plenty water grass to protect the mama, papa, and their two chilren and there is
plenty food to eat."
Da mama crab is a beautiful lady with bright colors of crab red and blue and green and
white on her shell. She is very friendly and talks to all of da neighbors. Da water critters call
her Clovice. Dat papa crab is a big guy with big scratches and barnacles on his shell. He is
known as Doneaux. One day when Doneaux was a young boy he went looking for somethin to
eat and lost one of dem claws trying to get food out of one of dem crab traps. Da two children,
a girl and boy, were cute little crabs who dey called Cloue and Gaston. Like most sisters and
brothers dey would pick at each other and fuss till Clovice or Doneaux would give them time
out and den dey would stop. You know how dem sisters and brothers are. Ha! Ha! Well, one
day, da children were playing in dat grass and they saw some food in da middle of one of dose
strange looking round stringy tings with little holes. Well, Gaston told Cloue, "Waite right
cheer, I'm going to get us dat treat." Just as he started to swim toward da food, Doneaux saw
da danger. Doneaux was a very fast swimmer, so he swam over to Gaston and grabbed him
by da back of his shell just before he crawled into dat net an dragged him to a safe place.
Then Doneaux said, "Gaston it's time for you and your sister to learn about dem crab nets and
traps. If you're going to search for food you need to know how and where to look. 'Cause
hunting for food can get you in big trouble."
Doneaux explained, "Da crabs and dere families live in da water with dem other water
critters like da fish and swimps. Da fishermen and dare families live on dat dry land." Clovice,
the mama crab, couldn't keep quiet any longer, so she explained, "Some of dem fishermen try
to catch da critters that live in da water. Day do dis by putting nets or traps with food in da
water and wait to catch da critter what tries to get da food." Cloue asked, "What do crab nets
and traps look like?" Gaston added, "How can we keep from gettin caught?" Doneaux said,
"Dat is what I'm tryin to teach you. Da nets are made of string dat is sewn together with small
holes dat won't let you out once you get in. Traps are like a box made of wire. When you
swim in to get dat food, da doe closes and you can't swim out." Once again, mama crab
couldn't set quiet any longer so she swam in and said, "Children, what your father is try to
teach you is, don't be fooled when you see somethin dat looks good to eat. Just 'cause it looks
good doesn't mean dat you can get it. It might be waiting to get chew." Doneaux jumped in to
say, "Some of the land critters like to catch dem crabs to put in dere gumbo for dinner. So,
before you try to get something dat looks good to eat, make sure dat it's not sitting in one of
dem crab traps waiting to catch and eat you." Cloue and Gaston told dere parents, "From now
on, we going to let you go and get da food to eat." Doneaux answered, "Children, part of
growing up is learning how to get da food wiftout gettin caught in dem traps. I didn't listen to
my parents and I lost one of my claws." Gaston asked, "Will I lose a claw if I go looking for
food?" Clovice answered, "Only if you don't listen to what your farda has taught you." Den she
said, "I tink it's time for you two children to get da food for supper. Go ahead, be careful and
bring something good home to eat."
Well, da two little crabs went swimming off to find food for supper. Dey were
swimming in da shallow water near da edge of da bayou. All of a sudden dey heard dis loud
noise and when they looked up guess who was dare? Dat crazy pelican, Boudreaux. Now
Gaston, being a mischievous little crab, just had to squirt some water on dat Boudreaux.
Boudreaux yelled, "Who do dat to me?" When he looked in da water, he saw his two friends,
Cloue and Gaston, and axed, "How you was?" Dem two little crabs answered, "We're doing
putty good. Mama axed us to go out and find some good food for da supper." Boudreaux told
his crab friends, "Stay where you was, I tink I can help." He wobbled over to dat tree where
the fisherman's children were. Boudreaux told da children under da tree about his two little
crab friends and axed, "Would you like to meet dem?." Da children became excited and
shouted, "Yes! We never had friends dat were crabs." Da water at da edge of da bayou, was
only one or two foot deep. Dis was close to the shade of dat big cypress tree. When da
weather was hot, da children would take off dare britches and jump in dat bayou to cool off.
Boudreaux led da children to da water's edge den turned and said. "Colue and Gaston, if you
want to play and swim with da chilren, don't you pinch or squirt cause dare mama and papa
will put you in dem gumbo pot, I garantee." Cloue and Gaston shouted, "Okay, we won't
pinch if dey won't. Well, wouldn't you know it, just as everyone was having a good time here
comes Blaba Mouth. Blaba Mouth was dis big old gaftop catfish with da biggest mouth you
ever saw and long gray whiskers. The children called him Blaba Mouth 'cause he would tell
stories about everyone up and down da bayou. Dat Blaba Mouth was always in trouble from
telling made up stories 'bout folks.
One of dem children screamed just as Blaba Mouth stuck his ugly head out of da water.
Boudreaux turned to see what happened. When he saw Blaba Mouth's ugly head sticking out
of da water, he knew what was going on. Blaba Mouth wouldn't hurt any child but, he liked to
stick his ugly head out of da water to scare dem and hear dem scream. Boudreaux swam over
and tapped Blaba Mouth on his ugly head and said, "Stop sneaking up and sticking dat ugly
head out ob da wata to scare my little friends. If you want to play wift us, don't do dat." Well,
Blaba Mouth looked at Boudreaux with dem catfish eyes and said, "Okay. I'll be friends with
everyone. Da children can even pet me if day want." Just den, dare was a big splash and
everybody turned to see what made it. It was only dat big black dog. Da one everyone called
blackie and who liked to go swimming with da children. Gaston saw da dog's long tail in da
water and it was just too tempting to let pass. Gaston grabbed on to Blackie's tail with both of
dem claws. The more Gaston pinched, da faster dat dog would dog paddle. All of da children
were laughin at how fast Blackie was swimmin. Every now and again he would howl,
"Aoouull-Aoouull," and dat mischievous little crab would pinch harder. Blackie was tired of
dis and jumped out of dat water just as Gaston let go of his tail. Gaston swam as fast as he
could over to da grass where he could hide. He was afraid dat blackie would eat him.
Blackie just stood dare on dat bank and shook, spraying everyone with water. He
barked a couple of times, den went to lie down in da cool under the Cyprus tree. The children
and da critters continued to play for a while longer. One by one, da chillren would climb out
of da water and go sit in da cool of da big cypress tree to drip dry. When da playtime was over,
da children would always have some food to share with da other critters to bring home for dere
supper. When Cloue and Gaston got home, dere mama said, "where you bin, what took you so
long." Gaston gave da food to his mama and she called, " Doneaux come to supper da children
are back with da food." Cloue and Gaston toll dere mom and dad about dare adventure.
Clovice said, "It's nice to know dat you're making friends with dem other critters." Gaston
added, "I'm happy to hear dat you and dose other critters could get along and play together.
You can go and play with your new friends whenever you want." From dat time on, whenever
you go down to bayou Blue and stop by dat big cypress tree, You can see da land critters, da
water critters, da flying critters, and all dem other critters playing together. Boudreaux was so
happy to see what his friends had learned. It didn't matter if they lived in da water, or da sky,
or on da land. They could all play together and have fun even if dey looked different and came
from different places. Well once again the sun was goin down into the Gulf of Mexico and it
was time for Boudreaux to fly down the bayou to his home before it became dark. "Cause you
know, when Boudreaux tries to fly in the dark, he always flies into da trees and causes buboes
that hurt. It's down right embarrassing also.
Just as Boudreaux climbed out of the water on to the bank he turned and said, "Bye bye
my little friends. Its time for me to go to da house. I'll come tomorrow and tell you another
story." With that Boudreaux once again clumsily flapped his wings and, in a cloud of dust, flew
into the bayou with an, "Awe shucks." With the chilren cheering and laughing, he finally got
his wings flapping together and took off down the bayou into the sunset shouting, "Bye. See
you soon."
BOUDREAUX AND HIS FRIENDS ALONG THE BAYOU: A long time ago,
some twenty or thirty years ago there was pelican who was called Boudreaux. Boudreaux was
kind of a strange bird because he couldn't walk more than two or three steps without tripping
over his big webbed feet. He had brown and white feathers. His beak was tarnished yellow
and crooked from falling down and banging into things. He was a silly brown pelican and
known from one end of the bayou to the other.
Boudreaux had one problem, he never learned to speak very well. When he tried to
talk, it sounded like he had a beak full of fish and rocks and maybe some old tin cans. He spoke
a mixture of Cajun French, Broken English, and Pelican. Most of the brown pelicans lived in
the delta at the end of Bayou Blue in Coocadrie. No one new if Boudreaux had a family
because whenever you saw him he was always alone. Every evening just before the sun sunk
down, into the waters of the Gulf of Mexico, Boudreaux would fly up the bayou to visit with
friends under a large Cyprus tree. This was the biggest Cyprus tree along the bayou.
Sometimes forty or fifty children would come to rest in the cool of this old tree. The children
had a very special relationship with Boudreaux. They could talk to him and he could talk with
the children. He was known, from one end of the bayou to the other as the children's news
paper. Boudreaux would carry news, gossip, and stories up and down the bayou every day.
There were three children that became special friends with Boudreaux. He called them
Jolly, Fussy, and the Boss. Jolly and Fussy were two boys about six years old. The Boss was
this cute, green eyed, red head, girl who was a very feisty eight years old. Only a few of the
children wanted to play with the Boss because she would tell everyone how to do everything.
Out of all of the children, only Jolly and Fussy would be friends with her.
 One day, Jolly and Fussy found a rope at the edge of a peir that led into the bayou. The
two boys, being curious as most children are, started to pull on it. Jolly shouted, "come on
Fussy pull harder." Fussy started grumbling and mumbling, "What's he think I am doin, gettin
all red in the face and swettin like a fool pullin on this rope. There must be a pirate's treasure
tied to the end of this rope." Just then they heard a voice shout, "I'm comin, I'll tell you how to
get that treasure." The boys knew it had to be the Boss. Fussy shouted, "Hey Boss, come over
to the end of the peer. From here you can tell us which way to pull the rope. She came to the
end of the peer, grabbed the rope, and started shoutin orders to the boys, Jolly screamed, "It
started to move, Boss grab the rope and help us pull." Just as the boss started to pull real hard
Jolly turned and winked at Fussy to let go of the rope. The boys let go of the rope and the
weight of whatever was on the end of the rope in the water jerked the Boss right into the bayou.
The boys knew she could swim so they ran to find a place to hide. They could hear her
splashing and fussin' as she swam to shore. As she crawled out of the water, madder than a wet
hen, they heard her shout, "I'll get you two, just see if I don't." It was gettin to be late
afternoon. Time for all of the children to go home for supper.
After supper, most every evening, just before the sun went down, a large group of
children would gather under the big Cyprus tree to waite for Boudreaux to visit. You know,
Boudreaux was very special 'cause the children could talk with him and he could talk with the
children. So, most every evening Boudreaux would come and tell the children one of his
stories. He told stories about all of the friendly critters he knew that lived in and around the
swamp and the bayou. He would walk among the children and they would touch his big
brown feathers and give him snacks to eat. Boudreaux really liked the fish snacks and would
give the child that gave him a fish snack a big fishey kiss. Blah! Blah! Then Boudreaux would
begin to tell his stories. Today Boudreaux was going to tell the story of a blue claw crab
family he was friends with. But sense it was getting late and the sun was going down he told
his little friends, "I'm got to go now "cause I don't fly so good in da dark. The other night I
tried to fly to dem house and I hit tree trees before I stopped and slept in a strasnge tree until
dat sun come up. Den I was able to fly to da house wifout running into anyting. See you
tomorrow and I'll tell you the story about my friends." Boudreaux flew off down the bayou
until the next afternoon when he was sure to return.
BOUDREAUX VISITING FRIENDS ON BAYOU BLEU: By Gaspore "Buddy"
Birbiglia: A long time ago, some twenty or thirty years ago there was pelican who was called
Boudreaux. Boudreaux was kind of a strange bird because he couldn't walk more than two or
three steps without tripping over his big webbed feet. He had brown and white feathers. His
beak was tarnished yellow and crooked from falling down and banging into things. He was a
silly brown pelican and known from one end of the bayou to the other. Boudreaux had one
problem, he never learned to speak very well. When he tried to talk, it sounded like he had a
beak full of fish and rocks and maybe some old tin cans. He spoke a mixture of Cajun French,
Broken English, and Pelican. Most of the brown pelicans lived in the delta at the end of Bayou
Blue in Coocadrie. No one new if Boudreaux had a family because whenever you saw him he
was always alone.
In the early evening, just before the sun began to set into the waters of the Gulf of
Mexico, Boudreaux would fly up the bayou to visit with friends under a large Cyprus tree.
This was the biggest Cyprus tree along the bayou. Sometimes forty or fifty children would
come to rest in the cool of this old tree. The children had a very special relationship with
Boudreaux. They could talk to him and he could talk with the children. He was known, from
one end of the bayou to the other as the children's news paper. Boudreaux would carry news,
gossip, and stories up and down the bayou every day. There were three children that became
special friends with Boudreaux. He called them Jolly, Fussy, and the Boss. Jolly and Fussy
were two boys about six years old. The Boss was this cute, green eyed, red head, girl who was
a very feisty eight years old.
Only a few of the children wanted to play with the Boss because she would tell
everyone how to do everything. Out of all of the children, only Jolly and Fussy would be
friends with her. One day, Jolly and Fussy found a rope at the edge of a peir that led into the
bayou. The two boys, being curious as most children are, started to pull on it. Jolly shouted,
"come on Fussy pull harder." Fussy started grumbling and mumbling, "What's he think I am
doin, gettin all red in the face and swetting like a fool pullin on this rope. There must be a
pirate's treasure tied to the end of this rope." Just then they heard a voice shout, "I'm comin, I'll
tell you how to get that treasure." The boys knew it had to be the Boss. Fussy shouted, "Hey
Boss, come over to the end of the peer. From here you can tell us which way to pull the rope.
She came to the end of the peer, grabbed the rope, and started shouting orders to the boys, Jolly
screamed, "It started to move, Boss grab the rope and help us pull." Just as the boss started to
pull real hard Jolly turned and winked at Fussy to let go of the rope. The boys let go of the
rope and the weight of whatever was on the end of the rope in the water jerked the Boss right
into the bayou. The boys knew she could swim so they ran to find a place to hide. They could
hear her splashing and fussin' as she swam to shore. As she crawled out of the water, madder
than a wet hen, they heard her shout, "I'll get you two, just see if I don't." It was gettin to be
late afternoon. Time for all of the children to go home for supper.
After supper, most every evening, just before the sun went down, a large group of
children would gather under the big Cyprus tree to waite for Boudreaux to visit. You know,
Boudreaux was very special 'cause the children could talk with him and he could talk with the
children. So, most every evening Boudreaux would come and tell the children one of his
stories. He told stories about all of the friendly critters he knew that lived in and around the
swamp and the bayou. He would walk among the children and they would touch his big
brown feathers and give him snacks to eat. Boudreaux really liked the fish snacks and would
give the child that gave him a fish snack a big fishey kiss. Blah! Blah! Then Boudreaux would
begin to tell his stories. Today Boudreaux was going to tell the story of a blue claw crab
family he was friends with. But sense it was getting late and the sun was going down he told
his little friends, "I'm got to go now "cause I don't fly so good in da dark. The other night I
tried to fly to dem house and I hit tree trees before I stopped and slept in a strasnge tree until
dat sun come up. Den I was able to fly to da house wifout running into anyting. See you
tomorrow and I'll tell you the story about my friends." Boudreaux flew off down the bayou
until the next afternoon when he was sure to return.
Boudreaux's Gang: Once again it was afternoon in Coocodruie. The children were
beginning to gather under the cyprus tree. It was a very warm day so some of the childeren
took off their britches and jumped into the bayou to cool off. Others sat talking, in the shade of
the cyprus tree. Right on time, the children spotted Boudreaux flying up the bayou to visit.
They knew it was Boudreaux because his flying was like his speech, very different. It appears
that Boudreaux had a problem flapping both wings at the same time. Because of this problem
the children could always spot Boudreaux with his unusual way of flying. It was something
you would have to see to believe. As usual, Boudreaux would attempt to land near the cyprus
tree hitting the ground with a thud, rolling over and over, then standing up to shake all of the
dust from his feathers. The children would be cheering, laughing and shouting, "Hey!
Boudreaux are you okay. Please come over and tell us a story?" One little shy girl walked
over and gave Boudreaux a big hug and said, "I love you, Your a good friend." Just then a
couple of gang dudes, who called themselves Rain and Thunder came over shouting, pushing,
and grabbing others. All of the other children backed away as Boudreaux wobbled over to
Rain and Thunder. Rain was a 10 year old boy who rarely ever smiled and seldom had
anything nice to say. Thunder was a 9 year old blond hair, blue eyed girl who had learned the
same angry ways. They were dressed alike with the same colors in their clothes. To frighten
the children they would wave sticks and shout obscenities.
Boudreaux asked, "Say dude, what you do hear?" Rain said, "what business is it of
yours? You old goofy bird." "These children are my friends", replied Boudreaux. "Why come
you so angry and have da same colors in dose clothes?" Why you treat and talk so mean to
dese children. Thunder shouted, "You old beat up bird, don't you know we belong to the
Coffins. Dis is our turf where our homes live. No other gang beter come in dis area 'cause
we'll take care of them real good." Rain added, "that's right, maybe some of dese homies want
to become a member of our gang." Boudreaux asked, "what you do to be in dem gang?" "You
gotta be tough and loyal," said Rain. Thunder jumped in and said, "If you a girl you gotta do
the deed or get jumped in by giving sex to all the boys. "The guys have to prove how tough da
are by doing the deed and taken a beaten," shouted Rain "We protect our homies from any
other gang messing with dem. We become dare family and give dem what day need,"
continued Rain. Just then Jimbo. We don't need to go to no school 'cause the family will take
care of us.
Boudreaux And Botater: The Alligator: It was the beginning of another beautiful
day on Bayou Bleu. Botater the alligator was sleeping in the sunshine on the bank. Two little
children who were called, Rain and Thunder, snuck up and tied up Botater. Then they started
to beat him with sticks. Botater was rolling around but couldn't get the ropes loose. A group of
children, waiting for the school bus heard the noise and went to see what was going on. They
gathered around Rain and Thunder and shouted, "Why are you hurting Botater? He our friend
and wouldn't hurt anyone." Just then Juju the brown otter came out of the bayou to see what
the noise was all about. Jolly, one of the children called out, "Juju, go and tell big Daddy gator
what these kids are doing to Botater. Juju jumped back into the bayou and swam as fast as he
could. It seemed like just a few minutes passed and here came Big Daddy gator and two of his
friends. They were the biggest gators the children ever saw. The children backed away as the
three gators came running up on the bank bellowing, "if you hit Botater one more time we are
going to eat you up. The children heard the school bus horn and ran to catch the bus to school.
Rain and Thunder turned to see who dared to shout at them. By then the three big gators had
surrounded the two children. Big Daddy said, "Untie Botater and let him go." as he and the
other gators smacked their jaws and licked their lips. Rain and Thunder said, "Okay, we'll let
Botater go this time but we'd better not catch him sleeping on our turf again or he'll be a couple
of pairs of shoes."
It was getting to be afternoon and the children were returning from school. Some were
gathered by Botater and Big Daddy. Right on time, here came Boudreaux tumbling in like a
rock falling out of the sky, rolling in bumping off of the three big gators. As he got up and
shook the dust from his feather he turned and said, "Sorry for bumping into you landing seems
to get harder and harder." Then looking around He said, "What it is boys and girls? What's
going on? Juju ran over to Boudreaux and told him what had happened. A
Just then Rain and Thunder came over shouting, pushing, and grabbing others. All of
the other children backed away as Boudreaux wobbled over to Rain and Thunder. Rain was a
10 year old boy who rarely ever smiled and seldom had anything nice to say. Thunder was a 9
year old blond hair, blue eyed girl who had learned the same angry ways. They were dressed
alike with the same colors in their clothes. To frighten the children they would wave sticks and
shout obscenities. Boudreaux asked, "Say dudes, what you do hear?" Rain said, "What
business is it of yours? You old goofy bird." "These children are my friends", replied
Boudreaux. "Why come you so angry and have da same colors in dose clothes?" Why you
treat and talk so mean to dese children. Thunder shouted, "You old beat up bird, don't you
know we belong to the Coffins. Dis is our turf where our homes live. No other gang beter
come in dis area 'cause we'll take care of them real good." Rain added, "that's right, maybe
some of dese homies want to become a member of our gang." Boudreaux asked, "Why you
want to be in dat gang?" "Da gang is our family. "Den why don't your family send you to dat
school with de other chilrens, axed Boudreaux? "We don't need no school. Our homies will
take care of us and keep us safe as long as we're tough and loyal," said Rain. Thunder jumped
in and said, "Dat's right, we protect our homies from any other gang messing with dem. We
become dare family and give dem what day need." Just then Jimbo, a ten year old who was
very big for his age, stepped up and shouted, "You protect your homies by hurting them and
teaching them to do bad things. My sister almost died being initiated into a gang and three
members went to jail for it. We don't need a gang to take care of our friends." Boudreaux
stepped in and said, "You see, we don't need to ware da same colors or be initiated we all know
that we can depend on each other when there be trouble." Rain shouted, "I'll show you. I'm
goin to get my gang and show you who's turf this is."
Just about then Big Daddy and his two big gator friends came through the crowd and he
said, in his deep gravelly voice, "I suggest that you two children go back where your gang is
and stay there. "Cause if you come back around here causing trouble you just might be dinner
for me and my homies." Snapping his jaws and walking, with his two big gator friends, toward
Rain and Thunder. Rain and Thunder turned and started running and shouting, "We're leaving
and you better not come near our turf of my gang will get you." "You don't need to worry
about dat 'cause we don't want to be anywhere you or your gang is," shouted Boudreaux as he
turned and said, "Tanks Big Daddy and your two big friends. Dem gang kids won't comb back
around here any time soon. Now we can get back to playing with our friends and listening to
stories.
Boudreaux And The Mud Eating Monster: It was a beautiful warm sunny afternoon
on Bayou Bleu and some children were sitting in the shade of the big cypress tree. Others took
off their britches and jumped into the bayou to cool off. Right on time, the children spotted
Boudreaux flying up the bayou to visit. The children in the water called to the ones under the
tree, "Here comes Boudreaux give him plenty of room it looks like it going to be a rough
landing." They knew it was Boudreaux because his flying was like his speech, very different.
It appears that Boudreaux had a problem flapping both wings at the same time. Because of this
problem the children could always spot Boudreaux with his unusual way of flying. As usual,
Boudreaux would attempt to land near the cypress tree. Today his aim was not good. He missed
the ground and hit the tree. The children were frightened because they thought Boudreaux
might have hurt himself. They could hear him falling through the branches and shouting,
"Ouch, ooh, snap, pop, this is going to hurt, boom, thud, as he hit the ground. Boudreaux just
laid there for a while not moving or saying a word. The children were shouting," Hey!
Boudreaux are you okay. Please move or say something. One little shy girl walked over and
gave Boudreaux a big hug and said, "I love you, You just gotta be okay." He began to squirm,
then gently rolled over on to his feet, shaking the twigs and leaves from his feathers and saying
to himself, "There's just gotta be a way to land dat don't hurt so much."
Boudreaux strolled among his little friends greeting each one and finally coming to rest
in the middle of the group of children. He sat there for a few minutes, not moving or saying a
word. After resting, and still wobbly from the landing, he stood-up on his shaky legs and
called out, "Who wants to hear one ob dem stories? All the children gathered around shouting,
"I do, I do, I do." Just then Sallie, one of the children, came running and shouting, "Boudreaux
come see, come see. There's a big mud eating monster coming down the bayou. It's sucking
up all the critters and food from the bottom of the bayou, grinding it up, and putting it in the
marsh. " Boudreaux shouted, "Dats one ob dem dredge boats. Get Blabbermouth, dat big
mouth catfish, to swim down da bayou as fast as he can. Tell him to let all da bayou critters
know what 's coming and to swim to a safe place. I'll fly down to da delta and tell dose folks.
Sallie, don't let any of dem chillren go swimming until dat dredge boat passes and da wata
clears." With a wobbly run and wings flapping like never before he made a mighty leap and
this time he didn't land in the bayou he actually few. All the children were cheering, "Da away
to go, we knew you could do it, Hurry back We'll be waiting for you." By the time everyone
was alerted and brought to safety it was the next afternoon and Boudreaux was rolling in as
usual fussing and hollering, "Dis year ground shoe is hard, ouch, ooh, dat hurt, bam." It took a
few minutes for Boudreaux to roll over and stand up on his wobbly legs. But he managed it,
then wobbled over to the children under the cypress tree. They were very sad and some were
crying 'cause they knew that the dredge had killed some of the water critters they were friends
with. Boudreaux stood up and shouted, "Friends it truly is a sad day for dose who lost dear
lives, families, and homes to dat mud eating monster. But for dose of us who were spared we
need to understand why dis happened. When humans plan to do somethin to help one group of
folk dey don't always look close enough to see da be hurtin. The children standing at the
water's edge began shouting, "Alligator, here comes a big gator, I hope he's not coming to eat
us." Boudreaux wobbled over to the water's edge and sure enough here comes this big bumpy
green alligator with his black eyes a and snout above the water swimming slowly and easy
toward the edge of the bayou. Boudreaux recognized him by a large bump on his head and
shouted, "Its okay boys and girls I know him. His name is Botater the alligator. The children
moved back and gave him plenty room as Botater climbed out of the bayou on to the land and
slowly walked over to Boudreaux.
Boudreaux spoke up and said, "Botater, I axed you not to sneak up and scare my
friends. Dey don't know you won't eat dem when you come slinking up the bayou bank wift
your big tail flaping and dat big mouft open showing dem big tooths ." Botator, in his deep
horse voice said, "I'am sorry children if I scared you, I came to tell you that most all of the
bayou water critters were able to swim to safety before the mud eating monster came. Thanks
to Blabbermouth everyone was warned in time." Sallie jumped in and said, there is something
else we have to be aware of." "What's dat?" said Boudreaux. "Now that the bayou is deep the
big fishing boats and oil boats will be coming up and down the bayou coming and going to and
from the Gulf of Mexico." Just then Juju the brown Otter came running from the bayou and in
a squeaky voice saying, "That's true and If you are in the water when those big boats pass they
will suck you under and drown you." The children shouted, "What are we going to do? That
sounds dangerous. We might not be able to go swimming in the bayou with our friends and
that would be terrible." Boudreaux, flapping his wings shouted, "Hold on to yooself for a
minute. For one ting da pelicans at da mouft of da delta can fly up da bayou and tell dem folks
when dat big boat is coming up da bayou. Blabbermouth and his friends can tell us when one
of dem big boats is coming down da bayou. Dat way everyone can get to a safe place in time."
Juju the brown Otter squeaked, "Me and my friends will help. Botater bellowed, "The
alligators will help also." The children cheered and shouted to their water critter friends and
the pelicans, "Thank you for helping us to keep safe." The problem now is how are we going
to get food for our water critters until a new crop can be grown?" asked Boudreaux. That girl
they called, Boss, came pushing her way through the crowd of children shouting, "I want all
you kids to go home and tell your parents about our problem of feeding the bayou water critters
and the pelicans until their food starts to grow. Tell them how our friends are going to help us
stay safe when the big boats pass. I know that you can get your parents to give our friends food
until they can feed themselves and their families." All of the children cheered, jumped up and
down, and said, " yes! Yes! We will find a way to feed our friends, lets go."
Just then Fussy, one of the children, ran up all excited and said, "Boudreaux, look there
are three pelicans landing by the cypress tree. Who are they? They even know how to land
without getting hurt." Boudreaux wobbled over and put his wings around the mama pelican,
giving her a hug and kiss. He then turned and introduced her, "My friends I want chew to meet
Starlight, my wife, da brightest love of my life. Dese two little pelicans are my chillens Roscoe
and Libby. What for you guys come here?" Starlight spoke up and said, "Cher, I brung a
message to da children from all da pelicans in our community. Dey told me to told all da
children dat dey will help in any way dey can to keep dem safe and help feed dose water
criters."
"Hay you Boudreaux, I got news for you." That could be no one other than the Boss.
"The children's parents said that they would be glad to give food to the water critters and dem
pelicans 'cause they help to keep the children safe." Boudreaux shouted with joy, "dis shoe is a
wonderful place to live. Wouldn't it be nice if everyone in da world lived in a place like dis."
Then he turned to Starlight and said, "We have the best friends in the universe but it is time to
go to the house." Starlight turned and said, "come on children lets fly to the house. It was nice
to meet wif all of you and thanks for your kindness." With that Starlight and the two little
pelicans spread their wings and flew off into the sunset. But as usual Boudreaux couldn't get
his wings flapping together and fell into the bayou. After several tries, and the children
cheering him on, he finally got going. Flapping his wings as fast as he could, trying to catch up
to his family. Once again it was time for the children to go to their homes and all of the other
critters to go to their homes. With everyone and everything looking forward to sunrise and
another great day on the bayou with their friends.
Boudreaux and Rurtle The Turtle Needs Help: It was a beautiful Saturday morning
on the bayou and the children didn't have school. On Saturday the children did their chores
early in the morning so they would have the afternoon to play. As usual, after lunch, the
children began gathering under the cypress tree. They heard this meek voice saying, "Please,
someone help me, my legs are stiff and I can't move." The children began searching for where
the cry for help was coming from. In a clump of high grass Jumbo found Rurtle the turtle. She
had been painted with several coats of different colored paint. When the paint dried her little
legs got so stiff that she couldn't move. Jumbo picked her up and ran shouting, "I found who
was calling for help. It was Rurtle. Look what someone did to her." "How can we help her?
What should we do," shouted Fussy. Peter yelled, "I know, lets take her over to Doc Fergerson
the vet." "Okay," said Jumbo, I'll carry her." Doc Fergerson took one look at Rurtle and said,
"I don't know how this happened but if I don't get this paint off of her she is going to be in
serious trouble. I'm going to need six volunteers." All of the children who were there stepped
forward shouting, "I will, I will." Doc Fergerson was amazed and said, "you first six please
come over here.
Each of you take a leg, Jumbo you work on her shell and someone clean her head and
tail. Use this special Paint remover, that won't burn her skin, to wipe off all of the paint. Let
me know when you are finished." The children wiped as fast as they could. As they got the
paint off of Rurtle's skin she began to feel better and talk with the children. Peter asked, "If
you are feeling up to it tell us who did this to you?" "Okay", answered Rurtle. "You know
those two mischievous kids, Claude and Bridget?" "Yes, we know them," yelled Jolly. "I was
sitting in the warm sun when they grabbed me so I couldn't get away and started spraying my
shell. They sprayed so much paint on my shell that it got on my legs. When the paint dried I
couldn't move my legs."
The Boss, pushing her way to the front said, "Those two again! When will they learn
respect for others." We agreed to teach them when they made a mistake", stated Jumbo. "So
lets go find them and teach them a lesson." Claude and Bridget were sitting in their usual
place under the cypress tree. As the children gathered around them, they just sat there. Arms
folded, not saying a word with a, we didn't do it, look on their faces. There was even an empty
paint can on the ground next to them. The Boss, shoving her way to the front, shouted, "Your
fun almost killed Rurtle!" "What do you mean?" said Claude with out a smile. "We know you
painted Rurtle." "So what, we were just painting that turtle's shell." "You painted more than
that," yelled Peter "What do you mean," asked Bridget. Jumbo explained what the paint did to
Rurtle. The children were so focused on Claude and Bridget they hadn't noticed Boudreaux
falling from the sky. He wobbled over to the crowd of children who immediately told him
what had happened to Rurtle. Walking through the children, Boudreaux approached Claude
and Bridget and quietly asked,"Do you know what dat word respect means?" "Yea," answered
Claude. "It's when you say mister or missus to an adult." "It also means you care for da
person's well being and you wouldn't do anythin dat could cause dem harm." "What do you
mean?" asked Bridget. "When you painted Rurtle an left her in dat grass, unable to move, she
could have died without food and water." "We didn't mean to hurt Rurtle. "We just wanted to
decorate her shell," said Claude. "Can we tell Rurtle that we are sorry that we caused her a
serious problem. We really didn't mean to." "I think that would be a good thing to do." said
Jolly. "You can do it now, here she comes from the doctor's office,"added Fussy.
"Hold yourself for a minute,"said Boudreaux, "before you went let me told you
somethin dat might make you tink before you do tings that hurt our friends. When you feel
like you gotta do sometin go and do sometin for someone rather dan to someone." "You mean
like help Rurtle up on the bank in stead of painting her shell," asked Claude? Boudreaux
turned to the children and said, "You could help by reminding Clause and Briget when you see
dem doing sometin mischievous dat dey promised to do good tings for our friends and not tings
dat hurt dem." "If you guys would do that, said Bridget, I know that we could learn to be
respectful to others and their property." "Please give us a chance to learn." "It's getin very hard
to believe you," said Boudreaux. "Your word and dem promises don't seem to be worth much."
"That's not true" blurted Bridget, "You see, we can't do what we don't know." That's why wee
need you guys to help us learn,"added Claude. "No one ever taught us the meaning of respect
or helping others." "We really want to learn to not do things that cause others to be sad."
"Once again," said Boudreaux, "time will tell if what you say is really what you mean." "I tink
dat we should at least try to taught dem to do good tings and see if dey really want to learn."
Jumbo turned to the children and shouted, "Okay wit you guys." "The children answered,"We
are willing to try and see what happens. But, If they hurt any more of our friends we won't let
them play with us any more." "We go the message and we will do our best," replied Claude
and Bridget. Since it was getting rather late everyone said their, goodnight's, and went home
for the evening. Knowing that they would see each other in the morning.
Boudreaus And The Accident at Grassy Village: It was Saturday morning on Bayou
Bleu and Boudreaux the pelican flew in to visit with his friends at Grassy village on his way up
Bayou Bleu. Grassy Village was at the mouth of Bayou Bleu where it opened into the Gulf of
Mexico. There was a very large oak tree at the edge of the bayou whose moss laden branches
stretched out over the water. This was Boudreaux's first stop on his daily trip up the bayou.
There were many small canals that crisscrossed the marsh along the cost line. The oil
companies dug these canals to bring men and supplies to their oil rigs. Most of the oil
companies did everything they could to protect the homes of the marsh and bayou critters.
Many of the children's parents worked for the oil companies. These companies taught their
workers abut the delicate balance the marsh where many critters lived. The slightest change to
the marsh area could cause the death of many animals.
On this beautiful sunny morning, as the children began to gather under the tree,
Boudreaux walked among them greeting each one as they arrived. The children were settling
into their favorite spots to listen to Boudreaux tell one of his stories. All of a sudden, there
was a faint squeaky voice calling-out, "Please help me up on the bank. I can't swim any more."
Boudreaux and the children went to see where the cry for help was coming from. Pierre
shouted from a clump of weeds at edge of the bayou, "Over here! Over Here! It's Juju the otter
and she is all covered with a sticky gooey black stuff." The children ran over to help pull Juju
up on the bank.
Chubums got a large cloth and raped it around Juju. Pierre shouted, "take her to
Grandma Deaux Deaux. She'll know how to clean her up." Grandmaw Deaux Deaux was an
elderly white haired lady who knew all of the natural healing remedies used along the bayou.
Whenever someone was ill grandma Deaux Deaux came to nurse them back to health. With
Chubums carrying Juju, and the other children following, they ran fast as they could to
Grandma's Deaux Deaux. Pierre knocked on the door and when grandma opened it he told her
what happened. Grandma shouted, "bring Juju around back and get the big wash tub from the
shed." When grandma got to the back door the children were waiting for her with the tub.
Grandma started to give everyone a job to do. She said, Jumbo get a bucket and fill that tub
with warm water, Pierre go inside and get my special soap from the kitchen, and Chumums get
this crazy pelican from under my feet." The children were going in all directions while
grandma looked at Juju. "Give me dat soap over here," yelled grandma,"Poor it on Juju until I
tell you to stop." Turning the gallon jug up, Pierre poured the soap onto Juju. The black gooey
stuff was dissolving as grandma scrubbed her fur with a stiff brush. Grandma put Juju into the
tub of warm water to rinse the soap off while washing and rinsing her face with a soapy rag.
After Juju was clean grandma dried her with a towel and asked, "Can you tell us how you got
so messy?" Juju said, "You know back there in the willows canal where the water is shallow."
"Yea! What happened?" "One of those oil pipe line valves started leaking oil into the marsh.
When I swam by on my way here I got that gooey oil all over me and could barely swim
enough to get to the bank of the bayou."
"Jumbo," shouted Grandma. "Where are you?" "Here I am," yelled Jumbo as he ran to
where Grandma was standing. "Go and tell the sheriff to call the coast guard and tell them
what happened." Boudreaux, fly over the area where the oil is leaking and warn the swamp
critters. Chubbums, tell the fisherman about the oil leak. Then ask if one of them would pass
through the area with a flat boat and pick up any critters coated with the oil. Some of you walk
along the bayou to see if any other animal is in trouble. If any one finds a critter in trouble
bring him to me." Then grandma turned and called, "Peter!" "Yes Mam," He answered. "Go
and Tell the Doctor Furgerson what happened so he can be ready to help those in trouble. The
rest of you help me put clean water in the wash tub and go inside and get more of my special
soap." It wasn't long before the oil company had a repair crew on the way to stop the oil leak.
Several of the fisherman went into the marsh to help rescue any of the marsh critters that were
coated with the sticky oil. As the fisherman and the children brought in critters coated with
oil, grandma and Doctor Furgerson were waiting. Gandma and a group of the children would
wash the oil off the critters and the Doctor would examine them for any other problems. Then
a group of the children would bring the critters to the bank and gently place them into the
bayou. By the time the oil leak was stopped and cleaned up and the critters cleaned and
returned to the bayou it was late afternoon. A representative from the oil company and the
sheriff stopped by grandma's house to thank everyone for help in reporting the oil leak before it
caused too much damage. They also thanked everyone who help to rescue and help the swamp
critters.
Grandma said, "You see, we can make a difference when we work together and talk to
one another. The oil companies and the marsh critters can exist together when everyone is
willing to work together. Then ,with a bang, Boudreaux came stumbling in saying, "You all
did a great job. All dem marsh critters said to told you tanks no one was seriously injured.
Everyone is back in dare home doing fine. And now it's time for me to take myself to da
house. See you tomorrow." With a cloud of dust and wings flapping in Boudreaux's unusual
way, he finally flew off toward his home in the marsh.
Boudreaus And Mama's Old House: Boudreaux the pelican had arrived early this
day and was wobbling along bank on Bayou Bleu when he saw Peter. Peter was a young boy
about ten years old with brown hair and green eyes. He was shy and mostly stayed home to
help his mother who was elderly. This morning Peter was sitting in an old boat with his head in
his hands crying and sobbing. Boudreaux paused for a moment then walked over and put his
right wing around him and said, "Peter why for you so said." "Oh Boudreaux,"
Peter ,exclaimed, "I don't know what to do. A man from the city came to my house and told
my mother to fix up the house or he was going to tear it down. I was trying to help her 'cause
she can't do all the work by her self and I fell and broke my arm. Now I can't help her any
more and the inspector is coming back tomorrow..Boudreaux axed, "Where was your papa."
"My mother told me that he left us before I was born." "Oh Cher," Boudreaux said softly,
"now I know why you was looking so sad. Let me told you one ting Peter, you got a lot of dem
friends ober by dat cypress tree. Lets go ober dare and tell da chillren and dem swamp critters
what happened. I know dat dey can find a way to help."
Peter's face lit up as he asked, "Do you really think that they can help? After all their
just children and swamp critters." Boudreaux screeched, "Lets go and ax da chillrens. As they
got close to the tree they could see several children and their friends waving. "Hey you guys!"
Boudreaux shouted, "Peter and his mom has a serious problem and they need our help."
"What's that," asked Jolly? Boudreaux turned and said, " Peter, explain the problem to our
friends." And he did in great detail answering all of their questions. Boudreaux walked to the
middle of the crowd of children and exclaimed, "Now dat you know what da problem was,
whats we goin to do bout it?"
The Boss stands up and started shouting orders like a army Sargent, "Chubbums, your
daddy has the hardware store. Go and tell him Peter's story and ask him for some Paint and
brushes. Jean your father has the lumber yard go and ask him if he would come and see what
lumber we need." Fussy blurted out, "My dad's a carpenter. I'll go and ask him to come."
Jolly yelled, "My dad's a plumber I'll go an ask him to help."
Before long all of the children were going home to tell their parents about Peter's
trouble and asking if they would come and help. Juju ran to the edge of the bayou and told
Bigmouth, the catfish to swim down the bayou and tell the other children to bring help. Even
Botater, Big daddy, and his gator friends bellowed, "We can help carry out the trash 'cause we
are big and strong. Boudreaux flapped his wings and shouted, " Okay, everyone meet at Peter's
house as soon as you can. Peter couldn't believe what was happening.
Boudreaux and Peter Walked over to the house where Peter lived and called to his
mother. Peter's mother, Jeannette, came outside and they could see that she had been crying.
Peter shouted, "Mother, this is my friend Boudreaux. "That's nice," she muttered between
sobbs. Boudreaux walked over, and being short he looked up with his big sad pelican eyes, as
he said softly, "Please, Mrs. Jannette, let me told you some good news." " What good news
could a pelican possibly tell me. Maybe you can tell me where to go and catch some fish for
supper." "No," Peter shouted, "Mama listen, Boudreaux got all of the children to ask their
parents to come and help us to save the house." "What do you mean?"
About then some of the children and their parents were starting arriving. One of the
parents said, "Wow! This is going to be a big job. Then looking around he exclaimed, "But it
looks like we're going to have more than enough help." With that Peter's mother began to cry
again. She didn't know weather to be embarrassed or happy to see so many people and animals
coming to help. She reached down and gave Boudreaux a big hug and kiss and asked, "Why
are all of these folks and critters coming to help me. I don't even know them." Peter came
forward saying, "This is what the children have learn from Boudreaux and the swamp critters
when we meet under the cypress tree every day after school." "That's right", squeaked Juju as
she ran between the children's legs, "We learn that it's always better to help than hurt."
As Peter's mother turned around she saw the children tying large boxes on to the backs
of the alligators. The children were picking up the trash an putting it into the boxes so the
alligators could haul it out front and dump it into one large trash pile. Chubbums, always
looking for the easy way to do things, filled up the large box on Big Daddy's back, then jumped
on top. "Come on Big Daddy" he yelled, "Lets go to the trash pile." Big Daddy stopped,
turned his head, opened his jaws with them big teeth, and bellowed, "Wide bottom, this aint no
party. I don't give free rides during working hours. With that, he rolled to the side and
Chubbums slid out of the trash box. "You best start filling the trash boxes on the other gators,
'cause I feel and snack attack coming on and I bet you'd be a great snack." Chubbums got the
message. He went back to loading trash boxes and didn't stop except for lunch.
While the children were cleaning up around the house the parents had put ladders up
and started repairing and painting the outside of the house. Some of the children came and
started to paint the lower part of the house where they could reach. Boudreaux had flew up on
the roof where he could see everything that was happening. One of the carpenters call out,
"Hey Boudreaux, What 's you doing up there? Why don't you come down here and help?"
Well Cher, you know I'm left footed and I couldn't find one ob dem left footed hammers or
dose left facing nails. You see, da best place for me is up here out of trouble." "Enjoy the roof
top view while you're resting, yelled the carpenter sarcastically.
Even the women folks brought food and drinks for the workers and others helped to
clean the inside of the house. By the end of the day the house was repaired and the area around
it cleaned. Jeanette was beside herself. All she could do is say, "thank you," to everyone that
helped and give Peter a big hug and kiss. Since it was so late Boudreaux shouted down to the
children, "Hey you guys, I tink I'm goin to sleep in the cypress tree tonight. See you ober dare
shortly." With that, He stood up on his wobbly legs, spread his wings and started flapping.
Well, he lost his balance and tumbled off of the roof, shouting, "Oh no, not again, it's gona
hurt," as he hit the ground with a thud. There was silence while he laid there recovering. Then
Boudreaux got up on his shaky legs and limped over to the cypress tree muttering all the way,
"I'm sure not going to try dat flying business til I am well rested. I gotta find one ob dem
padded areas to land where it was soft and don't hurt when I hit da ground.
The next day after Peter was off to school, the inspector came and was amazed at what
he saw. All he could say was, "you must have a lot of good friends. I have never seen
anyone's house repaired so quickly. This looks like a new country cottage." Jeannette replied,
"The people, children and critters that live along this bayou have taught me a valuable lesson
about loving thy neighbor. You can be sure that me and my son will always be their for them
in their time of need." "I wish I could close all of my cases like this, noted the inspector. Not
to worry, you won't be seeing or hearing from me for a very long time."
Not long after the inspector left, the school bus brought the children home from school.
Peter ran home and his mother told him the good news. Peter couldn't wait, he ran to the
cypress tree shouting the good news to all of his new friends. Boudreaux, hearing the children,
came tumbling through the branched on to the ground. When he was able to stand up Peter
came up and gave him a big hug and kiss and said, "Thank you so very much." Boudreaux
turned to the children and critters and bolstered, "If all dem children in da world could learn
what you have learned just tink how wonderful it would be. Now, I need to go to the house to
care for my family, Bye, and tell your parents thanks for helping."
Bboudeaus And Needle Nose and BuzzTwo Annoying Critters: It was a typical
afternoon on Bayou Bleu. Botater the alligator was floating letting the sun warm his bumpy
skin when there was an annoying buzz in his left ear. At the same time there was a sharp stick,
like that of a needle, in his right ear followed by a ferocious itching. The buzzing continued in
both ears. This was so annoying that Botater sank to the bottom of the bayou. When he
surfaced and crawled up the bank he saw the children and Boudreaux the pelican under the
cypress tree. Peter shouted, "Here comes Botater, give him room." As the children stepped
back to let Botater pass they could here him mumbling. Boudreaux asked, "Botater! What it is
dat gives you da mumbles." Botater told Boudreaux and the children what just happened to
him. Boudreaux stood up and blurted, "I bet dat was dem two pesky critters, Needle Nose the
mosquito and Buzz da deer fly. Juju the otter told me dat does two had gotten together to
annoy some of dem bayou critters." "If I see them I'm gonna sit on them an squish 'em like a
pancake," yelled Chubbums. Jumbo bellowed, "If they come around me I'll swat 'em and get
rid of them for good." Boudreaux walked to the bank of the bayou when he turned and
said,"shuuuu, be quiet. I hear the buzzing of the dem two pesky critters." He listened for a
moment, then spread his wings and opened his big crooked beak. He took off like never before
catching Needle Nose and Buzz in his beak. Then flew as fast as he could to the mouth of the
bayou.
After landing in the marsh, Boudreaux opened his beak and let Needle Nose and Buzz
out. Then he turned and said, "If either of you come back up da bayou someone is gonna swat
you and you won't be any more. Da chillens and the marsh critters don't like dem annoying
mosquito bites and dat buzzing noise." "Well that's just too bad," said Needle Nose, as she and
Buzz landed on top of Boudreauz's head. They just sat there making a loud buzzing racket
until Boudreaux swatted them away with one of his wings. He shouted, "If you keep annoying
people like dat dey gonna fix you so you can't do dat any mo." The two of them danced around
going, "Buzz buzz buzz buzz buzz buzz." Boudreauz had enough and flew bach up the bayou
to his friends. In no time those two pesky critters were back buzzing and biting. Peter shouted,
"I caught that annoying dear fly." "Here's a jar to put him in," yelled Jumbo. Just then there
was a loud chomp as Botater came up mumbling. Chubbums said, "I think Botater is trying to
tell us that he caught Needle Nose in his mouth. I'll reach in and get her." Chubbums call out,
"Bring the jar so I can put this pesky critter in with her friend." Jumbo held the jar up so
everyone could see. "Let us out, let us out," shouted the two pest in the jar. Boudreaux
wobbled up saying, "I told you if you come back and bother my friends dey was gonna fix you
so you couldn't bother anyone ever again." "What you gonna do with us," the two pest in the
jar shouted. Jumbo said, "For now we're going to leave you sit in the jar until we decide on
what to do with you." "But that's not fair, we want to get out of here." Jumbo sat the jar down
under the cypress tree so the tow pest could watch while he and the others played. After
playing for a while Jumbo walked over to the tree and picked up the jar. He called out to the
others, "What do you think we should do with these two pest." Chubbums blurted, "Let me sit
on them and squish them."
Botater said in his deep voice, "Fill the jar with water and let them drown." Boudreaux
ran up saying in a loud voice, "Waite just one minute." You don't like dese two critters cause
dey did tings dat made you angry." Da tings you want to do to dem is just like what dey did to
you. Do you want to be like dem? "No," yelled the children and critters. "Hey! You two pest
in dat jar. Do you see how angry you made my friends? Dey want to get rid of you for good.
How you like dat?" shouted Boudreaux so they could hear him from within the jar.
Buzz came to the glass and said, "Please open the top so we can talk to the others. I
promise we won't fly away." Boudreaux said, "Okay, Jumbo open da top on dat jar and let's
hear what it is dey got to say." Buzz came to the top of the jar and started talking very
sheepishly, "Needle Nose and I didn't realize that what we were doing would cause so many
people and critters to be angry at us." Needle Nose came up and added, "We thought that being
annoying would be fun like play a game. We didn't know that no one but us saw this as fun."
They both said that they were sorry for being so annoying. They asked the children and the
critters to give them another chance to show that they have learned their lesson. Needle Nose
stated, "If you let us out of this jar we promise never to annoy anyone again." Buzz stepped up
and added, "I promise also never to be annoying to anyone." Boudreaux flapped his wings and
said, "I tink dey learned dere lesson and we should give dem a chance to prove it. But,
remember if eader one of you annoys any of da chillins or da swamp critters you could get
squished flat as a pancake." The both agreed. Jumbo shook the jar and said, "Get out of here
you two pest before someone changes their mind." They flew off never to be seen again. After
all of the day's excitement it was getting time for everyone to go home. As usual all of the
children and critters said their goodbys and started on their way home.
Boudreaux and All Dem Bayou Critters: A long time back some four or three years
ago dare was a pelican dat was called Boudreaux. Now Boudreaux was kind of a strange bird
because he couldn't walk more dan three or two steps without tripping over his big webbed
feet. His feathers was dat brown and white color. His beak was kinda yella and crooked from
falling over and banging into tings. He was a silly looking brown pelican but all of his friends
loved him. One more ting, Boudreaux don't spoke so good. When Boudreaux tried to talk, it
sounded like he had dat beak full of dem rocks and fish and maybe some ob dem old tin cans.
Boudreaux lived in Coocadrie along one ob dem salt water bayous in Louisiana. Nobody new
if he had a family because whenever you see him, he was wit himself.
Every evening, just fore dat sun go down, Boudreaux would come to visit wit dem
chillins under dat big Cyprus tree. Dis tree was so big dat fifty or forty chillins could sit under
da branches and still be in da shade. You know, Boudreaux was very special 'cause da chillins
could talk wit him and he could talk wit da chillins. So, every evening Boudreaux would come
to dat cyprus tree to visit with and tell dem chillins one ob dem story. He told stories about all
da friendly critters he was known in dat swamp and da bayou. He would walk among dem
chillins and day would touch dem big brown feathers and give him snacks to eat. Boudreaux
really liked da fish snacks and would give da child what give him a fish snack a big fishey kiss.
Blah! Blah! Den Boudreaux would tell two or one of dem stories he was known. Dis day
Boudreaux was goint to told da story of da blue claw crab family what he was friends wit. Day
lived down da bayou close to dem marsh where da water was clean and not so deep. Dare was
plenty of dat water grass to protect da mama and papa and da two chillins. Da mama crab was a
beautiful lady wit dem bright colors of dat crab red and blue and green and white. She was vey
friendly and talked to all of da neighbors. All da water critters called her Clovice. Da papa
crab was a big guy wif big scratches and barnacles on his shell. He was known as Doneaux.
One day when Doneaux went looking for someting to eat he lost one of his claws trying to get
dat food out ob one of dem crab traps. Da two chillins, dem girl and boy, were cute little
crabs who was called Cloue and Gaston. Like most of dem sisder and bradas day would pick
at each other and fuss till Clovice or Rober would give dem what for and den day would stop,
for a little while. You know how dem sisters and bradas was. Ha! Ha!
Well, one day da chillins was playing in dat grass and day saw some food in the middle
of one of them strange looking round stringy tings wif little holes. Well Gaston told Cloue,
"Waite dare, I'm goin to get dat food for us." Just as he swam over to dem food Doneaux
seen da danger. Now dat Doneaux was a very fast swimmer, so he swam over to Gaston and
grabbed him by da back ob dem shell an dragged him to dat safe place. Den Rober said,
"Gaston it's time for you and your sister learn about dem crab traps." If you goin to search for
da food you gata know how and where to look. 'Cause dat food can get you in big trouble."
Doneaux went on to explain, "Da crabs and their families lib in da watda wif the uther water
critters like dem fishes. and their chillins. Da fishermen and dare families lib on da dry land."
Clovice, da mama crab had to say sumtin, so she esplained dat, "Some of dem fishermen try to
catch the critters what lib in da water. Day do dis by putting dem traps wif food in da water
and waits to catch da critter what trys to get it." Colue axed, "what does dem crab traps look
like." Gaston added, "And how can we keep from dem katchin us." Doneaux said, "Chillins
let me told you, some of dem traps is called nets and day are made of string that is sewen
together wit dam small holes dat won't let you out once you get in. Da utter kind of trap is like
one of dem box made ob wire. When you swim in to get da food, da doe closes. and you can't
swim out." Clovice couldn't wait no longer. She said, "chillins, wat your fadar is try to told
you is, don't be fooled wen you see somting dat looks good to eat. Just 'cause it looks good
don't mean dat you can get it. It might be watin to get you."
Doneaux swam in to say, "Some of dem land critters like to catch dem crabs to put dem
in da gumbo for dinner. Four you try to get somtin dat look good to eat make shure dat it's not
sitten in one of dem crab traps and watin to eat you." Cloue and Gaston told their parents,
"From now on, we gona let you go and get dem food to eat." Doneaux answered, "Chillins,
part of growing up is learning how to get dem food wifout getin caught in da trap. I didn't lisen
to my parents and I lost a claw." Gaston asked," will I lose a claw if I go to get da food?"
Clovice answered, "Only if you don't listen to how your fada taught you." Then clovice said, "I
think it's time for you two chillins to get da food for supper. Go ahead, be careful and bring
sontin good home to eat." Well, da two little crabs went swimmin off to find dat food for
supper. Day was swimmin in da shalla wata near da edge of da bayou. All of a sudden day
heard this loud noise and when they looked up guess who was dare. Dat crazy peligan,
Boudreaux. Now Gaston, being a mischievous little crab, just had to squit some wata on
Boudreaux. Boudreaux yelled, "Who do dat to me?" When he looked in the wata he saw his
two friends Cloue and Gaston. Boudreaux said, "How you was?" Dem two little crab da
answered, "We was putty good. Mama ax us to find sum ob dem good food for da supper."
Boudreaux told his crab friends, "Stay where you was, I tink I can help." He wobbled
ober to dat tree where dem fisherman chillins was. Boudreaux told da chillins under da tree
about his two little crab friends and asked, "Would you like to meet them." Da chillins all said,
"Yes,"and became very excited. They never had friends that were crabs. Boudreaux led the
chillins to the water's edge then turned and said. "Clue and Gaston, don't you pinch or squirt
dem chillins 'cause day mama and fada will put you in dem gumbo pot, I garantee." Da wata,
right chere, at the edge of da bayou, was only two or one foot deep. Dis was close to the shade
of dem big cyprus tree. When da weada was warm, da cillins would take off dare britches and
jump in the bayou to cool off. Boudreaux would jump in too and splash around wit da chillins.
Boudreaux, knowing how mischevious Gaston was, turned and said, "you two little crabs, if
you want to swim and play wit us, don't pinch." Cloue and Gaston shouted, "Okay, we won't
pinch if they won't." Well, wouldn't you know it, just as everyone was having a good time here
comes Blaba Mouth. Blabba Mouth was dis big old gaftop catfish wif da biggest mouth you
eber seen and dem long gray whiskers. Day called him Blabba Mouth 'cause he would spread
eberybody's business up and down dem bayou. Dat Blabba Mouth was always in trouble from
telin dem stories 'bout folks. One of the chillins screamed just as Blaba Mouth stuck his ugly
head out ob da wata. Boudreaux turned to see what happened. When he saw Blaba Mouth's
ugly head sticking out da wata he knew what was going on. Blaba Mouth wouldn't hurt any
ob dem chillins but, he liked to stick Blaba his ugly head out ob da wata to scare dem and make
dem scream.
Boudreaux swam ober and tapped Blaba Mouth on dem ugly head ob his and said,
"Stop sneaking up and sticking dat ugly head out ob da wata to scare my little friends. If you
want to play with us don't do dat." Well, Blaba Mouth looked at Boudreaux wif dem catfish
eyes and said, "Okay, I'll be friends wit ebreyone. Da chillins can eben pet me if day want. Just
them there was one of dem Blaba splashes ebreybody turned to see. It was only dat Blaba
black dog. Da one what was called blackie and who liked to go swimmim wit dem chillins.
Gaston saw da dog's long tail in dem water and it was just to temping to pass it by. Gaston
grabbed on to da Blackie's tail wif bof ob dem claws. The more Gaston pinched da faster dat
dog would dog paddle. All of da chilins were laughin at how fast Blackie was swimin. Every
now and again he would howl, "Aoouull-Aoouull," and dat mischievous little crab would pinch
harder. Blackie was tired of dis and jumped out of da wata just as Gaston let go ob his tail.
Gaston swam as fast as he could ober to dem grass where he could hide. He was afraid dat
blackie would eat him. Blackie just stood there on the bank and shook, spraying ebreone wit
water. He barked a couple ob times and den went to lie down in da cool under dat cyprus tree.
Da chillins and dare critter friends continued to play for a while longer. One by one dem land
critters would climb out ob da wata and go sit in da cool ob dat big cyprus tree to drip dry.
When the playtime was ober da chillins would always have some ob dem food to share
wit the other critters to bring home for dem supper. When Cloue and Gaston got home dare
mama said, "where you bin, what took you so long." Gaston gave the food to mama. Clovice
called, " Doneaux come to supper da chillins are back wit da food. Cloue and Gaston toll dare
mon and pop about dear adventure. Clovice said, "It's nice to knw dat you're making friends
with dem other critters." Gaston added, "I'm happy to hear dat you and dem other critters could
get along and play together. You can go and play wif your new friends wheneber you want,"
From dat time on, wheneber you go down to dat Coocodre and stop by dem big Cyprus tree,
You can see da land critters, da water critters, da flying critters, and all dem other critters
playing together. Boudreaux was so happy to see what his friends had learned. It didn't matter
if they libed in da water, or da sky. or on da land. Day could all play together and have fun
eben if day look different and come from dem different places. Den Boudreaux would
disappear down da bayou until da next time you saw him.
THE LITTLE PENGUIN: By Roli Poli: In a far away place near the north pole,
there was a very cold island, with a rocky beach where penguins lived. Many different types
of birds would visit this island every year to find a mate and raise a family. The birds liked this
island because the temperature was always perfect. It was cold, and the sun was usually
shining. Plenty of food and fresh water was available for all of the birds. It hardly ever rained
but it snowed regularly. This island had only one problem, a group of thieving birds. They
were very mischievous. The thieves would watch to see when a mother or father bird was not
guarding their nest. They would steal the eggs, bring them to their nest, and eat them. If they
were caught stealing an egg, they would drop it and fly away as fast as they could. When these
thieves were not carrying an egg, they could fly so fast that none of the other birds could catch
them.
One day a thief was flying around the island looking for an egg to steal. He saw a
penguin nest that they were not guarding. So he swooped down and stole an egg. Just as he
was flying away, Justin, one of the penguin's saw him. He called to the other birds, "Hey you
guys, a thief just stole an egg from a nest." Soon many birds were chasing the thief. The thief
knew that the only way he could get away was to drop the egg, so he did. The egg landed in
the very soft nest of a very caring mother snow bird known as Lovie.
When Lovie saw this strange egg in her nest with her own eggs, she didn't know what to
make of it. Lovie said to herself, "My mother taught me to love all children even if they are
not one of my own." Being a very loving and caring mother she kept the egg warm and took
care of it along with her own eggs.
The father, who they called Sweaky, was off trying to find food for dinner. Upon
returning he noticed the strange egg and said, "Lovie where did this egg come from." Lovie
said, "Sweaky, I went to the water's edge to get a drink and when I cam e back there it was. I
didn't want to harm it. Someone's child is in that egg." Sweaky answered, "Since you are
already sitting on our eggs add this one and let's see what hatches." This wasn't a problem for
the caring bird's family. Lovie, being the caring mother that she was, settled down over the
nest to keep all of the eggs warm.
Soon three brown and white birds and one black and white bird was hatched. The
mother and father bird knew there was something different about the black and white bird.
This bird looked like it had a tuxedo on, it had two strange looking arms, in place of feathered
wings. They called him Shuffles because he had a different way of walking. The other three
birds were called Toots, Scoots and Dottie.
Lovie and Sweaky raised and nurtured the black and white penguin along with their
own. Sometime the other birds would make fun of Shuffles. He was so different, but that
didn't seem to be a bother until it came time to learn how to fly.
When it came time to learn how to fly the Shuffles really surprised Lovie and Sweaky.
The black and white penguin didn't have wings like the other birds so he couldn't fly but he
didn't know that. When he tried to fly is when the fun really began. All of the other birds
would run off the cliff overlooking the water to practice flying. When Shuffles ran off the
cliff and flapped his little arms, he fell straight down into the water. Lovie screamed, "My
baby, my baby, he's going to drown." Sweaky took off flying, circling the area, trying to find
Shuffles. When Shuffles fell into the water, he was surprised, he couldn't fly like the others.
He also learned that he could swim and catch food to eat. This was something that his brothers
and sisters couldn't do.
Sweaky saw Shuffles climbing out of the water and shouted. "Lovie, Lovie, here he is
at the water's edge with a big fish in his bill." Lovie flew over, gave Shuffles a peck on the
cheek, and said, "I was so scared. I thought you had drowned." Shuffles shouted, "Mama,
mama I can swim and catch food for the family. Isn't that great?" "Yes" Sweaky said, "but it
was quite a surprise. Let us know if you have any more surprises planned .before you show
them to us" As they walked back to their nest Lovie said, "Shuffles, there is something I need
to tell you." Lovie told Shuffles the story of how he was adopted and cared for by her family.
Lovie went on to say," just because you look unique and can swim rather than fly, doesn't make
you unloved or unwanted. Sweakey chirped in to explain, "Son, you are simply a unique kind
of bird, whom all of us love and care for. Being unique simply means that you may need to
accomplish what you want in a different way. It doesn't mean that you can't reach your goals
and have a wonderful happy life."
 Lovie told Shuffles. "Son, it time for us to leave this Island and go to our summer play
ground." Shuffles know this day was coming and seemed a bit sad. Sweaky added, "We'll be
back next winter." Shuffles understood that he was different and had found and made friends
with other penguins that looked like him. They would be staying to live on the island with
Shuffles. When the other birds began to leave Shuffles told his adopted family good-by and
waved as they flew into the sky. He knew that they would return as promised.
The Lesson: It was early in the morning when, as ususal, the school bus wasat the
corner bus stop. It was raining and the children were all huddled, in their rain coats, on a
neighbor's porch. They heard a horn blow and knew it was the school bus. The children ran
through the rain on to the bus and just as promised, Claude and Bridget were there. Claude
wasn't on the bus two minutes when he spied a lunch bag left on a seat. He quickly grabbed it,
stuffing the bag in his book sack. "Looks like we'll have lunch for a change," he whispered to
Bridget. Bridget didn't say a word. She just sat there with a big smile. The school bus finally
arrived at the school and the children went to class.
When lunch time came the children went to the cafeteria. Winnie couldn't find her
lunch and began crying. Several of the children in her class noticed, and came over to ask,
"What's wrong Winnie? Why are you crying? Winnie told them ,"I can't find my lunch," "Don't
cry. We'll share our lunch with you. Just go and get your milk," the children said softly.
"Okay," Then as she stood up Winnie shouted, "I love you," as she ran to the milk counter. On
the way she saw Claude and Bridget eating her lunch. After getting her milk she ran back and
told the children. When they finished eating a group of children led by the Boss walked over to
where Claude and Bridget were eating. The Boss asked angrily, "Claude, where did you get
that lunch you're sharing with Bridget?" "I brought it from home." "You're lying," shouted
Chubbums. "You stole that lunch from Winnie." "No I didn't." "Yes you did." "We know you
did," shouted the Boss. "Winnie's mama always writes her name on the bottom of her lunch
bag in red." "Just look!" "There it is." "So what, we were hungry," blurted Bridget.
"How do you expect us to trust you when you steal our friend's lunch," said the boss as
she shoved her way to where they were sitting. "Just what is your problem? Why can't you
stop doing things that cause others to be sad?" "What are we to do when we are hungry and
don't have any money?" replied Claude and Bridget. "Do what the rest of us do," exclaimed
jumbo. "And just what is it that you do?" Jolly stepped forward and said, "We tell our parent
to sign us up for the free lunch program. That way we always have a lunch to eat." "But if we
did that," said Bridget quietly and looking at the ground. "Everyone would know we were
poor." Fussy jumped up saying, "There's no shame in being poor. Many of us are poor and eat
on the free lunch plan." That's a lot better than being shamed by getting caught stealing
someone's lunch, Isn't it?" Yelled the Boss. "No one ever explained it to us that way before,"
said Claude. "All we know is when we want something and we don't have it the only way for
us to get it is to take it. Peter jumped up saying, "You know how poor me and my mother are?
I wouldn't think of taking something from my friends. Their friendship and trust is worth more
than anything I would get by stealing." "We never had friends like you guys before", said
Bridget quietly. Claude, in a genuine tone, said, "You know, Bridget and I never had anyone to
teach us the importance of friendship and trust. Bridget and I are really sorry for taking
Winnie's lunch. We really want to be your friends and to be trusted. Please help us and teach
us." "We will," said the Boss, but only if you promise to stop doing things that hurt our
friends. Bridget said, "We promise to do our best but we might make some mistakes along the
way. We're willing to learn if you teach us the right way when we make a mistake. "Time will
show us how willing you are," answered the Boss while walking away. As the bell was ringing
to go back to school Jumbo shouted, "We've all made mistakes and I think we should try to
help them, Okay? All the children agreed as they went to their classrooms. At the end of the
school day the children went to get their rain coats. It had begun to rain again. Everyone
found their rain coats except Claude and Bridget. Claude was shouting, "If I catch the one that
took my rain coat I'm going to hurt them." Bridget yelled, "Me too."
Claude and Bridget got dripping wet walking to the school bus in the rain. The other
children stayed dry in their rain coats. Boss called out, "Hey you two! Now you know how it
feels when someone steals something from you. Claude blared, " Yea! And I'm really angry."
Bridget just sat in her seat cold and sobbing. Jumbo made sure he sat where he could watch
Claude and Bridget. He had put their rain coats in his school bag and all of the other children
knew it. They wanted Claude and Bridget to know the feeling of having something they
needed stolen from them. On the ride home everyone could see the embarrassment and
sadness on the faces of Claude and Bridget. The children could see they know what they did
was wrong and they had learned a lesson the hard way. As the bus came to a stop, the children
ran on to the neighbor's porch, out of the rain, to wait for their parents to pick them up. Once
again Claude and Bridget got wet. Jumbo walked up glaring and said in an angry voice,
"Here's your rain coats." We just wanted you to know how it felt when someone took
something of yours." Claude knew better than to say anything to Jumbo. He knew that Jumbo
was angry and what they had done was wrong. Bridget looked up sheepishly, and said in a soft
voice, "I've learned my lesson. I'll never take anything from anyone again." "Neither will I,"
added Claude. You've taught us a lesson we won't forget. Thank you." "I hope you will let us
be friends and play with you," said Bridget. Jumbo answered, as he ran to get in his parents
car, "Only if you can show us that you really have learned what friendship is. See you here in
the morning."
RAGGON THE CARING DRAGON: By Roli Poli: A long time ago in a far off
land there lived a big, friendly, green, fire breathing dragon. He had red eyes, pink wings, a
long pointy tail, and a deep voice. This big green dragon loved to sing and roamed the country
side. He would fly from village to village, visiting with all of the children, to see if they were
safe and well. They knew him, throughout the land, as Raggon the Dragon. Raggon always
had a very large red wagon tied to his tail. All of the children that knew him were friends with
Raggon. The children were the only ones in the villages, who could see, talk, and play with
him. Raggon loved children and always protected them from scary thoughts and the dark. He
also made sure that his friends were safe from the people and creatures that frighten or wanted
to harm them. Whenever this big dragon entered a village, he would go and visit every child
who lived there. Raggon would say to each child, "Hi, my little friend, I'm Raggon the
Dragon with the big red wagon. I've come to take away all of your fears, scary thoughts, and
anything that frighten or scares you. I'm going to take all of them and put them into special
bags that they cannot get out of. Then, tie the top tightly closed and put them in my red
wagon, so they can't get away to frighten any other children." Raggon continued to visit with
the children in the village until he talked with everyone. He told all of his young friends,
"When I leave, watch the sky at the end of the village. When I get outside the village, I am
going to take all of the bags with your frightening and scary thoughts, and put them into a big
pile. Then I'm going to huff and puff and breathe fire from my nose, to burn all of the bags
that were in my wagon. As Raggon began to walk out of the village, he turned to the children
and said, "When you see the green smoke rising into the sky you will know that all of your
frightening and scary thoughts are gone forever."
Just as he passed the end of the village, the children heard him say, "You will never
have to worry about them again, see you soon, Bye!" You could always tell when Raggon had
visited a village. All of the children were laughing, playing and having fun. Whenever you are
feeling happy and not scared or sad you know that Raggon the Dragon has visited with you.
Now, all of the scary feelings and thoughts that make you afraid are gone, so you can now drift
into a cuddly sleep. When your body tells you it has had enough sleep, you will wake up.
feeling safe and protected by Raggon the Dragon, and knowing that everyone loves you.
WILBUR THE COLLIE WHO FELT UNLOVED: By Roli Poli: Once upon a time
there was a family of collies who lived in this old house in the city. The house had a large
beautiful backyard. The mother's name was Sally and they called her husband Slick. They
had one little male puppy who was black, white, and tan. His name was Wilbur. Wilbur's
mother, Sally, never allowed him to go outside and play with the other puppies. She wouldn't
even allow Wilbur to roll in the grass because he might get some dirt on his fur or get hurt.
Slick, Wilbur's father, wasn't around much because he was always working. When he
was home, he was too tired to play with Wilbur. If Wilbur tried to play with Slick, he would
growl and chase Wilbur away. Wilbur didn't like to go out with his mother and father. His
father would always make him stay with his mother and this made Wilbur feel unwanted and
unloved. When Slick would visit with the grown-up male dogs, he wouldn't allow Wilbur to
go with him.
Often Sally and Slick would go out and leave Wilbur home with a strange older dog
and that would make Wilbur feel very lonely. Wilbur didn't have very many friends and was
often alone and very sad. Wilbur had to learn to play by himself.
When it was time for Wilbur to go to school, they sent him away to a boarding school.
The school only allowed him to come home for a weekend every six weeks to see his mother
and father. Sunday afternoon they would put him on a bus, with a group of strangers, that
brought him back to school. Often he would cry all the way back, because he felt that his
mother and father did not want him.
Wilbur felt abandoned by everyone who was important to him and became very sad.
Sometimes he even felt invisible, like no one could see him; therefore, he thought no one cared.
He didn't know what to do because he didn't know any way to change what was happening to
him. Whenever he tried to let others know how he was feeling they wouldn't listen to him or
would say, "You shouldn't feel like that."
Wilbur was a very sad puppie and he showed it in many ways. His coat was dull, his
eyes were droopy, his tail hung down very limp, he walked very slowly and he never smiled.
One day Wilbur was sitting under a tree at school and Toady Joe, the gardener, came to
visit. "Wilbur," he asked, "Why aren't you playing with the other puppies." Wilbur answered,
"I feel too sad to play." Toady Joe asked, "Why?" Wilbur then told Toady Joe his story. This
was the first time that anyone listened to Wilbur's story and didn't make fun of him. In fact
Toady Joe said, "Wilbur, it's okay to feel sad."
Toady Joe explained to Wilbur, "When you say you feel lonesome and abandon, what
you are really saying to yourself is, 'nobody loves me and I don't love me either." This was
how Wilbur was abandoning the most important person in the world, himself. Toady Joe went
on to say that, "Puppies who don't love themselves are the only ones who can be abandoned.
Learning to love themselves is very important for young puppies to learn, because only by
learning to love yourself, can you give love to another. You can't give something you don't
have and are not willing to learn. Once you learn how to love yourself you will never be alone
again. " It was getting late so Toady Joe told Wilbur, "I have to get back to my chores but if
you come back tomorrow I will have more time to talk. " That night Wilbur went home and
thought a lot about what Toady Joe had said to him and he knew that he was right.
At the end of school the next day, Wilbur ran as fast as he could to sit under the big
tree. Soon Toady Joe came and asked, "Wilbur, how are you feeling today?" Wilbur
answered, "Much better." "That's good," said Toady Joe. He went on to say, "Today I want
to tell you something that is also very important. Young puppies need to learn that their
feelings are just that, their feelings. You can feel any way you choose, but, If you choose to
feel sad most of the time you will be sad. It is what you think that guides your feelings.
Therefore if you take charge of your thoughts and think the thoughts you want to think than
you will feel the way you want to feel. So if you go and think happy thoughts, you will have
happy feelings." Again the time had passed so quickly that it was time for Toady Joe to leave.
So, Toady Joe said, "Wilbur, I'm beginning to feel very tired and need to go and rest. If you
want, we can talk again, on another afternoon, but for now, go and play with the other
puppies." Wilbur said, "thank you, Toady Joe, see you soon."
The last time Wilbur talked with Toady Joe was during the last week of school, just
before Wilbur went home for summer break. That summer, during school break, Wilbur had
time to think about what Toady Joe had taught him. Wilbur said to himself, "I am going to do
what Toady Joe suggested, it won't hurt me and I have nothing to lose by doing it."
Wilbur began by changing the way he thought about himself. He found out that when he
thought that he was worthwhile and accepted himself just as he was he didn't feel sad. He
discovered through loving himself, he could truly see others and the world around him. He
could see in new way, a way that was loving and caring, even if others didn't return the love.
By doing this Wilbur began to understand more of what Toady Joe said to him and knew that it
was true.
Whenever Wilbur began to feel sad, he learned to become aware of the thoughts that
were causing him to feel sad. He learned how to change them so he could feel better. Wilbur
learned how to look for the good things in his life and to think of them rather than the things
that caused him to feel sad. He now understood that no one's life is perfect, and that it was
okay if his life wasn't perfect. This became his new way thinking about his life, which caused
him to have happy feelings. Wilbur was a different puppie. His coat became shiny, his eyes
were bright like the stars, his tail was up and wagging happily, and there was a big smile on his
face. From that day, on Wilbur never felt alone or sad and he always had a friendly bark,
"Arff - Arff," for everyone he met. Wilbur's life had completely changed. He found many
new friends that he could laugh and play with every day.

17. CLASSES BY GASPARIE (BUDDY) BIRBIGLIA:

THE BRAIN: By Gaspaire (Budddy) Birbiglia: The Brain is like a single line
telephone system. We can only process or converse with one though at a time. When that line
is busy no one else can use it. When the line is busy developing pleasant thoughts and telling
the body that everything is pleasant and you are in a relaxed state, the line cannot be used to
develop unpleasant thoughts of stress, tension, anxiety, fear, or pain. Our feelings are the
results of the thoughts we allow to be communicated to our body which produce our action or
reaction to the sensory input from our environment
I've come here today not as a person who thinks he has the answer to your pain but as a
person who is living with pain also and who has found a tool that can give some measure of
relief. Even if only provides relief for a short while, it is better than no relief. I would like to
share with you that I was in a very bad automobile accident where I destroyed the left side of
my pelvis and after 10 hours of surgery and a lot of praying I am able to walk most of the time.
I live with pain 24 hours a day. Most days I can manage it but there are days when my screws
tell me "Don't even think about it, you're not going anywhere today" and sometimes they say,
"No sleep for you tonight sucker." I just want you to know that what I bring to you is
something that I know can provide some measure of relief it is not a theory..
 One of the main problems to learning Guided imagery is giving yourself permission to
take the time to learn to focus, intently focus, on a pleasant picture that you have painted in or
visualized your mind. Only you can do this and only when you are ready will it happen.
It appears that in today's society we all want instant gratification. When we have a pain
we want to go to the Doctor, get a pill, take it and have that be the end to our pain. When we
have an illness we want the same thing. I am not going to go into the story of instant
gratification because I don't think that anyone want's to spent the night listening to me ramble
on. The point I am trying to make is that instant gratification is just that. it works for an
instant. What I teach can work for your entire life.
It goes like this, give a hungry person a fish and the person will have a meal. Teach a
person how to fish and that person can not only feed himself but his whole family for their
entire life.
Responsibility for taking care of your bodies is not something that we human beings are
taught. It appears that you are taught and have become very good at taking care of everyone
and everything except yourselves. You are taught to be responsible for everyone and
everything except ourself. The bottom line is that you are not taught that it is okay to think of
yourself as the most important person in your life and to learn to love yourself just as you are.
Dr. Bernie Seigle has written a book that expresses this very clearly. It is called, "How to live
between Doctor visits."
Your life is the result of your choices for you and only you are the master of your
choices and the director of your destiny. Therefore, you can chose to be responsible by taking
charge of your life and taking the time to learn how to rationally communicate with yourself or
you can chose to be lazy and continue to allow the irrational messages from the past to control
your life. Remember, If you always do what you've always done and you always think what
you've always thought . . . Then you'll always be what you've always been and you'll always
get what you've always got!!!
Its your life and its your choice. Live one day at a time and make it a masterpiece.
To take advantage of this relaxation just allow yourself to be totally here in this room.
Let go of all of your negative thoughts, problems, pains and concerns and know that you are in
a safe place where you will not be disturbed. Give your self permission to day dream by
following my suggestions which can reduce or resolve all stress, tension. anxiety, fear and/or
pain from your mind and body for as long as you want it to . . . There is no magic and you and
only you will be in control at all times. You will hear and remember everything that is said and
if you choose to. The more you practice using this procedure the more effective it will
become.
GUIDED IMAGERY EDUCATION PROGRAM: The following is an outline of
how the Guided Imagery educational group might be organized at the beginning and evolve as
it grows. Each group meeting will last approximately one and one-half hours.
Week 1: An explanation of what guided imagery is: Describe guided imagery and
what is required to be successful. Describe the different ways guided imagery can be used, as
an adjunct to traditional medical practices, to reduce or resolve illness, pain and enhance total
mind and body health. Provide demonstration of Guided Imagery, orange or skyscraper. Each
session to be followed by a group discussion and sharing. Read the Book Self-Hypnosis "The
Complete Manual for health and Self-Change" by Brian M. Alman, Ph.D. and Peter Lambrou,
Ph.D. This orientation to Guided Imagery can be repeated periodically to bring new members
into the group possibility at an interview, one-on-one, individual session prior to entering the
group. Use the one of the general relaxation tapes, "The Forest or The Seashore."
Week 2: Taking responsibility for self : Read the book, "I Want To Change But I
Don't Know How!," by Tom Rusk M.D. & Randy Read M.D.: Demonstrations of Guided
imagery Use the tape, "Take Ten And Relax" - Describe the use of a Key Homework to work
with the tape ,Take Ten And Relax, several timeseach day until the ability to use the key is
learned.
Week 3: How to live between doctor visits (Doctor dependency). Read the book,
"What To Say To Yourself When You Talk To Yourself," by Shad Helmstetter, Ph.D.
Demonstrations of Guided imagery. Use the tape, "The Healing Pool" Allow client to
demonstrate the use of a key.
Week 4: Learning how to develop and use guided imagery. Read the book, "How To
Live Between Visits," by Bernie. Demonstrations of Guided imagery. Use tape, "Adult Pain
management - numbing the pain
Week 5: Facilitate members to develop and draw pictures of their safe place, disease,
how they would like to be, etc. Leave time for discussion. Furnish crayons and paper for clients
to draw furnish and discuss their private safe place. Take home and complete for next session.
Week 6: Facilitate the writing of a guided imagery script (induction, deepening,
positive suggestions, and the return to conscious awareness Discuss homework, drawings. Use
the tape, "Immunology"
Week 7: Facilitate the learning of how to use a key. Explain the use of a key and
allow practice time. Allow members to present their Guided Imagery. Open discussion
Week 8: Demonstrate that the answer to their distress is in their mind by using
convincers like hand clasp etc. with group. Allow a members to present their Guided Imagery.
Open discussion. Rewrite Guided imagery
Week 9: Allow a members to present their Guided imagery. Open discussion How to
use what they have learned? Allow members to discuss how their Guided Imagery script is
working for them. Possibility suggest necessary adjustments.
Week 10: Allow a members to present their Guided Imagery? Open Discussion.
Corrected Guided Imagery Presentation? When ready, make appointment with members to
record their Guided imagery. Explain how their Guided Imagery needs to evolve as their
self-love, self-awareness, quality of life, perception of their environment, health, etc. change.
Allow members to discuss how their Guided Imagery script is working for them. Possibility
suggest necessary adjustments.
On going each member can revise or update their Guided Imagery program and present
it to the other members at the next meeting or discuss how to improve the effectiveness of
guided imagery for different problems. A group member is not limited to developing one
guided imagery program. There may be several issues that require different approaches.
Therefore, the member may need to design several Guided Imagery programs.
This is an invitation to our patients, family members and significant others to take
advantage of an exciting new "FREE" program. Guided Imagery programs for the reduction
and/or resolution of stress, anxiety, tension, fear and pain will be provided by a certified
instructor in cooperation with the Stanley S. Scott Cancer Center and University Hospital.
The program will be available, at this time, to inpatients and outpatients of the
Oncology and Bone Marrow Transplant units. The inpatients can schedule appointments for
the Guided Imagery instructor to visit them in their hospital room. The outpatients will have
the opportunity to attend group sessions. Information and appointments can be made by calling
568-6010
Research tells us that the stress, anxiety, tension, fear and pain which accompanies a
major illness have a very negative effect on the healing process of the patient and his/her
caregivers. When the mind and body have to deal with these negative feelings neither can
focus all of its healing abilities on the reduction or resolution of the illness. The distress and
disruption of the normal way of life for the person who is experiencing the illness and/or
his/her caregivers will be endured much longer than need be.
The Guided Imagery program can teach you how to minimize these negative feelings
that reduce the quality of life. Each session is approximately one hour and teaches the person
how to relax and reduce or resolve the feelings of stress, tension, anxiety, fear and pain.
This is not a cure nor is it a magic wand. Guided imagery is an adjunct to traditional medical
procedures. It is a skill like reading or writing. Our instructor can teach you the skill then it is
your responsibility to develop and use it. Just like your medication, if you leave it in the bottle
it won't work. You have to take it as prescribed for you to receive any of its benefits.
To receive the maximum benefit from your use of Guided Imagery there are three
requirements:
1. You have to want to resolve your distress because you and only you have a need to do so,
not to please or resolve another's wishes or wants. There are no exceptions to this requirement.
2. You believe that by learning and using the skills of Guided Imagery your distress and illness
will be resolved.
3. You accept the responsibility to learn and develop the skills of guided imagery and use them
on a regular basis as suggested.
Learning and using the skills of Guided Imagery together with traditional medical
procedures can provide a more comfortable recovery and enhance your quality of life. Your
life is the result of your choices. For you and only you are the master of your life's choices and
the director of your destiny.
The patients, family members, significant others, University Hospital and Cancer
Center Staff are invited to take advantage of an exciting new "FREE" program. Guided
Imagery programs for the reduction and/or resolution of stress, anxiety, tension, fear and pain
will be provided by a certified instructor in cooperation with the Stanley S. Scott Cancer Center
and University Hospital. The program will be available, at this time, to inpatients and
outpatients of the Oncology and Bone Marrow Transplant units. The inpatients can schedule
appointments for the Guided Imagery instructor to visit them in their hospital room. The
outpatients will have the opportunity to attend group sessions. Information and appointments
can be made by calling 568-3327. Research tells us that the stress, anxiety, tension, fear and
pain which accompanies a major illness has a very negative effect on the healing process of the
patient and his/her caregivers. When the mind and body has to deal with these negative
feelings it cannot focus all of its healing abilities on the reduction or resolution of the illness.
The distress and disruption of the normal way of life for the person who is experiencing the
illness and/or his/her caregivers will be endured much longer than need be. The Guided
Imagery program can teach you how to minimize these negative feelings while enhancing your
the quality of life. Each session is approximately one hour and teaches the person how to relax
and reduce or resolve the feelings of stress, tension, anxiety, fear and pain. Guided imagery is
an adjunct to traditional medical procedures. It is a skill like reading or writing. Our instructor
can teach you the skill then it is your responsibility to develop and use it.
Community Cancer Information Center . Cancer clinic: Providing the comprehensive
diagnosis and treatment of cancer. Pain Clinic. Provides a multi-disciplinary approach
including medical and psychological treatments for individuals with chronic pain or intolerable
pain associated with an illness or trauma. Alternative Medicine Clinic This is a new service
that will provide individuals with approved alternative health giving modalities as an adjunct to
traditional medical proced
PSYCHO-EDUCATION. The clinic will be open from 9 a.m. to 12 noon on Thursday
and Friday. The clinic will require a referral from a physician before an alternative procedure
can be applied. The following alternative modalities will be available: Hypnotherapy,
Hypnoanesthesia, Biofeedback, Guided Imagery, Relaxing Touch with Guided Imagery, and
Healing touch. Inservice stress reduction for medical staff. A stress reduction and
relaxation procedure provided, by a certified Guided Imagery instructor, to the medical staff
upon request. Inpatient Support Services. This support service is designed to provide the
cancer inpatient, family members and ignificant others with general information about his/her
medical intervention, psychological support, Guided Imagery for relaxation and healing,
relaxation videos and rehab involvement. Information and explanation of these services is
given to the patient upon arrival. Guided Imagery Education: In this class each individual is
taught how to use the skills of Guided Imagery to reduce and/or resolve the distress and/or
discomfort resulting from their illness. Inpatient Guided Imagery is a service that any patient in
the cancer units of University Hospital can request. A certified Guided Imagery provider will
apply stress reduction and relaxation procedures as an adjunct to help the patient reduce and/or
resolve the side effects of traditional medical procedures required to treat the illness. Holistic
workshops and seminars. Wellness seminars that provide information and demonstrations of
the various alternative wellness interventions available and approved to be used as adjuncts to
traditional medical procedures and treatments. These workshops and seminars are free and
open to the public. They are provided on a monthly basis as community education.
RESEARCH PROJECTS: USING THE DAVICON MEDAC SYSTEM/3
NON-INVASIVE PHYSIOLOGICAL INSTRUMENTATION AND SOFTWARE SYSTEM
OR SIMILAR EQUIPMENT TO PROVE THE EFFECTIVENESS OF ALTERNATIVE
ADJUNCTS TO TRADITIONAL MEDICAL PROCESSES.
1. Before, during and after the use of Guided Imagery.
2. The use of Relaxing Touch with Guided Imagery.
3. The effects of sight deprivation, using a sleep mask, on the successful application of Guided
Imagery.
4. The before and after effects of new pain reduction medication on cognitive processing.
5. Determine the effects of Guided Imagery before and after surgery.
ABOUT GUIDED IMAGERY Even today in the 20th century some people continue
to think of guided imagery or hypnosis as some form of evil or magic. This stigma has no
justification. Guided imagery, by itself, has never cured anyone of anything. But thousands of
people who have learned how to use the skills of guided imagery, have greatly enhanced their
quality of life and their overall health. Let me give you some examples. Have you ever
been reading a book or watching TV without realizing what was going on around you?
Someone may be talking to you, but you are totally unaware of their words. When traveling,
have you ever gone beyond your destination or missed a familiar turn-off because you were
thinking of something else? Have you ever driven to someplace, and upon arriving, don't
remember the route you took? A person not feeling pain, though hurt, when engaged in a
sporting event or crisis situation, an injured child's response to a mother's suggestion that a kiss
will make it better, and just using your imagination may be everyday forms of guided imagery.
Have you ever read several pages in a book and don't remember what you just read? And last,
the simplest form of guided imagery is day dreaming, something we've all done.
Next let me provide you with answers to some of the most common misconceptions
about guided imagery:
1. During guided imagery no one can suggest or command you do to anything that you do not
agree to or want to do. You will either return to conscious awareness immediately or simply
ignore the suggestion or command.
2. During guided imagery you will not go to sleep or be unconscious. During the guided
imagery process you will have allowed yourself to detach from the normal state of
consciousness and you will hear every word and remember of what was said. A person may
drift from the guided imagery state into sleep and then awaken when appropriate or when
someone awakens them. When this occurs the person is no longer in the guided imagery state.
3. There are no recorded cases to substantiate the belief that a person may not come out of the
altered state. 4. A post hypnotic suggestion can last only for as long as you allow it to. Only
you have control over your thoughts. 5. The truth is, the more intelligent and imaginative a
person is, the easier it is for him or her to learn guided imagery. 6. Guided imagery has
nothing to do with religion. It is neither anti-religious nor pro-religious. 7. Guided imagery
can be very successful even if the person can only achieve a light level of mental abstraction.
INTRODUCTION TO IMAGERY AND SELF-ACCEPTANCE: If this is your
first visit or experience with guided imagery and self-acceptance, please take a few minutes to
read this material. We know that you will find it educational and informative.
Guided imagery and self-acceptance are educational tools, used to teach individuals
how to use their mind's power and strength to improve their quality of life, physically, mentally
and emotionally. This is accomplished basically by teaching the individual how to focus
completely on one problem at a time, and to use all of the mind's power to seek a positive
resolution by way of positive thinking, acceptable visualization, and positive suggestion.
Each of us uses imagery several times each day without being aware of it. Each time
we daydream or become so engrossed in a book or a television program that we don't hear
when someone talks to us we are imagining. Everything you think and feel reflects who you
are. If you think and feel from a superficial level of awareness, that is who you are. To delve
deeper into yourself, and hopefully, get to that place where you can experience inner-peace,
you have to follow the path of your choosing and no other. Someone who feels unloved can
learn self-love, but he/she will have to work through the layers of resistance that block the
feeling of pure love. Your present emotions reflect the present state of your nervous system
with all its past imprints. Whenever you have an experience, these imprints enter into your
response, which means that most of your reactions are echoes from the past. Most of us do not
really live in the present. Reacting in the present is where the search for your true self
begins. Your emotions are the most present - centered reaction to your thoughts. An emotion
is a thought linked to a sensation. The thought is usually about the past or the future, but the
sensation is in the present. This is the area where imagery and self-acceptance are most
effective. Your thoughts can affect all of the functions of your body. Worry thoughts
trigger changes in the stomach that in time can led to physical problems. Anger thoughts
stimulate your adrenal glands and the increased adrenaline in the blood stream causes many
changes. Anxiety and fear thoughts affect your pulse rate.
What is expected tends of be realized. The brain and the nervous system respond only
to mental images. It does not matter if the image is self-induced or from the external world.
The mental image formed becomes the blueprint, and the subconscious mind uses every means
at its disposal to carry out the plan. Worrying is a form of programming a picture of what we
don't want. And the subconscious mind will act on fulfilling the pictured situation.
Our physical health is largely dependent upon our mental expectancy. Physicians
recognize that if a patient expects to remain sick, lame, paralyzed, helpless, even to die, the
expected condition tends to be realized. Imagination is more powerful than knowledge when
dealing with your own mind or the mind of another.
This is an important rule to remember when using guided imagery or self-acceptance.
Reason is easily overruled by imagination. In using guided imagery and self-acceptance, we
can form visualizations in the subconscious mind, which can remove, alter, or amend the old
ideas.
Opposing ideas cannot be held at the same time. This does not mean that more than one
idea cannot be remembered or harbored in your memory, but it refers to the conscious mind
recognizing an idea as a correct or a dominant idea. However, one cannot escape the conflict
and it's eff
Once an idea or thought as been accepted by the subconscious mind, it remains until it's
replaced by another idea. The companion rule to this is, " the longer the idea or thought
remains, the more opposition there is to replacing it with a new one." The longer it is held, the
more it tends to become a fixed habit of thinking. This is how habits of action are formed, both
good and bad.
 An emotionally induced symptom tends to cause organic changes if it lasts long enough.
It has been acknowledged by many reputable medical professionals that more than seventy
percent of human ailments are functional rather than organic. This means that the function of an
organ or other part of the body can been disturbed by the reaction of the nervous system to
negative ideas held in the subconscious mind. Therefore, if you continue to fear ill health,
constantly talk about your "nervous stomach" or "tension headaches," in time organic changes
will occur.
When dealing with the subconscious mind and its functions, the greater the conscious
effort, the less the subconscious response.
This proves why "will - power" doesn't exist! If you have insomnia, you've learned "the
harder you try to go to sleep the more wide awake you become." The rule is, "when dealing
with the subconscious mind, take it easy." This means you must work to develop a positive
mental expectancy that your problem can be and will be solved. As your faith in your
subconscious mind increases you learn to "let it happen" rather than try to "force it to happen."
Guided imagery and self-acceptance can help you achieve this goal. We all have state
dependent memory, learning, and behavior (SDMLB). The process of SDMLB begins at birth.
Every observation through our life, that we experience through one of our five senses, is
registered in our subconscious mind along with the causing event and our reaction or action.
Therefore, whenever we experience that same situation, our subconscious mind will instruct us
to react the same way we did the first time. This automatic SDMLB can be changed by learning
how to use guided imagery and self-acceptance. If you want to make a change, if you believe it
will happen, and if you are willing to do the work to make it happen, it will happen. By being
willing to learn how to use the tools available through guided imagery and self-acceptance you
can cause positive changes to your life which will enhance your quality of life and your overall
health. You were born with the tools to make the positive changes in your life. Guided
Imagery can teach you how to use them.

18. BUDDY BIRBIGLIA: COURSE # 2 HYPNOTHERAPY

I feel excited and yet apprehensive about becoming an active member in the practice of
Hypnotherapy. The excitement comes from the study and practice of relatively new science that
has the potential to help so many. The apprehension is the result of sailing into uncharted waters.
The fact that others have gone before me and are succeeding is the equalizer for me. Also, having
confidence in my instructors through this journey, Doctors Pamela and Authur Winkler, accounts
for much of the self assuredness I have developed.
Hypnosis, to me, is the technique a trained hypnotherapist utilizes to assist a person to
redd themselves of a negative aspect in their life when they are ready to actively work at the
process. One must be careful about listening to a client's complaint and attempting to remove
what seems to be a simple surface symptom. Many times the hypnotherapist needs to delve
deeper to ascertain the core issue or root cause in order to effectively remove the symptom. This
is a theraputic process which may take more than one session. Knowing when the process is
complete is where training and experience is evidenced.
There are many misconceptions about hypnotherapy. Even today, some people think that
hypnosis is some form of black magic and the hypnotist is possessed. In reality, hypnosis is a
natural phenomena that we use every day when we daydream, meditate, or concentrate on some
subject or object. I view it as a tool to help release people from pain and irrational life styles.
Before a hypnotist can be effective he/she must dispel all misconceptions and convince the client
that there is no danger to fear.
There are many similarities between the techniques of psychotherapy and hypnotherapy.
One of the first priorities of the hypnotist is to develop a safe, caring, and friendly relationship
with the client. Developing the client's confidence and comfort level with the hypnotist can
mean the difference between success and failure. At no time should a hypnotist attempt to
impart his/her beliefs on to a client.
The hypnotist needs to be able to accept the client and his/her beliefs without being
judgemental. Learning to actively listen and allow the client to express feelings and perceptions
without discounting or shaming comes through experience. Before a hypnotist can be successful
in helping others he/she needs to know their own beliefs, biases, prejudices, and limitations.
Can I work with all cultures is a question, that we in the helping field need to answer.
Being cultural sensitive with clients if very important. For example African Americans
view family and church quite differently than the White Anglo-Saxon. This type of information
can be very beneficial to the success of the healing process. In some cases it can mean keeping
or loosing a client.
Hypnosis can be used to resolve physical, psychological, and social dysfunctions when
used properly. The principal of this process is based in the theory that "What the mind has
created the mind can cure." Unlike faith healing, hypnosis is used to resolve the cause and not
just the symptom. Once the myths have been dispelled and the client truly believes in the
process and is willing and ready many wondrous miracles can begin to happen.
The Treasure House within You: It is amazing how closely the words in this book
parallel my own personal thoughts and beliefs. As this book indicates, and I believe, we are all
born with all of the skills and knowledge necessary to negotiate the journey of life. We simply
need to learn how to use what we have? I am not trying to make light of or simplify the
complexities of life.
What we learned as a child from our parents and the socioenvironment we lived within
was the development of our world without. Specifically, communications, perceptions and
thoughts, actions and reactions, acceptance, and feelings are how we interact with and interpret
our environment. Murphy says it very concisely when he states, "remember, it is the world
within, namely, your thoughts, feelings, and imagery that makes your world without. It is,
therefore, the only creative power, and everything which you find in your world of expression
has been created by you in the inner world of your mind consciously or unconsciously."
How we learn to use the powers of our mind will determine the quality of our very
existence. Our subconscious mind has the ability to heal or destroy our body and mind. It is
totally up to each person to learn how to utilize these wonderful powers we were born with. If a
person learns to think negatively and perceive the worse in all situations, he/she will create for
themselves a very sad and lonely existence. This follows what Murphy states, "the law of life is
the law of belief."
Learning to think positively, have confidence in our given abilities, and accept the
directions of our Higher Power will produce a long happy and centered existence. The power of
our mind is not fully understood. We do know that by changing the way we think can be heal us
both mentally and physically.
How Your Mind Works: Liken to a computer, it seems that the autonomic functions,
both physical and mental, of our bodies are controled by inprints or recordings we have placed in
our subcounscious minds. These imorints give rise to our thoughts, perceptions, and reactions
automaticlly and without reasoning.
 To clarify my ideas Murphy states that, "your conscious mind is sometimes referred to as
your objective mind because it deals with outward objects... The greatest function of the
objective mind is that of reasoning. The subconscious mind is oftentimes referred to as your
subjective mind. Your subjective mind perceives by intuition.
Our subconscious mind understands and stores everything our counscious mind views
literally. The subconscious cannot distinguish or reason between sarcasm, a joke, or an
unhealthy suggestion. What you say is what is recorded. If you continue to tell your self that
you are a worthless person and will never achieve anythin in life then your subconscious mind
will see to it that you are worthless and never achieve anything. There is a lot of truth in some
jokes; be careful what you wish for, you just might get it.
Learning to perceive and think rationally is not an easy task. Especially, if a person has
been taught irrational thinking from birth and has habituated this into the adult years. I feel the
most difficult problem in dealing with a person who thinks irrational is to get them to become
aware of their negative thoughts.
Once the wall is penatrated, and the client is aware and admits to irrational thinking, then
hypnosis can be used along with the daily use of an audio taped imagery program to enhance the
hypnotherapy. This is a very effictive means to change stinking thinking to rational healthy
thoughts.
Understanding the vast power and ability of the human mind is beyond the scope of
today's comprehension. Many people have had their whole lives changed when they began to
believe in the power within themselves. When imprinted with life-giving and positive thoughts
the human mind can produce health, serenity, and happiness.
One can test this theory simply by impressing a reasonable request in the subconscious
mind prior to going to sleep and upon awaking observe if the request was granted. One can
actually control the autonomic bodily functions by learning to think positively and rationally to
the subconscious mind. Healing the physical part of the body can also be accomplished by the
subconscious.
To accomplish this one must believe in the power within.One must understand that
he/she was born with the resources to control the quality of life through the subconscious
thought process. If you keep your conscious mind busy with positive rational thoughts and
perceptions, your subconscious will replicate those imprints and make them part of your
personality. Imagine being able to change anger, jealousy, depression, and irrational choices
into happiness, love, joy and rational thinking. Our conscious and subconscious mind can
achieve a truly quality lifestyle for us if we feed it with honest and positive thoughts.
One thing we can do is to become aware of the negative self-talk we have learned and
change it. Another thing is to use positive affirmations several times each day. We need a
support system which will help you learn and grow. We also need to be willing to accept the
guidance of our higher power.
Through the ages, those who knew how to use the power of suggestion to heal were held
in high esteem. They were thought to have received the power to influence man and heal the
sick directly from God. Many rites and rituals have been devised to cloak the power of
suggestion in a cloud of mystery and magic.
One can read about the many ceremonies that have been preformed throughout the ages,
in the mane of many Gods, to heal the sick. Today many examples can be found in the
Bible. All of the renderings have one thing in common. That is faith in the rite and the God to
heal the illness, be it mental or physical. Whereas in reality all of the healing is the result of
positive suggestions being accepted by the subconscious mind and acted upon. This is the only
real healer and it resides within each person.
Diseases can and do manifest themselves as the results of thoughts. One can think
himself/herself sick. One's mind will respond to whatever one thinks or imagines. Therefore,
one can also think healthy and imagine a long life. The subconscious mind will respond and
work to make one's thoughts become reality. The only requirement is that one believes and has
faith that he/she has the power and ability to achieve whatever one's thoughts are.
The use of Hypnosis to help resolve the mental and physical ills of chldren.
Hypnotherapy with children is deffinetely a challenge for the gifted practitioner. Predictability
is not one the strong traits of children. This is one of the many fascinating attractions of
working with children.
There are basic guidelines to be observed, most of the time, but quite often even these are
modified. When working with children it is not uncommon for the Hypnotherapist to fly be the
seat of his/her pants. Children's imaginations are so alive that in order to tune into the child the
therapist needs to allow his/her imagination to follow the same thoughts as the child. This is
very difficult for the therapist who was never allowed to be a child.
In today's society we see chldren enduring many different types of traumas, both mental
and physical. Unfortunately the effects of these traumas do not always become noticeably
affective to one's life at the time of the incident. Sometime it is weeks, months, or even years
before the affects of these traumas manifest themselves. Then affect of the trauma is called Post
Tramatic Stress Disorder.
Recreating Your Self: By Gaspare "Buddy" Birbiglia: Science tells us that when we are
born, we only have two fears. These are the fear of falling and a fear of loud noises. If this is
so, why do so many people today have so many negative feelings toward themselves and others?
Some say that this is the results of learned conditioning.
We learn negative self-talk and thinking from several places. Our first teachers were our
family members. Next, we learn from the things we hear and see in the socioenvironment we
live in. Last, but not least, the people we associate with teach us both their rational and
irrational self-talk and thinking. I believe that this is where it all starts.
A ten year old that carries a weapon and has the vocabulary of a garbage can did not
learn this behavior by going to church with his/her parents. Scientific studies tell us that
irrational self-talk and thinking is the product of learned conditioning. The same is true for
teenage pregnancy, substance abuse, child abuse and many other irrational actions.
When we mature into adults, we wonder why we have so many negative feelings and
initiate irrational actions. We also wonder why we have problems making friends and
committing to a relationship. Many marriages are ending in divorce. However, the threat of
AIDS is the biggest cause in the reduction of extra marital affairs. The physical, emotional, and
sexual abuse of children is on the rise and out of control. More children are being born to
parents who abuse alcohol and drugs. These and many other psychological problems are
becoming all to common.
These psychological problems have given rise to many pop psychology modalities. Each
group, from the Gestalt therapist to the psychoanalyst claim that their modality is the most
effective. Today, my choice is Hypnotherapy. My recent experience in this area has indicated
to me that our Higher Power has given our subconscious mind the power to resolve many, if not
all, of our mental and physical problems.
Through the use of Hypnotherapy, the subconscious mind can be directed to research a
client's past and release him/her from the control the past has on his/her present life. The
subconscious mind can research the past and identify the incidences that are causing the
irrational thoughts and actions today, without the client having to relive the trauma. This is a
significant step in the resolution of a clients problems. Its too bad that more caregiving
professionals do not recognize the potential of this modality.
Today, we are hearing, reading, and seeing more and more information about the "inner
child." I feel that this term is being used to make, learning how to break the irrational control
the past has on our lives today, a popular fad thing to do. Talk of doing inner child work is the
buzz word of the nineties in the twelve step groups and therapy groups. Many mental health
professionals are promoting this as a therapy modality. I feel that promoting inner child work is
an unprofessional business ploy and advertising gimmick to popularize a therapy fad that does
not work. Simply put, I don't believe there are any healing benefits to inner child work. My
beliefs lie in the power of the subconscious mind and all other levels of the mind.
The storehouse of the mind has an imprint of everything we have heard, seen, or
experienced from the time of our conception. I don't believe that we can erase memories of the
past nor can we change them. However, we can add to those memories the way in which we
now are able to view them from a different perspective. Our Higher Power has given us a
fantastic tool for healing. All we need to do is to learn how to use it and teach others to do the
same. Therefore, I believe that our healing power is in our inner mind and not in our inner
child.
By probing the inner mind, a knowledgeable hypnotherapist can find what, in our past, is
controlling our feelings today. Through the use of effective hypnosis and positive self-talk, we
can change our learned irrational thinking of the past to rational perceptions in our lives today.
This is a therapy that cannot be disputed because it works. There is only one thing wrong with
it. If everyone learned to use their inner minds the mental health business would not be as
lucrative a business.
Our inner mind is where we store the picture and description of who we are, what we are,
where we are going, and what our perception of our socioeconomic environment is. If this
picture is distorted in any way we have a problem. The hypnotherapist's roll is to guide the client
to find out who and what it is he/she wants to be. Then to help the client to become what he/she
wants to be and not what the past said he/she should be. The same process is used to allow the
client to develop goals and perceptions in his/her life as it is today.
The hypnotist most important tool is the induction of a trance. The term "trance" refers
to the day-dreaming state of the mind, often experienced by people when they meditate. Trance
is a state of passively focused inner awareness. This state is associated with a vivid involvement
in imagined events, a shift into a context free, literal understanding of words or phrases, and a
removal of the restrictions ordinarily imposed upon unconscious abilities of all these
characteristics of trance.
There are three parts of the mind as we know it, the conscious, subconscious, and the
unconscious. The conscious mind, also known as the mechanical mind, houses temporary
memory, performs rationalization, is analytical, and has short term willpower. The primary
function of the mechanical mind is to keep us going through day-to-day living.
The subconscious mind is where the permanent memory
resides, all habits are supported, and all emotions are initiated. Its primary function is to protect
us from harm, real or imagined. It is also known that negative information will be more readily
accepted before positive information. Therefore, it is most important to speak only in simple
positive terms during hypnosis. What the mind expects to happen typically does.
The unconscious mind is responsible for the autonomic
nervous system, keeping all bodily functions regulated, and the immune system activated.
There is one more area that hypnotist are concerned
with, and that is the critical factor. The critical factor is the gate keeper for information going
from the conscious to the unconscious. A hypnotist becomes effective when he/she learns how
to bypass the critical factor so as to talk directly to the subconscious. Therefore, one definition
of hypnosis might be the process of bypassing the critical factor so we can enter the
subconscious.
There are three stages to hypnosis, light trance, medium trance, and somnambolism. In
the light trance stage the client will appear in a cataleptic state, the small group muscles are
relaxed, there is a detached look from surroundings, and the client is lethargic.
In the medium trance stage the client is in partial amnesia, glove anesthesia can be
accomplished, and there is complete catalepsy of the limbs.
The somnambolistic state is achieved when the client can open his/her eyes without
affecting the trance state, there is a fixed stare when the eyes are opened, complete amnesia is
achieved, post hypnotic amnesia is evident, bazaar post hypnotic suggestions may be heeded,
there may be visual hallucinations, and a stuporous condition is apparent where all spontaneous
reactions are inhibited. If the critical factor is not bypassed, the hypnotist cannot bring the client
into somnambolism.
The typical hypnotic induction has eight steps according to Dave Elman. These steps
are:
(1) achieving rapport through touch and positive suggestions,
(2) pre-talk and creating mental expectancies,
(3) obtaining an agreement from the client to enter into the hypnotic state with the hypnotist, (4)
achieve and eye-lock with the client,
(5) take at least three trips to Berhime,
(6) deepening the hypnotic trance,
(7) therapy, and
(8) emergence.
A shorter technique of this is to get the agreement, obtain eye-lock, be in physical touch
with the client, take at least three trips to Berhime, therapy, and emerge. To achieve this level of
competency the hypnotist must learn to be a firm and loving parent to all clients. Knowing
when to be paternal and when to be maternal.
The primary source of difficulty in therapy is that most clients are unable to pay close
attention to critical issues for very long or at all. Their conscious attention typically is caught up
in an actively defensive or critical analysis of one thing after another. They protectively screen
their perceptions, censor their responses, and use all of their conscious effort to maintain the
integrity of their current conscious framework. During trance, however, attention may be highly
focused or restricted to one or two things for long periods of time. Furthermore, this stabilized
attention can be focused internally upon vivid thoughts, images or sensations that ordinarily
would be overlooked or demode. Finally, this internal focus of attention tends to involve a
passive observer's state of mind, not unlike, that experienced by the members of an audience
enthralled by a symphony or enchanted by a good story. Events merely are observed, not
censored or altered.
With most clients, however, it is necessary to do more than merely induce a trance state.
Usually, it is necessary to gently guide attention toward the murky or disturbing areas of internal
discomfort, using hypnotherapeutic techniques such as metaphorical allusions or symbolic
references. Such indirect approached or metaphorical hints provide a nudge toward an
understanding of the problem and/or it solution, but still rely heavily upon the client's own
initiative and resources.
Although the newfound skills, conclusions and solutions clients develop for themselves
in response to such permissive or indirect approaches seem to be the most effective, a few clients
require a more straight forward or direct approach. For these individuals, specific therapeutic
instructions or statements are used. A trance state simply makes it more likely that these clients
will accept and act on your therapeutic communications. Clients are more relaxed and receptive
to new ideas or behavioral directives when in a trance.
It should be noted that hypnotherapy does not depend upon the increased suggestibility
commonly associated with hypnosis. Giving clients the hypnotic suggestion that when they
awaken they will no longer feel anxious, depressed, etc. simply does not work. The notion that
hypnosis magically gives the hypnotherapist the power to demand the disappearance of
symptoms is a popular misconception which probably stems from faith healing and exorcism or
wishful thinking! It is definitely unrealistic and unsophiscated to attempt to use hypnosis in this
manner. Efforts to use hypnosis in this way, not only are largely ineffective, they also create a
great deal of resistance, convince clients that hypnosis cannot help them because it does not
work, and perpetuates superstitious beliefs about the nature of hypnosis.
When a client has an external locus of control, and thus believes that the resolution of
his/her problems depends entirely upon changes on someone or something else, the initital goal
of the therapy is merely to precipitate a shift toward as internal locus of control. Hypnotherapy
will not be effective as long as an individual believes that he/she has no control over or
responsibilities for his/her own feelings, thoughts or behaviors. At first, therefore, the diagnostic
trance procedure and various techniques should be used to help the client begin to experience at
least a minimal appreciation for the relationships between his/her thoughts, images, feelings, and
behavior and develop a n acceptance of personal responsibility for their occurrence.
Many habits such as smoking, overeating, etc. are very resistant to change. Only clients
who genuinely are committed to change tend to respond to any form of intervention, including
hypnosis. With individuals who view hypnosis as a magic cure which will somehow make them
cease their habit pattern, the odds are that hypnosis will not work. This failure, in turn, will
confirm their conviction that they cannot change. Trance facilitates alterations of habit patterns
and makes the change process easier, but it does not and cannot force it to occur. The first order
of business, therefore, is to use hypnosis to motivate the person to change, not to use it to try to
force such changes. While this is true for other problems as well, it is especially true for habit
problems.
To become an effective hypnotist, more than the knowledge of how to induce a hypnotic
trance is needed. I suggest the it is very important to know how to listen both actively and
passively. The hypnotist needs to also be empathetic and genuine toward the client's feelings.
The hypnotist needs to know what is going on in the client's life today, and what baggage is
being carried forward from the past. A complete psychosocial history is very important in order
for the clinical hypnotherapist to get to the core issues needed to be dealt with. Understanding
how, why, and what the client thinks is the key to the root cause of the problems.
In our lives today we all want relationships, companionships, and friendships. I believe
that this is about our perception of others and ourselves, the acceptance of others and ourselves,
and the ability to commit to others. Perception in relationships is about what do I bring to the
relationship and my perception of what does the other person bring to the relationship. Does my
list of what I need in a relationship match the list of my significant other and vice- verse? Are
we willing to compromise in the areas where we do not match or agree? How much of the old
baggage from the past am I willing to get rid of and vice-verse? Am I willing to talk frankly and
truthfully to my partner about everything I need and want, including sex?
If we can't talk about these questions and seek honest answers how do we expect our
relationships, friendships, or companionships to grow or last? Our society seems to perpetuate
the problem of "continuing to do the same thing and expecting the results to change." I don't see
this cycle changing any to soon. Until we learn to develop our own today and not allow the past
to control it, then and only then, will this circle be broken. This, as I see it, is the source of
many of our family problems today. Especially the problems associated with sexuality and
sexual preference.
I understand sexuality to be about what am I, man or woman. Sexual preference is about
with whom do I prefer to be sexually involved with. These terms seem to get all mixed up in
our society. There is also one other term that is often misused and that is "intimate." To have an
intimate relationship does not necessarily mean sexual.
Sexuality is not always a choice we have. Sexuality is not about sexual preference. It is
about the sexual orientation that allows us to be mentally healthy with who we are.
Unfortunately, birth defects cause us several problems in this area. Just as people are born left
handed instead of right handed, or with limbs not fully developed, we have men born with the
mental need to be a female and vise-verse. The American Psychiatric Association published
scientific studies that proves this point. Also we have men and women born with both or the
wrong sex organ. These people did not choose these defects, they were simply born with them.
In some incidents people are raised to prefer to act and live a life style opposite of their birth
gender. In either case, to be judgemental is to try to control and/or to attempt to change a
person's choice of life style. I don't believe anyone has that right.
Why is sexuality and sex such a taboo subject to discuss? Again, I believe that this is a
classic example of the pass continuing to control the present. Sex is not a dirty word, yet, today
we have couples getting married with strange beliefs. Many believe that they should not allow
their spouse to see them undressed and intercourse should only be used for the purpose of
creating children. Some believe we should never use sex for pleasure or an expression of love
and intimacy. This is especially true for women. I often hear from women that this was the
message they received from their mothers.
The other irrational message I often hear is that sex is to only be performed in the
bedroom, under the covers, with the lights out. This is not only irrational but unhealthy and
dangerous given the rise of venereal diseases today and the problem of AIDS. A teacher once
told the class I was in that, "if you can't look at it and touch it you shouldn't be messing with it."
There is a lot of truth in that joke. If you are foolish enough not to inspect a new sex partner's
genitals for obvious signs of things you might not want, then you are choosing to live very
dangerously.
When it comes to protection it seems like families do not want to talk about it. Not only
do the families not want to talk about the consequences of unprotected sex, they refuse to discuss
the responsibilities of pregnancy. They expect the school system to educate their children about
protection and responsibility when engaging in sexual intercourse. What has happened to
parental responsibility in our society? Evidently, our society has chosen to ignore parental
responsibility, not only in the area of sex, but in many other child raising areas.
We all know that the best form of birth control and protection is the word "NO."
However, to tell a teenager going through puberty to abstain from sex is irrational. Some
teenagers may find the strength to abstain but, by far, it will not be the majority. There is also
the issue of curiosity, experimentation, and peer pressure that our teens need to deal with. Our
society acts as if teenagers are void of all feelings. Maybe, parents disassociate or deny the fact
of puberty as part of the reality of maturation. I am sure of one thing, parents have very poor
memories when it comes to their teenage years.
If you think that sex is neglected, a far more travesty happens when the word intimacy is
mentioned. So many people think that intimacy and sex are the same. Therefore, there is no
need to learn anything about intimacy. In order to be intimate with someone you first need to be
able to accept who you are and become intimate with yourself.
Recently I was speaking to an eighth grade teacher who told me that she asked each child
in her class to stand up and describe who they are. Out of the thirty students not one could
describe themselves in a positive manner. How can anyone expect children who don't know who
they are to engage in a meaningful relationship with someone else?
Intimacy is about being able to say how and what you feel without any fear. It's about
expressing your thoughts, wants, and needs without fear of ridicule or retribution. Intimacy is
being able to ask a significant other if they would hold them or touch and stroke them
appropriately. Also, being able to express the need to hold someone.
It appears that people today are afraid to express their needs and wants. Don't touch or
be touched appears to be the rule in our society. Strangely enough it is accepted for two women
to hug in public but, if two men display affection or friendship by hugging they are looked down
upon in our American society.
These are the ways of the western society. In many other societies, intimacy and
affection are openly displayed by both men and women. Their intimacy is not only displayed in
public but is a normal part of familial rituals.
If a person from childhood never sees intimacy or affection displayed how do we expect
him/her to learn this most important part of life. So many men today learned that the only time
it is okay to touch or be touch if for the purpose of engaging in sexual intercourse. Many people
are missing out on wonderful experiences.
Along with these irrational lessons our society seems to condone, we continue to bring
children into this world and perpetuate the insanity. I believe this is a part of the reason we are
seeing a rise in child abuse.
Child abuse seems to be a never ending subject in the newspaper and on television news
programs. The theme of most of the reports that reach the public are developed around the
sensationalism of blaming, shaming and punishment. These stories rarely disclose the fact that
child abuse, in our society, is occurring from birth through young adulthood.
What does this approach accomplish besides the obvious sale of gore to which is added
the exploitation of man's inhumanity to man? I would like to assume that our society is a bit
more empathetic and more interested in the development of solutions to child abuse than the
continual dramatization of horror stories. The lack of communications skills within the family
unit is one of the major contributor to the child abuse issue, as you will discover.
My definition of child abuse, for this rendering, is the emotional or physical assault of a
child's rights and feelings. The subject of child abuse is a multimodal problem which I consider
as another form of learned behavior. This learned behavior is passed on from generation to
generation like a dreaded disease. Therefore, why doesn't our society view child abuse as we do
other diseases, with the attention placed on the needed research for the intervention and
prevention of this form of human degradation? My research leads me to believe that one of the
best methods of fighting the of child abuse is to utilize the alternatives afforded us through the
process of education.
The education process must start with the basics. The communications and interactions
within our families are the roots of many abuse problems. As Jean Guarino of U.S. Catholic
magazine stated, "words can hurt, and damage inflicted by a parent or other adult's thoughtless
remarks or a deliberate barrage of brutal words can cripple the child for life" (1990, 1).
Therefore, the task of teaching adults and children to communicate without blaming, shaming
and using derogatory or four letter words is one of the basic starting points.
The importance of communications cannot be stressed
enough. For through this medium, the individual's emotional stability and that of the family unit
is developed. If improperly used, the verbal and/or non-verbal communications can lead to
emotional abuse. The effects of this type of abuse, as described by Jean Guarino, "destroys
children's ability to love themselves and others, to get along with others, and to be free or
self-destructive or antisocial behavior" (1990, p.1). This additional evidence points to the need
for communications skills as a prevention tool for child abuse.
This root problem is further exposed by the double messages provided to our children
about sex and religion. Christine Gudorf who taught sexual ethics for 15 years provided some
examples of these mixed messages:
1) Sexuality was created by God and pronounced good -but we are suppose to hide
it and keep silent about it.
2) Sex is to be reserved for marriage - but interpersonal intimacy is a basic human need that can
only be satisfied in a sexual relationship.
3) Marriage is a covenant like that between Yahweh and Israel or Christ and the church - but
men and women are equal partners in marriage. (Gudorf 1)
These distorted and mixed communications are a violation of the child's emotional right
to the truth. The mixed messages here constitute child abuse in the form of sexual abuse and
religious abuse. These facts are very hard to admit to much less, internalize, as a lack of
responsibility of our society or our families.
Some people refer to the family as the basic building block of our society. The family
unit has been under attack from many different sources since the end of the farming era. I would
like to explore some of the more important areas which have aided in the degradation of the
family during the industrial and post-industrial era. The demise of the family is evidenced in the
advancement of women's rights, the increase number of single parent families, the minimum
wage, and the increase in the rate of divorce.
Fragmentation of the family unit started when the father went off to work and the
children attended school outside of the home. Mother stayed home and became the nucleus or
the glue that held the family unit together. Mother kept the home a safe haven for all family
members where all wounds could be healed. Then, a very tragic movement emerged, the
women's right to work, which discounted the role of homemaker or housewife as a full time
occupation.
I am not against anyone's right to work, male or female, but I am against lessening the
importance of the family in regards to a woman's right to work.
Many families chose to, or in some cases, were forced to have both parents work.
Women were now able to enter the traditional male work arena. Families lost their cohesiveness
and became, in many cases cohabitating individuals with the only interdependence being sex and
money. Karl Marx stated in 1848, "on what foundation is the present family, the bourgeois
family based? On capital, on private gain.
In today's modern world our educators still do not visualize the importance of the family.
I do not know of any college which mandates a course in relationships and family development.
Teaching subjects such as relationships, family analysis, parenting, fair fighting, tutoring, etc. It
is more important to mandate physical education and physical health but not family health.
Education, I believe is the foundation of the family unit, but our society is evidently blinded by
the glitter of gold, rather than the promotion of the harmonious family unit.
In addition, divorce has become as common as atoothache. When the tooth starts hurting
to much just go to the dentist and have him pull it out and replace it with a new one without even
trying to save it. So many young people today are getting married for all the wrong reasons.
They are not taught anything about commitment or responsibility. Their attitude seems to be, if
it doesn't work we can split up and try again with some one else. The children, for the most part,
are not even considered.
We, our society, do not profess to our members the adhesives that are needed to hold a
family unit together. As a result, we see the emergence of the single parent family. This is a
very difficult, if not impossible, parenting situation. If the single parent does not have a very
strong support family, the child will not have the balance learning received in a male and female
environment. Marx indicated that "the bourgeois clap-trap about the family and education,
about the hallowed correlation of parent and child, become all the more disgusting, the more, by
the action of Modern Industry, all family ties among the proletarians are torn asunder and their
children transformed in simple articles of commerce and instruments of labor" (196).
In today's world of fragmented families, the children, when they become of age have to
work part time to help support the family. The government has placed a minimum wage on
modern industry which is, in most cases, below what is required for a person's basic needs.
These people can survive better on government welfare than working for a living. What kind of
a lesson are we teaching our young people? We thought that the exploitation of women and
children ended in the early nineteen hundreds however, it's as alive today as it ever was. Women
still earn less than men and children are given slave wages.
History tells us that for our society to become aware of and correct a problem, a tragedy
must occur. That tragedy is occurring now, as evidenced by the destruction of many family
units through greed and ignorance. When are we going to learn that the family unit is the basis
of our society? The importance of one gender or the other to work cannot be placed above the
cohesiveness of the family unit. Divorce is not the only answer to incompatible marriages.
Education concerning relationships and family systems is needed before marriage.
We will always have single parent families, however, we need family support systems to
help develop a balanced family unit. The wages paid to our needy young people should be such,
as to let the person feel some pride and dignity in doing whatever it is they are required to do for
basic survival. These guidelines need to be implemented now, if our society, wants to save and
perpetuate growth in our family units.
I believe that by using my skills as a hypnotherapist to teach people to learn who they
are, develop self-esteem and self-confidence, accept themselves for who they are, and have the
courage to work at changing the things they want to, my goals will have been reached. Today,
there are to many therapist trying to fix what's not broke the "buzz words" and not paying
attention to the basics. Without a good basic foundation even the best of houses will collapse.
Therefore, I believe that by helping my clients to develop or repair their basic foundation they
will be able to build a house that won't fall down in the midst of a storm.
INDIRECT BODY RELAXATION: In just a moment, it will be time to begin
developing your relaxation response through a process of progressive relaxation. By placing the
first two fingers and thumb of either hand lightly together and keeping them in this position
during this process, you will develop a very effective anchor, a simple physical cue or signal that
can be used to activate your relaxation response whenever you feel yourself becoming anxious
or tense.
Now, take a moment to settle down into where you are sitting or lying and take a few
relaxing breaths... Close your eyes as you take these relaxing breaths so you can experience
more fully the sensation of the air moving in through your nose and traveling down deep into
your lungs...
Make yourself comfortable and find a spot a little above
your eye level to fix your attention on... it can be any type of spot... perhaps an interesting
object... a shape... and area... a color... anything that appeals to you... mow, as you continue to
look at that spot, allow your eyes to go into a soft focus... not really concentrating hard, but
rather, just using the spot as a center of focus in a soft, easy way... now inhale deeply through
your nose and hold it for just a moment... then exhale all at once through your mouth...
As you now take a second deep breath, notice the tension
in your chest.. and as you again exhale all at once through your mouth, feel the release as you
start to really relax... now, take a third deep breath... hold it a moment... then let it all out and
notice how good your body is beginning to feel... Continue to focus your attention on the spot as
you now breathe in... and out... evenly.... and regularly... relaxing more and more deeply... and
as you continue to focus on the spot, your eyes may water a little... your eyelids may even flutter
a bit as they begin to feel very heavy... and these are all good signs that you are ready to relax
completely... And as you continue to focus on the spot, your eyelids become increasingly
heavy... so heavy that you want to close them... now, on a very comfortable... relaxing
exhalation... just allow them to close... keeping your eyes closed now allows you to move into a
deeper... and deeper relaxation... as you now move your attention to your hands and continue to
breathe very easily and comfortably... clam and controlled... breathing all the way from your
abdomen...
And as you focus on your hands, you begin to notice a very pleasant and interesting
sensation... beginning maybe in your right hand... maybe in your left hand... perhaps even in
both hands... you may feel this sensation in the back of your hands or perhaps on your fingers...
a feeling of lightness... or increased warmth... perhaps a coolness... or a sensation of heaviness...
very often a feeling of pleasant tingling... any one or combination of these feelings is a good sign
that your muscles are relaxing and letting go... causing your blood vessels to expand a little and
allow just a little more blood to flow to your skin as your entire body moves into deeper a deeper
relaxation...
And you can just allow that pleasant sensation to begin to spread throughout your body...
clam and controlled... more and more relaxed with every exhalation... breathing in comfort and
peacefulness... breathing out all the tension as you allow a very natural process of deep
relaxation to carry you deeper and deeper... very calm, pleasant feelings... nothing to do but
allow it...And you can go even deeper now as I count from ten to one... your relaxation doubling
with every number... ten... just allowing a very natural process of deep relaxation to carry you
even more deeply inside... even more peaceful and relaxed... nine... more and more
comfortable... eight... relaxing calm and controlled... just allowing yourself to float and drift...
seven... nothing important but the increasing sense of comfort and peacefulness... six... even
deeper... five... halfway there... continuing to go even deeper with every exhalation... four... and
you can allow yourself to go deeper and deeper... drifting comfortably... three... so peaceful... so
comfortable... so secure... two... relaxing deeply... nothing to bother... nothing to disturb... the
deep relaxation proceeding on its own... completely relaxed right now ... one... And in just a
moment you will have time to go even
deeper in this pleasurable state of deep relaxation by using a word or phrase as a focal point...
this can be any word you choose that is relaxing and comfortable... you might like the word
"calm"... or the word "relax"... you might even want to use a short phrase such as, "I am centered
and calm"... it can be any word or phrase you choose... And you will repeat your word or phrase
once every time you exhale... and if you choose, you may also imagine a special place while you
practice saying your word or phrase on every exhalation... and with every exhalation... and every
repetition of your word or phrase... your relaxation will increase... deeper and deeper... and now
you have time to say your word or phrase on each of your exhalations... (allow 1 to 3 minutes
before continuing)
From now on, placing your index finger and thumb of either hand together signals your
mind and body to be relax, calm and controlled, and to experience the same feelings of . . .
relaxation... peace... and security . . . that you are feeling now... Your eyes may be open while
you are experiencing these positive feelings and you will be able to more effectively do
whatever it is that you are doing... And now it is time to return to the outside world. In
just a moment I will begin counting from one to five. With each count you will become more
and more alert. At the count of five you will feel bright, alert, wide awake and refreshed as if
you awoke from a peaceful sleep. Your body will have a feeling of well-being throughout. I
will now begin counting... one... just floating back so easily to this time and space... two... your
muscles are beginning to stir... three... move your toes and fingers slightly as you become more
and more alert... four... your eyes are getting ready to open... five... opening your eyes when
you are ready, and you will feel alert and rested as though you just awoke from a refreshing
sleep. Now take a deep breath, fill up your lungs, and stretch.
COLOR: Let yourself relax as completely as you can, letting feelings of reelaxation fill
your whole body and mind. Now take in a dep breath, deep into your solar plexus, feel it radiate
in ripples throughour your body . . . feelings of peace . . . and love . . . and healing . . . in every
part of your body . . . As you exhale, breath out any negativity, any distress, any disease, and let
yourself relax even further. And take another deep breath into the center of your body . . . where
it cascades out to every cell, every corpuscle, every tissue . . . bringing peace and love and
relaxation and healing . . . and breathing out any problems . . . any discouragements . . . .
anything in your body that does not belong, and let your body be at peace, at one . . .
In your mind's eye imagine one of those sublime mornings . . . dew is glistening on the
ground . . . the air is cool . . . you are standing by a body of water facing east . . . and it feels so
good . . . just filled with the transcendent power of that early morning glow and mist. As the sun
begins to rise, you notice the clouds in the sky taking on reinbow hues from the rays of the
sun . . . and you look at the glowing sunrise resplendent with colors . . . a majestic sight . . . and
you see every color of the rainbow . . . the depth of every color . . . the subtlety of every color
that is known. And there's such a remarkable feeling . . . and entralling, delicious feeling . . .
being there with all that majesty and magnificence . . . And you feel as if you're radiant and
glowing as you look up into that splendorus sky.
You find that you're mysteriously attracted to one of those clouds . . . one of those
colors . . . your body is attraceted to it . . . and you get your eye on that cloud and look at the
trancendent splendor . . . that cloud is just for you, and you know that's true. You goin g ot fly
up to that cloud. In order to fly, all you need to do is take three steps . .. and then up and flying .
. . One . . . two . . . three . . . and up. You feel yourself go through that wonderful morning air . .
. the misty air . . . toward the sunrise . . . toward the cloud you body had chosen. you see
yourself flying higher . . . and higher . . .until the earth begins to fade from your sight. You let
yourself shrug your shoulders and just let may fears or any problems, any worries, any
discomforts, simply drop from your shoulders. Yor flying high . . . and higher . . . until the earth
begins to fade from your sight. You let yourself shrug your shoulders and just let any fears or
any problems, any worries, any discomforts, simply drop from your shoulders. You're flying
high . . . soaring amoung the gulls and eagles and other birds. You know the perfect freedom of
unobstructed flying, high up in the sky . . . feeling so free . . . and so relaxed as you aim toward
that perfect cloud, that cloud of healing color . . . that cloud of healing energy.
And soon you become involved with it . . . and you allow
yourself to enter it and settle down into that cloud . . . and amazingly, it is very soft, but it
supports you in every way you ned to be supported . . . and it feels so good . . . enveloped in that
healing color, in that healing energy . . . that cloud the clolr your body has chosen. You feel so
much at peace. Breath deeply of the cloud . . . and feel that healing color . . . healing energy . . .
going to every part of your body. And when you breath out, see any discomfrot or worries or
difficulties leaving your body. And as you breath in again, see your healing color go to every
cell, every corpuscle, every tissue, and every organ . . . bringing peace and healing. And as you
breathe out, see all tension, all dis-ease, all discomfort leave. . . and feel the peace that envelops
your mind and spirti just as your healing cloud envelopes your body.
As you lie there quietly, breathe into various parts of your body, and feel that healing
energy go very specifically to each part of your body. first breath deeply inot your left arm . . .
feel that healing energy of the color going into every cell, the feins and the arteries, the nerves,
every tissue, every muscle, every tendon, every capillary . . . and you feel your arm become
heavy . . . and warm. You see that healing color both inside and out side of your arm. . . and see
that energy going to any place that needs attention, or love or healing . . . and see the color
intensify there.
As you breathe out, breathe out any negativity, and disease, any blockages to healing . . .
and you feel so much at peace . . . at one. And now breathe in deeply to your left leg . . . and
feel the warmth and heaviness of that energy going into your leg . . . into every muscle. . . every
corpuscle . . . all lymph nodes . . . into the skin . . . into the bone tissue . . . and deep into the
bone marrow where it awakens all the bone marrow factories . . . seeing them hard at work
producing healthy lymphocytes . . . producing cells for the blood and cardiovascular system . . .
and seeing that color intensify in any place that needs extra attention or healing. And as you
breathe out, breath out any negativity . . . any problems or difficulties . . . any
dis-ease or any discomfort . . . and feel totally at peace . . . totally relaxed. (Continue similarly
breathing i the color into the right leg, the right arm, the pelvis, and base of the spine, the solar
plexus and the organs therein, the chest and the organs found there, the shoulders, neck, throat.)
And now see this healing color filling your head and
brain . . . with peace . . . positive ideas . .. and self- affirming messages. See the color go deep
into your mind and spirit . . . and breathe out guilt . . . resentment . . . lack of forgiveness . . .
disease . . . or discomfort. Take another deep breath and let this breath go to any part of your
body whidh needs more healihng . . . see the color intensify . . . and see the blockage being
dissolved . . . and as you breathe out let anything that is left of the blockage leave with your
breath. And now take another deep breath and let it fill your body inside and out . . . feel that
denergy throughout your body . . . radiating gentle but powerful waves throughout your
body . . . start at your solor plexus . . . radiating ripples of energy and peace . . . feeling that
healing force throughout your body . . . throughout your cardiovascular system . . . your
nervious system . . . through out your bones and bone marrow . . . feeling that gentle relentless
energy of the healing power within you . . . and letting that energy be activated by every breath
you take . . . feeling the love and the peace that it brings with every breath you take.
And not let your mind wander back to your cloud, your
beautiful dloud of healing clolr energy . . . seeinf your body, mind, and spirit at one with this
healihng energy . . . and feeling its force surging powerfully through you . . . totally at peace . . .
all your goals met . . . and it feels so good . . . so comfortable. And now let yourself drift down
on your cloud . . . feeling the energy of the universe course through your body . . . and when you
feel ready float back to where you started . . . your cloud gently settling down to earth . . . and as
you slowly climb out of the cloud, allow that color to continue to course through your being . . .
as you return from this transcendent journey. At peact with yourself: mind, body and spirit . . .
and so refreshed, relaxed, and at one with yourself.
EAGLE: This tape may cause drowsiness therefor it is suggested that you do not use
this tape while driving or operating any dangerous machinery or equipment......... I would like
to take you on a very pleasant journey... all you need to do is to allow yourself to find a very
comfortable quiet place to become very relaxed... this is a fantasy journey which you will
enjoy... Relax... And permit yourself to inhale very deeply, while you focus on your breathing,
and after holding it for a few seconds, you may let it out slowly and relax deeper and deeper...
You can allow your mind to become quiet or allow it to wander... You can also choose to
request your mind to become still or let it continue to think its own thoughts...
As you become more comfortable in your relaxed position
you may take in another deep breath and hold it for a few seconds... as you release it very slowly
you can feel your entire body relaxing more and more... Becoming more relaxed may cause
you to feel drowsy and your eyelids may seem to be getting heavy... Allow yourself to take in
another deep breath and hold it for a few seconds... then let it out slowly as you drift deeper and
deeper into relaxation.
This journey will take you to a wonderful place where you will learn how to become
balanced, relaxed and centered... As you choose to relax deeper and deeper you may feel
your body becoming more comfortable and resting deeper and deeper in the slumbering position
you are in... Your arms may feel limp or you may experience a comfortable tingling sensation
in your hands as you become completely relaxed... Now, you may choose to continue to become
more deeply relaxed or you may allow your mind and body to naturally become more deeply
relaxed... By feeling so deeply relaxed your eyes may naturally close or you may choose to close
them... most people find that closing their eyes during this journey to be most soothing...
I would like you to choose to take in three more deep breaths, when I ask... and when
you take each deep breath you will allow yourself to become five times more relaxed than you
are... Now, inhale very deeply and hold it for a few seconds, then let it out very slowly, as you
exhale slowly you will become five times more relaxed than you were... You have allowed your
eyelids to close comfortably as you continue to relax even more... It almost feels like they are
one piece of skin. Focus on how easy and regular your breathing has become as you keep on
relaxing... Take in another deep breath and hold it while you allow your mind to open and
become receptive to the journey you will be able to imagine in your mind... then let it out slowly
as your relaxation deepens five times more than before...
You have allowed yourself to be in a very comfortable, peaceful, and safe place... for
now your eyes are closed so tightly and the muscles around them are so relaxed that you have
chosen to leave them closed... and that relaxed feeling has spread throughout your entire body...
now every fiber of your body has become totally relaxed... Breathe deeply one more time and
hold it while you agree to experience the pleasant sensation of drifting away and finding that
other sounds and noises and everything else around you keeps fading away more and more as
you breath out very slowly and become five times more relaxed...
Your are doing just fine, but you can still relax even more... by allowing yourself to take
one more breath and hold it... then letting it out very slowly you can become totally relaxed from
the top of your head to the ends of your toes... and your eyes will remain closed... Try to open
your eyes... Find... Now that you have become totally relaxed and continue to relax even more...
You have arrived at a very safe, restful, and peaceful place... As you relax deeper and deeper, all
of the sounds and noises keep fading away, and soon the only thing you will hear will be the
sound of my voice... While you continue to relax even more...
After you awaken from this altered state, your hearing and all other body functions will
automatically return to normal in ways that are very pleasing to you... Now it is time to begin
your fantasy journey... Please allow the pictures I describe to develop in your imagination and
enjoy the wonderful relaxing and safe journey... I would like you to imagine yourself as being
transformed into a beautiful American Bald Eagle who is resting in a nest at the top of a large
tree above the grand canyon... It is a beautiful day... the sun is shining bright... the sky is blue
with very few wispy white clouds... there is a very refreshing cooling breeze and your visibility
is endless... you have the ability to feel so deeply relaxed... what a beautiful day to soar over
the area and view nature's many wonders...
When you are ready to fly you can visualize yourself spreading your wings and soaring
higher and higher as you become relaxed deeper and deeper... in fact as you soar you can
choose to feel your body relaxing more and more... you can release all of the stress in your body
and mind by allowing it to flow out as the cool breeze passes over your wings while you are
soaring and visualizing the beauty of the land below...
You have the power to visualize all of the beautiful seines I am going to describe to
you... You can picture the beauty of the majestic cliffs in your mind with there many colors as
you relax even deeper... you can feel the cool of the white water rapids... and you can visualize
a large rubber boat with a group of people enjoying the thrilling ride... you can even hear them
laughing and see the smiles on their faces as you relax even deeper... as you continue to soar
you find a valley which is alive with beautiful wild flowers... the blooms of the wild flowers
display every color that mother nature can produce... and as you slowly glide down closer to the
flowers you can actually smell their wonderful sweet fragrances... the clean fresh perfume of the
wild flowers and the scene is breathtaking as you soar higher and continue to relax even more...
there are also groups of large shade trees where people are lazily relaxing in the warmth of the
sunshine and the coolness of the breeze... there are children flying kites... another group is
playing softball... and others are picnicing or just relaxing an enjoying life as they relax in the
shade of a large tree...
The relaxed beauty you are visualizing is a reflection of the inner beauty that you
possess... the strength of your powerful wings in a indication of your inner strength... the proud
form of your majestic body reflects the strong self- esteem you feel... You can continue to view
yourself as you are of you can choose to accept the picture in your imagination which suggest
that you possess the inner beauty, strength, and self-esteem to achieve any realistic goal that you
choose for yourself... If and when you choose to use the powers within you... You can choose
to begin now... You always have choices... And you are the master of your choices... So relax,
accept, and allow the reflection of your strengths to be imprinted in your subconscious mind...
choose now to begin to use your strengths and build on them...
This view is so relaxing and feels so good that you might care to choose to return to this
place whenever you feel the need... in order for you to return at any time you simply need to
allow your subconscious to record this view and then you might choose to name it the "eagle's
nest"... now whenever you feel the need to become balanced or relaxed you simply need to give
yourself permission to take a few minutes to relax and get comfortable... allow your eyes to
close... and visualize your eagles's nest... then allow your mind's eye to transform you into a
beautiful eagle... and soar as you are doing now... allowing all of your tensions to be swepted
away by the gentle breeze... and permit yourself to choose to accept the feeling of becoming
balanced, centered, and relaxed... you now have the power to achieve this state whenever you
choose to...
If you are listing to this to assist you in sleeping peacefully then continue to sleep until
your normal time to awaken and ignore the following instructions... You may choose to stop the
tape now or you may allow the tape to finish.
Now it is time to conclude this session... if you are using this visualization just before
going to sleep you may choose to stop the tape now and drift into a comfortable, peaceful
sleep... if you choose to become awakened after listening to this tape just allow the tape to
finish... I will be counting from 1 to 5 and you will slowly return to an awaken state as I say
each number... 1... you are turning around and heading back towards the nesting area... 2... you
now know the secret of becoming balanced, centered, and relaxed whenever you choose... 3...
the nest is in sight and you are starting to feel your circulation increasing but even as you
awaken you will continue to feel very relaxed just as if you had a long rest... 4... the eagle has
landed in the nest and you are beginning to awaken and feel wonderful... remembering the
beautiful sights you have seen and the relaxing feelings you have experienced... and now... 5...
you are fully awake.
EXPLORE: Imagine yourself walking through a bright, sunlit forest. You walk farther
and farther into this sunlit forest until you come to a clearing. In the clearing you see a magical
place. You walk up to the palace, and as you enter through the main gate way you see many
doors, each of a different color and shape. Pause for a moment to visualize this.
The first door you come to has "Commitment" written on it. Open this door and enter
into the room of Commitment. In your imagination begin exploring the room of commitment.
What do you see - images, colors, or shapes? What do you hear - sounds, phrases, or words?
And what do you feel - emotions, sensations? Pause to explore this room for the next few
minutes, then record in your journal the images, words, or feelings you discover. As you record
in your journal, keep your eyes soft as you move in and out of your imagination (long pause).
Now see yourself leaving the room of commitment and closing the door behind you. You are
vack to the place in the placace with all the doors if different colors and shapes. This time you
come to the door marked discipline.
Continue through the support system room, the inner Guidance room, the Lightness
room, the Love room, and finally, the Finding Your Own Truth room. Then come back into the
hallways and go back out the way they entered. Suggest they come back through the main gate
into the forest and, finally, come slowly out of the forest into the here and now.
RELAXATION FOR SLEEP: Now, as you settle in, and prepare for a wonderful
night's sleep . . . Just snuggle down into your favorite comfortable position . . . Making any
necessary adjustments . . . And allowing yourself to relax by taking a couple of slow deep
breaths . . . then exhale each one slowly . . . as you listen to the restful music . . . and permit
yourself to let go of all of the day's problems . . . Tell yourself that as you proceed to relax, your
subconscious mind will continue to work out solutions to your problems . . . and when you
awaken, at your normal time, the solutions will be make known to you . . . meanwhile, all you
need to do now, is to relax and let go of reality . . . Just let your eyes close whenever they're
ready . . . and allow all of the muscles in and around your eyes to relax . . . Permit your eyelids
to relax so much so, that you don't want to open them . . . Give your mind permission to think
of nothing, to escape reality, to just float away, like a feather in the wind . . . Knowing that with
every breath you take you can feel the inner peace fill your lungs . . . allow your heart to
circulate this inner peace to every cell in your body . . from the top of your head to the tips of
your toes . . . permitting this inner peace to cleans each cell of your body of stress, tension, and
disease . . . letting all of the unhealthy abnormalities be expelled from your body with each
exhalation of your breath . . . Just allow it to happen . . . feel it happening . . . taste it
happening . . . smell it happening . . . hear it happening . . . see it happening . . . and commit too
making it happen . . . As you continue to breath easily and freely allow your relaxation to
deepen with each exhalation . . . permitting yourself to relax deeper, and deeper, and deeper . . .
relax Just allow the relaxation to surround your body like a warm comfortable blanket . . .
Allowing yourself to just let go completely . . . to say nothing . . . to do nothing . . . just
continuing to relax more and more with each exhalation . . . Realizing that by giving yourself
these gifts of inner-peace and self-love that your health will continue to improve with each
passing day . . . your ability to cope with the every day trials and tribulations will grow
stronger . . . Your tolerance for frustration will continue to increase each time you give yourself
these gifts of inner peace and self-love
By simply giving yourself permission to relax . . . spending a few moments to look
within . . . you will be allowing the useless mind chatter to subside . . . then you can bring order
to your reality and be able to rationally prioritize the your day's task in a relaxed posture . . .
You will feel relaxingly rejuvenated, just as if you went on a vacation . . . your energy will be
increased . . . and your overall functioning will be peaked . . . Now take two minutes of time
to be with and enjoy the relaxed feeling you have given to yourself . . . (take two minutes)
Now, it's time to allow yourself to drift out of your conscious awareness . . . relaxing
deeper and deeper with each breath your take . . . into a wonderful natural sleep . . . At your
own speed and in your own way . . . Knowing that you will rest completely, without
interruption, throughout your time of slumber . . . At your normal time of awakening your
eyes will open, you will feel completely rejuvenated, rested, and full of energy . . . Ready to
resolve all of the day's opportunities . . . But for now, just allow the soothing music to lull you
deeper and deeper into restful sleep . . . sleep well and have sweet dreams. Are starting to feel
your circulation increasing but even as you awaken you will continue to feel very relaxed just as
if you had a long rest... 4... the eagle has landed in the nest and you are beginning to awaken
and feel wonderful... remembering the beautiful sights you have seen and the relaxing feelings
you have experienced... and now... 5... you are fully awake.
 EXPLORE: Imagine yourself walking through a bright, sunlit forest. You walk farther
and farther into this sunlit forest until you come to a clearing. In the clearing you see a magical
place. You walk up to the palace, and as you enter through the main gate way you see many
doors, each of a different color and shape. Pause for a moment to visualize this.
The first door you come to has "Commitment" written on it. Open this door and enter
into the room of Commitment. In your imagination begin exploring the room of commitment.
What do you see - images, colors, or shapes? What do you hear - sounds, phrases, or words?
And what do you feel - emotions, sensations? Pause to explore this room for the next few
minutes, then record in your journal the images, words, or feelings you discover. As you record
in your journal, keep your eyes soft as you move in and out of your imagination (long pause).
Now see yourself leaving the room of commitment and closing the door behind you. You are
vack to the place in the placace with all the doors if different colors and shapes. This time you
come to the door marked discipline.
Continue through the support system room, the inner Guidance room, the Lightness
room, the Love room, and finally, the Finding Your Own Truth room. Then come back into the
hallways and go back out the way they entered. Suggest they come back through the main gate
into the forest and, finally, come slowly out of the forest into the here and now.
RELAXATION FOR SLEEP: Now, as you settle in, and prepare for a wonderful night's
sleep . . . Just snuggle down into your favorite comfortable position . . . Making any necessary
adjustments . . . And allowing yourself to relax by taking a couple of slow deep breaths . . .
then exhale each one slowly . . . as you listen to the restful music . . . and permit yourself to let
go of all of the day's problems . . . Tell yourself that as you proceed to relax, your subconscious
mind will continue to work out solutions to your problems . . . and when you awaken, at your
normal time, the solutions will be make known to you . . . meanwhile, all you need to do now,
is to relax and let go of reality . . . Just let your eyes close whenever they're ready . . . and allow
all of the muscles in and around your eyes to relax . . . Permit your eyelids to relax so much so,
that you don't want to open them . . . Give your mind permission to think of nothing, to escape
reality, to just float away, like a feather in the wind . . . Knowing that with every breath you
take you can feel the inner peace fill your lungs . . . allow your heart to circulate this inner
peace to every cell in your body . . from the top of your head to the tips of your toes . . .
permitting this inner peace to cleans each cell of your body of stress, tension, and disease . . .
letting all of the unhealthy abnormalities be expelled from your body with each exhalation of
your breath . . . Just allow it to happen . . . feel it happening . . . taste it happening . . . smell it
happening . . . hear it happening . . . see it happening . . . and commit too making it happen . . .
As you continue to breath easily and freely allow your relaxation to deepen with each
exhalation . . . permitting yourself to relax deeper, and deeper, and deeper . . . relax Just allow
the relaxation to surround your body like a warm comfortable blanket . . . Allowing yourself to
just let go completely . . . to say nothing . . . to do nothing . . . just continuing to relax more and
more with each exhalation . . . Realizing that by giving yourself these gifts of inner-peace and
self-love that your health will continue to improve with each passing day . . . your ability to cope
with the every day trials and tribulations will grow stronger . . . Your tolerance for frustration
will continue to increase each time you give yourself these gifts of inner peace and self-love
By simply giving yourself permission to relax . . . spending a few moments to look
within . . . you will be allowing the useless mind chatter to subside . . . then you can bring order
to your reality and be able to rationally prioritize the your day's task in a relaxed posture . . .
You will feel relaxingly rejuvenated, just as if you went on a vacation . . . your energy will be
increased . . . and your overall functioning will be peaked . . . Now take two minutes of time
to be with and enjoy the relaxed feeling you have given to yourself . . . (take two minutes)
Now, it's time to allow yourself to drift out of your conscious awareness . . . relaxing
deeper and deeper with each breath your take . . . into a wonderful natural sleep . . . At your
own speed and in your own way . . . Knowing that you will rest completely, without
interruption, throughout your time of slumber . . . At your normal time of awakening your
eyes will open, you will feel completely rejuvenated, rested, and full of energy . . . Ready to
resolve all of the day's opportunities . . . But for now, just allow the soothing music to lull you
deeper and deeper into restful sleep . . . sleep well and have sweet dreams.

19. GASPARE "BUDDY" BIRBIGLIA # 1:

WHEN THEY'RE GONE: When someone or something dies it sometimes seems as if
a piece of us is no longer there. Why Is that? Why does it appear that there are so many
questions without answers after a person has died. There also appears to be a great deal of grief
and sorrow. Is it really grief and sorrow or is it guilt and shame? Wow! What a mess.
I have difficulty understanding why anyone who has loved someone over a period of
years suffers tremendous grief and sorrow when that person dies from natural causes at a ripe old
age. We seem to forget that we begin to die the day we are born. This is precisely why it is so
important for us to learn to love, communicate, and inter act with each other on a moment by
moment basis. It appears that we make the day to day living of life so complicated that we
can't see the simplicity of it. If we know, without a doubt, that at some point in our lives
everyone will die why don't we live each and every day as if it was our last. We seem to have a
propensity to ignore the fact of everyone's inevitable death. I believe it has something to do
with living in the past or the future and not in the present. If we were taught to be conscious of
living in the present we just might change our priorities from materialistic and eventful to love
of life. In today's society it seems as though we are taught to and do avoid contact with others
except on a need to basis. We are becoming the most unsociable of sociable beings. And in
doing so, we are eroding the foundation of our society from the inside out.
We hear on television and read in news papers about the crimes committed by our young
children and teenagers is rising like a shooting star. I have one question. Who in our society is
responsible for raising the children who we born into this world? From the way the media
reports on this issue one might believe that these children born themselves into this world, taught
themselves to be anti-social, taught each other to hate and destroy anything and anyone who is
not part of their subculture, and are simply bad individuals. Evidently in our society today, the
boy and girl or man and women who had sexual intercourse which resulted in a child being born
into this world has no responsibility toward the socially accepted raising and teaching of this
human being. So we blame or label these children as being bad. This has to be the way it is in
our society. When did you ever hear or see a headline that stated the parents were incarcerated
because their child committed a crime.
As this situation progresses we see and hear of gangs of young people being formed to
protect each other. When asked, "Why are you a gang member?" The answer we most often
hear is, "This is my family," or ,"These are the only people who care about what happens to me."
Again, where are the responsible parents who brought these children into this world. The
analogy is adults are not responsible but children are irresponsible. And we are intelligent
human beings? Not according to the animals. The only words we read are those that tell about
the anger that gang members have and how they have to commit a crime or summit to sexual
gang rape to become a member. If a person is willing to do these things the will to survive must
be very strong and their life at home has a great deal missing. To put it into perspective, if a
young person is willing to expose him/herself to contacting a terminal disease or getting killed
by a rival or sentenced to jail to be accepted, loved and protected by strangers there is something
wrong with this picture. These children will risk irreversible mental, physical, and emotional
harm just to have a place and others who will accept them. I have yet to see or read of a gang
whose purpose was to help its members become an educated, responsible, and respectful human
beings. Where the notches on ones belt didn't mean how many rival gang members he/she had
defeated or forced to engage in unprotected sexual activities. But, to the contrary, where the
notches on ones belt indicated the number of persons he/she protected, loved, and nurtured
through respect without any compensation what so ever, save personal pride.
BOWLING: Caution! Do not listen to this audio tape while driving any vehicle or
operating any equipment because it may cause drowsiness . . . As you relax and become mindful
of the bowling you are about to engage in it is very important to be able to focus on your game
without distraction. To do this you must first allow yourself to let go of the day's stress, tension,
and distracting thoughts. I suggest that you begin by finding a comfortable place to become
balanced, centered, and relaxed . . .Allow yourself to become as comfortable as possible . . .
Take a couple of deep breaths . . . slowly exhaling each one . . . permitting yourself to let go
and expel all the stress and tension associated with your day's involvements . . .Let your eyes
close whenever they're ready . . . and allow all of the muscles in and around your eyes to
relax . . . Permit your eyelids relax so much so that you don't want to open them . . .Give your
mind permission to think of nothing, to escape reality, to just float away like a feather in the
wind . . . Knowing that with every breath you take you can feel the inner peace fill your
lungs . . . allow your heart to circulate this inner peace to every cell in your body . . from the top
of your head to the tips of your toes . . . permitting this inner peace to cleans each cell of your
body of stress, tension, and disease . . . letting all of the unhealthy abnormalities be expelled
from your body with each exhalation of your breath. Just allow it to happen . . . feel it
happening . . . taste it happening . . . smell it happening . . . hear it happening . . . see it
happening . . . and commit too making it happen . . . As you continue to breath easily and freely
allow your relaxation to deepen with each exhalation . . . permitting yourself to relax deeper,
and deeper, and deeper . . . relax. Letting the relaxation to surround your body like a warm
comfortable blanket . . . Allowing yourself to just let go completely . . . to say nothing . . . to do
nothing . . . just continuing to relax more and more with each exhalation . . . Realizing that by
giving yourself these gifts of inner-peace and self-love you are permitting yourself to become
totally relaxed . . . By simply giving yourself permission to relax . . . and spend a few quiet
moments looking within. . . you will allow the useless mind chatter to subside . . . then you can
bring order to your reality and rationally focus on your bowling, in a relaxed posture . . . your
energy will be increased . . . and your overall functioning will be peaked . . . Now take a
minute of time to be with and enjoy the relaxed feeling you have given to yourself and to focus
your thoughts on the following suggestions . . . (take one minute)
Now that you are relaxed and focused it is time to begin you guided imagery . . . I
suggest that you allow yourself to visualize or picture yourself preparing to bowl . . . Actually
see yourself putting on your bowling shoes . . . Cleaning your ball and placing it in the ball
return . . . drying your hands . . . and any other ritual you perform before beginning to bowl . . .
Now see yourself as you set up to bowl . . . visualize picking up your ball and observe if you are
gripping the ball correctly . . . be aware of your balance . . . Watch to see if you are aligning
yourself properly by the marks on the lane . . . bringing the ball up and focusing on the target
you want your ball to hit . . . become aware of any tension in your swing arm and hand . . . Are
you swinging your arm like a pendulum . . . Is your approach to the foul line smooth and
balanced . . .
As you approach the foul line are you bending your swing side knee while keeping your
hips and back straight and allowing the ball to roll off of your hand then following through to
complete your swing . . . ensuring that your ball strikes the target you focused on . . .By using
this guided imagery procedure on a regular basis your bowling game will improve . . . because
you will become very mindful of exactly what is required to bowl a great game . . . becoming
confident that you can focus on a target and direct your ball to strike the target . . . Now I
suggest that you visualize yourself actually going through the entire sequence of bowling
observing that you have the ability to go each part of the bowling sequence perfectly causing
your ball to hit the target you focused on . . . Do this again and this time actually see yourself go
through the bowling sequence and relax the ball . . . see the ball rolling straight and true down
the alley hitting the pins perfectly to cause a strike . . . allow yourself to feel the pride and
confidence you have in your ability to bowl well any time you want . . .Now take a few moment
to reflect in the feelings of pride and confidence you have given yourself . . . knowing that you
can bowl well whenever you choose to focus on your game. This guided imagery program used
regularly will help to increase your self-confidence and focus on the game . . . These gifts will
flow into your every day life increasing your quality of life . . . Helping you to provide yourself
with inner peace and self-love . . .
In just a few moments it will be time to return to reality . . . knowing that you will feel
wonderful, rejuvenated, and completed relaxed . . . When you emerge, the time you spent
reflecting on your pride and confidence will feel like several hours of relaxation . . . Permit
yourself to accept this wonderful feeling . . . Confident that you will bowl well whenever you
choose to . . . And now as you prepare to emerge . . . Allow yourself to count from one to five in
your mind when I tell you to begin and not before . . . Emerging slowly with each count . . . at
your own speed and in your own way . . . returning completely at the count of five and not
sooner . . . knowing that when you completely emerge you will feel totally relaxed, energetic,
all of the stress and tension will have been resolved, and your bowling will be great . . . Begin
now . . .
DREAM: What you are about to experience is similar to a dream. You will be caught
up in your fantasy as you are in a dream. You will have a very real sense of "being there." You
are not "creating" the dream. Instead, it just hapens, entirely of its own accord. You will
experience the fantasy from two points of view. One part of you is caught up in the fantasy
experience. At the same time, another part of you is objectively looking at the experience and is
able to report both feeling and content to me without shattering the fantasy. You will be able to
live completely inside the fantasy, and at the same time, you and I will be sharing. The simplest
way to understand what fantasy is like is to experience it.
Close your eyes. Relax in your own way as much as possible . . . Breathe deeply several
times using your diaphram . . . You are walking down a strange road or strange street. Look
around and observe where you are . As you walk along, you come to an unusual house . . . Tell
me about it when you are ready . . . (Pause)
What's happening? Talk to the agression. Tell it you want to be friends. Ask the
agression for help. Be the aggression. Work around or climb over the blockage.
SOARING LIKE AN EAGLE: If you are ready to detach from your distress and
discomfort I suggest that you allow yourself to dissociate from the reality of the present and
follow my suggestions that will lead you on a very pleasant journey... all you need to do is to
allow yourself to find to become very comfortable and quiet then permit yourself to let go and
relaxed... this is a fantasy journey which you will enjoy... As you relax permit yourself to
inhale very deeply, while you focus on your breathing, and after holding it for a few seconds,
you may let it out slowly and relax and feel the relaxation becoming deeper and deeper... You
can allow your mind to become quiet or allow it to wander... You can also choose to request
your mind to become still or let it continue to think its own thoughts... As you become more
comfortable in your relaxed position you may choose to take in another deep breath and hold it
for a few seconds... then as you release it very slowly you can feel the relaxation flowing into
your entire body as you continue to relaxing more and more...
Becoming more relaxed may cause you to feel drowsy and your eyelids may seem to be
getting heavy... just allow your eyelids to close whenever you are ready . . . When you have
allowed your eyelids to close so tight that you won't want to open them just permit them to
remain shut. . . and continue to relax deeper and deeper Allow yourself to take in another deep
breath and hold it for a few seconds... then let it out slowly as you drift deeper and deeper into
relaxation
This journey will take you to a wonderful place where you will learn how to become
balanced, relaxed and centered... As you choose to relax deeper and deeper you may feel your
body becoming more comfortable and resting deeper and deeper in the relaxed and comfortable
position you are in... Your arms may feel limp or you may experience a comfortable tingling
sensation in your hands as you become completely relaxed... Now, you may choose to continue
to become more deeply relaxed or you may allow your mind and body to naturally become more
deeply relaxed... By feeling so deeply relaxed your eyes may naturally close or you may choose
to close them... most people find that closing their eyes during this journey to be most soothing...
Now that you have allowed yourself to be in a very comfortable, peaceful, and safe place... you
may choose to permit your eyes to remain tightly closed and the muscles around them to become
so relaxed that you have chosen to leave them closed... and that relaxed feeling has spread
throughout your entire body... now every fiber of your body has become totally relaxed... I
would like you to choose to take in three more deep breaths, when I ask... and when you take
each deep breath you can allow yourself to become ten times more relaxed than you are now...
Now, inhale very deeply and hold it for a moment, then let it out very slowly, as you exhale
slowly you will become five times more relaxed than you were...
Focus on how easy and regular your breathing has become as you keep on relaxing...
Take in another deep breath and hold it while you allow your mind to open and become
receptive to the journey you will be able to imagine in your mind... then let it out slowly as your
relaxation deepens five times more than before... Breathe deeply one more time and hold it while
you agree to experience the pleasant sensation of drifting away and finding that other sounds and
noises and everything else around you keeps fading away more and more as you breath out very
slowly and become five times more relaxed... Your are doing just fine, but you can still relax
even more... by allowing yourself to take one more breath and hold it... then letting it out very
slowly you can become totally relaxed from the top of your head to the ends of your toes...
Find... Now that you have become totally relaxed and continue to relax even more... You have
arrived at a very safe, restful, and peaceful place... As you relax deeper and deeper, all of the
sounds and noises keep fading away, and soon the only thing you will hear will be the sound of
my voice... While you continue to relax even more... After you awaken from this altered state,
your hearing and all other body functions will automatically return to normal in ways that are
very pleasing to you...
Now it is time to begin your fantasy journey... To begin permit all of your distress and
discomfort to remain with your body in the comfortable position you are in . . . Then allow the
pictures I describe to develop in your imagination as you totally detach from any awareness of
distress or discomfort and enjoy the wonderful relaxing and safe journey... I would like you to
imagine yourself as being transformed into a beautiful American Eagle who is resting in a nest at
the top of a large tree above the grand canyon...
It is a beautiful day... the sun is shining bright... the sky is blue with very few wispy
white clouds... there is a very refreshing cooling breeze and your visibility is endless... you
have the ability to feel so deeply relaxed... what a beautiful day to soar over the area and view
nature's many wonders... When you are ready to fly you can visualize yourself spreading your
wings and with a mighty stroke of your wings begin soaring higher and higher as you continue
to relaxed deeper and deeper... in fact as you soar you can choose to feel completely free of
your body and the difficulties you are having to deal with while relaxing more and more... you
can release all of the stress in your mind and body by allowing it flow out from the tips of your
winds out as the cool breeze passes over your them while you are soaring and visualizing the
beauty of the land below...
You have the power to visualize all of the beautiful seines I am going to describe to
you... You can picture the beauty of the majestic cliffs in your mind with there many colors as
you relax even deeper... you can feel the cool of the white water rapids... and you can visualize
a large rubber boat with a group of people enjoying the thrilling ride... you can even hear them
laughing and see the smiles on their faces as you relax even deeper... as you continue to soar
you find a valley which is alive with beautiful wild flowers... the blooms of the wild flowers
display every color that mother nature can produce... and as you slowly glide down closer to the
flowers you can actually smell their wonderful sweet fragrances... the clean fresh perfume of the
wild flowers and the scene is breathtaking as you soar higher and continue to relax even more...
there are also groups of large shade trees where people are lazily relaxing in the warmth of the
sunshine and the coolness of the breeze... there are children flying kites... another group is
playing softball... and others are picnicking or just relaxing an enjoying life as they relax in the
shade of a large tree...
The relaxed beauty you are visualizing is a reflection of the inner beauty that you
possess... the strength of your powerful wings in a indication of your inner strength... the proud
form of your majestic body reflects the strong self- esteem you feel... You can continue to view
yourself as you are of you can choose to accept the picture in your imagination which suggest
that you possess the inner beauty, strength, and self-esteem to achieve any realistic goal that you
choose for yourself... If and when you choose to use the powers within you... You can choose
to begin now... You always have choices... And you are the master of your choices... So relax,
accept, and allow the reflection of your strengths to be imprinted in your subconscious mind...
choose now to begin to use your strengths and build on them...
This view is so relaxing and feels so good that you might care to choose to return to this
place whenever you feel the need... in order for you to return at any time you simply need to
allow your subconscious to record this view and then you might choose to name it the "eagle's
nest"... now whenever you feel the need to become balanced or relaxed you simply need to give
yourself permission to take a few minutes to relax and get comfortable... allow your eyes to
close... and visualize your eagles's nest... then allow your mind's eye to transform you into a
beautiful eagle... and soar as you are doing now... allowing all of your tensions to be swepted
away by the gentle breeze... and permit yourself to choose to accept the feeling of becoming
balanced, centered, and relaxed... you now have the power to achieve this state whenever you
choose to... wanting it to happen , allowing it to happen, and making it happen . . .
Now it is time to return to conscious awareness . . . when you return you can choose to
continue to feel totally relaxed and comfortable without any discomfort or distress for as long as
you want. . . As you begin to return I will help by counting from 1 to 5 . . . don't begin until I
tell you to . . . then you can slowly return to an fully awaken state by slowly floating to the
surface like the bubbles in a glass of soda . . .at your own speed and in your own way . . . So
lets begin with one 1... you are turning around and heading back towards the nesting area... 2...
you now know the secret of becoming balanced, centered, and relaxed whenever you choose...
3... the nest is in sight and you are starting to feel your circulation increasing but even as you
awaken you will continue to feel very relaxed just as if you had a long rest... 4... the eagle has
landed in the nest and you are beginning to awaken and feel wonderful... remembering the
beautiful sights you have seen and the relaxing feelings you have experienced... and now... 5...
you are fully awake, taking time to reorient yourself to your surroundings, moving your fingers,
wiggling your toes, taking a big deep breath and just relaxing and feeling wonderful. . .
STOP SMOKING: Now, it's time to allow yourself to take a break from your important
task. I suggest that you give your self permission to take ten minutes out of your busy schedule
to relax . . . Allow yourself to become as comfortable as possible . . . Take a couple of deep
breaths . . . slowly exhaling each one . . . permitting yourself to let go and expel all the stress
and tension associated with your day's involvements . . .Let your eyes close whenever they're
ready . . . and allow all of the muscles in and around your eyes to relax . . . Permit your eyelids
relax so much so that you don't want to open them . . . Give your mind permission to think of
nothing, to escape reality, to just float away like a feather in the wind . . . Knowing that with
every breath you take you can feel the inner peace fill your lungs . . . allow your heart to
circulate this inner peace to every cell in your body . . from the top of your head to the tips of
your toes . . . permitting this inner peace to cleans each cell of your body of stress, tension, and
disease . . . letting all of the unhealthy abnormalities be expelled from your body with each
exhalation of your breath . . . Just allow it to happen . . . feel it happening . . . taste it happening .
. . smell it happening . . . hear it happening . . . see it happening . . . and commit too making it
happen . . . As you continue to breath easily and freely allow your relaxation to deepen with
each exhalation . . . permitting yourself to relax deeper, and deeper, and deeper . . . relax
Letting the relaxation to surround your body like a warm comfortable blanket. Allowing yourself
to just let go completely . . . to say nothing . . . to do nothing . . . just continuing to relax more
and more with each exhalation . . . And now if you have accepted the suggestions to relax . . .
you will be able to allow your subconscious mind to make some pleasant changes that will cause
all nicotine, tar, and other impurities produced by smoking, to be eliminated from your sinuses,
from your throat, from your lungs and the rest of your body rapidly and completely through the
normal processes of your body.
Permitting yourself to listen to this guided imagery tape lets your subconscious mind
know that you are determined to never smoke again... It also says that you trust, have faith, and
believe in the power you were born with . . . that is to take control of your body and eliminate
your smoking habit and heal your mind and body... You have accepted the responsibility for
taking care of your own body... and be doing this you have made a commitment to protect your
body form now on... You have made a wise choice... To stop smoking because you are
dissatisfied with the way it affects you and others ... You need your body to live, and you want
to live the rest of your life in a healthy body... so you are determined to stop smoking... Now
that you have made the choice and accepted the responsibility to quit smoking, you know your
body will be healthier and stronger... And you will find that you feel much better now that you
have discontinued the smoking habit...
You made the decision to ceased smoking for you own benefit, for your own personal
well-being... and for your own health... and for no other reason . . . Your subconscious mind
knows exactly how to direct the activities of your body to rapidly cleanse all nicotine, tar, and
other impurities caused by smoking cigarettes out of your sinuses, out of your throat, out of your
lungs and the rest of your body... and you will never smoke again...
I suggest that you paint a picture in your mind of how you would like to see yourself...
free from the smoking habit, smelling fresh and clean, being able to breath easily, feeling
healthier, calm, and having more energy... Keep this visualization as the most prominent picture
in your mind... and believe in the power of your subconscious to transform this picture into your
reality... For what you think so shall you be...
Your subconscious mind will see to it that the desire and craving for nicotine will be
eliminated by cleansing your body of all of the chemicals ingested through smoking and by
removing the thought process of thinking about smoking from your mind... You will be happy to
find that your subconscious mind has already started the process of cleansing the nicotine, tar
and other impurities out of your body through the normal functions of your elimination system...
You chose to smoke due to some irrational thinking a long time ago... Your choice to smoke
developed into the habit you are experiencing today... Today you are making a conscious choice
to change to a healthier lifestyle. . . because you and only you are the master of your choices and
the director of you destiny . . .
And now I want to give you a signal that will eliminate the anxiety of being able to quit
smoking... the signal will be thirst... and this signal will work for you because you have faith
and believe that your subconscious mind can eliminate the smoking habit form your mind and
body...From now on, and for the rest of your life, every time You think of smoking or cigarettes
you will become thirsty... by drinking a glass or two of water you will wash away and eliminate
any desire and thought of smoking... your thirst will also be relieved... You will replace the habit
of smoking with the habit of drinking water... By drinking water You will be assisting your body
to eliminate the impurities placed in your body when you were smoking... also drinking the
water will reduce any desire to eat food or sweets... the water will also serve to wash away the
fat cells that you generate and don't need... You know your body needs water... Water is good
for your body... It helps maintain a good fluid balance in your body... It helps cleanse waste
materials and impurities out of your body through the body's normal processes... It also helps to
eliminates the desire for snacks, which enables your body to be slender and trim... So enjoy
drinking lots of water... By replacing the habit of smoking with the habit of drinking water will
cause your body processes to be more efficient and your overall health to continue to improve...
You are really calm and relaxed now, and you understand that you can become calm and
relaxed every time you look at water... Every time you look at water your nerves become more
relaxed and steady, and you continue becoming more calm emotionally... Your subconscious
mind is causing that signal to work automatically from now on for the rest of your life; keeping
you calm and relaxed as you go about the activities of your daily life... You realize that getting
rid of the smoking habit is very important to you... It enables you to be an inspiration to a lot of
other people who become aware of what you have achieved... You are already feeling
enthusiastic about it... You are sensing a wonderful feeling of satisfaction from knowing that you
have stopped smoking... And you will continue feel even better every day . . .
When you are around people who are smoking, you will always be calm and relaxed, and
will have no desire to smoke... When you see other people smoking, or see ash trays with
cigarettes in them, it will cause you to be glad you stopped smoking... When you see people
smoking, it will remind you of how good it is to be free from the smoking habit... You have
chosen to be completely released from the smoking habit... You are happy to feel the freedom
you now enjoy... You feel like a big load has been lifted from you... and you keep feeling
cleaner and healthier each day...
In just a few moments it will be time to return to reality . . . knowing that you will feel
wonderful, rejuvenated, and completely released from the need to smoke . . . When you emerge
from this guided imagery you will have given yourself the power to quit smoking now and
forever . . . Permit yourself to accept wonderful gifts of inner peace and self- love you have
given yourself. . .
And now as you prepare to emerge . . . Allow yourself to count from one to five in your
mind . . . Emerging slowly with each count . . . at your own speed and in your own way . . .
returning completely at the count of five and not before . . . knowing that when you completely
emerge you will feel totally relaxed, energetic and you have no desire to smoke . . . Begin
now . . .

20. GASPARE "BUDDY" BIRBIGLIA # 2:

ARTHRITIS RELIEF: Do not listen to this audio tape without the permission of your
physician, or while driving any vehicle, and/or while operating machinery because it may cause
drowsiness. When the pain and stiffness from arthritis causes you to be uncomfortable all
yourself to relax . . . Give yourself permission to take ten minutes to relieve the stress and
tension in your life from the distress of arthritis . . . Begin by allowing yourself to find a warm,
quiet, comfortable, place to relax . . . Take a deep breath and hold it for a few seconds. . .
Then let it out slowly allowing yourself to relax deeper and deeper and deeper with each
exhalation . . . You are in a very safe place where you can relax more and more without any
fear...
You are beginning to feel very comfortable and peaceful... And all of the noises and
sounds around you are starting to fade away . . . All the sounds will be gone except those you
are listening to on this audio tape . . . By allowing yourself to follow the suggestions on this
audio tape you will be able to achieve true relaxation and inner peace . . . Let your eyes close
whenever they're ready . . . and allow all of the muscles in and around your eyes to relax . . .
Permit your eyelids relax so much so that you don't want to open them . .Allow yourself to
focus on your breathing . . . Then take in another deep breath and hold it for a moment then let
it out slowly as you drift into a deep and deep relaxation... By allowing yourself to become
balanced, relaxed, and centered you will be giving yourself inner piece and self-love . . . These
two gifts can only be given during true relaxation . . . So, just relax and accept these gifts . . .
Now take one more deep breath and hold it for a few moments . . . And let it out slowly and
permit the relaxation to flow into every nerve, muscle, and cell of your body causing total
contentment and inner peace . . . Permit yourself to feel more and more comfortable with each
exhalation . . . Taste the sweetness of the inner peace . . . Smell the pleasing fragrance of the
relaxation . . . See the beauty of self-love . . . Touch the softness of pure contentment . . .By
allowing all of your senses to be surrounded by this relaxation, like a warm comfortable
blanket you will be allowing yourself to become more relaxed than you ever have before . . .
Just let go and let it happen . . .Becoming aware that your breathing has become easier and
your heart is beating slower . . . allowing your entire body to become lymph . . . so lymph you
don't want to move any part of your body . . . this will be an indication that you are totally
relaxed . . . from the top of your head to the tips of your toes . . .
 And now that you have allowed your mind to relax it is time to relax your entire
body . . . I suggest that you permit yourself to visualize or picture yourself entering a beautiful
glass elevator which will bring you deeper and deeper into total relaxation . . . As the elevator
begins to go down I will count along with you until it reaches the bottom at the third floor . . .
the trip to the bottom will take about one minute so just relax and allow yourself to go deeper
and deeper as the elevator passes each floor on its way to the bottom . . .
Here we go . . . And as the elevator begins going down you can feel every part of your
body relaxing more and more . . . As the elevator approaches the first floor become aware that
your breathing is slowing down and your heart is beating slower . . .
Now that the elevator has passed the first floor you are relaxing deeper and deeper . . . just
allow it to happen . . . as the elevator approaches the second floor can feel all of your veins
opening and the relaxing warmth of your blood flows through every part of your body allowing
the comforting warmth to surround every cell of your body . . . As the elevator passes the
second floor you are allowing yourself to become more relaxed and you ever have before . . .
knowing that be allowing this relaxation to invade every cell of your body your health will
improve and all of the pain and distress from your arthritis will be resolved . . . Now as the
elevator reaches the third floor allow yourself to feel the total relaxation of your entire body,
the pain and distress of your arthritis reduced to the point where you are comfortable once
again, and all of the noise and sounds around have faded away . . . Realize that by allowing
yourself to become totally relaxed you are giving your two of the most powerful medications
you can provide . . . inner peace and self-love . . . And it doesn't cost anything . . .
but these gifts can only be given when you allow yourself to become totally relaxed . . .
Now spend a few moments with your warm wonder gifts of inner peace and self-love
while bathing in the feeling of painless total relaxation . . . Allowing your body to become
more and more healthier . . . letting your body know that this is how you want to feel every
hour of every day . . . (take a minute)
I would like to suggest to you that your body has the ability to work with you to reduce
the pain and distress of arthritis . . . To accomplish this your body needs some help from
you . . . It is important for you to allow yourself to rest and get the proper amount of sleep . . .
listen to this audio tape daily to help reduce the stress and tension from your daily life . . . Keep
the affected joints warm and apply moist heat when needed . . . do moderate exercise daily to
keep all of your joints flexible . . . and most importantly visit your physician and take the
prescribed medication regularly as suggested . . . By doing these things you will enhance your
quality of life . . .
If you are using this tape as a relaxation aid at bed time, allow yourself to drift out of
your altered state . . . relaxing deeper and deeper with each breath your take . . . into a
wonderful natural sleep . . . At your own speed and in your own way . . . Knowing that you
will rest completely, without interruption, throughout your time of slumber . . . At your normal
time of awakening your eyes will open, you will feel completely rested and full of energy . . .
Ready to resolve all of the day's opportunities . . . But for now, just allow the soothing music
to lull you deeper and deeper into restful sleep . . . and ignore the following comments to
emerge and return to reality . . . Just sleep well and have sweet dreams.
If you have chosen to return to reality at this time . . . knowing that you will feel
wonderful, rejuvenated, and completed relaxed . . . The time you spent with your gifts of inner
peace and self-love will seem like several hours of relaxation . . . Being aware that you can
achieve this relaxing feeling any time you choose by listening to this audio tape . . . And now,
as you prepare to emerge, allow yourself to begin counting from one to five in your mind . . .
beginning when I tell you to and not before . . . Emerging slowly with each count . . . at your
own speed and in your own way . . . returning completely at the count of five and not any
sooner . . . knowing that when you completely emerge you will feel totally relaxed, energetic,
all of the stress, tension, will have been resolved, and the pain and distress from the arthritis
will be reduced to a tolerable level. . . Begin now . . .
CARCINOMA: By Gaspare J. Birbiglia: Do not listen . . . to this audio tape . . .
without the permission . . . of your physician . . . or while driving any vehicle . . . or while
operating machinery . . . because it may cause drowsiness . . . Now, that you have taken . . . the
health giving medication . . . prescribed by your physician . . . you can give yourself
permission . . . to take the time . . . to become completely relaxed . . . and permit the
medication . . . and your natural healing processes . . . to do the work required . . . to heal your
mind and body . . . and to resolve . . . all stress, tension, and fear . . . You can choose to Begin .
. . by allowing yourself . . . to find a warm, quiet, comfortable, place to relax . . .
Take a deep breath . . . and hold it for a few seconds... Then let it out slowly . . .
allowing yourself to relax . . . deeper and deeper and deeper . . . with each exhalation . . . You
are in . . . a very safe place . . . where you can relax . . . more and more without any fear... You
are beginning to feel . . . very comfortable and peaceful . . . And all of the noises and sounds
around you . . . are starting to fade away . . . All the sounds will be gone . . . except those you
are listening to . . . on this audio tape . . . By allowing yourself to follow . . . the suggestions on
this audio tape . . . you will be able to achieve . . . true relaxation and inner peace . . . Let your
eyes close . . . whenever they're ready . . . and allow all of the muscles . . . in and around your
eyes to relax . . . Permit your eyelids relax . . . so much so that you don't want to open them . . .
Allow yourself to focus on your breathing . . . Then take in another deep breath . . . and hold it
for a moment . . . then let it out slowly . . . as you drift into a deep and deep relaxation... By
allowing yourself . . . to become balanced, relaxed, and centered . . . you will be giving
yourself . . . inner piece and self-love . . . These two gifts . . . can only be given during true
relaxation . . . So, allow yourself . . . to just relax and accept your gifts . . . Now take one more
deep breath . . . and hold it for a few moments . . . And let it out slowly . . . and permit the
relaxation to flow . . . into every nerve, muscle, and cell of your body causing total
contentment and inner peace . . .
Permit yourself to feel . . . more and more comfortable . . . with each exhalation . . .
Taste the sweetness of the inner peace . . . Smell the pleasing fragrance . . . of the relaxation . .
. See the beauty . . . of self-love . . . Touch the softness . . . of pure contentment . . . By
allowing . . . all of your senses . . . to be surrounded . . . by this relaxation . . . like a warm
comfortable blanket . . . you will be allowing yourself . . . to become more relaxed than you
ever have before . . . Just let go . . . and let it happen . . Becoming aware . . . that your
breathing . . . has become easier . . . and your heart . . . is beating slower . . . allowing your
entire body . . . to become limp . . . so limp . . . you don't want to move . . . any part of your
body . . . this will be an indication . . . that you are totally relaxed . . . from the top of your
head . . . to the tips of your toes . . . Permitting . . . all of the stress, tension and fear . . . to flow
our of your body . . . with each exhalation . . . And now that you have allowed . . . your body
to relax . . . it is time to relax . . . your mind . . .
I suggest . . . that you permit yourself . . . to visualize or picture yourself . . . walking
with me . . . down a short flight of steps . . . just three steps down . . . these steps are
covered . . . with beautiful thick carpet . . . in your favorite color . . . and there is a brass
handrail to hold on to . . . as we go down the steps . . . you can allow your relaxation . . . to
continue to deepen . . . with each step we take . . . until you reach total relaxation . . . at the
bottom of the stares. You can begin . . . by holding on to the rail . . . and steping down onto the
first step . . . I will count along with you . . . until we reach the bottom . . . after the third
step . . .To reach the bottom . . . will take about one minute . . . so just allow yourself . . . to
relax deeper and deeper . . . as we walk down the steps . . . to the bottom . . . where you can
achieve . . . total relaxation . . .
As we start . . . walking down the steps . . . you can feel . . . every part of your body . . .
relaxing more and more . . . As you step on the first step . . . with both feet . . . and become
aware . . . that your breathing . . . is slowing down . . . and your heart is beating slower . . . As
we begin to step down . . . to the second step . . . your mind is relaxing . . . more and more . . .
just allow it to happen . . . as you place both feet . . . on the second step . . . you can feel . . .
all of your arteries opening . . . as the relaxing warmth . . . of your blood . . . flows through
every part of your body . . . allowing the comforting warmth . . . to surround every cell of your
body . . . As we step down . . . to the third step you are allowing yourself . . . to become more
relaxed . . . than you ever have before . . . knowing that by allowing . . . this relaxation . . . to
invade every cell . . . of your mind and body . . . your health will improve . . . and all of your
pain and discomfort . . . will be resolved . . . And now . . . as we reach the bottom . . . allow
yourself to feel . . . the total relaxation . . . of your entire body, and mind . . . Realize . . . that
by allowing yourself . . . to become totally relaxed . . . you are giving yourself . . . two of the
most powerful medications . . . you can provide . . . inner peace and self-love . . .
Remembering . . . that these gifts . . . can only be given . . . when you allow yourself . . . to
become totally relaxed . . . Now . . . that your whole mind and body . . . are completely relaxed
. . . and the healing processes are at work . . . Permit yourself . . . to take a minute of time . . .
to become one . . . with your gifts . . . of inner peace and self love . . . (Pause for one minute)
Now, it is time . . . to allow yourself . . . to begin . . . your guided imagery journey . . .
to a very safe . . . and comfortable place . . . that I will guide you to . . . You can begin your
journey . . . by allowing . . . the picture or visualization . . . of a beautiful field . . . of blooming
wild flowers . . . with every color . . . mother nature can produce . . . begin to develop in your
mind . . . permit that picture . . . to appear so real . . . that you can actually see . . . all of the
colors . . . and you can feel . . . the softness of the flowers . . . and you can smell . . . their
soothing fragrance . . . because mother nature . . . made these flowers . . . especially for you . . .
so they would not cause . . . any runny eyes or noses or sneezes . . . just allow it to happen . . .
Notice that the sun is shinning brightly. . . there are a few wispy white clouds . . . the
sky is blue . . . and there is a gentle comfortable breeze . . . The temperature is perfect . . .
and you are continuing . . . to feel better and better . . . as you relax deeper and deeper . . .
See the beautiful gazebo . . . next to a breathtaking grotto at the end . . . of the field of wild
flowers. . . with its health giving warm spring water . . . flowing up from somewhere
beneath . . . and the surface of the water . . . is as smooth as glass . . . Visualize or picture
yourself . . . wearing whatever you choose . . . and entering the warm healing water . . . of the
beautiful grotto . . . with its natural healing minerals . . . and massaging bubbles . . . the
temperature of the water is perfect . . . This is a very private . . . and safe grotto . . . where you
can choose . . . to allow your body and mind . . . to become totally relaxed . . . And no one will
intrude . . . or disturb your peacefulness . . .
 As you relax more and more . . . and permit yourself to feel . . . the warmth of the health
giving water . . . surrounding your body . . . permitting your natural healing process . . . to bring
the healing medication . . . to every cell of your body . . . from the top of your head . . . to the tip
of your toes . . . allow your self to actually feel all of the disease and discomfort leaving . . . as
though the healing water . . . was a magnet . . . drawing all of the disease and discomfort out of
your body . . . through the pours of your skin . . . and washing it away . . . with the bubbles . . .
and the warm water. ctually feel the temperature of your body becoming normal and all of your
muscles becoming limp . . . so lymph that you don't want to move . . . you just want to lye back
. . . relaxing in the calm . . . health giving water . . . feeling all of the bubbles massaging your
whole body . . . washing away all disease and discomfort . . . and causing every cell . . . to relax
more than you ever thought possible. By allowing yourself . . . to have confidence . . . in your
ability to let go completely . . . and become totally relaxed . . . you will feel . . . the peace and
calm . . . fill every cell of your body . . .You have the power . . . and the ability . . . to give
yourself this gift . . . by just letting go . . . letting it happen . . . and making it happen . . .
knowing that . . . the more you practice . . . and use this guided imagery technique . . . the more
peace and calmness . . . you will achieve . . . so use this audio tape . . . several times each day . .
. and whenever needed. If you are using this tape . . . as a relaxation aid at bed time. . . just allow
yourself . . . to drift out of your altered state . . . relaxing deeper and deeper . . . with each
breath your take . . . into a wonderful natural sleep . . . At your own speed . . . and in your own
way . . . Knowing . . . that you will rest completely . . . without interruption or discomfort . . .
throughout your time of slumber . . . At your normal time of awakening . . . your eyes will
open . . . you will feel completely rested and relaxed . . . all of your discomfort . . . will be
complete resolved . . . you will be . . . full of energy . . . and ready for a nice meal . . . knowing
that your health . . . will continue to improve . . . with each passing day . . . But for now . . . just
allow the soothing music . . . to lull you deeper and deeper . . . into restful sleep . . . and ignore
the following . . . comments to emerge and return to reality . . . Just sleep well . . . and have
sweet dreams.
Now that you know . . . how to achieve . . . a discomfort free state . . . and have
confidence in . . . your ability to do so . . . whenever needed . . . you can prepare . . . to return to
reality . . . knowing that you will feel wonderful . . . free of any discomfort . . . and completely
relaxed . . . The time you have spent with your relaxation . . . will seem like several hours . . . of
healing contentment . . . Being aware . . . that you can achieve . . . this relaxing discomfort free
feeling . . . any time you choose . . . by listening to . . . this audio tape . . . and following the
suggestions . . . And now . . . when you are ready to emerge . . . allow yourself to begin . . . by
counting from one to five in your mind . . . beginning when I tell you to . . . and not before . . .
Emerging slowly . . . with each count . . . at your own speed . . . and in your own way . . .
returning completely . . . at the count of five . . . and not any sooner . . . Aware that when you
completely emerge . . . you will feel completely rested and relaxed . . . and all of your
discomfort . . . will be complete resolved . . . you will be . . . full of energy . . . and ready for a
nice meal . . . knowing that your health . . . will continue to improve . . . with each passing
day . . . Begin now . . .
ADULT'S GLOVE: by Gaspare J Birbiglia Do not listen to this audio tape without the
permission of your physician, or while driving any vehicle, and/or while operating machinery
because it may cause drowsiness. When the discomfort and distress from the disease in your
body, or the medication used to fight the disease seems to be unbearable and stressful . . . allow
yourself to learn how to relax and allow your natural processes to reduce and/or remove the
discomfort and provide the necessary healing through the use of guided imagery.
 Now if you are ready to learn how to reduce your discomfort and allow your body to
begin healing itself continue listening to this audio tape and allow yourself to follow the
suggestions . . . By practicing this guided imagery technique regularly you can learn to be very
successful in achieving a discomfort free healing state . . . This is a very safe technique in
which you have full control . . .
To begin, allow yourself to find a quiet and very comfortable place to relax . . . take a
couple of deep breaths . . . holding each one for a short time then let each one out slowly and
permit yourself to let go and relax . . . do this now and give yourself permission to let go and
relax . . . As you continue to breath easily and freely allow your eyes to close . . . feel all of the
muscles in and around your eyes relaxing so much so with each exhalation that you don't want
to open them . . . With each breath you take feel the inner peace flowing into every cell of your
body and with each exhalation feel all of the distress and pain leaving your body . . . becoming
aware that all noises and sounds around you are fading away and the only sounds you are
hearing are those on this
tape . . .
Allow the inner peace and relaxation to surround your body like a warm comfortable
blanket permitting all of your muscles to relax and loosen . . . Permit yourself to feel more and
more comfortable with each exhalation . . . Taste the sweetness of the inner peace . . . Smell
the pleasing fragrance of the relaxation . . . See the beauty of self-love . . . Touch the softness
of pure contentment . . .
By allowing your mind and body to relax you are giving yourself the most powerful
medication possible, inner peace and self-love . . . realizing that by giving yourself the gifts of
inner peace and self-love you are allowing your body to heal . . . Giving your body and mind
the message to produce the chemicals needed to relieve your muscular distress . . . having
confidence that your body and mind will respond and your health will continue to improve . . .
And now that you have allowed . . . your body to relax . . . it is time to relax . . . your
mind . . . I suggest . . . that you permit yourself . . . to visualize or picture yourself . . . walking
with me . . . down a short flight of three steps . . . going down these steps will allow you to
reach total relaxation of both mind and body . . . A sturdy handrail for you to hold on to is
provided for your safety . . . as we go down the steps you can allow your relaxation to
continue to deepen . . . with each step we take . . . until you reach total relaxation . . . at the
bottom of the steps.
You can begin when I say start . . . by holding on to the rail . . . I will help by counting
along with you . . . until we reach the bottom . . . To reach the bottom . . . will take about one
minute . . . so just allow yourself . . . to relax deeper and deeper . . . as we walk down the
steps . . . to the bottom . . . where you can achieve . . . total relaxation . . . As you start . . .
walking down the steps . . . you can feel . . . every part of your body . . . relaxing more and
more . . . As you step on the first step . . . with both feet . . . and become aware . . . that your
breathing . . . is slowing down . . . and your heart is beating slower . . . As we begin to step
down . . . to the second step . . . your mind is relaxing . . . more and more . . . just allow it to
happen . . . as you place both feet . . . on the second step . . . you can feel . . . all of your
arteries opening . . . as the relaxing warmth . . . of your blood . . . flows through every part of
your body . . . allowing the comforting warmth . . . to surround every cell of your body . As we
step down . . . to the third step you are allowing yourself . . . to become more relaxed . . . than
you ever have before . . . knowing that by allowing . . . this relaxation . . . to invade every cell .
. . of your mind and body . . . your health will improve . . . and all of your pain and
discomfort . . . will be resolved . . . And now . . . as we reach the bottom . . . allow yourself to
feel . . . the total relaxation . . . of your entire body, and mind . . . Realize . . . that by allowing
yourself . . . to become totally relaxed . . . you are giving yourself . . . two of the most powerful
medications . . . you can provide . . . inner peace and self-love . . . Remembering . . . that these
gifts . . . can only be given . . . when you allow yourself . . . to become totally relaxed . . . Now
. . . that your whole mind and body . . . are completely relaxed . . . and the healing processes
are at work . . . Permit yourself . . . to take a minute of time . . . to become one . . . with your
gifts . . . of inner peace and self love . . . (Pause for one minute) Now that you are totally
relaxed from the top of your head to the tip of your toes it is time to permit yourself to begin
your guided imagery journey by allowing yourself to visualize or picture in your mind the
seines that will be described to you . . .
Now my friend it is time for you to learn how to communicate with your body... giving
your body the suggestions needed to reduce or remove discomfort any where in your body . . .
I would like you to allow yourself to imagine or picture in your mind all of the suggestions I
will give to you . . . As you relax with your non-dominant hand on top of the
your dominant hand feel how the one on top is keeping the one on the bottom warm . . .
I am going to begin counting from one to three . . . And when I do, I would like you to
allow the hand on top to rub the one on the bottom three times each time I count and tell you to
. . . When you do this something very special and pleasing is going to happen if you want it
to . . . and allow it to . . . Each time I tell you to allow the hand on top to rub the
one on the bottom, and you do it, the hand on the bottom be become numb . . . and will
continue to become more and more numb each time you rub it . . . So that by the time I reach
the count of three you will be able to allow the hand on the bottom to become so numb that you
cant feel it . . .Just as if it was detached from the end of your arm . . . Okay . . . Let's begin
with the count of one . . . Allowing the hand on top to rub the hand on the bottom three times
and feel the hand on the bottom starting to become numb . . . As your hand begins to become
numb it may tingle or feel warm or cold and that's okay . . . just allow it to happen . . . Two . . .
Allow the hand on the top to rub the hand on the bottom three more times and permit the hand
on the bottom to become more and more numb each time you rub it . . . Three . . . For the last
time, allow the hand on top to rub the hand on the bottom three times and feel the hand on the
bottom become so numb that you can't feel it . . . You can make it happen, if you want it to
happen, and if
you allow it to happen . . .
Now take a minute of time and listen to the music while you allow your hand on the
bottom to become completely numb . . . The sounds of the music will allow you to relax
deeper and deeper and allow your hand on bottom to continue becoming more and more
numb . . . So numb that you can't feel it . . . Just relax, and give your body permission, to
make it to happen now . . . (Take one minute)
Now, if you have allowed your hand on the bottom to become completely numb, move
the one on top away from the one on the bottom . . . Take the numb hand and put it on the area
or spot where the discomfort is . . . and when I ask you, to gently rub that spot three times just
like you did before . . . Okay? . . . I will help by counting from one to three for you . . . Let's
begin with the count of one . . . Gently rub the area of discomfort with your numb hand three
times and allow yourself to feel the discomfort lessening and becoming numb as the numbness
moves from your numb hand to the area of discomfort . . . Two . . . Gently rub the area of
discomfort three times again, allowing more and more of the discomfort to be resolved and
more and more of the numbness to move from your hand to the area of discomfort . . .
Three . . . For the last time, gently rub the area of discomfort one last time with your numb
hand and permit the area of discomfort to be completely resolved and become complete numb .
. . so numb that the area of discomfort doesn't bother you anymore . . .
The area of discomfort will continue to become more and more numb each time you
breath in and out . . . and will remain numb for as long as you want or need or until your
discomfort is completely healed . . . which ever comes first . . . then you will continue to feel
better and better and heal faster and faster every day
(For Sleep): Now that your discomfort is resolved you can return to your comfortable
place . . . just allowing yourself to drift out of your imagination . . . relaxing deeper and
deeper with each breath your take . . . into a wonderful natural sleep . . . At your own speed
and in your own way . . . Knowing that you will rest safe and sound throughout your time of
sleep . . . Your mind will let your body know when it is time to awaken and open your
eyes . . . you will feel completely rested, comfortable and any discomfort will very small . . .
The numbness in your hand will be all gone and the normal feelings will returned to your
whole body . . . Except the numbness at the spot of your discomfort will remain for as long as
you want or need it or until discomfort is completely healed . . . which ever comes first . . .
You will then be aware that you are becoming well as fast as possible, and full of energy . . .
Ready for the day's acclivities . . . and then you can open your eyes, wiggle your toes, and
move your fingers, . . . but for now my fiend . . . just sleep well, have sweet dreams and get
well soon . . .
(Return Now): Now that your discomfort is resolved you can prepare to return to your
comfortable place . . . I will help you return by counting from one to five . . . but don't return
until I reach the count of five . . . Okay . . . Then lets begin with the count of One . . . As you
allow yourself to begin to rise like a balloon floating up into the sky . . . Two . . . When you
return the numbness in your hand will be all gone and the normal feeling will have returned to
your whole body . . . Except, the numbness at the spot of your discomfort will remain for as
long as you want or need it or until your ouch or hurt is healed . . . which ever comes first . . .
because you will feel great and all of your discomfort will have been resolved . . .
Remembering that you have the ability to resolve any discomfort any time at any place within
your body by listen to this tape and following the suggestions . . . Three . . . learning that the
more you practice using this guided imagery technique the more effective it will become . . .
Four . . . time to wiggle your toes and move your fingers . . . Five . . . opening your eyes,
taking a big deep breath and knowing that your discomforts are healing as fast as possible . . .
Remembering that you have the power to resolve your physical discomforts if you choose to
learn how to use it.
DOCTOR, DOCTOR: Caution! Do not listen to this audio tape while driving any
vehicle or operating any machinery because it may cause drowsiness . . . When you are having
one of those days where everything seems to go not as you expected take a break and give
yourself ten minutes to return reality to its proper prospective . . . There are days when the
medication you prescribe doesn't provide the effect you were hopeing for . . . when patients
refuse to accept your suggestions or properly take their medication . . . Then there are those
patients who cooperate to the fullest and nothing you do seems to aleaviate the problem . . .
And there's that telephone that won't allow you to get a good night's sleep . . . some might
wonder why you carrying a great deal of stress and tension around with you with no where to
release it without causing harm to others . . . The word frustration dosen't begin to describe
your feelings . . . Unforutnately this is the doctor's world of reality . . . But let's see if we can
put your reality into it proper perspective and reduce your stress and tension . .
Now, it's time to allow yourself to take a break and relax doing what you have heard said a
thousand times "Physician heal thyself" . . .
I suggest that you give your self permission to take fifteen minutes out of your busy
schedule to relax . . . Allow yourself to find a quiet place to become as comfortable as
possible . . . Take a couple of deep breaths . . . slowly exhaling each one . . . permitting
yourself to let go and expel all the stress and tension associated with your day's involvements.
Let your eyes close whenever they're ready . . . and allow all of the muscles in and around your
eyes to relax . . . Permit your eyelids relax so much so that you don't want to open them . . .
Give your mind permission to think of nothing, to escape reality, to just float away like a
feather in the wind . . . Knowing that with every breath you take you can feel the inner peace
fill your lungs . . . allow your heart to circulate this inner peace to every cell in your body . .
from the top of your head to the tips of your toes . . . permitting this inner peace to cleans each
cell of your body of stress, tension, and disease . . . letting all of the unhealthy abnormalities be
expelled from your body with each exhalation of your breath . . . Just allow it to happen . . .
feel it happening . . . and commit too making it happen . .
As you continue to breath easily and freely allow your relaxation to deepen with each
exhalation . . . permitting yourself to relax deeper, and deeper, and deeper . . . relax Letting
the relaxation to surround your body like a warm comfortable blanket . . . Allowing yourself to
just let go completely . . . to say nothing . . . to do nothing . . . just continuing to relax more
and more with each exhalation . . . Realizing that by giving yourself these gifts of inner-peace
and self-love, your health will continue to improve with each passing day . . . your ability to
cope with the every day trials and tribulations will grow stronger . . . Your tolerance for
frustration will continue to increase each time you give yourself these gifts of inner peace and
self-love . . . Permit yourself to feel more and more comfortable with each exhalation . . .
Taste the sweetness of the inner peace . . . Smell the pleasing fragrance of the relaxation . . .
See the beauty of self-love . . . Touch the softness of pure contentment.
Realizing that you have invested many years learning your skills and you are very good
at your profession . . . you have chose to dedicate your life to helping others even those who
reject your helping hand . . . knowing that confidence in your abilities and skills allows you to
enhance the quality of life of those who are willing to take the responsibility for following your
suggestions to maintain their good health . . . and know that there are others who will not
accept their responsibility and choose to practice unhealthy activities and all of your abilities
and those of modern medicine can do little to help those who refuse help . . . accepting this
difference between individuals even when all of your efforts and modern interventions appear
to be ineffective can help you bring your reality in to focus once again . . . The fact is that you
are very accomlished and confident in the skills of your profession and you know that you
always provide the best of care for all of your patients regardless of their choices . . .
By simply giving yourself permission to relax . . . and spend a few quiet moments
looking within. . . you will allow the useless mind chatter to subside . . . then you can bring
order to your reality and be able to rationally prioritize your day's tasks, in a relaxed
posture . . . you will feel relaxingly rejuvenated, just as if you went on a vacation . . . your
energy will be increased . . . and your overall functioning will be peaked . . . Now take two
minutes of time to be with and enjoy the relaxed feeling you have given to yourself . . . (take
two minutes)
OPTIONAL: If you are using this tape as a relaxation aid at bed time, allow yourself to
drift out of your altered state . . . relaxing deeper and deeper with each breath your take . . .
into a wonderful natural sleep . . . At your own speed and in your own way . . . Knowing
that you will rest completely, without interruption, throughout your time of slumber . . . At
your normal time of awakening your eyes will open, you will feel completely rejuvenated,
rested, and full of energy . . . Ready to resolve all of the day's opportunities . . . But for now,
just allow the soothing music to lull you deeper and deeper into restful sleep . . . and ignore the
following comments to emerge and return to reality . . . Just sleep well and have sweet dreams.
In just a few moments it will be time to return to reality . . . knowing that you will feel
wonderful, rejuvenated, and completed relaxed . . . When you emerge, the time you spent with
your gifts of inner peace and self love will feel like several hours of relaxation . . . Permit
yourself to accept this wonderful feeling . . . And now as you prepare to emerge . . . Allow
yourself to count from one to five in your mind when I tell you to begin and not before . . .
Emerging slowly with each count . . . at your own speed and in your own way . . . returning
completely at the count of five and not sooner . . . knowing that when you completely emerge
you will feel totally relaxed, energetic and all of the stress and tension will have been resolved .
. . Begin now . . .
ADULT PAIN RELIEF: Do not listen to this audio tape without the permission of
your physician, or while driving any vehicle, and/or while operating machinery because it may
cause drowsiness. When the discomfort and distress from the disease in your body, or the
medication used to fight the disease seems to be unbearable and stressful . . . allow yourself to
learn how to relax and allow the your natural processes to reduce and/or remove the discomfort
and provide the necessary healing through the use of guided imagery. Now if you are ready to
learn how to reduce your discomfort and allow your body to begin healing itself continue
listening to this audio tape and allow yourself to follow the suggestions . . . By practicing this
guided imagery technique regularly you can learn to be very successful in achieving a
discomfort free healing state . . . This is a very safe technique in which you have full control . .
.
To begin, allow yourself to find a quiet and very comfortable place to relax . . . take a
couple of deep breaths . . . holding each one for a short time then let each one out slowly and
permit yourself to let go and relax . . . do this now and give yourself permission to let go and
relax . . . As you continue to breath easily a freely allow your eyes to close . . . feel all of the
muscles in and around your eyes relaxing so much so with each exhalation that you don't want
to open them . . . With each breath you take feel the inner peace flowing into every cell of your
body and with each exhalation feel all of the distress and pain leaving your body . . . becoming
aware that all noises and sounds around you are fading away and the only sounds you are
hearing are those on this tape . . . Allow the inner peace and relaxation to surround your body
like a warm comfortable blanket permitting all of your muscles to relax and loosen. Permit
yourself to feel more and more comfortable with each exhalation . . . Taste the sweetness of
the inner peace . . . Smell the pleasing fragrance of the relaxation . . . See the beauty of
self-love . . . Touch the softness of pure contentment . . .
By allowing your mind and body to relax you are giving yourself the most powerful
medication possible, inner peace and self-love . . . realizing that by giving yourself the gifts of
inner peace and self-love you are allowing your body to heal . . . Giving your body and mind
the message to produce the chemicals needed to relieve your muscular distress . . . having
confidence that your body and mind will respond and your health will continue to improve . . .
And now that you have allowed . . . your body to relax . . . it is time to relax . . . your mind . . .
I suggest . . . that you permit yourself . . . to visualize or picture yourself . . . walking with me .
. . down a short flight of three steps . . . going down these steps will allow you to reach total
relaxation of both mind and body . . . A sturdy handrail for you to hold on to is provided for
your safety . . . as we go down the steps you can allow your relaxation to continue to
deepen . . . with each step we take . . . until you reach total relaxation . . . at the bottom of
the steps.
You can begin when I say start . . . by holding on to the rail . . . I will help by counting
along with you . . . until we reach the bottom . . . To reach the bottom . . . will take about one
minute . . . so just allow yourself . . . to relax deeper and deeper . . . as we walk down the
steps . . . to the bottom . . . where you can achieve . . . total relaxation . . . As you start . . .
walking down the steps . . . you can feel . . . every part of your body . . . relaxing more and
more . . . As you step on the first step . . . with both feet . . . and become aware . . . that your
breathing . . . is slowing down . . . and your heart is beating slower . . . As we begin to step
down . . . to the second step . . . your mind is relaxing . . . more and more . . . just allow it to
happen . . . as you place both feet . . . on the second step . . . you can feel . . . all of your
arteries opening . . . as the relaxing warmth . . . of your blood . . . flows through every part of
your body . . . allowing the comforting warmth . . . to surround every cell of your body. As we
begin to step down . . . to the second step . . . your mind is relaxing . . . more and more . . .
just allow it to happen . . . as you place both feet . . . on the second step . . . you can feel . . .
all of your arteries opening . . . as the relaxing warmth . . . of your blood . . . flows through
every part of your body . . . allowing the comforting warmth . . . to surround every cell of your
body . . . As we step down . . . to the third step you are allowing yourself . . . to become more
relaxed . . . than you ever have before . . . knowing that by allowing . . . this relaxation . . . to
invade every cell . . . of your mind and body . . . your health will improve . . . and all of your
pain and discomfort . . . will be resolved . . . And now . . . as we reach the bottom . . . allow
yourself to feel . . . the total relaxation . . . of your entire body, and mind . . . Realize . . . that
by allowing yourself . . . to become totally relaxed . . . you are giving yourself . . . two of the
most powerful medications . . . you can provide . . . inner peace and self-love . . .
Remembering . . . that these gifts . . . can only be given . . . when you allow yourself . . . to
become totally relaxed . . .
Now . . . that your whole mind and body . . . are completely relaxed . . . and the healing
processes are at work . . . Permit yourself . . . to take a minute of time . . . to become one . . .
with your gifts . . . of inner peace and self love . . . (Pause for one minute) Now that you are
totally relaxed from the top of your head to the tip of your toes it is time to permit yourself to
begin your guided imagery journey by allowing yourself to visualize or picture in your mind
the scenes that will be described to you . . .
Let the picture of a beautiful field of wild flowers blooming with every color mother
nature can produce begin to develop in your mind . . . so much so that you can actually see and
touch the flowers . . . and you can smell their soothing fragrance . . . just allow it to happen.
Notice that the sun is shinning brightly, there are a few wispy white clouds in the blue sky, and
there is a gentle comfortable breeze . . . The temperature is perfect . . . and you are continuing
to feel better and better as you relax deeper and deeper . . . Picture a grove of beautiful trees at
the end of the field of wild flowers which surrounds a large, shallow, healing, warm spring
pool, of natural health giving mineral laden water . . . The water in the pool is supplied by an
underground spring which causes the water to be very bubbly . . . Visualize or picture yourself
gently entering the warm water with its natural healing minerals and massaging bubbles . . .
This is a very private and safe healing pool where you can choose to allow your body and mind
to become totally relaxed . . . And no one will intrude or disturb your peacefulness . . .
As you relax more and more and permit yourself to feel the warmth of the health giving
water to surround your body . . . Every cell from the top of your head to the tip of your toes
can become totally relaxed. . . allow your self to actually feel all of the discomfort, stress,
tension, and anxiety being resolved and healed. . . Actually feel the temperature of your body
becoming warmer as you allow all of your veins and arteries to bring the maximum amount of
your healing blood to the surface of your body . . . and as you continue to relax and allow all
your entire body to become completely relaxed with each breath you take . . . so relaxed that
you don't want to move . . . you just want to lye back in the warm health giving water feeling
all of the bubbles massaging your whole body and enjoying the sweet fragrances of the wild
flowers . . . while permitting every cell of your entire body to relax more than you ever
thought possible . . .
While allowing mind and body to achieve this relaxed state and feeling the health
giving warmth of the water . . . you can visualize or picture all of the discomfort and stress
leaving your body through the pours of your skin and being washed away by the massaging
bubbles. Allow yourself to actually Feel the healing beginning to take place . . . Taste the
sweetness of the inner- peace as it flows through your body . . . Hear the sounds of the healing
bubbles as they cleans your body of discomfort and disease . . . Smell the pleasing fragrance of
the contentment as it fills your mind and body . . . By allowing yourself to have confidence in
your ability to let go completely and become totally relaxed you will achieve the warm pain
free healing state you want . . . and your health will continue to improve with each passing day
. . . You have the power and the ability to give yourself this gift . . . by just letting go . . .
letting it happen . . . and making it happen . . . now take a minute of time to enjoy the gifts of
inner-peace and self-love you have given yourself . . . By now you are aware of you ability and
know that the more you use and practice this guided imagery technique the more pain relief
you will achieve . . . so use this audio tape several times each day and whenever needed . . .
If you are using this tape as a relaxation aid at bed time, just allow yourself to drift out
of your altered state . . . relaxing deeper and deeper with each breath your take . . . into a
wonderful natural sleep . . . At your own speed and in your own way . . . Knowing that you
will rest completely, without interruption or pain, throughout your time of slumber . . . At
your normal time of awakening your eyes will open, you will feel completely rested and full of
energy . . . Knowing that the natural healing processes are working to restore your health and
resolve any discomfort . . . But for now, just allow the soothing music to lull you deeper and
deeper into restful sleep . . . and ignore the following comments to emerge and return to reality
. . . Just sleep well and have sweet dreams.
Now that you know how to achieve a pain free healing state and have confidence in
your ability to do so whenever needed you can prepare to return to reality . . . knowing that
you will feel wonderful, pain free, and completed relaxed . . . and that your body's natural
processes are at work restoring you to good health . . .
The time you spent with your gifts of inner peace and self- love will seem like several
hours of relaxation . . . and knowing you can achieve this relaxing pain free healing state any
time you choose by listening to this audio tape and following the suggestions . . . And now,
when you are ready to emerge, allow yourself to begin counting from one to five in your
mind . . . beginning when I tell you to and not before . . . Emerging slowly with each
count . . . at your own speed and in your own way . . . returning completely at the count of
five and not any sooner . . . knowing that when you completely emerge you will feel totally
relaxed, all of the discomfort will be reduced or resolved, and your health will continue to
improve with each passing day . . . Begin now . . .
DETACH FROM PAIN: I would like you to use your imagination as you continue to
relax... Imagine your left arm is beginning to get numb and heavy... your left arm will feel like
it is becoming very numb and very heavy with every breath you take... You can choose to
continue relaxing, and as you do the numbnesss in your left arm will increase and your left arm
will start to feel very heavy... Your breathing and pulse have become slower and easier and
with this your left arm has become so numb and heavy that you cant move it... the numbness in
your left arm continues to increase along with the heaviness...Try to move your left arm...
You are continuing to feel very relaxed and comfortable and now I would like you to
raise your right arm.......... now put it down... ____________ You are doing good... And now
you can choose to allow your subconscious mind to return your left arm to normal... The
feeling and use of your left arm is now back to normal... Try to lift your left arm... now put it
down... Now you have a better understanding of the power of your subconscious mind... And
you can realize that when you imagine something in your conscious mind, your subconscious
mind causes your physical body to respond to what you imagine...
You can use this principle to help reduce pain any where
within your body... This principle can also be used, through the power of the subconscious
mind, to resolve the problem that is causing the pain and to continue to improve your overall
health...
 I want you to use your imagination now to paint a picture in the gallery of your mind's
eye of you looking into a double mirror... one mirror shows how you look today with pain in
your body and the reflection you see in the second mirror is how you want to look, free from
pain... To achieve this you simply need to have faith and belive in the power of your
subconscious mind...
Allow your mind to develop the picture of how you wish the cause of the pains in your
body would be resolved... and for your body to rid itself of all pain... and your general health
to continue to improve... Permit yourself to see this picture as though you were really standing
in front of this double mirror and seeing your reflections... This is an actual picture of before
and after... Now and for the rest of your life I suggest that you allow this image of how you
wish your over all health and weight to improve to remain foremost in the picture gallery of
your mind's eye...
As you continue to think of yourself looking as you wish, that image will become
implanted in the storehouse of your subconscious mind, and your mind will causes your body
processes to function in such a way as to allow your body to transform itself into the picture
you have stored in your subconscious...
Just as easily as your subconscious mind caused your left arm to become numb, your
subconscious mind and all other levels of your mind are now working to allow your all health
continue to improve as you are become more relaxed... the level of pain in your body is
continuing to be reduced... and the reflection of your new self is beginning to become
your reality...
Throughout this hypnotic session I am going to ask your subconscious mind some
questions and you can indicate the answer by using the proper finger on your dominant hand...
If the answer is yes you may raise your index finger and lower it or if the answer is no you may
raise the little finger and lower it... If the answer is no... Will the process begin in one week...
two weeks... three weeks... one month...
I would now like to talk to those levels of your mind that has the power to naturally
cause your body to eliminate the cause of the pains you are experiencing throughout your
body... I would like to know if all levels of your mind that are required to resolve this problem
are willing to begin this process now... Will your subconscious and all other levels of your
mind eliminate the feeling of the physical pain now, while continuing to resolving the cause of
the pains within your body...
Your subconscious mind and all other levels of your mind have agreed to begin the
processes of eliminating the causes of all of the pain within your body ________... WHEN
Your faith and belief in the power of your subconscious mind is continuing to increase now
that you know that your subconscious mind is willing to help you start now achieving your
goal of reducing the present feeling of pain while eliminating the cause of the pains within
your body...whenever it is time for you to choose to lye down and allow your eyes to close and
your body and mind to become relaxed, centered, and peaceful, visualize in your mind's eye
the picture of you standing in from of that double mirror... and how the two pictures are
beginning to look alike... The more you review this picture of yourself the more your
subconscious mind become convinced that you want to achieve this goal... As you continue to
review your picture you reinforce the image in the storehouse of your mind, and your
subconscious mind will causes your picture to become your reality...
You are continuing to drift into a more peaceful
hypnotic state of relaxation... All of the request you and I have made of your subconscious
mind are already working, and your mind has the power to cause them to continue to be more
effective each day...
Your subconscious mind knows you have these pains throughout your body and it also
knows what is causing them... Your subconscious mind also knows what to do to resolve these
problems and remove the pain.... This process is now working, and will continue to work until
all of the problems are resolved...
I am going to ask your subconscious mind some questions and you can indicate the
answer by using the proper finger on your dominant hand... If the answer is yes you may raise
your index finger or if the answer is no you may raise the little finger... If the answer is no
then question the subconscious as to when a solution will be provided... I would like to ask the
levels of your subconscious mind that have the power to release you from the root cause of all
of your pains if they would be willing to start to work on a solution to this problems
immediately... Will the levels of your subconscious mind that has the power to release you
from feeling the pain do so now?... If your pains are caused by more than one medical problem
medical problem, will your subconscious mind and all other levels of your mind begin to find
solutions now?...
Will all levels of your subconscious mind continue to improve the health of your entire
body and mind and allow you to change the irrational thoughts and perceptions you learned as
a child to rational thoughts?... Now, whenever you feel pains in any part of your body, I
want to give you a signal that will cause the pain to be reduced within a few minutes, all you
have to do is to close your eyes, take a deep breath, and place your thumb and index fingers on
both hands together tightly while saying to yourself thee times, "My subconscious mind has the
power to remove this pain in my ______ ___", and the pain will immediately begin to reduce
and eventually be removed... this will allow you to become more relaxed, peaceful, and
centered... Whenever you do this you will immediately visualize your picture of the new you...
And know that your subconscious mind is working to transform that picture into a reality...
Your body can be just as you picture it in your mind, and you can notice the
improvement as you go about your daily activities... That will cause your confidence to keep
increasing, because you will know your body is being healed by the power in your
subconscious mind... You keep feeling better each day... Your energy, strength and vitality will
continue increasing each day, and you can begin to enjoy doing all of the things you did before
exercise that best fits your particular capabilities... Your appearance keeps improving, and
you can notice an improvement in your health... That enables you to live a longer, happier,
healthier life...
You can be an inspiration to other people who will notice what you have
accomplished.. Seeing the positive results of your pain being reduced can increase your
determination to be successful in all areas of your life and enable you to conquer every
challenging problem that comes up in your life...All of these suggestions, request, and
instructions are in the storehouse of your mind, and they keep becoming more effective each
day... This process will cause your wish to become your reality if you continue to have faith
and believe in the power given to you by your Higher Power...
Now and for the rest of your life, all of the suggestions I have told you will continue to
work automatically, and you can be extremely happy with your success in developing a whole
healthy body... I give thanks to our Higher Power for giving our subconscious minds the
power to heal our minds, bodies, and spirits...
AFTER SURGERY: As you relax by making yourself as comfortable as possible and
prepare your mind, body and emotions to begin your recovery from the medical and surgical
procedures you just underwent . . . I suggest that you give yourself permission to let go of
reality and relax . . . If you are listening to this tape you are definitely on the mend . . . allow
yourself to be aware that your positive attitude to return to good health as soon as possible is
your responsibility . . . you have the power and ability to achieve this goal if you want to . . . it
is your choice . . . because you and only you are the master of your choices and the director of
your destine . . . Understand that worry and anxiety never aided anyone's recovery . . . The
only purpose worry and anxiety serves is to cause moor problems . . . by not allowing your
body to take care of the business at hand . . . which is to use all of its resources to return you to
good health as soon as possible . . .
Your body is the most amazing and complex chemical factory ever developed . . . It
has the ability to manufacture all of the chemicals needed to maintain your health and well-
being, to filter all impurities which enter your body, either directly or indirectly, to dispose of
all of it's waste, to rebuild or recreate new cells, and to repair and heal itself when wounded by
accident or medical procedures. . . What interrupts your body's from doing all of these
wonderful things for you is worry, stress, tension, anxiety, and fear. These negative feelings
prevent your body from performing its normal functions because it has to deal with these other
problems which you can resolve . . . By listening to this tape, following the suggestions, and
allowing yourself to relax and expel all of the negative feelings, you are sure to enhance you
quality of life . . .
Now, just let go and relax for your health's sake. To begin with . . . I suggest that you
Take a couple of deep breaths . . . slowly exhaling each one . . . permitting yourself to let go
and expel all the stress and tension associated with your day's involvements . . . Just let your
eyes to close whenever they're ready . . . and allow all of the muscles in and around your eyes
to relax . . . Permit your eyelids to relax so much so that you don't want to open them. Give
your mind permission to think of nothing, to escape reality, to just float away like a feather in
the wind . . . Knowing that with every breath you take you can feel the inner peace fill your
lungs . . . allow your heart to circulate this inner peace to every cell in your body . . from the
top of your head to the tips of your toes . . .
permitting this inner peace to cleans each cell of your body of stress, tension, and disease . . .
letting all of the unhealthy abnormalities be expelled from your body with each exhalation of
your breath . . . Just allow it to happen . . . feel it happening . . . taste it happening . . . smell it
happening . . . hear it happening . . . see it happening . . . and commit too making it happen . . .
As you continue to breath easily and freely allow your relaxation to deepen with each
exhalation . . . permitting yourself to relax deeper, and deeper, and deeper . . . relax
Letting the relaxation to surround your body like a warm comfortable blanket . . . Allowing
yourself to just let go completely . . . to say nothing . . . to do nothing . . . just continuing to
relax more and more with each exhalation . . .
Realizing that by giving yourself this gift of inner-peace and self-love, your health will
continue to improve with each passing day . . . your ability to cope with the every day trials
and tribulations will grow stronger . . . Your tolerance for frustration will continue to increase
each time you give yourself this gift of inner peace and self-love . . By simply giving yourself
permission to relax . . . and spend a few quiet moments looking within. . . you will allow the
useless mind chatter to subside . . . then you can bring order to your reality and be able to
rationally prioritize your day's tasks, in a relaxed posture . . .
I would like to tell you that having confidence in your physician and the medical team
is very important . . . Every one on this team is trained, competent, and concerned about your
health, well-being, and safety. The team needs you to communicate with them . . . letting
them know specifically how you feel and if you are experiencing any discomfort or problems.
Your physician will provide the necessary medication for you to recover as fast as possible and
with the least amount of discomfort . . . The medical team will see to it that the physician 's
orders are carried out the perfect professional way you are expecting them to be . . . And you
can be confident that this medical team will work together to ensure that every thing required
for a safe and successful recovery will be provided for. Your recovery time depends on a
united effort between you and your medical team . . . This means that when you awaken from
your medical procedure or surgery . . . your positive attitude toward accepting your
responsibility in the following areas can make a substantial difference in reducing your
recovery time . . . first, give your body positive messages to begin the healing process and stop
all bleeding . . . second, you need to eat all of the food and drink all of the liquid brought to
you . . . to aid your body in the healing process and in regaining your strength . . . third, it is
very important that you urinate as soon as you can after awakening from the anesthesia and
have a normal bowel movement when appropriate . . . forth, take all of your medication in a
timely manner as prescribed by your physician . . . fifth, sit up, move around, take deep
breaths and walk as soon as possible . . . this will prevent respiratory and circulatory problems
from developing . . . six, follow all of your physician's instructions . . . and last but not least
have confidence in yourself and your body's ability to heal rapidly and return you to a healthy
lifestyle . . . these steps will insure a rapid and healthy recovery . . . Now take two minutes of
time to be with and enjoy the confidence you have in your body's ability to rapidly return you
to good health, bringing forth your positive attitude toward a long and healthy life, and the
relaxed feelings of self-love and inner peace you have given to yourself . . . (take two minutes)
OPTIONAL: If you are using this tape as a relaxation aid before going to sleep, allow
yourself to drift out of your altered state . . . relaxing deeper and deeper with each breath your
take . . . into a wonderful natural sleep . . . At your own speed and in your own way . . .
Knowing that you will rest completely, without interruption, throughout your time of slumber .
. . At your normal time of awakening your eyes will open, you will feel completely rested,
aware that you are recovering as fast as possible, and full of energy . . . Ready to resolve all of
the day's opportunities . . . But for now, ignore the remainder of this tape . . . sleep well with
sweet dreams.
Now, if you want to emerge and return to reality . . . know that you will feel wonderful,
rejuvenated, and completed relaxed . . . When you emerge, the time you spent with your gifts
of inner peace and self love will feel like several hours of relaxation . . . Permit yourself to
accept this wonderful feeling . . . Knowing that by giving yourself this time to relax you are
allowing your body to become healed as fast as possible . . . And now as you prepare to
emerge . . . Allow yourself to count from one to five in your mind . . . Emerging slowly with
each count . . . at your own speed and in your own way . . . returning completely at the count
of five and not before . . . knowing that when you completely emerge your positive attitude
and want to recover rapidly are two of the most powerful medications you can provide to
yourself . . . you will feel totally relaxed, energetic and all of the stress, tension, and distress
will have been reduced . . . Allow it to happen now . . .
 TEETH: Now, I suggest that you give your self permission to take ten minutes to relax
. . . and prepare yourself for the test you are about to take . . . By dispelling all fear and anxiety
. . .Just allow yourself to become as comfortable as possible . . . Take a couple of deep
breaths . . . slowly exhaling each one . . . permitting yourself to let go and expel all the stress
and tension associated with your day'sinvolvements . . Permit your eyes to close whenever
they're ready . . . and allow all of the muscles in and around your eyes to relax . . Let your
eyelids relax so much so that you don't want to open them . . .Give your mind permission to
think of nothing, to escape reality, to just float away like a feather in the wind Knowing that
with every breath you take you can feel the inner peace fill your lungs . . . allow your heart to
circulate this inner peace to every cell in your body . . from the top of your head to the tips of
your toes . . .permitting this inner peace to cleans each cell of your body of stress, tension, and
disease . . . letting all of the unhealthy abnormalities be expelled from your body with each
exhalation of your breath . . .Just allow it to happen . . . feel it happening . . . taste it happening .
. . smell it happening . . . hear it happening . . . see it happening . . . and commit too making it
happen . . .As you continue to breath easily and freely allow your relaxation to deepen with
each exhalation . . . permitting yourself to relax deeper, and deeper, and deeper . . .
relaxLetting the relaxation surround your body like a warm comfortable blanket . . .Allowing
yourself to just let go completely . . . to say nothing . . . to do nothing . . . just continuing to
relax more and more with each exhalation . . Realizing that by giving yourself this gift of
inner-peace and self-love, your health will continue to improve with each passing day . . . your
ability to cope with the every day trials and tribulations will grow stronger . . . Your tolerance
for frustration will continue to increase each time you give yourself this gift of inner peace and
self-love . .By simply giving yourself permission to relax . . . and spend a few quiet moments
with introspect. . . you will allow the useless mind chatter to subside . . . then you can bring
order to your reality and be able to rationally prioritize your day's tasks, in a relaxed posture . . .
you will feel relaxingly rejuvenated, just as if you went on a vacation . . . your energy will be
increased . . . and your overall functioning will be peaked . . .If you have followed the
instructions and allowed yourself to relax . . . You will feel completely relaxed . . . Then and
only then will you be ready to begin your wonderful experience . . . Just let go and enjoy your
guided imagery.
Now that you are deeply relaxed I suggest that you allow yourself to visualize or picture, which
ever is easier for you to do, the most enjoyable day you recently spent either by yourself or with
someone.
Focus on that picture you have allowed to enter your mind . . . permit it to become
realistic . . . actually become a part of the scene . . . let this scene become real . . . allow
yourself to feel and actually become a part of this visualization or picture . . . so much so, that
you can sense that you are living it now . . .As long as you allow yourself to remain a part of
this visualization or picture nothing that happens around you or to you will bother you . . . For
your conscious awareness continues to narrow down and you will find that other sounds and
noises and everything else around you keeps fading away more and more. You may realize that
you are being touched and the unhealthy problems in your mouth are being resolved but this
will not distress you in any way . . .You will be able to remain in your mental picture for as
long as you need to . . . for as long as you stay in your imagery no sounds or feelings will
disturb you in any way . . . And when it is time for you to emerge someone will tell you "we're
all finished and you can return". . .
 When you hear someone say "we're finished and you can return" you can allow yourself
to begin counting from one to five in your mind . . . Emerging slowly with each count . . . at
your own speed and in your own way . . . returning completely at the count of five and not
before . . . knowing that when you completely emerge you will feel totally relaxed, your
health will continue to improve, discomfort will be minimal, healing will be swift and all of the
stress and tension will have been resolved allowing you to remain relaxed and comfortable . . .
Begin now . . .
Doctor: This patient has been relaxed through the use of a ten minute self-hypnosis
audio tape. If at any, time during your procedure, there is a need for the patient to rinse debris
from his/her mouth simply day the following: "you may open you eyes and rinse the debris
from your mouth and when you finish just lye back and you will relax deeper than before and
return to your mental picture." When you have completed your procedure please tell the patient:
"we're all finished and you can return." The patient has been instructed to emerge from the
self-hypnosis upon hearing these words. Thank You
22. THE PSYCHOLOGICAL TREATMENT OF WARTS: BY SUSAN C. DUBREUIL AND
NICHOLAS P. SPANOS:
Numerous case studies and several experiments now indicate that suggestive procedures
may be effective in treating a variety of dermatologic disorders, including congenital
ichthyosiform erythrodermia of Brocq (fish skin disease; Mason, 1965; Wink, 1961), psoriasis
(Frankel & Misch, 1973), genital herpes (Longo, Clum, & Yeager, 1988), and warts (e.g.,
Obermayer & Greenson, 1949; Couper, & Davis, 1952). Some dermatological disorders, such
as fish skin disease, are so infrequent as to preclude multi-subject experimental studies
regarding the effects of psychological treatment. Other disorders, like psoriasis, are relatively
common nevertheless controlled experiments assessing the effects of psychological treatments
in this disorder are nonexistent. One experiment (Longo, Clum, & Yeager, 1988) has assessed
the effects of psychological treatment on the frequency and severity of genital herpes
outbreaks. In this case, however, verbal report was the only criterion for assessing severity and
frequency of outbreaks, and consequently the extent to which reporting biases influenced the
validity of the results remains impossible to determine.
In contrast to other skin disorders warts have been studied fairly extensively. Warts are
a relatively common disorder (Lynch, 1982) and wart loss can be easily and objectively
assessed. For these reasons, warts have been the most popularly studied dermatological
disorder with respect to psychological intervention. Common warts (verruca vulgaris) result
from infection of the papova virus. This virus has the ability to replicate in the nucleus of
epidermal cells. It now appears likely that the same virus is responsible for all of the common
types of infectious warts (White, 1986).
Anecdotal reports of the successful treatment of warts using procedures that, today, are
classified as psychological (e.g., charms, prayers, magic amulets) stretch back into antiquity
(Zwick, 1932). The first modern investigator to make self-conscious use of psychological
procedures in treating warts appears to have been the French physician, Bonjour (1929).
Bonjour (1929) believed that the skin was an organ that expressed psychic processes in terms
of somatic symptoms, and that many skin disorders had psychological causes. Beginning in
1888, Bonjour (1929) developed a procedure that entailed drawing an outline of the patient's
infected hand on a piece of paper and marking off the warts. Next, while the patient was
blindfolded, Bonjour would touch the patient's warts with some instrument while giving
suggestions that the warts would no longer be felt and would disappear. Bonjour claimed a high
rate of success for his procedure, and believed that suggestion operated by cutting off the blood
supply to warts.
Another early advocate of suggestion in the treatment of warts was Bruno Bloch (1927).
Although Bloch (1927) employed various suggestive procedures, one of his favorite involved
having blindfolded patients place their infected hands into an 'electric machine'. When switched
on the apparatus made a humming noise, but did nothing else. In addition to this 'electric
treatment', Bloch also painted the patients; warts with methylene blue or some other innocuous
substance. Following removal of the blindfold, patients were instructed not to touch the warts
until the blue color had disappeared. Bloch (1927) reported a success rate of over 50% after
one month following treatment. Interestingly, he claimed that success was not diminished by
explaining to his more educated patients that they were, in fact, being treated by suggestion.
Bloch (1927) believed that patients varied in suggestibility and that his and other wart
treatments were most effective with the most suggestible patients. However, he also believed
that the demeanor and attitude of the therapist were particularly important in influencing
patients' suggestibility. Thus, Bloch believed that any wart treatment would be made more
effective if the therapist exuded confidence in the efficacy of treatment.
Obermayer (1949) and McDowell (1949) published the first reports of cases involving
hypnosis in suggestion based treatment for wart loss. Since the 1960s, hypnotic treatment has
become the most popular form of psychological intervention for wart loss.
Theoretical Accounts: Attempts to account theoretically for the role of hypnotic and
other suggestive influence on wart regression have been limited both by the lack of
systematically collected data demonstrating the existence of such an effect, and by the lack of
credible formulations to explain how psychological influences can produce physiological
effects. Nevertheless, at least five more or less distinct psychological hypotheses have been
proposed.
The first of these hypotheses holds that hypnotic and suggestive treatments achieve their
effects through expectancy. In its strongest version this hypothesis holds that response
expectancies constitute both the necessary and sufficient conditions for psychologically
produced wart remission (Kirsch, 1985).
The second psychological hypothesis emphasizes patient suggestibility as a relatively
stable attribute. In modern variants of this hypothesis 'suggestibility' is equated with
hypnotizability (also called hypnotic susceptibility; Bowers, 1977; Bowers & Kelly, 1977;
Wadden & Anderten, 1982). According to this notion highly hypnotizable individuals, to a
greater extent than low hypnotizables possess the ability to 'translate' the verbal messages
contained in suggestions into immunological or other physiological processes that contain or
kill the wart virus.
A third hypothesis is based on the psychoanalytic notion of conversion. According to
this notion an outbreak of warts serves an unconscious defensive function. By developing warts
the patient's psychological equilibrium is somehow maintained, and anxiety is minimized (e.g.,
an outbreak of anal warts in a male prevents him from fulfilling an unconscious, anxiety
producing wish for homosexual anal intercourse). Conversely, reduction in the level of anxiety
through psychotherapy can result in wart remission.
A fourth hypothesis emphasizes the role of imaginal processes in warts remission
(Barber, 1984). According to this hypothesis suggestive influences elicit therapeutic images
which, in turn, elicit the physiological processes that lead to wart regression.
A fifth hypothesis holds that wart remission which appears to be treatment related can
be explained in terms of spontaneous remission. According to this hypothesis, since warts tend
to spontaneously remit, the end of treatment and spontaneous remission will occur
simultaneously in some proportion of treated patients.
Much of the research used to support these hypotheses have inadequate methodologies.
In many instances, case histories or studies lacking no treatment control groups serve as the
only bases of support for these various hypotheses.
Methodological Considerations: The work of Rulison (1942) and Massing and Epstein
(1963) still serves as the most comprehensive data set available concerning the natural history
of untreated warts. In Rulison's study (n = 921) wart duration ranged from one month to
twenty-eight years, however, on average warts spontaneously disappeared 2-3 years following
their initial occurrence. Massing and Epstein on the other hand, reported a somewhat shorter
duration of warts based on their sample of 168 cases of untreated warts. Fifty-one percent of
their subjects showed complete remission after one year and a further 16% exhibited partial
remission. At two year followup 67% of the original sample had shown complete remission
and 15% had shown partial remission. After two years only 18% of the sample remained status
quo. The inconsistencies in these reports, coupled with the wide variability found for wart
duration in both reports, produces one of the major research problems in this area.
Much of the evidence concerning the efficacy of suggestion based treatment for wart
remission is based on case histories, anecdotal reports, and quasiexperimental research. All of
these research procedures lack appropriate no treatment conditions to control for spontaneous
remission. Given the variable course of normal wart regression, spontaneous remission cannot
be ruled out as an explanation for wart loss in any study that does not include untreated control
subjects.
A within subjects approach to control for spontaneous remission has been used in
numerous studies (e.g., Sinclair-Gieben & Chalmers, 1959). These studies typically used
subjects with bilateral warts and aimed the therapeutic suggestions to the warts on only one
side of the body. Selective regression of the warts on the treated side was then taken as
evidence for a treatment effect. However, the failure to obtain selective regression was
interpreted as treatment failure. Such an interpretation is problematic. For example, some
evidence (e.g., Surman, Gottlieb, Hackett, & Silverberg, 1973) indicates that suggestions aimed
at only one side of the body produce significant wart regression on the untreated side of the
body, as well as, on the treated side. Consequently, without a no treatment control group the
results of within-subject experiments that fail to find a selective treatment effect remain
ambiguous.
Subject demographics, including type of warts, duration of presenting warts, and
subject age and gender are often not reported. In addition, very few studies have randomly
assigned subjects to treatment groups. As such, in the quasiexperimental studies it is not clear
that the groups have been equated on these variables. Another problem area concerns subject
attrition. Some studies report a high rate of attrition without adequate followup of subjects who
failed to complete treatment (e.g., Stankler, 1967). Thus, it is impossible to determine if
subjects who completed treatment differed from those who did not.
Descriptions of the treatment regimens employed in most of the studies in this area are
inadequate. For example, the nature of hypnotic suggestions for wart loss, the degree of subject
involvement in treatment (e.g., whether they are required to practice their treatments on a daily
basis), and the number of treatment sessions are often unclear from published reports.
Different criteria for determining the success of various treatments are used across
studies. For example, in one study treatment was considered successful only if subjects
exhibited complete remission (Stankler, 1967). In other studies, success is equated with an
arbitrary percentage of wart loss (e.g., Surman et al., 1973; where 75% resolution was
considered a success). Still others use a continuous index of wart loss (e.g., Spanos, Williams,
& Gwynn, 1990).
Most of the work in this area has suffered from one or more of these inadequacies.
These deficiencies hinder comparisons between studies and limit conclusions concerning the
relative effectiveness of different psychological treatments. Fortunately, more recent research
in this area has employed stronger methodological designs.
Clinical Applications: The literature indicates that traditional medical interventions
have been relatively ineffective in treating warts. Of 160 patients who sought treatment in
Rulison's study (1942) not more than 55% experienced successful results and reoccurrences
following more radical treatments (e.g., surgery) were not uncommon. Others report that warts
often reoccur within weeks or months of medical intervention (Domonkos, Arnold, & Odom,
1982). In addition to being relatively ineffective, medical interventions, such as surgery or
liquid nitrogen, are costly and often result in disfigurement.
Psychological interventions on the other hand are expedient, may be self-administered,
and do not result in scaring. Psychological treatments for warts invariably involve a suggestive
component. The two most commonly used psychological treatments in this area are placebos
and hypnotherapy. With respect to placebo interventions, the suggestion for wart loss is
usually indirect and the subject is not instructed to play an active role in his/her treatment. In
this respect, placebos typically mimic traditional medical treatments where the patient is
required to develop little if any psychological involvement in or control over their treatment.
Contemporary hypnotherapy, on the other hand, usually involves overt suggestions for
wart loss which call for the active participation of subjects in imagery based suggestions. The
hypnotic induction typically consists of repeated instructions for relaxation, drowsiness, and
focussed attention. At a minimum, the induction procedure is followed by suggestions that the
wart is shrivelling up, shrinking in size, and disappearing. Often suggestions for wart loss are
accompanied by directions to focus on the infected area and attend to 'prickling and tingling'
sensations which it is suggested accompany wart loss. Still other treatment regimes incorporate
a more extensive use of imagery based suggestion. For example, in addition to imagining cure
related sensations, subjects treated ins several recent studies were asked to create an imaginary
treatment agent which they repeatedly imagined attacking and destroying the wart virus.
Subjects were also directed to imagine the infected area clear of warts and in a natural healthy
state.
This paper is a review of the literature on psychological treatment of warts and has been
divided into sections which discuss case studies, comparison studies, and experiments that
include no treatment control groups. A summary of the studies under review is presented in
Table 1. Case Material: Several case histories involving placebo interventions for treating
warts are reviewed below. A discussed earlier, Bloch (1927) treated his patients using a
credible display of a simulated medical procedure which included covering the warts with blue
methylene. Following the treatment session, patients were told that they were not to touch or
wash the wart or surrounding areas until the wart disappeared. Of the 179 patients that were
available for a three month followup 78.5% were wart free. Of these subjects, about 30% lost
their warts within two weeks following the treatment session, an additional 43% showed
complete remission within one month, and a further 18% lost their warts within three months
of treatment.
Vollmer (1946) used Bloch's treatment and in some cases used additional mechanical
aids to enhance subjects' expectancies of treatment success. He treated over 100 children, most
of whom had, plana juvenus on the hands or face. Although, Vollmer failed to include
summaries of his data, he reported that the majority of his clients were cured within seven
weeks following treatment and than many lost their warts much sooner (i.e., within four days
after treatment). The average followup period was about three months, however, followup
status was based on subjects' verbal reports rather than physical examination of the patient.
Vollmer reported that the wart histology encountered in his sample was similar to that
encountered in spontaneous remission and, in contrast to Bloch (1927), concluded that
suggestion merely expedited spontaneous remission.
Several authors have offered psychodynamic explanations for the wart loss which
accompanied psychotherapeutically oriented interventions. In these cases, treatment consisted
of clinical interviews which led the subject to acknowledge that the warts had a psychologically
based function. In the majority of reported cases, psychotherapy was used in conjunction with
hypnotic suggestions for wart loss. Sheehan (1978) reported the case of a young girl who was
initially unresponsive to multiple hypnotic sessions involving suggestions for wart loss.
Subsequently, however, the girl was led to acknowledge that she believed that the warts had
been a 'gift' from her grandfather who was now ill. Consequently, following hypnotic
induction, suggestions were given that her warts would disappear either on the death of her
grandfather or upon his return to stable health. Three weeks following the death of her
grandfather the girl was wart free.
Ewin (1978) reported four cases of genital/anal warts that regressed following treatment
with a combination of hypnotic procedures and psychotherapy. In one case, an homosexual
male client exhibited a 50% reduction in a rosette of anal warts following a session in which he
was led to admit that he did not need the warts as protection against anal intercourse. At a
second session, hypnotic suggestions for wart loss were given and several weeks later the
patient showed complete remission. Several case histories involving suggestion based hypnotic
treatment as the only intervention have also been reported. Obermayer and Greenson (1949)
published a case study of a young woman with juvenile planar warts of two years duration.
Over the course of three weeks she participated in three hypnotic treatment sessions.
Obermayer and Greenson reported that two weeks following the final treatment session the
woman was completely wart free. Her wart free status was also maintained at a six month
followup.
In the same year, McDowell (1949) reported the case of a 32 year old woman who had
warts on her hands, face, and neck of eight months duration. She participated in three hypnotic
treatment sessions involving suggestions for warts loss. At the third treatment session
McDowell reported that the patients hands were 98% clear and her face was 50% clear.
Eighteen days following the first treatment session the woman reported being completely free
of warts.
More recently, Clawson and Swade (1975) reported three cases involving the use of
hypnotic suggestions. In each case, an hypnotic induction was followed by repeated
suggestions to inhibit the flow of blood to each wart. In one case, an 18 year old woman with
hundreds of common and flat warts showed complete remission following two months of
weekly hypnotic session. The woman was still wart free 3 1/2 years later. The second case
involved a four year old boy with multiple warts on his hands and lower lip. One month
following a single treatment session his hands were improved by 50% and his lip was
completely wart free. The boy was 'rehypnotized' at this point and one month following this
second treatment session he was completely wart free. The third case involved an 11 year old
boy who showed complete remission of multiple warts within two months following three
treatment sessions.
Tasini and Hackett (1977) reported similar findings concerning the effectiveness of
hypnotic treatment. Treatment was administered to one male and two female immunodeficient
children. The mean number of treatment sessions was three and the children showed complete
remission within 1 month, 3 months, and 7 months of the first treatment session. Followup
ranged from 4 to 8 months and all three patients maintained their wart free status.
These case studies suggest that psychological treatment may be an effective means of
treating warts. However, in addition to the standard criticisms about anecdotal research (e.g.,
no control), another major criticism of case reports in this area has been the absence or
unclarity of information concerning wart duration. In many cases where duration was reported,
it was beyond the average time of spontaneous remission. In the cases reviewed above wart
duration ranged from 2-51 months. Rulison (1942), however, reports that warts tend to
spontaneously remit between 24-36 months (Rulison, 1942). Therefore, the spontaneous
remission of warts cannot be ruled out as an explanation for wart loss in anecdotal reports.
Furthermore, clinicians are unlikely to report unsuccessful cases involving
psychological treatment. These circumstances foster the impression that psychological
treatments for wart loss rarely result in failure even though controlled experiments indicate that
the failure rate is substantial (e.g., Spanos, Williams, & Gwynn, 1990).
Research and Appraisal: Between-group comparison studies: Allington (1934)
compared the effectiveness of sulfarsphenamine (n = 80) and placebo injections (tap water; n =
84) for inducing wart regression. The treatment and comparison groups failed to differ
significantly on wart loss. Unfortunately, Allington failed to include a no treatment control
group. Consequently, the effectiveness of these treatments relative to subjects who did not
receive treatment could not be assessed and the possibility that remission was spontaneous can
not be ruled out.
Using nonstandardized criteria for assessing hypnotizability, Asher (1956) compared 17
highly hypnotizable, 8 lightly hypnotizable subjects, and 8 unhypnotizable subjects. All
subjects were given five weekly hypnotic treatment sessions. Of the 15 high hypnotizables, 11
showed complete remission and 4 showed partial remission. Fifty percent (n = 4) of the light
hypnotizables lost all of their warts and the remainder showed no improvement. None of the
unhypnotizable subjects lost warts. Unfortunately, Asher confounded hypnotizability level with
length of treatment. The high and lightly hypnotizable subjects received a greater number of
treatment sessions than the unhypnotizables. Consequently, the reasons for the greater
remission in hypnotizables as compared to unhypnotizables remains unclear.
Ullman and Dudek (1960) categorized subjects as either 'good' or 'poor' hypnotic
subjects. However, their criteria for determining subject's level of hypnotizability was not
reported. Subjects were administered one hypnotic treatment session and were recontacted for
followup four weeks later. Of the 15 good hypnotic subjects, 8 showed complete remission, 1
subject showed partial remission, 4 subjects had warts that decreased in size, and 2 subjects did
not improve. In contrast, only 2 of 47 'poor' hypnotic subjects showed complete remission and
42 subjects showed exhibited no improvement.
Chandrasena (1982) reported an uncontrolled study involving 32 subjects who attained
what she labelled 'stage 1' of hypnotic responding. She reported that the criteria for assessing
hypnotizability were based on a condensed version of the Stanford Hypnotic Susceptibility
Scales (SHSS:A & SHSS:B). However, her criteria included responses to suggestions for
anesthesia and motor activity (i.e., walking) which are not included in either of the Stanford
scales. Thus, the criteria for assessing hypnotizability in this study remain unclear.
Twenty-seven of these subjects had both palmar or plantar warts and common warts, and five
subjects had common warts only. Subjects attended an average of 8.8 hypnotic treatment
sessions which included suggestions that the wart would 'crumble and fall off'. Fifty-six
percent of the subjects showed at least a 50% reduction in the baseline area covered by warts.
Chandrasena also found a relationship between hypnotic depth experienced during initial
treatment session and wart loss. Eighty percent of the subjects who met her hypnotic depth
criteria for stage 2 or 3 showed a minimum reduction of 50% in the baseline area covered by
the warts; whereas, less than 17% of the subjects who attained an hypnotic depth rating of 1
showed a comparable reduction in their warts. Within-subject comparison studies
Hellier (1944) examined the effectiveness of xray treatment using 74 subjects with
bilateral warts as their own control. He administered xrays to subjects right hand. Without their
knowledge, he then turned off the xray machine and repeated the treatment on the left hand.
Two subjects showed complete remission on the treatment side only, however, 27 subjects
showed complete bilateral wart loss. Because xray treatments can produce systemic changes in
immune functioning, it cannot be concluded that the loss of warts that occurred on the placebo
treated left hand resulted from psychological factors.
Stankler (1967) used subjects as their own control in two separate studies designed to
investigate the effects of implicit suggestion. In one study, 61 subjects self administered daily
applications of a 'proven topical treatment' (tap water) to the side of their body with the most
warts. Over the course of three months warts on the other side were given no treatment. Of the
45 subjects who completed treatment 5 exhibited complete bilateral wart loss within two
months, and an additional 10 subjects showed complete bilateral remission within three
months.
Using subjects as their own control in a second study, Stankler (1967) treated thirty
subjects with a nonfunctional 'ray' machine. Again, the treatment side was the side with the
most warts. Of the 22 subjects who completed the second study, seven showed complete
remission. In both studies, wart loss was measured dichotomously. Subjects were considered
successful only is they lost all of their warts either on the treatment side, control side or both
sides. None of the subjects in either study exhibited unilateral wart loss. This failure to find a
side specific effect for treatment prompted Stankler to conclude that wart loss was due to
spontaneous remission. Such a conclusion is, however, not warranted. As described earlier,
some evidence indicates that suggestion based treatment effects generalize from the targeted
area to other infectious sites. Consequently, studies that aim a treatment to only one side of the
body and use the other side as a control may yield misleading findings. Unambiguous findings
require the inclusion of a no treatment control group. Unfortunately, Stankler did no include
such a group in either experiment.
Clarke (1965) argued in a similar vein to Stankler that the loss of warts following
suggestive treatment coincides with the 'natural life's end' of the wart virus. In one experiment,
Clarke administered an electric shock to warts on one side and left the remaining side
untreated. He monitored subjects' progress at regular intervals for at least three months and
reported that nineteen subjects were improved. However, only 31.6% of these subjects lost
warts on the treated side only, 31.6% lost warts only on the untreated side, and 47.4% of the
improved subjects lost warts on both the treated and untreated sides. The remaining 43 subjects
(69.4%) showed no improvement.
In a second study (Clarke, 1965), 22 subjects were administered a combination of xray,
placebo xray and no treatment and served as their own controls. Fifty percent of the subjects
showed no change, however, 18% lost all their warts, 23% lost warts on the treatment side
only, and 9% of the subjects failed to lose warts on the treated side but lost warts left untreated
or treated by placebo.
Sinclair-Gieben and Chalmers (1959) administered hypnotic treatment to ten subjects
who they classified, on the basis of nonstandardized criteria, as able to achieve 'moderate' to
'deep' hypnosis, and four subjects who were classified as 'lightly' hypnotizable. All subjects had
bilateral warts, however, hypnotic treatment was targeted unilaterally at the side with the most
warts. Within three months, 7 of the 10 hypnotizable subjects showed complete remission and
2 subjects had lost all but 'one big wart' on the treatment side only. None of these subjects lost
warts on the control side and none of the low hypnotizables lost any warts.
Johnson and Barber (1978) randomly assigned 22 subjects to either hypnotic or
nonhypnotic treatment conditions. Subjects in the hypnotic group were administered a hypnotic
induction before imagery based suggestions for wart loss. In lieu of the induction procedure,
subjects in the comparison group were told that they would receive a treatment labelled
focussed contemplation. Subjects in both treatments who had bilateral warts were given
suggestions that the warts would disappear on only one side. following treatment, all subjects
were told to practice the suggestions daily. Johnson and Barber reported that there were no
between group differences with respect to age, number of presenting warts, or duration of the
warts. At six week followup 3 of the 11 hypnotic subjects were wart free on the treatment side;
whereas, none of the subjects in the focussed contemplation group showed any change. This
difference, between groups, however, did not attain statistical significance.
Two of the three wart free subjects showed treatment specific unilateral loss. The third
subject had facial warts and could not be treated unilaterally. The authors hypothesized that the
successful subjects had higher motivation and stronger expectancies for treatment success than
the unsuccessful subjects. Consequently, they hypothesized that 'believed in efficacy' was the
mediating factor in wart loss. Unfortunately, they provided no independent assessments of
subjects' motivations and expectancies. In addition, the small sample size, lack of systematic
assessment, and absence of a no treatment control group limits the conclusions that can be
drawn from their findings.
Tenzel and Taylor (1969) preselected subjects with bilateral warts who had passed the
post hypnotic suggestion on the Stanford Hypnotic Susceptibility Scale: Form A. Treatment
was randomly assigned to one side of the patients body. Subjects were administered an
hypnotic induction procedure and told that each wart that was touched would tingle briefly,
begin to regress, and be gone within two weeks. Subjects were then awakened and a placebo
treatment which included painting the wart with fluoroscene was administered to the warts on
the control side. Five weeks following treatment none of the 20 subjects had shown any change
in the condition of their warts.
In summary, nine separate within subject experiments have employed subjects with
bilateral warts and administered a psychological treatment to only one side of the body. Only
one of these studies (Sinclair-Gieben & Chalmers, 1959) obtained significantly greater
remission of the treated than the untreated side. In this study the side that received the
treatment was not chosen randomly. Instead, treatment was always aimed at the side that
initially had the most warts. As we shall see, this confound may have influenced the results
obtained by Sinclair-Gieben and Chalmers (1959). Controlled Studies: Memmesheimer and
Eisenlohr's (1931) treatment consisted of a placebo topical application (methelyene blue) plus
explicit suggestions for wart loss. Unique to this investigation was the inclusion of a no
treatment control group and a six month followup. One-hundred and forty subjects with flat
and common warts were evenly distributed between the treatment and control groups. Within
one month following treatment, 14 of the treatment subjects and only 2 of the control subjects
were wart free. Three months after treatment, an additional 3 subjects in each group showed
complete remission. Although subjects in the treatment condition clearly outperformed the
controls at one and three month intervals this difference was not maintained at six month
followup. At final followup 17 subjects in the treatment condition and 20 control subjects were
wart free. Memmesheimer and Eisenlohr concluded that suggestive treatment was only
effective in expediating spontaneous remission.
Surman, Gottlieb, Hackett, and Silverberg (1973) compared a treatment group that
received side specific hypnotic treatment (n = 17) to a no treatment control group of 7 subjects.
Treatment was administered weekly for five weeks with a three month followup. One subject
in the treatment condition showed complete remission on the treatment side only, five subjects
showed complete bilateral loss, three experienced partial bilateral loss (75% resolution), and
the remaining subjects failed to improve (< 75 % resolution). None of the control subjects lost
warts, and the difference in wart loss between treatment and control subjects was statistically
significant. The findings for Surman et al.'s treatment group were similar to the findings of
Stankler (1967). However, inclusion of a no treatment control condition allowed Surman et al.
to conclude that suggestive treatment preceded by hypnotic induction is an effective means of
curing warts even though the data did not support a side specificity effect. In contrast to Asher
(1956), Surman et al. also concluded that hypnotizability was not related to wart loss. At the
same time, however, they cautioned that insufficient variability in subjects hypnotic
susceptibility scores, as assessed by a 4-point nonstandardized scale, prevented firm
conclusions concerning the relationship between hypnotizability and wart loss.
Spanos, Stenstrom and Johnston (1988) used a mixed design to reexamine the side
specificity issue and to test the efficacy of hypnotic (n = 22) and placebo treatments (cold laser,
n = 24). A no treatment control group (n = 17) was also include in their study. At baseline
groups failed to differ on age, number or duration of their warts. However, at six week
followup subjects in the hypnotic suggestion treatment group had lost a greater percentage of
their warts then subjects in the placebo or control condition. On average, hypnotic subjects lost
33.7% of their warts, placebo subjects lost 9.1%, and control subjects averaged only a 2%
reduction.
 Hypnotic subjects rated their vividness of suggested sensations of tingling and prickling
as more vivid than did placebo subjects. Furthermore, within the hypnotic condition subjects
who lost warts reported more vivid suggested imagery than subjects who did not lose warts.
In order to examine the relative importance of hypnotic procedures in the suggestive
treatment of warts Spanos et al. (1988) conducted a second study. Hypnotic induction plus
suggestion, relaxation plus suggestion, suggestion alone, and no treatment control groups were
compared (n = 19 per condition). Subjects in the three treatment groups showed more wart
remission than subjects in the no treatment group and subjects who were administered the
hypnotic induction lost slightly (but not significantly) fewer warts than those who received the
suggestion alone treatment. Four subjects in the hypnotic treatment, 6 in the suggestion
treatment, and 2 in the relaxation treatment lost warts. None of the control subjects lost any
warts. Corroborating their previous findings, Spanos et al. found that subject who lost warts
reported significantly more vivid suggested imagery than those who did not lose warts.
The authors also examined the impact of subjects' beliefs concerning treatment efficacy
on wart loss. None of the subjects who held low expectations concerning treatment lost warts.
However, subjects with high expectations were equally likely to lose or not lose warts.
However, among subjects with high expectation, those who lost warts reported higher
suggested imagery vividness than those that did not lose warts.
In these two studies combined, 15 subjects presented with bilateral warts on their hands.
For these subjects, treatment was randomly targeted at warts on one hand only. The other hand
was left untreated. Preliminary analyses indicated that subjects lost a greater percentage of
warts on the treated side, however, overall subjects also had more warts on the hand which
received treatment. At the beginning of treatment 5 subjects had the same number of warts on
both hands, 8 subjects had more warts on the treated hand (mean difference = 9.5), and only 2
subjects had more warts on the untreated hand (mean difference = 3). Spanos et al. (1988)
found that subjects lost more warts on the treated than the untreated side only when they had
more warts on the treated side at the beginning of the study. They concluded that single or
small numbers of warts may be more resistant to treatment than large collections of warts.
Consequently, when subjects have differing number of warts on each limb, they are more likely
following treatment to lose warts on the side with the most initial warts. Nevertheless, firm
conclusions concerning the issue of site specificity should await the results of studies that
assign subjects to the following treatments: (a) equal and large number of warts on both limbs,
only one limb treated; (b) large number of warts on one limb, few on the other, treatment
aimed at side with the most warts; (c) large number of warts on one limb, few on the other,
treatment aimed at side with few warts; (d) equal number of warts on both sides, both sides
treated; (e) equal number of warts on both sides, no treatment control; (f) large number of
warts on one side, small number on the other, no treatment control.
In a third study involving a no treatment control group Spanos, Williams, and Gwynn
(1990) compared the effectiveness of daily imagery based suggestions, salicylic acid treatment,
and a topical placebo treatment (n = 10). There were no differences with respect to age, number
of presenting warts, or pretreatment wart duration between these groups. However, at six week
followup, subjects in the hypnotic treatment had lost significantly more warts than subjects in
any of the other conditions which themselves failed to differ. Inconsistent with the expectancy
hypothesis, subjects in the three treatments had comparable ratings of perceived treatment
efficacy. However, subjects' ratings of sensation vividness were significantly different between
treatments. Subjects in the hypnotic treatment reported more vivid sensations, corresponding to
the' suggestion they were given that healing would be accompanied by tingling, prickling
sensations, than subjects in the other three conditions.
In a controlled study, Spanos, Gabora, Fisher, DuBreuil, and Dewhirst (1991) compared
the efficacy of imagery based suggestions and the combined effects of imagery and rhythmic
physical manipulation. Sixty subjects were evenly distributed across the three conditions.
Subjects who used the imagery procedure in conjunction with physical manipulation lost a
significantly greater percentage of warts than subjects who used imagery alone or controls.
However, the results also indicated that subjects in both treatment groups outperformed
subjects in the control group when wart loss was classified as; a) no change or worse, b) warts
smaller; some or all warts gone. Subjects in this study were required to attend appointments on
a biweekly basis. This ensured that the treatment effects could not be explained in terms of
subjects' self-medicating or physically removing the wart. At none of the sessions did any of
the subjects' warts show evidence of self-medication or physical trauma.
In a second study (experiment 2; Spanos et al., 1991) 90 subjects were randomly
assigned to one of four conditions; imagery plus physical manipulation, imagery alone,
physical manipulation alone, or control. Using the categorical classification for success from
the first study (experiment 1; Spanos et al., 1991) the results indicated that the three treatment
groups failed to differ. However, a greater proportion of subjects in the treatment groups
showed improvement than subjects in the control group.
Conclusion: The findings of Tenzel and Taylor (1969) stand alone in failing to find a
reduction in warts following hypnotic treatment. Recall that none of the twenty subjects in their
study lost any warts. The findings in four controlled studies (Surman et al., 1973; Spanos et al.,
1988, & Spanos et al. 1990), however, support the hypothesis that hypnotic suggestions
produce wart remission that cannot be accounted for in terms of spontaneous remission and two
of these studies (Spanos, experiment 1, 1988; Spanos, 1990) suggest that hypnotic treatment
may be more effective in this regard than placebo treatment.
Furthermore, Spanos et al. (1988) found that suggestive treatment without an hypnotic
induction procedure was as effective as suggestions preceded by an induction. Subjects
administered these treatments showed equivalent level of wart loss. Failure to find significant
differences between hypnotic and nonhypnotic treatments on a wide range of suggested
responses is common in both the experimental (Barber, 1969; Barber, Spanos, & Chaves,
1974) and the clinical literature (Spanos, 1991; Spinhoven, 1988; Wadden & Anderten, 1982).
Sinclair-Gieben and Chalmers (1959) are the only investigators to report a side specific
effect for psychological treatment. Surman et al. (1973) also unilaterally administered hypnotic
treatment to subjects with bilateral warts. Unlike, Sinclair-Gieben and Chalmers (1959),
however, they found that wart loss was not limited to the targeted treatment side. Some
evidence suggests that cases of multiple and single warts may remiss at different rates. Spanos
et al. (1988) provide tentative empirical support for this hypothesis. After controlling for the
number of presenting warts on each hand, they found no evidence for a side specific effect.
Taken together, the controlled experiments of Surman et al. (1973) and Spanos et al. (1988)
indicate that suggestive treatments are effective at inducing wart remission, but that treatments
aimed at only one infected site tend to produce effects that effects that generalize to other
infected sights.
The findings concerning the effects of placebo treatments on wart loss are mixed. In
four of the studies reviewed (Stankler, 1967; & Clarke, 1965) failure to find a side specific
effect for treatment prompted both these investigators to argue in favor of spontaneous
remission. In another study, however, Allington (1934) demonstrated that placebo injections
were as effective as medical injections. In all of these studies the extent of spontaneous
remission is unclear because no treatment control groups were not included. Inconsistent results
have also been reported in the controlled literature. Memmesheimer and Eisenlohr (1931)
reported that subjects given topical placebo coupled with suggestions that their warts would
remiss outperformed subjects in a no treatment control group at one and three month intervals.
Conversely, Spanos et al. (experiment 1,1988; 1990) found that subjects administered placebo
treatments (cold laser, topical) did not lose significantly more warts than untreated subjects at
six week followup. However, Spanos et al.'s sample (experiment 1, 1988) was much smaller
than the sample in Memmesheimer and Eisenlohr's study (1931) and there was a nonsignificant
trend in the Spanos et al. study for the placebo group to outperform the no treatment control
group. With a larger number of subjects this trend may have reached significance.
As outlined previously, several hypothesis have been generated to explain the efficacy
of suggestion based wart treatments. Johnson and Barber (1978) hypothesized that high levels
of motivation and expectancies regarding the outcome of imagery based treatment facilitate
wart loss. Kirsch (1985) hypothesized that subjects expectations that they would lose their
warts (response expectancy) was the direct psychological cause of wart loss. The response
expectancy hypothesis predicts that expectations of treatment success will correlate very highly
with wart loss and that psychological factors such as imagery vividness will not contribute to
treatment success above and beyond the effects of expectancy.
Contrary to the expectancy hypothesis Spanos et al. (1988) found a fan-like, rather than
a linear, relationship between treatment expectancies and treatment outcome. Subjects with low
expectations for treatment never lost warts; whereas, subjects with high expectations sometimes
lost warts but often did not. In addition, the vividness of subjects' suggested imagery predicted
wart loss in subjects with uniformly high expectancies. In a second study, Spanos et al. (1990)
found that ratings of treatment efficacy failed to differ between treatments even though the
hypnotic treatment was more effective than the others. Thus, Spanos et al. (1988) argues that
high expectancies of treatment success may be necessary but are clearly insufficient for wart
loss.
Another hypothesis holds that highly suggestible subjects will outperform subjects who
are less suggestible (Bloch, 1927). Hypnotizability is an accepted index of suggestibility,
however, results concerning the relationship between wart loss and hypnotizability are mixed.
Asher (1956), Ullman and Dudek (1960), and Sinclair-Gieben and Chalmers (1959) all found
that high hypnotizables lost significantly more warts than low hypnotizables. In all of these
studies susceptibility levels were assess using nonstandardized criteria.
On the other hand, Surman et al. (1973) and Spanos et al. (1988) found no relationship
between wart loss and hypnotizability. In studies where hypnotizability was measured
following treatment with a standardized assessment instrument no significant correlation
between hypnotizability and wart loss was found (Spanos et al., 1988; 1990). The inferior
performance of low hypnotizables in the studies of Asher (1956), Ullman and Dudek (1960)
and Sinclair-Gieben and Chalmers (1959) might be explained in terms of those subjects
developing negative expectations of treatment success based on their knowledge that they were
unresponsive to hypnotic procedures. Recent research (Spanos, Kennedy, & Gwynn, 1984)
indicates that subjects' expectations about the relationship between their hypnotizability and
their performance in an hypnotic situation substantially influences their responsiveness to
suggestions. For instance, Spanos, Kennedy, and Gwynn (1984) found that low hypnotizables
given suggestions for analgesia in an hypnotic context reported much less pain reduction than
corresponding high hypnotizables. However, when tested in a nonhypnotic context that was
unrelated to their earlier hypnotizability testing, low hypnotizables given analgesia suggestions
reported as much pain reduction as high hypnotizables.
A third hypothesis holds that warts may persist in some individuals because they serve
some underlying psychodynamic purpose. Through insight and learning of alternative strategies
for dealing with conflict, individuals can come to recognize that their warts are no longer
necessary. Consequently, the warts remiss. Support for this hypothesis, however, has been
based solely on case reports which often confound psychodynamic psychotherapy with
suggestions for wart loss. The available controlled studies indicate that suggestions for wart
regression in the absence of psychodynamic therapy are effective at inducing wart regression.
Whether psychodynamic therapy alone is effective at producing greater-than-control levels of
wart regression or whether psychodynamic therapy plus suggestion is more effective in this
regard than suggestion alone, can only be evaluated by controlled experimentation.
Taken together, these studies suggest that imagery based suggestions for wart loss are
an effective treatment with or without hypnotic procedures. Clearly, more research is needed to
delineate the key treatment ingredients which lead to wart remission. Promising results have
been demonstrated with respect to the relationship between the degree of cognitive
involvement in imagery based suggestions and wart loss. Relatedly, research designed to
specify the important factors in eliciting active goal directed participation and positive
perceptions concerning treatment efficacy are needed. Along these lines, it would be of clinical
value to determine the effects of enhancing attitudes and beliefs concerning psychological
interventions.
Suggestions including an imagery component were more effective than placebo in two
studies (experiment 1, Spanos, 1988; Spanos, 1990), and in two studies the degree to which
subjects rated their treatment specific imagery as vivid correlated significantly with wart loss
(Spanos, 1988). On the other hand, attribute measures of imagery vividness failed to predict
wart loss in these studies. These findings suggest that situation specific indices of imagery
vividness may be closely related to subjects motivations for treatment success or to their beliefs
that they can develop control over physiological processes. In short, while the available data
indicate that the vividness with which warts are imagined is associated with treatment success,
the interpretation of this finding remains unclear. Further studies that manipulate the imaginal
content of suggestions, while equating the extent to which suggestions enhance subjects'
motivations and subjective sense of control, might shed further light on the role of imagery in
wart regression.
With respect to the physiological mediators of wart loss, research is essentially
nonexistent. Experimental studies which examine the role of immune system functioning are a
required step in understanding the physiological processes that mediate the relationship
between psychological treatment and the eventual loss of warts.
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Tasini, M. F., & Hackett, T. P. (1977). Hypnosis in the treatment of warts in immunodeficient
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Tenzel, J. H., & Taylor, R. L. (1969). An evaluation of hypnosis and suggestion as treatment
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Ullman, M., & Dudek, S. Z. (1960). On the psyche of warts: II. Hypnotic suggestion and warts.
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Wadden, & Anderten (1982). The clinical uses of hypnosis. Psychological Bulletin, 91,
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2. MORE FROM GASPARE "BUDDY" BIRBIGLIA COLLECTION:

INTRODUCTION OF DR. GASPARE "BUDDY" BIRBIGLIA: (Paul Durbin
writes: Buddy Birbiglia, one of my best friends died on Labor Day, 1997):
After retiring from twenty years of corporate achievement with a major ulitity company,
Mr. Birbiglia decided to return to school and learn somethings he could use to help others. After
completing his studies and achieving a Doctorate in Hypnotherapy, Doctor Gaspare Birbiglia,
decided he would purse his alternaive caregiving profession as a volunteer along with private
practice.
Doctor Birbilitia is certified by four of the leading hypnotherapy institutons as a Clinical
Hypnotherapist and a Hypnoanesthesia therapist. He has completed hunderds of hours of
training in his field and is required to obtain a minimum of 30 hours of contining education
credits per year to maintain his certification.
He is a member and certified, by the National Guild of Hypnotist and the American
Board of Hypnotherapist and he is president of both local chapters.
Dr. Birbiglia is also a member of, and certified by the National Board of Hypnotherapy
and Hypnoanaesthesiology and the International Medical and Dental Hypnotherapy Association.
He has also earned a Bachelor of Science degree in Subsatnce Abuse Counseling.
Dr. Birbiglia has recently developed and produced a series of healing stories for adults
and children. In a series, designed especially for children, he relates stories, both in person and
on his audio tapes, through a character which he has created and named, "Uncle Benny". These
audio tapes have been reviewed and recommended by leaders of the national hypnotherapy
organizations which he is associated with.
Dr. Birbiglia has developed a new approach, in his private practice, to teach individuals
how to enhance their quality of life and health through the use of guided imagery and self-
acceptance. His audio cassettes ae intended to be used as an adjunct to traditional medical
practicex for the resultion of mind, body and emotional stress, anxiety, fear and illness. These
audio tapes are not intended to be a substitute for traditional medical practice or interventions.
And now I would like to introduce you to Dr. Gaspare Birbiglia.
LETTER REGARDING GUIDED IMAGERY PROGRAM:
To: Tammy Drummond - Director of the CEED program - East Jefferson Hospital
From: Gaspare J. Birbiglia - Doctor of Clinical Hypnotherapy
Subject: Scheduling lectures
Dear Mrs. Drummond
 I would like to take this opportunity to thank you for allowing me to present my guided
imagery programs to the public at East Jefferson Hospital. I am look forward to providing
many more, with the hopes of teaching those who attend about the positive aspects of guided
imagery as an adjunct to traditional medicine. I have put together the follow suggested lecture
schedule. Please review and let me know if it is satisfactory.
Wednesday September 13, 1995 How Guided Imagery can help Children.
Wednesday October 18, 1995 Using Guided Imagery to reduce the stress
associated with Catastrophic Illness.
For the caregiver and/or patient.
Wednesday November 18, 1995 How Guided Imagery can be used to reduce or
eliminate the effects of stress, tension, anxiety and fear on the immune
system.
Wednesday December 15, 1995 Guided Imagery used to remember the beaut and love
associated with holidays. If you would like to do two lectures per month my suggested schedule
would be;
Wednesday September 6, 1995 Children Wednesday September 20, 1995
Reducing the stress of pregnancy
Wednesday. October 11, 1995 Guided Imagery and catastrophic illness
Wednesday October 25, 1995 Guided Imagery and Pain
Wednesday November 1, 1995 Guided imagery and the Immune System
Wednesday November 15, 1995 Guided imagery and over eating
Wednesday December 6, 1995 Holidays don't have to be sad
Wednesday December 20, 1995 Getting rid of irrational habits
I would like to propose another free community education program that would be a
benefit to patients, families, hospital personnel, and anyone else who would choose to take part.
As you know stress, tension, anxiety, and fear has an adverse effect on everyone in the
healthcare community including the patients.
The program would provide, for example, on Mondays from 12 noon to 1:00 pm, two
twenty minute stress reduction relaxation guided imagery programs for any one who would like
to attend. The program would be offered again on Thursday from 6 to 7 pm.
Advertisement would be in the form of interdepartmental flyers within the hospital and
possibility in the Examiner. I feel that this type of program would provide a new and
innovative service that would have a positive result for the hospital and all concerned.
Please review this proposal and let me know if this type of program would be feasible.
Yours Truly Gaspare J. Birbiglia, D.C.H. 4709 Windsor Street Metairie, LA 70001
HOLIDAY'S DON'T HAVE TO BE SAD: You learn the feeling of sad early on in
life. What most of you don't learn, and are not taught, is that being sad is a choice. Being sad is
a normal reaction to any thought you perceive as being discomforting. Being sad becomes
detrimental to your well being when you allow it to become a prolonged feeling that causes
stress, tension, anxiety and/or fear. It is your reaction to your thoughts which are mainly
memories stored in your subconscious mind. The feelings of sad, mad, glad, hopeless,
depressed, etc. are the ways you learned to perceive and the meaning you have given the
thoughts, both past and present, that you choose to whole in your memory. Negative feelings
can become a way of life a very lonely way of life. This proves that many of you continue to
live in the past and allow the past to control your quality of life.
 I feel that our society perpetuates negative feelings for many reasons. One of the most
obvious is that you learned to relating to the mind instead of from it. We start to relate to
the content of the mind instead of from it. We begin to relate from the heart. Watching
whatever passes through the mind, observing for instance the thought "apple" without
"apple-ing," without becoming lost in thought as though it were reality. You see you can't take
a bite out of the thought "apple" any more than you can be bloodied by the fearful imaginings of
a car crash. With the thought of an apple, this seems not so momentous. But when the mind is
disclosed around sadness or fear, the encouragement to stay open allows a moment of clear
seeing, an opportunity to experience the freedom with which we can live our lives.
When you relate to the mind instead of from it, you relate to desire not from desire. By
relating to sadness you do not become sad, but when you relate from sadness all that we see
sadden us. Relating to confusion there is Clarity, relating from it there is disorder. Each
moment of relating from the mind is a moment of sadness, each state of mind, each feeling,
becomes a tinted lens through which we perceive the world. When you are sad, you see only
your sadness, a hopeless world. In our confusion, the whole world seems upside down. When
we relate from the heart, we see a world of awareness and effortless activity. When we relate
from the mind, our perception of the world is imprisoned by our preferences and thirsts.
Learning how not to attach sad feelings to your thoughts is not to eliminate your feeling
of sadness but the spaciousness to allow any thought or feeling to arise without closing around
it. It is developing an active receptive way of life.
I am not saying that you should never have any negative thoughts. That would be
observed. When a thought is perceived as sad it is normal to feel sad. Feel the feeling and let it
go. Only when you hang on to it as if it is reality and refuse to let it go is it harmful.
For many of us holidays are perceived as a sad time. Maybe because we are alone or
because of the loss of a loved one or for any other reason. Remember what you are feeling is
the result of the perception or interpretation you have given to a thought in your mind. This is
the label that you placed on your thought that tells you, "whenever you have this thought you
will feel sad." Since this is your label you can change it , if you want.
Unfortunately, there are some who have become very comfortable
with feeling sad. And although, you may tell others that you are tired of feeling sad or you
wish you didn't feel sad all of the time or doing the holidays, the truth is you don't want to give
up your old friend, sadness.
Because with out your sadness what is there, just you. And, of course, you don't count.
Therefore, as long as you don't count and choose to feel sad you will and no one, no medication,
and no magic can change your sadness. Now, that's sad. For you and only you are the master
of your thoughts and the director of your destiny.
It is my goal to teach you the importance of assuming control and responsibility for the
quality of your life. In doing so, you can learn to change any changeable area of your life
which you choose to change. By taking charge of your life, you will be allowing yourself to
develop self confidence, self esteem, self love, and inner peace to enhance your overall well-
being. You will also learn, that you can only change the changeable areas of your life and
environment.
Then, by becoming more aware of these areas, the desire to change the unchangeable
will be resolved. With this knowledge you will be better able to understand and accept the
differences between them. Furthermore, I wish to teach you that you and only you are
responsible for the quality of your life through your choices, thoughts, and actions in the here
and now.
Guided imagery and self-acceptance are educational tools, used to teach individuals how
to use their mind's power and strength to improve their quality of life, physically, mentally and
emotionally. This is accomplished, basically, by teaching the individual how to focus
completely on one problem at a time and to use all of the mind's power to seek a positive
resolution by way of positive thinking, acceptable visualization, and positive suggestion.
Each of us uses imagery several times each day without being aware of it. Examples of
this were given earlier.
Everything you think and feel reflects who you are. If you think and feel from a
superficial level of awareness, that is who you are. To delve deeper into yourself, and
hopefully, get to that place where you can experience inner-peace, you have to follow the path
of your choosing and no other. Someone who feels unloved can learn self-love, but he/she will
have to work through the layers of resistance that blocks the feeling of pure love. Your present
emotions reflect the present state of your nervous system with all its past imprints. Whenever
you have an experience, these imprints enter into your response, which means that most of your
reactions are echoes from the past. This tells us that most of us do not really live in the present.
Reacting in the present is where the search for your true self begins. Your emotions are
the most present - centered reactions to your thoughts. An emotion is a thought linked to a
sensation. The thought is usually about the past or the future, but the sensation is in the
present. This is the area where imagery and self-acceptance is most effective.
Your thoughts can effect all of the functions of your body. Worry thoughts trigger
changes in the stomach that in time can led to physical problems. Anger thoughts stimulate
your adrenal glands and the increased adrenaline in the blood stream causes many changes.
Anxiety and fear thoughts affect your pulse rate.
What is expected tends to be realized. The brain and the nervous system respond only
to mental images. It does not matter if the image is self-induced or from the external world.
The mental image formed becomes the blueprint, and the subconscious mind uses every means
at its disposal to carry out the plan. Worrying is a form of programming a picture of what we
don't want. And the subconscious mind will act on fulfilling the pictured situation.
Our physical health is largely dependent upon our mental expectancy. Physicians
recognize that if a patient expects to remain ill, paralyzed, helpless, or even to die, the expected
condition tends to be realized. Imagination is more powerful than knowledge when dealing
with your own mind or the mind of another.
This is an important rule to remember when using guided imagery or self-acceptance.
Reason is easily overruled by imagination. In using guided imagery and self-acceptance, we
can form visualizations in the subconscious mind, which can remove, alter, or amend the old
ideas. (Do the apple or lemon demo)
Opposing ideas cannot be held at one and the same time. This does not mean that more
than one idea cannot be remembered or harbored in your memory, but it refers to the conscious
mind recognizing an idea as a correct or a dominant idea. However, one cannot escape the
conflict and it's effect upon his/her nervous system that is caused by trying to hold opposing
ideas simultaneously. (Tell the story of the yellow pencil.)
Once an idea or thought as been accepted by the subconscious mind, it remains until its
replaced by another idea. The companion rule to this is, the longer the idea or thought remains,
the more opposition there is to replacing it with a new one.
The longer it is held, the more it tends to become a fixed habit of thinking. This is how
habits of action are formed, both good and bad.
An emotionally induced symptom tends to cause organic changes if it last long enough.
It has been acknowledged by many reputable medical men that more than seventy percent of
human ailments are functional rather than organic. This means that the function of an organ or
other part of the body can been disturbed by the reaction of the nervous system to negative ideas
held in the subconscious mind. Therefore, if you continue to fear ill health, constantly talk
about your "nervous stomach" or "tension headaches," in time organic changes will occur.
When dealing with the subconscious mind and its functions, the greater the conscious
effort, the less the subconscious response. This proves why "will - power" doesn't exist! If you
have insomnia, you've learned "the harder you try to go to sleep the more wide awake you
become." The rule is, when dealing with the subconscious mind, "take it easy." This means you
must work to develop a positive mental expectancy that your problem can be and will be solved.
As your faith in your subconscious mind increases, learn to "let it happen," rather than trying to
"force it to happen." Guided imagery and self-acceptance can help you achieve this goal.
We all have state dependent memory, learning, and behavior (SDMLB). The process
of state dependent memory, learning, and behavior begins at birth. Every observation,
throughout our life, that we experience through one of our five senses, is registered in our
subconscious mind along with the causing event and our reaction or action. Therefore,
whenever we experience that same situation our subconscious mind will instruct us to react the
same way we did the first time.
This automatic state dependent memory, learning, and behavior can be changes by
learning how to use guided imagery and self-acceptance. If you want to make a change, if you
believe it will happen, and if you are willing to do the work to make it happen, it will happen.
By being willing to learn how to use the tools available through guided imagery and self-
acceptance you can cause positive changes to your life which will enhance your quality of life
and your overall health. In 1958, the American Medical Association authorized the use of
Hypnosis. The American Medical Association also made a study several years ago that
determined that guided imagery and hypnosis can be 78% effective for the resolution of habits
such as smoking. What is rarely stated is the fact that, just like aspirin can't resolve everyone''s
headache, hypnosis won't resolve everyone's problems. Guided imagery and hypnosis are not
magic bullets.
GUIDED IMAGERY PROGRAMS BY GASPARE "BUDDY" BIRBIGLIA: To
Whom This May Concern: From: Introspect L.L.C. Subject: Guided Imagery Lectures The
following is a list of the guided imagery lectures offered by Introspect L.L.C: How Guided
Imagery Can Help Our Children, Reducing the stress of pregnancy, Guided Imagery and
catastrophic illness, Guided Imagery and Pain, Guided imagery and the Immune System,
Guided imagery and over eating, Holidays don't have to be sad, Getting rid of irrational habits.
I would like to propose another free community education program that would be a benefit to
patients, families, hospital personnel, and anyone else who would choose to take part. As you
know stress, tension, anxiety, and fear has an adverse effect on everyone in the healthcare
community including the patients.
The program would provide two twenty minute stress reduction relaxation guided
imagery programs for any one who would like to attend twice each week. An example of the
scheduling would be at 12 noon to 1:00 pm on Tuesday and from 6 to 7 pm on Thursday.
Advertisement could be in the form of interdepartmental flyers within the hospital and
any other method you may have at your disposal. I feel that this type of program would provide
a new and innovative service that would have a positive result for the hospital and all
concerned. This type of guided imagery would be especially helpful for long term caregivers
for gravely ill patients.
LONG RELAXATION BY GASPARE "BUDDY" BIRBIGLIA: Long Relaxation
Now it is time to relax . . . you can begin by becoming as comfortable as possible . . .
uncrossing your arms and legs and allow yourself to let go of the days problems . . .take a
couple of deep breaths . . . then let them out slowly . . . allow all of the stress, tension, and
anxiety to leave your mind and body with each exhalation . . .
Permit your eyes to close whenever you are ready . . . allow them to close so tight that they
won't want to open . . . When you have allowed your eyes to close so tight that they won't want
to open . . . they won't even if you try . . . as you continue to relax deeper and deeper think of
how tight your eyes are closed . . . so tight that they won't open . . . then try to open them . . . If
you have allowed your eyes to close so tight that they won't open even when you try . . . it will
be an indication that you have allowed yourself to relax . . .
Give your mind permission to think of nothing, to escape reality, to just float away, like a leaf
in the wind . . .
Knowing that with every breath you take you can feel the inner peace fill your lungs . . .
allow your heart to circulate this inner peace to every cell in your body . . from the top of your
head to the tips of your toes . . .permitting this inner peace to cleans each cell of your body of
stress, tension, and disease . . . letting all of the unhealthy abnormalities be expelled from your
body with each exhalation of your breath . . .Just allow it to happen . . . feel it happening . . .
taste it happening . . . smell it happening . . . hear it happening . . . see it happening . . . and
commit too making it happen . . . As you continue to breath easily and freely allow your
relaxation to deepen with each exhalation . . . permitting yourself to relax deeper, and deeper,
and deeper . . . relax. . . Just allow the relaxation to surround your body like a warm
comfortable blanket . . .Allowing yourself to just let go completely . . . to say nothing . . . to do
nothing . . . just continue to relax more and more with each exhalation . . .Realizing that by
giving yourself these gifts of inner-peace and self-love, your health will continue to improve
with each passing day . . . your ability to cope with the every day trials and tribulations will
grow stronger . . . And your tolerance for frustration will continue to increase each time you
give yourself these gifts of inner peace and self-love . . .
Knowing that these gifts can only be given when you are totally relaxed . . . You can give
yourself permission to let go and relax completely now . . . and spend a few quiet moments to
look inside . . . this will allow the useless mind chatter to subside . . . then you can bring order
to your reality by allowing your consciousness mind to drift away to some other place and your
subconscious mind to come forward . . . ready to accept the suggestions I am about to provide
to you . . . Just allow the soothing music to allow you to continue relaxing deeper and deeper
(take one minute)
And now that you have allowed . . . your body to relax .. . it is time to relax . . . your
mind . . .I suggest . . . that you permit yourself . . . to visualize or picture yourself . . . going
with me down ten stories to the basement where total relaxation of mind and body can be
obtained . . . you can choose any way you wish to go to the basement . . . by escalator . . . by
elevator . . . or by steps . . . which ever is most comfortable for you . . . as we go down you can
allow your relaxation to become ten times deeper with each story we pass . . . Lets begin with
the count of one . . . going down and relaxing more and more . . . Two . . . beginning to feel
every part of your mind and body letting go . . . Deeper three . . . breathing easy and freely . . .
Deeper four . . . Five . . . half way there and feeling safe and comfortable . . . Deeper six . . .
Feeling the inner peace and self love flowing throughout your whole mind and body . . . Seven .
. . Eight . . . Relaxing deeper and deeper . . . Nine . . . Allowing the feeling of total peace of
mind and body to surround and invade your whole being . . . Ten . . . Permitting yourself to
relax more deeper than you ever have before . . . Just take a minute of time to totally let go of
reality and feeling the total peacefulness of having to do nothing but enjoy your safe
comfortable relaxing state . . . (take one minute)
And now it is time to allow yourself to visualize or picture in your mind the journey of
wonderment I will describe to you . . .You can begin as you visualize or picture yourself
awakening on a beautiful sunny morning from the most comfortable relaxing night's sleep you
have had in a long time . . . you are in a palaces bedroom with large glass doors that open to a
balcony which overlooks a private prestige white sandy beach which disappears into the blue
water of the ocean . . . The sun is just beginning to rise and the view is magnificent . . . and you
feel like you are emerging from your cocoon like a butterfly for the first time
. . . You can feel the warmth of the sun's rays on your face as it ascends over the horizon . . .
There is a gentle breeze and the temperature of the air is perfect . . . You can taste the salt in the
air . . . and smell the freshness of the sea . . . the mixture of colors that mother nature has
provided is breathtaking . . .
As you relax in a comfortable lounge chair on your private balcony . . . and view the
shapes of the puffy white clouds against the blue sky . . . you might see the cloud take many
different shapes . . . they may be shapes that you recognize and they may be shapes that are just
interesting . . . in either case it is very pleasing and peaceful . . . to allow your mind and body to
do nothing but relax and enjoy the wonderful feelings your senses are providing you . . . just let
go and and allow it to happen . . .
As you continue to become more peaceful allow yourself to visualize or picture a
beautiful bright light in the distant . . . you can allow the light to be any color or combination of
colors you wish . . . as you become more focused on this beautiful light you can begin to notice
that the light is moving closer and closer toward you . . . and the closer the light becomes the
more relaxation you feel within your mind, body and emotions . . . Then as this peaceful light
approaches and surrounds your body . . . Comforting you just as if you were being held in the
arms of a Queen . . . you can feel the love and healing warmth flowing into every cell of your
body . . . providing you with a peaceful, safe, loving, caring, feeling the likes of which you
have never experienced before. . . If you are willing to open your mind, body, and emotions
and allow this inner peace and self - love to enter you can become one with yourself and the
universe . . .
Take a minute to time to give yourself permission to feel the inner peace . . . to taste the
sweetness of your self-love . . . to smell the fragrance of mother nature . . to hear the soothing
sounds of the environment . . . and to visualize or picture the beauty of your light . . . You can
cause all of these things to happen now, if you want them to . . . just listen to the music and
enjoy . . .
( Pause for One minute)
 Now it is time to allow your beautiful peaceful light to cleans every cell of your entire
being of all negativity . . . starting at the top of your head . . . allow the light to begin cleansing
just as if there were thousands of tiny scrub brushes washing every cell . . . removing all of the
negativity from your entire body . . . And when the cleansing process is completed . . . you can
feel every part of your mind, body and emotions totally freed of all negativity . . . shining like
the stars in the sky . . . and just as relaxed and peaceful . . .
INTROSPECT L.L.C. INFORMATION:
 Introspect is a limited liability company dedicated to community education in the use of
guided imagery. Our programs are taught through individual sessions, group instructions and
seminars. We at introspect teach the individual how to use guided imagery to achieve the
changes they want to make in their mind, body and emotions. By learning guided imagery, the
individual, can bring about the changes to the inner thoughts of their mind which will cause the
changes they want to the other aspects of their lives, thus teaching the individual how they can
control their mind-body interaction when they choose.
Our teachings add a new and needed dimension to the medical team. We provide a
support function just as other professional alternative members of the medical team do.
Examples of this are the physical therapist who teaches an individual how to improve their life
through the use of muscular exercise, or the nutritionist who teaches an individual how to
improve their heath by eating a proper diet, and the speech therapist who teaches an individual
how to regain their ability to talk. We teach the individual how to utilize their mind to enhance
their overall health and well being.
Our role, as we envision it, is in the areas of prevention and education. Our purpose is
to be a compliment or adjunct to the medical team. We do not medically or psychologically
diagnose, analyses, evaluate, prescribe medication , medically treat or cure anyone. The main
tools that we use are imagination, distraction, disassociation, suggestion and relaxation. The
areas that we work in are the reduction or resolution of stress, tension, anxiety, fear, and pain.
We do not in any way perform the same or similar types of intervention as a psychiatrist,
psychologist, mental health counselor, or physician.
Our services are provided by an individual, fully trained, in the development , teaching,
and use of all of our guided imagery programs. We are a resource that the general community
and the medical professionals can use to teach individuals, patients and caretakers what their
responsibility is to their well being and to provide a method that will allow them to reduce or
resolve their discomfort. We can afford to spend the time needed to help the individual bring
his or her world into focus and to teach him or her what they can do to enhance their inner
peace and overall health. Our programs can also provide security for the patient or individual
through the use of our audio tapes. Being able to listen to a person's voice, especially after we
have visited with them, can be what that patient or individual needs to develop the continuity of
a positive healing attitude between visits to his/her doctor. This is also very effective for
patients, with catastrophic illnesses or chronic pain, who are living with great difficulty and
discomfort.
The audio cassette guided imagery programs we have available at this time are designed
to teach individuals how to reduce or resolve stress, tension, anxiety, and fear. There are
programs for habits, such as smoking, eating, and substance abuse. Programs are also available
for coping with the distress and discomfort associated with chronic pain, trauma, invasive and
non-invasive medical treatment, catastrophic illnesses, fear of medical and dental procedures
and other problems resulting from stress, tension, anxiety, and fear. Some programs teach
individuals how they can bring their life and environment into focus so as to better learn what
they perceive as important to them. Other programs teach individuals how they can deal with a
very difficult time in their life and to let them know that someone cares and loves them by
visiting, taking time to listen and providing purpose and dignity.
In a series, designed especially for children, our guided imagery stories are related, both
in person and on our audio tapes, through a character which we created and named "Uncle
Benny". We have also developed stories for children, in the form of health enhancing
metaphors, that are read to the child. Custom designed and development of guided imagery
programs for individual specific situations are available upon request.
All of our work is designed to be an adjunct to traditional medical and mental practices
and prescribed medication. Our programs are not intended or designed to be used as a
substitute for traditional medical and/or mental practices and/or interventions. Each of our
guided imagery programs are designed for a specific age group and addresses a specific
problem. Our guided imagery programs are provided by way of a written script without
deviation.
Another area in which we provide educational instructions is that of Hypnoanesthesia.
Instructing an individual in the use of Hypnoanesthesia is a very specialized technique.
Hypnoanesthesia is used for the amelioration or elimination of pain. Through a variety of
techniques a patient can be instructed in how to reduce or eliminate pain, chronic or otherwise,
for various lengths of time, by regular practice and application of our guided imagery
programs. For a short term effect the techniques can be taught and applied within one session.
For long term application It requires several weeks of instruction and a very suggestible and
willing patient. Hypnoanesthesia, though very effective, does not work for everyone and is a
time oriented process.
For guided imagery to be successful a "yes" answer to the following statements is
required. 1. The need to resolve your problem must be yours alone and no one else's. Not
because your wife, significant other, child, or relative wants you to. There are no
acceptable exceptions or excuses.
2. You must believe that guided imagery can help you resolve your problem.
3. You must be willing to practice and use the guided imagery suggestions a regular basis.
4. You need to follow the instructions and suggestions of the guided imagery instructor.
5. Understand that guided imagery is a learned skill, like reading and writing. If you don't
do the homework you won't learn the skill. When these guidelines are adhered to, and utilized
as instructed, the success of guided imagery for the reduction or elimination of stress, tension,
anxiety, fear and pain is very high. The individual can expect to experience an improvement in
their quality of life and overall health within a very short period when guided imagery is used
on a regular basis as instructed.
I know that today, the world appears to revolve on dollars and cents and not necessarily
on providing for the well being of the patient. Well the good news is that what we do is very
cost effective. Most of what we teach is provided to the community on a volunteer basis, with
little or no cost, to the individual. All of our work, in which an individual has a potential or
diagnosed medical problem, is performed through the authorization of the individual's
physician. This is not meant to cause the individual additional distress but simply to ensure
that what our guided imagery professional is providing is in agreement with the physician's
treatment plan. Remember, that guided imagery is an adjunct or compliment to traditional
medical care and not a substitute.
Implementation of our resource includes:
1. Instructing the individual about the myths and truths of guided imagery.
2. Instructing the individual in how to get the most from the use of guided imagery and when
guided imagery is most effective.
3. Providing an audio cassette tape recording of the script used and instructions on its usage.
4 Providing a phone number for the individual to call should there be any questions or a need
for additional information.
5. Providing a report to the individual's physician when a referral or authorization is required.
GUIDED IMAGERY AUDIO TAPE PROGRAMS FOR ADULTS
CASSETTE NO. 1
SIDE
1 TAKE TEN AND RELAX
A ten minute stress reduction program to be used on the job or at home.
2. RELAXATION FOR SLEEP
A soothing relaxation program to help you go to sleep.
CASSETTE NO. 2
SIDE
1. RELAXING IN A FOREST GLEN
Relaxing under a large shade tree near a babbling brook.
2. RELAXING AT THE SEASHORE
A relaxing guided imagery to your own private white sandy beach cove.
CASSETTE No. 3
SIDE
1. HEADACHE RELIEF
A program to be used for the reduction and/or elimination of the pain in associated with
stress and/or tension headache.
2. SOARING LIKE AN EAGLE
Imagine becoming an eagle and soaring through the Grand Canyon viewing mother nature's
wonders.
CASSETTE NO. 4
WEIGHT REDUCTION PROGRAM
The weight reduction program provides a fact and instruction booklet and two audio cassettes
in a beautiful album.
SIDE
1. SLOW HEALTH ACTIVITY
This program is to be used to begin a slow, health giving, exercise routine for weight control
and reduction.
2. FAST HEALTH ACTIVITY
This program is to be used with a fast or advanced exercise routine for weight control and
reduction.
1. MANAGE THE MUNCHIES
This imagery approach can be used whenever you have the
2. RELAXING AT THE SEASHORE
A relaxing guided imagery to your own private white sandy beach cove.

CASSETTE NO. 5
STOP SMOKING PROGRAM
The stop smoking program provides a stop smoking fact and instruction booklet and two audio
cassettes in a beautiful album.
SIDE
1. STOP SMOKING
This program is an aid to help you quit smoking.
2. MANAGE THE URGE TO SMOKE
Learn how this guided imagery can be used in place of the urge to smoking.
1. MANAGE THE MUNCHIES
This imagery approach can be used whenever you get the urge to snack. It is designed to be
an aid to change the habit of using food comfort.
2. RELAXING IN A MOUNTAIN GLEN
A wonderful relaxing guided imagery to a mountain glen with a babbling brook.
CASSETTE NO. 6
SIDE
1. MANAGE YOUR BLOOD PRESSURE
This guided imagery is designed to help in the reduction and regulation of high blood
pressure in conjunction with your physician's advice.
2. RELAXING AT THE SEASHORE
A relaxing guided imagery to your own private white sandy beach cove.
CASSETTE NO. 7
SIDE
1. REDUCE TEST ANXIETY
Use this guided imagery approach before taking any test or exam to become balanced,
centered, and free of stress.
2. FOCUS ON LEARNING
An unique guided imagery program designed to help you focus on learning the needed
school information and being able to recall it when required.
CASSETTE NO. 8
SIDE
1. BEFORE SURGERY
This program is designed to reduce the fear of surgical and medical procedures and increase
confidence in the medical team.
2. AFTER SURGERY
This guided imagery is to be used after a surgical or medical procedure to develop a positive
attitude toward a speedy and healthy recovery. It also helps the individual to understand and
accept his or he responsibility toward recovery.
CASSETTE NO. 9
SIDE
1. A VISIT TO THE DENTIST (ADULT)
This cassette is for the adult who has a fear of going to the dentist.
2. IN THE DENTIST CHAIR (ADULT)
A program to be used while you are in the dentist chair and are afraid.
CASSETTE NO. 14
SIDE
1. FAST WALK IN THE FOREST
An exercise and good health reminder with a fast beat..

2. A SLOW STROLL ALONG THE SEASHORE

 An exercise and good health reminder with a slow pace.
SIDE
1. BOWL LIKE THE MASTERS
A relaxing guide to help improve your bowling.
2. TAKE TEN AND RELAX
A ten minute stress reduction program to be used on the job or at home.
CASSETTE NO. 16
SIDE
1. BREAKING YOUR HABIT
A program designed to help you break your habit.
2. RESISTING THE URGE
This cassette was developed to aid you in not returning to your distressing habit.
CASSETTE NO. 17
SIDE
1. MOTHER'S MORNING
This cassette was developed to help you reduce the stress, tension, and morning sickness
associated with pregnancy.
2. MOTHER'S BLUES
This program is designed to help you reduce the effects of postpartum depression
experienced by some women after delivery.

CASSETTE NO. 18
SIDE
1. ARTHRITIS RELIEF
This guided imagery audio cassette will teach you how to relieve the aches and pains of
many types of arthritis.
2. MUSCULAR RELAXATION
A wonderfully relaxing guided imagery that teaches a muscular relaxation technique to
reduce muscular distress.

CASSETTE NO. 31
SIDE
1. HEALING MEDICATION
This guided imagery audio cassette is designed to be used with catastrophic illness
where chemotherapy is utilized.
2. RELAXING IN A FOREST GLEN
Relaxing under a large shade tree near a babbling brook.
CASSETTE NO. 34
SIDE
1. ADULT PAIN MANAGEMENT
This guided imagery program teaches you how to use a pain reduction technique called
glove anesthesia. Use this side If you want to go to continue to sleep.
2. ADULT PAIN MANAGEMENT
This guided imagery program is the same as side one except that it is used when you do not
want to continuing sleeping
 CASSETTE NO. 35
SIDE
1. THE HEALING POOL
A guided imagery program that teaches you how to relieve pain any were in your body. Use
this side when you want to continue to sleep.
THE HEALING POOL
2. This guided imagery programs is the same as side one except it is used when you do not
want to sleep.
CASSETTE NO. 36
SIDE
1. CHANGING MEMORIES
This program was developed to teach you how to change symptom producing memories.
Use this side when you want to continue to sleep.
2. CHANGING MEMORIES
This program is the same as side one except it is used when you don't want to continue to
sleep.
SIDE
1. ASTHMA RELIEF (SLEEP)
A guided imagery program used as an adjunct to prescribed medication for the prevention
and intervention of asthma episodes. Use this side when you want to continue to sleep at the
end of the program.
2. ASTHMA relief (AWAKEN)
Same as side one except it is used when you want to return to consciousness at the end of
the program.
CASSETTE NO. 38
SIDE
1. RELIEF FROM ALLERGIES (SLEEP)
This guided imagery program is used as an adjunct to prescribed medication for the
prevention and intervention of allergenic episodes. Use this side when you want to continue to
sleep at the end of the program.
2. RELIEF FROM ALLERGIES (AWAKEN)
Same as side one except it is used when you want to return to consciousness at the end of
the program.
CASSETTE NO. 22
SIDE
1. SYMPTOM FROM THE PAST (SLEEP)
This guided imagery program teaches an individual how to let go of the irrational control
of the past. Use this side before your time of sleep.
2. SYMPTOM FROM THE PAST (AWAKEN)
This guided imagery program is the same as side one except it is used when you want to
stay awake.
CASSETTE NO. 23
SIDE
1. EAT LESS
This guided imagery program teaches you how to eat less.
2. CHANGE THE WAY YOU EAT
This guided imagery program provided the tools for you to change your unhealthy eating
habits.
CASSETTE NO. 39
SIDE
1. HIDEAWAY
A guided imagery program that allows you to go to your own safe hideaway
2. RELAXED CONFUSION
A guided imagery program for the individual who has difficulty relaxing.
GUIDED IMAGERY AUDIO TAPE PROGRAMS FOR CHILDRE 35
CASSETTE NO. 7
SIDE
1. REDUCE TEST ANXIETY
Use this guided imagery approach before taking any test or exam to become balanced,
centered, and free of stress. Ages 12 years old and up.
2. FOCUS ON LEARNING
An unique guided imagery program designed to help you focus on learning the needed school
information and being able to recall it when required. Ages 12 years old and up.
CASSETTE NO. 10
SIDE
1. BODY MAN AND THE NINJA ARMY
This is an army led by the child who is ill. The army patrols his/her body and kills the
invaders that cause illness. Ages 5 to 12 years old.
2. CAPTAIN OF THE STAR SHIP
In this guided imagery, the child is captain of the star ship, Excaliber, and patrols his/her
body using phasers and photon torpedoes to destroy the enemy invaders that cause illness.
Ages 5 to 12 years old.
CASSETTE NO. 12
SIDE
1. TOOTHAN
This guided imagery will help your child to reduce his/her fear of the dentist. Ages 5 to 12
years old.
A unique story to help the mature child reduce the fear and anxiety of going to the dentist.
Ages 9 years old and up.
CASSETTE NO. 13
SIDE
1. GUARDIAN ANGEL
This program is designed to reduce the fear of sleeping alone, fear of the dark, and many
more. Ages 5 to 12 years old.

2. WALKING WITH JESUS

This is a relaxation program where Uncle Benny and Jesus walks with the child in a
beautiful garden. Ages 5 to 12 years old.

CASSETTE NO. 20
SIDE
1. TAMING THE LION WITHIN
Used as an aid to help the hyperactive or overly aggressive child. Ages 5 to 12 years old.

2. LISTEN TO THE MUSIC

Used as an aid to help the hyperactive or overly aggressive more mature child. Ages 12 to
18 years old.

CASSETTE NO. 21
SIDE
1. TEENAGE SURGERY
This program is to be used during surgery. Ages 12 to 18 years old.

2. A TEENAGER'S RECOVERY
This program is to be used after surgery while in the recovery room. Ages 12 to 18.

CASSETTE NO. 22
SIDE
1. A CHILD'S SURGERY
This cassette is to be used during a child's surgery. Ages 5 to 12 years old.
2. A CHILD'S RECOVERY
A guided imagery to be used with a child while in the recovery room.
Ages 5 to 12 years old.

CASSETTE NO. 23
SIDE
1. THE HEALING TEENAGER
This program is to be used with a child in his/her hospital room and at home while
recuperating from a medical procedure or surgery. Ages 12 to 18 years old.
2. WHO AM i?
This program is designed to aid a teenager to increase his/her self esteem. Ages 12 to 18.

CASSETTE NO. 24
SIDE
1. A CHILD'S SICK DAYS
Doctor Itszy Bitsy comes to visit with your child when he/she isn't feeling well. Ages 5 to
12 years old.
2. THE HEALING CHILD
This cassette is designed to be used with a child in his/her hospital room recuperating from
medical procedures or surgery. Ages 5 to 12 years old.

CASSETTE NO. 25
SIDE
1. PAIN MANAGEMENT FOR A CHILD (SLEEPING)
This guided imagery is used to reduce the physical pain resulting from sever trauma or
surgery. Use this program if you want the child to continue to sleep. Ages 5 to 12.
2. PAIN MANAGEMENT FOR A CHILD (AWAKENING)
This program is the same as the one above except it is used when you want the child to
return to full consciousness. Ages 5 to 12 years old.
CASSETTE NO. 26
SIDE
1. BENNY AND THE FRIENDLY DOCTOR
A unique imagery arrangement to reduce your child's's fear of going to the doctor. Ages 5
to 12 years old.
2. CHILD TALK
This program is designed to allow the child to tell his/her body and mind what medical
problems need to be resolved. Ages 5 to 12 years old.
CASSETTE NO. 27
SIDE
1. UNCLE BENNY AND THE FRIENDLY DENTIST
Uncle Benny helps to reduce your child's fear of the dentist. Ages 5 to 12 years old.

2. STORY TIME AT THE DENTIST

A unique story for a child to listen to while the dentist is performing the needed procedure.
Ages 5 to 12 years old.

CASSETTE NO. 28
SIDE
1. THE HEALING GROTTO SLEEPING
This healing pool of warm bubbling water allows a child to reduce or remove pain then
continue to drift into natural sleep. Ages 5 to 12 years old.

2. THE HEALING GROTTO AWAKENING

This program is the same as side one except that the child is instructed to return to the
present at the end. Ages 5 to 12 years old.

CASSETTE NO. 30
SIDE
1. THE SLEEPING ENDORPHIN
In this program the child is the five star general of his endorphin army. The solders of this
army patrol the child's body searching for ouches and hurts to spray their endorphin chemical
on to reduce or remove the pain. At the end of the story the child is instructed to drift into
natural safe sleep. Ages 5 to 12 years old.

THE AWAKENING ENDORPHIN

In this program the child is the five star general of his endorphin army. The solders of this
army patrol the child's body searching for ouches and hurts to spray their endorphin chemical
on to educe or remove the pain. At the end of the story the child is instructed to return to the
here and now. Ages 5 to 12 years old.
 CASSETTE NO. 32
SIDE
1. BREAKING THE CHAINS OF THE PAST
This program allows the teenager to rid him/herself of the irrational messages from the
past.

2. LETTING GO OF THE PAST

This guided imagery provided a way for the teenager to take responsibility for his or her life.

CASSETTE NO. 40
SIDE
1. A SAFE SHELTER
Used to reduce the child's fear of night creatures, monsters, and scary thoughts. Ages 5 to
12 years old.

2. SQUIGGLES AND GIGGLES

This program provides the child with a fun, safe, and happy place to visit and relax with
Uncle Benny. Ages 5 to 12 years old.

Available Guided Imagery Seminars

Adjuncts And Compliments
To New And Existing Programs

Introspect has developed a series of free community education seminars that would be a
benefit to patients, families, hospital personnel, and anyone else who would choose to take part.
As you know stress, tension, anxiety, and fear has an adverse effect on everyone and their
immune system. Therefore, we have developed community education seminars designed to
reduce these negative feelings. These seminars are open to the general public at little or no
cost. The only cost to the individual is the purchase of our audio cassette tapes which is not a
requirement to attend a seminar.
Each seminar provides an educational introduction into guided imagery and three fifteen
minute stress reduction and relaxation guided imagery demonstrations. These seminars are
designed to be presented to groups of ten or more individuals.
Our Guided imagery seminars or programs can be incorporated into both new and
existing seminars and programs. Here are some examples:
The guided imagery seminar to reduce stress during pregnancy can be a part of a
prenatal class or Lamaze program. This same seminar can be tailored to the mother and
existing children with the addition of guided imagery specifically for children. Programs are
available to compliment groups which deal with attention deficit hyper-active adults and
children.
The guided imagery seminar designed to reduce the stress, tension, anxiety and fear, for
the patient and the caretaker associated with catastrophic illness can be integrated into a hospice
or rehab program. Some of these seminars may be associated with a heart rehab group, a
cancer group, or coping with Alzheimer's, or Parkinson's disease. Our guided imagery seminars
can be provided for the affected and/or the effected. When dealing with an elderly person or
group the success is depended on the acceptance of the guided imagery program. Acceptance in
guided imagery or hypnosis is one of the major causes of failure with this age group. Children
and young adults are much more imaginative and accepting.
Guided imagery seminars and programs designed to reduce and/or resolve chronic pain
can be provided for adults, teenagers, and children. These programs can be a positive
compliment to a cancer, arthritis, physical therapy, surgery, or trauma rehab group. This is a
very effective program for an elderly group that is accepting of guided imagery.
Stress is scientifically proven to be a very destructive force in our society today. It
effects everyone and has no boundaries. You can see the effects on children in school, the
housewife, in the work place, the retired elderly, those with chronic illnesses, etc. Guided
imagery has been proven to provide positive results in the reduction of stress, tension, anxiety,
and fear. This type of program can be incorporated into social gatherings, business meetings,
stand alone stress reduction seminars or existing programs. Stress reduction seminars can be
designed to be a one-time application, an on-going group or anything in between.
Seminars and programs for habits like overeating and smoking can be provided for
specific groups or periodically to existing groups. These programs can also be a part of an
ongoing program or group.
Seminars and programs for substance abuse are available but require a series of
applications to be effective. These programs are definitely a positive adjunct or companion to a
multifaceted approach.
Guided imagery is also proven to be a very effective adjunct in dealing with grief and
depression. Seminars and programs can be provided to enhance existing programs or groups or
they can be presented as a stand-alone program specific to such areas as holiday sadness or the
lost of a loved one.
Other areas where guided imagery has been successfully utilized are in surgery,
emergency rooms and on trauma teams. The need for the reduction of stress, tension, anxiety
and fear cannot be greater than in these departments. Guided imagery programs of pain
reduction, stress reduction, empowerment and coping with illness and grief can be provided for
patients, family members, caretakers, and the medical staff as they are needed.
The idea of someone taking time to say caring words designed to reduce stress, tension,
anxiety and fear to a stranger and his/her family in a strange environment while waiting for
some strange person to come in and do strange medical procedures while illness, trauma and/or
pain has stress, tension, anxiety and fear escalating by the minute is a tool worth while having
as on any medical team.
I believe this will provide you with some idea of the flexibility of my guided imagery
seminars and programs. If we can provide you any additional information please let me know.
Our guided imagery seminars and programs would provide a new and innovative service
that would have a positive result for many individuals within the community. These seminars
and programs could also be a very positive asset to outreach and screening programs and for the
distribution of healthcare information.
Available Guided Imagery Seminars
Learn how Guided Imagery Can Help Our Children.
Learn how to Reduce the stress of pregnancy through the use of Guided Imagery
How Guided Imagery can help reduce the stress, tension, anxiety and fear, for the patient and
the caretaker, associated with catastrophic illness.
Learn how to use Guided Imagery to reduce and/or resolve your chronic pain.
How to use Guided Imagery to reduce stress, tension, anxiety, and fear in your every day life.
How to use Guided Imagery to reduce and/or eliminate your over eating problem.
How can Guided Imagery help you relieve the sadness from your Holidays and every day life.
Learn how Guided Imagery can help you getting rid of your irrational habits.
Learn how Guided Imagery can be an aid to stop smoking.
Learn How Guided imagery can help with weight reduction.
The healing that begins with you. Learn how Guided Imagery and self-acceptance can change
your quality of life.
Guided Imagery Metaphors
HEALING STORIES FOR CHILDREN
Raggon The Dragon With The Little Red Wagon.
The Story Of Uggs
Kribbit The Frog
Willber The Spotted Puppy
A Band Of Elves
A Band of Angles
GUIDED IMAGERY PROGRAMS FOR A
HEALTHIER LIFE
PROGRAM ONE
LETTING GO
An On Going Stress Reduction
Weekly Group
One hour and thirty minutes
1. Group limited to ten people per week.
2. Fifteen minutes of stress reduction information
3. Each person allowed to share for approximately
five minutes.
4. A 20 minute stress reduction guided imagery program.
PROGRAM TWO
STRESS REDUCTION
ONE TWO HOUR SESSION
1. Learn how stress effects your quality of life
and overall health.
2. What is burnout and how to prevent it.
3. How to build an effective guided imagery program
to reduce the stress in your life to a healthy level.
4. A guided imagery demonstration.
PROGRAM THREE
STRESS REDUCTION
Six - One And A Half Hour Sessions
Week One
How your Mind, Body, and Emotions React to Stress
1. Learned Perception
2. The stress cycle and how to break it
3. Stress reduction Guided Imagery
Week Two
Body Awareness and Breathing
1. Developing an awareness of your senses
2. Stress reduction Guided Imagery
Week Three
Meditation, Visualization, Self Hypnosis
1. The rules for visualization and self-hypnosis
2. What every visualization includes
3. Rules for suggestions
4. Finding your inner guide
5. Stress reduction Guided Imagery
Week Four
Thought Stopping and Refuting Irrational Ideas
1. Rational Emotive Therapy
2. Refuting irrational thoughts and perceptions
3. Positive self-talk
4. Distinguish between fact and fiction
5. Stress reduction Guided Imagery
Week Five
Coping Skills
1. Determine what the real problem is
2. Assertiveness
a. Learn how not to eat your feelings
b. Learn the difference between ssertiveness and aggressiveness.
3. Time Management
a. Don't sweat the little things
4. Learn how to manage your Job Stress
5. Know your rights and responsibilities
6. Develop self-confidence, listen to your gut
7. Stress reduction Guided Imagery
Week Six
Developing Your own Stress Management Program
1. Using the information and tools you have learned to enhance your
quality of life
2 Living in the present
3. Developing your own safe place guided imagery
4. Choosing a key
5. Know when and how to use it.
6. Stress reduction is only as effective as your commitment to its
success
 7.Stress reduction Guided Imagery
PROGRAM FOUR: WEIGHT REDUCTION
Weekly Group
One hour and thirty minutes
1. Group limited to ten people per week.
2. Fifteen minutes of weight reduction information
3. Each person allowed to share for approximately five minutes.
4. A 20 minute guided imagery weight reduction program
PROGRAM FIVE
WEIGHT REDUCTION
ONE TWO HOUR SESSION
1. Learn how being over weight effects your quality of life and overall
health.
2. Why is it so hard for some to reduce their weight.
3. How to build an effective guided imagery program
to achieve a healthy weight level.
4. A guided imagery demonstration.
PROGRAM SIX
STOP SMOKING
Weekly Group
One hour and thirty minutes
1. Group limited to ten people per week.
2. Fifteen minutes of stop smoking information
3. Each person allowed to share for approximately five minutes.
4. A 20 minute stop smoking guided imagery program.

PROGRAM SEVEN
STOP SMOKING
ONE TWO HOUR SESSION
1. Learn how smoking effects your quality of life and overall health.
2. Why is it so difficult to stop smoking?
3. How to build an effective guided imagery program to stop smoking.
4. A guided imagery demonstration.
Thank you for taking the time to review this catalog and getting to
know who we are, what services we offer and the products we provide. If you
should require additional information or would like to request our services
please call or write.
Sincerely Yours:
GUIDED IMAGERY BY GASPARE "BUDDY" BIRBIGLIA: Good evening, I
would like to thank each and every one of you for coming here tonight to learning how to use
guided imagery, as an adjunct to traditional medical practices and interventions, and to help
with the reduction or elimination of your problem . . . Please allow me to introduce myself to
you. My name is Doctor Gaspare Birbiglia. I am a Doctor of Hypnotherapy. I am certified by
four of the leading hypnotherapy associations as a Clinical Hypnotherapist and a
Hypnoanesthesia therapist.
My wife and I are dedicated to the education of adults and children by way of individual
and group instruction and seminars through her company called Introspect. The meaning of
which is to to teach individuals how to look within and use the skills of guided imagery to
enhance their total quality of life, (mind, body and emotions), thus providing inner peace and
self acceptance. The answers to most of your problems are in your subconscious mind. To
access the answers to your life's problems you need to learn how to look within, listen and
communicate with your subconscious mind.
We have developed and produced a lecture and audio cassette tape series of healing
guided imagery programs for adults and teenagers and children. In a series, designed especially
for children, I relate my stories, both in person and on my audio tapes, through a character
which I created and named "Uncle Benny".
The audio cassette guided imagery programs we have available at this time are for the
abatement or resolution of stress, tension, anxiety, habits, such as smoking, eating, and
substance abuse, coping with pain associated with chronic pain, trauma, invasive medical
procedures, non-invasive medical treatment, disease, and catastrophic illnesses, and fear of
medical and dental procedures. you have been given a list of these programs and they will be
available for purchase at the end of the lecture.
All of our work is designed to be an adjunct to traditional medical practices as you will
see . . . If anyone has a question during my talk just raise your hand and I will acknowledge
you . . . But don't be surprised if the answers don't match your questions . . . Because as one
gets older one tends to loose track of the questions and sometimes the answers.
I have come here tonight to explain to you how guided imagery can help you to enhance
your quality of life and well being. It is my goal to teach you the importance of assuming
control and responsibility for the quality of your life. In doing so, you can learn to change any
changeable area of your life which you choose to change. By taking charge of your life, you
will be allowing yourself to develop self confidence, self esteem, self love, and inner peace to
enhance your overall well-being. You will also learn, that you can only change the changeable
areas of your life and environment.
Then, by becoming more aware of these areas, the desire to change the unchangeable
will be resolved. With this knowledge you will be better able to understand and accept the
differences between them. Furthermore, I wish to teach you that you and only you are
responsible for the quality of your life through your choices, thoughts, and actions in the here
and now.
Before I begin talking about guided imagery let me explain why stress, tension, and
anxiety is detrimental to your health and quality of life. And why it is so important for you to
learn how to reduce or resolve the source of your stress, tension, and anxiety. Your mind and
body are a very complicated and complex network, which works in a rhythmic order. When
ever you allow stress, tension, and anxiety to enter your mind and body, the normal healing
powers of your mind and body are diverted and the normal operations of your body are altered
to deal with the stress, tension, and anxiety. When we allow stress, tension and anxiety to come
into our thoughts we set up a cycle that is very detrimental to our health and well being, and if
not broken, can end in catastrophic results. The cycle goes like this; when you allow your daily
problems to create stress in your life, and it continues, you can eventually perceive it as a
helpless and hopeless situation which create depression that causes your daily problem to seem
much worse than they are and more stress, tension, and anxiety is developed. Thus the stress
cycle is born. When this happens even your prescribed medication is not utilized to its full
potential. The results of many research scientist tell this story over and over in a book called
the "Handbook of Stress and Human Immunity". The only solution to this dilemma is to learn
how to prevent the stress cycle from beginning and should it begin how to interrupt and stop it.
Your thoughts can effect all of the functions of your body. Worry thoughts trigger
changes in the stomach that in time can led to physical problems. Anger thoughts stimulate
your adrenal glands and the increased adrenaline in the blood stream causes many physiological
changes. Anxiety and fear thoughts affect your heart breathing and rate and cause chemical
changes to occur within your body.
What is expected tends to be realized. The brain and the nervous system respond only
to mental images. It does not matter if the image is self-induced or from the external world.
The mental image formed becomes the blueprint, and the subconscious mind uses every means
at its disposal to carry out the plan. Worrying is a form of programming a picture of what we
don't want. And the subconscious mind will act on fulfilling the pictured situation.
Our physical health is largely dependent upon our mental expectancy. Physicians
recognize that if a patient expects to remain ill, paralyzed, helpless, or even to die, the expected
condition tends to be realized. Imagination is more powerful than knowledge when dealing
with your own mind or the mind of another.
And now, let me teach you how you can take just ten minutes to become very relaxed
and how you can use guided imagery to allow to reduce or eliminate the stress, tension, and
anxiety that can be detrimental to your well being and quality of life. For those of you who
wish to take advantage of this relaxation program just follow my suggestions, and those who
choose not, can just relax and watch.
To begin allow yourself to uncross your arms and place your hand in your lap, then
place both feet on the floor. ( Do a guided imagery relaxation)
Now, allow me to explain what guided imagery is and some of it's myths. I will begin
by defining guided imagery or self-hypnosis as I know and understand it . . . Guided Imagery
is whatever you want it to be. It means something different to everyone. Its meaning is as
individual as each one of you. Basically it is a method by which we allow the awareness of our
conscious mind to become quieted, to be set aside, and the awareness of our subconsciousness
mind to come forth and be enhanced which allows us to communicate directly with the
subconscious mind. Another way to say the same thing is " you're in your own world." The
only way we can cause the changes, that we choose to make in our behavior, to become reality,
is to communicate those change directly to our subconscious mind. This is the only place that
you can achieve those changes. It doesn't matter whether the changes are mental, physiological,
or behavioral. It all begins by accessing the subconsciousness directly.
Guided imagery or self-hypnosis like any other form of self-direction is a learned
procedure. It must be practiced on a regular basis to achieve the goals you set for yourself. Just
as an athlete practices everyday to become a champion, Your life is your choice.
You and only you are the master of your choices and the director of your destiny.
Even today, in the 20th century, people continue to think of guided imagery or self
hypnosis as some form of evil or black magic. This stigma has no justification. Guided imagery
is approved as an adjunct to traditional medical practices by the American Medical Association,
and most all religions, including the Catholic Religion as long as it is taught and applied by a
trained professional. I suggest that if you choose to use this caregiving method ask to see the
therapist's credentials and to what professional organization is he or she a member of. And if
you want to check further you can use the therapist's certification number to call the member
organization and request a report on his or her standing.
Guided imagery, in itself, has never cured anyone of anything. But, thousands of
people who have learned how to use the skills of guided imagery, have greatly enhanced their
quality of life and their overall health.
Let me give you some examples of imagery or self-hypnosis. Have you ever been
reading a book or watching TV without realizing what was going on about you? Someone may
be talking to you, but you are totally unaware of their words. When traveling, have you ever
gone beyond your destination or missed a familiar turn-off because you were thinking of
something else. Have you ever driven to someplace, and upon arriving, don't remember the
route you took? Have you ever read several pages in a book and don't remember what you just
read? And last, the simplest form of guided imagery is day dreaming, something we've all
done.
Next let me provide you with answers to some of the most common misconceptions
about guided imagery:
1. During guided imagery no one can suggest or command you do to anything that you do not
agree to or want to do. You will either return to conscious awareness immediately or simply
ignore the suggestion or command.
2. During guided imagery you will not go to sleep or be unconscious. During the guided
imagery process you will have allowed yourself to detach from the normal state of conscious
awareness, and you will hear every word , and remember what was said, if you choose to. A
person may drift from the guided imagery state into sleep and then awaked when appropriate or
when someone awakens them. When this occurs the person is no longer in the guided imagery
state. Guided imagery and sleep are two different states.
3. There are no recorded cases to substantiate the belief that a person may not come out of the
guided imagery or hypnotic state.
4. A post hypnotic suggestion can last only for as long as you allow it to. Only you have
control over your thoughts.
5. The more intelligent and imaginative a person is, the easier it is for him or her to learn
guided imagery.
6. Guided imagery has nothing to do with religion. It is neither anti-religious nor pro-religious.
It is learned skill for healing your mind, body, and emotions.
7. Guided imagery can be very successful even if the person can only achieve a light level of
mental abstraction.
8. In the state of Louisiana there has never been a lay hypnotherapist accused or convicted of
malpractice or unethical procedures.
9. How long does it take to become effective? That depends on several things. I will mention
a few . . . because it would take hours to explain all of the variables . . . Many simple problems,
such as, learning to relax can be accomplished within a few hours . . . other more complicated
problems, such as the techniques and skills required to bring on hypnoanesthesia, hypnobirthing
or autogenics may require two or more months of training. If there is no improvement, not even
some positive results, to your problem within six weeks I recommend that either the guided
imagery program or the therapist be changed.
 If you encounter a hypnotherapist who promises to cure you, don't walk, run away as
fast as you can. A hypnotherapist cannot cure you of a habit, cannot make you quit smoking or
eating or anything else.
What we do is teach you how to use the tools you were born with to change the
changeable behavior you want to chance. We provide you with the map but you and only you
have to make the journey to the end of your rainbow.
Even in my profession, as hard as it may be to believe, there are good and not so good
hypnotherapist. Unfortunately, even the best are not always successful with everyone they
work with, for many reasons. The most important one being personality differences, because
rapport is critical to success.
The keys to the success of guided imagery are:
1. You must want the problem to be resolved because of your reasons alone. Not because your
wife, significant other, child, or relative wants you to.
2. You must believe that Guided imagery can help you resolve your problem.
3. You must be willing to practice and use the guided imagery suggestions a regular basis.
Guided imagery is like learning to ride a bicycle, the more you practice the more effective it is.
Guided imagery is also a learned skill, just like reading and writing.
Now lets take a few minutes to allow me to demonstrate how a guided imagery
relaxation tape can reduce or eliminate the tension in your daily lives if you use it . Just as you
did before, To begin allow yourself to uncross your arms and place your hand in your lap, then
place both feet on the floor. ( Do a guided imagery relaxation)
GUIDED IMAGERY LECTURE: Gaspare J. Birbiglia: Good morning, good
afternoon, good evening, whichever applies to each one of you lovely people who have come
here tonight . . . I would like to talk with you about the benefits of guided imagery and how it
can help our children . . . First let me introduce myself, My name is Dr. Gaspare Birbiglia,
also known as, Uncle Benny the story teller, to the young children . . . All of my work is
designed to be an adjunct to traditional medical practices as you will see . . . If anyone has a
question during my talk just raise your hand and I will acknowledge you . . . But don't be
surprised if the answers don't match your questions . . . As one gets older one tends to loose
track of the questions.
Therefore, let me begin by defining guided imagery or self-hypnosis as I know and
understand it . . . What is Guided Imagery? Guided Imagery is whatever you want it to be.
It means something different to everyone. Its meaning is as individual as each one of you.
Basically it is a method by which we allow the awareness of our conscious mind to become
quieted, to be set aside, and the awareness of our subconsciousness mind to come forth and be
enhanced which allows us to communicate directly with the subconscious mind. Another way
to say the same thing is " you're in your own world." The only way we can cause the changes,
that we choose to make in our behavior, to become reality, is to communicate those change
directly to our subconscious mind. This is the only place that you can achieve those changes.
It doesn't matter whether the changes are mental, physiological, or behavioral. It all begins by
accessing the subconsciousness directly.
 Guided imagery like any other form of self-direction is a learned procedure. It must
be practiced on a regular basis to achieve the goals you set for yourself. Just as an athlete
practices everyday to become a champion. Your life is your choice. You and only you are the
master of your choices and the director of your destiny.
Lets take a couple of minutes to relax, let me teach you how you can take just ten
minutes and become very relaxed. For those of you who wish to take
advantage of this relaxation program just follow my suggestions, the rest of you can just relax
and watch. ( Do a guided imagery relaxation)
ABOUT GUIDED IMAGERY : Even today, in the 20th century, people continue to
think of guided imagery or hypnosis as some form of evil or black magic. This stigma has no
justification. Guided imagery is approved as an adjunct to traditional medical practices by the
American Medical Association, and most all religions, including the Catholic Religion as long
as it is taught and applied by a trained professional. I suggest that if you choose to use this
caregiving method ask to see the therapist's credentials and to what professional organization
is he or she a member of. And if you want to check further you can use the therapist's
certification number to call the member organization and request a report on his or her
standing.
Guided imagery, in itself, has never cured anyone of anything. But, thousands of people
who have learned how to use the skills of guided imagery, have greatly enhanced their quality
of life and their overall health.
Let me give you some examples of imagery or self-hypnosis. Have you ever been reading
a book or watching TV without realizing what was going on about you? Someone may be
talking to you, but you are totally unaware of their words. When traveling, have you ever
gone beyond your destination or missed a familiar turn-off because you were thinking of
something else. Have you ever driven to someplace, and upon arriving, don't remember the
route you took? A person not feeling pain, although hurt, when engaged in a sporting event or
crisis situation; an injured child's response to a mother's suggestion that a kiss will make it
better, and just using your imagination is an everyday form of guided imagery. Have you ever
read several pages in a book and don't remember what you just read? And last, the simplest
form of guided imagery is day dreaming, something we've all done.
Next let me provide you with answers to some of the most common misconceptions about
guided imagery:
1. During guided imagery no one can suggest or command you do to anything that you do
not agree to or want to do. You will either return to conscious awareness immediately or
simply ignore the suggestion or command.
2. During guided imagery you will not go to sleep or be unconscious. During the guided
imagery process you will have allowed yourself to detach from the normal state of
consciousness, you will hear every word , and remember what was said, if you choose to. A
person may drift from the guided imagery state into sleep and then awaked when appropriate
or when someone awakens them. When this occurs the person is no longer in the guided
imagery state.
3. There are no recorded cases to substantiate the belief that a person may not come out of
the hypnotic state.
4. A post hypnotic suggestion can last only for as long as you allow it to. Only you have
control over your thoughts.
5. The more intelligent and imaginative a person is, the easier it is for him or her to learn
guided imagery.
6. Guided imagery has nothing to do with religion. It is neither anti-religious nor pro-
religious. It is a healing modality.
7. Guided imagery can be very successful even if the person can only achieve a light level of
mental abstraction.
8. How long does it take to become effective? That depends on several things.
I will mention a few . . . because it would take hours to explain all of the variables . . . Many
simple problems, such as, learning to relax can be accomplished within a few hours . . . other
more complicated problems, such as habits, may require two to three months . . . if there is no
improvement, not even some positive results, to your problem within six weeks I recommend
that either the guided imagery program or the therapist be changed.
Even in my profession, as hard as it may be to believe, there are good and not so good
hypnotherapist. Unfortunately, even the best are not always successful with everyone they
work with for many reasons. The most important one being personality differences, because
rapport is critical to success.
9. The key to the success of guided imagery is;
1. You must want the problem to be resolved because of your reasons alone.
2. You must believe that Guided imagery can help you resolve your problem.
3. You must be willing to practice and use your guided imagery program on a
regular basis. Guided imagery is like learning to ride a bicycle, the more you
practice the more effective it is. Guided imagery is a learned skill just like
reading and writing.
INTRODUCTION TO IMAGERY AND SELF-ACCEPTANCE: Guided imagery
and self-acceptance are educational tools, used to teach individuals how to use their mind's
power and strength to improve their quality of life, physically, mentally and emotionally.
This is accomplished, basically, by teaching the individual how to focus completely on one
problem at a time and to use all of the mind's power to seek a positive resolution by way of
positive thinking, acceptable visualization, and positive suggestion.
Each of us uses imagery several times each day without being aware of it. Examples
of this were given earlier. Everything you think and feel reflects who you are. If you think
and feel from a superficial level of awareness, that is who you are. To delve deeper into
yourself, and hopefully, get to that place where you can experience inner-peace, you have to
follow the path of your choosing and no other. Someone who feels unloved can learn self-
love, but he/she will have to work through the layers of resistance that blocks the feeling of
pure love. Your present emotions reflect the present state of your nervous system with all its
past imprints. Whenever you have an experience, these imprints enter into your response,
which means that most of your reactions are echoes from the past. Most of us do not really
live in the present.
Reacting in the present is where the search for your true self begins. Your emotions
are the most present - centered reactions to your thoughts. An emotion is a thought linked to a
sensation. The thought is usually about the past or the future, but the sensation is in the
present. This is the area where imagery and self-acceptance is most effective.
Your thoughts can effect all of the functions of your body. Worry thoughts trigger
changes in the stomach that in time can led to physical problems. Anger thoughts stimulate
your adrenal glands and the increased adrenaline in the blood stream causes many changes.
Anxiety and fear thoughts affect your pulse rate.
What is expected tends to be realized. The brain and the nervous system respond only
to mental images. It does not matter if the image is self-induced or from the external world.
The mental image formed becomes the blueprint, and the subconscious mind uses every
means at its disposal to carry out the plan. Worrying is a form of programming a picture of
what we don't want. And the subconscious mind will act on fulfilling the pictured situation.
Our physical health is largely dependent upon our mental expectancy. Physicians
recognize that if a patient expects to remain ill, paralyzed, helpless, or even to die, the
expected condition tends to be realized. Imagination is more powerful than knowledge when
dealing with your own mind or the mind of another.
This is an important rule to remember when using guided imagery or self-acceptance.
Reason is easily overruled by imagination. In using guided imagery and self-acceptance, we
can form visualizations in the subconscious mind, which can remove, alter, or amend the old
ideas. (Do the apple or lemon demo)
Opposing ideas cannot be held at one and the same time. This does not mean that
more than one idea cannot be remembered or harbored in your memory, but it refers to the
conscious mind recognizing an idea as a correct or a dominant idea. However, one cannot
escape the conflict and it's effect upon his/her nervous system that is caused by trying to hold
opposing ideas simultaneously. (Tell the story of the yellow pencil.)
Once an idea or thought as been accepted by the subconscious mind, it remains until its
replaced by another idea. The companion rule to this is, the longer the idea or thought
remains, the more opposition there is to replacing it with a new one.
The longer it is held, the more it tends to become a fixed habit of thinking. This is how habits
of action are formed, both good and bad.
An emotionally induced symptom tends to cause organic changes if it last long
enough. It has been acknowledged by many reputable medical men that more than seventy
percent of human ailments are functional rather than organic. This means that the function of
an organ or other part of the body can been disturbed by the reaction of the nervous system to
negative ideas held in the subconscious mind. Therefore, if you continue to fear ill health,
constantly talk about your "nervous stomach" or "tension headaches," in time organic changes
will occur.
When dealing with the subconscious mind and its functions the greater the conscious
effort, the less the subconscious response.
This proves why "will - power" doesn't exist! If you have insomnia, you've learned
"the harder you try to go to sleep the more wide awake you become." The rule is, when
dealing with the subconscious mind, "take it easy." This means you must work to develop a
positive mental expectancy that your problem can be and will be solved. As your faith in your
subconscious mind increases you learn to "let it happen" rather than trying to "force it to
happen." Guided imagery and self-acceptance can help you achieve this goal.
We all have state dependent memory, learning, and behavior (SDMLB). The process
of state dependent memory, learning, and behavior begins at birth. Every observation,
throughout our life, that we experience through one of our five senses, is registered in our
subconscious mind along with the causing event and our reaction or action.. Therefore,
whenever we experience that same situation our subconscious mind will instruct us to react
the same way we did the first time.
This automatic state dependent memory, learning, and behavior can be changes by
learning how to use guided imagery and self-acceptance. If you want to make a change, if
you believe it will happen, and if you are willing to do the work to make it happen, it will
happen. By being willing to learn how to use the tools available through guided imagery and
self-acceptance you can cause positive changes to your life which will enhance your quality of
life and your overall health. In 1958, the American Medical Association authorized the use of
Hypnosis as an alternative form of treatment by persons who are trained to do so. Also, the
American Medical Association made a study several years ago that determined that guided
imagery and hypnosis can be 78% effective for the resolution of habits such as smoking.
What is rarely stated is the fact that, just like aspirin can't resolve everyone''s headache,
hypnosis won't resolve everyone's problems.
Everyone was born with the tools to make the positive changes needed or wanted in
their life. Introspect can teach you how to use them if you believe in them and want to do
what it takes to learn.
WHO IS INTROSPECT, L.L.C. ? My wife and I are dedicated to the education of
adults and children by way of individual and group instruction and seminars through her
company called Introspect. Teaching individuals how they can enhance their total quality of
life, (mind, body and emotions), by learning how to use the skills of guided imagery and self-
acceptance. Our teachings include the use of these tools as an adjunct to, and together with,
traditional medical practices. The introspect teachings and products are not intended or
designed to be used as a substitute for traditional medical and/or mental practices or
interventions.
It is our goal to teach people to assume responsibility for their quality of life. In doing
so, they can learn to change the area of their life which they choose to change. In doing so,
they will be allowing themselves to develop self confidence, self esteem, self love, and inner
peace to enhance their overall well-being. They will also learn, that they can only change the
changeable areas of their life and environment.
Then, by becoming more aware of these areas, the desire to change the unchangeable
will be resolved. With this knowledge they will be better able to understand and accept the
differences between them. Furthermore, we wish to teach individuals that they and only they
are responsible for the quality of their lives through their choices, thoughts, and actions in the
here and now.
Our services are only provided by consult request or physician's authorization.
[ Use with discretion] The programs available at this time are for the abatement or resolution
of stress, tension, and anxiety, the abatement or resolution of habits,(smoking, eating, and
substance abuse), coping with pain associated with chronic pain, trauma, invasive medical
procedures, non-invasive medical treatment, disease, and catastrophic illnesses, and fear of
medical and dental procedures.]
CHILDREN: Now let me speak specifically about children . . . First let me define who I
consider children . . . when I refer to children I am referring to young people ages 5 to 15
years old . . . I believe as parents and guardians we tend to loose sight of how important
learning is to a child . . . Many adults don't realize that a child is born into this world with a
blank slate . . . that is virtually without any information in his or her subconscious memory. . .
There is some discussion among scientist as to just when a child starts learning . . . Some say
while in utero and others say at birth . . . that is a lecture all of it's own. . . but for now let's
continue with the subject at hand . . . and for the purposes of this lecture lets assume that
learning begins at birth . . . Therefore, at birth the subconscious mind begins to input and store
all of the information that is being gathered by the five senses; hearing, feeling, seeing,
smelling, and tasting . . . Researchers tell us, that at or about the age of four, a person's
personality has developed. . . If this is true let's back up for a minute . . . How does a child
learn . . . he or she learns through all of his or her senses . . . Just what does that mean . . . It
means that when a child touches something the feel of that object or material is recorded in his
or her subconscious mind . . . whether or not the feeling is pleasant or not . . . Why? Well so
that the next time the child sees that same object or material he or she will know if it is okay
to touch it . .. You see . . . the subconscious mind does a comparison between what the senses
input and what is stored in long term memory . . . and tells us through our thoughts and our
senses what we may expect to experienced . . . One of the problems that many children have
is that they have not been able to explore and use their senses to gather the wide variety of
information needed to make life enhancing decisions . . .
Let me put it into an adult prospective . . . Just imagine if you will, that if you, as an
adult had never heard of, or seen a kitchen stove . . . and one day you are standing in
someone's kitchen next to the stove talking . . . and maybe you are talking for a while . . . so,
you reach out to lean on the stove . . . now having never seen one . . . your subconscious mind
has no information to compare as far as danger is concerned . . . therefore, If you've never
seen one or been exposed to one you would not know that a stove could be hot and cause you
serious injury . . . so you might just lean on the stove without any fear of injury . . . I can
assure you that if the stove is hot and you are injured you will be very careful about leaning on
a stove in the future and that experience will be a permanent resident of your long term
memory . . . then each time that situation presents itself you will be aware of the message of
caution presented by your subconscious mind and you will listen . . .
Just as we learn about being cautious when touching a stove through the use of our
senses, a child learns about the environment he or she lives within . . . Parents, are not the
only source of information from which a child learns . . . I am sure that you are aware of all of
the sources that a child can get information from . . . TV, neighbors, siblings, friends, school
mates, teachers, books and etc.
Let me digress for a moment and relate an old story about a child watching her mother
cooking a roast . . . The mother took the roast and washed it, set it down and then cut a piece
off of the end and put it in the trash . . . Then she proceeded to season it , placing it in a
roasting pan and put it in the oven to cook . . . The young girl ask, "Mother why did you cut
the piece off of the end of the roast and throw it away?" The mother exclaimed, " I really
don't know why but I learned to do that from your grandmother . . . If you really want to
know go an ask your grandmother " . . . The next day the young girl stopped to see her
grandmother after school and told her what she saw her mother do while preparing to cook a
roast . . . She then told her grand mother that when she ask her mother why she cut a piece off
of the roast her mother told her that she didn't know and that she learned it from her
mother . . . and that if she wanted to know why she should ask her grandmother . . . The
grandmother began to laugh and said, "When your mother was a young girl and was watching
me cook the reason I cut off a piece of the roast was because I never had a pan large enough
for a roast to fit in." This is a prime example of how we learn irrational habits and past them
on to our children.
Here is the important part of the child's learning that we as parents or guardians seem
to loose track of . . . When a child's exhibits unacceptable behavior we need to do more than
just say something like , "Don't do that," "stop," or " If you don't stop I'll punish you." We
need to find out why, yes why, the child acted in such a manner . . . Understand, that a child's
action, is the product of irrational learning which in his or her perception and subconscious
memory comparison to be unacceptable behavior . . . Remember a child isn't born with
unacceptable behavior . . .
For example, if a child takes a toy from another child and that child hits the child who
took the toy . . . both actions are learned behavior . . . Maybe he or she learned this behavior
by watching the reactions of other children . . . or possibility his or her own family
members . . . TV . . . or those within his or her social environment . . . in any case this is a
learned behavior that can be changed if we take the time to understand "why" and take
corrective action.
Let me give you a couple of examples of how suggestions affect our lives.
( do the okay demo, the lemon demo, the finger magnet, or the apple demo.)
We as parents and hypnotherapists need to understand that all of our actions and
reactions are the result of our thoughts and perceptions which comes from the stored
information within our subconscious mind. For Example, if some one accidently steps on
your foot and your stored information brings forth thoughts of aggression you will more than
likely become aggressive toward that person, but, on the other hand if your stored information
brings forth thoughts of, even though it hurts it was an accident, you would most likely just
walk away from the incident. Most of us are unaware of the many suggestions that enter our
minds every minute of the day through all of our senses. Were any of you taught how to be
aware of what your senses are telling you and how to sort the irrational or unacceptable
information? Or do we just stuff everything both acceptable and unacceptable into our mental
library without discretion. If you smell something delicious you may go an eat something
eventhough you are not really hungry or if you see something appealing you may go an buy it
eventhough you know it will blow you budget. All of these things are the result of
suggestions. Before a child reached the age of about seven or so he or she does not have
enough knowledge stored in their subconscious to make the comparisons needed to make
rational decisions for their safety and well being . . . This is where the term, "the age of
reasoning" originated . . . The next step is when the ability of abstract thinking is
developed, at about the age of eleven or twelve . . . and from there we never stop storing
information in our subconscious mind to be used whenever needed . . .
Some of the problems associated with the stored information is that many of the inputs
we take in through our senses are inaccurate . . . such as doing drugs is a good thing . . . or
unhealthy eating habits . . . or the way to settle an argument is to kill the other person . . . or
to look for love from something or someone outside of ourselves rather than within ourselves,
yes these are learned behaviors . . . and these behaviors can be changed . . . if we as
caregivers and parents will take the time to learn how . . . and become aware of our children's
behavior.
One of the basic laws of psychology is that when a person experiences something that
he or she perceives to be pleasant, that person will tend to want to experience that something
again. . . Basically, this is how a habit is born . . . and the more we experience this
pleasurable something the stronger the habit becomes and the harder it is to resolve.
If an irrational action or reaction can be learned it can be unlearned and replaced with
rational actions and reactions . . . if the person want's to . . . This is one of the problems . . .
we as caregivers can't fix or change anyone . . . The person has to want to change and be
willing to do the work necessary to change . . . Our job, as I see it is to give the person all of
the knowledge necessary for them to make rational decisions . . . To guide and teach them,
through example, what the difference between acceptable and unacceptable behavioral actions
and reactions are . . . the resulting consequences of these actions and reactions . . . that he or
she assumes when they act or react in appropriate or inappropriate ways . . .
Remember it took time to learn and develop inappropriate perception and behavior, and
it will take time to resolve it . . . and only the person with the inappropriate perception and
behavior can learn how to and do the work to change it . . . you cannot change it for them or
make them change it . . . You can make them afraid to engage in their inappropriate behavior
because of the consequences you will inflict when you are present . . . but, when you are not
present, the inappropriate behavior will still be their.
One might say how does all of this relate to guided imagery . . . Or better yet, how can
guided imagery help children? Well, the programs I have developed teaches the child to use the
power of his or her mind to search out and make rational decisions . . . To put it in a different
way;
If a child doesn't know how to focus on the school material to be studied, how can we
expect them to learn . . . If a child is anxious or tense when taking an exam or test . . . how can
we expect the child to do well, even if they know the material . . .
If a child doesn't know who they are, how can we expect them to have self-esteem . . .
and to feel useful, wanted and needed. Sometime we forge or lose sight of the fact that children
are intelligent individuals who can learn if we as parents and/or guardians take the time to teach
them the skills needed for life as we know it . . .
If a child's actions are inappropriate, such as having to belong to a gang in order to feel
self worth . . . Where are the people who were responsible for teaching this child how to gain
self worth without having to look to others..
If a child doesn't know how to deal with fear or had learned to be afraid of the dark,
monsters, the doctor or the dentist, how can we expect them not to be afraid and act rational
when in these situations . . .
If a child doesn't know how to help their bodies to stay healthy, how can we expect them
to be healthy . . .
A child can be taught to use the power of his or her mind to help their bodies utilize
their prescribed medication to fight off illnesses. Everything from the common cold to cancer.
You see, if the body has to deal with fear, stress, tension, anxiety, and anger it cant give it's full
attention to healing . . .
 These are just a very few areas where guided imagery can be used to teach children how
to gain the knowledge and rational perceptions needed to grow into a happy and healthy
person . . . I have developed my children's programs to work with the child and his or her
parents or guardians and physician to promote healing and enhance the overall quality of the
child's life.
Now I would like to demonstrate one of my programs . . . For those of you who wish
to participate just relax and follow my suggestions . . . I can assure you that you will enjoy a
very pleasant experience . . . You will also become aware of the benefits of guided imagery
and that there are no side effects when used correctly and for the purposes intended . . . By
teaching a child how to use guided imagery you will be giving him or her a gift of love that
they can use throughout their life and pass it on to their children . . . What a beautiful gift . . .
And now let me share a one of my gifts with you . . .
The program I am going to demonstrate tonight is one I developed to teach over active
children how to tame the lion that roars within them.
PAIN AND GUIDED IMAGERY: By Gaspare J. Birbiglia: Thank you very much
for those kind words. Good evening, I would like to thank each and every one for coming here
tonight in hopes of gaining some knowledge about how you can benefit by learning how to use
guided imagery, as an adjunct to traditional medical practices and interventions, and to help
with the reduction and management of pain . . . All of my work is designed to be an adjunct to
traditional medical practices as you will see . . . If anyone has a question during my talk just
raise your hand and I will acknowledge you . . . But don't be surprised if the answers don't
match your questions . . . Because as one gets older one tends to loose track of the questions
and sometimes the answers.
Therefore, let me begin by defining guided imagery or self-hypnosis as I know and
understand it . . . What is Guided Imagery? Guided Imagery is whatever you want it to be. It
means something different to everyone. Its meaning is as individual as each one of you.
Basically it is a method by which we allow the awareness of our conscious mind to become
quieted, to be set aside, and the awareness of our subconsciousness mind to come forth and be
enhanced which allows us to communicate directly with the subconscious mind. Another way
to say the same thing is " you're in your own world." The only way we can cause the changes,
that we choose to make in our lives to become reality, is to communicate those change directly
to our subconscious mind. That is the only place that you can achieve those changes. It doesn't
matter whether the changes are mental, physiological, or behavioral. It all begins by accessing
the subconsciousness directly.
Guided imagery or self-hypnosis like any other form of self-direction is a learned
procedure. It must be practiced on a regular basis to achieve the goals you set for yourself. Just
as an athlete practices everyday to become a champion. Your life is your choice. You and
only you are the master of your choices and the director of your destiny.
Now, Lets take a couple of minutes to relax, and let me teach you how you can take just
ten minutes to become very relaxed and how by allowing yourself to relax you can reduce or
eliminate the stress, tension, and anxiety that can cause pain to become unbearable. For those
of you who wish to take advantage of this relaxation program just follow my suggestions, the
rest of you can just relax and listen.
Before I begin let me explain why this is so important to you. your mind and body are
a very complicated and complex network which works in a rhythmic order. When stress,
tension, anxiety, and fear are introduced into your mind and body the communications needed
to fight and defeat harmful invaders that can cause you grave illnesses are not provided. The
normal operations of your body are altered to deal with the stress, tension, anxiety and fear.
When this happens even your prescribed medication is not utilized to its full potential, your
distress is prolonged, and for many their level of stress increases which increases their distress
and their illness. The results of many research scientist tell this story over and over in a book
called the "Handbook of Stress and Human Immunity. Now that I gave you a glimpse into why
the resolution of stress, tension, anxiety, and fear are detrimental to your well being lets take a
few minutes to relax . . . (Do a guided imagery relaxation)
ABOUT GUIDED IMAGERY: Even today, in the 20th century, people continue to
think of guided imagery or self hypnosis as some form of evil or black magic. This stigma has
no justification. Guided imagery is approved as an adjunct to traditional medical practices by
the American Medical Association, and most all religions, including the Catholic Religion, as
long as it is taught and applied by a trained professional. I suggest that if you choose to use this
caregiving method ask to see the therapist's credentials and to what professional organization is
he or she a member of. And if you want to check further you can use the therapist's
certification number to call the member organization and request a report on his or her standing.
Guided imagery, in itself, has never cured anyone of anything. But, thousands of
people who have learned how to use the skills of guided imagery, have greatly enhanced their
quality of life and their overall health.
Let me give you some examples of imagery or self-hypnosis. Have you ever been
reading a book or watching TV without realizing what was going on about you? Someone may
be talking to you, but you are totally unaware of their words. When traveling, have you ever
gone beyond your destination or missed a familiar turn-off because you were thinking of
something else. Have you ever driven to someplace, and upon arriving, don't remember the
route you took? A person not feeling pain, although hurt, when engaged in a sporting event or
crisis situation; an injured or a child's response to a mother's suggestion that a kiss will make it
better. Have you ever read several pages in a book and don't remember what you just read?
And last, the simplest form of guided imagery is day dreaming, something we've all done.
Next let me provide you with answers to some of the most common misconceptions
about guided imagery:
1. During guided imagery no one can suggest or command you do to anything that you do not
agree to or want to do. You will either return to conscious awareness immediately or simply
ignore the suggestion or command.
2. During guided imagery you will not go to sleep or be unconscious. During the guided
imagery process you will have allowed yourself to detach from the normal state of conscious
awareness, and you will hear every word , and remember what was said, if you choose to. A
person may drift from the guided imagery state into sleep and then awaked when appropriate or
when someone awakens them. When this occurs the person is no longer in the guided imagery
state. Guided imagery and sleep are two different states.
3. There are no recorded cases to substantiate the belief that a person may not come out of the
guided imagery or hypnotic state. You will return to full conscious awareness just as you do
when you are day dreaming.
4. A post hypnotic suggestion can last only for as long as you allow it to because only you have
control over your thoughts.
5. It has been found that the more intelligent and imaginative a person is, the easier it is for him
or her to learn guided imagery.
6. Guided imagery has nothing to do with religion. It is neither anti-religious nor pro-religious.
It is learned skill for healing your mind, body, and emotions.
7. Guided imagery can be very successful even if the person can only achieve a light level of
mental abstraction.
8. In the state of Louisiana there has never been a hypnotherapist accused or convicted of
malpractice or unethical procedures.
9. How long does it take to become effective? That depends on several things. I will mention
a few . . . because it would take hours to explain all of the variables . . . Many simple problems,
such as, learning to relax can be accomplished within a few hours . . . other more complicated
problems, such as the techniques and skills required to bring on hypnoanesthesia, hypnobirthing
or autogenics may require two or more months of training. If you choose to learn guided
imagery and there is no improvement, not even some positive results, to your problem within
six weeks I recommend that either the guided imagery program or the therapist be changed.
Even in my profession, as hard as it may be to believe, there are good and not so good
hypnotherapist. Unfortunately, even the best are not always successful with everyone they
work with, for many reasons. The most important one being personality differences, because
rapport is critical to success. When looking for a Hypnotherapist, or any medical professional,
look until you find one that you feel comfortable, safe, confident with.
The keys to the success of guided imagery are:
1. You must want the problem to be resolved because of your reasons alone. Not because your
wife, significant other, child, or relative wants you to.
2. You must believe that Guided imagery can help you resolve your problem.
3. You must be willing to practice and use the guided imagery suggestions on a regular basis.
Guided imagery is like learning to ride a bicycle, the more you practice the more effective it is.
Guided imagery is also a learned skill, just like reading and writing.
INTRODUCTION TO IMAGERY AND SELF-ACCEPTANCE: Guided imagery
and self-acceptance are educational tools, used to teach individuals how to use their mind's
power and strength to improve their quality of life, physically, mentally and emotionally. This
is accomplished, basically, by teaching the individual how to focus completely on one problem
at a time and to use all of the mind's power to seek a positive resolution by way of positive
thinking, acceptable visualization, and positive suggestion.
Each of us uses imagery several times each day without being aware of it. Examples of
this were given earlier.
Everything you think and feel reflects who you are. If you think and feel from a
superficial level of awareness, that is who you are. To delve deeper into yourself, and
hopefully, get to that place where you can experience inner-peace, you have to follow the path
of your choosing and no other. Someone who feels unloved can learn self-love, but he/she will
have to work through the layers of resistance that blocks the feeling of pure love. Your present
emotions reflect the present state of your nervous system with all its past imprints. Whenever
you have an experience, these imprints enter into your response, which means that most of
your reactions are echoes from the past. This tells us that most of us do not really live in the
present.
Reacting in the present is where the search for your true self begins. Your emotions are
the most present - centered reactions to your thoughts. An emotion is a thought linked to a
sensation. The thought is usually about the past or the future, but the sensation is in the
present. This is the area where imagery and self-acceptance is most effective.
Your thoughts can effect all of the functions of your body. Worry thoughts trigger
changes in the stomach that in time can led to physical problems. Anger thoughts stimulate
your adrenal glands and the increased adrenaline in the blood stream causes many changes.
Anxiety and fear thoughts affect your pulse rate.
What is expected tends to be realized. The brain and the nervous system respond only
to mental images. It does not matter if the image is self-induced or from the external world.
The mental image formed becomes the blueprint, and the subconscious mind uses every means
at its disposal to carry out the plan. Worrying is a form of programming a picture of what we
don't want. And the subconscious mind will act on fulfilling the pictured situation.
Our physical health is largely dependent upon our mental expectancy. Physicians
recognize that if a patient expects to remain ill, paralyzed, helpless, or even to die, the expected
condition tends to be realized. Imagination is more powerful than knowledge when dealing
with your own mind or the mind of another.
This is an important rule to remember when using guided imagery or self-acceptance.
Reason is easily overruled by imagination. In using guided imagery and self-acceptance, we
can form visualizations in the subconscious mind, which can remove, alter, or amend the old
ideas. (Do the apple or lemon demo)
Opposing ideas cannot be held at one and the same time. This does not mean that more
than one idea cannot be remembered or harbored in your memory, but it refers to the conscious
mind recognizing an idea as a correct or a dominant idea. However, one cannot escape the
conflict and it's effect upon his/her nervous system that is caused by trying to hold opposing
ideas simultaneously. (Tell the story of the yellow pencil.)
Once an idea or thought as been accepted by the subconscious mind, it remains until its
replaced by another idea. The companion rule to this is, the longer the idea or thought remains,
the more opposition there is to replacing it with a new one. The longer it is held, the more it
tends to become a fixed habit of thinking. This is how habits of action are formed, both good
and bad.
An emotionally induced symptom tends to cause organic changes if it last long enough.
It has been acknowledged by many reputable medical men that more than seventy percent of
human ailments are functional rather than organic. This means that the function of an organ or
other part of the body can been disturbed by the reaction of the nervous system to negative
ideas held in the subconscious mind. Therefore, if you continue to fear ill health, constantly
talk about your "nervous stomach" or "tension headaches," in time organic changes will occur.
When dealing with the subconscious mind and its functions, the greater the conscious
effort, the less the subconscious response. This proves why "will - power" doesn't exist! If you
have insomnia, you've learned "the harder you try to go to sleep the more wide awake you
become." The rule is, when dealing with the subconscious mind, "take it easy." This means you
must work to develop a positive mental expectancy that your problem can be and will be
solved. As your faith in your subconscious mind increases, learn to "let it happen," rather than
trying to "force it to happen." Guided imagery and self-acceptance can help you achieve this
goal.
We all have state dependent memory, learning, and behavior (SDMLB). The process of
state dependent memory, learning, and behavior begins at birth. Every observation, throughout
our life, that we experience through one of our five senses, is registered in our subconscious
mind along with the causing event and our reaction or action. Therefore, whenever we
experience that same situation our subconscious mind will instruct us to react the same way we
did the first time.
This automatic state dependent memory, learning, and behavior can be changes by
learning how to use guided imagery and self-acceptance. If you want to make a change, if you
believe it will happen, and if you are willing to do the work to make it happen, it will happen.
By being willing to learn how to use the tools available through guided imagery and self-
acceptance you can cause positive changes to your life which will enhance your quality of life
and your overall health. In 1958, the American Medical Association authorized the use of
Hypnosis. The American Medical Association also made a study several years ago that
determined that guided imagery and hypnosis can be 78% effective for the resolution of habits
such as smoking. What is rarely stated is the fact that, just like aspirin can't resolve everyone''s
headache, hypnosis won't resolve everyone's problems. Guided imagery and hypnosis are not
magic bullets. (GO TO ROAST STORY)
WHO IS INTROSPECT, L.L.C. ? Now its time for a short commercial. My wife and I
are dedicated to the education of adults and children by way of individual and group instruction
and seminars through her company called Introspect. Teaching individuals how they can
enhance their total quality of life, (mind, body and emotions), by learning how to use the skills
of guided imagery and self-acceptance. Our teachings include the use of these tools as an
adjunct to, and together with, traditional medical practices. The introspect teachings and
products are not intended or designed to be used as a substitute for traditional medical and/or
mental practices or interventions.
It is our goal to teach people to assume responsibility for their quality of life. In doing
so, they can learn to change the area of their life which they choose to change. In doing so,
they will be allowing themselves to develop self confidence, self esteem, self love, and inner
peace to enhance their overall well-being. They will also learn, that they can only change the
changeable areas of their life and environment.
Then, by becoming more aware of these areas, the desire to change the unchangeable
will be resolved. With this knowledge they will be better able to understand and accept the
differences between them. Furthermore, we wish to teach individuals that they and only they
are responsible for the quality of their lives through their choices, thoughts, and actions in the
here and now.
[ Use with discretion] Our services are only provided by consult request or physician's
authorization. The programs available at this time are for the abatement or resolution of stress,
tension, and anxiety, the abatement or resolution of habits,(smoking, eating, and substance
abuse), coping with pain associated with chronic pain, trauma, invasive medical procedures,
non-invasive medical treatment, disease, and catastrophic illnesses, and fear of medical and
dental procedures.] Suggestion How important are everyday suggestions in our lives? Let
me give you a couple of examples of how suggestions affect our lives. ( do the okay demo, the
lemon demo, the finger magnet, or the apple demo.) We need to understand that all of our
actions and reactions are the result of our thoughts and perceptions which comes from the
stored information within our subconscious mind. For Example, if some one has told you that a
particular medical procedure will cause a great deal of pain when you undergo that procedure
you will be expecting to experience a great deal of pain and will most probably experience a
great deal more than there is. On the other hand, if you were told that the medical procedure
was mildly uncomfortable, you may experience some degree of discomfort but no where near
the level you would if you were expecting the worse. As we mature and get older we
store all of these suggestion, both rational and irrational, good and bad, in our subconscious
mind. So that whenever you experience or encounter anything your subconscious mind will
seek the information you have stored, compare it with the information being provided by your
senses and bring a thought forward which will initiate a response and a feeling. Most of the
time the response and feeling happens so fast that you are not aware of the initiating thought.
Were any of you taught how to be aware of what your senses are telling you and how to
sort the irrational or unacceptable information? Or do we just stuff everything both acceptable
and unacceptable into our mental library without discretion. If you smell something delicious
you may go an eat something eventhough you are not really hungry or if you see something
appealing you may go an buy it eventhough you know it will blow you budget. All of these
things are the result of suggestions.
Suggestions can be deadly. If you over hear someone saying that the illness you are
experiencing could kill you and you believe it and expect it, there is a great possibility that it
will. Because, remember that your mind and body will do everything to provide you with what
you believe and want.
Some of the problems associated with the stored information is that many of the inputs
we take in through our senses are inaccurate . . . Such as going to the dentist is unbearably
painful . . . Going to the doctor is unpleasant . . . I can't do anything about my pain and
discomfort . . . fortunately these are learned behaviors . . . If an irrational action or reaction
can be learned it can be unlearned and replaced with rational actions and reactions . . . if the
person chooses, believes, and takes the time to learn how . . .
How does all of this relate to the reduction or management of pain? Well, lets explore
this.
First, let me state that pain is not always a bad thing. Pain tells us when something
needs to be taken care of. Pain usually lets us know that if we don't have the problem taken
care of its going to hurt a great deal more before it gets better. So for that reason alone, I will
not attempt to help anyone to learn to reduce their pain without their physician's authorization.
For example if a person came to me to learn how to reduce headache pain. I would require the
person to see a physician first because I would not know if the headache pain was related to a
tumor or some other pathology and I could conceivable cause more harm than good. That's not
what trained hypnotherapist do. What I am trying to say is that when a Hypnotherapist ask you
to obtain your physician's concurrence to learn guided imagery it is not meant to cause you
additional distress but simply to ensure that what the hypnotherapist is providing is not at odds
with your physician's treatment plan. Remember, that hypnosis and guided imagery are an
adjunct to traditional medical care.
Now lets see how guided imagery can help reduce pain. To begin with, lets look at the
person who experiences asthma or allergic reactions. When that person experiences difficulty
in breathing, shortness of breath, watering and itchy eyes, a runny nose, tightening of the chest
muscles, and even a rash I would say that this person is in distress and feeling very vulnerable.
This person will also experience stress, tension, and anxiety. The longer the symptoms linger
the more stress, tension, and anxiety will be experienced and the worse the symptoms will
appear. This is a vicious cycle that the medication is not designed to resolve. The medication
can resolve the symptoms of the asthma or allergic reaction but until the stress cycle is broken
the person will continue to feel distressed even after the asthma or allergic reaction has been
resolved. And this is where guided imagery can be of great help.
Next, lets look at arthritis. Many forms of arthritis are very painful. Ostia and
rheumatoid arthritis being the most common and very painful forms. Some Individuals with
arthritis experience very painful spasms, especially in the spinal area. When these spasms occur
there is a great deal of pain, and without a doubt, the cycling action of the pain creates stress,
tension, and anxiety which causes the muscles to contract and spasm even more, causing more
pain. When this occurs, the level of pain killing drugs needed to reduce the pain and stop the
stress cycling can be larger than a person can safely take. The only alternative many are told is
that, "nothing more can be done, you will just have to learn to live with the pain and just grin
and bare it." There is no doubt in my mind that the techniques of autogenics, hypnoanesthesia
and guided imagery can make a very big difference in the quality of life for these individuals.
Let me talk about going to surgery. Research into the use of guided imagery before,
during, in recovery, and after surgery have indicated very positive results. The research showed
that patients who are relaxed and have a positive outlook before going into surgery require less
anesthesia and develop less complications. The studies also indicate that these patients heal and
return to a healthily existence more rapidly then those who enter invasive medical and surgical
procedures while experiencing stress, tension, anxiety and fear. I can assure that guided
imagery can be a great positive addition to any surgical intervention.
Pain is not always physical. It can be just as devastating when it is emotional. Let me
tell you a story that sounds funny now but when it happened it was very stressful. When my
oldest son was about 7 years old he was terribly afraid of the dentist. Unfortunately I didn't
know what I know now. When it was time to go to the dentist he would climb up into the top
of bunk of his bunk bed and flatten himself into the corner against the wall. I swear he could
make himself as flat as the sheets on his bed. His mother would have to literally peal him off
the wall and drag him into the car. This child would actually tremble and cry all the way to the
dentist's office. When my wife would park the car at the dentist's office my son would slide off
of the seat on to the floor of the car then reach under the dash and grab a hand full of wires and
threaten to yank them out if any one tried to get him out of the car. All of this was after he was
given a tranquilizer two hours earlier. By the time my wife returned home she needed a
tranquilizer. The point of this story is that, today, no one need to suffer this level of stress,
tension and anxiety. And, in many instances, this type of stress cycle can be resolved without
drugs.
What I am explaining to you tonight is nothing new. Some of these techniques were
used during the time of the Romans. Today, there is much research being done in many
medical universities and colleges in the United States and abroad to investigate the mind body
connection. This is a new and exciting area called psychoneuroimmunilogy or psychobiology.
And the results are changing many of the, old etched in stone, treatment theories.
 The United States government has created within the National Department of Health, a
department of alternative medicine, in which there are several research projects being funded to
investigate the use of guided imagery and hypnosis to help in the cure of specific illnesses.
One of the things that is being found is that the stress, tension and anxiety, if
experienced often enough can cause physiological changes within out bodies that result in
illness and sometimes catastrophic illnesses. It has been proven that stress can weaken the
immune system and actually cause defects in cell replication.
Ladies and Gentlemen, today there are alternative and adjunct methods of reducing and
managing your pain no matter what the cause, mental, physical, or emotional, that will enhance
the power of the medication prescribed by your physician, if you want to learn how to use them.
Most individuals with chronic pain can learn to enhance their
total quality of life through the use of guided imagery and self-acceptance. Please, don't
misunderstand me, Guided imagery will not cure the cause of/or the pain itself, but it can
reduce it to a tolerable level.
Unfortunately there are some who don't want to resolve their pain and discomfort. For
some the fear of resolving their pain would mean that they have to let go of an old friend or
may not get to see the people who visit with them, or they may not get the attention they get
with their distress, or they may be alone. For those, whatever their reasons may be, the thought
of giving up their pain is just to scary . And for those individuals, guided imagery will not be
effective. For me, that is saddening.
Ultimately, you and only you are responsible for you quality of life. By accepting this
responsibility, and learning the skills of guided imagery you can learn to change the area of
your life which you choose to change. Then in doing so, you can allow yourself to develop the
self confidence, self esteem, self love, and inner peace you want to enhance your overall health
and well-being. You can also learn, that you can only change the changeable areas of your life
and environment.
Then, by becoming more aware of these areas, the desire to change the unchangeable
will be resolved, and the knowledge to accept your life the way it is will be more
understandable. Then with this knowledge you will be better able to understand and accept the
differences between them and allow self love and self acceptance to grow..
Now, if you will allow me to, I will present to you a relaxation guided imagery that is
designed to reduce a great deal of the stress, tension, anxiety and pain in your life at this
president time. The amount of success you can achieve from this guided imagery is directly
associated to how much you want to achieve. Again, for those of you who want to take
advantage of this relaxation guided imagery just relax and follow my suggestions and those who
do not wish to partake just watch and listen. (Do The Healing Pool)
Page 1A: Let me simplify this mind process. First, someone called this thinking and
doing process we use the mind. No one has been able to locate it, see it, touch it, hear it, smell
it, or taste it. No one really knows how it actually works and what all it is capable of doing.
But, we are learning more and more every day, whatever that means. Some of the mind sayings
are interesting, such as, "I am going out of my mind." How can you go out of something you
have never seen, don't know where it is, and don't know what it looks like? That's the kind of
trash we have in our mind.
The conscious mind is the thinking mind and the subconscious mind is the visual
comparing mind. Only the conscious mind can discriminate.
Whatever you give to the subconscious mind it will store it in memory. The subconscious mind
is not judgmental or discriminatory, and cannot distinguish between right or wrong, acceptable
or unacceptable, good or bad, etc.. It simply accept what you give it. Just like a computer, if
you put garbage in you get garbage out. If you stop putting garbage in you can remove the old
garbage and replace it with rational thoughts then in time you won't have anymore garbage
coming out.. GASPARE "BUDDY" BIRBIGLIA' PROPOSAL FOR GUIDED
IMAGERY SEMINARS: We, at introspect, are requesting authorization to visit with the
patients who are catastrophicly ill within your facility. Specifically, the cardiac, cancer, and
HIV/AIDS patients. The purpose of our visit will be to offer each patient, with the approval of
their attending physician, the opportunity to learn a guided imagery program at no cost. Our
offer is also for the immediate family members who as caretakers have to endure the stress,
anxiety, and fear that is associated with that burdensome responsibility. Our program is not
intended to be in conflict or competition with traditional medical practices. It is offered as an
adjunct to standard medical practices, to enhance the quality of life and health of the individual
patient, providing them with a tool they can use to assume responsibility and control for their
overall well being.
Our programs are designed to teach the individual and/or their family members
techniques, which they can use to cope with, and reduce the effects stress, anxiety, fear, and
tension, brought on by the unknown of the hospital setting and by their illness, medication, and
medical procedures. The programs are original and designed specifically for each individual
adult or child's medical and/or mental situation.
Many of our programs are available on audio cassette. There is no obligation to purchase an
audio cassette program. Our offer to teach the appropriate guided imagery technique is
absolutely free, without any cost to the patient or the facility, and with no obligation to
purchase anything. This program is exactly what we say it is, free, to anyone in your facility
who chooses to avail themselves of our offer. If the patient chooses to purchase one of our
audio cassette programs it will be provided to them at the cost of $4.00 each, which is our
production cost. The audio cassette can be used by the patient when we are not available, or to
reenforce what they have been taught, whenever the patient feels the need.
As you might suspect, we are not a for profit organization. Our offer is not connected
with referring patients to any one outside provider for the purpose of building a practice or for
any other reason. We have only one purpose, that is, to teach individuals how to cope with and
reduce the effects of their serious illness, especially those with limited means.
Our methods are simple. We will come to your facility two or three times each week and visit
with the patients and the family members, explaining what our program is about, and give the
individual and their family members a chance to express their concerns. If the patient and/or
their family members choose to accept our program, he/she is given an
AN ADJUNCT TO TRADITIONAL MEDICAL INTERVENTIONS: Authorization
form for the patient and their physician to sign. Within two days we check with the patient to
see if the consent form has been signed. If the authorization is provided sooner the patient or
physician can contact our office and schedule an earlier session. When our procedure has been
authorized, we immediately begin teaching the patient the appropriate guided imagery, designed
to reduce their concerns and to develop confidence in their physician's diagnoses and medical
intervention of their illness. If the staff has a request for us to visit with a particular patient or
family member, in the emergency trauma unit or within one of the critical care areas, they can
call our office and we will respond as soon as possible.
At this time, our services are only provided on an in-patient basis. We do not provide
home visits. As a point of interest, we carry professional liability insurance through the
American Professional Agency Inc. Any consideration you might give to our free offer to help
patients with catastrophic illness will be greatly appreciated.
The following are descriptions of some areas in which we are presently teaching guided
imagery programs.
Relaxation for the reduction of stress, anxiety and tension. We have developed several
programs to be used in teaching individuals how to cope, reduce, or resolve the stress, anxiety,
and tension in their lives. We teach individuals the important of learning this skill and the
effects of stress in their immune system. Some of the benefits that can be gained from learning
this skill are inner- peace, enhanced immune system, enhanced quality of life and health, and
taking control of your life. One to two sessions are the average number of visits required to
learn these programs.
Headache reduction: There are three main causes for headaches. These causes are
pathology or disease, trauma or injury, and psychological problems. We have several
programs from stress relief to pain management that can be used either as a stand alone
treatment or as an adjunct to medication. Before any headache reduction training program can
be provided, a physician's diagnosis is required to determine the cause of the discomfort. We
would not want to teach an individual how to ameliorate a discomfort that requires medical
intervention to prevent a life threatening problem. One to four sessions are the average number
of visits required to learn these programs.
Weight reduction: It is very important for the individual who wants to reduce his/her
weight to visit his/her physician to determine if the weight gain has been do to a physiological
or psychological problem. Medication may be required to correct a medical cause along with
guided imagery. In some cases guided imagery may be used by itself to resolve the weight
problem. Two to five sessions are the average number of visits required to learn these
programs.
Smoking cessation: For the majority of people smoking is a habit but for a very few it
can be an addiction. For this reason it is important for the individual to have his/her physician
to examine them and diagnose the problem. Individual with a smoking habit can be helped to
quit if and when they are ready by learning our guided imagery smoking cessation program.
This program can also be a positive adjunct to the individual who is diagnosed as being
addicted to nicotine. Two to five sessions are the average number of visits required to learn
these programs.
Learning and test anxiety Many student have benefited by learning how to use our
guided imagery learning and test anxiety program to enhance their study habits and increase
their grade performance. One to two sessions are the average number of visits required to learn
this program.
Amelioration of surgical and medical procedures fear: These programs are not taught to
individuals without the authorization of their physician. The programs are designed to teach
individuals how to reduce or resolve their fear of the surgical or medical procedure they are
about to undergo. It also informs the individual what responsibility they need to assume to
insure a positive outcome and rapid healing. The program reassures the individual that the
medical team will do everything necessary to provide the expected results from the surgical or
medical procedure. One to five sessions are the average number of visits required to learn
these programs.
Reduce the fear of going to the Doctor: This program teaches the adult or child how to
resolve their fear, stress, anxiety, and tension of going to the doctor. It is a big help in reducing
and/or resolving white hypertension. One session is the average number of visits required to
learn this program.
Reduce fear of going to the Dentist: This program teaches the adult or child how to cope
with or resolve their fear, stress, anxiety and tension of going to the dentist. There are two
programs available. One is used prior to seeing the dentist and while in the waiting room, and
the other is to be used during the dental procedure. One session is required to learn this
program.
Learn to break your habits: This program is used with individual who want to learn
how to resolve their substance abuse habit. The program requires a physician's approval or
consult request. This guided imagery approach is taught only to individuals who want to quit
their habituation because they and only they want to. Two to six sessions are the average
number of visits required to learn this program.
Your Pregnancy, delivery, and postpartum can be a fantastic experience. There are
several parts to this program which you can choose from. All of these programs require your
doctor's written approval or consult request. First, there is a program designed to be used
during the pregnancy to help reduce or eliminate morning sickness and its discomfort. Morning
sickness due to your body's hormonal adjustments to you pregnancy. Guided imagery can be a
positive adjunct to help relieve the stress, anxiety, tension and discomfort during this process.
This program can also help to reduce the craving to over eat. The second part of this program
teaches a technique called glove anesthesia which is used to reduce or resolve the pain
associated with backache and the delivery process. This process will not necessarily take the
place of traditional anesthesia but can reduce the amount of chemical anesthesia required. The
third part of this program is designed to deal with the time after delivery where some women
experience a postpartum blues or depression that usually last a short time but can be very
distressful. Depending on which of the programs you chose the average number of visits
required are from one to seven.
Relieving the discomfort of arthritis and muscle spasms: There are several different
types of arthritis therefore we have different programs designed to help according to you
doctor's specific diagnosis. The types of arthritis our programs are designed to help are
osteoarthritis, rheumatoid arthritis, and others where discomfort is involved. To learn the
correct program for your particular type of arthritis will require an average number of two to
six visits.
Reducing and coping with the effect of chemotherapy: The effects of chemotherapy is
almost always accompanied with stress, anxiety, tension, and sometimes pain. Our programs
are designed to help you to reduce and cope with the effects of chemotherapy while allowing
your body to join forces with the medication to destroy the disease attacking your body. Two
to four sessions are the average number of visits required to learn these programs
Coping With Pain
These are a series of programs designed to teach the individual how to reduce or remove
the discomfort associated with chronic or unbearable pain. According to your doctor's advice
this program can be used by itself or as a positive adjunct to a medication regiment. Four to six
sessions are the average number of visits required to learn these programs.
Reducing the effects of asthma and allergies: Asthma and allergy attacks are almost
always accompanies with stress, anxiety, tension and possible pain. It is also a fact that some of
the medication used to treat asthma and allergies cause some individuals to become nervous and
anxious. Our programs were developed as a positive adjunct to the individual doctor's
prescribed medication and to teach the individual how to possibly prevent, reduce and/or
resolve the stress, anxiety, tension and pain associated his/her asthma or allergy. One session is
the average number of visits required to learn this program.
Coping with Catastrophic illness for adults and children: Along with all catastrophic
illness there is a large amount of fear, stress, anxiety, tension, and sometimes pain. So much so
that the body's immune system is impaired to the point of not being able to function as it
should. Our programs are designed to teach the individual how to reduce or resolve the fear,
stress, anxiety, tension and possible pain while continuing to take his/her prescribed medication.
This will allow the body's immune system to join forces with the medication to resolve the
illness. This combination of therapies can enhance the individual's immune system to produce
the chemical agents that can join with the medication to return the individual to a healthy state.
Two to four sessions are the average number of visits required to learn this program.
Reducing the stress, anxiety, and fear of magnetic resonance imagery diagnostic test.
These programs teach the patient how to reduce the claustrophobic feeling and anxiety while
being tested in a magnetic resonance imagery diagnostic machine. One session is the average
number of visits required to learn this program.
Reducing a child's fear of the dark, monsters, doctors, dentist, surgery, and medical
procedures: This program is designed to provide a safe anchor or protector for the child to
become attached to. The "Guardian Angel" or "A Safe Shelter" will help the child cope with
this difficult time in childhood. One session is the average number of visits required to learn
this program.
Reducing the effects of state dependent memory learning and behavior: This program
is designed to help individual change the messages from the past that have controlled their lives.
These state dependent memory, learning, and behavior can be changed if you choose to take
control of your life today. One session is the average number of visits required to learn this
program.
Learn how to enhance your self esteem: This guided imagery program is designed to
help teenagers learn who they are, what they want to be, and how to achieve it. We realize that
this is a very difficult time of life. One session is the average number of visits required to learn
this program.
Teaching the child how to deal with Attention-Deficit Hyperactivity Disorder: Think of
how difficult it is for the child who has attention deficit disorder or who is hyperactive. We
also understand how stressful it is for the caretaker of these children. Therefore, we have a
designed a guided imagery program to help the child cope and reduce the affects of this
problem. It can be used by itself or as an adjunct to prescribed medication. There is also a
program to teach the caregiver how to relieve the stress, anxiety, and tension associated with
caring for a ADHD child. One or two sessions are the average number of visits required to
learn this program.
Helping children to cope with every day illness. Some children complain of being ill
because they have a need for love and attention. Just like you and I need to know that someone
cares. So we designed a program to let the children know that its okay to have a sick day, that
they will feel better quickly and that they are loved. You will be surprised how quick the child
will get well. One session is the average number of visits required to learn this program.
Helping the elderly cope with Parkinson or Alzheimer's disease: There are times when
the elderly person with Parkinson or Alzheimer disease become stressed, anxious, and difficult
to deal with. This program has been used to help relax these individuals and allow them to
calm down. One session visit is the average number of visits required to learn this program.
Hypertension maintenance: We know that the problem of high blood pressure is made
worse when there is stress, anxiety and tension to deal with. Therefore, we have designed a
guided imagery program that teaches the individual how to reduce and maintain a low level of
stress, anxiety and tension. By learning how to do this the individual will enhance their quality
of life and health. One to two sessions are the average number of visits required to learn this
program.
Teaching the cardiac patient how to resolve the stress in their life style: Individuals
who have heart disease or who have had heart surgery know that stress, anxiety and tension can
worsen their condition. Therefore, we have a program that teaches these individuals how to
relax and resolve the stress, tension and anxiety in their lives. If they choose to they can learn
how to change their life style to a more laid back approach. One to four sessions are the
average number of visits required to learn these programs.
Teaching family members and caregivers how to cope with the illness of a loved one: A
great deal of stress, anxiety, and fear become part the daily lives of family members and those
who have taken on the role of caregiver. Our guided imagery programs are designed to reduce
and/or resolve mental and physical overload associated with the care of loved one who has a
catastrophic illness.
Other: We also provide educational seminars and do research and development for
guided imagery programs of specific interest. For information or implementation of our service
please call (504) 889-0604. We are locally owned, based, and managed.
RELAXATION SELF SUGGESTION: By Gaspare "Buddy" Birbiglia:
I fee l calm . . . I feel relaxed . . . I feel in control . . .
I am calm . . . I am relaxed . . . I am in control . . .
I feel safe . . . I feel secure . . . I am letting go . . .
As I let go . . . all of my muscle groups begin to relax . . .
As I relax a beam of sunlight enters my body . . .
And spreads relaxation throughout my body . . .
It reds me of all negative thoughts and feelings . . .
leaving me with positive thoughts and feelings . . .
I feel calm. . . I feel relaxed . . . I feel in control . . .
My subconscious mind is now open and ready to accept
the helpful and beneficial suggestions I am about to hear . . .
And can take this relaxation and allow it to recharge and energize me for the rest of the
evening . Everything that I will learn will sink deep very deep into the subconscious part of my
mind . . .
Anytime that I need to recall anything I heard, read, or saw it will easily come to my mind and I
will be able to use it for the benefit of my client.
I feel calm . . . I feel relaxed . . . I feel in control . . .
I am calm . . . I am relaxed . . . I am in control . . .
Now count forward from one to three and open your eyes feeling wonderful . . .
Its amazing what a short time in self hypnosis can do for you . . .
GETTING RID OF UNWANTED HABITS: By Gaspare J. Birbiglia: Good
evening, I would like to thank each and every one for coming here tonight in hopes of gaining
some knowledge about how you can benefit by learning how to use guided imagery, as an
adjunct to traditional medical practices and interventions, and to help with the reduction or
elimination of your habit . . . All of my work is designed to be an adjunct to traditional medical
practices as you will see . . . If anyone has a question during my talk just raise your hand and I
will acknowledge you . . . But don't be surprised if the answers don't match your questions . . .
Because as one gets older one tends to loose track of the questions and sometimes the answers.
Therefore, let me begin by defining guided imagery or self-hypnosis as I know and
understand it . . . What is Guided Imagery? Guided Imagery is whatever you want it to be. It
means something different to everyone. Its meaning is as individual as each one of you.
Basically it is a method by which we allow the awareness of our conscious mind to become
quieted, to be set aside, and the awareness of our subconsciousness mind to come forth and be
enhanced which allows us to communicate directly with the subconscious mind. Another way
to say the same thing is " you're in your own world." The only way we can cause the changes,
that we choose to make in our behavior, to become reality, is to communicate those change
directly to our subconscious mind. This is the only place that you can achieve those changes. It
doesn't matter whether the changes are mental, physiological, or behavioral. It all begins by
accessing the subconsciousness directly.
Guided imagery or self-hypnosis like any other form of self-direction is a learned
procedure. It must be practiced on a regular basis to achieve the goals you set for yourself. Just
as an athlete practices everyday to become a champion, Your life is your choice.
You and only you are the master of your choices and the director of your destiny.
Lets take a couple of minutes to relax, let me teach you how you can take just ten
minutes to become very relaxed and how by allowing yourself to relax you can reduce or
eliminate the stress, tension, and anxiety that can cause pain to become unbearable. For those
of you who wish to take advantage of this relaxation program just follow my suggestions, the
rest of you can just relax and watch. ( Do a guided imagery relaxation) (Relaxing in the Forest
Glen)
ABOUT GUIDED IMAGERY: Even today, in the 20th century, people continue to
think of guided imagery or self hypnosis as some form of evil or black magic. This stigma has
no justification. Guided imagery is approved as an adjunct to traditional medical practices by
the American Medical Association, and most all religions, including the Catholic Religion as
long as it is taught and applied by a trained professional. I suggest that if you choose to use this
caregiving method ask to see the therapist's credentials and to what professional organization is
he or she a member of. And if you want to check further you can use the therapist's
certification number to call the member organization and request a report on his or her standing.
Guided imagery, in itself, has never cured anyone of anything. But, thousands of people who
have learned how to use the skills of guided imagery, have greatly enhanced their quality of life
and their overall health.
Let me give you some examples of imagery or self-hypnosis. Have you ever been
reading a book or watching TV without realizing what was going on about you? Someone may
be talking to you, but you are totally unaware of their words. When traveling, have you ever
gone beyond your destination or missed a familiar turn-off because you were thinking of
something else. Have you ever driven to someplace, and upon arriving, don't remember the
route you took? A person not feeling pain, although hurt, when engaged in a sporting event or
crisis situation; an injured child's response to a mother's suggestion that a kiss will make it
better, and just using your imagination is an everyday form of guided imagery. Have you ever
read several pages in a book and don't remember what you just read? And last, the simplest
form of guided imagery is day dreaming, something we've all done.
Next let me provide you with answers to some of the most common misconceptions
about guided imagery:
1. During guided imagery no one can suggest or command you do to anything that you do not
agree to or want to do. You will either return to conscious awareness immediately or simply
ignore the suggestion or command.
2. During guided imagery you will not go to sleep or be unconscious. During the guided
imagery process you will have allowed yourself to detach from the normal state of conscious
awareness, and you will hear every word , and remember what was said, if you choose to. A
person may drift from the guided imagery state into sleep and then awaked when appropriate or
when someone awakens them. When this occurs the person is no longer in the guided imagery
state. Guided imagery and sleep are two different states.
3. There are no recorded cases to substantiate the belief that a person may not come out of the
guided imagery or hypnotic state.
4. A post hypnotic suggestion can last only for as long as you allow it to. Only you have
control over your thoughts.
5. The more intelligent and imaginative a person is, the easier it is for him or her to learn
guided imagery.
6. Guided imagery has nothing to do with religion. It is neither anti-religious nor pro-religious.
It is learned skill for healing your mind, body, and emotions.
7. Guided imagery can be very successful even if the person can only achieve a light level of
mental abstraction.
8. In the state of Louisiana there has never been a lay hypnotherapist accused or convicted of
malpractice or unethical procedures.
9. How long does it take to become effective? That depends on several things. I will mention
a few . . . because it would take hours to explain all of the variables . . . Many simple problems,
such as, learning to relax can be accomplished within a few hours . . . other more complicated
problems, such as the techniques and skills required to bring on hypnoanesthesia, hypnobirthing
or autogenics may require two or more months of training. If there is no improvement, not even
some positive results, to your problem within six weeks I recommend that either the guided
imagery program or the therapist be changed. Even in my profession, as hard as it may be to
believe, there are good and not so good hypnotherapist. Unfortunately, even the best are not
always successful with everyone they work with, for many reasons. The most important one
being personality differences, because rapport is critical to success.
10. The key to the success of guided imagery are;
1. You must want the problem to be resolved because of your reasons alone. Not
because your wife, significant other, child, or relative wants you to.
2. You must believe that Guided imagery can help you resolve your problem.
3. You must be willing to practice and use the guided imagery suggestions a regular
basis. Guided imagery is like learning to ride a bicycle, the more you practice the more
effective it is. Guided imagery is also a learned skill, just like reading and writing.
(Take A 10 Minute Break)
THE TRUTH ABOUT BREAKING YOUR HABIT: What does all of this have to do
with habits? Well my wife, who is a registered nurse, and I initiated a company called
Introspect. With the purpose of helping individuals by developing guided imagery audio
cassette programs that really work. One of the programs developed is the, "Multiple Approach
Plan" for the reduction and/or elimination of habits. Better known and the MAP program.
This unique approach provides methods to resolve the mental, physical, and social
aspects of your habit. The MAP method has proven to be an effective adjunct to traditional
medical modalities.
As effective as guided imagery is, however, it is not magic. No program, regardless of design or
administration, can succeed without dedication, commitment and a positive and enthusiastic
attitude on the part of the patient. The goal of this MAP program is to guide and assist you in
finding a new perspective to your problem. Attitude, it has been said, is everything in life.
Dr. Martin Seligman, who wrote "Learned Optimism" says, "Learned optimism works
not through an unjustifiable positivity about the world but through the power of non-negative
thinking. Adversity can be almost anything from a crying baby to a leaky faucet. Your beliefs
are how you interpret the adversity. The consequences are your resultant feelings and actions.
Distraction and disputation are intervention techniques: to distract, you interrupt your thought
pattern; to dispute, you argue against your beliefs. Energization is the relief and release one
feels after successfully disputing the beliefs and changing the consequences."
A therapists, in the Getting Well program, Carolyn Peterson, M.S., M.A., stated that
"Since the core of pessimism is helplessness, since helplessness is a major form of stress, and
since stress suppresses the immune system, you may be able to enhance your health by learning
and practicing these techniques for becoming optimistic. It is also true that permanent change
can only be attained by the combination of conscious and subconscious processing. The
suggestions and information provided in the guided imagery audio cassette programs are
designed to give you the needed reinforcement to attack the problem on the subconscious level.
However the responsible and conscious application of the suggestions and information will
serve to greatly enhance the likelihood of ultimate and satisfying success. Success is yours for
the choosing. For You and only you are the master of your choices and the director of your
destiny.
THE TRUTH ABOUT HOW TO BREAK YOUR HABIT. A humorist, once
remarked, "It's easy to quit a habit. I've done it thousands of times. Furthermore, "All those
people who gave up their habit last year will do so again this year." Both quotes illustrated, in
a humorous way, the futile efforts of so many who have tried to kick their habit, have
succeeded for a while, at least, but ultimately fell back in the clutches of their convention .
Perhaps you include yourself among this group. One who has quit and returned to the same old
ways. Well, this time, you will be instructed how you can break your habit once and for all . . .
now and forever.
It is neither the purpose or design of the MAP program to list, describe or write about
the many reasons you should quit your habit. You've heard all of the stories a thousand times.
The fact that you are taking time to attend this seminar is a positive indication that you are
motivated to break your habit.
If you choose to use this program to resolve your unwanted habit you need to believe
that this program will work for you. Once you are convinced that this program will work for
you, you need to commit to working the program twenty-four hours every day. There are no
acceptable excuses. If you have a slip or relapse, pick yourself up and start over again. Never
quit, the program will work, if you work it.
If you cannot say "yes" to the following don't even begin because you are setting
yourself up to fail. Your reason for terminating your habit can be only one if you want to
succeed. The reason is that "You and only you want to break your habit." If you want to quit or
resolve your habit because your wife, significant other, children, mother, or any one else wants
you to, the odds of your success are extremely small and I suggest that you wait until you and
only you are ready to commit to quitting. There can be no other reason. The same dedication
and persistence that went into learning the habit can now be turned to unlearning this unwanted
practice.
The Law of Reverse Effect states that when the imagination and the will come into
conflict, the imagination will always win. Imagination is often like that little devil in the
cartoons. The one that sits on the person's shoulder and whispers temptations into his ear. In
this case the little devil tells the struggling person, "Aw, c'mon friend. You know how much
you want that habit. You know that without this habit you won't be happy? You and this habit
have been 'best buddy's' for many years now. You just can 't dessert an old friend like that, can
you? Just think about it. Of course you think about it. Then imagination goes to work and
soon overcomes all of your good intentions. And there goes your desire to break your habit.
But if imagination is that powerful, than why not make it work FOR you.
This can be most effectively accomplished by using the Law of Dominant Effect. This
law states that the stronger emotion will always overcome the weaker one. To effectively say
no to your habit, a stronger emotional significance must be attached to eliminating your habit
than the one attached to keeping the habit. In other words, you must decide which is more
important to you and which do you want most. Do you want to eliminate this habit, along with
whatever this may mean to you as an individual, such as better health, increased energy and
vitality, freedom from something you know isn't good for you, fresher smelling clothes, hair,
breath, house, car etc? Or would you prefer to keep your habit and derive whatever the habit
give you? Then and only then will you, once and for all time permanently eliminate your
unwanted habit. It's your choice. This may seem simple but, the successful resolution of
almost any problem is achieved by reducing that problem to its basic fundamentals. Here are
some positive mental exercises to help you strengthen your imagination - particularly when that
old devil temptation strikes:
1. Imagine yourself as a person who has the same habit you have but engages in it ten times as
much as you ever do. Feel yourself plodding heavily along. Actually feel how uncomfortable
you are with your habit. Feel the stress you are causing yourself. Is this how you want to feel
for the rest of your life?
2. Imagine yourself taking part in some physical activity such as tennis, racquetball, softball,
jogging or swimming. Or visualize yourself going through your normal day's activities. See
and feel yourself moving easily, naturally and gracefully. You're making all the right moves.
Feel great that you don't have to engage in your habit any more. There's much more increased
physical stamina, vitality, drive and endurance. Again , ask yourself is this how you want to
feel for the rest of you life.
3. Imagine yourself with a group of your friends. Some of them are engaging in their habits.
Some have the same habit you had but notice how that doesn't bother you in the least. Hear
someone offer you to join them.. Hear yourself decline it. Notice how proud that makes you
feel.
From the time that you commit and begin to break your habit it will take approximately
two to four weeks to permanently remove the automatic situation dependent want for your old
habit. During that time there are some proven and positive steps you can take to make life
much easier:
1. Exercise! When you increase your respiration and heart rate through exercise your body
will eliminates stress and tension. This occurs because by concentrating on the exercise you will
not be able to think of your habit. Your mind cannot hold two parallel thoughts at the same
time.
2. Increase your fluid intake during this time with plenty of water and/or fruit juices. This can
become a healthful activity to substitute for your old habit .
4. Some find it helpful to keep their mouth busy with chewing gum , mints, or other types of
candy, for the first few weeks. This tends reduce the urge for oral gratification and helps keep
your mind occupied.
There seems to be a great deal of confusion between the words habit and addiction.
Addiction implies an overwhelming compulsion to take the substance, along with a tendency to
increase the dosage. Dependence on the substance is both psychological and physiological.
Habituation, on the other hand, differs from addiction in that the desire to use the substance is
not compulsive. There is little or no tendency to increase the dosage and while a psychological
dependence may exist a physical dependence is absent.
To go a step further let's look into how a habit or addiction begins. Remember the first
time you tasted ice cream and you liked it. From that time on, when ever someone offered you
ice cream ,you accepted some, because your subconscious mind told you that you like ice
cream.
This is a simple way of explaining learned conditioning. That is whenever we
experience something through one of our five senses, touch taste, smell, hear, or sight, and the
experience is pleasing we are much more likely to want to experience it again. Each time we
have a pleasing experience from the same activity the want to have that pleasing experience is
strengthened. So much so that you want to enjoy that pleasing experience as often as possible.
Thus a habit is borne.
There is a very important point to note about a habit. That is a habit satisfies a
psychological want to experience pleasure. A habit does not cause physiological cravings and
does not provide externally what the body normally requires internally. This occurs when a
habit becomes an addiction. The majority of habits, require an indulgence over many years to
becomes a physiological addiction. This is a very slow metamorphic process that actually
causes the body to reduce or stop producing whatever it is you are externally providing.
Whenever the body needs this substance that you are providing externally it lets you
know. Your body does this by causing what is commonly termed "withdrawal symptoms." This
is seen in the smoker who is awakened during sleep to provide the body with a dose of nicotine.
Or the drinker who is awakened to increase the level of alcohol in the body.
Therefore one way to tell the difference between a habit and an addiction, I believe, is
to become aware of how you feel when you don't engage in you habit. If you have physical
distress and are awakened during normal sleep to engage in you habit you have an addiction and
need professional medical and/or mental help. Guided Imagery is not an addiction treatment.
But, Guided imagery can be a positive adjunct to an addiction treatment plan.
There are exceptions to this analogy. Chemical substances exist today which can cause
a very strong psychological addiction for some after only one usage. These are very difficult
problems to resolve. The good news, is that they can be resolved if the person is committed to
a solution.
To indiscriminately label a person with a habit as an addict is a gross mistake and
represents a great disservice to those contemplating quitting. A habit is definitely not the same
as being hooked on heroin or cocaine and it is much easier to free oneself from. This type of
labeling serves only to promote the feeling of helplessness and hopelessness.
Giving up a psychological habit is like giving up your security blanket when you were a
child. It can cause you to be sad or even uncomfortable. But, you will survive, your health will
definitely improve, and you certainly can let the habit go. This is not to deny that some
individuals, but by no means a majority, do experience very real physical discomfort for the
first few days after quitting a long time habit. The withdrawal symptoms from a habit are
definitely not like those of an addiction. And remember, eventhough you my receive some
measure of pleasure from your habit today, several years from now you may wish you could
return all of the pleasure, because the pain and suffering has become much greater than all of
the pleasure you have received. When that time comes, you habituation will soon be resolved,
permanently.
Many people are concerned that they will gain weight when they let go of their habit.
There is a physiological and biological basis for this. Some habits stimulate enzymes in the
body that in turn effects the rate at which we metabolize food. When the habit is discontinued
there is, for some people an accompanying lowering of the metabolism, usually about 10%.
This is only temporary and should last no longer than two to six months, at the most. By that
time the metabolic rate will have stabilized. During this time exercise, eating low fat balanced
meals, and drinking lots of water and fruit juices are extremely helpful and highly
recommended as a way to raise the metabolism and thus compensate for the decline.
Many people rationalize their irrational habit, believing that it helps them handle stress.
When the habit is engaged in, there may be an increased flow of adrenaline resulting in a
temporarily elevated blood sugar level. The person thus obtains a momentary 'lift' or spurt of
energy. This is then followed shortly thereafter by increased fatigue as the glucose level of the
body quickly drops. This up and down feeling is part of how the habit is learned and through
prolonged habituation an addiction emerges.
However, the relief from stress the person experiences is usually much in excess of the
actual physiological action of the habit on the body. This, like withdrawal symptoms, is due in
part to the psychological conditioning which the person has been subjected to over the years.
The person's stress is relieved primarily because he/she expects it to be relieved. To blame
stress for not being able to stop a habit or for returning to the habit is a 'cop-out', pure and
simple. Stress is not some invisible monster that forces you to engage in your habit or it will
kill you. Stress is a fact of life and you do indeed have a choice as to how you wish to respond
to it.
Many young people experience stress from their peers who entice them to continue their
habit in order of be part of the in-crowd. What these people are saying is "if you want to be
part of the in-crowd you have to take the same poison we do and cause yourself the same illness
we are causing ourselves." It's your life, and it's your death, therefore you choose.
There are different ways you can choose to respond to stress and your peers. One way
you can choose to respond, is to continue engaging in your habit and lying to yourself. A better
way would be to use your mind and the tools you were born with in place of your habit.
Engaging in your habit as a response to stress is a learned response. As such, it can be
unlearned with the persistent application of an alternative response. And what could be a better
alternative to stress that its opposite - relaxation? Here's a simple but powerfully effective
technique to use whenever stress strikes. It's called the Mental Voyage. Choose a favorite
place, one which you find particularly relaxing and where you specially enjoy being. Close
your eyes, take a couple of deep breaths and transport yourself there via your imagination. The
point here is to experience your favorite place in all of your five senses. (Let me demonstrate
with a guided imagery that will lead you to the seashore.)
HOW TO USE THE TOOLS AND AUDIO TAPES PROVIDED IN THIS
MULTIPLE APPROACH PLAN:
1. Begin by setting a date when you will stop your habit. Start by listening to the, "Break Your
Habit" and "Resisting The Urge" audio tape when you awaken and just before sleep. Commit
to doing this for at least four weeks or longer if needed.
2. Read the daily reminder at the beginning of each day.
3. Use the"Resisting the Urge" audio tape program whenever you need reinforcement to refuse
to engage in your habit.
4. A relaxation audio tape is provided called, "Relaxing In A Mountain Glen," and "Relaxing
At The Seashore" which can be used whenever you feel stress or tension becoming a problem.
5. Develop you own relaxation guided imagery and take yourself to your own special place
where you can become totally relaxed.
CONCLUSION: Breaking your habit could well be one of the most significant actions
you have ever taken on your own behalf. So don't risk losing your freedom. There are many
subtle traps ahead. The most insidious is classic: "One more time won't hurt!" Well, take it
from the many case records of those who have quit successfully and comfortably and, to their
surprise, RESUMED their habit because they felt they had it made and that "One more time
Won't Hurt."
The truth is that one will hurt. So, until you're stabilized in your new way of life,
without your habit, be on your guard. If your resolve begins to falter then use the techniques
and tools you have been provided. Above all, constantly remind yourself: "I'VE MADE MY
CHOICE! I'VE QUIT!" Then stick to it.
To bolster your motivation to let go of your habit permanently, continually reinforce
yourself for the first few months by constantly being on the lookout for additional reasons why
you enjoy not having that habit.
Just think if it. You can now joined the ranks of the non-habited. Instead of depriving
yourself of your habit, through imagery, the power of your subconscious mind, and a conscious
commitment, you can chose to no longer allow the past or external influences rule your life.
You can not take charge of your life. There is no magic pill or potion that will cause you to
change or break your habit. the simple truth is, when you perceive that the discomfort and ill
health, mental or physical, provided by your habit becomes greater than the gain and/or comfort
you receive, then and only then you will choose to commit to breaking your habit. You were
born with the power, this program provides you with the knowledge and tools, and now, the
commitment to achieve your goal to break your habit is your choice.
There is no magic to breaking your habit. The only way it can be accomplished is
through your own hard work. That's the bottom line.
And, just because you break your habit doesn't mean that you will never have the urge to
engage in that habit again. That little devil sitting on your shoulder will always be there trying
to get you to try your old friendly habit just one more time. The difference is, now, your
choice to quit is stronger that your want to engage in your old habit.
This is the secret and the magic of how guided imagery can help you choose to quit your
unwanted habit. Choose wisely, and give yourself the two gifts that cannot be bought at any
price. Those are inner peace and self - love. Then, use these gifts in good heath.
And now, I would like to introduce you to my breaking your habit guided imagery
program. For those of you who would like to participate simply follow my suggestions. I am
sure that you will find this guided imagery very helpful. Those of you who do not want to
participate you may leave now or just relax, watch and listen. (Do the Breaking Your Habit
Guided Imagery)
THE POWER OF OUR SENSES AND SUGGESTIONS: THE BENEFITS OF
GUIDED IMAGERY WITH CHILDREN: By Gaspare J. Birbiglia: Good evening . . . I
have come here tonight to discuss the benefits of guided imagery when used by children . . .
First let me introduce myself, My name is Gaspare Birbiglia, Uncle Benny the story teller to
the young children . . . I am a Doctor of Clinical Hypnotherapy, I am certified by several
national organizations in the field of clinical hypnotherapy and Hypnoanesthesia . . . All of my
work is designed to be an adjunct to traditional medical practices as you will see . . . If anyone
has a question during my talk just raise your hand and I will acknowledge you . . .
My talk tonight is about relaxation, therefore I suggest that you let go of your days
problems for the next few minutes and enjoy this time to relax. Speaking about suggestion let's
do something that is fun. I would like everyone to make an "O" with their index finger and
thumb on whichever hand is most comfortable, like the okay sign, you know like this. Now I
would like you to place it where I suggest, being careful not to hit the person next to you. Here
we go, place the O on top of your head, now put it out here, then place it on your shoulder, put
it on your nose, then put it on your chest, now put the O on your chin (While place the O on my
cheek). I will explain what all of this means in just a little bit.
Next I would like you to take a minute to close your eyes and imagine or picture in your
mind the scene I will describe to you. Allow yourself to imagine or picture in your mind a
beautiful fragrant yellow lemon . . . allow that image or picture to become so realistic that you
can actually smell the tartness of the lemon . . . now I am going to place the lemon on a cutting
board . . . allow yourself to see me cutting the lemon in half . . . see the juice dripping from the
lemon and visualize the section of yellow meat inside the lemon . . . Now allow yourself to
visualize or picture me as I pick up one half of the lemon and smell the tartness then bite into
the bitter flesh of the lemon causing my lips to curl and pucker as the tartness washes over the
taste buds of my tongue. Now open your eyes. How many of you are salivating and/or
puckering your lips.
Let me relate one more story. It's an old story and some of you may have heard it
before. But, it demonstrates what I am trying to talk about tonight. The mother took the roast
and washed it, set it down and then cut a piece off of the end and put it in the trash . . . Then
she proceeded to season it , placing it in a roasting pan and put it in the oven to cook . . . The
young girl ask, "Mother why did you cut the piece off of the end of the roast and throw it
away?" The mother exclaimed, " I really don't know why but I learned to do that from your
grandmother . . . If you really want to know go an ask your grandmother " . . . The next day the
young girl stopped to see her grandmother after school and told her what she saw her mother do
while preparing to cook a roast . . . She then told her grand mother that when she ask her
mother why she cut a piece off of the roast her mother told her that she didn't know and that she
learned it from her mother . . . and that if she wanted to know why she should ask her
grandmother . . . The grandmother began to laugh and said, "When your mother was a young
girl and was watching me cook the reason I cut off a piece of the roast was because I never has
a pan large enough for a roast to fit in."
These simple games and stories provides us with a great deal of information. It
demonstrates the power of suggestion and how suggestions effect our every day lives. The
demonstrations indicate how realistic our thoughts can lead us to believe things that are not
real. How these thoughts can invoke actions and reactions, such as the feelings you felt with
the lemon. From the story of the roast, we learn how we develop irrational habits without
reason . . . It also demonstrates how an authority figure, such as, a teacher, doctor, priest, or
any other official is perceived as infallible and not to be questioned and whose suggestions are
to be followed exactly . . . Interesting!
Who's in charge of your life, your senses, your thoughts? Is it you or the environment
you live in . . . We learn about the world around us and the socioenvironmental area
in which we live through out senses. This simply means that when we are born our
subconscious mind is empty. Like a new library, until we fill it with knowledge we have
nothing to compare what our senses encounter from day to day and nothing to guide our
judgement or choices. This is what makes children so venerable. Because, what the child
learns is what the child becomes. Nothing more and nothing less.
It's not very difficult to understand that if you put garbage in and processes it you can't
expect to have chicken soup come out. The only thing that going to come out is garbage . . . it
is very difficult to put garbage in and at some point like magic expect someone to transform the
garbage into rational reasoning. Sometime it happens and sometime it doesn't. Unfortunately,
what we fail to stop and realize is that the only person who can transform the garbage in to
rational reasoning is the person themself, and it can only be done when the person chooses to do
the work need to bring about the wanted changes. The changes cannot be accomplished by a
physician, a teacher or anyone other that the individual and the only reason for making the
changes that are affective is that the individual wants to change. Nothing will happen because
someone else, mother, father, family, friend, wife or children, want the person to change.
The sad part is that we blame the child or person and label him or her as a bad person.
The truth is that we, our society, our environment, and everyone who touched that child or
person's life has taught that child or person to be what they are. But facing the ugly truth is not
something to many of us are willing to do. And even when we face it how many of us are
willing to fight to make the necessary changes in our lives and others. That's not my job. It's
not my fault. He did it not me. Sounds familiar doesn't it. It's not about who's fault it is. It's
not about blame or shame or pointing fingers. It's about all of us and the present not the past
nor the future. We, the present society, has a problem that needs to be solved, so lets go about
the business of solving the problem. If each of us took the responsibility to do one thing toward
solving this problem imagine how powerful this would be.
Don't leave the dirt for someone else to sweep up lets each of us begin by sweeping our
own front porch and helping the person next to you to do the same.
Lets get back to the senses. Our senses are our link to knowledge and quality of life. If
we learn how to use them we can grow and live a very happy and productive life. If we ignore
our senses we literally suffer the consequences.
Let me put it into an adult prospective . . . Just imagine if you will, that if you, as an
adult had never heard or seen a kitchen stove . . . and one day you are standing in someone's
kitchen next to the stove talking . . . and maybe you are talking for a while . . . so, you reach
out to lean on the stove . . . now having never seen one . . . your subconscious mind has no
information to compare as far as danger is concerned . . . therefore, If you've never seen one or
been exposed to one you would not know that a stove could be hot and cause you serious
injury . . . so you might just lean on the stove without any fear of injury . . . I can assure you
that if the stove is hot and you are injured you will be very careful about leaning on a stove in
the future . . . and that each time that situation presents itself your subconscious mind will allow
you to feel cautious or fear about touching a stove.
There were experiments done with animals where the animals were place in a clean
comfortable cage and given food and water but they were not touched or communicated with,
and soon they withdrew stopped eating and died. The difference between these animals and
humans is their will to survive. We as human beings will do anything, even if it is hideous and
terrible to survive. One of the things that most of us don't think of or possibly know is that our
subconscious mind cannot discriminate or separate right from wrong, rational form irrational,
acceptable from unacceptable. This is the way we are made and that can't be changed. Your
conscious mind is your thinking mind. Your conscious mind is where you make your choices
between right and wrong. The problem with this is that your choices, actions and reactions are
guided by the information you have stored in your subconscious mind.
Lets go back to the stove for a minute. Once you have learned that a stove can be hot
and cause you pain you will approach it with caution. Because now, whenever your sense of
sight or feel transmits to the brain that there is a stove, your subconscious mind will compare
what you see or feel with what you have stored in the memory bank of your subconscious mind
and make a comparison, bring forth a thought, that will automatically allow you to have a
feeling of caution and you will know that the stove could be hot. With this information your
conscious mind can choose to approach with caution or you can ignore your mind's suggested
automatic reaction and touch the stove. This is a very simplified analogy of how we act and
react to what our senses tell us.
We are what we put in our memory as we grow in order to survive within the
environment in which we live. Can this be changed. I believe it can if the individual is
committed to learning and doing the work necessary to cause the changes to become reality.
Take a moment and try to imagine never being able to feel anything, physically or
emotionally, never being able to smell any fragrance pleasing or foul, never being able to see
the beauty or the ugliness around you, never being able to hear a beautiful song or a terrible
sound, and never being able to taste good food or rotten food. What do you think you would
grow up to be? How would you know what was right or wrong, good or bad, safe or
dangerous?
It is the information in our subconscious mind that activates our thoughts, feelings,
actions, and reactions. If you have learned to ignore the feelings and sensations that your mind
activates within you, in time, your body will stop sending the messages. To live without out a
conscious, in a matter of speaking, is a very loanly live.
To get the most out of life we need to become aware of the messages that our mind is
communicating to us in the form of thoughts, feelings and sensations. To be able to feel the
world around you is to become aware of life.
How can guided imagery help? First let me tell you that guided imagery is not a magic
bullet or pill. No one have ever been cured by guided imagery. But, millions of people who
have learned to use it have enhanced their total quality of life. Guided imagery is a tool, a
modality, a method that can teach you how to become aware of the messages that are being
communicated to the senses of your body so you can consciously make rational and social
acceptable choices throughout your way of life.
Guided imagery or self-hypnosis, which ever you want to call it, is a learned experience
taught by trained professionals. Let me give you some examples. Have you ever been reading
a book or watching TV without realizing what was going on about you? Someone may be
talking to you, but you are totally unaware of their words. When traveling, have you ever gone
beyond your destination or missed a familiar turn-off because you were thinking of something
else. Have you ever driven to someplace, and upon arriving, don't remember the route you
took? A person not feeling pain, although hurt, when engaged in a sporting event or crisis
situation; an injured child's response to a mother's suggestion that a kiss will make it better, and
just using your imagination is an everyday form of guided imagery. Have you ever read several
pages in a book and don't remember what you just read? And last, the simplest form of guided
imagery is day dreaming, something we've all done.
Next let me provide you with answers to some of the most common misconceptions about
hypnosis and/or guided imagery:
1. During hypnosis or guided imagery no one can suggest or command you do to anything that
you do not agree to or want to do. You will either return to conscious awareness immediately
or simply ignore the suggestion or command. All Hypnosis and guided imagery is self-
hypnosis or self-imagery. The hypnotherapist can provide suggestions that you either accept or
reject. It is that simple. But, millions of people who have learned to use this healing skill as an
adjunct to traditional medical practices have found positive resolution to many of their life's
problems.
2. During hypnosis or guided imagery you will not go to sleep or be unconscious. During the
hypnotic or guided imagery process you will have allowed yourself to detach from the normal
state of consciousness and you will hear every word, and if you choose to, remember everything
that was said and done when you return to full consciousness. A person may drift from the
guided imagery state into sleep, if they choose to, and then awaked when appropriate or when
someone awakens them. When this occurs the person is no longer in the hypnotic or guided
imagery state, they are asleep.
3. There are no recorded cases to substantiate the belief that a person may not come out the
hypnotic or guided imagery state.
4. A post hypnotic suggestion can last only for as long as you allow it to. Only you have
control over your thoughts.
5. The truth is, the more intelligent and imaginative a person is, the easier it is for him or her to
learn self-hypnosis and guided imagery.
6. Guided imagery has nothing to do with religion. It is neither anti-religious nor pro-religious.
7. Guided imagery can be very successful even if the person can only achieve a light level of
mental abstraction.
8. How long does it take to become effective? That depends on several things. I will mention
a few . . . because it would take hours to explain all of the variables . . . For many simple
problems, such as, learning to relax . . . can be resolved within a few hours . . . other more
complicated problems, such as habits, may require two to three months . . . if there is no
improvement to your problem in three months I recommend that either the guided imagery
program or the therapist be changed.
9. Twenty hours, (a weekend) of training is all that is needed to become a hypnotherapist.
Get real . . .
10. The keys to the success of using hypnosis or guided imagery are;
1. The client must want the problem to be resolved because of selfish reasons alone.
Because they and only they want the problem resolved and not because their mother, significant
other, children or anyone else wants it to happen. There are no exceptions.
2. The client must believe that Hypnosis or Guided Imagery will help you resolve their
problem.
3. The client must be willing to practice and use their hypnosis or guided imagery
program on a regular basis. Self-hypnosis and/or Guided imagery is like learning to ride a
bicycle, the more you practice the more effective it is. Self-hypnosis and Guided imagery is a
learned skill just like reading and writing.
Guided imagery can help you change any part of your life that you want to change. It
can help restore your health, both mentally and physically. Guided imagery can help you take
charge of your life. By doing so, you can learn to change the any area of your life you choose.
In doing so, you can learn to have confidence, self esteem, self love, and inner peace to enhance
your overall well-being. You can also learn that you can only change the changeable areas of
your life and environment. Then by becoming more aware of these areas, the desire to change
the unchangeable will be resolved. With this knowledge you will be better able to understand
and accept the differences between them. Furthermore, you will come to the realization the you
and only you are responsible for the quality of your life through your thoughts, feelings,
choices, actions and/or reactions in the here and now.
Ladies and gentlemen what are we doing to our children? If we don't spend the time to
supervise and teach our children how to use and be aware or the world around them through
their senses to input rational knowledge, acceptable to the society in which they will live, how
do you expect them to emerge with a rational perspective of life. No one is going to do that job
or assume that responsibility for your child. Then why should we as adults expect these
children to act and/or react in an acceptable manner when the only information they have been
inputting into their minds is the irrational information of the society in which they live, see,
hear, taste, smell and touch.
Now let me speak specifically about children . . . First let me define children . . . when I
refer to children I am referring to young people ages 5 to 15 years old . . . I believe as parents
and guardians we tend to loose sight of how important learning is to a child . . . Many adults
don't realize that a child is born into this world with a blank slate . . . that is virtually without
any information in his or her subconscious memory. . . There is some discussion among
scientist as to just when a child starts learning . . . Some say while in utero and others say at
birth . . . that is a lecture all of it's own. . . but for now let's continue with the subject at hand . .
. and for the purposes of this lecture lets assume that learning begins at birth . . . Therefore, at
birth the subconscious mind begins to input and store all of the information that is being
gathered by the five senses; hearing, feeling, seeing, smelling, and tasting . . . Researches tell us
that at or about the age of four a person's personality has developed. . . If this is true let's back
up for a minute . . . How does a child learn . . . he or she learns through all of his or her
senses . . . Just what does that mean . . . It means that when a child touches something the feel
of that object or material is recorded in his or her subconscious mind . . . whether or not the
feeling is pleasant or not . . . Why? well so that the next time the child sees that same object or
material he or she will know if it is okay to touch it . .. You see . . . the subconscious mind
does a comparison between what the senses input and what is stored in long term memory . . .
and tells us through our thoughts and feelings if it is safe to touch the object we are looking at .
. . One of the problems that many children have is that they have not been able to explore and
use their senses to gather the wide variety of information needed to make life enhancing
decisions . . .
Let me put it into an adult prospective . . . Just imagine if you will, that if you, as an
adult had never heard or seen a stove . . . and one day you standing in someone's kitchen next to
the stove talking . . . and maybe you are talking for a while . . . so, you reach out to lean on the
stove . . . now having never seen one . . . your subconscious mind has no information to
compare as far as danger is concerned . . . therefore, If you've never seen one or been exposed
to one you would not know that a stove could be hot and cause you serious injury . . . so you
might just lean on the stove without any fear of injury . . . I can assure you that if the stove is
hot and you are injured you will be very careful about leaning on a stove in the future . . . and
that each time that situation presents itself your subconscious mind will allow you to feel
cautious or fear about touching a stove . . .
Just as we learn about being cautious when touching a stove through the use of our
senses, a child learns about the environment he or she lives within . . . Parents, are not the only
source of information from which a child learns . . . I am sure that you are aware of all of the
sources that a child can get information from . . . TV, neighbors, siblings, friends, school mates,
and etc.
Let me digress for a moment and relate an old story about a child watching her mother
cooking a roast . . . The mother took the roast and washed it, set it down and then cut a piece
off of the end and put it in the trash . . . Then she proceeded to season it , placing it in a
roasting pan and put it in the oven to cook . . . The young girl ask, "Mother why did you cut
the piece off of the end of the roast and throw it away?" The mother exclaimed, " I really don't
know why but I learned to do that from your grandmother . . . If you really want to know go an
ask your grandmother " . . . The next day the young girl stopped to see her grandmother after
school and told her what she saw her mother do while preparing to cook a roast . . . She then
told her grand mother that when she ask her mother why she cut a piece off of the roast her
mother told her that she didn't know and that she learned it from her mother . . . and that if she
wanted to know why she should ask her grandmother . . . The grandmother began to laugh and
said, "When your mother was a young girl and was watching me cook the reason I cut off a
piece of the roast was because I never has a pan large enough for a roast to fit in." This is a
prime example of how we learn irrational habits and past them on to our children.
Here is the important part of the child's learning that we as parents or guardians seem to
loose track of . . . When a child's exhibits unacceptable behavior we need to do more than just
say something like , "Don't do that," "stop," or " If you don't stop I'll punish you." We need to
find out why, yes why, the child acted in such a manner . . . Understand, that a child's action, is
the result of his or her perception and subconscious memory comparison . . .
For example, if a child takes a toy from another child and that child hits the child who
took the toy . . . both actions are learned behavior . . . Maybe he or she learned this behavior by
watching the reaction of other children . . . or possibility his or her own family members . . .
TV . . . are those within his or her social environment . . . in any case this is a learned behavior
that can be changed if we take the time to understand "why" and take corrective action.
We as parents and hypnotherapists need to understand that all of our actions and
reactions are the result of our thoughts and perceptions which comes from the stored
information within our subconscious mind. This is where the term, "the age of reasoning"
originated. . . Before a child reached the age of about seven or so he or she does not have
enough knowledge stored in their subconscious to make the comparisons needed to make
rational decisions for their safety and wellbeing . . . The next step is when the ability of abstract
thinking is developed, at about the age of eleven or twelve . . . and from there we never stop
storing information in our subconscious mind to be used whenever needed . . .
Some of the problems associated with the stored information is that many of the inputs
we take in through our senses are inaccurate . . . such as doing drugs is a good thing . . . or
unhealthy eating habits . . . or the way to settle an argument is to kill the other person . . . yes
these are learned behaviors . . . and these behaviors can be changed . . . if we as caregivers and
parents will take the time to learn how . . . and become aware of our children's behavior.
One of the basic laws of psychology is that when a person experiences something that he
or she perceives to be pleasant, that person will tend to want to experience that something
again. . . Basically, this is how a habit is born . . . and the more we experience this pleasurable
something the stronger the habit becomes and the harder it is to resolve.
If an irrational action or reaction can be learned it can be unlearned and replaced with
rational actions and reactions . . . if the person want's to . . . This is one of the problems . . . we
as caregivers can't fix or change anyone . . . The person has to want to change and be willing to
do the work necessary to change . . . Our job, as I see it is to give the person all of the
knowledge necessary for them to make rational decisions . . . To guide and teach them, through
example, what the difference between acceptable and unacceptable behavioral actions and
reactions are . . . the resulting consequences of these actions and reactions . . . that he or she
assumes when they act or react in appropriate or inappropriate ways . . .
Remember it took time to learn and develop inappropriate perception and behavior, and
it will take time to resolve it . . . and only the person with the inappropriate perception and
behavior can learn how to and do the work to change it . . . you cannot change it for them or
make them change it . . . You can make them afraid to engage in their inappropriate behavior
because of the consequences you will inflict when you are around . . . but, when you are not
around, the inappropriate behavior will still be their.
One might say how does all of this relate to guided imagery . . . Or better yet, how can
guided imagery help children? Well, the programs I have developed teaches the child to use the
power of his or her mind to search out and make rational decisions . . . To put it in a different
way;
If a child doesn't know how to focus on the school material to be studied, how can we
expect them to learn . . . If a child is anxious or tense when taking an exam or test . . . how can
we expect the child to do well, even if they know the material . . . If a child doesn't know who
they are, how can we expect them to have self-esteem . . . and to feel useful, wanted and
needed. Sometime we forge or lose sight of the fact that children are intelligent individuals
who can learn if we as parents and/or guardians take the time to teach them the skills needed for
life as we know it . . . If a child's actions are inappropriate, such as having to belong to a gang
in order to feel self worth . . . Where are the people who were responsible for teaching this child
how to gain self worth without having to look to others.. If a child doesn't know how to deal
with fear, and is afraid of the dark, monsters, the doctor or the dentist, how can we expect them
not to be afraid and act rational when in these situations . . .
If a child doesn't know how to help their bodies to stay healthy, how can we expect them
to be healthy . . .
A child can be taught to use the power of his or her mind to help their bodies utilize
medicine to fight off illnesses. Everything from the common cold to cancer.
You see, if the body has to deal with fear, stress, tension, anxiety, and anger it cant give it's full
attention to healing . . .
These are just a very few areas where guided imagery can be used to teach children how
to gain the knowledge and rational perceptions needed to grow into a happy and healthy
person . . . I have developed my children's programs to work with the child and his or her
physician to promote healing and enhance the overall quality of the child's life.
Now I would like to demonstrate one of my programs . . . For those of you who wish
to participate just relax and follow my suggestions . . . I can assure you that you will enjoy a
very pleasant experience . . . You will also become aware of the benefits of guided imagery
and that there are no side effects when used correctly and for the purposes intended . . . By
teaching a child how to use guided imagery you will be giving him or her a gift of love that
they can use throughout their life and pass it on to their children . . . What a beautiful gift . . .
And now let me share a one of my gifts with you . . .
HOW HYPNOTHERAPY AND GUIDED IMAGERY CAN BE A POSITIVE
ADJUNCT TO SUBSTANCE ABUSE COUNSELING AND THE TWELVE CORE
FUNCTIONS: By Gapare J. Birbiglia, D.C.H., BSSB, Doctor of Clinical Hypnotherapy,
Bachelor of Science in Substance Abuse, Certified Clinical Hypnotherapist, Certified
Hypnoanesthesia Therapist: My opening is a quote about alcoholism from the 1994 "Handbook
Of Human Stress and Immunity." (Page 352) "Alcoholism in the elderly is an underrecognized
problem. A very recent report disputes the long-held contention that alcoholism diminishes as a
problem with aging, because most heavy drinkers have died of complications of alcoholism
before the age of 60. Nearly 90,000 Medicare recipients were hospitalized for alcoholic related
causes in 1989. Nearly 55 elderly men and 15 women were hospitalized for such causes per
10,000 compared to rates of between 17 and 44 per 10,000 for heart attacks in people over 65,
showing the magnitude of the problem of alcoholism in the aged. Depression is common in
alcoholics and, as already stated, is also relative common in the aged, in whom it is likely to
result in immunologic deficits. Ethanol itself also is immunosuppressive and is thought to be a
mechanism for increased susceptibility to infections in alcoholics . . .
In older and younger people, relaxation training has been shown significantly to increase
NK cell activity." (Handbook of human Stress And Immunity page 353, 354 George F.
Solomon and Donna Benton. In a 1993 study which utilized a structured psychological
intervention consisting of enhancement of problem solving skills, stress management, and
psychological support with subjects ranging in age from 19 to 70 indicated in the long term
results of 18-months, 2 year, and 6 year follow-ups that there were significant differences in
survival."
In a May 1995 article entitled, "Alternative Medicine Is It For You?", in Better Homes
and Gardens, Nick Gallo reported that, "In 1993, a study in the New England Journal of
Medicine revealed that one out of three Americans reported having used an alternative
treatment in the previous year. Researchers estimated that Americans make more visits to
alternative providers than to primary care doctors spending $14 billion a year on
unconventional remedies. At the same time, conventional medicine is looking more closely at
the competition. The new-established Office of Alternative Medicine at the National Institutes
of Health is funding research in such practices as acupuncture for depression, hypnosis for
fracture healing, and guided imagery for asthma.
As many as 20 medical schools now offer courses in the field. Many insurance
companies also are opening the door a crack. Mutual of Omaha, a major insurer, now
reimburses patients for a program that involves diet, meditation, exercise, and support groups to
try and reverse coronary artery disease."
And now, let me begin by defining Hypnotherapy and Guided Imagery as I know and
understand it . . . What is Hypnotherapy or Guided Imagery? It is whatever you want it to be,
because, it means something different to everyone. Its meaning is as individual as each one of
you. Basically it is a method by which we allow the awareness of our conscious mind to
become quieted, to be set aside, and the awareness of our subconsciousness mind to come forth
and be enhanced which allows us to communicate directly with the subconscious mind. A
simpler way of saying the same thing is " you're in your own world."
I believe the main difference between Hypnotherapy and Guided Imagery is that,
Hypnotherapy is used for much more serious problems that require a great deal of analysis
where guided imagery is used more as a support structure, a security blanket or a safety net.
The only way we can cause the changes, that we choose to make, in our behavior, to become
reality, is to communicate those change directly to our subconscious mind. This is the only
place that you can achieve those changes. It doesn't matter whether the changes are mental,
physiological, or behavioral. It all begins by accessing the subconsciousness directly.
Hypnosis or Guided imagery, which ever you like to like to call it, like any other form
of self-direction is a learned procedure. It must be practiced on a regular basis to achieve the
goals you set for yourself. Just as an athlete practices everyday to become a champion. Your
life is your choice. You and only you are the master of your choices and the director of your
destiny.
ABOUT HYPNOSIS: Even today, in the 20th century, people continue to think of
Guided Imagery or Hypnosis as some form of evil or black magic. This stigma has no
justification. Hypnosis is an approved adjunct to traditional medical practices by the American
Medical Association, and most all religions, including the Catholic Religion as long as it is
taught and applied by a trained professional. I suggest that if you choose to use this caregiving
method ask to see the therapist's credentials and to what professional organization is he or she a
member of. And if you want to check further you can use the therapist's certification number to
call the member organization and request a report of his or her standing.
Let me give you some examples of hypnosis. Have you ever been reading a book or
watching TV without realizing what was going on about you? Someone may be talking to you,
but you are totally unaware of their words. When traveling, have you ever gone beyond your
destination or missed a familiar turn-off because you were thinking of something else. Have
you ever driven to someplace, and upon arriving, don't remember the route you took? A person
not feeling pain, although hurt, when engaged in a sporting event or crisis situation; an injured
child's response to a mother's suggestion that a kiss will make it better, and just using your
imagination is an everyday form of guided imagery. Have you ever read several pages in a
book and don't remember what you just read? And last, the simplest form of guided imagery is
day dreaming, something we've all done.
Next let me provide you with answers to some of the most common misconceptions
about hypnosis and/or guided imagery:
1. During hypnosis or guided imagery no one can suggest or command you do to anything that
you do not agree to or want to do. You will either return to conscious awareness immediately
or simply ignore the suggestion or command. The Hypnotherapist, Hypnosis or Guided
imagery have never cured or resolved anyone's problem. Because all Hypnosis and guided
imagery is self- hypnosis or self-imagery. The hypnotherapist can provide suggestions that you
either accept or reject. It is that simple. But, millions of people who have learned to use this
healing skill as an adjunct to traditional medical practices have found positive resolution to
many of life's problems.
2. During hypnosis or guided imagery you will not go to sleep or be unconscious. During the
hypnotic or guided imagery process you will have allowed yourself to detach from the normal
state of consciousness and you will hear every word, and if you choose to, remember everything
that was said and done when you return to full consciousness. A person may drift from the
guided imagery state into sleep, if they choose to, and then awaked when appropriate or when
someone awakens them. When this occurs the person is no longer in the hypnotic or guided
imagery state, they are asleep.
3. There are no recorded cases to substantiate the belief that a person may not come out the
hypnotic or guided imagery state.
4. A post hypnotic suggestion can last only for as long as you allow it to. Only you have
control over your thoughts.
5. The truth is, the more intelligent and imaginative a person is, the easier it is for him or her to
learn self-hypnosis and guided imagery.
6. Guided imagery has nothing to do with religion. It is neither anti-religious nor pro-religious.
7. Guided imagery can be very successful even if the person can only achieve a light level of
mental abstraction.
8. How long does it take to become effective? That depends on several things.
I will mention a few . . . because it would take hours to explain all of the variables . . . For
many simple problems, such as, learning to relax . . . can be resolved within a few hours . . .
other more complicated problems, such as habits, may require two to three months . . . if there
is no improvement to your problem in three months I recommend that either the guided imagery
program or the therapist be changed.
9. The keys to the success of using hypnosis or guided imagery is;
1. The client must want the problem to be resolved because of selfish reasons alone.
Because they and only they want the problem resolved and not because their mother, significant
other, children or anyone else wants it to happen. There are no exceptions.
2. The client must believe that Hypnosis or Guided Imagery will help you resolve their
problem.
3. The client must be willing to practice and use their hypnosis or guided imagery
program on a regular basis. Self-hypnosis and/or Guided imagery is like learning to ride a
bicycle, the more you practice the more effective it is. Self-hypnosis and Guided imagery is a
learned skill just like reading and writing.
INTRODUCTION TO IMAGERY AND SELF-ACCEPTANCE: Guided imagery
and self-acceptance are educational tools, used to teach individuals how to use their mind's
power and strength to improve their quality of life, physically, mentally and emotionally. This
is accomplished, basically, by teaching the individual how to focus completely on one problem
at a time and to use all of the mind's power to seek a positive resolution by way of positive
thinking, acceptable visualization, and positive suggestion.
Each of us uses imagery several times each day without being aware of it. Each time we
daydream or become so engrossed in a book or a television program that we don't hear when
someone talks to us we are imagining.
Everything you think and feel reflects who you are. If you think and feel from a
superficial level of awareness, that is who you are. To delve deeper into yourself, and
hopefully, get to that place where you can experience inner-peace, you have to follow the path
of your choosing and no other. Someone who feels unloved can learn self-love, but he/she will
have to work through the layers of resistance that blocks the feeling of pure love. Your present
emotions reflect the present state of your nervous system with all its past imprints. Whenever
you have an experience, these imprints enter into your response, which means that most of
your reactions are echoes from the past. Most of us do not really live in the present.
Reacting in the present is where the search for your true self begins. Your emotions are
the most present - centered reactions to your thoughts. An emotion is a thought linked to a
sensation. The thought is usually about the past or the future, but the sensation is in the
present. This is the area where imagery and self-acceptance is most effective.
Your thoughts can effect all of the functions of your body. Worry thoughts trigger
changes in the stomach that in time can led to physical problems. Anger thoughts stimulate
your adrenal glands and the increased adrenaline in the blood stream causes many changes.
Anxiety and fear thoughts affect your pulse rate.
What is expected tends to be realized. The brain and the nervous system respond only
to mental images. It does not matter if the image is self-induced or from the external world.
The mental image formed becomes the blueprint, and the subconscious mind uses every means
at its disposal to carry out the plan. Worrying is a form of programming a picture of what we
don't want. And the subconscious mind will act on fulfill the pictured situation.
Our physical health is largely dependent upon our mental expectancy. Physicians
recognize that if a patient expects to remain ill, paralyzed, helpless, or even to die, the expected
condition tends to be realized. Imagination is more powerful than knowledge when dealing
with your own mind or the mind of another.
One important rule to remember when using hypnosis or guided imagery and self-
acceptance is that, "Reason is easily overruled by imagination." In using guided imagery and
self-acceptance, we can form visualizations in the subconscious mind, which can remove, alter,
or amend the old ideas.
Opposing ideas cannot be held at one and the same time. This does not mean that more
than one idea cannot be remembered or harbored in your memory, but it refers to the conscious
mind recognizing an idea as a correct or a dominant idea. However, one cannot escape the
conflict and it's effect upon his/her nervous system that is caused by trying to hold opposing
ideas simultaneously.
Once an idea or thought as been accepted by the subconscious mind, it remains until its
replaced by another idea. The companion rule to this is, the longer the idea or thought remains,
the more opposition there is to replacing it with a new one. The longer it is held, the
more it tends to become a fixed habit of thinking. This is how habits of action are formed, both
good and bad.
An emotionally induced symptom tends to cause organic changes if it last long enough.
It has been acknowledged by many reputable medical men that more than seventy percent of
human ailments are functional rather than organic. This means that the function of an organ or
other part of the body can been disturbed by the reaction of the nervous system to negative
ideas held in the subconscious mind. Therefore, if you continue to fear ill health, constantly
talk about your "nervous stomach" or "tension headaches," in time organic changes will occur.
When dealing with the subconscious mind and its functions the greater the conscious
effort, the less the subconscious response. This proves why "will - power" doesn't exist! If you
have insomnia, you've learned "the harder you try to go to sleep the more wide awake you
become." The rule is, when dealing with the subconscious mind, "take it easy." This means you
must work to develop a positive mental expectancy so that your problem can be and will be
solved. As your faith in your subconscious mind increases you learn to "let it happen" rather
than trying to "force it to happen." Guided imagery and self-acceptance can help you achieve
this goal.
For more than a decade, researchers have been gathering evidence to prove that the
mind truly matters. Scientists in an emerging field called psychoneuroimmunology or
psychobiology are mapping links among the brain, hormones, and the immune system. These
systems, formerly thought to be separate, may be party of a single, complex network. If so, this
mind-body "information highway" may be just waiting for people to use it. Buy using simple
techniques, such as relaxation therapy and guided imagery patients may be able to reach the
inner realm to battle illnesses and stay healthy.
Relaxation therapy already belongs to the standard arsenal of many doctors. Now taught
at 60 percent of medical schools, it is routinely used to treat conditions such as hypertension,
chronic pain, and headaches.
About 75 percent of doctor visits are for stress-related ailments that don't respond well
to drugs. The theory is that during deep relaxation, the process of imagining allows a person to
send instructions to the autonomic nervous system, which regulates heartbeat, blood chemistry,
tissue regeneration, and other processes.
The positive affirmations used in guided imagery also promote faith and hope. You can
be imprisoned by negative beliefs, says David "Bresler, PH.D. a psychologist who uses guided
imagery in his West Los Angeles practice. "If you see yourself as a hopeless, helpless victim,
you may doom your chances of recovery. With guided imagery, you learn how to substitute
positive, helpful messages."
In this area scientist like Dr. Ernest Rossi, Ph.D. in his book, "The Psychobiology of
Mind-body Healing," and Dr. Rossi and Dr David Cheek M.D. in their book, "Mind-Body
Therapy," and the "Handbook of Human Stress and Immunity" relate the positive effects of
hypnotherapy ,self-hypnosis, and guided imagery as one of the results of their many scientific
studies.
From one of the studies of several scientist Dr. Rossi relates the resulting finding of
what is called "state dependent memory, learning, and behavior. We all have state dependent
memory, learning, and behavior (SDMLB). The process of SDMLB begins at birth. Before or
at birth is debatable and is being presently investigated. Every input, throughout our life, that
we experience through one of our five senses is registered in our subconscious mind along with
the sensitizing event and our action or reaction. Therefore, whenever we experience that same
situation our subconscious mind will instruct us to react the same way we did the first time.
This automatic SDMLB can be changed by learning how to use guided imagery and
self-acceptance. If you want to make a change, if you believe it will happen, and if you are
willing to do the work to make it happen, it will happen. By being willing to learn how to use
the tools available through self-hypnosis and/or guided imagery and self-acceptance you can
cause positive changes which will enhance your quality of life and your overall health. In 1958,
the American Medical Association authorized the use of Hypnosis as an alternative form of
treatment by persons who are trained to do so. Also, the American Medical Association made a
study several years ago that determined that guided imagery and hypnosis can be 78% effective
for the resolution of habits such as smoking. What is rarely stated is the fact that, just like
aspirin can't resolve everyone''s headache, hypnosis can't resolve everyone's problems.
Everyone was born with the tools to make the positive changes needed or wanted in
their life. The trained and certified clinical hypnotherapist can teach individuals how to use
these tools if he or she believes in them, wants to do what it takes to learn, and is willing to use
them on a regular basis. One more important point, Hypnotherapy or Guided Imagery is a very
cost effective treatment tool, both in time and dollars, to add to any treatment plan.
At this time let me say a little more about learning how to be a hypnotherapist. I can,
without any doubt, teach anyone of you how to hypnotize someone in about an hour. In a
weekend I can teach you how to use some direct suggestions to work with the resolution of
some habits, like, smoking and weight reduction within certain parameters. What I nor anyone
else can do, is to teach you or anyone else the skills of being a clinical hypnotherapist in a
weekend or a month or six months. It requires years of study and clinical training to learn how
to use this skill properly.
Let me put it another way, For those of you who have associate degrees or bachelor
degrees in substance abuse counseling, did you learn how to use Client Centered Therapy, or
Rational Emotive Therapy, or Gestalt Therapy in a weekend lecture? No, it required several
years. Learning and integrating the many types of therapies with the many skills of hypnosis
and guided imagery to bring about the result of a certified clinical hypnotherapist is a similar
journey.
Now, how does this relate to substance abuse counseling and the twelve core functions?
Well lets take a look. I believe that I can Identify at least six of the core functions where
hypnotherapy can provide a positive result in the treatment of substance abuse
INTAKE: The administrative and initial assessment procedures for admission to
a program. By helping the client reduce his/her fear, stress, and tension about the
strange person asking the many questions during the intake procedure the information
gathering will be a lot easier on both the client and the counselor.
TREATMENT PLANNING: The process whereby the client and counselor determine a
plan of treatment A relaxation program to reduce the stress, tension and fear of entering a
treatment program may make a very large difference in the acceptance and outcome of the
program for the client.
COUNSELING: The utilization of special skills to assist individuals and families in
achieving objective. Here is where the I would expect the skills of hypnotherapy to be most
valuable. The trained hypnotherapist can help the client remember key events in his or her life
that were the catalyst or initial sensitizing event for his/her addiction or habituating behavior.
Also there are many supportive guided imagery tools that can be developed specifically for the
individual client to reinforce the counseling program.
Stress and tension in the client's socioenvironment can be reduced or eliminated through
the use of a structured autohypnotic guided imagery program which can be taught to the client.
Guided imagery can also be used to build self-esteem, self-worth, self-love, pride, etc., that will
allow a person to feel like a useful human being.
When used by a trained and knowledgeable hypnotherapist, this modality can be one of
the most flexible adjuncts to add to the treatment plan to help ensure a successful resolution to
the client's mental, physical and/or emotional problem. I have heard hypnotherapists who work
with substance abuse boast of a 75% plus rate of success. I cannot substantiate their claims but,
they do appear to be very successful.
There is one thing I know, and that is, a skilled an trained Hypnotherapist can guide and
individual to the awareness of the sensitizing event or root cause of his or her problem in a
fraction of the time that it takes with traditional analytical modalities. Hypnotherapy, used
properly, can make a difference of months and even years in a person's recovery. I am not
saying that hypnosis is the answer to everyone's problems. Like most therapies, it works if you
work it and if you don't it won't.
CASE MANAGEMENT: Bringing resources and people together to achieve established
goals. Directing the client to a Hypnotherapist that provides stress reduction groups designed
for individuals with addictions or irrational habits.
CLIENT EDUCATION: The providing of information to the client. Explaining that
Hypnosis and guided imagery is a tool that can be a benefit to the client's recovery providing
the client is willing to learn and use this skill on a regular basis.
CONSULTATION WITH OTHER PROFESSIONALS IN REGARD TO CLIENT
TREATMENT/SERVICES: Relating with professionals to assure comprehensive care. The
substance abuse counselor may consult with a certified clinical hypnotherapist to provide a
guided imagery program specifically designed for his /her client. At this point in the lecture I
will field questions from the audience. Then, time permitting, for those who wish to partake, I
will provide a relaxing stress reducing meditation that will require about 15 minutes.
GASPARE "BUDDY" BIRBIGLIA INTRODUCES HIMSELF: I have come here
today to inform you of a wonderful tool and to offer my trained services, as a volunteer, to
apply this tool only as an adjunct to traditional medical interventions. A tool that has been
scientifically proven to have a positive impact on your patient's quality of life and overall
health. Not to mention the many positive effects provided to the professional caregiver and the
facility.
Please allow me to describe to you, "Who I am?" and "What I do." My name is Gaspare
J. Birbiglia, D.C.H., I am a Doctor of Hypnotherapy. Since one of my functions is to reduce
stress most people call me Buddy. My wife who is an active registered nurse and I have
developed a company called Introspect, which means, as you know, to look within. We are
dedicated to the education of adults and children by way of individual and group instruction and
seminars. The purpose of which is to to teach individuals how to look within and use the skills
of guided imagery to enhance their quality of life, (mind, body and emotions), thus providing
inner peace and self acceptance. We have developed and produced a lecture and audio cassette
tape series of healing guided imagery programs for adults, teenagers, and children. In a series,
designed especially for children, I relate my stories, both in person and on my audio tapes,
through a character which I created and named "Uncle Benny". . These audio tapes have
been reviewed and recommended by leaders of the national hypnotherapy
organizations in which I am associated
The audio cassette guided imagery programs we have available at this time are designed
to teach individuals how they can to reduce or resolve the stress, tension, anxiety, fear, and
habits, such as smoking, eating, and substance abuse associated with their daily lives. Other
areas in which I have developed programs deal with, Coping with pain, and the distress and
discomfort associated with chronic pain, trauma, invasive medical procedures, non-invasive
medical treatment, disease, catastrophic illnesses, and fear of medical and dental procedures.
You have been given a list of these programs for your review. I also develop programs for
specific topics when requested.
I am certified by four of the leading hypnotherapy associations as a Clinical
Hypnotherapist and a Hypnoanesthesia therapist. I have completed hundreds of hours of
training in his field and I am required to obtain a minimum of 30 hours of continuing education
credits per year to maintain my certification. I am a member of, and certified by, the National
Guild of Hypnotherapist and the American Board of Hypnotherapist and I am President of both
local chapters. I am also a member of, and certified by, the National Board for
Hypnotherapy and Hypnotic Anaesthesiology and the International Medical and Dental
Association.. I have also earned a Bachelor of Science degree in Substance Abuse Counseling.
I have developed a new approach to teach individuals how to enhance their quality of
life and health through the use of guided imagery and self-acceptance. My seminars, stories
and audio cassettes are intended to be used as an adjunct to traditional medical practices for the
resolution of mind, body, and emotional stress, anxiety, fear, and illness. My seminars, stories
and audio tapes are not intended or designed to be a substitute for traditional medical practices
or interventions.
This is a low cost method of providing continuity and cohesiveness to the licensed
mental health professional's treatment plan. My method can provide the patient with the needed
support, to maintain a safe and comfortable continuous healing of mind, body, and emotions
between, visits to ensure a higher and more timely rate of success. The guided imagery
programs I have developed can help prevent negative dependance and transference between the
patient and the professional caregiver by teaching responsible self care. When the licensed
professional caregiver is unavailable or helping another patient to solve their problems this tool
can be a method of intervening when a patient becomes distressed. It can help the patient to
avert a crisis situation until the professional caregiver can be in attendance.
What I do is not in any way to be construed to be the same as the therapeutic work
performed by the licensed professional medical or mental health caregiver. In my profession I
have developed a tool for the licensed professional to use as an adjunct to his or her traditional
practices to enhance the success rate of resolving their patient's problems.
The areas addressed by the Guided Imagery and/or Self-Hypnosis programs I have
developed are:
1. To do no harm and to provide for the well being of the patient.
2. To empower the patient by teach the him or her , how, through the use of guided imagery,
they can become confident in the abilities that they were born with, and the medical team
providing their care. The patient is also taught how to develop self confidence, self esteem,
inner peace, self love and self acceptance, how to develop the mental tools to aid them in the
resolution of their problems, and what their responsibility is for their quality of life.
3. To work within the guide lines and with the authorization of the physician or primary
caregiver.
4. To provide the patient with a guided imagery tool that when used would enhance the
patient's physical and mental well being and quality of life between visits to the licensed
professional caregiver.
5. To provide the licensed professional caregiver with an alternative tool, that would be both
cost effective and health enhancing, to their patients and heir caregivers. I do not want to paint
an unrealistic picture about my abilities or what services I provide. I am not a medical doctor, I
do not diagnose nor do I prescribe any medication. As a hypnotherapist I cannot cure anyone of
anything. Nor can I make you quit smoking or eating or resolve your life's problems. But
millions of individuals who have learned to use guided imagery and self-hypnosis have had
remarkable positive changes in their quality of health for which no one can provide an
explanation.
Then, just what does a hypnotherapist do? It is my goal to teach people to assume
responsibility for their quality of life. In doing so, they can learn to change the area of their life
which they choose to change. Through this process, they will be allowing themselves to
develop self confidence, self esteem, self love, and inner peace to enhance their overall well-
being. They will also learn, that they can only change the changeable areas of their life and
environment.
Then, by becoming more aware of these areas, the desire to change the unchangeable
will be resolved. And with this knowledge they will be better able to understand and accept the
differences between them. Furthermore, we wish to teach individuals that they and only they
are responsible for the quality of their lives through their choices, thoughts, and actions in the
here and now.
10. The keys to the success of guided imagery are:
1. The patient must want the problem to be resolved because of your reasons alone. Not
because your wife, significant other, child, or relative or anyone else wants you to.
2. The patient must believe that Guided imagery can help you resolve your problem.
3. The patient must be willing to practice and use the guided imagery suggestions on a regular
basis. Guided imagery is like learning to idea a bicycle, the more you practice the more
effective it is. Guided imagery is also a learned skill, just like reading and writing.
There is much excitement in my field of endeavor because of all of the research that is
going on and the new fields of Psychoneuroimmunology and psychobiology. Research scientist
and physicians alike, such as Doctors David Cheek, Earnest Rossi, Nicholas Hall, Deirdre Davis
Brigham, Ernest and Josephine Hilgard and of course O. Carl Simonton, and Bernie Segle, just
to mention, a few have proven just how devastating long term stress, tension, anxiety and fear
can be to the human mind, body, and emotions and especially to the immune system. Along
with this they are proving that guided imagery and self hypnosis are two of the most effective
tools to resolve these problems. The means to this method of resolution is what I teach and
offer to you today.
And now, let me teach you how you can take just ten minutes to become very relaxed
and how you can use guided imagery, any time the need arises, to reduce or eliminate the stress,
tension, and anxiety that can be detrimental to your well being and quality of life. To begin
allow yourself to uncross your arms and place your hand in your lap, then place both feet on the
floor. ( Do a guided imagery relaxation)