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