Pediatric Hypnosis Research Articles

Innovative change not as yet fully integrated in pediatric anesthesia.

Pediatric hypnosis is an extremely valuable adjuvant therapeutic tool to reduce pain and ameliorate anxiety in children undergoing procedures and pediatric anesthesia. This perspective summarises; why Integrating hypnosis into practice has this potential, some techniques that are particularly useful in this setting, the training oppurtunities to learn more, and recommendations for future pediatric anesthesia hypnotic research. There is definite capacity for change by Integrating hypnosis into our practice. Not only will this ensure more capable, confident children who present for peri-operative care but also reduce costs and the environmental impact of the pharmaceutical agents we currently employ for sedation and anxiolysis.

Hypnosis: a complementary tool for managing adolescents affected by anorexia nervosa

Anorexia Nervosa (AN) mainly affects adolescent girls and requires specialized, multidisciplinary care. In Geneva, the HUG's AliNEA unit and the pediatric hypnosis consultation have been collaborating since 2021 to integrate hypnosis into the management of AN. Hypnosis is seen as a complementary tool to the Maudsley therapeutic model, but not a miracle solution. It needs to be adapted to each patient's individual needs and to the different phases of treatment : re-association with the body, reinforcement of motivation, exploration of interpersonal relationships and consolidation of progress. Although scientific evidence is limited, patient testimonials underline its beneficial potential as a non-medicinal, individualized form of support.

A vision to enhance self-regulation in children: The promise of pediatric hypnosis

ABSTRACT Pediatric hypnosis practices are a valuable tool for enhancing emotional self-regulation and promoting resilience. Hypnotically informed materials, toys, and language are simple ways to encourage relaxation and stress management. By learning hypnosis skills such as becoming imaginatively absorbed in imagery, “belly breathing,” and using simple toys to promote muscle relaxation, children can access natural and novel ways to navigate life’s challenges. An example of these hypnotically informed materials and skills training exercises can be found in Comfort Kits (developed by Dr. Karen Olness circa 1996 and widely distributed by Drs. Culbert and Olness since 2004, used by thousands of children in hospitals and in community settings following natural disasters and wars. Extending this supportive tool and self-hypnosis training into schools presents an opportunity to introduce children to self-directed stress management skills in a practical and convenient manner. Training children to use hypnotically informed self-regulation skills begins to fill the gap between the need for mental health services and available resources. By incorporating hypnotically informed stress management training and self-hypnosis practices into schools, we can equip children with essential tools for improved mental well-being, particularly when they need psychological first aid. Using hypnotic practices and skills can help children manage difficult experiences and develop a sense of comfort and control. Next steps include looking at the feasibility and efficacy of positioning self-directed self-regulation practices (like those found in Comfort Kits and used by clinicians trained in therapeutic pediatric hypnosis) in schools, including through consultation with experts in curriculum development and assessment.

Hypnosis and Sedation for Anxious Children Undergoing Dental Treatment: A Retrospective Practice-Based Longitudinal Study.

To assess whether the treatment of children with oral midazolam and pediatric hypnosis techniques can improve the compliance in consecutive sessions, a retrospective longitudinal practice-based observational study was designed and carried out. A total of 311 children between 3 and 12 years of age were treated under hypnosis and sedation with midazolam (0.40 mg/kg body weight). Treatments were performed in one to a maximum of three sessions. A total of 183 children received one, 103 received two and 25 children received three treatment sessions. The behavior of the children during the sessions was examined by means of the Venham score. The self-evaluation of the children was based on the Wong–Baker Scale. Child behavior using midazolam and hypnosis techniques showed little difference and good compliance between the sessions. Venham scores did not increase significantly regarding total treatment from the first (0.99 ± 1.41) to the second (1.17 ± 1.39) and to the third session (1.27 ± 1.20) (p > 0.05). However, considering the highest Venham scores that occurred in each case, the behavior of the children worsened significantly (p < 0.01) during the three treatment sessions, from 1.37 ± 1.31 (first) to 1.87 ± 1.74 (second) to 2.32 ± 1.33 (third). In 6.11% of the children, treatment was discontinued in the first session (n = 19), 0.96% in the second (n = 3) and 0% in the third. Treatment with low-dose midazolam, combined with hypnosis techniques, showed to be an effective option for dental treatment in children. Within the limitations of the current study, and with consideration of highest possible compliance, no more than two treatment sessions for pediatric dental treatment should be performed.

PEDIATRIC HYPNOSIS: TREATMENT THAT ADDS AND RARELY SUBTRACTS

ABSTRACT Pediatric hypnosis emerged during 1960s and 1970s with pioneers Franz Baumann, Josephine Hilgard, Karen Olness, and Gail Gardner. Forty years later, it’s matured as a separate, distinct field within hypnosis. Informed by childhood development, this treatment approach is child-centred, imaginatively focused, fundamentally optimistic, and inclusive of parent, family, and other systems in children’s lives. Using hypnosis with younger children requires an active, flexible approach. Pediatric hypnosis values creative playful participation in which the clinician sometimes leads and at other times paces with the child’s lead. Pediatric researchers and clinicians have added considerably to the body of hypnosis literature and training. Annual pediatric hypnosis workshops occurred through the Society for Developmental and Behavioral Pediatrics (1987–2009), which the National Pediatric Hypnosis Training Institute (established 2009) successfully continues. This article sketches the history and philosophical underpinnings of pediatric hypnosis, indicating how it adds therapeutic capacity for practitioners.

Integrating Pediatric Hypnosis with Complementary Modalities: Clinical Perspectives on Personalized Treatment.

While pediatric integrative medicine (PIM) emphasizes an “evidence-based practice using multiple therapeutic modalities”; paradoxically, literature reviews examining the prevalence and/or efficacy of such mind–body approaches often address PIM modalities separately. Such contributions are relevant, yet documentation of how to deliver combined complementary approaches in children and youth are scarce. Nevertheless, integrative practitioners in clinical practice routinely mix approaches to meet the individual needs of each patient. Best practices are flexible, and include blending and augmenting services within the same session, and/or connecting modalities sequentially for an incremental effect, and/or referring to outside resources for additional interventions. Resonating with integrative medicine’s definition, this article’s goal is to demonstrate paradigms that “bring together complementary approaches in a coordinated way within clinical practice” by linking clinical hypnosis, the trail-blazer modality in PIM’s history, with mindfulness, biofeedback, acupuncture, and yoga. Following the consideration of the overlap of guided imagery with hypnosis and an abridged literature report, this clinical perspective considers the selection of modalities within a collaborative relationship with the child/teen and parents, emphasizing goodness-of-fit with patients’ contexts, e.g., symptoms, resources, interests, goals, and developmental stage. Case vignettes illustrate practical strategies for mixing approaches.

State-of-the-Art Pediatric Hypnosis Training: Remodeling Curriculum and Refining Faculty Development

Training in pediatric hypnosis has been part of clinical hypnosis education in the United States since 1976. Workshops expanded over time and are now taught by highly experienced pediatric clinicians across the globe.In 1987, a small vanguard of North American faculty, academic pediatricians, and pediatric psychologists taught a 3-day pediatric hypnosis workshop at the national meeting of the Society for Developmental and Behavioral Pediatrics (SDBP). This model of annual tri-level concurrent workshops (introductory, intermediate, and advanced) was sponsored by the SDBP for 24 years. In 2009, the National Pediatric Hypnosis Training Institute (NPHTI) assembled, and in 2010, offered its first annual workshops. This article documents this history of pediatric hypnosis education and describes NPHTI’s remodeling and ongoing refinement toward a state-of-the-art curriculum with innovative methodology based upon (1) current research about adult experiential and small group learning; (2) design principles for presentations that maximize adult learning and memory; and (3) evaluations by participants and faculty. These underpinnings—including clinical training videos, individualized learning choices, emphasis on personalized, goal-oriented sessions, and advances in faculty selection, and ongoing development—are applicable to adult training models. Integration of developmental and self-regulation strategies may be more unique to pediatric hypnosis skills training programs. The conclusion proposes expansion of pediatric hypnosis education and elimination of related barriers toward goals that all children learn self-hypnosis (SH) for mind–body health.

Pediatric Hypnosis and Cognitive Frames of Reference

Pediatric Hypnosis and Cognitive Frames of Reference

Special Issue: Current Practice in Pediatric Biofeedback and Hypnosis

Special Issue: Current Practice in Pediatric Biofeedback and Hypnosis

Pediatric hypnosis: pre‐, peri‐, and post‐anesthesia

Pediatric hypnosis has a useful role in pre-, peri-, and post-anesthesia to minimize anticipatory anxiety, and as adjunctive treatment to reduce and control pain. This article reviews the literature in the use of hypnosis in pediatric anesthesia to highlight its role and relevancy. Current research indicates there is an immediate and enduring impact, and long-term benefits of this child-centered intervention. Hypnosis can be included in presurgical consultations to establish cooperation and signals for increasing comfort and to address fears and provide suggestions for rapid recovery with changed expectations for the child's own benefit. Thus prepared, the child is in a heightened state of receptivity and statements and suggestions carry through to peri- and post-anesthesia, when hypnosis can help with extubation, reduce nausea, and ease recovery. The Magic Glove is one hypno-anesthesia technique that simultaneously addresses pain and anxiety. The process of hypnosis requires training and supervised practice. Patients in hypnosis treatment conditions have less anxiety and shorter hospital stays and experience less long-term pain and discomfort than do patients in control conditions. There appears little reason not to provide hypnosis as an adjunctive treatment for pediatric patients undergoing anesthesia.

Pseudo-asthma Revisited: In Reply

I thank Dr Anbar for his comments and agree completely with his concept of providing the child with habit cough the means to control the cough on his or her own. In describing our technique for suggestion therapy, we neglected to mention that we teach the patient how to use autosuggestion at home if the urge to cough returns. Once we stop the cough with the initial 15 minutes of suggestion therapy, we emphasize to the patient and family that we did not stop the cough, the patient did; we just showed the patient how to stop it. We advise the patient that if the urge to cough returns, he or she should isolate themselves with a timer, use sipping lukewarm water as an alternative behavior to coughing, and focus exclusively, with no distractions, on suppressing the urge to cough for 15 minutes. We did mention this in our original publication on the subject and described a patient who was successful in using our self-control technique after a return of symptoms.1 Is this the same as self-hypnosis? Because I have not yet taken Dr Anbar's pediatric hypnosis course (but look forward to the opportunity), I cannot say, but the technique seems to have self-hypnotic elements.

Practitioner Review: Clinical applications of pediatric hypnosis

Over the past quarter century, hypnosis has been employed in a broad range of pediatric clinical settings; however, its efficacy and feasibility as a treatment approach for children and adolescents remain in question. Published studies on the role of clinical hypnosis in the management of specific pediatric medical and psychological conditions were identified and reviewed. Pediatric clinical hypnosis has been employed in diverse medical settings to treat primary conditions (e.g., enuresis), as well as to address factors related to management of the condition (e.g., skills training for asthma) or its treatment (e.g., burn dressing changes). Despite great breadth to the possible applications of pediatric hypnosis and many reported successes, much of the present research comprises case histories and small, uncontrolled group studies. To date, research in pediatrics views clinical hypnosis as a promising tool with the potential to help manage a variety of conditions. However, additional research, particularly utilizing randomized, controlled methodologies and adequate sample sizes, is required.

Clinical training in self-regulation and practical pediatric hypnosis: what pediatricians want pediatricians to know.

A survey was taken of graduates of the Society for Developmental and Behavioral Pediatrics' (SDBP) Pediatric Hypnosis Course to describe the impact of the course on participants' practical knowledge of self-regulation and hypnosis, the acquisition through direct experience of a realistic understanding of hypnosis, their estimation of the value of the course to their practice of pediatrics, their use of techniques learned, what they would communicate to peers in pediatrics about training in this area, and their beliefs concerning barriers to professional interest in learning hypnotic techniques for primary care. Forty-eight percent (126) of course graduates responded to the survey. Sixty-five percent of these were physicians; almost all were pediatricians. The overwhelming positive response of these pediatricians to the value of the course (4.4 on a scale of 5), the utility of hypnosis, its ease of use, and its practicality for primary care were conveyed richly in survey comments. Sixty-three percent reported that their practice satisfaction increased as a result of this training, and 64% recommended a course like this to all general pediatricians. Course graduates were concerned that the widespread mythology and strong feelings surrounding the term "hypnosis" eclipsed its empirical validation and its practical uses and was a significant barrier to interest in learning hypnotic techniques; 75% thought that the term should be de-emphasized in continuing medical education communications.