Clinical Hypnosis with Children and Adolescents—What? Why? How?: Origins, Applications, and Efficacy
Daniel P. Kohen, MD and Pamela J. Kaiser, PhD
This review article addresses the process, intention, and therapeutic value of clinical hypnosis with children and adolescents. A brief historical perspective is followed by a digest of the published laboratory and clinical research that has accelerated substantially over the past two decades. This review lends appropriate credence to the benefits and integration to clinical practice of this powerful tool for teaching young people self-regulation skills. The breadth of application is described, and several clinical vignettes are provided as examples of what is possible. In addition to the provision of the most relevant citations in the pediatric, psychological, and neuroscience literature, this synopsis concludes with information regarding availability of skill development training in pediatric clinical hypnosis.
Kohen, D.P. & Kaiser, P. (2014). Clinical hypnosis with children and adolescents—What? Why? How?: Origins, applications, and efficacy. Children 2014, 1, 74-98; https://www.mdpi.com/2227-9067/1/2/74/notes
Integrating Pediatric Hypnosis with Complementary Modalities: Clinical Perspectives on Personalized Treatment
Pamela Kaiser, PhD, Daniel P. Kohen, MD, Melanie L. Brown, MD, Rebecca L. Kajander, PNP, MPH, and Andrew J. Barnes, MD
Abstract: While pediatric integrative medicine (PIM) emphasizes an “evidence-based practice using multiple therapeutic modalities”; paradoxically, literature reviews examining the prevalence and/or efficacy of such mind–body approaches often address PIM modalities separately. Such contributions are relevant, yet documentation of how to deliver combined complementary approaches in children and youth are scarce. Nevertheless, integrative practitioners in clinical practice routinely mix approaches to meet the individual needs of each patient. Best practices are flexible, and include blending and augmenting services within the same session, and/or connecting modalities sequentially for an incremental effect, and/or referring to outside resources for additional interventions. Resonating with integrative medicine’s definition, this article’s goal is to demonstrate paradigms that “bring together complementary approaches in a coordinated way within clinical practice” by linking clinical hypnosis, the trail-blazer modality in PIM’s history, with mindfulness, biofeedback, acupuncture, and yoga. Following the consideration of the overlap of guided imagery with hypnosis and an abridged literature report, this clinical perspective considers the selection of modalities within a collaborative relationship with the child/teen and parents, emphasizing goodness-of-fit with patients’ contexts, e.g., symptoms, resources, interests, goals, and developmental stage. Case vignettes illustrate practical strategies for mixing approaches.
Kaiser, P., Kohen, D., Brown, M., Kajander, R., & Barnes, A. (2018). Integrating pediatric hypnosis with complementary approaches: Clinical perspectives on personalized treatment. Children 5(8), 108. http://doi.org/10.3390/children5080108
Kaiser, P. (2017). Chapter: Anxiety in Children and Teens. In Gary Elkins (Ed.), Clinician’s Guide to Medical and Psychological Hypnosis: Foundations, Systems, Applications, and Professional Issues. Springer Publishing.
Kaiser, P. (2015). Chapter: Conversational hypnotic metaphors: Co-creating a self-regulation “tune-up”. In Laura Graciana (Ed.), Storytelling: Come aiutare i bambini ad aiutarsi con le proprie storie, le metafore, i racconti…. (Storytelling: How to Help Children Helping Themselves with their own Stories, Metaphors, Fables). Milan, Italy: Franco Angeli Publisher.
Kaiser, P. (2014). Childhood Anxiety and Psychophysiological Reactivity: Hypnosis To Build Discrimination and Self-Regulation Skills. American Journal of Clinical Hypnosis: Special Issue: Anxiety. American Journal of Clinical Hypnosis, Special Issue: Anxiety and Hypnosis, 56: 343-367.
Kaiser, P. (2011). Childhood Anxiety, Worry, and Fear: Individualizing Hypnosis Goals and Suggestions for Self-Regulation. American Journal of Clinical Hypnosis: 54, 16-31.
Kaiser, P. (1996). Chapter: Nonparental child care. In W.T. Boyce & J. Shonkoff (Eds.) Developmental-behavioral pediatrics. In Rudolph, A. (Ed.), Pediatrics (20th edition).
Kaiser, P. (1993). “The influence of temperament and stress on preschoolers’ social competence in child care centers.” Dissertation Abstracts International. 54, No.4.
Kaiser, P. (1979). Book Review of Applied Decision Making for Nurses by J.G. Ford, et al. American Journal of Nursing, 79, p. 2203.
Kaiser, P. (1978). “Ten steps to interviewing job applicants.” American Journal of Nursing, 78, 627—640.
Kaiser, P., & Dixon, S. (1992). Chapter: 5 days to 4 weeks: Making a place in the family. In S. Dixon & M. Stein (Eds.), Encounters with Children: Pediatric Behavior and Development. St. Louis: Mosby Yearbook Medical Publishers, (2nd ed.).
Kaiser, P., & Dixon, S. (1992). Chapter: 7 to 8 months: Separation & strangers. In S. Dixon & M. Stein (Eds.), Encounters with Children: Pediatric Behavior and Development. St. Louis: Mosby Yearbook Medical Publishers, (2nd ed.).
Kaiser, P., & Dixon, S. (1992). Chapter: 9 to 10 months: Active exploration in a safe environment. In S. Dixon & M. Stein (Eds.), Encounters with Children: Pediatric Behavior and Development. St. Louis: Mosby Yearbook Medical Publishers, (2nd ed.).
Kaiser, P., McCaffery, M., Brehm, H., Dixon, S., Stein, M., & Felice, M.A. (1992). Chapter: Books for parents, videos for kids, and annotated bibliography. In S.Dixon & M. Stein (Eds.), Encounters with Children: Pediatric Behavior and Development. St. Louis: Mosby Yearbook Medical Publishers, (2nd ed.).
Alkon, A., Genevro, Jl, Tschann, JM, Kaiser, P., Ragland, DR, Boyce, WT. (1999). The epidemiology of injuries in four child care centers. Arch.Pediatrr Adolesc Med, Dec., 153: 1248-54.
Alkon-Leonard, A., Genevro, J., Kaiser, P., Tschann, J., Chesney, M., & Boyce, W.T. (1994). Injuries in child care centers: Rates, severity, and etiology. Pediatrics Supplement, December, 1043—1046.
Boyce, W.T., Chesney, M., Alkon-Leonard, A., Tschann, J., Adams, S., Chesterman, B., Cohen, F., Kaiser, P., Folkman, S., & Wara, D. (1995). Psychobiologic reactivity to stress and childhood respiratory illnesses: Results of two prospective studies. Psychosomatic Medicine, 57, 411-422.
Boyce, W.T., Chesney, M., Kaiser, P., Alkon, A., Eisenhardt, M., Chesterman, E,, & Tschann, J. (1991) Development of protocol for measuring cardiovascular response to stress in preschool children. Pediatric Research. Abstract. (April).
Dixon, S., Hennessey, M., & Kaiser, P. (1992). Chapter: 5 to 6 months: Reaching out to play. In S. Dixon & M. Stein (Eds), Encounters with Children: Pediatric Behavior and Development. St. Louis: Mosby Yearbook Medical Publishers, (2nd ed.).
Richstmeier-Cyr, L., Culbert, T., & Kaiser, P. (2003). Helping Children with Stress and Anxiety: An Integrative Medicine Approach, Special Issue: Pediatric Integrative Medicine. Biofeedback, 31, 12-33, Summer.
Tschann, J., Kaiser, P., Boyce, W.T., Chesney, M.A., & Alkon-Leonard, A. (1996). Resilience and vulnerability among preschoolers: Family functioning, temperament, and behavior problems. Journal of Child and Adolescent Psychiatry, 35,184-192.