Medical Hypnoanalysis, Entrainment & Biofeedback

An understanding of ADD/ADHD

Andy, is five-year-old child who is about to develop the symptoms of ADD/ADHD. He is just beginning school. He is to take a test but feels he is unprepared. He realizes he does not know many of the answers. He feels fear, panic and shame. He believes he is going to fail, and let down those he loves like his family. Recall and thinking becomes impossible. Even the answers he did know do not come to him now. As a result he fails the test. He resolves, to himself, never to repeat this experience again. When possible he studies hard for future test, but this fear, shame and panic (these words are chosen for lack of better terms but other emotions may well apply) are now paired with the studying because they are symbolic of the test-taking situation. Thus, his studying is now ineffective.

When the questions are asked at the next test taking situation, the emotion of fear, now associated with test taking, becomes manifest. Recall is suppressed and his performance is poor. Since he is so extremely uncomfortable he wants to get up and escape but settles for just moving around. He seeks to do anything but sit and take the test. But because he is ashamed of his fear he cannot express them. This is especially true since no one else seems to be responding this way. The fear incorporates and goes unconscious. This produces anxiety leading to hyperactivity. As soon as he leaves the testing room, when the fear, shame and panic are no longer present, the answers to the questions are often easily recalled.

In this case a Conditioned Reflex or, as we in the field of Medical Hypnoanalysis call it, "accidental detrimental hypnotic conditioning" was acquired with one experience when the emotion of fear was present. At the time that Andy was unprepared. The signal for the reflex was his awareness, which is the "suggestion" of his lack of knowledge. The response was fear with the effect of blocking any recall. The blood receding from the prefrontal lobes and the decrease in electrical activity of the prefrontal lobes, as established by Daniel Amens, MD, could easily be explained as Pavlovian conditioned resonses.

This original sensation of fear can be compared to the original showing of food to Pavlov's dog and the response (blocking of knowledge) can be compared to the salivation of Pavlov's dog. At the same time that Andy became aware of his unpreparedness, he was receiving cues or suggestions from his environment. These signals (stimuli or suggestions of examination and fear) can be compared to Pavlov's ringing of the bell.

The reflex of fear was acquired for Andy by the environment (Conditioned Reflex) of a test-taking situation. Because of the powerful emotion the fear had been established without repetition. When emotion is present it is not necessary for the experience to be repeated in order for a conditioned reflex or post-hypnotic effect to develop. The stronger the emotion, the more readily the new reflex will form and the more permanent and severe it can become. The greater the decrease in organized brain activity, in this case caused by fear, shame and panic, the easier it is to establish reflexes with little or no repetition.

During the state we call therapeutic hypnosis, reflexes can be established without the amount of repetition normally required. The words of the Medical Hypnoanalyst are the signals or suggestions for a specific response in the client. The words spoken to the subject when he is in a state of hypnosis can produce a response that did not exist before.

Post hypnotic suggestions are the same as conditioned reflexes but the signal is given at some future time. For example: "When you go to bed you will immediately fall asleep." or "When you look at the examination paper you will feel calm, your mind will be alert and you will recall anything you want to." Hypnosis is a state of mind in which words, ideas, suggestions, or Pavlovian bells can act as signals and produce new reflexes with fewer repetition.

What is this state of hypnosis? It seems similar to the state that exists during emotion. The difference is that the therapeutic hypnotic state is a neutralizing and calming of organized brain activity. This leads to a stronger mental capacity as when the muscles of a body are relaxed to actually form the muscles necessary for their next usage. However, the mental state produced by emotion is so similar to hypnosis it has been called "Accidental Hypnosis." Its importance lies in the fact that during emotion, signals received from the external environment, from body sensations or from the individual's own thoughts, can program the human computer. By this mechanism, adverse symptoms as well as therapeutic benefit can continue long after the original cause or treatment has disappeared.

The intentional production of therapeutic hypnosis depends upon the calming of brain activity. Decreasing the input to the human computer can help accomplish this. Eye closure or limitation of vision decreases visual input. The disregard of all other sounds but the Medical Hypnoanalyst voice assists in decreasing additional auditory input. Relaxation decreases the number of signals the computer is receiving from the muscles. If the client can be so affected, there is a profound calming in brain activity. The triggering, or suggested cues lead to the expected and therapeutically appropriate reflexes that can produce this state by using verbal signals, or suggestions is the secret of hypnosis.

What needs to be treated is the fear, shame and panic. In such a case it would not make sense to suppress the symptoms by medication or even attempts at self-control. The suppression of anything in the involuntary parts of the body merely increase in their intensity by the act of suppression. For example, if a person tries not to blush the blushing gets worse. If a person tries to fall asleep, such a person will experience insomnia. When drugs are given to suppress anxiety, depression, ADD/ADHD etc, and are removed the symptoms become worse. Freudian analysts talk of this extensively regarding sexual matters.

Traditional treatment has been much like if the pharmaceutical companies seeking to make more money had the psychiatric community vote that excessive salivation is a diagnosable condition. Rather than seeing that Pavlovian bells are causing the salivation, they would seek to treat by pharmaceutical interventions, thus suppressing the salivation. This would be backed up by studies that would attest to this fact. Many people can make a lot of money by owning stock in the companies that pursue this approach. There is no financial benefit to the pharmaceutical companies, their stockholders or their distribution representatives to look at problems as Pavlovian style conditioned responses.

". . . special studies (by disciples of Pavlov) showed that the hypnotic state 'leads to a post hypnotic righting and improvement of attention,' i.e., to an improvement in the processes of concentration of excitation and inhibition in the cerebral cortex."p 68 as reported in The Word as a Physiological and Therapeutic Factor: The Theory and Practice of Psychotherapy According to IP Pavlov

The correct use of "speech" points to "points to a new approach to the analysis of its (Speech's) role in the structure of the higher forms of voulntary attention." p 264 "physiological changes produced by a spoken instruction and lying at the basis of voulntary attention are formed only gradually." p270, was reported by AR Luria, in The Working Brain: An Introduction to Neuropsychology

Professional who make their livelihood off of drugs, it seems, will always say that hypnosis is an unproven method or give it lip service at best. I feel this is one reason that such a small amount of the public is informed enough to seek this method out from a credible source.

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ADD/ADHD References

Clinical Analysis of Test of Variables of Attention, TOVA , using hypnosis:
"The analysis revealed a significant difference between pre-treatment and post-treatment scores on the variability measure (the tests most critical variable in assessing ADHD and its treatment) significant at the .01 level (meaning 99% of the people who suffer from ADHD should expect to benefit from this treatment)"

Myles Johnson, PhD, Psychology
Instructor of Graduate Psychological Statistics

"I read your treatise carefully. To be sure, there is an element of truth to what you say-for a certain segment of the ADD population. . . I am sure that there are some people can be helped by hypnosis and I encourage you in your quest to treat this subset of the population. . . I would always investigate non-medicinal or non-surgical interventions first. Since I do hypnosis in my practice anyway, I will continue to ponder your points further."

Bruce Roseman, MD,
Author: "A Kid Just Like Me"

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Learning Learning

The art of learning, like any other art, must be learned. Scientific investigation has shown hypnosis to be a rapid method of mental concentration which speeds the process by which we learn. This also includes learning the art of learning. The American Institute of Hypnosis, (The forerunner of the American Academy of Medical Hypnoanalysis) since its founding in 1955 had concerned itself with education - Education of physicians, dentists, nurses, psychologists and attorneys about hypnosis and its application in their respective fields. The Institute also became involved with teaching hypnotic methods of improving the very learning process itself, and published its results in the January, 1961, issue of its Journal which should be of particular interest to educators and students everywhere. The Inauguration of the Student Program and the Bar Program were big: steps forward in the Institute's overall program of improving the art of learning.

In over 150 cases on record at the Institute's Headquarters, 91% of these students raised their grade average by 10 points in every subject following 12 hours of Medical Hypnoanalysis designed to produce such results, - only 2 students in the entire group of 150 failed to improve at all. This research is based on a 10-point letter grade spread (i.e. 90-l00 A; 80-89 B; 70-79 C; 60-69 D; below 60 F). Students in the 91% group improved an average of 10 points in each subject although any one subject may not have improved.

The records of five typical students are listed below.

 

Before Program Student 1 Grade School Student 2 High School Student 3 College Student 4 Med School Student 5 Law School
  1 C+ 79
2 D 68		 1 B 80
2 A 93		 1 D 612 F 58 1 C 71
2 C 72		 1 B 84
2 C 76
  3 C+ 79
4 D 67		 3 C 78
4 C 76		 3 F 35
4 A 95		 3 C 71
4 C 73		 3 B 86
4 A 91
  5 D 61 5 C 77 5 C 78   5 B 82
  6 F 55 6 C 70 6 C 71    
  7 C 73 7 D 65      
  8 D 68        
  9 F 56        
Average D D D+ C B
After Program 1 A 92 1 A 91 1 C 72 1 B 84 1 A 92
  2 B 84
3 A 93
4 C 72		 2 A 94
3 A 91
4 B 83		 2 B 80
3D 66
4 A 94		 2 B 86
3 A 91
4 B 81		 2 A 91
3 A 94
4 A 95
  5 C 76 5 R 88 5 B 87   5 A 90
  6 F 58 6 C 76 6 C 78    
  7 B 86 7 C 71      
  8 C 72        
Average C B+ B- B+ A

At Applied Behavioral Health Care we still practice these basic replicable methods that now have 40 years of continuous proven effectiveness. Although the procedures have been added to and expanded upon the basic principles still apply.

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Memory Lapses and Test Taking Jitters

The decision to turn a life-long interest into a career seemed only natural to Bob. Yet, once in school, Bob's dream became a nightmare. As his courses progressed. Bob found that the large amount of memorization required to pass the tests was becoming more and more challenging for him. He saw his dream slipping away as he fought harder to master the material while his grades, nonetheless, were increasingly dropping. He knew he had to do something fast.

Bob's friend, knew a Medical Hypnoanalyst. He suggested that Bob try Medical Hypnoanalysis for test taking anxiety. Bob agreed to give it a try. Bob didn't know what to expect during his first visit but the Medical Hypnoanalyst explained that he would simply help him to obtain a state of deep relaxation from which Bob could arouse himself at any time if necessary. While in this altered state of awareness Bob's innermost (subconscious) mind would be more available to listen to and accept any suggestions or ideas that he perceived to be useful or helpful. His mind would automatically reject any suggestions that went against his own values and beliefs.

Relaxing in a recliner. Bob quickly entered a state of light hypnosis while listening to the soothing voice of the Medical Hypnoanalyst instructing him to release tension from every part of his body, bit by bit. After a few more minutes of deep relaxation Bob was ready to receive the mental suggestions that he hoped would end his problems with memorization and test anxiety.

The Medical Hypnoanalyst had Bob mentally visualize himself in his study area, picturing his desk, books, papers and even any beverages he would normally have on hand to drink. Once fully "there" in the scene, the Medical Hypnoanalyst had Bob re-experience his study habits, suggesting that his mind would be relaxed and receptive, and that he would remember fully and easily the information that he read or studied.

As Bob re-experienced each phase of his study routine - reading over notes, repeating information out loud, even taking rest breaks - the Medical Hypnoanalyst repeatedly stressed that he was fully retaining all the information easily and effortlessly. The Medical Hypnoanalyst further instructed Bob that when a question about the material that he was studying was put to him, either verbally or on a test, his mind would immediately bring the information up to a conscious level, making it instantly available for full recall.

He was instructed to envision himself in class, taking a test. He was told to see himself relaxed, confident, and feeling great. He was to see himself confidently answering the test questions while visualizing this study period when he had full and easy recall of the test material. He was reminded to remain relaxed, confident and assured of his success.

After fully visualizing himself confidently taking the test. Bob was instructed to see himself later receiving notice ol his test results. He was instructed to feel the excitement and sense of self-esteem this came from scoring well on the test. He was even told to visualize the positive comments of his teacher and the slaps of congratulations from his friends.

The Medical Hypnoanalyst utilized hypnosis to produce a relaxed state of mind and body. Bob could not be relaxed and anxious or hyper at the same time, either physically or mentally. It produces a concentration of the mind. Bob could not be defocused and concentrated at the same time, at least not for that experience. The post-hypnotic suggestions, provided by the Medical Hypnoanalyst, allowed for the transfer to the testing and school situation. It is for this reason the Medical Hypnoanalytic interventions often work very well for people with Attention Deficit Disorders.

Once Bob had fully visualized his success, he was more certain about his chances to make his vision a reality. With a few follow-up visits and a tape for home reinforcement. Bob soon made his new vision a reality.

Bob's dream really did come true after all. He graduated in the top of his class, thanks to a little help (and some good advice about trying Medical Hypnoanalysis) from his friends.

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Attention Trainer

We have neuro training biofeedback for children and adults seeking to control their attention. "The Attention trainer has been developed under a memorandum agreeement with NASA. Training for concentration and attention has been performed for 25 years with impressive results, NASA pilots, Olympic athletes, and clinicians all use this technique.. . . Testing with children began in 2000 and continue today. . .

Studies have shown that when the 40-60nrecommended training sessionsnare completed, the skill can be retained and applied in other settings. Parents oc children who have used the Attention Trainer talk about the self confidence their child now has and about their newfound ability to sit and do their homework. They are pleaes by the positive change that it has made in their family life."
Training Guide "The Attention trainer"

It was soon realized that, given enough practice, pilots could probably turn the testing system into a training system; that is , they would learn to control their brain waves to set the level of automation where they wanted. This becomes essentially a brainwave biofeedback training situation. It differs from conventional brainwave biofeedback in that the feedback and reward are not explicit on the display, but implicit in the subject's control of the task's difficulty with his brainwaves.

We also employ, EMG, GSR and thermal biofeedback that can also contribut to the treatment of ADD.

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What the US Drug Enforcement Administration Says About Ritalin

Ritalin is a Schedule II stimulate, structurally and pharmacologically similar to amphetamines and cocaine and has the same dependency profile of cocaine and other stimulants.

Ritalin produces amphetamine and cocaine-like reinforcing effects including increased rate of euphoria and drug liking. Treatment with Ritalin in childhood predisposes takers to cocaine's reinforcing effects.

In humans, chronic administration of Ritalin produced tolerance and showed cross-tolerance with cocaine and amphetamines.

Ritalin is chosen over cocaine in self-administered preference studies in non-human primates.

Ritalin produces behavioral, physiological and reinforcing effects similar to amphetamines.

Ritalin substitutes for cocaine and amphetamines in scientific studies.

Children medicated with Ritalin who tried cocaine reported higher levels of drug dependence than those who had not used Ritalin.

Ritalin abuse is neither benign nor rare in occurrence and is accurately described as producing severe dependence.

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Drug Dependence - Ralph Nader's Research Group Position on Methylphenidate

"Methylphenidate can cause dependence. Chronic overuse of this drug can lead to varying degrees of abnormal behavior. Psychotic episodes can occur. Careful supervision is required during withdrawal from methylphenidate, since severe depression and other adverse effects can occur.

There is no doubt that although this drug can be effective in helping children (or adults)who actually have attention deficit disorder (ADD), it is greatly overused and misused. Many children diagnosed with this condition actually have problems, which are caused or worsened by inadequate teachers in the schools they attend or by problems with their parents.

Similarly, many adults may have interpersonal problems, which need to be dealt with by Psychotherapy. Until these causes of what might appear to be ADD are searched for and ruled out in a systematic way, it is not appropriate to use Ritalin or similar drugs.

According to the Public Citizen's Health Research Group, and Sidney M. Wolfe, MD, Larry D. Sasich, Pharm.D., MPH.; Rose-Ellen Hope, R.Ph. in the book Worst Pills, Best Pills, pub by Pocket Books 1999

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US Congress Passes Ban on Forcing Kids` Medication

The Associated Press reported on May 22, 2003 that the US Congress voted to prohibit schools from making children with behavioral problems take medication in order to attend class. According to this bill, which passed 425-1, states receiving federal education money must make sure schools do not coerce parents into medicating their children.

Representative Max Burns of Georgia, who sponsored the legislation stated, "School personnel may have good intentions, but parents should never be required to decide between their child's education and keeping them off potentially harmful drugs."

House Speaker Dennis Hastert of Illinois, a former schoolteacher, said he sympathizes with the need for orderly classrooms but said, "School personnel should never presume to know the medication needs of a child."

The bill, called the Child Medication Safety Act, provides for a congressional investigation into the use of psychotropic medication in schools. The bill was initiated because of reports that parents were being pressured to place their children on psychotropic drugs if it was interpreted that their child was disruptive or may show signs of hyperactivity.

Testifying before a House panel in May, Dr. William B. Carey, director of behavioral pediatrics at Children's Hospital of Philadelphia, asked, "Why is eighty percent of the world's methylphenidate being fed to American children?" As Dr. Carey noted in his testimony, "These drugs have the potential for serious harm and abuse. They are listed on Schedule II of the Controlled Substances Act. They can lead to `severe psychological or physical dependence`."

ABLECHILD: UPDATE July 10, 2003

This past month has been a very exciting and productive one for ABLECHILD: Parents for Label and Drug Free Education. ABLECHILD President Patricia Weathers spent two days, June 17th and 18th, in Washington DC meeting with many Senators and chief of staff aids regarding H.R. 1170 "The Child Medication Safety Act". This bill will prohibit school personnel from coercing parents into putting their children on psychotropic drugs as a requisite for remaining in school. In a joint effort with ABLECHILD, Mrs. Kelly Preston, representing Citizen Commission on Human Rights attended many meetings with Mrs. Weathers. ABLECHILD thanks Mrs. Preston's courage and effort in bringing star power to Washington to highlight the issue of forced child drugging to the Senate.

"Bridging those in Washington is a crucial step in getting this important bill passed into law. Senators need to know that we are out there", said Patricia Weathers. "They need to know that many parents are affected by this issue of coercion/pressuring via schools and that we want it to end." Each office was directed to www.ABLECHILD.org coercion/pressuring petition, which clearly demonstrates to the Senate that this is a much more pervasive problem then many groups pushing labeling and drugging children would have them believe. "This is reality and demonstrates to each one of them the urgent need in enacting H.R. 1170 into law."

On an exciting note, one Senate office that we visited has taken the initiative and jumped on board by introducing and sponsoring 'The Child Medication Safety Act.' Senator John Ensign of Nevada, who we personally met with last month has listened to our parent voices and stood up to support our efforts!

ABLECHILD cannot stress again the importance in continuing to call your Senators in support of "The Child Medication Safety Act", and asking them to say yes to this much-needed legislation. Please encourage them to stand up for your parental rights and your children's health and well being by signing on to H.R. 1170 "The Child Medication Safety Act of 2003"!

You can find your two Senators names, addresses, and emails at:

http://www.thomas.loc.gov or http://www.congress.org

Please Fax, Write, E-mail and Call them today!

Thanks for your continued support!

Remember WE can make a difference!

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ABLECHILD

Parents for Label and Drug Free Education

Adolescent Psychiatry, as reported in Dr. Blocks book No More Ritalin, followed a group of hyperactive children over an eight year period. At the end of the study, 80% continued to have the ADHD diagnosis and continued to show symptoms. Even more alarming is that another 60% of these children progressed to more serious diagnoses such as Oppositional-Defiant Disorder and Conduct Disorder. While these are also psychiatric labels, their symptoms are more severe. So not only did the drugs not work for 80% of the children, but more than 60% of them actually got worse while taking them.

Good answer to the problem? How about something different?

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National ADHD directory

In order to be listed in the National ADHD directory I and others are required to agree to this statement. I think you might also find it interesting.

"I am aware that ADD Resources, the sponsor of the National ADHD Directory, supports the use of appropriate medicines for the treatment of AD/HD and does not want to list in its National ADHD Directory persons who are opposed to the use of medicines for the treatment of AD/HD. I agree I will not speak, write, display on an Internet Web site, publish, distribute literature, or otherwise communicate the opinion that medicines are not an acceptable treatment for AD/HD."

I agree that medicines are an acceptable treatment when other less dangerous methods have proven ineffective. I believe in scientific and open inquiry and oppose the inhibition of such. I am sure that no one person or group, truly interested in the well being of ADD/ADHD people, would want to inhibit that. I feel that you as a consumer should be aware of this requirement. I do agree that medicines are an accptable form of treatment, when benefits vs side effects or potential side effects have been acknowledged. As with any treatment people should seek to have themselves informed of alternatives and any adverse consequence. Because of this I believe I am in compliance with the above statement.

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Links Regarding Dangers of Stimulant Drugs

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Quotations on ADD

"Hunters in a farmer's world."
Thom Hartmann, ADD A Different Perspective

"The best non-pharmacological treatment for ADD is exercise, sex, and humor.
--Dr. Ned Hallowell, Co-author of Driven to Distraction.

"I see myself as an intelligent, sensitive human, with a soul of a clown which forces me to blow it at the most important moments."
--Jim Morrison, late member of the rock group; The Doors

"I was trying to daydream, but my mind kept wandering."
--Steven Wright, comedian

"I had a terrible education. I attended a school for emotionally disturbed teachers."
--Woody Allen

"On the whole, human beings want to be good, but not too good and not quite all the time."
--George Orwell

"To invent, you need a good imagination and a pile of junk."
--Thomas Edison

"All human evil comes from a single cause, man's inability to sit still in a room."
--Blaise Pascal

It's a damn poor mind that can think of only one way to spell a word!"
--Andrew Jackson

"Punctuality is the virtue of the bored."
--Evelyn Waugh, diary entry (Diaries of Evelyn Waugh)

"I often regret that I have spoken; never that I have been silent."
--Publilius Syrus

"Without deviation from the norm, progress is not possible."
--Frank Zappa

"Reeling and Writhing, of course, to begin with," the Mock Turtle replied, "and then the different branches of Arithmetic--Amibition, Distraction, Uglification, and Derision."
--Lewis Carroll, Alice's Adventures in Wonderland

"If they try to rush me, I always say, 'I've only got one other speed and it's slower."
--Glen Ford

As a potential consumer of Medical Hypnoanalysis you might be interested in the Following Article.

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