Hypnosis Myths and misconceptions – No 2 of 6: is hypnosis the same as sleep?


No. Hypnosis is not the same as being asleep. While the term hypnosis comes from the Greek word for sleep (hypnos) you are actually not asleep. You need to be able to listen for hypnosis to work because you need your brain to be processing words and responding to instructions while you relax and go into trance.
 
Some studies suggest that the hypnotic state is similar to the Rapid Eye Movement (REM) sleep state which is when dreaming occurs (whether you can remember dreams or not!). Others suggest that the hypnotic state is closer to that of Alpha when you have ‘in the zone’ levels of concentration and things just ‘flow’. Alpha is also the relaxed state you enter just before you drop off to sleep.
 
When you are hypnotized, you have an experience in parallel with your conscious awareness. You are fully aware of what is happening and where you are while at the same time you have an internally focused awareness.

Myths and misconceptions about Hypnosis – No 1 of 6: Can only some people be hypnotized?


No. Most people can be hypnotized although some can take longer than others to relax and use hypnosis effectively. There here are a small group of people who may not respond to hypnosis due to their inability to perceive context and implication, which can be an aspect of Asperger’s syndrome.

Once you experience the state of hypnosis you will understand why this is the case. Hypnosis is simply an engaging and deepening of the brain’s natural ability to focus and imagine. And in this relaxed ‘altered’ state of mind, the critical conscious mind can be bypassed to access your subconscious mind. In doing so,  suggestibility increases, such that the suggestions given are accepted as being true and effect beliefs, habits, perceptions and behaviours.

Feeling overwhelmed by your To Do list – Try having a Not Do list


I came across this idea today and as it is counter intuitive it immediately appealed to me!  And so I thought I should share it for those who have a constant dread of getting out of bed in the morning because the to-do list is so long and just keeps getting longer. Apart from having so many things to do, yet not enough time to do them, there is all the you also get the pain and anguish caused by not getting though the To Do list.  It is not good to feel stretched too thin, overworked, and dissatisfied.

There’s nothing inherently wrong with a to-do list but it can often act as a block to what we really should be focusing on and that is productivity—doing more in less time.

As Greg McKeown argues in his excellent book, Essentialism: The Disciplined Pursuit of Doing Less, focusing on productivity—doing more in less time—without first deciding what is essential is a prescription for suffering.

Greg McKeown defines essentialism as:

“… a systematic discipline for discerning what is absolutely essential, then eliminating everything that is not, so we can make the highest possible contribution towards the things that really matter.”

It’s not about getting more done in a shorter period. It’s about getting only the right things done.

With this in mind, one tool you might find helpful is creating a “not do” list. Instead of listing all of the things you have to do (with hopefully a priority rating and completion date/time), as you would in a  normal “to do” list, you instead list the things that you’d rather not do at all. Then you start finding ways not to do those things.

For example, maybe you really dislike grocery shopping and feel frustrated by how much time you spend doing it. You could sign up for supermarket delivery to  your home, which would dramatically reduce the time you spend doing it. Ditto getting a house cleaner, dog walker, car washer or anything else you consider a chore which someone else could call to your home and do for you – even if just temporarily while you get on top of things.

Or maybe you’re participating in an activity at work or in your personal life because you think you “should,” but it is not a “must”. This is something you could let go of to free up more tim

So why not create your Not Do list then update it  on a monthly basis to help determine what you need to say no to and where you need to cut back.

 

NBC News July 2017 – Tummy Troubles: Hypnosis might be the answer


This article  from the USA, shows that for patients who don’t get relief from medication, their gastroenterologists are turning to psychologists for help. Hypnotherapy can be an effective treatment for heartburn and other stomach conditions. It’s a powerful alternative treatment, backed with plenty of scientific evidence, that is increasingly being offered at the nation’s leading medical centers.

It describes a range of gastrointestinal conditions that have been treated using hypnotherapy including IBS. I have treated several patients with IBS and know that for them it made a massive difference.

 

How to work 40 hours in 16.7 hours


For those seeking to achieve more yet work less, here is a  a thought provoking and useful article about the Pomodoro technique. Don’t let the name put you off!  It is a simple technique really but requires some discipline and focus. I for one am going to give it a go and see if I can make it work well for me.

For my life coaching clients, buffer.com where you will find this article is a resource you might like to check out and consider adding to your favourites list.

 

 

A Phobia is not permanent unless you choose to keep it that way


A new client asked me what different phobias I have cured and this got me thinking. Firstly, there are over 500 phobias and to date I have treated 13 (apologies to anyone with triskaidekaphobia – a morbid fear of the number 13!).  Public speaking phobia is the most common one people come to see me about, with spiders and flying sharing second place.   What continues to sadden me is that so many people who have a phobia either don’t do anything about it ever, or have tried to confront it and been overwhelmed. Either way, people fall into the trap of mistakenly believing it is something they are just stuck with for life.

Phobias of course can be installed in different ways…through traumatic events or maybe  ‘inherited’ (i.e. learned from parents, siblings close school friends etc) or may have just have developed over time with no know source.  Once installed the coping strategy employed by someone with a phobia is usually avoidance. For example running away when a dog comes into view, driving many miles out of the way to avoid going over a bridge, not entering a room where spiders may be lurking and so on.  So people put up with a lifetime of  suffering when in fact it is needless.  It may seem hard to believe but it takes me just one or two sessions to cure someone of their phobia – just ask my clients who are now phobia free. So if you, or someone you know, no longer wants to have that extreme or irrational fear of or aversion to something, do give me a call.

Independent rating service says Envision is one of the top three hypnotherapy practices in Sheffield


I guess I ought to give myself a pat on the back! I have just learned that I am now listed as one of the Top 3 Hypnotherapy providers in Sheffield. This recognition come from an independent listing company whose review team use a 50-Point Inspection which includes everything from checking reputation, history, complaints, ratings, satisfaction, trust and general excellence. This listing site is free –  I do not pay for a listing or review and they display only businesses that are verified by their people since customers deserve only the best.

To view the listing listing please click herehttps://threebestrated.co.uk/hypnotherapy-in-sheffield

6 Mindfulness Exercises You Can Try Today


I always like to help my clients to help themselves and with that in mind, I heartily recommend these 6 Mindfulness Exercises You Can Try Today…..they require very little effort and can be done pretty much anywhere, at anytime.  The Pocket Mindfulness website and App are also well worth adding to your “useful resource” store as a good source of ideas, exercises and timeless wisdom.

While I believe mindfulness is useful when practiced, please do remember that although there are some similarities with hypnosis (for example being in a relaxed state),  mindfulness/meditation (guided or otherwise) is not the same as hypnosis – with hypnosis you get to reprogram your mind, to change your beliefs, habits, feelings  and actions in ways that are useful and appropriate to you, and to do so RAPIDLY and PERMANENTLY.  If you would like to know more about similarities and distinctions  between mindfulness/mediatation and hypnosis, feel free to give me a call.

Why you should define your fears instead of your goals.


This is an interesting and helpful 13 minute TED presentation based on the fact that the hard choices — what we most fear doing, asking, saying — are very often exactly what we need to do. How can we overcome self-paralysis and take action? Tim Ferriss encourages us to fully envision and write down our fears in detail, in a simple but powerful exercise he calls “fear-setting.” Learn more about how this practice can help you thrive i and separate what you can control from what you cannot. Click here to view.

 

How Mindfulness Can Help Your Children


The recent publicity given to the alarming rise in depression and other mental health issues among children in the UK reminded me to share this interesting article on a study which showed how Mindfulness can produce improvements of up to 20 per cent in symptoms of anxiety and depression – not quite the 80% + improvements I get with my hypnotherapy for children but worthwhile having nonetheless.

An Article in the Times by Barbara McMahon, January 2014

A new technique that helps children to concentrate and cope with anxiety is being introduced in some schools

The tinkling of a bell reverberates around the classroom as a group of children close their eyes and focus on their breathing. “All your thoughts and feelings . . . let them pass through your head like clouds in the sky,” says the instructor. There is fidgeting, muffled giggles and a few eyes peek open but some of the children manage to sit still throughout the two-minute exercise. “I felt like moving but I didn’t,” an 11-year-old girl declares triumphantly. The youngsters in the classroom in California are practising mindfulness, which trains the brain to think in the moment and helps to promote physical and mental calm. Sandwiched between spelling tests and arithmetic lessons, mindfulness is proving to be a remarkably effective way of helping many youngsters improve their levels of concentration, manage their emotions and deal with anxiety.

With its roots in Buddhist thinking and meditation practice, mindfulness entered the mainstream thanks largely to the efforts of Jon Kabat-Zinn, a professor of medicine. In the 1970s, he pioneered its use as a secular and cost-effective way of helping some patients deal with chronic pain and depression. Forty years later, a report published this week found that mindfulness can produce improvements of up to 20 per cent in symptoms of anxiety and depression. The business world has also embraced mindfulness as a way of enhancing innovation and creativity, and helping workers cope with stress. Google, for example, teaches its employees to “search inside” themselves. Adults too, practise it at home or in yoga classes. Now it is being integrated into education.

Eline Snel, a mother and grandmother, lives in the Netherlands and has been developing mindfulness programmes for children for more than 20 years. She has written Sitting Still Like a Frog, published in the UK this month, which is full of practices that can help children calm down, become more focused, fall asleep more easily, alleviate worry and manage anger.

“A lot of children are very restless and can’t sit still for a minute. They react to all kinds of stimuli and that can be a real problem,” Snel says. ”Many children are extremely insecure, thinking that they are not cool or good enough. They’re also under pressure from their parents and their teachers to achieve in school and in sport and in music lessons. Most of them are getting up in the morning with these kinds of worries.”

Children’s nervous systems and brains are still in the process of developing and are even more sensitive to the negative effects of stress. Mindfulness exercises are suitable for all kids age 5 and up who want to calm the churning thoughts in their heads, learn how to feel and understand their emotions, and improve their concentration, Snel says. “It also helps them to free themselves from behavioural patterns that do not serve them well, such as bullying, being withdrawn, being selfish or trying to please others.”

Most mindfulness courses in schools are tailored to different age groups and last eight to ten weeks. Children under 12 will probably have a half-hour training session once a week, while adolescents have an hourly session. “The children learn to pause for a moment, catch their breath and get a sense of what they need at that particular moment in time,” Snel says. “The beautiful thing is that they really have a longing for some inner rest and peace. They have a half an hour session or an hour and immediately they are saying: ‘Can we do this again?’” Parents who see their kids becoming more centred and calm want to know how to carry on the practice, which is one of the reasons Snel wrote the book. Other publications, such as Little Flower Yoga for Kids by Jennifer Cohen Harper, also teach mindfulness and yoga as a way of helping children improve attention and emotional balance.

Children, explains Kabat-Zinn in the foreword in Sitting Still Like a Frog, which was a hit in the US last year, are naturally mindful because they live in the moment and are not overly concerned about the past or the future. “The most important thing we can do is not kill that natural quality of openness and presence, but reinforce it and encourage it to continue to develop,” Zinn notes. A sense of self-discovery and appreciation for one’s own mind and body also gives children a sense of wellbeing and belonging, and helps them develop pro-social behaviours such as kindness, empathy and compassion.

Snel says that the method has also been shown to reduce bullying. Kindness meditation, in which children are encouraged to be “friends” to themselves and to be more balanced and open to others, spills over into the playground, making them kinder and less confrontational places.

Each day, the children and their teachers take a few minutes to go over what they have learnt, so that mindfulness sinks in. “It might be as simple as a teacher instructing everyone to eat an apple or an orange in silence, just taking the time for the class to be quiet,” Snel says.

Mindfulness, which first emerged in schools about ten years ago, is spreading steadily worldwide. The non-profit Garrison Institute in New York is one of many organisations in America that has helped train thousands of students and teachers in mindfulness and contemplative learning. “There’s been a stunning explosion of interest around this kind of work,” says Adi Flesher, a director at the institute, who says mindfulness reduces stress and burnout, and helps children feel more in charge of their lives. Midge Kinder, a mindfulness yoga teacher, runs an educational consultancy in Pennsylvania that is at the forefront of spreading the message in schools in the US. Children do not have a lot of time to “just be,” she says, and have difficulty navigating the multiple and complex stresses they face. “We’re helping children to take care of themselves and it is something that they can take with them into adulthood.”

Kinder still remembers fondly a moment during one of her pilot courses. “We were giving children a chance to reflect and one child of 9 or 10 said, ‘When I came in, I felt all dark inside’,” she recalls. “She held up her thumb and forefinger and made a little bit of space between them and then she said: ‘Now there’s only this much darkness inside.’ That was very gratifying.”

In the UK, the Mindfulness in Schools Project, a non-profit scheme that was established seven years ago, has run courses in 500 to 800 schools and is still expanding its services. “Teaching mindfulness in the classroom reduces children’s behaviour problems, improves general feelings of wellbeing and improves their ability to pay attention,” says Claire Kelly, the project’s spokeswoman and a mindfulness practitioner. ”It’s giving young people the crucial tools they need to deal with whatever life throws at them. They find it empowering.”

Teachers trained in mindfulness have also reported reaping benefits from the practice. Research shows they have lower blood pressure, greater compassion and empathy, and fewer negative emotions.

Mindfulness is not a quick fix, Snel warns: it has to be practised and repeated. “The important thing is not to be too focused on an outcome or results. We don’t want mindfulness to be another pressure on children,” she says. “We want children to see the benefits of listening to their minds and hearts, and of having some degree of control over their inner world.”
Sitting Still like a Frog (Shambala Publications, £16.99) by Eline Snel comes with a CD of exercises

The therapist’s simple relaxation techniques help with everything from concentration to exam stress to sleeping

Exercises for the under-12s

Sitting Still Like A Frog
This is a basic meditation exercise that improves concentration and will help your child to be less impulsive. 
Sit with your child in a quiet place and introduce the exercise as follows: “A frog is a remarkable creature. It is aware of everything that is happening around it but the frog tends not to react right away. The frog sits still and breathes, preserving its energy instead of getting carried away by all the ideas that keep popping into its head. The frog sits still while it breathes. Its frog tummy rises and falls. Anything a frog can do, you can do too.” Encourage your child to just sit and breathe. Children generally like not having to do anything for a while and they will begin to feel relaxed.

Your Personal Weather Report
This helps your child to understand his or her interior world and to acknowledge both good and bad feelings. 
Sit your child down comfortably somewhere, tell him or her to close or half close their eyes and take some time to determine how they are feeling right now. Ask: what is the weather like inside you? Do you feel relaxed and sunny inside? Or does it feel rainy and overcast? Is there a storm raging perhaps? What do you notice?

Once your child has summoned the weather report that best describes his or her feelings, tell them to just let it be … there is no need to feel or do anything differently. Later the weather will be different again but right now this is how things are. Moods change. They blow over. There is no need to take any action. What a relief.

Training Your Attention Muscle
This helps to keep the chatter in your child’s mind at bay and lets them experience reality without interference.
For younger children: On their way to school ask them to remember five things that they see (a tree, a traffic sign, an unusual house, the entrance to your school, the classroom door). What do they look like? Look at the colours, shapes, spots and stripes. By looking without judging whether something is pretty or ugly, tell your child that they will see more of the world around them.

For older children: invite them to pick up a twig and draw it on a piece of paper. Draw exactly what they see and not what they think they are seeing. Do this a couple of days in a row and they will begin to see more and more of the twig while the drawing is becoming more and more accurate.

The Little Box of Worries
This is a calming strategy.
Before your child turns in for the night, ask if he or she is upset about anything. Thinking about these worries (instead of not thinking about them) will reveal what they are all about. Have a box at hand that might be homemade and nicely decorated. These thoughts can be put into the box. The lid comes off, the worries go in, and the lid goes back on. Your child can look at the little box of worries somewhere on a shelf in the room – from a distance, so the child can see they are no longer in his or her head.

The Wishing Tree
This is a visualisation technique that introduces children to the process of patience, trust and letting go.
Tell your child to sit up straight and comfortably, close their eyes and tune in to their breathing. When they are ready, they can go to a beautiful place in nature. It is nice and quiet in this place, safe and pleasant. They will see an old tree, large and solid, with wide branches and bright green leaves. Look closely and they will see white doves sitting on the branches of the tree. Tell your child to take his or her time and to let a wish surface of its own accord. It can be a feeling or an idea or something they have never talked about. He or she can call out softly, without anyone hearing, for one of the doves and let it sit on their hand. They can tell the dove their heart’s deepest desire. It will understand. Watch the dove fly off on its way to fulfil their heart’s desire. Not today or tomorrow but sometime in the future. Not exactly the way they wanted it but often even better than expected. Tell your child to have faith and let go of the wish and all the accompanying images. They can calmly open their eyes and remain seated for a while.