ABSTRACT

Clinical hypnosis has proven effective in the treatment of trauma, not just for adults but for children as well. Given the prevalence of children with trauma and the trauma-related dysregulation evident in school settings, promotion of emotional regulation skills and access to emotional management tools are necessary. Trauma-informed care is on the rise in both medical and academic settings. Some schools are even employing hypnotic-like methods such as meditation with substantial success to address symptoms of dysregulation. Given the suggestibility of children without formal inductions and the ease of which hypnotic-like interventions can be employed, this article will explore how the art of “being hypnotic” and the use of hypnotic language is, and can, be used in various settings, not to treat trauma, but to foster affect regulation, reduce observable distress, improve self-confidence, and promote resilience.

摘要

临床催眠已被证明可有效治疗创伤，不仅对成人如此，对儿童也如此。鉴于创伤儿童的普遍存在以及学校环境中明显的与创伤相关的失调，促进情绪调节技能和获得情绪管理工具是必要的。创伤知情护理在医疗和学术环境中都呈上升趋势。一些学校甚至采用类似催眠的方法，例如冥想，并在解决失调症状方面取得了巨大成功。鉴于没有正式引导的儿童的暗示性以及可以采用类似催眠的干预措施的容易程度，本文将探讨“被催眠”的艺术和催眠语言的使用是如何并且可以在各种环境中使用的，不是治疗创伤，而是促进情感调节，