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This study compares two hypnoteaching models used to teach students mathematics. Due to the increase in the use of these models, further vigorous studies are needed to verify their effects. This is a quasi-experiment research conducted to compare the use of the hypnoteaching model using three classes of students. The first, second, and third classes of 15, 13, and 15 students were randomly taught with the Erickson Hypnoteaching Model (Erickson-HM), Elman Hypnoteaching Model (Elman-HM), and conventional non-hypnoteaching model (CM), respectively. The results showed that students in the Erickson-HM group outperformed others, while those in the ElmanHM group performed better than their peers in the CM group. In addition, students in both hypnoteaching groups had higher motivation in learning than those in the CM group. Therefore, discussions and suggestions on hypnoteaching of math were proposed.

This pre-experimental research was aimed to examine the influence of hypnoteaching method toward students' reading motivation and achievement. The sample was 40 students with purposive sampling technique. Motivation for Reading Questionnaire (MRQ) and test were the research instruments to gain the data quantitatively. Motivation for Reading Questionnaire (MRQ) adopted from Wigfield and Guthrie (1997) to examine students' reading motivation levels. For reading achievement, pre-test and post-test were distributed to assess the students' reading outcome about Narrative Text before and after applying hypnoteaching method. The results of this research showed that the implementation of hypnoteaching method affected students reading motivation and learning outcome. The mean score of pre motivation for reading Questionnaire (MRQ) was 40.2 indicated poor reader and it raised to be 81.1 showing good reader after the implementation of hypnoteaching method. Furthermore, hypnoteaching method also affects English reading result which the mean of pre-test was 45.30 indicating poor score criterion of English subject, meanwhile, after being taught applying hypnoteaching method, the score inclined to 90.25 which asserted good score criterion of English subject. The value oft test was 14.88 from data of pre-test and post-test, however the value of t table was 1.99. It represented that the alternative hypothesis (H1) was accepted and revealed that hypnoteaching method can influence students' reading achievement. Finally, it was suggested that English teacher should implement this method in teaching English for secondary school students and can be conducted for further research.

Test anxiety of 625 medical students was assessed at semester start and two days prior to two oral exams with the PAF questionnaire [Prüfungsangstfragebogen]. Global and subscale scores for the categories "emotionality," "worry," "interference," and "lack of confidence" were obtained at three time points. The first assessment was used to identify those participants (n = 104) who showed the highest PAF scores. Medical hypnosis against test anxiety was performed with one half ten days before the first exam. The other half served as a matched, untreated control group. The mean global PAF scores and the "emotionality" and "lack of confidence" scores showed a statistically significant reduction from assessment to assessment within the hypnosis group, but not in the control group. "Interference" increased significantly in the control group but not in the hypnosis group. In conclusion, medical hypnosis seems to be beneficial and effective in helping students reduce test anxiety.

We present 21 prominent myths and misconceptions about hypnosis in order to promulgate accurate information and to highlight questions for future research. We argue that these myths and misconceptions have (a) fostered a skewed and stereotyped view of hypnosis among the lay public, (b) discouraged participant involvement in potentially helpful hypnotic interventions, and (c) impeded the exploration and application of hypnosis in scientific and practitioner communities. Myths reviewed span the view that hypnosis produces a trance or special state of consciousness and allied myths on topics related to hypnotic interventions; hypnotic responsiveness and the modification of hypnotic suggestibility; inducing hypnosis; and hypnosis and memory, awareness, and the experience of nonvolition. By demarcating myth from mystery and fact from fiction, and by highlighting what is known as well as what remains to be discovered, the science and practice of hypnosis can be advanced and grounded on a firmer empirical footing.

This research discusses about using hypnoteaching strategy to improve students' writing ability. The objective of this research is to find out hypnoteaching strategy in improving students' writing ability. The method used in this research was pre-experimental method by using one groups' pretest-posttest design. The group was given pretest and posttest. Pretest was given to measure the students' basic writing ability. After giving the pretest, taught to the students to apply hypnoteaching strategy. And the last, giving posttest, posttest was given to measure the treatments' effect. The improvement of students' writing ability is marked by the result of the posttest. The application of hypnoteaching strategy is really helpful to improve the students' writing ability because there was a significant writing achievement of the students after the treatment was conducted. The result of the students' mean score and standard deviation after treatment of posttest was proved by the result of data analysis after being compared to the t-table (2.042) with t-test (80.79). A bibliography is included.

An investigation of the influence of trauma on musicians revealed concentration and memory problems as two of the most common symptoms hampering the performance of affected individuals. In many instances where the causes of these problems were related to trauma sequelae, these could clearly be linked to dissociative symptoms. The following sequence of topics is discussed: the nature of memory function in the musician; optimal performance and focus; trauma and dissociation and the resultant ways in which it interferes with memory. The effects of trauma on the unconscious mind, nature of associations, working memory, as well as similarity of states of optimal concentration and pathological dissociation are discussed to enhance understanding of how trauma sequelae can, theoretically, negatively affect musicians' memory. Observations of teachers as gleaned from an extensive qualitative research survey, including that of students as well as teachers' self-reports, are discussed, and narratives of three musicians participating as case studies explicated and compared to the literature. In the search for effective solutions, promising intervention strategies are identified. These include Eye Movement Desensitization and Reprogramming, Eye Movement Integration, hypnosis, body therapies, and the role of movement. Some suggestions for further research are made. (Contains 5 notes and 1 figure.)

This article attempts to suggest the existence of a human computer called Quantum Human Computer (QHC) on the basis of an analogy between human beings and computers. To date, there are two types of computers: Binary and Quantum. The former operates on the basis of binary logic where an object is said to exist in either of the two states of 1 and 0. The latter, however, operates on the basis of fuzzy logic where an object can exist in more than two states simultaneously. Through analogy, it is hypothesized that human beings are superb quantum computers that operate on the basis of human logic that accepts multiple states for objects simultaneously. Moreover, and since human beings are composed of physique, mind, memory, soul, and spirit, it is also hypothesized that the QHC legalizes the existence of objects in Hilbert space. Finally, it is further suggested that, as fictitious as it may seem, human learning can be reduced into a "suggestion model" whereby information is suggested into the human computer in much the same way as a given software is assembled on a digital computer; the paper proposes a model for human learning based on its description of the quantum human computer. It is claimed that human learning can be whole sale rather than being linear, sequential and time-consuming. Sleep and hypnosis are presented as examples.

Sleep insufficiency, defined as inadequate sleep duration, poor sleep quality, and daytime sleepiness, has been linked with students' learning and behavioral outcomes at school. However, there is limited research on interventions designed to improve the sleep of school-age children. In order to promote more interest on this critical topic, we examine yoga and hypnosis as two approaches that can improve multiple aspects of sleep. Some studies have shown the benefits of hypnotic relaxation on school performance, but no controlled studies have examined sleep as an outcome in school children. The studies on school-based yoga are currently inconclusive, with effects ranging from positive to negative. Some replicated studies of yoga show modest effects on mood, but none of the published yoga studies measured sleep outcomes. Given the importance of sleep on school functioning, there is an urgent need to study the effects of hypnosis and yoga, or other promising interventions, on sleep and student performance. Examples of promising practices for improving sleep and school-related issues are provided.

Clinical hypnosis, defined as a "therapeutic technique in which clinicians make suggestions to individuals who have undergone a procedure designed to relax them and focus their minds" (American Psychological Association, n.d.), is a relaxation-based tool that has uses in the treatment of anxiety, pain, and a range of stress-related disorders (Nash & Barnier, 2008). In the literature, hypnotic techniques have been referred to as relaxation-mental imagery (RMI; Kohen, Olness, Colwell, & Heimel, 1984); sometimes the terms hypnosis and RMI have been used interchangeably. There is emerging evidence as to its clinical usefulness to treat common problems in school-age youth. When working with children, the goal is primarily to teach them self-hypnosis. The purpose of the current article is to discuss its applications in treating school-related problems, discuss the difference between clinical hypnosis and meditation, address potential misconceptions, provide resources for training, and describe the components of hypnosis.

Objective: Because medical students experience a considerable amount of stress during training, academic leaders have recognized the importance of developing stress-management programs for medical students. The authors set out to identify all controlled trials of stress-management interventions and determine the efficacy of those interventions. Method: The authors searched the published English-language articles on PsycINFO and PubMed, using a combination of the following search terms: stress-management, distress, burnout, coping, medical student, wellness. Both randomized, controlled trials and controlled, non-randomized trials of stress-management programs were selected and critically appraised. Results: A total of 13 randomized, controlled trials or controlled, non-randomized trials were identified. Interventions included self-hypnosis, meditation, mindfulness-based stress-reduction, feedback on various health habits, educational discussion, changes in the length and type of curriculum, and changes in the grading system. Only one study was identified to be of very high quality, although several had described group differences at baseline, used blinding, had good follow-up, and used validated assessment tools. There was a wide heterogeneity of outcome measures used. Interventions that were supported by a reduction in stress and anxiety in medical students included mindfulness-based stress-reduction or meditation techniques, self-hypnosis, and pass/fail grading. Conclusions: Significant opportunities to advance educational research in this field exist by developing more high-quality studies with particular attention to randomization techniques and standardizing outcome measures. (Contains 1 table.)

Objective: The predictive utility of hypnotizability, conceptualized as the change in suggestibility produced by a hypnotic induction, was investigated in the suggested reduction of experimental pain. Method: One hundred and seventy-three participants were assessed for nonhypnotic imaginative suggestibility. Thereafter, participants experienced hypnotic and nonhypnotic imaginative analgesia suggestions, counterbalanced for order. Hypnotic suggestibility was then assessed. Results: Hypnotizability, operationalized as hypnotic suggestibility with imaginative suggestibility statistically controlled (Braffman & Kirsch, 1999), predicted intraindividual differences in responding to the hypnotic and imaginative analgesia suggestions. Higher hypnotizability was associated with relatively greater response to the hypnotic analgesia suggestion than to the imaginative analgesia suggestion. Conclusions: Operationalized in this way, hypnotizability may be a useful predictor of the effect of adding a hypnotic induction to a specific imaginative suggestion. (Contains 7 tables.)

Objective: The present study was designed to test the hypotheses that response expectancies and emotional distress mediate the effects of an empirically validated presurgical hypnosis intervention on postsurgical side effects (i.e., pain, nausea, and fatigue). Method: Women (n = 200) undergoing breast-conserving surgery (mean age = 48.50 years; 63% White, 15% Hispanic, 13% African American, and 9% other) were randomized to a hypnosis or to an attention control group. Prior to surgery, patients completed assessments of hypothesized mediators (response expectancies and emotional distress), and following surgery, patients completed assessments of outcome variables (pain, nausea, and fatigue). Results: Structural equation modeling revealed the following: (a) Hypnotic effects on postsurgical pain were partially mediated by pain expectancy (p less than 0.0001) but not by distress (p = 0.12); (b) hypnotic effects on postsurgical nausea were partially mediated by presurgical distress (p = 0.02) but not by nausea expectancy (p = 0.10); and (c) hypnotic effects on postsurgical fatigue were partially mediated by both fatigue expectancy (p = 0.0001) and presurgical distress (p = 0.02). Conclusions: The results demonstrate the mediational roles of response expectancies and emotional distress in clinical benefits associated with a hypnotic intervention for breast cancer surgical patients. More broadly, the results improve understanding of the underlying mechanisms responsible for hypnotic phenomena and suggest that future hypnotic interventions target patient expectancies and distress to improve postsurgical recovery. (Contains 3 figures.)

Self-care for clinicians is much needed. To discover ways to implement self-care into our lives, we (four therapists) tried different self-care methods over a span of one to two weeks. After using practices that explored self-care through mindfulness meditation, autohypnosis, music, and spirituality, we wrote about the outcome of these experiences on our personal lives and our interactions with clients. From a personal perspective, we discussed the need to guard against burnout. Our experiences produced concrete ways to focus on our own needs in the midst of complex and demanding lives. Finally, we discussed how our methods could be applied to clinical work and the need for future research on self-care for clinicians.

The creation and implementation of strategies that could improve student development is receiving new research interest. The main objective of the research was to establish whether hypnosis-induced mental training programmes as a strategy could alter the self-concept of students which in turn could improve their overall academic functioning. Two experimental and two control groups were randomly selected from a population of undergraduate psychology students at the University of Stellenbosch in South Africa. The analysis of variance showed that the two hypnosis-induced mental training programmes had a significant positive effect on the self-concept of the participants.

"Don't know" (DK) responses to interview questions are conceptually heterogeneous, and may represent uncertainty or clear statements about the contents of memory. A study examined the subjective intent of DK responses in relation to the objective status of information queried, in the context of memory distorting procedures. Participants viewed a video and responded to answerable and unanswerable questions phrased in misleading or nonmisleading formats, while hypnotized or not hypnotized. Subjective meanings of DK responses were queried, and a recognition measure assessed the contents of memory. Lower DK and accuracy rates were consistently associated with unanswerable and misleading questions. One-third of DK responses were statements that the information had no not presented. When these were recoded, accuracy estimates for answerable questions decreased and more so for hypnotized participants. These results demonstrate that DK responses convey different types of information, thus accuracy estimates in studies that permit DK responses may be misestimated. Robust risks associated with asking unanswerable questions and asking questions at all were observed. Implications for working with DK responses during interviews are discussed. (Contains 3 tables and 1 figure.)

This article elaborates the impact that crises of authority provoked by animal magnetism, mesmerism, and hypnosis in the 19th century had for field formation in American education. Four layers of analysis elucidate how curriculum history's repetitive focus on public school policy and classroom practice became possible. First, the article surveys external conditions of possibility for the enactment of compulsory public schooling. Second, "internal" conditions of possibility for the formation of educational objects (e.g., types of children) are documented via the processes of "differance" that were generated from within the experiences of confinement. Third, the article maps how these were interpenetrated by animal magnetic debates that were lustered and planished in education's emerging field, including impact upon behavior management practices, the contouring of expertise and authority, the role of Will in intelligence testing and child development theories, and the redefinition of public and private. Last, the article examines implications for curriculum history, whether policy- or practice-oriented, especially around the question of influence, the theorization of child mind, and philosophies of Being.

The mediator role of response expectancies and the moderator role of hypnotic suggestibility were evaluated in the analogue treatment of pain. Approximately 1,000 participants were assessed for hypnotic suggestibility. Later, as part of a seemingly unrelated experiment, 188 of these individuals were randomly assigned to distraction, cognitive-behavioral package, hypnotic cognitive-behavioral package, hypnotic analgesia suggestion, placebo control, or no-treatment control conditions. Response expectancies partially mediated the effects of treatment on pain. Hypnotic suggestibility moderated treatment and was associated with the relief produced only by the hypnotic interventions. The results suggest that response expectancies are an important mechanism of hypnotic and cognitive-behavioral pain treatments and that hypnotic suggestibility is a trait variable that predicts hypnotic responding across situations, including hypnosis-based pain interventions.

Although hypnotizability can be conceptualized as involving component subskills, standard measures do not differentiate them from a more general unitary trait, partly because the measures include limited sets of dichotomous items. To overcome this, the authors applied full-information factor analysis, a sophisticated analytic approach for dichotomous items, to a large data set from 2 hypnotizability scales. This analysis yielded 4 subscales (Direct Motor, Motor Challenge, Perceptual-Cognitive, Posthypnotic Amnesia) that point to the building blocks of hypnotic response. The authors then used the subscales as simultaneous predictors of hypnotic responses in 4 experiments to distinguish the contribution of each component from general hypnotizability. This analysis raises interesting questions about how best to conceptualize and advance measurement of the ability to experience hypnosis.

This research represents the first controlled treatment study of hypnosis and cognitive- behavioral therapy (CBT) of acute stress disorder (ASD). Civilian trauma survivors (N = 87) who met criteria for ASD were randomly allocated to 6 sessions of CBT, CBT combined with hypnosis (CBT-hypnosis), or supportive counseling (SC). CBT comprised exposure, cognitive restructuring, and anxiety management. CBT-hypnosis comprised the CBT components with each imaginal exposure preceded by a hypnotic induction and suggestions to engage fully in the exposure. In terms of treatment completers (n = 69), fewer participants in the CBT and CBT-hypnosis groups met criteria for posttraumatic stress disorder at posttreatment and 6-month follow-up than those in the SC group. CBT-hypnosis resulted in greater reduction in reexperiencing symptoms at posttreatment than CBT. These findings suggest that hypnosis may have use in facilitating the treatment effects of CBT for posttraumatic stress.

Provides information about hypnosis. Uses research data to define hypnosis, discuss the relationship between hypnosis and memory, and present some possible benefits. Includes a chart with some common misconceptions about hypnosis and the corresponding true statement. (DDR)

Presents the utilization of Ericksonian hypnotic techniques in conjunction with cognitive behavioral techniques collectively labeled the New Hypnosis, as they apply to the treatment of male and female sexual dysfunction within a counseling setting. Specific techniques to improve functioning throughout the five stages of sexual response are presented. (Contains 37 references.) (GCP)

Presents details of Instant Alert Hypnosis procedure as an adjunct to neurotherapy in the treatment of attention deficit/hyperactivity disorder. Discusses AD/HD diagnostic issues, demographics, traditional treatments, neurological basis, EEG assessment, implications for the use of hypnosis, and the efficacy and promise of neurotherapy with and without Instant Alert Hypnosis. (Author/DLH)

Eighteen children and one young adult ADHD patients were treated with alert hypnosis as an adjunct to neurotherapy. Posttest means for each subscale (Inattentive, Impulsive, and Hyperactive) of the Attention Deficit Disorders Evaluation Scale-Home Version were significantly lower than pretest scores. No comparison group was used, and outcomes were confined to specific therapist. (DLH)

Tested use of instant alert hypnosis on 16 children diagnosed with attention deficit disorder. Found that EEG beta-theta ratio means were significantly higher in trials of neurotherapy combined with alert hypnosis than neurotherapy alone. Beta was significantly enhanced, whereas theta was inhibited. Identified improved treatment efficacy and reduced time in treatment as clinical implications. (Author/DLH)