Foundational Hypnotherapy Certification Program Syllabus

Class 1 – Introduction

Introduction

  • Instructors introduce themselves, email addresses and other pertinent information.
    • Students introduce themselves and share goals and experiences pertaining to hypnosis.
  • An overview of the manual and list of assignments.
  • History of Hypnosis and applicable as a therapeutic intervention
  • Hypnosis is everywhere – present day hypnosis.
  • How Hypnosis Works
  • The Subconscious Mind

What is hypnosis?

  • Neuroscience, neuroplasticity of the brain
  • Chart of Brain Waves for hypnosis and the trance state.
  • The pre-induction talk, purpose and application.

The Hypnotic Induction

  • Group induction and discussion about how the induction works and deepening the trance state.

Homework

  • Read material in first and second tabs of manual.
    • Research other pre-induction talks; books, internet.
  • Write a 3-to-5 minute pre-induction talk of one or two paragraphs, in your own words, to educate a client or an audience about hypnosis, trance state and what you consider important.
    • Practice your pre-induction talk with a colleague, friend or family member.

Class 2 – The Hypnotic Induction

Review of student’s week

  • Did you read manual material and write pre-induction talk?
  • Did you practice pre-induction talk?
  • What was response from your talk?
  • Do you have any questions about this experience?
    • Discuss other research you did.
  • A few students read their pre-induction talk for critique.
  • All students email their pre-induction talk to instructor.

Discuss

  • Questions students have about what they have read or experienced.
  • Anatomy of the induction.
  • Basic Hypnotic/Relaxation Induction
  • Review trance states and brainwave patterns related to hypnosis.

Demonstration of full hypnotherapy session

  • One student volunteer
  • Recorded for Student’s use and reference
  • Q&A about process

The Post-hypnotic Suggestion

  • Negative and positive terms and suggestions.
  • Connective and transitional words.

Students practice the relaxation induction on each other

  • Discuss what was learned.
    • As the hypnotherapist.
    • As the subject.

Changing self-talk from disempowerment to empowerment

  • Discuss perception of self.
    • Aristotle quote: “A vivid imagination compels the body to obey it…..” And Thomas Aquinas doctrine: “Every idea conceived by the mind is an order which the organism obeys. It can also engender a disease or cure it.”
  • Group discussion on self-applied negative and positive suggestions.
  • Review self-talk as self-hypnosis.
  • Types of resistance.

Client Information form and interview questions

  • Discuss form and importance of the interview.
  • Interview helps create client intention for hypnosis session.
  • Importance of establishing client Intention.

Exercise/Practice

  • Students interview each other using questionnaire.
  • Students use relaxation induction adding post-hypnotic suggestion imagery for student/partner.
  • Students practice rapport

Homework

Class 3 – Guided Imagery

Guided Imagery

  • Using guided imagery as an alternative to a relaxation induction.
  • Samples in manual.
  • The use of auditory, visual, tactile, and olfactory sensory perceptions. The importance of utilizing senses, including emotional, in guided imagery.
  • Interviewing client for “special place”.
    • Helping the client create with use of senses.
  • Create end result imagery (with client’s words – Intention).

Music and sound during induction

  • Hypnotic/relaxation conducive music.
  • Binaural beats with music

Homework

Class 4 – Habit Control and Developing the Program for the Client

  • Students share “special place” descriptions. One or two will read for critique.

Awareness of Habits

  • Weight Control
    • Discovering the problematic habits
    • Go over the interview form: where, when and why with new options.
    • Discuss weight control induction
  • Demonstrate interview

Homework

  • Students record induction with new suggestions for weight reduction for partner.

Class 5 – Suggestibility Testing and Rapid Induction Techniques

Suggestibility Testing

  • The purpose of suggestibility exercises

Instructor Demonstrates Suggestibility Tests

  • Bucket test
  • Glues hands
  • Rigid arm
  • Lemon
  • Rubber band

Introduce Depth Scale

  • Davis and Husband Susceptibility Scale: 0–30
  • Rapid induction utilizing 0–30 scale

Homework

  • Practice suggestibility and depth scale/rapid induction with volunteer

Class 6 – Stress and Stress Reduction

Homework from Class 5

  • Responses from students' practice of suggestibility exercises

Stress and Stress Reduction

  • Assessment
  • Instructor’s lecture and demonstrations

Imagery and Inductions

Students Practice on Each Other in Class

Homework

  • Practice with volunteer outside of class

Class 7 – Self Esteem

Instruction and Inductions

Class 8 – Pain Control

Doctor’s Referral

Types of Pain Control Techniques

  • Various inductions
    • Used in dentistry
    • Used in surgery
  • Diversion techniques

Glove Anesthesia

  • Demonstration then practice

Tight Fist

  • Imagining hand/fist and pain location as the same intensity
  • Teach the body to respond to the relaxation of the hand simultaneously

Metaphor Intervention

  • Give it a shape and form that can be eliminated or transformed
  • Dialogue with and receive message from the symbol (symptom)

Case Studies

  • Instructors share cases from their practice