Supporting children using Logosynthesis®
Most children experience worry, fear and anxiety. In some cases, intense physical sensations and distressing thoughts can get in the way of enjoying life. Children can also find it hard to say what they are feeling. Logosynthesis® offers a fast and easy method to help them feel better.
‘I use it all the time with children. Like any client they need to trust but they have a complete acceptance of the process.’– Mary O’Donoghue, Trainer in Logosynthesis®, Ireland –
By processing the triggers to their reactions, children and youth are better able to move forward and cope with both everyday life and the changes it presents. The key ingredients are trust and safety. If children trust the process and feel safe to explore their emotions, the work is fast and effective. The challenge is to create this environment both at home and in the community. This guided change method can be taught for a variety of applications: self-coaching, coaching, counselling, therapy and parenting.
Videos about working with children
Why is it important?
Childhood Disrupted: How you biography becomes your biology and how you can heal (Nakazawa, 2015) highlights how adverse childhood experiences can trigger manifestation of autoimmune disorders later in life. These adverse events have been shown to trigger chronic stress responses that impact our long term health. Although evidence-based results are not yet available to outline the exact impact of the Logosynthesis® method on this physiological process, the work repeatedly delivers lower levels of distress in clients. SUDS (Subjective Units of Distress) ratings before and after application of the method indicate that there is a shift in response, releasing the trigger to the stress response. As children and youth learn to process these emotions, the stress response is no longer activated and it is therefore believed, the body does not continue to chronically release stress hormones.
An example of processing anxiety:
Issue presented: A child feels anxiety. He sees moving blackboards, with images on each. It goes on in his head all day and night. He feels very sad and senses he and his family will be killed. He describes the images on the blackboards: weapons, thieves, attacks, prisons and handcuffs.
Applying the sentences: At the end of the second sentence, he says that the blackboard stopped. It disconnected. He now sees the blackboard and the schoolteacher. It doesn’t move anymore. It is good. He continues talking about Ninjas and then says: ‘I have another word which stays in my head and which I would like to remove. It is: the poisoned arrow.’ Sentences again. He now states: ‘It is good. It is out of my head, it moved to another world.’
Debrief: His mother confirms that he does not play video games. However, the TV is perpetually tuned to the new channel.
Condensed from a case stufy offered by Sylvie Weber of Luxembourg