No abstract
Although the efficacy of clinical hypnosis is well documented, its implementation in clinical practice is far from completed and there are few reports of systematic, professional training. This article gives a historical overview and description of a 1-year training program in clinical hypnosis which started in Norway in 2008 and has been held yearly since then. We describe the present education course with respect to aims, conceptual framework, structure, target groups, teaching themes, and experiences. The following factors have been considered of importance for the success of this program: The extent and duration of the course, the focus on demonstrations, experiential skill-building and exercises, and that the education is rooted in acknowledged clinical, academic, and educational environments. The participants' evaluations tell stories of mastery and positive experiences with hypnosis as a therapeutic tool in their clinical practice. However, many struggle to understand the various concepts of hypnosis, trance, and suggestions. Some find it hard to get started and challenging to integrate hypnosis in their clinical practice. Finally, some report scarce opportunities to apply their newly acquired skills at their work places and limited support by their leaders. The development of systematic, professional training programs as described in this article may be of importance for further implementation. However, this will also require that clinicians and leaders in universities and professional environments, and policymakers at higher levels, recognize clinical hypnosis as a valid and efficient choice of treatment. This must be reflected in dedicated efforts to ensure successful implementation in practice.
Background and aim: The purpose of this article is to demonstrate how we can use nature cabins and their natural surroundings therapeutically. Method: Published research of relevance for this therapeutic practice is discussed in relation to and informed by experiences from practice, collected through conversations with therapists using the Outdoor care retreat at Rikshospitalet in Norway. Results: The literature review demonstrates how therapy in nature cabins can influence cognitive and emotional processes. All physical environments carry symbolic meanings; therefore, no therapy setting is neutral, and the setting will affect the client and therapist. Place attachment may contribute to create a safe foundation for exploration and self-development. The experiences from practice demonstrate how nature and natural objects are rich in potential for the creative application of symbols in therapy and opens for different stories on growth and development. Conclusions and implications: The evidence-based approach of this article supplies a therapeutic rationale to use cabins in natural surroundings more strategically for positive therapeutic outcomes. Keywords: nature, architecture, therapy settings, hospital environments
Research on common factors in therapy largely focuses on qualities in the therapist, relationship, or client, with little attention to the meaning of the physical environment. This study contributes to the literature on common factors, aiming for a qualitative in-depth analysis of the ways place, nature, and natural materials affect therapy with hospitalized, chronically ill children. The study compares the experience of therapy in the Outdoor Care Retreat-an architect-designed cabin in a natural setting behind the Oslo University Hospital in Norway-with therapy in a traditional hospital setting. The findings are based on two group interviews with seven leaders, six individual interviews with therapists (psychologists, social workers, and medical doctors), and four individual interviews with parents of hospitalized, chronically ill children. The qualitative data were analyzed according to reflexive thematic analysis, and categorized into eight main themes. The (1) affordances of the Outdoor Care Retreat positively influenced the therapy. The analysis yielded examples of positive influence from the natural setting and materials on both child and therapist, in terms of (2) natural bodily reactions, (3) multifaceted role activation, (4) situations of opportunities, (5) restorative emotional reactions, (6) stronger alliance, and (7) valuable expectations. The subthemes demonstrate which mechanisms were in play, and how these contribute to (8) therapeutic flow in a holding environment. The case study demonstrates the value of considering place and nature for therapy with children. A model of the meaning of the physical environment in therapy is proposed, to be tested in further research.
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