This book analyzes the growing presence of hypnosis in academic settings around the world and its implications for research, healthcare and education. The increasing volume of scientific research on hypnosis and its clinical applications to treat health conditions such as pain, anxiety, trauma and depression has renewed the interest for this kind of practice in different disciplines, such as medicine, psychology, dentistry and nursing. As a result of this growing interest, there is an increasing number of spaces occupied by hypnosis in universities of different countries compared to what occurred in recent decades. Nevertheless, what this means, at various levels, is still far from being deciphered, due to the absence of more detailed research and surveys involving a larger number of institutions, students, faculty and research groups.
This volume intends to shed a new light into the discussions about the growing presence of hypnosis in academia by bringing together contributions of practitioners and researchers working with hypnosis in academic settings in ten countries from different parts of the world: Belgium, Brazil, Canada, Cuba, France, Hungary, Israel, Portugal, Russia and Switzerland. The discussions presented in these contributions revolve around four axes of analysis: the historical trajectory of hypnosis within academic institutions; the epistemological nature of hypnosis and its relationships with other fields of knowledge; the importance of scientific research for the current development of hypnosis and its clinical applications; and how teaching and training in hypnosis is organized in universities today, with its ethical and legal implications in different cultural contexts.
Hypnosis in Academia: Contemporary Challenges in Research, Healthcare and Education will be a great resource for both researchers and practitioners working with hypnosis, and a valuable source of information for human and social scientists in general interested in understanding how a once discredited practice regained respect from the academic community and is now a growing topic of interest for scholars and clinicians all around the world.
Author(s): Maurício S. Neubern, Antoine Bioy
Publisher: Springer
Year: 2023
Language: English
Pages: 201
City: Cham
Preface
Contents
Chapter 1: Hypnosis, Science, and Contemporary Universities: An Introduction
References
Chapter 2: When Hypnosis Becomes a “First-Line” Teaching, the University Wins
2.1 Hypnosis in Healthcare: Four Centuries of Recognition in France
2.1.1 What’s Next?
2.2 Hypnosis in Medical School: A Recent Advance in France
2.3 Hypnosis in the Faculty of Humanities
2.4 Teaching the Therapeutic Relationship at the University: Contributions of Hypnosis
2.5 Conclusions
References
Chapter 3: Hypnosis, University, and Democracy: An Emancipatory Proposal
3.1 Introduction
3.2 Foundations
3.2.1 The CHYS Project
3.2.2 Semiotics and Hypnosis
3.3 Education, Inquiry, and Service
3.3.1 Education, Belonging, and Becoming
3.3.2 Inquiry from the Inside Out
3.3.3 Hypnotherapy and Partnership
3.4 Far Beyond Technique
References
Chapter 4: Liège School of Hypnosis
4.1 Introduction
4.2 Dawn of a University Course
References
Chapter 5: Hypnosis at the Medical Sciences Universities
5.1 Introduction: Historical Accounts
5.2 Hypnosis Groups and Partnerships
5.2.1 Agreements Established Between the UCMSC and Other Universities for the Teaching of Hypnosis and Other Subjects
5.2.2 Foreign Universities in Which UCM-SC Professors Have Taught Basic and Advanced Hypnosis Courses
5.2.3 Cuban Universities in Which UCM-SC Professors Have Taught
5.2.4 Research and Thesis
5.3 The Intramural Work
5.4 Evidence of the Work of Clinical Hypnosis from Our University, Given in the Realization of Events, Publications, and Journalistic Articles
5.5 A Seed Is Sown
5.6 Certainties of Hypnotherapists
5.7 Science and Sensibility
5.8 Of Debts and Adhesions
References
Chapter 6: University and Hypnosis: Some Aspects of a “Win-Win” Situation
6.1 Introduction
6.2 National Expansion and the Development of Hypnotherapy
6.3 The Emergence of Hypnosis at Various University Training Levels
6.3.1 Bachelor
6.3.2 Masters
6.3.3 PhD
6.4 Conferences
6.5 The Relationship Between Hypnosis and the University
6.5.1 How the University Supports: What Does “Hypnosis” Get from the University?
6.5.2 What Does the University Get from Hypnosis?
6.6 The Current Situation
6.7 Conclusion: General Recommendation and Possible Path for Further Development
Appendix
References
Chapter 7: Hypnosis: A Boundary Object on the Edges of Science in Swiss Universities
7.1 Introduction: Placing Hypnosis in a University Context
7.1.1 Into Which Category of Knowledge Should Hypnosis Be Placed?
7.1.2 Delimiting the Concept of Hypnosis in Order to Practise Science
7.1.3 Which Interpretive Framework Should Be Used When Placing Hypnosis in the Context of a University?
7.1.4 What Do We Know About the Influence at Play in a Hypnotic Interaction and Its Effects?
7.1.5 Hypnosis: A Ritual Technique That Produces the Illusion of Power
7.1.6 An Ambiguous, Vague Concept Used by Each Individual According to His Own Expectations
7.1.7 Hypnosis: A Form of Experimental Interaction
7.1.8 Is Hypnosis a Natural Phenomenon or a Codified Experimentation Technique?
7.1.9 Hypnosis: A Boundary Object on the Borders of Science in Swiss Universities
7.2 Circulation of the Boundary Object “Hypnosis” in Swiss Universities
7.2.1 From the Ritual of Exorcism to a Technique for Demonstrating Magnetism
7.2.2 Magnetism and Hypnotism: Instruments of Power and of Professional Identity
7.2.3 Hypnosis: A Boundary Object that Stimulates the Exploration of Non-voluntary Behaviours on the Border Between Neurology and Psychiatry
7.2.4 Hypnosis: A Boundary Object That Stimulates the Exploration of Mental Illnesses on the Borders of Neurology, Psychiatry and Psychotherapy
7.2.5 Hypnosis as a Boundary Object Stimulating the Exploration of the Unconscious Mind on the Borders of Psychology, Parapsychology and Linguistics
7.2.6 Hypnosis as a Boundary Object Stimulating an Exploration of the Human Experience on the Borders of Philosophy of Mind and Religious Science
7.2.7 Hypnosis as a Boundary Object Stimulating the Exploration of Therapeutic Interaction on the Borders of Different Forms of Therapy
7.2.8 Hypnosis as a Boundary Object Stimulating the Exploration of Alternative Practices on the Borders of Academic, Alternative and Popular Medicine
7.2.9 Hypnosis as a Boundary Object Stimulating the Exploration of Pain Therapy
7.2.10 Hypnosis: A Boundary Object Stimulating the Exploration of the Attention Span and Cognitive and Perceptual Performances of Human Subjects
7.3 Hypnosis: A Boundary Object Stimulating the Development of Science at Universities and Institutes of Further Education
References
Chapter 8: Hypnosis and Academia from an Iberian Perspective
8.1 Introduction
8.2 Hypnosis, Psychology, and Academia
8.3 Hypnosis Research During the World Wars
8.4 Hypnosis and Measurement
8.5 The Evolution of State and Non-state Theories
8.6 Hypnosis, Academia, and the Portuguese Reality
8.7 A Future of Hypnosis in Portugal
References
Chapter 9: Clinical Hypnosis in Russia: From Historical Tradition to Modern Education, Research, and Practice
9.1 Introduction: Prehistory
9.2 Two Independent Theories of Hypnosis
9.2.1 Pavlovian Theory of Hypnosis
9.2.2 The Theory of Hypnosis by Vladimir Bekhterev
9.3 Hypnosis and Hypnotherapy in Russia in the Soviet and Post-Soviet Periods: Education, Research, and Practice
9.3.1 Hypnotherapy of the First Soviet Period: Education, Research, and Practice (1920–1965)
9.3.2 Hypnotherapy of the Second Soviet Period: Education, Research, and Practice (1966–1991)
9.4 Hypnotherapy of the Third Period: Education, Research, and Practice (1991 to Present)
9.4.1 Education
9.4.2 Researches
9.4.3 Organization of Hypnotherapy Practice
9.5 Conclusion
References
Chapter 10: A Roadmap to Evidence-Based Medical Hypnosis Training in Academia
10.1 Introduction
10.2 The Role of Academia in the Complex Landscape of Hypnosis Training
10.3 Integrating the Basic Science of Hypnosis
10.4 Domains of Application
10.4.1 Designing the Program
10.4.2 Target Populations
10.4.3 Identifying Teachers and Supervisors
10.5 Partnerships
10.6 Conclusion
References
Chapter 11: Professional Practices, University Education, and Research in Hypnosis
11.1 Introduction
11.2 Professional Practices and Organizations
11.2.1 Professional Boards
11.2.2 Professional Associations
11.2.3 Professionalization and Dissemination of Hypnosis/Hypnotherapy Activity
11.2.4 Hypnosis in the National Policy of Integrative and Complementary Practices (PNPIC)
11.3 University Education and Research in Hypnosis: The University of São Paulo Case
11.4 Final Remarks
References
Chapter 12: A Law Regularizing Hypnosis and the Role of Academia in Teaching and Promoting Hypnosis
12.1 Introduction
12.2 The Israeli Law of Hypnosis (Law No. 1120)
12.2.1 Hypnosis Studies and Licensing
12.2.2 Receiving a License to Practice Hypnosis
12.3 The Role of the Israeli Academia in the Research, Teaching, and Promoting of Hypnosis
12.3.1 Hypnosis Teaching During Medical and Dental Studies: The Case of Tel Aviv University
12.3.2 Demonstrative Cases Treated at the Clinic of Oral Psychophysiology (Including Student Participation)
Unidentified Trauma
Father’s Teeth
Needle Phobia
Extreme Gag Reflex
12.3.3 Selected Research in Hypnosis Performed by the Israeli Academia
12.4 Conclusion
References
Index
