When a student scrapes their knee at recess or cannot focus on the assignment at hand due to severe cramps, they know the school nurse is close by to help them with their physical pains. Yet as student rates of anxiety and mental illness rise, the traditional nurse’s office is at a standstill in how to best help these students who need more than a Band-Aid and an ice pack. A study released this year by the Pew Research Center found that a whopping 70% of teenagers shared that depression and anxiety are “major problems” for their peers (Horowitz). These teens reported that that depression/anxiety was more of a concern than bullying, drug additions, alcohol addition, and poverty (Horowitz). Today students face more and more mental obstacles, such as undesirable side effects from anxiety and ADHD, that calls for a treatment that is more than skin deep. Like these students, the American population as a whole has become tired of traditional Western medicines that ignore the human psyche. As a result, Eastern medicines, or Complimentary, Integrative, and Alternative medicines (CIAM) have become more popular. These Eastern practices focus on the whole person, acknowledging the unique mind-body connection every person has. Who is to say that these same practices, ranging from acupuncture to Reiki, cannot benefit the student-population that is extremely susceptible to the pressures of school and young-adulthood?
One of the most popular forms of CIAM treatment in 21st century America is acupuncture, a medicinal practice that dates back to 6000 BCE (Mandal). A quick Google search shows that acupuncturist claim their practice can alleviate general pain, muscle pain, anxiety, insomnia, digestive-related illnesses such as IBS, and so much more. In a recent interview, acupuncturist Lynne Deschenes spoke to her first-hand experiences with students who have come to her with help for anxiety and depression, many of them believing the root of their problems coming from the high expectations outlined at school, “I treat kids when parents have reached their breaking point with western medical interventions. I typically see sports related injuries, hormonal imbalances and stress related aches and pains.” As an acupuncturist with 20+ years of experience, Lynne explained that acupuncture coming to schools seems unlikely, although there are plenty of similar-therapies that schools could incorporate into their curriculum, such as “color puncture” (the use of colorful-silks on the body), homeopathy, and “toyo hari” (when a teishin needle is used which does not puncture the skin). These less-invasive yet similar practices may help students, but Lynne still worries that school nurses are not properly trained for these intensive and complex treatments, so she suggests that, “Teaching kids about the different options for self-care seems more attainable” so they can go off to find a professional in their community.
Perhaps a less-known CIAM treatment is hypnosis. Although hypnotists are commonly associated with magic tricks, their practice has plenty of therapeutic characteristics when conducted in the correct manner. In addition to speaking with Lynne, I was able to discuss CIAM in schools with Marissa Fanelli, a hypnotist with 9+ years of experience in hypnotherapy. She shared that 25% of her clients are students and that many come to her for performance anxiety in school and insomnia (as a result of their school-related anxiety). During a session, hypnotists orally guide their patients through instruction and tap into the patient’s “unconscious” (Crean). As a result, patients can learn how to breathe more slowly, lower their heart rates, and even how to enter a state of hypnosis on their own when they want to lower anxieties without the help of the practitioner (Crean). When discussing if Marissa could envision hypnosis in schools she responded:
Absolutely – I can envision group hypnosis sessions to give kids tools to relax before exams, to boost self-esteem, and to create coping skills. It is very easy to perform hypnosis in a group setting, and it could be done in 30-40 minutes.
Her point is especially valuable in 21st century America since so many schools rely on testing after the passing of “No Child Left Behind” which allots funding to schools based off of test scores. Additionally, I asked if there is anything Marissa’s practice may be able to provide that the traditional school-nurse may not. She responded by saying:
Empowerment. Kids are at the mercy of everyone’s whim in a school setting, and hypnosis is a fantastic way to help them realize the power they have over stress and anxiety.
A popular claim within the CIAM world is that their practices, unlike most Western ones, evaluate and serve the “whole person.” This means that they are not just looking at the immediate pain/issue at hand, but approach their clients in a holistic manner. By doing so, many CIAM practitioners believe that they can help the client find the root of the problem and solve it through said CIAM treatment.
Even more obsolete practices within the CIAM world, such as Reiki, have been shown to help students with school anxiety-related troubles. Reiki practitioners claim their practice can help students with lower stress levels/anxiety, better sleep, and improved moods (International Association of Reiki Professionals). Last month I was able to explore Reiki in schools with local-Bostonian Reiki Master, who primarily serves university-aged students in the area. She reports that her younger patients (elementary through high school) come for help with anxiety and staying focused in schools, whereas older students come for emotional healing and spiritual exploration on top of anxiety (CITE). When asking about the implementation of Reiki in schools, Christine had plenty of personal experience to speak of:
I have done one program with high school students talking about Reiki. In the high school, I decided to not use touch at all on students (demo of a Reiki treatment was done on a teacher) but instead have them focus on their own energy. Another challenge is that while Reiki is not a religion, it has deep roots in Buddhism and is a spiritual practice. It might not be appropriate to get into some of this in a public school setting. In addition to First Amendment concerns, I would also worry about stripping the spiritual aspect out of Reiki to offer it in a school as this is really central to what Reiki is.
Ultimately, Christine explained that her patients from private practice experience many benefits from Reiki, but she has a difficult time imagining it in a school-like setting. That being said, Christine mentioned non-touch mediation practices within Reiki that she believes students would benefit from as they could practice in and out of school.
Finally, the most widely accepted CIAM practice within schools is yoga. In the Western medicinal world, a therapy or treatment is only considered valid when proven through the scientific method with randomized control trials. Yoga is one of the CIAM treatments that has shown benefits in these trials, for example yoga instruction was implemented in a U.S urban and alternative high-school back in 2010. At the end of their 18-week run time (practicing once a week for a one-hour period), surveys from yoga instructors and students informed researchers Ramadoss and Bose, 2010 that the students experienced an increase of self-control in school settings (Acquaviva). This practice may also be more accepted in schools, as yoga teachers are more common than Reiki or Acupuncturist. Additionally, there is an abundance of free yoga resources online, ranging from guided meditations to vinyasa-flow videos. The importance of reducing stress levels and incorporating mindfulness into the lives of youth is not only beneficial in the present but also in the future, as the number of adolescents who have problems in adulthood as a result of adolescent anxiety can be as high as 20% (Acquaviva).
All of these practitioners are similar in their passion for CIAM treatments and were more than willing to share their niche knowledge in hopes of helping students. Many of them responded to my cold-calls and took time out of their busy days to share their expertise with no payment or reward… they simply shared their perspectives out of their own genuine belief in and love for their practice. Yet, their responses to the effectiveness of their treatment in schools varied from practitioner to practitioner. Some believed there is no better place to implement their modality than in a school, whereas others felt that their practice was better in a one-on-one private setting. Ultimately, each practitioner believes their modality can and will help students overcome school-related anxieties and other ailments, whether in or out of schools.
First-Hand Testimonies:
Below are three interviews, focusing on CIAM modalities within school environments, conducted with different CIAM professionals (a hypnotist, an acupuncturist, and a Reiki master):
Reiki in Schools
Name of Practitioner: Christine Radice
Field of Practice (Reiki, Acupuncture, etc.): Reiki
Years of Involvement with this Field/Practice: 17+
Why did you become a practitioner in your alternative/complimentary field of medicine? Can you speak a little bit to your journey/years of training?
I first got interested in Reiki as a stress reliever and spiritual practice for myself, then began sharing it with friends and then volunteering at a community energy healing clinic. In 2003 I started my private practice doing Reiki treatments and teaching meditation. In 2007 I became a Reiki Master Teacher. I’m currently teaching all levels of Reiki training and offering individual treatments.
How often do you treat school-aged children (3-22)?
Ages 3- 18, pretty infrequently–just a few times per year usually. 18 -22 more often as I get a lot of university students for Reiki treatments and classes.
Why do these patients/clients/individuals (school-aged children) usually come to you for assistance (anxiety, physical pain, etc.)?
Parents often bring younger children for help with anxiety and staying focused. College-aged young adults are usually coming for anxiety, emotional healing (relationships/friendships/etc.) and often spiritual exploration.
What types of improvements have you seen in school-aged children after undergoing your medicinal practice?
I wouldn’t call Reiki medicinal so much as a whole person healing, helping people, including children, feel more balanced and calm. Parents of younger kids have remarked that they sleep much better after Reiki and are more calm about stress at school. Young adults 18 -22 often find Reiki radically transformative, helping them be more compassionate to themselves and others and also opening up a whole new understanding of the world.
My goal in this study is to explain why alternative/complimentary medicines should be utilized in school settings – can you imagine your practice in a school-setting? Please elaborate on your perspective.
I have offered workshops about Reiki at universities and have given Reiki treatments to students at wellness fairs or for finals week. 18 – 22 is pretty much like working with any other group of adults for the most part.
I have done one program with high school students talking about Reiki. In the high school, I decided to not use touch at all on students (demo of a Reiki treatment was done on a teacher) but instead have them focus on their own energy. Another challenge is that while Reiki is not a religion, it has deep roots in Buddhism and is a spiritual practice. It might not be appropriate to get into some of this in a public school setting. In addition to First Amendment concerns, I would also worry about stripping the spiritual aspect out of Reiki to offer it in a school as this is really central to what Reiki is.
What do you think your practice could provide that the modern-day nurse’s office does not?
Nurses and doctors are critical for physical health concerns. Reiki is a practice of offering life force energy to yourself and others. It’s a way of life, a way of being. It does have some benefits like calming, pain relief that might also be provided by school nurses. Reiki practitioners are not trying to alleviate a specific symptom but more providing all over well being, helping the body to heal itself.
What do you say to people who doubt the legitimacy of your practice (for instance, parents who believe it doesn’t “work”)?
If people are resistant to Reiki, they would probably be better pursuing another treatment that is more comfortable for them. You don’t have to believe in Reiki but you do have to be open to try it. I’m in private practice so everyone who comes in to see me has already read up on Reiki for their kids and is open to try it. When people are skeptical, I explain what Reiki is, sometimes offering to demonstrate. I mention Reiki is now used at all major hospitals in Boston.
Can you elaborate on any concerns you may have when it comes to implementing your practice in a school-setting?
Concern about using a touch-based healing system in an environment where touch wouldn’t be appropriate. I would probably instead treat without touch and focus on teaching energy based meditations students would do themselves. This could also be a great way to talk more with young people about getting consent to touch or even verbally help others and also the right to say no to that kind of help oneself.
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Acupuncture in Schools
Name of Practitioner: Lynne Deschenes
Field of Practice (Reiki, Acupuncture, etc.): Acupuncture
Years of Involvement with this Field/Practice: 20+ Years
Why did you become a practitioner in your alternative/complimentary field of medicine? Can you speak a little bit to your journey/years of training?
I became interested in becoming an acupuncturist after I received my first treatment. I injured my knee and the acupuncturist healed the swelling within 4 hours. I wanted to understand the day to day job of an acupuncturist so I decided to volunteer at an HIV/AIDS clinic where acupuncture was the treatment modality. Though the patients were very ill and I had every reason to feel sad or stressed observing people in such dire circumstances I was instead content, calm and dare I say happy to be there. The practitioners were skilled, professional, empathic, gentle and kind. The patients received relief from their nausea, anxiety, pain and depression. It was after my volunteer position I knew this was a career that I would be happy and privileged to have.
I attended the The New England School of Acupuncture from 1996-1999. The program was 40 months long. I was licensed by the Mass board of registration in medicine to practice acupuncture and I opened my practice. It has been 20 years and they have been amazing.
How often do you treat school-aged children (3-22)? Why do these patients/clients/individuals (school-aged children) usually come to you for assistance (anxiety, physical pain, etc.)?
I treat kids when parents have reached their breaking point with western medical interventions. I typically see sports related injuries, hormonal imbalances and stress related aches and pains. Only 3 % of my clients are children. I typically only need to see kids a few times before their conditions improve. The younger someone is the less intervention is needed. Kids need fewer treatment needles if any. Some practitioners use acupressure, colorpuncture ( the use of color silks over the body), flower essences, homeopathy, zero balancing, toyo hari a teishin needle is used without puncturing the skin. These are all tools I have used or suggested for pediatric clients.
What do you think your practice could provide that the modern-day nurse’s office does not?
Offering complimentary strategies to children in a school setting is coming. Yoga, meditation, EFT tapping, Brain Gym, mindfulness are now offered in many schools. The likelihood of nurses or other practitioners administering acupuncture, acupressure, homeopathic remedies or herbs is extremely unlikely. These forms of energy medicine are complex and require parental consent, extended care and follow up. Teaching kids about the different options for self-care seems more attainable. As an acupuncturist I would not practice in a school setting for reasons mentioned above.
Nurses are inundated with nervous, stressed kids with headaches, bellyaches, anxiety and angry outbursts. Assisting nurses with a quiet space where kids could relax, to calm their nervous systems, gentle music, weighted blankets seems like an accessible strategy for schools. School counselors who could help kids with breathing exercises and stretching would be so helpful. Kids need very little to make a big impact. Less is more when treating kids.
What do you say to people who doubt the legitimacy of your practice (for instance, parents who believe it doesn’t “work”)?
I don’t typically engage in conversation that aims to convince people to believe in something or not. There are many paths to health and wellness. I. believe we all find the paths we need to move forward.
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Hypnosis in Schools
Name of Practitioner: Marisa Fanelli
Field of Practice (Reiki, Acupuncture, etc.): Hypnosis (and Acupuncture)
Years of Involvement with this Field/Practice: 9 Years
Why did you become a practitioner in your alternative/complimentary field of medicine? Can you speak a little bit to your journey/years of training?
I grew up watching my mother struggle with health issues that were exacerbated by Western medicine, and this attracted me to the field of holistic health. I went to the New England School of Acupuncture in Newton, MA, and received a 4 year Master’s degree in acupuncture. After practicing acupuncture for a year, I began to realize that the majority of my patients were suffering from anxiety, depression, and sleep issues. I knew that hypnosis could benefit all of these issues, so I applied to the Thomas Institute of Hypnosis in New Hampshire and attended a 9 month program to get certified in hypnotherapy. I now combine the two modalities.
How often do you treat school-aged children (3-22)?
Very often-I would say that 20-25% of my client base is within this age group, and I have over 1700 clients. Children and teenagers respond very well, and very quickly, to both acupuncture and hypnosis.
Why do these patients/clients/individuals (school-aged children) usually come to you for assistance (anxiety, physical pain, etc.)?
Anxiety is the majority of my client base. I also see a lot of performance anxiety and insomnia.
What types of improvements have you seen in school-aged children after undergoing your medicinal practice?
Better sleep, better grades, coping skills to bring themselves out of “fight or flight,” more relaxed in general.
My goal in this study is to explain why alternative/complimentary medicines should be utilized in school settings – can you imagine your practice in a school-setting?
Absolutely – I can envision group hypnosis sessions to give kids tools to relax before exams, to boost self-esteem, and to create coping skills. It is very easy to perform hypnosis in a group setting, and it could be done in 30-40 minutes.
What do you think your practice could provide that the modern-day nurse’s office does not?
Empowerment. Kids are at the mercy of everyone’s whim in a school setting, and hypnosis is a fantastic way to help them realize the power they have over stress and anxiety.
What do you say to people who doubt the legitimacy of your practice (for instance, parents who believe it doesn’t “work”)?
I have thousands of patients who have seen monumental changes in their lives, and I let that speak for itself.
Can you elaborate on any concerns you may have when it comes to implementing your practice in a school-setting?
We live in a litigious society, and I do fear that people who don’t understand how hypnosis works could potentially blame it for unforeseen issues that crop up later. I have heard of an instructor getting sued when a student committed suicide years after having had hypnosis in the school setting. The instructor eventually won the case when it was proven that hypnosis could in no way have caused this, but they had to fight in court for years.
Finally, please feel free to articulate any of your thoughts on this subject that you were not able to address in the above questions:
I do believe that hypnosis would be a powerful modality to incorporate into the school setting, particular for students with exam phobias and low self-esteem.
References
Acquaviva, Caroline. “Yoga in Schools? The Pros, the Cons, the Facts.”EmpatheticEducation, EmpatheticEducation, 18 Nov. 2018, https://empatheticeducation.school.blog/2018/11/18/yoga-in-schools-the-pros-the-cons-the-facts.
Ramadoss, R., & Bose, B. (2010). Transformative life skills: pilot study of a yoga model for reduced stress and improving self-control in vulnerable youth. International Journal of Yoga Therapy, 20(1), 73-78.
Crean, Ellen. “Hypnosis For Children.” CBS News, CBS Interactive, 12 Dec. 2002, https://www.cbsnews.com/news/hypnosis-for-children/.
Horowitz, Juliana Menasce, and Nikki Graf. “Most U.S. Teens See Anxiety, Depression as Major Problems.”Pew Research Center’s Social & Demographic Trends Project, Pew Research Center , 21 Feb. 2019, https://www.pewsocialtrends.org/2019/02/20/most-u-s-teens-see-anxiety-and-depression-as-a-major-problem-among-their-peers/.
International Association of Reiki Professionals. “Reiki for Generalized Anxiety Disorder.” The Reiki Times, 2018, pp. 1–4.
Mandal, Ananya. “Acupuncture History.” Medical Life Sciences News, News-Medical.net, 19 June 2019, https://www.news-medical.net/health/Acupuncture-History.aspx.
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